Lesson Plan #: AELP-PHN0201
Date: December 31, 1999
Grade Level: Kindergarten, 1
Description: Students will create a big book from the text of Nancy Shaw's book, Sheep in a Shop. By illustrating the story, students will develop an understanding that illustrations are a source of decoding support for emergent readers. Additional activities will develop skill in the use of the "sh" digraph.
Goals: Emergent readers will gain skills in decoding.
1. Students will learn to recognize the digraph "sh" and associate it with the correct sound.
2. Students will draw illustrations that accurately reflect the text.
Re-read the story. Point to the text as it is read. Discuss the use of the digraph "sh" as the initial sound of sheep and shop. Ask students if they hear either the "s" or the "h" sound separately. (Contrast with blends such as "br" and"cl".)
Stop often to examine the illustrations. Guide students in the discovery that everything talked about in the text is mirrored in the illustrations. This is a support in the development of independent reading skill.
Provide a piece of tagboard to each pair of partners. Before distributing tagboard, glue a page of the reprinted text. Encourage students to draw a picture reflecting the text.
Follow-up: provide 1" sticky notes for students to record their own "sh" words during ZYLAR (Zip Your Lips and Read). Encourage them to find words which have the digraph in the beginning, middle, and end.
a. Type the list of words that the students find. Print out on laser label pages, one word per label.
b. Print out one sheet of labels for each student. Students highlight the digraph in each word (fine motor skill).
c. After students have highlighted the word, they peel the label and affix it on the sheet of construction paper to show whether the “sh” digraph occurs at the beginning of the word (first column), middle of the word (middle column), or end of the word (third column). Students should notice that more of the words fall into the first category. Fewer words have the digraph at the end, very few have it in the middle (mostly compound words like dishwasher). Affixing the labels is another fine motor skill.
Re-read Sheep in a Shop from the newly created big book.
Assessment: Student-created illustrations should accurately reflect the text of the story.
Addington, L. First Grade, Bonner, Montana; cooperating teacher.
Shaw, N. (1994). Sheep in a Shop . Illustrated by Margot Apple. New York: Houghton Mifflin