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Sample Lesson for Teaching the Consonant Digraph for /Sh

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Sample Lesson for Teaching the Consonant Digraph for /Sh Sample Lesson for Teaching the Consonant Digraph for /sh/ Lesson Focus Procedure Please note: 1. Create awareness of target sound in Shane likes to share. He shares his This procedure activates phonemic the initial position. shells and shoes with his sister. awareness by focusing attention on the What does Shane like to do? target sound. The words Shane, share, shells, and shoes begin with the same sound: the /sh/ sound. Watch my mouth: /sh/ (You say /sh/). 2. Connect the printed letters with the Show children the large sh card. The point of the whole lesson is to sound the letters represent. This is sh. The sh stands for the /sh/ connect printed letters with its sound, sound in Shane, share, shells, and which happens in this step. However, shoes. Each time I touch the letters sh, this doesn’t provide enough practice to say /sh/. (Touch sh several times) solidify the learning. Thus, it is important to proceed to the next step. 3. Discriminate among words that start Students will now need their own sh This step provides additional practice with /sh/ and those that do not. cards. in identifying the /sh/ digraph at the If the word I say begins with the /sh/ beginning of words and saying the sound, hold up your sh card and say sound in the presence of the letter m. /sh/. If it doesn’t begin with the /sh/ sound, shake your head no. (Examples: show, smell, shake, stop, shower) 4. Develop phonemic awareness of Every morning, I _______ my teeth. This step, which moves the targeted target sound sh the final position. (brush) letters to the final position, helps Explain that brush ends with the letters children learn that given letters often sh, and when they are together that represent the same sound in other stands for the /sh/ sound. Say some positions in words. more words that end with the letters sh, and have the students repeat them. (Examples: rash, wash, dish) 5. Distinguish words that end in /sh/ I’ll say some words. If the word ends In this step students identify /sh/ at the from words that do not. with the /sh/ sound, hold up your sh end of words and say /sh/ in the card. If it doesn’t end with the /sh/ presence of the letters sh. sound, put your sh card behind your back. (Examples: wish, grass, splash, This step is similar to step 3 except that salt, squish ) the focus is on the final position. 6. Compare words that have /sh/ in the Students will need their Word Pockets. In addition to providing practice, the initial and final positions. If the word begins with /sh/, put your requirement that they place their letters sh card at the beginning of the Word at the beginning or end of their Word Pocket. If the word ends with /sh/, put Pockets connects with phonemic your sh card at the end of the Word position with the visual position. Pocket. (Examples: fish, shake, ship, flush, shark ) Zimmerman, B. S., Padak, N. D., & Rasinski, T. V. (2008). Evidence-Based Instruction in Reading: A Professional Development Guide to Phonics. Boston, MA: Pearson Education, Inc. Resource provided by AEA 267 © 2010 — Permission granted to educational organizations to copy and use 1 http://www.aea267.k12.ia.us/ .
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