Students will be able to identify words beginning with the ShDiagraph and recognise which letters make this sound.
- Call students together. Do an elaborate routine of SsshhhIng the students to begin the lesson. (For example, âA SsshhhhFell over the crowd.â)
- Read students the book Sheep on a ShipBy Nancy Shaw. While reading, make sure to stress the ShSound whenever it appears in the story.
Explicit Instruction/Teacher modeling(5 minutes)
- Ask students to think about what they remember from the read-aloud. Guide students towards eventually discussing why certain words were stressed and the sound they heard when words were being stressed.
- Write down the letters S and H on the board for students. Ask students what sound the S makes and what sound the H makes. Explain to students that when these letters are next to each other in a word, they blend together to make a whole new sound.
- Tell students that the sound the letters make when they are together in a word is the sound they heard stressed in the story and a sound they have made a lot in their lives. Have students make the SsshhhSound.
Guided practise(10 minutes)
- Now is a great time to show students pictures of words that start with the ShSounds if possible (sharks, shells, ships, shovels, etc.).
- Ask students to look around the room and identify any items that begin with the ShSound (shirts, shoes). Explain why any incorrectly identified items do not start with the ShSound.
- Say some words like âshove,â âstove,â âshould,â and âstop.â Ask students to identify whether or not these words begin with the âshâ sound. It can be helpful to write these words out on the board, so that students can see them visually after they determine whether or not the âshâ sound is present.
- Pass out the Sorting "Shâ worksheet. Explain the directions to cross out words that do not start with ShAnd draw a line from words that do start with Sh.It may help students to do one or two examples as a class.
Independent working time(10 minutes)
- Before sending students back to their seats to work, review any applicable classroom rules for quiet work times. Any adults in the room should be circulating, answering questions, and directing individuals as needed. If some students are allowed to work with partners, consider designating specific portions of the room for partners so that the noise does not disturb other students.
- For students who need a little extra support, working with a partner can provide additional scaffolding for the activity. It can also be helpful to have an adult pronounce the name for each picture out loud for students. This can be especially beneficial to English Language Learners who may experience pronunciation differences or lack the key vocabulary required by the activity.
- Students can be informally assessed based on their participation in group discussions and small group interactions. Whether or not students are engaged, able to answer questions, or contributing to the discussion in informed ways are all indicators of student understanding.
- Students can be more formally assessed based on the amount of correct answers they are able to provide on the Sorting "Shâ worksheet.
- For an additional form of assessment, students can be assigned another ShWorksheet for homework or asked to come up with a list of 5 to 10 words that begin with the ShSound.
Review and closing(10 minutes)
- Call students back together.
- Go through the Sorting "Shâ worksheet. Have students in the class discuss and compare answers as a whole group. This is a great opportunity to clarify any questions and address confusion students may still have.
- Read Sheep in a ShopBy Nancy Shaw to the class. Have students raise their hands, clap, or perform some other fun action anytime they hear a ShSound in the book.
- Remind students that the ShSound is made of the letters S and H. Conclude the final group discussion by having all the students say âssshhh.â