Chocolate Chip Cookies for the Children!

Beginning Reading

Brittany Gleason

A.      Rationale: This lesson teaches students about the ch =/ch/. In order for children to become fluent readers they must learn and recognize the spellings that map word pronunciations.  In this lesson students will learn to recognize, spell, and read words containing the spelling ch. They will learn a meaningful representation (chocolate chip cookies), they will spell and read words containing this spelling in a Letterbox lesson, and read a decodable book that focuses on the correspondence ch= /ch/.

B.      Materials: Graphic image of chocolate chip cookies; cover up critters; whiteboard; letter boxes for each child {p, a, t, c, h, i, c, c, k, h, s, r, t, m, p, l, t}; list of spelling words on poster to read {chip, patch, chick, scratch, champ, chalk, latch, itch}; decodable text: Chips for the Chicks http://www.auburn.edu/academic/education/reading_genie/bookindex.html ; assessment worksheet: http://www.funfonix.com/book2/

C.      Procedures:

1.      Say: In order to become expert readers we need to learn the code that tells us how to pronounce words. We have already learned to read short vowel words with c, like cat, and today we are going to learn about ch. When I think about /ch/ I think of a little saying "chocolate chip cookies for the children!" (Show graphic image). Now lets look at the spelling of ch that we’ll learn today. The ch can be put in the beginning or a word, for example the word chip starts with the ch (write chip on the board). It can also come at the end of a word, for example the word catch ends with ch (write catch on the board).

2.      Say: before we learn about the spelling of /ch/ we need to listen for it in some words. When I listen for /ch/ in words, I hear the ch say its name /ch/ and my teeth come together and then separate to let out the /ch/ sound (make vocal gesture /ch/). Ill show you first: chart. I hear ch say its name and I felt my teeth come together and then release (show how my teeth come together and release). There is a ch in the word chip now I am going to see if it is in the word cracker. My teeth did not come together and release when I said the word cracker. Now you try. If you hear /ch/ say, chocolate chips! If you don’t hear the /ch/ sound say "That’s not it." Is it in cattle, change, crispy, cat, chatting, chilly, camp? (Have children make a circle motion with they feel the /ch/ say its name).

3.      What if I want to spell the word chat? "Lets go outside and chat." Chat means to talk to someone in this sentence. To spell chat in letterboxes, first I need to know how many phonemes I have in the word so I stretch it out and count: /ch/ /a/ /t/. I need 3 boxes. The /ch/ was the first sound we heard in the word so im going to put the ch in the first box. The next sound we hear is the /a/ sound so we are going to put an a in the second box. We then hear the /t/ so we are going to put a t in the 3^rd letterbox.

      Now ill show you how to read a tough word. (display poster with catch on the top and model reading the word). I’m going to start with ch; that part says /ch/. Now im going to put the beginning letters with it: c-a-t ,/spch/. Now ill put that chunk together with the last sound /ch/. Oh, catch, like "that was a good catch."

4.      Say: Now I’m going to have you spell some words in letterboxes. You’ll start out easy with three boxes for chip. A chip can mean many things; it can be something we eat or a piece to a game "Can I please have a chip?" "What color chip would you like in our board game?" What should go in the first box? Remember that that some sounds have two letters still go in the same box (Respond to children’s answers). What goes in the second box?  Ill check your spelling as I walk around the room (observe progress). You will need 4 letter boxes for the next word. Listen for the beginning sound to spell in the first box. Also listen for the /ch/ and don’t forget that those letters will go in the same box because they make one sound. Here is the word: patch, I have to wear a patch over my eye; patch (allow children to spell the remaining words) spell remaining words: chick, scratch, champ, chalk, latch, itch.

5.      Say: Now I am going to let you read the words you’ve spelled. [Have children read words in unison. Afterwards, call on individuals to read one word on the list until everyone has had a turn.]

6.       Say: You’ve done a great job and reading words with our new spelling for /ch/: ch. Now we are going to read a book called Chips for the Chicks. This book is about all the different meanings that the word chip can have. Let’s pair up and take turns reading Chips for the Chicks to find out what types of chips they are talking about in this book! (Children pair up and take turns reading alternate pages each whole teacher walks around the room monitoring progress. After individual paired reading, the class rereads Chips for the Chicks aloud together, and stops between page turns to discuss the plot).

7.       Say: Before we finish up with our lesson about one way to spell /ch/: ch, I want to see how you do with this worksheet. Your job is to look at the picture and circle if the picture uses the ch in the beginning of the word, the end of the word or is not used in the word at all. (This assessment will determine if the students can detect the ch when it is used in the beginning of a word or at the end of a word.) Make sure to double-check your answers to make sure they make sense! (I will walk around the room to check on the student’s progress.

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