Lesson Design for Emergent Literacy
Rationale: In order to understand how to read and spell
children must understand that letters stand for phonemes. They
also understand that spellings map out the phonemes in spoken
Some phonemes are represented by digraphs, or two letters. Through the
learning of a meaningful representation of the digraph /ch/, this
is designed for children to recognize /ch/ as a beginning sound in
words as well as in written words.
Chart with tongue twister. Each word of the tongue twister is
on a separate car of the train on the chart. “The chimps chug
milk while sitting in chairs.”
Die-cuts of train cars with “ch” printed on them, one for each
Poster board or butcher paper labeled "Ch-ch-ch-Chart"
Worksheets with pairs of pictures, one beginning with /ch/ and one
with another correspondence. (E.g. chicken and dog, chin and
child and adult)
Primary paper and pencils
1. Our written language is like a secret code. You have
to understand the sounds that letters stand for in order to crack the
Today we are going to work on the sound /ch/. /Ch/ is spelled
two letters, c and h. When sounds are spelled
two letters, we call this a digraph, or letter team. Today we are
going to work on recognizing the mouth move /ch/.
2. Have you ever heard the sound that a train makes as it passes
by? It sounds like /ch/, /ch/, /ch/, right? Pretend like
are hearing a train right now. What would you hear? /Ch/, /ch/,
3. Let’s use this sound in a tongue twister [see chart]. “The
chimps chug chocolate milk while sitting in chairs.” Let’s all
this together two times. Now let’s make sure we all hear the /ch/
sounds in this sentence. We’ll say “The /ch/, /ch/, chimps /ch/,
/ch/, chug /ch/, /ch/, chocolate milk while sitting in ch, ch, chairs.”
4. Now let’s play a game. We are going to try to figure
out some riddles. I am going to give you a clue, and the answer
begin with /ch/.
5. [Students take out a sheet of primary paper and a pencil] Now
let’s learn how to
What does a teacher use to write on the board? [chalk]
What animal lays eggs? [chicken]
Houses with fireplaces have these. [chimneys]
You are all….[children]
write /ch/ down on paper. We saw how it looks on the chart with the
tongue twister, but let’s practice writing it. [Teacher will
on the board while directing] Start with your pencil just a little bit
below the fence, move your pencil up to the fence and back around,
the ground, and stop your pencil just above the ground. There is
your c. Now take your pencil to the sky, and move it
down to the ground. Go back up to the fence, around, and straight
down to the ground. Now you have your h. These two
together make /ch/. Practice writing this combination on your
[Allow students to practice several times on their own paper]
6. Read Champs by Gail Blasser Riley. Talk about
the story. Read Champs again. This time, have
raise up their train cutouts with ch printed on it when they
/ch/ throughout the story.
7. Have students brainstorm words that begin with /ch/.
List the words on the poster board/butcher paper. Discuss
8. For assessment, distribute worksheets with pairs of pictures.
Have students circle the picture with /ch/ in it.
Eldredge, J. Lloyd. (1995). Teaching Decoding in Holistic
Prentice Hall. Pg. 63-64.
Riley, Gail Blasser. (1999). Champs. Austin, Texas: Steck-Vaughn
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