Lindsey Moore
Beginning Reading Lesson Design


 For children to read words they must recognize the phonemes in each word.  Some phonemes can have two letters.  It can be harder for children to recognize digraphs because they are phonemes with two letters.  ãChä is a digraph that is hard to recognize.  Children will learn the ch digraph by reading and spelling words that contain the ch digraph.  After this lesson children will be able to recognize that when the letters c and h are put together they are pronounced /ch/.

 The book, Chip Gets a Dog, published by Steck Vaughn Company for each child, the tongue twister, ãChamp the chia pet was cheapä written on the board, a set of letterboxes for each child, a set of letter manipulatives for each child containing: ãchä taped together, ãuä, ãbä, ãrä, ãiä, ãaä, ãmä, ãeä, ãpä, chalkboard and chalk, primary paper and pencil for each child, one small bag of chips for each child, and one chia pet for the classroom.

1. Today we are going to practice reading and spelling words with the /ch/ sound.  The letters ãcä and ãhä are put together to make this one sound.  Sometimes when we see /ch/ we want to say the /c/ and /h/ separately.  That sometimes makes it hard to understand words we read or spell.  If I said /c/ /h/ /i/ /p/ you might not know what Iâm talking about.  If I say /ch/ /i/ /p/ youâll know that Iâm saying, ãchip.ä  Now, everyone please practice saying /ch/.

2. Now letâs say a tongue twister on the board.  ãChamp the chia pet was cheap.ä  Letâs try stretching the /ch/ sound this time.  ãChChChamp the chchchia pet was chchcheap.ä  Good!

3. Now we are going to practice spelling words with ãchä in them.  The teacher will hand each child a set of letterboxes and the appropriate letter manipulatives.  The words will have three phonemes.  Explain to the children that ãcä and ãhä are taped together because they go into the same box.  Does any one know why they go in the same box?  Very good, they go in the same box because they make one sound.  This is just like last week when we learned the ãeaä sound.  The ãeaä went into one box because it made one sound also.  Iâm going to show you how to spell one word before we get started.  If I asked you to spell the word ãchopä you would put the ãchä in the first box, the ãoä in the second box, and the ãpä in the last box.  Then ask the children to spell the following words with three boxes: chub, rich, chin, much, beach, and chip.  The teacher may add more or take away some words if desired.

4. Now I am going to write some words on the board and I want everyone to read them together.  The teacher will then write the words just spelled.

5. Now Iâm going to pass out a bag of chips to every body.  I will then ask each student to read the book Chip Gets a Dog while they eat their chips.

6. As a final bonus I will present the class with a little mascot, Champ the Chia pet.  I will allow the children to take a turn each day watering him and we can document his plant growth through the year.

7. For assessment I would simply observe the students during the letterbox lesson and while they write the sentences with /ch/ in them.  I will walk around while they are reading and ask each student to read a sentence or two to me.

 Murray, Bruce A.  And Lesniak, Theresa.  The Letterbox Lesson: A Hands-On Approach for Teaching Decoding.

The Reading Teacher Inc.

Windsor, Shanna.  CTRD 370 Student Spring 1999 page 38. Inc.

 To Return Back To Illuminations Click The Link Below: