SSSHHHH….

Explicit Instruction/Teacher modeling

• Ask students to think about what they remember from the read-aloud. Guide students towards eventually discussing why certain words were stressed and the sound they heard when words were being stressed.
• Write down the letters S and H on the board for students. Ask students what sound the S makes and what sound the H makes. Explain to students that when these letters are next to each other in a word, they blend together to make a whole new sound.
• Tell students that the sound the letters make when they are together in a word is the sound they heard stressed in the story and a sound they have made a lot in their lives. Have students make the ssshhh sound.

Guided Practice

• Now is a great time to show students pictures of words that start with the sh sounds if possible (sharks, shells, ships, shovels, etc.).
• Ask students to look around the room and identify any items that begin with the sh sound (shirts, shoes). Explain why any incorrectly identified items do not start with the sh sound.
• Say some words like “shove,” “stove,” “should,” and “stop.” Ask students to identify whether or not these words begin with the “sh” sound. It can be helpful to write these words out on the board, so that students can see them visually after they determine whether or not the “sh” sound is present.
• Pass out the Sorting "Sh” worksheet. Explain the directions to cross out words that do not start with sh and draw a line from words that do start with sh. It may help students to do one or two examples as a class.

Independent working time

• Before sending students back to their seats to work, review any applicable classroom rules for quiet work times. Any adults in the room should be circulating, answering questions, and directing individuals as needed. If some students are allowed to work with partners, consider designating specific portions of the room for partners so that the noise does not disturb other students.