Jamie Ann Mathis: Beginning Reading
– a – Chug – a – Chug Choo Choo with /ch/
Rational: Letters are visual
representations of phonemes. A digraph
is two letters are combined to make on individual sound.
For successful reading fluency, students must
learn how to decode a digraph. For
example, one common digraph is made when the letters c and h are put
as ch. The ch combination says /ch/ . In this lesson the focus will be for children
to identify the correspondence ch = /ch/ in print and speech.
Needed: Chart with
tongue twister: Charlie the choo choo
train goes chug – a chug – a chug down the tracks; primary paper and
tape; book by Bill Martin Jr. and John Archambault (Simon, 1989) Chicka
Boom Boom for 6 children; activity page for students; letterboxes for
student with letters c, c, h, i, p, m, u, n, a, t, e, e, r, l, u,
- Introduction: Introduce the lesson by showing the students
visual images of ch together. Start by
telling the students, “Today we are going to learn about a sound that
two letters make together. The letters we
are going to combine today are c and h. When
these letters are join, the say /ch/. It’s
just like saying the noise a train makes. Let’s
practice by saying choo choo. (have students repeat)
Now let’s only say the /ch/ sound. (students
say /ch/ together)
- Practice with /ch/: “All right, now let’s do some practice with
out new sound. We are going to say words
that contain the /ch/ sound. Try the word
chunk (children say word). Great, now
let’s break our word to two segments. Try
separating the /ch/ from the rest of the word. Like
this ch – unk (children repeat).” Continue
practice with words champ, punch, and munch.
- Tongue Twister: “I have made up a tongue twister to go along
with our /ch/ sound. I want everyone to
read it together. Charlie the choo choo
train went chug –a –chug – a chug down the tracks.
Good, this time when we read it let’s clap every time we
read the /ch/ sound.”
- Listening for /ch/in
spoken words: “Now we are going to listen
to hear what words have /ch/ in them and what words do not. I would like for you to raise your hand to
tell me which word I say has the /ch/ sound in it.
Does chicken or duck? mean or
charm? Hot or chilly?
“Ok, now we are going to do a letter box lesson on our sound
/ch/. Would everyone please take out your
letter boxes. The sound /ch/ is one sound
so we need to tape our letters c and h together to place in only one
box. Is everyone ready to begin? Our first word will need three boxes. The word is chip.” Continue
using words chin, chat, cheer (3), champ, lunch, pinch (4), crunch (5). After them spelling, put words back together
for them to read.
- Reading: Each child will need a copy of Chicka Chicka
Boom Boom. “I am going to give you a book
that I would like for you each to read silently. When
you finish, go back and record each word that you read with /ch/ in it. Mark these findings on your paper for me. When we all finish, we are going to discuss
the words that we found.” When children
are finished, review the words with /ch/.
- Assessment: Check to make sure all the words that they
wrote down from their book begin with /ch/. Have
a activity paper with pictures of a chicken, change, church, dog,
cheese, crackers, potatoes, and brush on it. Ask
the children to circle the pictures that when spelled and said contain
the digraph /ch/. Also have the students
write the words under the picture.
Reference: Katie Allred : Cha,
Cha, Cha with /ch/
and Theresa Lesniak. “The Letterbox
Lesson: A Hands - on Approach for Teaching Decoding.”
The Reading Teacher. Vol. 52, No. 6.
March, 1999. p 664-650.
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