Ski Down the Slope with Sh

Ski Down the Slope with Sh


Emergent Literacy Design

Hailey Jones



Rationale: This lesson will help children identify /sh/, the phoneme represented by sh. Students will learn to recognize /sh/ in spoken words by learning a meaningful representation (skiing down the slope) and the letter symbol sh, practice finding /sh/ in words, and apply phoneme awareness with /sh/ in phonetic cue reading by distinguishing rhyming works from beginning letters.


Materials: Primary paper and #2 pencil; white drawing paper and crayons; charts with “Sheila sells seashells by the seashore”; the book, Smiley Shark by Ruth Galloway; word cards with SHE, FISH, WASH, KIND, DISH, HAPPY, SHIP; writing worksheet practicing words with /sh/ (URL below).


Procedures: 1. Say: Our written language is a secret code. The tricky part is learning what letters stand for- the mouth moves we make as we say words. Today we’re going to work on spotting the mouth move /sh/. We spell /sh/ with the letters s and h. /Sh/ sounds like a person skiing down a snowy slope.  


2. Let’s pretend to ski down a slope, /sh/, /sh/, /sh/. [Pantomime skiing down a slope] Notice where you top teeth are? (Touching your bottom row of teeth). When we say /sh/, we blow air through are bottom and top rows of teeth.


3. Let me show you how to find /sh/ in the word wash. I’m going to stretch wash out in super slow motion and listen for me skiing down the slope. Www-a-a-sshh. Slower Www-a-a-a-a-sh-sh-sh There it was! I felt my bottom teeth touch my upper teeth and air blown through them. I can feel skiing down the slopes /sh/ in wash.


4. Let’s try a tongue tickler [on chart]. “Sheila sells seashells by the seashore.” Everybody say it three times together. Now say it again, and this time, stretch the /sh/ at the beginning of Sheila and in the middle of seashells and seashore. “Ssshheila sells seassshhhells by the seassshhhore.” Try it again, and this time break it off the word: “/sh/eila sells sea/sh/ells by the sea/sh/ore.”


5. [Have students take out primary paper and pencil]. We use the letters sh to spell /sh/. Let’s write the lowercase letters sh. For the lowercase s, start at the fence, then make one c going to the left and continue to make another c going to the right going down to the sidewalk. For the lowercase h, start at the rooftop, then make a straight line going down to the sidewalk, then come back up the line and make a hump at the fence going to the right going back to the sidewalk. I want to see everybody’s sh. After I put a sticker on it, I want you to make nine more just like it.


6. Call of students to answer and tell how they knew: Do you hear /sh/ in shape or kind? Love or ship? Mad or dish? Say: Let’s see if you can spot the mouth move /sh/ in some words. Ski down the slope if you can hear /sh/: sheet, fun, glad, shop, shy, six, this, shock, shoes, sleep, sharp.


7. Say: “Let’s look at a book about a shark. The author tells us about an adventure of a very smiley shark. Can you guess what happens to the smiley shark in the book?” Read page 5, drawing out /sh/. Ask children if they can think of other words with /sh/. Ask them to make up another name for the “Smiley Shark” like Sharp-Shark, or Shelly-Ship-Shark. Then have each student write their silly name with invented spelling and draw a picture of their silly shark. Display their work.


8. Show SHIP and model how to decide if it is ship or tip: The SH tells me to ski down the slope, /sh/, so this word is sshh-ip, ship. You try some: SHINE: shine or mine? SHE: she or he? SHOCK: shock or lock? SHEET: sheet or feet?


9. For assessment, distribute the worksheet. Students are to complete the writings of words with /sh/ and draw on the white piece of paper a picture of one of those words that they choose. Call students individually to read the phonetic cue words from step #8.








Writing worksheet:

 Reading Genie:

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