SUMMARY OF WHY

THIS PLAN SHOULD

BE USED/ WHAT
NEEDS IT MEETS

This plan can be used to teach any new phoneme OR to review phonemes!

STANDARD

4.RF.3, 5.RF.3 - Know and apply grade-level phonics and word analysis skills in decoding
words.

You can use the steps to teach any phoneme on the list provided!

6.RL.10 - By the end of the year, read and comprehend literature, including stories,
dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding
as needed at the high end of the range.

OBJECTIVE

Your student will be able to read the sh digraph

INSTRUCTIONAL INPUT
(TEACHING THE SKILL)

On a paper, in large print, write (or on a screen type) the letters H, S, and SH.
Point to the letter H and ask student to tell the sound, /h/. Ask student if they can think
of a word that starts with that sound. Write the word. If they struggle to come up with a
word, try to give hints (e.g. horse, an animal that you can ride and lives on a farm). Write
the word, or words, under the letter H in regular size print. Repeat the exercise with /s/.
Introduce the sh digraph. Explain that when S and H come together, they make one
sound /sh/. Underneath the letters SH write some example words:
Parent: Some examples of words that use the sh digraph are: ship, shed, push, fish. Ill
write them under the letters SH. Can you think of some more words that we can
add?
Now Im going to show you how we read these words. First, Ill check for the sh
digraph. Ill practice with this word [point to ship].

Here I see the sh digraph [point to it]. I know it makes the /sh/ sound. Then I see
the vowel letter is I. The first sound we use for I is the short sound [// as in pick].
The last letter is P, so now I can read the word /sh/-//-/p/.
There are three sounds [extend three fingers and, pointing to each, repeat each
sound] /sh/-//-/p/. Repeat the sounds with me again: /sh/-//-/p/.
Child: /sh/-//-/p/
Now, lets blend the sounds into one word: ship. Say the word again with me: ship.
Child: Ship
After reading the first word, practice with one non-example (write the words under SH).
Walk through the same steps, but use a word like sip or ham. Upon identifying the word
as not having the sh digraph, confirm this knowledge:
Parent:

This is not a word with the /sh/ sound.

Once you complete the process, cross it off, and remind your child that it doesnt belong
in this group.

GUIDED PRACTICE
(PRACTICING THE
SKILL TOGETHER)

Review the letter sounds /h/, /s/ and /sh/.

Parent: Lets practice some more. Now we will read together. Well read this word first
[point to shed].
Ask your child what we need to check for, first [the sh digraph]. Have them locate it in
the word. Ask them to locate the vowel letter and identify its first sound [// as in let].
Ask them to identify the sound of the final consonant [/d/].
Next, ask them to extend one finger for each sound and repeat the sounds /sh/-//-/d/,
while touching each respective finger. Finally, ask them to blend the sounds into one
word: shed. During this process, support them as needed.

Repeat the process with the words fish and sap. Again, write the words under SH; at the
end, ask your child if the word belongs in the SH group. Have them cross off the words
that dont belong.

INDEPENDENT
PRACTICE

Review the letter sounds /h/, /s/ and /sh/.

Have your student independently read the following words. After the read each word, ask
them if it belongs in the SH group or not. Have them cross off the words that dont
belong.
Hash
Hat
Mash
Shin
Sam

ASSESSMENT

Have your child answer these questions:

1. What sound does this letter [S] make?

2. What sound does this letter [H] make?
3. What sound does [SH] make?
Have your child read the following words (they should read at least 4/5 correctly):
Sham
Map

Lash
Shop
Sob

LIST OF ADDITIONAL
WAYS THIS PLAN
COULD BE USED

You can apply this practice to the phonemes below. There are example words listed for
each of the following: