Lesson #3 Silly ish Sentence Grade Level: 1st Grade Subject: Language Arts I. II. Standard: R.WS.01.

02 recognize that words are composed of sounds blended

together and carry meaning.

Objective: I can identify words that end with sh. I can recognize the blend sh and the sound it makes. I can identify that the sh blend carries meaning, and which words it appears in. Anticipatory Set: The teacher will read the book "Please Don't Eat Me" written by Roger DeMuth. The teacher will draw the students attention to the rhyming words in the book. The teacher will ask the students what words can rhyme with fish, and will make a list of all the words the students come up with. Input: a. Materials: i. Paper ii. Markers iii. Colored pencils iv. Crayons v. "Please Don't Eat Me" by Roger DeMuth b. Steps i. The teacher will write words that rhyme with fish (wish, dish, swish, squish, splish). ii. The teacher will ask the students how they know that the words rhyme (look at the ish ending). iii. Students will be asked to return to their seats, and two helpers will pass out the paper to the other students. 1. While the paper is being passed out, students will discuss which words rhyme with their partner. This repetition will ensure that the students grasp the concept of the words we are rhyming, since the sh ending is one that needs to be recognized by sight and cannot be discovered by sounding out. iv. The teacher will use the starboard to write a silly sentence using the words that the class has come up with. The teacher will then draw a picture to go along with the sentence and will show the students.

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v. The teacher will then invite the students to create their own sentence and draw a silly picture to go along with their sentence. vi. When students are finished, they will be invited to display their picture on the starboard, and share their silly sentence with their classmates. 1. For students who are done early, they will use their all done bag that is next to their desk. c. Thinking Levels: i. Knowledge- students must have a knowledge of what words contain sh in them, and also recognize that those words have meaning and carry value. ii. Synthesis- Students will create an original sentence using words that end with sh. iii. Application- Students will write their original sentence down on a paper, as well as illustrate a picture to demonstrate their sentence. d. Learning Styles and/ or Accommodations i. Visual: Students will visually see a demonstration of using sh ending words. Students will also visually experience the book that is being read. ii. Tactile: Students will create their own unique visual to accompany their original sentence. iii. Auditory: Students will listen to a story as it is read to the entire class. Students will also listen to an example of sh blend words being demonstrated by the teacher. iv. Intrapersonal: Students will be able to work on their own to discover their own unique sentence and illustration. V. Modeling: a. The teacher will demonstrate the use of words ending in sh by writing them on the board, and showing how they end with the same letters. Checking for Understanding: a. The teacher will check for understanding by asking the students to help provide some words that end in sh. The teacher will also check for understanding by making sure the students are comprehending the words that are being selected, and why. Guided Practice: a. The teacher will make up a funny sentence using the rhyming words that were discovered previously. The teacher will write this sentence

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on a paper, and draw a quick silly picture to demonstrate the sentence. This picture will be demonstrated using the starboard. VIII. Partner Practice: a. The student will practice reciting words that rhyme with fish with the person that sits next to them. They will take turns saying a word that ends with sh. Independent Practice: a. The students will be able to make up their own silly sentence using the words that end with -sh. The students will write the sentence on their paper. The students will then decorate their fish using materials that they chose. Closure: a. Each student will be able to share their words and their silly picture for a laugh with the whole classroom. Assessment/ Reflection: a. The teacher will check for understanding and completion by taking note of what the students have written. If more time is needed to dedicate to the lesson, the teacher will then further explain how the words are related through their sh ending. This assessment will continue through the year so students are able to become more familiar with words ending with the sh sound. These words will be reviewed so the student is easily able to identify the sound that goes along with the blend when they see it.

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