Rationale: This lesson is designed to help students recognize digraphs. Digraphs consist of two letters that make one sound. We will be taking a close look at the digraph ch=/ch/. It is important for students to understand that a phoneme can be represented by more than one letter when learning to read and write. In this lesson, students will practice recognizing, spelling, and reading words with the /ch/ sound. They will review sounds c=/c/ and h=/h/ and understand that together, these letters make the /ch/ sound.
- Poster with tongue twister, “Champ checked the lunch chart for a cheddar chicken sandwich.”
-Elkonin letterboxes and letters for each student (c,h,a,n,r,l,i,e,t,k,c,u,m,p)
- list of words (champ, chin, check, catch, rich, match, chant, lunch, chick, punch)
- Individual copies of decodable text book: Chip the Chimp
- letterboxes and letters (c,h,a,n,r,l,i,e,t,k,c) for the teacher.
-dry erase markers
1. Review letters c and h individually, and then discuss the /ch/ sound when they are put together. “We have learned a lot about each letter of our alphabet so far and the sounds that each letter makes. I bet I could point to any letter and you could tell me a sound that it makes.” (Write the letter c and call on student to give the /c/ sound then do the same for h.) “Great job! Now we are going to look at the sound that two letters make when they are put together. Did you know that two letters put together can make one sound instead of their individual sounds?! Let’s look at the letters we just talked about, c and h and see what sound we make when we put these letters together!”
2. “The letters c and
h make the
/ch/ sound. Have you ever heard a choo-choo train before? Think of a
train and listen
for the /ch/ sound when you say
to the person next to you and make the sound of a train and watch the
their mouths make when they make the /ch/ sound.”
3. “Now I am going to
words with the /ch/ sound on the overhead. (Write words one at a time
underline the /ch/ part.) “I want you to
repeat the words after me.” (stress the /ch/ sound in each word.)
4. “Now let’s try a tongue twister! Say, “Champ checked the lunch chart for a cheddar chicken sandwich.” (Repeat three times)“Good! Now I want you to copy the sentence down on your paper and underline the parts where you hear /ch/. I am going to walk around the room and ch-ch-check for /ch/.”
6. Allow time for
complete activity. 3:[check, chat, rich] 4:[catch, lunch, champ]
After students practice individually, call on students to put words up
overhead and discuss the /ch/ sound in each word.
7. Read book. I will print out copies of the book for each student to read and mark on of “Chip the Chimp.” Students will read with a partner as I walk around the room and listen. They will read through it once for meaning then they will go back through and underline the /ch/ sound in each word. I will assess their knowledge of the /ch/ digraph by listening to then read aloud with their partner. I will know that every child read every word by checking to see that every /ch/ sound is underlined.
8. Extra Assessment: I will hand out a worksheet with pictures of a chair, chimpanzee, lunch box, cat, pitcher, snake, money, and a baseball with stitches on it and I will have students circle each word that contains the /ch/ sound. I will listen to students say the words individually as I walk around the room, and then we will complete the activity as a whole class.
Eldredge, J. Lloyd. Teaching Decoding in Holistic Classrooms. Prentice-Hall. 1995. pp. 50-70.
http://www.auburn.edu/rdggenie/discov/hillbr.html – "Champions Check for /ch/ by: Nicole Pender
http://www.readinga-z.com/newfiles/phonics/lesson_47.html- to download decodable text Chip
click here to return to constructions