‘Chompin’ on Chewing
Emergent Literacy Design
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
out what our mouths are doing when we say words. Today, we are
learn the mouth move for /ch/. Say /ch/ several times and focus
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/.
Archambault, John and
Jr. (2000) Lois Ehlert (Illustrator) Chicka Chicka
Williams, Andrea. "Choo Choo, All Aboard!" http://www.auburn.edu/rdggenie/connect/williamsel.html.
Herring, Michelle. "Ch Ch Ch Ch
Comes theTrain". www.auburn.edu/rdggenie/chall/herringel.html
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