[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-640347-105":59,"doc-detail-640347-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","ufli-foundations-lesson-45-sh-sh","UFLI Foundations Lesson 45 - sh - /sh/","","UFLI Foundations Lesson 45 introduces the grapheme SH and the sound /sh/. The lesson builds phonemic awareness through blending and segmenting activities, then reinforces perception with visual and auditory drills. Instruction covers the sound wall, articulation steps, and letter formation practice. Students apply the digraph in word work chains and irregular-word review, followed by connected text that uses targeted high-frequency words and decodable texts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ufli-foundations-lesson-45-sh-sh/640347/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ufli-foundations-lesson-45-sh-sh/640347.png","ImageObject",300,407,{"name":92,"@type":93},"Emma Wilson","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-22",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What sound does the grapheme SH represent in Lesson 45?","Question",{"text":112,"@type":113},"In this lesson, SH spells the sound /sh/. It is treated as a consonant digraph that produces one new sound when the letters come together.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students practice producing the /sh/ sound?",{"text":117,"@type":113},"Students perform an articulatory gesture: teeth together, rounded lips, tongue pulled back, and keeping voice off because /sh/ is a quiet, continuous sound.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of word practice appear in the lesson?",{"text":121,"@type":113},"The lesson uses blending drills and word work chains, including initial and final SH examples (e.g., ship, shop, fish, wish) plus phoneme-level targeted chains and irregular-word review.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},640347,1793047536,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24},3848291630094,"https://eur-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","UFLI Foundations Lesson 45 | sh /sh/  \nsh /sh/: The grapheme SH spells /sh/  \nInstructional Notes  \nAlthough students have learned double letters and-CK, SH is the first grapheme that represents a sound that is different from either of its letters.  \n1: Phonemic Awareness  \nBlend  \n Segment  \n/f/ /ĭ/ /sh/ (fish)/r/ /ŭ/ /sh/ (rush)/sh/ /ĭ/ /p/ (ship)/sh/ /ŭ/ /t/ (shut)  \nshin (/sh/ /ĭ/ /n/) shock (/sh/ /ŏ/ /k/) dash (/d/ /ă/ /sh/) brush (/b/ /r/ /ŭ/ /sh/)  \n2: Visual Drill 3: Auditory Drill Graphemes  Phonemes  \nck (/k/), ff (/f/), f (/f/), ll (/l/), l (/l/), ss (/s/), zz (/z/), z (/z/), s (/s/, /z/), u (/ŭ/), e (/ĕ/), i (/ĭ/), o (/ŏ/), a (/ă/)  \n/k/ (c, k, ck), /ŭ/ (u),/ĕ/ (e), /ĭ/ (i), /ŏ/ (o),/ă/ (a), /f/ (f, ff), /l/ (l, ll),/s/ (s, ss), /z/ (s, z, zz)  \n4: Blending Drill  \nsick → slick → lick → kick → quick → wick → will → pill → pick → puck → tuck → truck → struck → strum → strums  \nk  \ns  \nsl  \nqu  \nInitial  \nl  \nt  \ntr  \np  \nw  \nstr  \n M  \ni  \nu  \n Final  \nm ll ck  \n +  \ns  \n5: New Concept Introduction  \nA consonant digraph is when two consonants come together to make one sound. You have already learned about a consonant digraph. We have talked about CK. When C and K are together atthe end of a word, they make one sound, /k/.  \nThe two consonants S and H have their own sounds,/s/ and /h/. But when these consonants come together in words, they make one new sound, /sh/, like atthe beginning of the word sheep.  \nThe consonant digraph SH can come atthe beginning of a word, such as ship and shop.  \nContinued from previous column...  \nThe consonant digraph SH can come at the end of a word, such as fish and wish.  \nArticulatory Gesture  \nTo make the /sh/ sound, put your teeth together and round your lips like this... (model) . Pull your tongue back toward the back of your mouth. Be sure your voice is off because this is a quiet sound (model finger in front of mouth in “shh” fashion) . The /sh/ sound is a continuous sound that can be stretched out (use continuous hand motion) . Watch me /sh/. You try /sh/ .  \nSound Wall  \nAdd grapheme card‘sh’ to the consonant grid under the /sh/ picture card.  \nLetter Formation  \nPractice letter formation for sh.  \nRead  Spell  \nI do: shed  \nWe do: shop, shut, shell, shock, fish, dish, flash, crash, shelf  \nI do: ship  \nWe do: shin, shock, wish, brush  \n6: Word Work  \nWord Work with Manipulative Letters  \nshin → ship → shop → shot → shock → sock → sick → sack → rack → rash → dash → cash → clash → crash → crush → brush → rush  \n7: Irregular Words Review  \n Teach  \nyour, want*, go*, no*, so*, goes, says  \nshe *, we *  \n*Temporarily irregular  \nContinued on next page...  \nUFLI Foundations Lesson 45 | sh /sh/ (continued)  \nsh /sh/: The grapheme SH spells /sh/  \n8: Connected Text High Frequency Words Addressed  \nRead  \nShe goes to the shop at ten.  \nAre we in a rush to get to the bash?  \nJill says she wants to have fish sticks.  \nSpell  \nWe went on a ship. Will you shut the trashcan lid?  \nShe grabs a snack from the shelf.  \nDecodable Text  \nSee Decodable Text Guide  \nWord Work Chains  \nOnset-Rime Level: -ash  \nash → bash → cash → dash → hash → gash → mash → lash → clash → crash → rash → sash → stash  \nOnset-Rime Level: -ush  \nrush → crush → brush → blush → lush → hush → gush Phoneme Level: Targeted (sh- /sh/)  \nshot → shut → shun → shin → ship → shop → shock → shack  \nPhoneme Level: Targeted (-sh /sh/)  \nfish → dish → dash → ash → cash → hash → bash → gash → gush → hush  \nPhoneme Level: Intro Lesson  \nshin → ship → shop → shot → shock → sock → sick → sack → rack → rash → dash → cash → clash → crash → crush → brush → rush  \nDolch  \nshe, we, wish  \nFry  \nshe, we  \nWord Lists  \nsh /sh/: Initial  \n sh /sh/: Final  \nshack she (address long /ē/) shed  \nshelf  \nshell  \nshift shin ship shock shopshot shut  \nash  \nbash blush  \nbrush cash clash  \ncrash  \ncrush dash  \ndish  \nfish  \nflash fresh gash  \ngush  \nhush  \nlash  \nlush  \nmash  \nmesh  \nrash  \nrush slush  \nsmash  \nstash trash wish","cbCaidSrn8FydbUM","https://ap.wps.com/l/cbCaidSrn8FydbUM","pdf",86327,"English","# Phonemic Awareness\n## Blending and Segmenting (/f/ /ĭ/ /sh/)\n# Visual and Auditory Drills\n## Graphemes and Phonemes\n# Blending Drill Chains\n## Initial Sounds to Finals\n# New Concept Introduction\n## Consonant Digraph SH (/sh/)\n# Articulatory Gesture and Sound Wall\n## /sh/ Formation and Card Placement\n# Letter Formation\n## Practicing sh\n# Word Work with Manipulative Letters\n## Word Chains\n# Irregular Words Review\n## Temporarily Irregular\n# Connected Text and Word Work\n## High-Frequency Words and Decodable Text\n## Onset-Rime and Phoneme Level Chains","[{\"question\":\"What sound does the grapheme SH represent in Lesson 45?\",\"answer\":\"In this lesson, SH spells the sound /sh/. It is treated as a consonant digraph that produces one new sound when the letters come together.\"},{\"question\":\"How do students practice producing the /sh/ sound?\",\"answer\":\"Students perform an articulatory gesture: teeth together, rounded lips, tongue pulled back, and keeping voice off because /sh/ is a quiet, continuous sound.\"},{\"question\":\"What kinds of word practice appear in the lesson?\",\"answer\":\"The lesson uses blending drills and word work chains, including initial and final SH examples (e.g., ship, shop, fish, wish) plus phoneme-level targeted chains and irregular-word review.\"}]","UFLI Foundations Lesson 45 - sh - /sh/ | PDF",1792708714]