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 digraph. 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.
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
Chocolate chip cookies (2 per student)
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."
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/.
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.
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).
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.
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.