Kayla Rye-Szabo

Mitchell
TED 500
Team 92

Assignment #3: Lesson Plan

1. Anticipatory Set (focus): Teacher will say, “Have you ever been told to ‘shhh’ before?”
The students will respond with a yes or no. Teacher will ask, “Did you know we can spell
‘sh’? The ‘sh’ sound is a part of many words. Can you think of some words that have the
‘sh’ sound?” Students will respond with some words.

2. Purpose (objective): To teach digraphs specifically focusing on the ‘sh’ sound. Students
will be able to recognize ‘sh’ digraph sound when it is written and when produced orally

3. Input: Students have demonstrated the knowledge of consonant sounds. Student have
previously learned what a digraph is and have learned the ‘th’ digraph. Most have
demonstrated understanding of the ‘th’ digraph. Teacher will remind students about what
a digraph is.

4. Modeling (show): Teacher will gather students on the carpet. Teacher will say,
“Remember we learned that a digraph is when two letters put together make one sound.
We practiced the other day with ‘th’”. After reminding students teacher will hold a card
with the letter “s” in their right hand and a card with the letter ‘h’ in their left hand.
Teacher will remind students what sounds the letters make individually. When saying the
sounds individually teacher will hold the card closer to the students. Teacher will say,
“When we put these two letters together we get the ‘sh’ sound. Say it with me.” When
saying the ‘sh’ sound teacher will bring the two cards together. Students repeat the sound
several times.

5. Guided Practice: Teacher will hold up a card with a word that includes the ‘sh’ digraph.
For English language learners the teacher will use cards that have pictures as well as the
word. This will allow them to Teacher will ask the students to sound out the word.
Students will sound out the word ‘ship’. Teacher will say, “Who has seen a ship?”
Students will raise their hand. Teacher asks one of the students to dictate a sentence
including the word ‘ship’ while the teacher writes it on the board. Teacher asks another
student to come to the board to circle the word with the ‘sh’ digraph. Teachers asks the
students to write the word ‘ship’ on their individual whiteboards. Teacher asks the
students to underline the letters that make the ‘sh’ sound. Teacher has new student come
to the board and underline the ‘sh’ digraph. Teacher walks around to check students
work. Teacher continues this with several more words with the ‘sh’ digraph.

6. Check Understanding: Throughout the lesson the teacher will check what is written on
the students’ white boards. Students can be called on to sound out/read the word on their
board and point to the ‘sh’ digraph. Teacher will also ask individual students to
participate in the whole-to-part instruction.
7. Independent Practice: Students will work on a worksheet that shows pictures of items
that include the ‘sh’ and ‘th’ digraph. The student must be able to identify the correct
digraph by using their phonics skills to sound out the picture. Teacher will walk around
room monitoring the students’ progress. Teacher will provide support for students that
are struggling.

8. Closure: Teacher will gather the students on the carpet. Teacher will say while holding
up the ‘sh’ card, “We have learned words that have the ‘sh’ sound. Let’s review some of
the words we practiced.” While reviewing the cards the students will sound out the word.
Teacher will say, “Now you know what to do when you see a word with the ‘sh’ sound.
We will practice this in our readings.” Teacher tells the students what digraph they will
be learning next (‘ph’).