Heather Grenon
Rationale:
For students to become fluent readers, they must first recognize
phonemes in spoken words. This lesson will help students better understand
the correspondences between "ch" and ch = /ch/.
Materials:
primary writing paper, a chart with "Chuck changes his challenge
to climb a chimney", the book Chica Chica Boom Boom by Bill Martin
Jr., a word list including the words chalk, chance, charge, chop, chip,
lunch, crunch, match, and bunch.
Procedure:
1. I will begin the lesson by explaining how we blend several letters
together to create language. I may start by using Charlie Brown's
name as an example. "Have you ever looked at the words in your name?
All those letters are blended together to make the sounds you hear.
Take Charlie Brown's name for example, Charlie Brown. C….hhh…aaarrr….llll….iiieee…
okay that says 'Charlie.' Now lets try Brown. B….rrrrr….ooowww….nnn,
okay that says 'Brown.' All those letters are blended together to
make a spoken word." Then I will introduce the correspondences ch
= /ch/. "Today we will be working with only two letters. 'c'
and 'h'. When we put these two letters next to one another, they
say c= /c/ and h = /h/. Good, now lets say them together,
ch
= /ch/. It sounds like a train going by…. choo choo. Do you
hear the ch = /ch/?"
2. "I want you to look at this chart. I am going to read it to
you, and then we will read it together. 'Chuck changes his challenge
to climb the chimney.' Can you say it with me? Chuck changes
his challenge to climb the chimney. Good! Now, lets say the
ch = /ch/ and really drag it out so we can hear it. Ch…uck ch…anges
his ch…allenge to climb the ch…imney. Very good!"
3. "We are going to practice writing "ch" on our paper so we can write
words like chop and chance. We are going to start by writing 'c.'
Remember to start below the fence line, then some up to the fence, and
then bring it back down like a half circle to the sidewalk (model this).
Now we are going to make the 'h.' The 'h' starts way up at the sky and
goes straight down to the sidewalk. But wait! Before you pick
up pencil, bring your line back up to the fence line and curve it back
down to the sidewalk (model this). Good job. Now I want you
to write 5 more 'ch' just like the one you have. As you finish writing
each one, say ch."
4. "Lets practice what we have learned. Do you hear /ch/ in chalk
or pencil? Good, chalk. What about paper or chart? Good,
chart. What about try or chance? Very good, chance. What
about cash or charge? That was tricky, but you got it! Charge.
What about chop or peel? That's right, chop."
5. "Now, lets read Chica Chica Boom Boom by Bill Martin Jr."
After reading the book, ask the students what words they heard that had
the /ch/ sound. Go back through the book and ask "Do you hear /ch/
in this word __________?" Go through the book to give the students
practice.
6. For assessment, have pictures of things like chalk, cheese, chopping,
and chips for the students to match the words to. The pictures should
be on one side and the words on the other. The students will draw
a lone from the word to the corresponding picture.
References:
Eldredge, J. Lloyd. "Types of phonics instruction to Provide
for Children". Teaching Decoding in Holistic Classrooms. New
Jersey: Prentice-Hall, 1995. page 48.
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