Chug-a Chug-a Choo Choo with /ch/

 

Emergent Literacy Lesson Design

By: Jessica Strickland

 

Rationale: This lesson will help students identify with the diagraph /ch/, which is represented when the letters c and h are glued together to make the sound /ch/. Students will learn to identify the diagraph /ch/ in spoken words by using a meaningful representation of moving their arms like a train on a track making the /ch/ sound, like in “choo choo.” Students will practice finding /ch/ in words, apply phonemic awareness with /ch/ in phonetic cue reading by identifying rhyming words with beginning letters.

 

Materials:

*Primary paper

*Pencil

*Tongue tickler chart: “Charlie the chimp chewed cherries and cheese on the beach”

*Paper

*Crayons

*Word cards: chick, chalk, chance, hatch

*Broadway Chicken by: Jean-Loc Formental

 

Procedure:

1.”Today we are going to hop on the train and chug-a chug-a choo choo with /ch/!” The sound /ch/ is made up of two letters glued together, c and h. Usually c makes the /k/ sound and h makes the /h/ sound, but when the c and the h and glued together they always make the /ch/ sound. No matter is the ‘ch’ is at the beginning or the end of the word it always makes the /ch/ sound.

2.We are going to pretend that we are a train riding down the train tracks. When we say the sound /ch/ our lips make a motion kind of like we are about to kiss something, and then they open up to let your air out. Let’s listen and see how /ch/ sounds in a word. I am going to stretch out the word chunk and when you hear the /ch/ I want you to move your arms like a train. Stretch: ccchhhhuuuunnnkkk. Very good! I saw some trains moving at the beginning of the word chunk!

3.Now, we are going to try saying a tongue tickler. I am going to say it first and then you can say it after me. Charlie the chimp chewed cherries and cheese on the beach. Good! Now, we are going to say it in slow motion, so we can feel the /ch/ when we talk. Cccchhharlie the cchhhimp ccchhhhewed ccchhherries and ccchhese on the beacccchhhh. That was great! Now this time we are going to break off the /ch/ when we say each word. Ch-arlie the ch-imp ch-ewed ch-erries and ch-eese on the bea-ch.

4.Now we are going to get out our writing paper and our pencils to practice writing /ch/. First we are going to make a c. You are going to start a little bit underneath the fence, come all the way up to touch the fence, curve down to the sidewalk, and curve back up just a little bit. Next we are going to write the letter h, because the c and the h are glued together to make /ch/. You are going to start at the roof and draw a straight line all the way down to the sidewalk, then draw a hump to make the h.

5.Next, I will call on students to answer: Do you hear the /ch/ in chat or bat? Rake or reach? Chug or bug? Choose or lose? Take or teach? Now, I want to see you chug your choo-choo train when you hear the /ch/. Chirp, can’t, lunch, luck, much, sandwich, crank, pitch.

6.Now, I am going to read the story Broadway Chicken by: Jean-Loc Formetal. This is a story about a dancing chicken named Charlie. When you hear the /ch/, I want to see your choo-choo train arms! After we read, I will ask the students: Do you remember some of the /ch/ words? Draw a picture of one of those words, and write what it is then circle the “ch” in the word.

7.Now we are going to read some words. I know that this is not hat, because the ch tells me that this word is chat. Now it’s your turn to try: CHICK: chick or lick? CHALK: walk or chalk? CHANCE: pants or chance? HATCH: hatch or hate?

8.Then I will pass out a worksheet to use for assessment. Now we are going to practice finding the words with /ch/. Look at the train in each picture, and circle the word(s) with the /ch/.

 

Resources:

 

Chuggin’ Choo Choo worksheet: http://www.free-phonics-worksheets.com/html/phonics_worksheet_v1-29.html

 

Davis, Courtney- Chug Along Ch:

http://www.auburn.edu/academic/education/reading_genie/solutions/davisel.htm

 

Formental, Jean-Loc. Broadway Chicken. Hyperion Books. 1995

 

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