South Carolina ETV

South Carolina ETV
1101 George Rogers Boulevard
Columbia, SC 29201-4761
Phone: 803-737-3545

Blending into Good Speech (PreK-1)

Master Teacher

Rashida Durant

Time Allotment

30-45 minutes

Overview

This lesson will increase the student's production of the target phoneme /sh/ through the use of video, the Internet and hands-on activities. Production will increase in isolation, syllables and the initial position of words.

Subject Matter

Dipthongs

Learning Objectives

Students will be able to:

Produce the/sh/ sound in isolation 5 times each;
Produce the /sh/ sound in syllables 5 times each;
Produce the /sh/ sound in the initial position of words 5 times each.

South Carolina Standards
SC Standards Web site

PK-R3.4-Begin recognizing that words are made up of letters that make sound.

K-R3.5-Continue recognizing that words are made up of letters that make sound.

1-R3.4-Continue recognizing that words are made up of letters that make sound.

K-R3.11 and 1-R3.10-Demonstrate the ability to blend sounds to make words.

Media Components

Video

Letter TV II: Letter Combinations, Lesson 4 "SH." (Length 5 minutes)

Web Site

Even More Consonant Blends - This Web site uses your dictionary to add three more words, which begin with the same consonant blend as the given example.

Articulation Practice for S Blends - This Web site gives students flashcards that contain an s blend word on one side and the definition of the word on the other side.

Materials

pencil

crayons

worksheet on /sh/ blends

Equipment

computer with Internet access

VCR

Prep for Teachers

Prior to the lesson:

Review the /sh/ sound with students.
Gather all Materials: pencils, crayons, and worksheets.
Check equipment: TV, VCR, and computer.

Bookmark the Web sites at:

Make copies of the /sh/ blends worksheet.
Preview the video to familiarize yourself with the pausing points. Cue the video to the first segment.
When using media, provide the students with a Focus for Media Interaction, a specific task to complete and/or information to identify during or after viewing of video segments, Web sites, or multimedia elements.

Introductory Activity

Step 1: Introduce the /sh/ phoneme to the students in isolation. Model to the students the shhh technique with finger over mouth blowing out air to produce the sound five times each.

Step 2: Model and have the students produce the sound simultaneously with you in isolation five times each.

Step 3: Introduce the /sh/ phoneme in syllables (ex.sha). Model to the students how to produce the sound.

Step 4: Model and have the students simultaneously produce the /sh/ sound.

Step 5: Introduce words with the /sh/ sound in the initial position and model to the students how to produce the words (ex. ship).

Step 6: With the students, simultaneously produce the /sh/ sound in the initial position of words.

Learning Activity

Step 1: Insert the video, Letter TV II: Letter Combinations, Lesson 4, into your VCR. Provide your students with a Focus for Media Interaction by telling them to listen for the /sh/ sound. START the tape at the beginning of Lesson 4 on the /sh/ sound. The lesson is five minutes long. The soundtrack from Destoons will be playing.

Step 2: PAUSE the tape at the Letter Music break. Ask the students to produce the /sh/ sound in words such as ship, shamrock, and shovel, etc.

Step 3: Provide the students with a Focus for Media Interaction asking them to listen for more words beginning with the /sh/ sound. RESUME play of the tape to the next Letter Music Break.

Step 4: STOP tape at the end of the /sh/ video when the ship is given his name of "Shush." Provide the students with a Focus for Media Interaction by asking them each to name one /sh/ word they heard on the video.

Step 5: Have the computer set to the Web site Even More Consonant Blends. Explain to the students that the Web site will increase their production of /sh/ words along with other /s/ blends.

Provide your students with a Focus for Media Interaction by having the students repeat the words after you read them from the computer screen.

Step 6: Have computer set to Articulation Practice for S Blends . Explain that the Web site will target correct production of the /sh/ sound and other blends.

Provide your students with a Focus for Media Interaction by having them repeat the words after you read them from the computer screen.

Culminating Activity

Step 1: Distribute Activity Sheet 1 and have students circle all the words with the /sh/sound.

Step 2: Distribute Activity Sheet 2 and pronounce each word. Tell the students to repeat each word five times after you.

(Note to Teacher: Use the response sheet (Activity Sheet 3) to record the students' correct and incorrect pronunciation of the /sh/ sound.

Assessment

Ask each student to produce the /sh/ sound individually in isolation, syllables and the initial position of words with teacher models.

Cross-Curricular Extensions

Language Arts: Have the students use the /sh/ blends to recognize familiar words while reading.

Math: Have the children count out loud each time the /sh/ sound is produced. This will increase their one to one corre-spondence with numbers.

Spelling: Have the students use words with the /sh/ sound to make a word wall list.

Community Connections

Let students look in their classrooms at their sight words and identify any words with the /sh/ sound.
Let students listen to their parents and other teachers and see how many times in a day they produce a word with the /sh/ sound.