SUMMARY OF WHY THIS

PLAN SHOULD BE USED/

WHAT NEEDS IT MEETS

Students need to be able to understand phonics for many reasons. Students

need to be able to recognize the letter-sound relationships to be able to
decode or read words accurately. By understanding what sounds are made by
letters and different letter combinations, students will be able to read more
accurately and fluently, which will increase their comprehension. Moreover,
with extra practice on identifying the sounds and the accompanying letter
combinations that make this sounds, will increase their reading proficiency.
Many students in our classroom are struggling with connecting the ending
sound of /sh/ to the correct letter cluster, so I am building this activity for you
as families to do at home for some additional practice. I hope you find it a
valuable use of your time!

STANDARD

RL.6.10. By the end of the year, read and comprehend literature, including stories,
dramas, and poems, in the grades 6-8 text complexity band proficiently, with
scaffolding as needed at the high end of the range

OBJECTIVE

Your student will be able to identify the ending sounds and the correct
accompanying letters combinations in the words.

INSTRUCTIONAL INPUT
(TEACHING THE SKILL)

Introduce the sound that are being worked on: /sh/

Write down the different letter clusters that make each sound. For the /sh/, on
a yellow post it write:
-

tion
sion
ish
cious
cial

Parent: The sound we are working on is /sh/. Say sh with me.

Shhhhhhhhhhhh

Student: Shhhhhhhhhhhhhh
Parent: This sound can be made by different letter combinations. (Present
post-its) here is the letter cluster of t-i-o-n and together they make the
sound /shun/. The t-i make the /sh/ sound in this word. (repeat for each
post-it)
Write the words on index cards: Mission, musician, and conclusion.
Parent: Now we are going to look at different words and find if any of them
have the /sh/ sound. (underline where each word makes the /sh/ sound).
First word is mission. Say mission. (Student: mission). I see the sion letters
(underline it with a marker and point to post-it with the letters). I also hear
the /sh/ sound. This is a word contains the /sh/ sound with a spelling of
sion.
-mission
-musician
- conclusion (non-example. Makes the /zh/ sound. Explanation: Although this
word has the sion spelling, but the sound it makes is /zh/.)

GUIDED PRACTICE
(PRACTICING THE SKILL
TOGETHER)

Use same post-its with the different spellings for reference.

Write the words on index cards: perish, crucial, permission, delicious.
Ask the student to read each of the words on the blue post-its with you.
Underline the spelling found for each /sh/ sound and point to the appropriate
spelling on the post-it. Say the sound /sh/.
Parent and Student: Perish Underline the ish with a colored pencil or
marker. Point to the post-it that has ish. Say /sh/.
Repeat for other words.

INDEPENDENT PRACTICE

Use same post-its with the different spellings for reference.

Write the words on index cards: radish, facial, fiction, lesson.
Ask student to read the words, identify the spelling that has the /sh/ sound,
underline it and point to the correct post-it that shows the same spelling. End
with saying /sh/.
*lesson does not have the /sh/ sound and student should be able to identify
that is does not have the spelling nor the sound.

ASSESSMENT

For the final assessments, the student will independently read a list of 7
words and identify which the words based on spellings have the /sh/ sound.
List of words: gracious, precise, lesion, emotion, official, suspicious, political

LIST OF ADDITIONAL WAYS

THIS PLAN COULD BE USED

This lesson plan can be extended to any other sounds your student has
difficulty with such as the /st/ or /ij/, /iv/ etc. All that needs to be changed to
accommodate this extension would be changing the words to emphasize the
sounds you are working on.
Moreover, to further a students understanding of this sound would be to ask
students to spell words using their knowledge of the sounds. For example,
give the student the word fiction and have them decide what sound they
here at the end and what letter clusters would make that sound.