Build and Write Sh Words

Overview

In this third lesson of the CVC Words with Sh unit, students apply their knowledge of the consonant digraph sh to build, manipulate, read, and write words. They then use those words in simple sentences, practicing decoding, encoding, spacing, capitalization, and end punctuation.

Learning intentions

Students will be able to:

• Identify sh as two letters representing one sound, /sh/.
• Build, read, and change CVC words containing sh.
• Segment sounds and encode words by writing the correct letters.
• Write and read a simple sentence with spaces, a capital letter, and end punctuation.

Success criteria

• I can say the sounds in a word and blend them to read it.
• I can use sh to build and spell words such as ship, shop, fish, and dish.
• I can write a sentence with a capital letter, spaces, and a period.
• I can reread my sentence to check that it makes sense.

Curriculum links

• Grade 1 foundational phonics and word analysis: decoding grade-level words.
• Common consonant digraphs: recognizing that sh represents one sound.
• Two-syllable word decoding by breaking words into syllables, when appropriate in review or extension.
• Spoken phoneme work: isolating initial, medial vowel, and final sounds and distinguishing short vowel sounds.
• Language conventions: producing complete sentences, using capitalization, spacing, and end punctuation.

Lesson structure (30 minutes)

1. 0–4 min · Sound and sentence hook. Open with the hook and learning goal slides. Display a picture of a fish in a dish and read aloud: “The fish is in the dish.” Ask, “What words have the /sh/ sound?” Students echo the sentence, identify fish and dish, and listen for /sh/ at the beginning or end of each word.

2. 4–9 min · Explicit review. Use the sh sound review slides to show s and h together. Explain that two letters work together to spell one sound, /sh/. Model continuous blending in ship: /sh/ /ĭ/ /p/, ship. Students use three fingers or sound boxes to identify the beginning, middle, and final sounds in ship, shop, shut, fish, and dish. Briefly compare the short vowels /ĭ/, /ŏ/, and /ŭ/.

3. 9–17 min · Build and manipulate words. Give each student letter cards for s, h, i, o, u, a, p, t, f, d, m. Display instructions from the word-building directions. Call out one word at a time: ship, shop, shut, fish, dish, and mash. Students build the word, touch each sound, blend it, and then change one card when prompted: “Change ship to shop,” “Change shop to *shut,” and “Change fish to dish.” Circulate and ask, “Which sound changed? Which letter or letters show that sound?” Students read each completed word to a partner.

4. 17–22 min · Encode from dictation. Distribute the sh word-building and sentence worksheet. Say ship, fish, and dish one at a time without showing the words. Students repeat, stretch the sounds, and write each word in a sound box or word line. Reveal the correct spellings on the dictation check slides. Students check by pointing to sh and each remaining sound, then correct their own work.

5. 22–28 min · Write and read a sentence. Model on the sentence-writing model slide: “The fish is in the dish.” Think aloud: begin with a capital letter, leave spaces, and finish with a period. Students complete the sentence task on the sh word-building and sentence worksheet, writing either the modeled sentence or a supported variation such as “The fish is in a dish.” Invite students to reread quietly, then read their sentence to a partner. Partners check for a capital letter, spaces, a period, and a sentence that makes sense.

6. 28–30 min · Review and exit check. Show the review and exit prompt slide. Ask each student to read one displayed sh word and explain what sh represents. Students orally segment and spell one teacher-selected word, then point to the capital letter and period in their sentence. Close by having the group read, “The fish is in the dish.”

Resources

• the sh phonics and sentence-writing slide deck
• the sh word-building and sentence worksheet
• Individual letter cards: s, h, i, o, u, a, p, t, f, d, m
• Five small sound boxes or counters per student
• Pencils and crayons
• Whiteboard and marker
• Picture of a fish and dish, included in the slide deck

Assessment

• During word building, listen for accurate /sh/, short vowel sounds, and blending. Note whether students can change one phoneme without rebuilding the entire word.
• Check dictated words for correct use of sh, accurate medial vowels, and final consonants. Prompt students to reread rather than immediately supplying an answer.
• Collect or quickly review the sentence worksheet for a capital letter, word spacing, a period, legible encoding, and a sentence that can be read aloud.

Differentiation

• For students needing support, provide sound boxes, counters, a picture cue, and a word bank containing ship, shop, fish, and dish. Model stretching the word and have the student repeat before writing.
• Keep sh on a separate card so students treat it as one sound while still seeing its two letters. Offer oral rehearsal and a sentence frame: “The ___ is in the ___.”
• For EAL students, use the fish-and-dish picture, gesture “in,” and explicitly model the meaning of each sentence before writing.
• For students ready for more challenge, dictate mash or sham, ask them to create a new sentence, or invite them to explain whether sh occurs at the beginning or end of a word.