Beginning Reading
                                                                            Champions of /Ch/

Julie Dunn

Rational: To learn to read, children must learn the letter combinations (digraph) that stand for specific mouth moves. Children must learn that when certain letters are together they make a certain mouth move. This lesson will help children recognize the phoneme /ch/ in both written and spoken language. They will learn to spell and read words with the /ch/ sound through letterbox lessons and by reading a new book.

Materials: Poster with "The champ of the chow contest was the little chick" written on it, Elkonin letterbox set for each child, letters a, c, c, e, e, h, i, m, n, o, p, r, s, t, u, w, large laminated Elkonin letterbox for teacher, 1 copy of "The Cherokee Child" poem written by Julie Dunn, assessment sheet with letterboxes {#1-3, #2-3, #3-3, #4-4, #5-4, primary paper and pencil, 5 copies of A Peach for Chad

Procedures:1. I would introduce the lesson by explaining that sometimes when two letters are put together they make a special sound. " Today boys and girls we are going to talk about the way out mouth moves when we put C and H together. The say /ch/. Can everyone watch as I review how to print C and H on the board" (talk through it). "Can everyone make that sound with me? /ch/ Very good! I would like everyone to watch the way my mouth moves as I read the word chop. First let's look at the vowel /o/. Then we will add  /ch/ to /o/ to get /cho/. Finally we will add the /p/ to /cho/ and get /chop/. I know that everyone will now be able to pick out /ch/ in other words. Let's try some."

2. Ask students: "Do you hear the /ch/ in sip or chick? in chug or meal? in nap or chap?"

3. "Now let's practice with our silly sentence. Everyone follow along with the poster as I say our sentence. The champ of the chow contest was the little chick. Now let's say it three times together. Who can tell me what words in our silly sentence have the /ch/ in them? That's right- champ, chow, and chick.

4.Demonstrate with large letterbox how to spell words. "We are going to now use our letterboxes to practice spelling some words with the /ch/ sound. Does everyone remember how to use the letterboxes? Each box stands for one sound. I am going to spell the word chat. I hear the /ch/. Remember that the C and H make one sound so we are going to put them in the first box together. /ch/ /a/ I also hear the /a/ which is represented by the letter A. So I am going to put an A in the second box. /ch/ /a/ /t/. That last sound /t/ is represented by a T. So I will put a T in the 3rd letterbox. Now I would like you to spell some words using the /ch/ sound.

5. Pass out letterboxes making sure that each student has one. Then pass out envelopes with the letters in them. "Make sure all of your letters are lowercase. Okay, boys and girls, to begin I would like you to make sure that you have 3 letterboxes on your desk because that is how many sounds our first word has. I would like for you to spell the word chin. You chin is located under your mouth. I will walk around and check everyone's before we go over the answer. Who would now like to tell me how they spelled "chin"? Wonderful." Continue the lesson with the following words (3-chap, inch, chip, much, check, chest  4-lunch) Tell the students how many boxes they need for each word they are supposed to spell.

6."Now I would like for you to listen as I read a poem. If you hear any words with /ch/ I would like for you to raise your hand."
    The Cherokee Child
            By Julie Dunn
    The Cherokee child began to chat
    As beside the chubby chief he sat.
    "I'd like some chocolate cookie chips
    And cheesy chili with some dips."

    "Chatter stops, little chap, with chores for you;
    Churn butter, chop wood before you chew.
    So out of your chair with a great big cheer;
    Your chocolate chips will be waiting here!"

Ask students: "Can anyone tell me a /ch/ word that they just heard in the poem I read?"

7."I would like 5 students to come with me to read. The rest of you get out your primary paper and copy down our silly sentence. Read A Peach for Chad with the 5 students letting them each read a page. Boys and girls, we are going to read a book about a monkey named Chad. Chad is given a peach. Chad thinks that his peach is a toy. We all know that peaches are not toys right? We will have to read the book to find out if Chad ever eats his peach."

8. Continue reading A Peach for Chad with each group.

9. For assessment I will give each child a worksheet that has letterboxes already on it. I will call out 5 words and they will need to spell the words in the boxes provided. "Boys and girls, I now want you to clear everything out of your desk except the worksheet I have just given you. I am going to call out 5 words and as i do that you are going to spell each word. Remember that you should have only one box per sound. [#1-3 boxes, #2-3, #3-3, #4-4, #5-4 ] 1. Chad 2. much 3. chip 4. chest 5.chore

References:
Eldredge, J. Lloyd (1995). Teaching Decoding in Holistic Classrooms. New Jersey.
    Prentice Hall, Inc. p. 190.

Murray, B.A. & Lesniak, T. (1999). The Letterbox Lesson: A Hands-on Approach for Teaching Decoding. The Reading Teacher. p. 644-650

http://www.auburn.edu/~murraba

Back to Breakthroughs