The Mommies on the bus say Shhh Shhh Shhh!

Emergent Literacy Design

Ava Sewell

Rationale: When letters are combined into a digraph, they can represent a single phoneme, making it challenging for some children to read. The purpose of this lesson is for the students to recognize and learn the digraph /sh/, and the sounds it makes when reading, speaking, and spelling words. Students will learn a meaningful representation of the digraph, practice the digraph with use of music, as well as learn to automatically recognize it with decodable text practice by seeing it on the board a repeated number of times.

Materials: Group instruction area rug, Smart Board technology, Lyrics on smart-board of 'Wheels on the Bus',  Meaningful representation of /sh/ on smart board, Primary paper, Pencils for each child, Copy of decodable text A Crash in the Shed by Gerri Murray for each child, Phonetic cue cards labeled: SHUT, SHIP, FISH, SHORE, Crayons for each child

 

Procedures:

 1. Say: Have you ever noticed how your mouth moves differently when you say certain sounds? Today we are going to be learning about the sound that says /shhh/. 

 

2. Lets all say /sh/. Did you feel the air coming through your teeth? Try again, everyone say /sh/. Sometimes our parents and teachers tell us to shhh be quiet! Can you do that to your neighbor like this.. (Hold finger to lip and say /sh/) Show picture of a finger on a lip saying shhhh.

 

3. Call on students to answer and tell how they knew: Do you hear /sh/ in shell or fell? fin or fish? line or shine? shape or cape Say: Let's see if you can spot the mouth move /sh/ in some words. Hold up your finger to your mouth if you hear /sh/. Sam shows his shoe to Trish and Tim.  

 

4. Let's try a tongue twister. 'Shelly and Shawn went fishing for fish by the seashore.' Everybody say it three times together. Now say it again, and this time, stretch the /sh/ in the words. 'shhhelly and shhhawn went fisshhhing for fishhh by the seashhhhore.' Try it again, and this time break it off the word:  '/sh/-elly and /sh/-awn went fi-/sh/-ing for fi-/sh/ by the sea-/sh/ore.'

 

5. We are going to sing the song Wheels on the Bus. It has the /sh/ sound in it when the mommies on the bus are telling the babies to 'shh shh shh.' Let's all sing it. (Sing that verse with lyrics on the smart board.' Next, call upon the children to underline the /sh/ sound on the smart board in the lyrics of the song verse.  After that verse has been underlined, ask the children if they can find the sh in any other words of the song. Call upon them to come up and underline the sh. Make sure you read the word as the children are underlining the sh. (swish has the /sh/ sound in it too! You're right! Great Job!)

 

6. Have students take out primary paper and pencil. We use letters s and h together to spell /sh/.

I want you to write sh on your paper. To make an s, start at the top, and go around this way, and curve back around the other way. (Draw on the board while having everyone does it on their paper.) Do make the h, start with a straight line down from the top, now go back up to the middle, and make a hump like this (draw on the board while students write on their paper. Now put the letters beside each other like this (write sh on board as children do it on their paper). Assess the children by walking around and making sure they are doing the letter digraph writing correctly. Assist them if needed.

 

 

7. Show SHUT on a flashcard and model how to decide if it is shut or cut: ' I am going to see what this word says. I know that the u says /u/ and the t at the end says /t/. The beginning is an sh. that says /sh/ so /sh/ /u/ /t/ shut. The sh tells me to put my finger to my lip, /sh/, so this word is shhh-ut not cut.  You try some: SHIP: ship or hip? Show: bow or show? FISH: fish or fin? SHORE: shore or pore?

 

8. Say: We are going to read this book A Crash in the Shed. It has the /sh/ sound in it. Have the book on the smart board so that you can point to the words as you read.

Give a booktalk: The book is about Jan and Tim. They want to go fishing. They go to the shed to get the things that they need. Jan and Tim are getting their things from the shed, when CRASH, something is knocked down by their cat Elf. Will Jan and Tim solve their problem? Read the book to the class and have them put their finger to their lip when ever they hear the /sh/ sound.

 

9. For assessment, distribute the worksheet. The students will be given a picture page with pictures of a dog, shell, shoe, car, and ship on each page.  Underneath each picture will be primary writing lines.  The students will write the names of each picture on the line and if the picture has the /sh/ sound, the student will use their crayons to color the picture. Call students individually to read the phonetic cue words from step #7.

 

References:

Related Design:

Bice, Bethany. The Fish says SSHHH!

http://www.auburn.edu/~murraba/discov/bicebr.html

Decodable Text:

Murray, Gerri. A Crash in the Shed. Genie Collection, 2006.

Lyrics to Song Used

The wheels on the bus go round and round, Round and round, round and round,The wheels on the bus go round and round,All through the town.

The wipers on the bus go swish, swish, swish,Swish, swish, swish, swish, swish, swish,The wipers on the bus go swish, swish, swish,All through the town.

The door on the bus goes open and shut,Open and shut, open and shut,The door on the bus goes open and shut,All through the town.

The mommies on the bus say, shh, shh, shh,shh, shh, shh, shh, shh, shh,The mommies on the bus say, shh, shh, shh,All through the town.

 

 

 

Epiphanies