Champions
Check for /ch/
Beginning
Nicole Pender
Rationale:
There are a lot of skills that children need to know in order for them
to learn
to read and spell words. One of these
very important skills for them to know is that a phoneme can be
represented by
more than one letter and that each letter can represent different
phonemes. This lesson will help children recognize digraphs. Digraphs are two letters that, together, make
one sound. We will begin digraphs by learning ch = /ch/
because it
is one of the easiest to learn. Children will learn to recognize
/ch/ by
spelling and reading words that contain this digraph in them.
They will
know that c and h together make the sound /ch/.
Materials:
~Overhead
projector
~
chalkboard, chalk, dry-erase boards and markers
~
Poster
with tongue twister “
~
Elkonin letterboxes and letters for each student (c,h,i,n,r,l,a,e,t,k,c,u,m,p)
~
list
of words (chair, chat, check, latch, rich, match, chant, lunch, champ,
crunch)
~
A Chair
for My Mother by Vera B. Williams
~ letterboxes and needed letters (c,h,i,n,r,l,a,e,t,k,c) for the teacher.
Procedure:
~
We will review the sounds that c and h makes
respectively. Then I will explain that when we put the two
letters
together it makes a different sound like /ch/. "Today we are going to
learn something new about our alphabet.
Did you know that sometimes, when you put two letters together
they make
a different sound than each of those letters by themselves do? We
are going to learn what happens when you
put the letter c and the letter h together.
Ch makes the sound /ch/. We are going to talk about the
way our
mouths move when we say /ch/. Watch my mouth as I say
check.
Can everyone make that mouth movement and sound with
me?
Very good! We are going to
think about this sound like we are checking off a list
of things to do. Have you ever seen your
mom check off things on her grocery list?
You could make the /ch/ sound every time you ch-ch-check
something
off. "
~
Then
I will write
the words chair,
champ, and much on the board and
read them aloud. The students
will read the words with me. I will then
read the words more slowly, exaggerating the /ch/ sound. I will
circle
the ch in each word as we read it. Then I will have the
students
read the words again with the digraph circled and have them exaggerate
the
sound.
~
I will write the tongue twister, “
~
Letterbox Lesson: "I need
everyone to get
out their letterboxes with three boxes showing." I
will then pass out the lowercase letters. I will model for them
how to do
a letterbox word. "If I want to spell
chap in my letterboxes, I will think
/ch/ - /a/ - /p/, and place the letters that make each sound in a
different
box." I will demonstrate this on the overhead
projector. I will explain why the c and the h are taped
together. "Why
did I tape the c and h together? That's right, because they make
one
sound, so they go in one box, very good." Next
I
will slowly give them the words and have them complete the letterboxes
for each
word. The letterbox words will be: (3) latch, check, chat,
rich; (4)
match, chant, lunch, champ (5) crunch. "Great job class, you have
all done very well spelling these words. Now that you have done
all the
work, I'm going to put them on the overhead and we are going to read
them
together." I will display the letters of the
words
one at a time and have the students read them.
~
For the reading portion of the lesson I will
have multiple copies of A Chair for My Mother by Vera B.
Williams.
I will have the students bring their marker boards and markers and get
with a
partner. They will read the book the
first time for meaning. Then they will
read it the second time. As
you read this story for the second time
to each other, I want you all to look for the /ch/ sound we have talked
about. Whenever you see it, I want you to
put a
ch-ch-checkmark on your board. After you
read the book, we will tally up the checkmarks to see who found the
most words
that have the /ch/ sound in them. Let me
tell you a little bit about this book.
This is about a little girl, her mother that is a waitress, and
her
grandmother. Her mother works very hard
at her job and tries to save her money.
They all want to be able to buy a new chair when they have
enough money
for it. They lived their lives happily
until one day their house was on fire!
All of their nice things were gone.
What will they do? I wonder if
they ever get a chair they want? I want
you to read to find out.
~
Assessment:
I will wrap up the lesson by giving each child a list of words. "I am going to give everyone a list
of words I printed out.
Some of them have the /ch/ sound in them and some of them do not.
I want you to put a ch-ch-checkmark
beside the words that do have the /ch/ sound in them. (chat, chimp, rack, late, champ, snack,
lunch,
cheer, class, check) I will let them practice reading the words
aloud
while I come by and make sure they are able to read the words correctly.
References:
Eldredge,
J.
Lloyd.
Teaching Decoding in Holistic Classrooms. Prentice-Hall.
1995. pp.
50-70.
Murray,
Bruce A. and
Theresa Lesniak. "The Letterbox Lesson: A Hands-on Approach for
Teaching Decoding." The
http://www.auburn.edu/rdggenie/discov/hillbr.html –
"Chewy
Chocolate Chip
Cookies" by Tamara Hill
http://www.auburn.edu/rdggenie/begin/brannonbr.html-“Chocolate
Chip Cookies for Lunch” by
Libba
Brannon
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