Quiet Sh Digraph Slides
Multisensory Phonics • IMSE Routine
Complete 3-Part Drill & 3-Day Deck
sh
Digraph /sh/ Discovery
Two letters that team up to make one quiet sound: "Shhh!"
1
Day 1: Concept & 3-Part Drills
Visual & Auditory Drills + Concept
2
Day 2: Word Work & Dictation
Blending Drill, Chains & Dictation
3
Day 3: Decodable & Mastery
Speed Chart, Passage & Check
Lesson Sequence
Our 3-Day Phonics Journey
IMSE Orton-Gillingham Routine
DAY 1
Concept & Drills
- Phonemic awareness warm-up
- Visual Drill (card deck flash)
- Auditory Drill (sand tray write)
- Digraph sh mouth cues & sound boxes
Focus: See, hear, trace, and feel /sh/
DAY 2
Chains & Dictation
- Blending Drill (3-pack board)
- One-sound word chaining
- Red Word arm tap (she)
- Pound & tap dictation with COPS
Focus: Blend sounds & encode into print
DAY 3
Decodable & Mastery
- Rapid automaticity chart
- Connected text reading & proof
- Comprehension text evidence
- Phonics master celebration
Focus: Read connected stories with fluency
Multi-Sensory Strategy: Visual • Auditory • Kinesthetic • Tactile
DAY 1
Step 1: Phonemic Awareness Warm-Up
Listen & Isolate the Target Sound
Ears Open, Eyes on Teacher
Where is the Quiet Sound?
Teacher says the word. Put thumbs up if you hear /sh/ at the beginning or hands on hips if at the end!
ship
Beginning sound
fish
Ending sound
shop
Beginning sound
wish
Ending sound
Phoneme Segmentation
Pound the word, then tap each sound finger to thumb:
/sh/ - /i/ - /p/ ship (3 sounds)
/d/ - /i/ - /sh/ dish (3 sounds)
/sh/ - /u/ - /t/ shut (3 sounds)
Teacher Note: Remember, sh is ONE sound even though it has two letters!
IMSE Oral Language Routine Next: Three-Part Drill (Part 1 Visual Drill) →
DAY 1
Three-Part Drill • Part 1
Visual Drill: See the Letter & Say the Sound
Grapheme Card Flash
👀
Teacher Routine & Student Verbal Response:
Teacher flashes card → Students track with eyes → Students chorally say: "[Letter name] says /[sound]/"
Fast & Crisp (1 sec/card)
c /k/
o /ŏ/
a /ă/
d /d/
m /m/
i /ĭ/
p /p/
t /t/
u /ŭ/
b /b/
f /f/
s /s/
h /h/
NEW sh /sh/
Blue = Consonants Red = Vowels Amber = Target Digraph
Next: Part 2 Auditory Drill →
DAY 1
Three-Part Drill • Part 2
Auditory Drill: Hear the Sound & Trace in Sand
Tactile Sand Tray Routine
1
Teacher Says
"Eyes on me! The sound is /sh/. What says /sh/?"
Ears & Eyes
2
Students Echo
Students look at teacher and echo the target sound aloud:
"/sh/!"
3
Trace in Sand
Two fingers in sand tray. Trace letters and vocalize:
"s - h says /sh/!"
4
Shake & Erase
Gentle horizontal shake to smooth sand tray. Hands in lap!
Ready for Next
Today's Auditory Dictation Sounds:
1. /m/ → m 2. /ă/ → a 3. /p/ → p 4. /ŏ/ → o 5. /sh/ → s-h
IMSE Multisensory Tactile Kinesthetic Cycle Next: Meet New Concept Digraph 'sh' →
DAY 1
Step 2: New Concept
Meet the Digraph: Two Letters, One Sound
Concept Card 29
sh
/sh/ as in ship 🚢
💡 What is a Digraph?
Di means two. Graph means written letter. When s and h hold hands, they make a brand-new sound!
Not /s/ + /h/
We do NOT say "s-huh". The two sounds melt together completely!
Quiet Shhh Sound
Put one finger gently in front of your lips and blow: /sh/!
IMSE Multi-Sensory Motion: Finger on lips, say "sh, ship, /sh/".
Key Rule: 2 letters = 1 tap / 1 phoneme box!
DAY 1
Step 3: Multisensory Articulation
How Does Your Mouth Make /sh/?
Mouth Cues
👄
Round Your Lips
Push your lips slightly forward into a round doughnut shape, just like when you tell someone to be quiet!
Lips pushed forward
🦷
Teeth Close Together
Teeth are lightly closed. The tongue curls up slightly behind the top front teeth, releasing a smooth stream of air.
Continuous stream of air
🤫
Voice Box is OFF
Place your fingers on your throat. Say /sh/. Do your vocal cords buzz? No! It is unvoiced air.
Quiet / Unvoiced sound
IMSE Sand Tray / Tactile Screen Drill
Two fingers in sand tray: write s - h and say: "s - h says /sh/!" Shake to erase!
Repeat 3x
DAY 1
Step 4: Guided Word Reading
Tap & Blend with Sound Boxes
1 Tap per Sound
Initial Position
sh
i
p
/sh/ + /ĭ/ + /p/ ship
Final Position
f
i
sh
/f/ + /ĭ/ + /sh/ fish
Blending Routine: Touch dot under each box → Say individual sounds → Sweep finger across arrow → Read the whole word!
DAY 1
Step 5: Guided Practice
Choral Word Reading Sort
Read in unison with teacher sweep
Beginning sh - _ - _
shop
shed
shut
shin
Ending _ - _ - sh
wish
cash
mash
rush
Teacher Challenge: "Who can spot the vowel in each word? What sound does each short vowel make?"
DAY 1
Step 6: Formative Check
Day 1 Exit Ticket: Read & Flash
30-Second Mastery
When teacher points, read each word instantly!
Word 1 rash
Word 2 shut
Word 3 dish
Word 4 shin
👍
Got it smoothly!
✋
Needed a quick tap
👆
Need more practice
Day 1 Complete! Excellent sound mastery. Tomorrow: Day 2 Word Chains & Dictation →
DAY 2
Three-Part Drill • Part 3
Blending Drill: Rapid Blending Board
3-Pack Blending Mat
Look at each card pack on the blending board. Say the sound, then blend together!
INITIAL CARD
sh
Sound: /sh/
MEDIAL VOWEL
o
Sound: /ŏ/
FINAL CARD
p
Sound: /p/
Blend together:
shop
Teacher flips cards: swap 'o' for 'i' → ship; swap 'p' for 't' → shut Next: Word Chaining Sprint →
DAY 2
Step 2: Word Chaining
One Sound Switch Sprint
Only 1 Sound Changes
Watch closely! Which sound changed: beginning, middle, or end?
Start
ship
Base word
Change 1
shop
Vowel /ĭ/ → /ŏ/
Change 2
shot
End /p/ → /t/
Change 3
shut
Vowel /ŏ/ → /ŭ/
Change 4
shed
Vowel & End
Finish
shin
Target /sh/
Teacher prompt: "If this is shin, how do we make it say chin?"
Swap digraph!
IMSE Auditory-Kinesthetic Chaining Routine
DAY 2
Step 3: Red Word / Heart Word Studio
Words We Learn by Heart
Arm Tapping Strategy
New Red Word
she
sh is regular /sh/! The letter e makes the long /ē/ sound to learn by heart.
"s - h - e spells she"
Review Red Word
the
Automatic recall. Used in sentences with our target words!
"t - h - e spells the"
Review Red Word
was
Automatic recall. Remember the tricky vowel in the middle!
"w - a - s spells was"
IMSE Arm Tap: Non-dominant arm straight out • Tap shoulder, elbow, wrist for each letter • Sweep from shoulder to wrist!
Tap 3 Times
DAY 2
Step 4: Multisensory Dictation
Pencil Down • Pound • Tap • Write
Encoding Routine
1
Listen
Pencil is DOWN. Teacher says target word twice.
"shop"
2
Pound
Pound non-writing fist on table to lock the word in!
Pound: "shop!"
3
Finger Tap
Tap each sound on non-writing fingers starting with thumb.
/sh/ - /ŏ/ - /p/
4
Pick Up & Write
Pick up pencil. Spell each sound on dictation lines.
Write: s - h - o - p
Teacher Dictation List for Today:
1. sash 2. wish 3. shut 4. fish
DAY 2
Step 5: Sentence Dictation
Pound the Sentence & Check with COPS
Connected Dictation
Dictation Sentence
"She had a red fish in the dish."
Teacher says twice → Students pound for each word (8 pounds) → Write!
C
Capital
Did you capitalize "She"?
O
Organization
Finger space between words?
P
Punctuation
Period at the end?
S
Spelling
Digraph 'sh' spelled right?
Self-Correction Routine: Underline digraphs in amber, Red Words in rose Next: Day 2 Exit Check
DAY 2
Step 6: Formative Check
Day 2 Whiteboard Showdown
Write & Reveal
Pound, tap, and write on your slate. Chin it when teacher counts 1, 2, 3!
Round 1
Teacher says:
"Write the word rush"
r - u - s - h
Round 2
Teacher says:
"Write the word mash"
m - a - s - h
Round 3
Teacher says:
"Write Red Word she"
s - h - e
"Check your 'sh' • Did both letters fit on the line without floating?"
Day 2 Encoding Mastered! Tomorrow: Day 3 Decodable Story Reading →
DAY 3
Step 1: Rapid Automaticity Review
Speed Grid: Automatic Recognition
1-Minute Fluency
Read row by row smoothly like running water. No tapping needed!
ship
fish
shop
wish
shut
cash
shed
rush
she
dish
the
shin
Echo Read • Choral Read • Partner Speed Challenge Next: Decodable Reader Passage
DAY 3
Step 2: Decodable Text
Josh and the Big Ship
100% Decodable
Josh had a red wish. He wanted to visit a big ship.
She led Josh past the old shed to the dock.
"Do not rush," said Mom. "We will shop for a red fish."
Josh got a fish in a dish and ran to the ship!
Detective Check: How many words with digraph 'sh' did Josh find?
9 Digraph Words!
DAY 3
Step 3: Comprehension & Proof
Find the Text Evidence!
Text Proof
1
What was Josh's wish?
What did he want to visit at the dock?
Evidence: "He wanted to visit a big ship."
2
What did Mom tell Josh?
Why did she tell him to slow down?
Evidence: "Do not rush... we will shop."
3
What was in the dish?
What pet did Josh take to the ship?
Evidence: "Josh got a fish in a dish."
Great readers always point their finger directly at the words for proof!
DAY 3
Step 4: Mastery Check
Digraph /sh/ Champion Badge!
IMSE Lesson 29 Complete
/sh/ Master
Look at Everything You Mastered!
Visual Drill: rapid card recognition
Auditory Drill: tactile sand tracing
Blending Drill: 3-pack blending mat
2 letters = 1 quiet sound /sh/
Pound & tap dictation with COPS
Decodable fluency & text proof
Give your partner a silent air high-five!
"Shhh... Done!"
Ready for Digraph /ch/ in Lesson 30! Orton-Gillingham Multisensory Phonics
