Ch, Ch Chocolate!
Beginning Reading

Rationale:

           To learn to read and spell words children must first learn phonemes and letter correspondences.  Sometimes a phoneme is represented by two letters that go together to make one sound such as /ch/. This is what we call a diagraph.  Digraphs are very common in the English language.  This lesson will help children understand that when they see a c and h together, they make the /ch/ sound.

 Materials: 

• Dry erase board and marker for each student
• Chalk or Dry erase board
• Elkonin Letterbox (1 per child)
• Letters: i, p, a, s, e, r, c, h, t, l, u, n, m (one of each per student)
• Chocolate chip cookies (2 per student)
• Choco-Louie by Jeff Kindley

 Procedure: 

1. To begin this lesson, I would review the sounds we have learned such as c /k/, /s/, and h /h/. When the letter is alone, it makes different sounds.  I will explain to my students that two letters are placed together to make one sound like /ch/.  "What two letters placed together make /ch/?" Wait for any responses.  If no one gets it say, " well, that is what we are going to learn today." "We are going to talk bout the way our mouths move when we put c and h together."  "They say /ch/."  "Now watch the way my mouth moves when I read the word chew."  "Can everyone make that sound with me?" "Good."

2. Write the words chop, chin, and cheese on the chalkboard.  Read the words to the students, then have children read the words off the board.  Next, slowly reread the words from the board placing and emphasis on the /ch/.  Underline the digraph while reading the word.  Then, have the student's reread each word placing an emphasis on the /ch/.

3.  Write a tongue twister on the board. "Charlie chops a bunch of cherries."  Have        students copy the sentence onto his/her individual dry erase board.  Read the      sentence slowly and emphasize the /ch/ sound.  Then have students read it with          you and circle the words that they hear /ch/ in. (this can be done in a group or individually depending on the class)  After allowing time for them to circle the words, have volunteers come up one at a time and circle one word on the board that has the /ch/ sound. 

5. Letterbox lesson:  Pass out the letterbox and letters to each student.  Remind them    how the letterbox activity works.  Tell them that each box contains a different sound.  "Remember when the c and h are side by side, they make the /ch/ sound."  Illustrate this on the board using the word chop.  Draw 3 boxes. "The first sound (I used the word "sound" so the students would understand.) in 'chop' is /ch/."  "I am going to put the c and h side by side in the first box." "Now then, /ch/o...the /o/ is next so we will put that in the second box." "We have one more box left."  "The last letter p belongs in the last box." "Let's check it to make sure we have it right." "/ch/o/p/...perfect!  Now then, does everyone understand that when the c and h are side by side they make the /ch/ sound?"  "Well, now I want you to spell these words using your letterboxes."  "But be careful, some might have a silent e!" "Does anyone remember where we place the silent e?"  "Yes thatâs right, outside the last box!"  (Write words on the board·chip, chase, chat, rich.)  "Now, spell each of these words using three of your letterboxes."  "I am going to walk around to see that everyone understands."  "Please do not erase your letterbox until I tell you to."  After checking all 3 phoneme words, move on to four phoneme words (four boxes) such as (munch and lunch). 

6. Read:  Pass out chocolate chip cookies. (Make sure each child can have chocolate!!!)   Tell students they can eat one, but they must save the other for a special activity!  Next, reread Choco-Louie and ask the children to hold the "ccchhhocolate cccchhhip" cookie in the air when they hear the /ch/ sound.  

7. Assessment:  Pass out a worksheet.  The worksheet will have a word bank at the         top including the following words: chip, chicken, cheese, watch, and chocolate.  Below, there will be a sentence with a blank, and a picture of what belongs in the blank.  The students have to choose which word fits best, and right it in the blank.  Then, they must circle the /ch/ sound in each of the words.

 Resource:

 www.auburn.edu/~murraba/chall/copelandbr.html

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