JulieAnna M. Whiting
Rationale: Children need to first have an
understanding for individual letters to their phoneme correspondences. When children can connect each letter with at
least one phoneme then they are ready to move onto digraphs. The new goal is to help the students
understand the correlation between graphemes and phonemes.
This lesson will teach one of the most common
graphemes (or digraphs) is ch = /ch/. They
will recognize the visual representative as well as recognize the
spoken sound. This is important because it
will help break
the ice for the rest of the two letter digraphs because it is one of
- Primary paper
- Picture of
what the /ch/ looks like:
teeth close together but not touching and lips shaped like you are
drink from a straw.
- Chart with:
"Chubby Chad chased
the little chimp up the chair."
lesson “boxes” & letters:
a, c, c, e, h, n, p, r, s, t, u. For the
words: chap, chat, ranch, chest, and crunch.
for Chicks, By: Geri Murray
Chame, luch, riech, chift,
herch, and lichem.
the lesson by explaining: We have
learned about the alphabet and a lot of the letter’s individual sounds. But sometimes when certain letters come
together they make one sound. Today we
are going to learn about the two letters c and h. When
“c-h” come together they make the sound
/ch/. When you say /ch/ your lips come
out and your teeth are almost closed. We
will learn to identify /ch/ in listening and reading.
- Ask the
student: Have you ever heard a train say, “ch, ch, ch”?
Do you see how your mouth forms? (Show
them a picture of how the mouth is
formed while saying /ch/.) Let’s
practice our c-h sound while we ride on the train.
[Motion your hands going around like the
wheels of a train.] The sound of the
train tells people the train is coming.
- Now let’s
say a tongue twister: Chubby Chad chased
the little chimp up the chair. (Have a
chart with this phrase on it.) Let’s say
it together a couple of times. (Say it a
couple of times.) Now when we say it
let’s say the /ch/ like a train at the beginning of each c-h word.
emphasize it.) /Ch/ubby /Ch/ad /ch/ased
the little /ch/imp up the /ch/air.
- Now you
know how to identify by hearing the sound of “ch”.
Let’s write it out so you can identify it on
paper. You know how to write c. And you know how to write h.
When you write these two letters side-by-side
it tells the reader you want the /ch/ sound.
I would like you to write “ch” ten times.
Remember to place spaces in between each pair
of “ch” to show each pair is together.
- I will show
you how to find the /ch/ in the word ranches.
I’m going to stretch out the word and listen to each sound
the train’s /ch/. Rrrrrr- aaaaa- nnnnn-
chhhhhhh- eeee- ssss. Rr-aa-nn-chhh…
There is the train sound! Ch- Ch-
- Now we are
going to see if we can identify /ch/ in certain words by doing a
lesson. I’m going to give each one of
you a bag of letters. I am also going to
give you our “fold out boxes” to help you identify each sound in the
words. Remember since c-h only makes one
sound they will go in one box together. I
will give you an example. The word will
be chap. Chap has 3
sounds, so there will be 3 boxes
to represent each sound. I will sound
out the word, ch – aaaaa- pp. Now I will
put my letters in the boxes. [ch] [a]
[p]. Chap. Now
have the students use the LBL boxes to spell
out chat (3 boxes), ranch (4 boxes), chest (4 boxes), and crunch(5
boxes). Now that you
are done spelling the words, it’s my turn.
(Spell each of the words and have the students read them.)
- Now give
the students a book talk on Chips for
Chicks: “Two children see chicks
hatch. Then while they are having their
lunch their dog tries to get into their chips.
You will have to read on to see what happens to the chips.” Now have the students read the book in
pairs. Then have the students read it
all together. Now with your partner find
the words with the /ch/ sound. I would
like you to write the words out on your paper.
Let’s share what words we have found.
- For the final
assessment: see if the students can read “ch” by having the students
read the pseudowords: chame, luch, riech, chift, herch, and lichem.
Lewis, Heather. Ch-ch-ch-ch,
ch-ch-ch-ch... Choo! Choo!
Murray, Geri. (2006.)
for the Chicks.
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