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Wishy Washy Waves!

 Let's pretend to be the waves, /sh/, /sh/, /sh/. [Pantomime arms acting as waves] Notice where your teeth are? (Show teeth like a tiger). When we say /sh/, we blow air between our teeth and our lips are puckered like a kiss.

3. Let me show you how to find /sh/ in the word hush. I'm going to stretch hush out in super slow motion and listen for my toothbrush. Hh-uu-ssshhh. Slower - There it was! I feel my teeth come together and the corner of my lips come towards the middle.and blow air.

4. Let's try a tongue tickler [on chart]. “Shelly should swim to shore” Shelly had been swimming and splashing in the ocean ALL morning. It is time for her to come eat lunch with her mother, so she must swim to the shore.  Everybody say it three times together. Now say it again, and this time, stretch the /sh/ at the beginning of the words.”Shhhhelly shhhhoul swim to shhhhhore. Try it again, and this time break it off the word: ‘/sh/elly /sh/ould swim to /sh/ore.  

5. [Have students take out primary paper and pencil]. We use letter SH to spell /sh/. Capital Sh looks like a snake next to a giraffe . Let's write the lowercase letter s. Start just beneath the fence. Curve upward making a c up to touch the fence without removing your pencil from the paper. Make another c upside down touching the sidewalk that is connected to the top. I want to see everybody's s. After I put a smile on it, I want you to make nine more just like it.i

6. Call on students to answer and tell how they knew: Do you hear /sh/ in show or tell? shade or light?? wash or dry? Ship or boat? Say: Let's see if you can spot the mouth move /sh/ in some words. Move your waves if you hear /sh/:  Pack, sheep, book, rug, shed, brush, ant, flash, blue, shield,  grass, fish.

Mrs. Wishy Wash must wash all her dirty farm animals.  Read while drawing out /sh/. Ask children if they can think of other words with /sh/. Ask them to make up a silly scrubbing and washing noises  like Shloshly, splish splash. Then have each student write their silly sounds with bubbles and suds with invented spelling Display their work.h

8. Show ‘Shell” and model how to decide if it is shell or bell: The SH tells me to show my waves, /sh/, so this word is shhh-op shop. You try some: SHOP: shop or mop? ROW: show or row? SHIP: chip or ship? SHELL: shell or bell?

9. For assessment, distribute the worksheet. Students color the pictures that begin with SH. Call students individually to read the phonetic cue words from step #8.k

 

Reference: Joy Cowley: Mrs. Wishy-washy

https://www.google.com/books/edition/_/Q7TAAAAACAAJ?hl=en

Assesment: 

https://www.pinterest.com/pin/343399540332740575/

Developments Lesson Design 

http://wp.auburn.edu/rdggenie/home/classroom/developments/

Email:

alg0058@auburn.edu

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