Emergent Literacy Design
Leighton Johnson
‘Chompin’ on Chewing
Gum’
Emergent Literacy Design
Leighton
Johnson
Rationale: Phoneme recognition is the most important concept children must learn in order to learn to read or write. On that note, students must also learn that phonemes are sounds in spoken words and that letters make up these sounds. This lesson will help teach the difficult phoneme /ch/ in spoken words. It is harder to understand because it is a consonant digraph, leaving children confused on how to say it and write it.
Materials: primary
paper and pencil; chart with
"Chad cheerfully chews gum with his chops ”; flash cards with /ch/
words:
chip, teacher, child, lunch, churn; flash cards with non /ch/ words:
bat, walk,
milk, girl; “Chicka Chicka Boom Boom” by Bill Martin, Jr. and John
Archambault;
picture page with child, cherry, chair, teacher, cheese, chin, church,
cheetah.
1.Introduce lesson by
saying that writing is a code. If we can learn what
letters stand for, we can break the code. We will go slowly and
figure
out what our mouths are doing when we say words. Today, we are
going to
learn the mouth move for /ch/. Say /ch/ several times and focus
on what
your mouth is doing.
2.Ask students: Have you ever
heard a train say ‘choo, choo’? We are going to learn the /ch/
mouth move
today. Let’s say /ch/ together! [grab the sides of your mouth
and say
/ch/.] Remember to hold your hands near your mouth so you can feel
the /ch/
sound! It is like you are chewing gum and making the /ch/ sound.
Say/ch/.
3.Say: Let’s do a tongue twister to practice our /ch/ sound. "
4.[Have students take out primary paper and pencil.] We
can use
the letters c and h to spell /ch/. I am going to
write the
letters first, and then we will do it together. [Model how to
write c
and h.] To make our little c, start a little below the
fence,
come up and touch the fence, swing around to the sidewalk by making a
half
circle, and come up a little above the sidewalk. To make little h,
start at the sky, come all the way down to the sidewalk, comeback to
the fence,
and make a hump to the sidewalk. Let’s do it together. Now,
I am
going to walk around and help anyone who needs it. Then everyone
who
makes his or her c and h will get a star sticker. Do your very best handwriting/.
5.Call on students to answer and explain their answer: (Model how to
tell if
/ch/ is in a word by directing students to pay attention to what their
mouths
are doing as they say each word.) Do you hear /ch/ in
chuckle or
laugh? Chip or dip? Chair or bed? Cherry or
apple?
Chime or bell? [Pass out a picture of a train to each student.]
Let’s see if you can hear /ch/ in some words. Show me your trains
if you
can. “
6.Now read “Chicka Chicka Boom Boom” and discuss the story. Say:
After I
read it through the first time, we will read it again and hold up our
train
pictures when we hear words with /ch/. I’m going to list all of
the words
on the board after we read it a second time. That way, we’ll be
able to
see our little c and our littleh.
7.Say: “Now I am going to give you flashcards with some /ch/ words and
some non
/ch/ words on them. You are going to figure out which ones are
the /ch/
flashcards and which ones are the non /ch/ flashcards. Remember
that
little c and little h have to be right next to each
other in the
word to make the /ch/ sound. The c must come before the h. If you
need
help, I will be walking around the room to help.
8.For Assessment, I will distribute a picture page to each
student. I
will help the students name each picture. Then, I will ask each
student
to color in the pictures whose names have /ch/.
References:
Archambault, John and
Bill Martin
Jr. (2000) Lois Ehlert (Illustrator) Chicka Chicka
Boom
Boom.
Williams, Andrea. "Choo Choo, All Aboard!" http://www.auburn.edu/rdggenie/connect/williamsel.html.
Herring, Michelle. "Ch Ch Ch Ch
Ch...Here
Comes theTrain". www.auburn.edu/rdggenie/chall/herringel.html
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