Lindsey Champine
Lesson Design
Beginning Reading

Choo Choo Train

Rationale:When children are learning to read it is very important that they be able to place particular sounds with their correct letters. Some of the sound we here may contain two letter symbols and children need to be able to put them together. Two letters that make a sound are referred to as a digraph. It is very important that children learn to read and pronounce words correctly, in order to do this they need to be able to identify all parts of the word. This lesson will teach the digraph /ch/, how it is spelled and its different use in words.

 Materials:Worksheets with pictures and their word symbols; Elkonin boxes; letter manipulatives - specific letters, c-2, e, h, k, l, n, s-2, t, u; one copy of “A bath for Patches”.

 Procedures:

1. I want every one to sit back and try to show me if you can make the sound a choo choo train makes. That’s right- ch-ch-ch-ch. This is the sound we will focus on today.

2. Now who can tell me what letters make the /ch/ sound? That’s right c and h. Ask students if they here /ch/ in care, no. How about chair, yes.

3. Okay lets make the /ch/ sound by repeating some words after I say them. Charm, kids repeat, chest, kids repeat, Charlie, kids repeat. Do you here the /ch/ sound in charm or arm, chest or nest, Charlie or Carly? Great, you guys did a good job.

4. Now we are going to spell some words by sounding out the sound of the word and placing the individual sounds in to their own box. I am going to put some boxes on the dry-erase board and we are going to use these to put each sound of a single word in them. Ex. Teacher will spell lunch by using four letterboxes. Children spell chest with four boxes, check with three boxes, chess with three boxes.

5. Children will take turns reading out loud. Students will read “A Bath for Patches”. Students will be asked to clap their hands each time they read a word with the /ch/ sound.

6. After children have listened to words and identified the /ch/ sound we will write these words on the dry-erase board and repeat them in a sentence. After the teacher has demonstrated.

7. For assessment students will each have a worksheet with different questions with illustration. Ex. Do you hear /ch/ in chair or hair? There will be a chair above the word chair and a picture of a head with hair above hair.

Reference:Murray, Bruce A., Lesniak, Theresa., Teaching Reading, The letterbox lesson: A hands- on approach for teaching decoding. Vol. 52, no. 6, copyrights 1999 International Reading Association 644-650.
 
 

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