-SH Digraph Lesson Plan

Le Identify lesson objectives (learner outcomes). These should be measurable and attainable.
ar
ne Students should be able to make the /sh/ sound.
r Students should be able to identify when to make the /sh/ sound- when the letters -sh are
D together.
ev Students should be able to identify the /sh/ sound with words- visually and auditorily.
el Students should be able to come up with examples of words with /sh/.
o What are your student-friendly/learner-centered targets for this lesson?
p
m I know what letters create a /sh/ sound.
en I can read words with a /sh/ sound.
t I can think/write words with an /sh/ sound.
Identify the applicable differentiation strategy (ies). Write a short description below.

Flexible Work Rubrics Higher-Order Centers Study HAL

grouping Independently Questions Guides strategies
Guided Technology Graphic Tiered Lesson Choice IEP Goals Other
Le Questions Organizers Assignments
ar Guided Movement Modifications Independent Contracting Specific Other
Discussions Project RTI
ne
strategies
r/
Le
Description:
ar
ni
Technology: the SMART Board and laptop will be used to play the -sh video/song.
ng
Di
Graphic Organizers: as a class, we will brainstorm words that have the /sh/ sound (before and
ff
after the video is played).
er
en
Guided Discussion: I will be guiding them through a brainstorm of words that contain the /sh/
ce
sound.
s
Centers/Flexible Grouping: after the lesson, students will go onto literacy centers. During this
time, I will take the “seatwork” center and guide them through a -sh digraph activity. These
activities will be planned based off of their folder colors (literacy leveled grouping).

Co Identify applicable content vocabulary, background or prior knowledge, cross-curricular

nt connections and key questions.
en
t “Digraph”- 2 letters (or more) that makes 1 sound.
K
n Prior Knowledge: -th digraph.
 o
wl
ed
ge
Al Identify relevant content standards, including technology standards and/or college & career ready
ig standards, as applicable.
n
m 1.3.b. Demonstrate understanding of spoken words, syllables, and sounds.
en 1.3.c. Identify words orally according to shared beginning or ending sounds.
t 1.3.d. Blend sounds orally to make one-syllable words.
to
St CCSS.ELA-Literacy.RF.1.3a Know the spelling-sound correspondences for common consonant
an digraphs.
da
rd
s
What formative assessment will you use in this lesson? How will you know your students have
met the objective of the lesson (evidence of learning)?

As The formative assessment for this lesson will be the activity from the differentiated groups. See
se below for specific instruction.
ss
m How will you check for understanding? Describe guided practice opportunities if applicable?
en
t I will check for understanding based off of their answers to guided questions: What sound is made
by the letters -sh? What are some words with the /sh/ sound? I will also check for understanding
based off of the brainstorm of words before and after we watch the video.

Your Lesson
Plan
ning Engagement (Motivational Activity):
For
Instr Morning Meeting:
uctio ● What I Am- Will I Am
n ● Greeting- We Are Here
● Share (3)
● Update Weather Calendar
● GoNoodle

Mini-Lesson:
 ● Talk about the definition of “digraph”- 2 (or more) letters, 1 sound. Mirror the definition
and have students share it with their partner.
● Review the TH digraph- ask what sound it makes and for TH digraph words.
● Read “Sheep in a Jeep”- emphasize the SH sound.
● Review the story- What do you remember? What sound did you hear?

Instructional Sequence (including formative assessment):

Mini-Lesson:
● Write the letters S and H on paper, ask what sound each letter makes individually. Ask
them if any of them know what sound the two letters make together. Tell them to whisper
it in their hand before the whole class responds together (allows for think time).
● Talk about how we heard the SH sound many times in the book we read. Ask if any of
them know any words that have the SH sound in it (write these words down around the
SH- formative pre-assessment).
● Listen to Meet the Phonics - Digraphs Preview "sh". Pause the video to talk about what
the SH character is doing and if they have any more ideas for SH digraph words (write
them down). Finish the video to hear more words.
● Have all students make the SH sound together.
● Explain that seatwork will be a small group at a rectangle table. Pass out folders.

Application: (Practice or reflection):

Small Groups:
● Red
○ Don’t Wake the Baby “Sh” Digraph Game
○ Shelley’s Shell Shop (RAZ Kids projectable)
● Yellow
○ Cut and Paste Digraphs
○ Shelley’s Shell Shop (RAZ Kids projectable)
● Green
○ Digraph Sorting Cards with a partner
○ Shelley’s Shell Shop (RAZ Kids projectable)
● Blue
○ https://readingelephant.com/wp-content/uploads/2017/12/AWishNewFormat.pdf -
Highlight all SH digraph words, write 5 different SH digraph words from the story
○ Shelley’s Shell Shop (RAZ Kids projectable)

Closure:

Come back later to the gathering place and brainstorm any more words that have the /sh/
sound.

Materials and Resources:

“Sheep in a Jeep” book

Don’t Wake the Baby cards
Cut and Paste DIgraph worksheets
Digraph Sorting Cards
Digraph reader books