Rationale: Before children
can learn to read and spell words, they must learn to recognize that
letters represent phonemes. Furthermore, they must recognize that
spellings are simply maps of the different phonemes in spoken
words. Before children can relate letters to phonemes, they must
recognize phonemes in spoken words. The consonant digraph, /ch/,
appears in many spoken words. This phoneme is difficult for
children to recognize because the /c/ and the /h/ are blended into one
phoneme. This lesson will teach children to recognize /ch/ in
spoken words by learning a meaningful representation and symbol.
Children will have practice finding /ch/ in words.
Materials: primary paper
and pencil; chart with "Charlie cheerfully chews his cheesy chips”;
flash cards with /ch/ words: chip, teacher, child, couch, cherry; flash
cards with non /ch/ words: dog, table, cat, man; “Chicka Chicka Boom
Boom” by Bill Martin, Jr. and John Archambault; picture page with
child, cherry, chair, teacher, cheese, couch, catch, chuckle, church,
1.Ask students: Have you
ever heard a train say ‘choo, choo’? We are going to learn the
/ch/ mouth move today. Let’s say /ch/ together! [rotate you arms in circular motions like
the wheels of a train.] Remember to move your arms like the
wheels of our train! All aboard! Say /ch/.
2.Introduce lesson by
saying that writing is a code. If we can learn what letters stand
for, we can break the code. We will go slowly and figure out what
our mouths are doing when we say words. Today, we are going to
learn the mouth move for /ch/. It might be hard at first, but we
will eventually get it. Say /ch/ several times and focus on what
your mouths are doing.
3.Say: Let’s do a tongue
twister to practice our /ch/ sound. “Charlie cheerfully chews his
cheesy chips.” Everyone say it three times. Now we will say
it again, but this time, I want you to stretch out all of the words so
we can hear /ch/. Remember to make your train motions! Now,
I want you to break off the /ch/ when we say the tongue twister:
“/ch/arlie /ch/eerfully /ch/ews his /ch/eesy /ch/ips.” You all
did very well!
4.[Have students take out primary paper and
pencil.] We can use the letters c and h to spell /ch/. I am going
to write the letters first, and then we will do it together. [Model how to write c and h.]
To make our little c, start a
little below the fence, come up and touch the fence, swing around to
the sidewalk by making a half circle, and come up a little above the
sidewalk. To make little h,
start at the sky, come all the way down to the sidewalk, comeback to
the fence, and make a hump to the sidewalk. Let’s do it
together. Now, I am going to walk around and help anyone who
needs it. Then everyone who makes his or her c and h will get a smiley face.
5.Call on students to
answer and explain their answer: (Model how
to tell if /ch/ is in a word by directing students to pay attention to
what their mouths are doing as they say each word.) Do you hear /ch/ in chuckle or
laugh? Chip or coke? Chair or table? Cherry or
lime? Chime or ring? [Pass
out a picture of a train to each student.] Let’s see if
you can hear /ch/ in some words. Show me your trains if you
can. “Charlie cheerfully chews his cheesy chips.”
6.Now read “Chicka Chicka
Boom Boom” and discuss the story. Say: After I read it through
the first time, we will read it again and hold up our train pictures
when we hear words with /ch/. I’m going to list all of the words
on the board after we read it a second time. That way, we’ll be
able to see our little c and
our little h beside each
7.Say: “Now I am going to
give you flashcards with some /ch/ words and some non /ch/ words on
them. (chick or
pick, teach or tell, ect.) You are going to figure out
which ones are the /ch/ flashcards and which ones are the non /ch/
flashcards. Remember that little c and little h have to be right next to each
other in the word to make the /ch/ sound. If you need help, I
will be walking around the room to help those of you who need it.
8.For Assessment, I will
distribute a picture page to each student. I will help the
students name each picture. Then, I will ask each student to
circle the pictures whose names have /ch/.
Herring; "Ch Ch Ch Ch Ch...Here Comes the Train"
2. Eldredge, J. Lloyd;
Teach Decoding: Why and How, second edition; Upper Saddle River, NJ;
Pearson Education, Inc.; 2005, 1995; 60-82
3.Archambault, John and
Bill Martin Jr. (2000) Lois Ehlert (Illustrator)
Chicka Chicka Boom Boom. New York: Alladdin.
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