"Chocolate Chip Cookies for Lunch!"
In order for children to
learn to read and spell words, they need to understand that a phoneme
represented by more than one letter and that each letter can represent
phonemes. This lesson will help children
recognize what we call digraphs (two letters that make only one sound). An easy digraph to start with is ch
= /ch/. Children will learn to recognize
spelling and reading words that contain the digraph in them. They will know that c and h together make the
chalkboard, chalk, dry-erase boards and markers for the students,
letterboxes and letters for each student, list of real and pseudo words
chat, chimp, rach, tich, lunch, chick, check), Choco-Louie
books,chocolate chip cookies for each student, and
letterboxes and needed letters (c,h,o,p,i,n,r,l,u,a,m,e,s,t,c) for the
1. To begin this lesson, I will begin by
the sounds that c and h makes respectively.
Then I will explain that when we put the two letters together it
different sound like /ch/. "Today
we are going to learn that when
you put the letter c and the letter h together it makes the sound /ch/. We are going to talk about the way our mouths
move when we say /ch/. Watch my mouth as
I say chain. Can everyone
make that sound with
me? Very good!"
2. I will then write the
words chad, chunk, and much on
the board. I will read the words to the
students and then have the students read the words with me. Next, I will read the words more slowly,
dramatizing the /ch/ sound. I will
circle the ch in each word as we read
it. Then I will have the students read
the words again with the digraph circled and have then dramatize the
3. Next I will write a
tongue twister on the
board. "Charlie chews his chocolate
in his chair." I will have each
student write this sentence on their boards and as we read it
/ch/) they will circle the digraph in each word. After
reading them out loud and providing
appropriate time, I will call on students to come to the board and
digraph in front of the class.
4. Next I will do a
Letterbox Lesson. "I
want everyone to get out their letterboxes and put three boxes
showing." I will then pass out
the letters they will need and tell them to put their letters on the
side. I will then model for them how to
do a letterbox word (they will already be familiar with this, but
hurts). "If I want to spell chip
in my letterboxes, I will think /ch/ - /iiii/ - /p/, and place the
make each sound in a different box."
I will demonstrate this on the overhead projector. I will explain why the c and the h are taped
together. "Why did I tape the
c and h together? That's right, because
they make one sound, so
they go in one box, very good." Next
I will slowly give them the words and have them complete the
each word. Words will be: (3)
chop, chin, rich; (4) lunch, champ,
chest; (5) crunch. "Great
job class, you have all done
very well spelling these words. Now I'm
going to put them on the overhead and we are going to read them
together." I will spell the
words one at a time and have the students read them.
5. For the reading portion
of the lesson I will pass
out the books Choco-Louie to the
class. Book talk: Louie loves
chocolate and he is challenged that
he can't go a week without having some.
Do you think he can do it? I
will then pass out one chocolate chip cookie per child (no allergies I
presume). I will then read the book
aloud as the students follow along and have the students raise up their
each time they hear the /ch/ sound.
I will wrap up the lesson by giving each child a list of real
words. "I am going to give
everyone a list of words I printed out. Some
of them are real and some of them are
fake words. Don't let that bother you,
just break the words up into sounds and I'm going to walk around and
you read them." (chal, chat,
chimp, rach, tich, lunch, chick, check)
I will let them practice reading the words aloud while I come by
listen to each student read the words while pointing to each
Eldredge, J. Lloyd.
Teaching Decoding in Holistic
Classrooms. Prentice-Hall. 1995. pp.
Murray, Bruce A. and Theresa
Letterbox Lesson: A Hands-on Approach
for Teaching Decoding." The Reading Teacher. Vol. 52, No. 6. March
1999. pp. 664-650.
– "Chewy Chocolate Chip Cookies" by Tamara Hill
http://www.auburn.edu/rdggenie/guides/roddambr.html– "Ch, Ch, Chocolate" by Melissa
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