Jennifer Kelley
Emergent Literacy

Shuffling Feet
Rationale: To a child or beginning reader, just looking at words and knowing that they stand for something is a very difficult concept.  Teaching how to spell these words also proves challenging because the two processes of reading and spelling intertwine.  Therefore, teaching children how to read and spell involves special instruction that will stimulate their minds to put together words and phonemes.  In order to properly recognize phonemes, they will need to learn them one at a time.  In this lesson, they will identify the sound /ch/ in spoken words by connecting the sound with letter symbols.  They will also know what the digraph /ch/ looks like when it is written.

Materials:  Primary pencil and paper; a Chucky the Chihuahua puppet, class set of cards with ch on them; one poster board with the sentence “Charlie chooses chocolate because chocolate is chewy;”  book with /ch/ words, two big cardboard feet with Velcro on toes, ten cards with Velcro on back, construction paper; a picture page with pictures of a church, chocolate bar, chase, touch, crutch, shirt, wish, cut, and cone

Procedure:  1. Explain to children that when we say words, we sometimes stick two letters together to equal one sound.  These letters become friends and make a different sound together then if they were apart.  In today’s lesson we are going to see how the letters ‘c’ and ‘h’ sound when they become friends.  This may sound funny at first since you are only used to seeing these letters separately, but by the time this lesson is over, you will not only see what great friends they are, but hear it as well in many different words.

2. Ask students: How many of you like to dance?  When you dance, your feet shuffle.  The sound of your shuffling feet is just how /ch/ sounds.  Let’s shuffle our feet on the ground and make the /ch/ /ch/ /ch/ sound.

3. On this poster board is a tongue twister that has lots of words with the shuffling feet /ch/ sound.  “Charlie chews chocolate because chocolate is chewy.”  Let’s all say this tongue twister three times together to see if you can say the /ch/ sound.  Great job!  Everybody say this sentence again, but this time make the /ch/ sound really hard with your mouth as if your foot just shuffles once every time you say a /ch/.  Wow!  Nice sounds!  This time we are going to do something a little trickier, when you say a word with /ch/ in it, you are going to say the /ch/ by itself, then say the rest of the word: “/ch/ arlie /ch/ ooses /ch/ ocolate because /ch/ ocolate is /ch/ ewy.”  Very good!

4. [Students take out pencil and primary paper.].  You already know how to write the letters ‘c’ and ‘h’ by themselves, but today we are going to practice writing them together so that you can see them as friends.  Okay, let’s review how to write the letter ‘c.’ Start just below where the sky starts and make a curve to the left that touches the sky.  Now, continue this curve to the left but when you touch the fence, make a line until you are halfway to the sidewalk, then curve to the right and come very close to touching the fence again.  Alright!  Since you can make the ‘c,’ you will have no problem with the ‘h.’ To begin writing the ‘h,’ make two straight lines right next to each other with just a little bit of room between them.  Make sure that your lines start at the sky and go all of the way down to the sidewalk.  These two sticks would be too lonely by themselves, so draw a line between them right where the fence is.  Now you are ready to write these two letters right next to each other so that they can make the shuffling feet sound!

5. Everyone come up to the front of the classroom and we are going to meet a very special friend.  This is Chucky the Chihuahua.  He loves to dance, so he loves the shuffling feet /ch/ sound!  I have handed you some cards with ch on it.  Chucky is going to say some words that have /ch/ in them and some that do not.  [Give words individually: church, choose, cut, crutch, tuck, taste, chase, touch].  When Chucky says the words with ch in them, hold up your cards and if you are right, Chucky will dance.  Otherwise, just sit still so that Chucky will not dance when he is not supposed to.

6.   Read the story and emphasize the /ch/ words.  Go over the story with the class, then reread it.  This time when I read the story, I want you to hold your cards up again when you hear /ch/.  The first person I see will go to the board and put that word on one of the toes.  When the story is finished, all ten toes should have a word!  Now I want you to trace one of your dancing feet on a piece of paper and write a message about why you like to dance on your foot.  Hang their feet in pairs on the wall in the classroom.

7. To assess what the students have learned, they will each be given a picture page where they circle each picture that contains the /ch/ sound.

Reference: www.auburn.edu/rdggenie

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