Shipshape Digraph SH Lesson Plan UFLI Foundations • Lesson 45
Digraph SH /ʃ/ • 4-Day Instructional Guide
Target Concept: Digraph sh representing the unvoiced postalveolar fricative /ʃ/ in initial and final positions.
Scope: 4-Day Cycle
Prereqs: Short Vowels, CVC, FLSZ
Anchor: "Quiet Sound" /ʃ/
sh
Articulatory Gesture & Sound Profile: Mouth slightly open, lips pushed forward and rounded. Tongue raised toward the roof of the mouth behind front teeth without touching. Continuous unvoiced airflow (quiet "shhh" gesture with index finger to lips). Explain: "Two letters working as a team to make one single sound!"
4-Day Instructional Blueprint
Day 1: Introduce
Visual & auditory drill, mouth gesture, sound mapping, initial & final sh blending.
Day 2: Word Work
Chaining, word building, spelling dictation, Long Decodable 1: The Big Red Ship .
Day 3: Fluency
Partner reading, Decodables 2 & 3: Shell Shop & Rush in the Shed , sight word transfer.
Day 4: Assess
10-word verbal check (real/nonsense), decodable fluency timer & 5 MC comprehension test.
1 Day 1: Explicit Sound Introduction & Blending Drill (30 Mins)
Routine: UFLI Steps 1–5
1. Phonemic Awareness Warm-Up (4 min): Teacher dictates phonemes: /ʃ/ /ɪ/ /p/ → blend: ship ; /f/ /ɪ/ /ʃ/ → blend: fish ; /m/ /æ/ /ʃ/ → mash . Isolate sound location: Is /ʃ/ at the beginning or end? (shop = beginning; rush = end; shed = beginning; wish = end) .
2. Concept Introduction & Articulation (6 min): Reveal grapheme sh. Explain: "S says /s/, H says /h/, but together they make a brand new sound: /ʃ/!" Model rounded lips, tooth barrier, gentle breath. Student mirror check.
3. Blending Board Routine (10 min): Blend 12 words with magnetic letters or digital slides. Focus on contrast: sip → ship; sin → shin; fist → fish; rust → rush .
4. Orthographic Mapping (10 min): Students tap Elkonin boxes: ship (3 boxes: sh - i - p), dish (3 boxes: d - i - sh), crash (4 boxes: c - r - a - sh). Students write letters into boxes.
2 Day 2: Word Work, Chaining, & Decodable Reading 1 (30 Mins)
Routine: UFLI Steps 6–7
1. Word Chaining Ladder (8 min): Write or manipulate tiles: ship → shop → shot → shut → shed → red → rash → mash → mush . Ask: "What sound changed? What letter changed position?"
2. Sound & Word Dictation (10 min): Teacher says sound /ʃ/, students repeat and write sh. Dictate words: 1. shop, 2. shut, 3. fish, 4. cash, 5. rush . Sentence dictation: "She had a red dish." Focus on capitalization, finger spaces, and period.
3. Long Decodable 1 Introduction (12 min): Distribute The Big Red Ship . Preview high-frequency words (she, said, have, the ). Echo read paragraph 1, then partner read. Students highlight every sh word.
Shipshape Digraph SH Instructional Guide • Page 1 of 2 • Aligned with UFLI Lesson 45
UFLI Foundations • Lesson 45
Instructional Routines: Days 3 & 4
Guided Practice, Fluency & Mastery Verification
3 Day 3: Paired Decodables & Fluency Building (30 Mins)
Routine: UFLI Step 8 Extended
1. Rapid Word Roll & Read Warm-Up (6 min): Quick flash of initial and final sh words (shin, shock, shell, hush, rash, wish, dash ) to build automaticity and orthographic storage.
2. Long Decodable 2: "Josh and the Shell Shop" (12 min): Teacher models fluent phrasing and expression. Choral read as a class, followed by Whisper Reading with tracking finger. Focus on reading punctuation (periods, question marks, exclamation marks).
3. Long Decodable 3: "A Rush in the Shed" (12 min): Timed partner reading drill (2 rounds of 1-minute reads). Partner tallies words read. Complete text-dependent comprehension questions requiring written evidence.
4 Day 4: Comprehensive Assessment & Fluency Check (30 Mins)
Formative & Summative Measurement
1. 10-Word Verbal Exit Ticket (1-on-1, 10 min): Administer the 10-word verbal check individually. Includes 6 real words (ship, fish, shed, rush, shop, mash ) and 4 nonsense pseudo-words (shup, mish, rosh, fash ). Assesses pure phonological decoding vs. memorized sight recognition.
2. Decodable Fluency Check ("The Fish in the Dish") (10 min): Students complete a 1-minute timed reading with running word counts annotated at the end of each line/sentence. Calculate: WCPM = Total Words Read - Errors. Benchmark goal: 35–45+ WCPM with ≥95% accuracy.
3. Written Comprehension Check (10 min): Students independently answer the 5 multiple choice questions to ensure reading decoding transfers directly into reading comprehension.
Error Analysis & Differentiation Matrix
Error: Splitting Grapheme
Student pronounces /s/ then /h/ separately (e.g. "s-h-ip").
→ Intervention: Underline sh as a single card unit. Use hand signal "quiet" /ʃ/.
Error: /s/ vs. /ʃ/ Substitution
Student says sip for ship or fist for fish .
→ Intervention: Mirror drills comparing smile mouth (/s/) with rounded lips pushed out (/ʃ/).
Extension for Fast Finishers
Students mastering CVC + sh quickly.
→ Challenge: Add consonant blends to sh: splash, shrink, shred, crash . Write original sh stories.
Required Workspace Materials: Slides Deck • 3 Long Decodables • Fluency Passage + 5 MC Questions • 10-Word Verbal Exit Ticket
All Included
Shipshape Digraph SH Instructional Guide • Page 2 of 2 • Aligned with UFLI Lesson 45
Digraph SH Quest Slides UFLI Foundations • Lesson 45
Phonics Instruction
sh
The Quiet Sound Digraph: /ʃ/
Two letters working together as a team to make one special sound: "shhhhh!"
Focus: Initial & Final Digraph sh 4-Day Phonics Mastery Sequence
Mouth Detective: How to Make /ʃ/
Step 1 • Visual & Auditory
1
Lips Pushed Out
Push lips forward into a soft circle, just like blowing a gentle whisper bubble.
2
Tongue Lifted
Raise your tongue near the roof of your mouth behind your front teeth without touching.
3
Quiet Airflow
Blow smooth, quiet unvoiced air. Touch your vocal cords—no buzz! It's quiet: shhh!
Remember: Two letters, one unvoiced sound! Gesture: Finger over lips → "shhhhh"
Blending Board: Sound by Sound
Step 2 • Tap & Blend
Initial SH
sh
i
p
/ʃ/ /ɪ/ /p/ → ship
Final SH
f
i
sh
/f/ /ɪ/ /ʃ/ → fish
Final SH
r
u
sh
/r/ /ʌ/ /ʃ/ → rush
Tap each sound dot once, then sweep your finger smoothly to blend the whole word!
Word Chaining: Change One Sound!
Step 3 • Sound Mutation
Start Word
ship
Change vowel /ɪ/ → /ɒ/
New Word
shop
Change /p/ → /t/
New Word
shot
Change vowel /ɒ/ → /ʌ/
New Word
shut
Change /t/ → /d/ and /ʌ/ → /e/
New Word
shed
Change /ʃ/ → /r/
New Word
red
Change /d/ → /ʃ/
New Word
rash
Change /r/ → /m/
New Word
mash
Change /æ/ → /ʌ/ → mush!
Track which position changed: Initial , Medial Vowel , or Final sound!
Sound Sleuths: Real Words vs. Nonsense Words
Step 4 • Phoneme Verification
Real Words (Have Meaning!)
Big Red Ship Decodable Reader Name: __________________________________ Date: __________________
Decodable Story 1 • UFLI Lesson 45
The Big Red Ship
Target Sound: sh /ʃ/
Warm-Up Sound Bank (Touch & Read) Highlight or underline the /ʃ/ sound
ship
fish
rush
shed
shut
wish
Josh had a big red ship. The ship sat on the wet dock by the fog. Josh had to rush to get on the deck. He had a red bag with six fresh fish. The fish were in a tin dish.
"I wish to see the big ship go fast," said Josh. He set his bag in the cab. Then the wind hit the mast with a swish! Josh ran to shut the hatch. He shut it with a loud thud so the rain did not crash in.
The big red ship did dash on the waves. Josh saw a gull dip and splash into the sea. The gull got a little fish in a flash! Josh was glad to sit on the ship. It was fun to ride on the deck until the ship had to dock at dusk.
Read 3 Times for Fluency:
1st Read (Accuracy) 2nd Read (Expression) 3rd Read (Speed)
Text Detective Work
1. What was in the tin dish inside the bag?
2. Why did Josh have to shut the hatch fast?
How many words with sh can you spot in the story?
I found:
words
Shipshape Digraph SH • Decodable Reader 1 • Controlled Text for UFLI Lesson 45
Shell Shop Decodable Reader Name: __________________________________ Date: __________________
Decodable Story 2 • UFLI Lesson 45
Josh at the Shell Shop
Target Sound: sh /ʃ/
Code Sleuth: Spot the Digraphs Read each word across then down
shop
shell
cash
dish
shin
rash
Josh walked on the wet sand with his pal Meg. The hot sun shone down on his shin. "Look at that little shack on the hill," said Meg. It was a gift shop with a big sign that said: The Shell Shop .
Josh had cash in his pocket. He ran up the steps with a dash. Inside the shop, shells sat in a big wooden dish. Some shells were tan, and some shells had red spots. One shell was as long as a fish!
"I wish to get this big shell for my desk," Josh said. The man in the shop took the cash and put the shell into a soft cloth so it did not crash. Josh did not rush. He held the shell with care and walked back to the ship with Meg.
Partner Reading Log:
Whisper Read Partner Read Fluent Star
Evidence Check
1. Where did the shells sit inside the shop?
2. How did Josh pay for the shell?
Sort 2 words from the text:
Starts with sh :
Ends with sh :
Shipshape Digraph SH • Decodable Reader 2 • Controlled Text for UFLI Lesson 45
Rush in the Shed Decodable Reader Name: __________________________________ Date: __________________
Decodable Story 3 • UFLI Lesson 45
A Rush in the Shed
Target Sound: sh /ʃ/
Speed Flash: Sound-Spelling Warm-Up Read with automaticity
rush
shed
shut
dash
splash
hush
Meg and her quick dog Dash ran on the green grass. The sky was dull and gray. Soon, a gust of wind made the tall brush swish. Meg felt a wet drop hit her chin, then a big splash of rain hit Dash!
"We must rush to the shed!" yelled Meg. Meg and Dash made a mad dash up the path. Meg had to push the latch with a hard shove. Then she had to shut the thick shed door so the rain did not crash inside.
Meg and Dash sat on a dry burlap mat. She saw a brush and an old red dish on the shelf. The rain did smash on the tin roof, but they were safe. Meg gave Dash a pat on the back. "Hush now, Dash," she said. They sat in the snug shed until the storm was gone.
Repeated Reading Check:
1st Read 2nd Read 3rd Read
Story Understanding
1. Why did Meg and Dash make a mad dash to the shed?
2. What two items did Meg see on the shelf inside?
Find the rhyming pair with sh in the story:
crash rhymes with
Shipshape Digraph SH • Decodable Reader 3 • Controlled Text for UFLI Lesson 45
Fish in Dish Fluency Check Name: __________________________________ Date: __________________ UFLI Lesson 45
Decodable Fluency Check & Comprehension
Read the text for one minute. Calculate words correct per minute (WCPM), then answer the questions.
Words Read _____ / 96
Errors _____
WCPM _____
Accuracy _____%
The Fish in the Dish
Josh had a big red dish. [6]
He put the dish on a shelf in the shed. [16]
Meg brought six fresh fish from the ship. [24]
She put the fish into the big red dish. [33]
Josh said, "Do not let the cat get the fish!" [43]
A bad cat ran up with a fast rush. [52]
Meg had to shut the shed door fast. [60]
The cat hit the shut door with a thud. [69]
The fish were safe in the deep red dish. [78]
Josh and Meg will mash the fish for a meal. [88]
Josh was glad that Meg shut the shed. [96]
Multiple Choice Comprehension (5 Questions)
Fill in the bubble next to the correct answer
1. Where did Josh put the red dish at the start?
A) On a shelf in the shed
B) In the wet sand
C) Inside the red ship
2. Who brought the six fresh fish from the ship?
A) A bad cat
B) Meg
C) Josh
3. What did the cat do when it smelled the fish?
A) Ran up with a fast rush
B) Jumped into the boat
C) Sat on the grass mat
4. How did Meg keep the fish safe from the cat?
A) She threw a wet rag
B) She shut the shed door
C) She climbed a tall tree
5. What will Josh and Meg do with the fish for a meal?
A) Mash the fish
B) Drop them in the sea
C) Give them to Dash
Shipshape Digraph SH • Fluency Check & Comprehension • UFLI Lesson 45
Digraph SH Verbal Exit Ticket Student: __________________________________ Date: __________________ Teacher: __________________
Formative Assessment • UFLI Lesson 45
10-Word Verbal Decoding Check
1-on-1 Oral Check Real & Nonsense Words
Student Reading Card (Present to Student) "Point to each word and read it aloud."
1 ship
2 shup
3 fish
4 mish
5 shed
6 rosh
7 rush
8 fash
9 shop
10 shut
Teacher Scoring & Phonemic Analysis Table
Mark: ✓ = Correct (1 pt) | ⨯ = Incorrect (0 pt)
# Target Word Classification Target Phonemes Student Read / Error Score 1 ship Real • Initial SH /ʃ/ /ɪ/ /p/ ___ / 1 2 shup * Nonsense • Initial SH /ʃ/ /ʌ/ /p/ ___ / 1 3 fish Real • Final SH /f/ /ɪ/ /ʃ/ ___ / 1 4 mish * Nonsense • Final SH /m/ /ɪ/ /ʃ/ ___ / 1 5 shed Real • Initial SH /ʃ/ /e/ /d/ ___ / 1 6 rosh * Nonsense • Final SH /r/ /ɒ/ /ʃ/ ___ / 1 7 rush Real • Final SH /r/ /ʌ/ /ʃ/ ___ / 1 8 fash * Nonsense • Final SH /f/ /æ/ /ʃ/ ___ / 1 9 shop Real • Initial SH /ʃ/ /ɒ/ /p/ ___ / 1 10 shut Real • Initial SH /ʃ/ /ʌ/ /t/ ___ / 1
Score Summary
Real Words ___ / 6
Nonsense ___ / 4
Total ___ / 10
• Mastery (9–10): Ready for next UFLI lesson (TH /θ/ /ð/).
• Instructional (7–8): Quick daily blending review with SH cards.
