Rationale: It is important for children to be able to recognize phonemes in thneir learning to read process. Phonemes map out the spelling of words and will provide children with a strategy when reading both familiar and unfamiliar words. The phoneme /ch/ appears in many words that children will read. Together, these two letters form a digraph. Digraphs are difficult for children to learn because children have been taught to sound out every letter individually. This lesson will teach children to identify /ch/ as a digraph. They will learn to recognize /ch/ in spoken words by learning the phoneme and symbol through representation and practice finding /ch/ in words.
Materials: Primary paper and pencil; a cardboard train for every student; worksheet with pictures on it; flash cards with /ch/ and non /ch/ words; Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault; poster wtih "Cheerful Charlie eats Chinese food with chopsticks" written on it
Procedures: 1. I will explain to the students that writing is a code. It can be hard to break the code because there are lots of things to learn. We will go slow though and learn them one at a time. The first part to breaking the code is finding out which symbols match which mouth moves. Today we are going to learn the mouth move /ch/. Say /ch/ several times and make sure the students are watching the mouth movement. Then ask them to say /ch/.
2. I will ask the students if they have ever heard a train. I will model the sound the train makes using /ch/. Then I will ask the students to do it with me. We will say the sound together several times. Then I will say the words chin, cheek, and chld emphasizing the /ch/ sound. The students and I will say those words together so that the students get a feel for the sound and mouth movement.
3. I will show the students the poster with "Cheerful Charlie eats Chinese food with chopsticks" on it. I will read it several times and then have the students repeat it to me. Once the students have learned it I will tell them, now let's break off the /ch/ as we say the words. /ch/ eerful /ch/ arlie eats /ch/ inese food with /ch/ sticks.
4. I will tell the students that I am going to say a word and if they hear the /ch/ sound, they need to make the train noise that we used earlier. Chuckle, glass, champ, chips, game, chair, top, dance, cherry, chime. Those were excellent train sounds. If the students are able to do this then we will read Chicka Chicka Boom Boom. They will have their cardboard trains and eveyr time they hear the /ch/ sound in the book they will hold up their trains.
5. Using the primary paper and pencil, I will model how to write /ch/. First we'll make little c, start a little below fence, come up and touch the fence and then make a half circle down to the sidewalk and curve up a little bit. Now for little h, start at the sky and come straight down the sidewalk, then come back up to the fence and make a hump. Now you try it. Write little c and little h 6 times on your paper. I will walk around and watch and help those who need it.
6. Now I will give the students their flashcards with /ch/ and non /ch/ words. You are going to look at these flashcards and see if you can find words with /ch/ written on them. Remember, that for the letters c and h to make /ch/ they must be side by side. I will walk around and assist those students who need itl.
7. Finally I will give the students the worksheet with pictures on it. The pictures are of a church, a school, a table, a cheerleader, a cake, chips, chopsticks, and a football. We will name all of the pictures together. Now I want you to circle the pictures whose names say /ch/.
Reference: Reading Genie website. www.auburn.edu/rdggenie
www.auburn.edu/rdggenie/illum/haylesel.html Tina Hayles
Click here to return to Challenges