Rationale: For children to read words they must recognize the
in each word. Some phonemes can have two letters.
It can be harder for children to recognize digraphs because they are phonemes with two letters. "Ch" is a digraph that is hard
to recognize. Children will learn the "ch" digraph by reading and spelling words that contain the "ch" digraph. After this lesson
children will be able to recognize that when the letters "c" and "h" are put together they are pronounced "ch".
Materials: The book, Chip Gets a Dog published by Steck Vaughn Company for each child, the tongue twister, "Cheerful children were chanting for cherries" written on the board, a set of letter boxes for each child, a set of letter manipulatives for each child containing: ch-taped, u,b,r,i,a,m,b,e,p, chalkboard and chalk, primary paper and pencil for each child, and one cherry for each child.
Procedure: 1. Today we are going to practice
and spelling the digraph ch. The letters "c" and "h" are
together to make one sound. The letters make the "ch" sound. Sometimes when we see "ch" we want to say the "c"
and the "h" separately. If we did that our words would not make sense. If I said /c/ /h/ /i/ /p/ you might not know that I
am trying to say /ch/ /i/ /p/. Can everyone practice making the "ch" sound. Can anyone tell me what their mouth
does when they make the "ch" sound. Good, your tongue press against the roof of your mouth and air pushes out
between your tongue and your teeth.
2. Now let's say a tongue twister with the "ch" sound. The
twister is written on the board. Cheerful children
were chanting for cherries. Now lets say it stretching out the "ch" sound. Chchcheerful chchchildren were
chchchanting for chchcherries. Lets say it two mor times stretching it out.
3. Now we are going to practice spelling words with
ch digraph. The teacher will hand each child a set of letter
boxes and the appropriate letter manipulative. The words will all have three phonemes. Explain to the children that the ch
are taped together because they go into the same box. Does any one know why they go in the same box? Very good,
they go in the same box because they make one sound. This is just like last week when we learned the "ea" sound.
The "ea" went in one box because it also makes one sound. I am going to show you how to spell one word before we
get started. If I asked you to spell the word chop you would put the "ch" in the first box, the "o" in the second box,
and the "p" in the last box. Then ask the children to spell the following words with three boxes: chub, rich, chin, much,
beach, and chip. The teacher may add more or fewer words if they desire. Now I am going to write some words on the
board and I want everyone to read them together. The teacher will then write the words just spelled.
4. Now I would like you to take out a piece of paper and a
I would like you to write two sentences that contain
as many "ch" words as possible. Please remember to make sure the sentences make sense. If you are having trouble
thinking of words think about some of the words we just read from the board.
5. Now I will pass out a cherry to each student in the
I will then ask each student to read the book Chip Gets a Dog
while they eat their cherries.
7. For assessment I would simply observe the students during
letterbox lesson and while they write the sentences with ch
in them. I will walk around while they are reading and ask each student to read a sentence or two to me.
Murray, Bruce A. and Lesniak, Theresa. The Letterbox Lesson: A Hands-On Approach for Teaching Decoding. The
Reading Teacher. Inc.
Windsor, Shanna. CTRD 370 Student Spring 1999 page 38. Inc.
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