Brush Your Teeth
Rationale: Children need to realize
that letters stand for phonemes and that spellings map out the phonemes
in spoken words in order to be successful with reading and
spelling. Students first have to recognize phonemes in spoken
words before they can match the letters to phonemes. The ch
phoneme can be a difficult phoneme for young kids to identify.
This lesson will help kids identify /ch/. They will learn to
recognize /ch/ in spoken words by learning a meaningful representation
that will help them to identify when ch is used in words. Then,
they will practice finding /ch/ in words.
Materials: Primary paper and pencil;
chart with "Charlie had chunky chocolate chip cookies and chocolate
milk after lunch."; book: Farm Flu by Teresa Bateman,
published by Scholastic, ©2001; drawing paper and crayons; teacher made
picture page with chips, candy, lunchbox, snake, peach, cup,
cheese, cookies, chalk, and crayon.
- Introduce lesson by explaining that our written
language is a secret code. The tricky part is learning what
letters stand for, which are the mouth moves we make as we say
words. Today, we are going to work on spotting the mouth move
/ch/. Ch is also a digraph. A digraph is 2 letters blended
together to make one sound. In most words that you see with the
ch in them, the c and h blend together to make the /ch/ sound.
- Ask students: Have you ever brushed your
teeth and paid attention to the sound it makes. It sounds like
/ch/ to me. That is the mouth move we are looking for in
words. Let's pretend we are all holding a toothbrush and brushing
our teeth [Pretend to be holding a toothbrush and brushing your
teeth]. Everyone hold up your pretend toothbrushes, this time
we are going to say /ch/ as we brush our teeth.
- Let's try a tongue twister. "Charlie had
chunky chocolate chip cookies and chocolate milk after lunch."
Everyone say it 3 times together. Now say it again and this time,
stretch the /ch/ that you hear in the words. "Chcharlie had
chchunky chchocolate chchip cookies and chchocolate milk after
lunchch." Try it again, and this time break the /ch/ off of the
word. /Ch/ arlie had /ch/ unky /ch/ ocolate /ch/ ip cookies
and /ch/ ocolate milk after lun /ch/.
- [Have students take out primary paper and
pencil]. We use 2 letters, c and h, side-by-side to spell
/ch/. Let's write it. For the c, start like little a:
go up and touch the fence, then go around and up. For the h,
start at the roof top, come down, and hump over. I want to see
everybody's ch. After I put a smile on it, I want you to make 5
more just like it. Remember, when you see ch together in a word
that is usually the signal to say /ch/.
- Let me show you how to find /ch/ in the word
lunchroom. I am going to stretch lunchroom out in super slow
motion and listen for the toothbrush.
L-u-n-ch-ch-ch-r-oo-m. L-u-n-ch-ch-ch-cháthere it is! I do
hear the toothbrush /ch/ in lunchroom.
- Call on students to answer and tell how they
knew: Do you hear /ch/ in chips or cookies? Chocolate or
cocoa? Lunchbox or knapsack? Beach or lake? Chore or
work? Chalk or ink? [Pass out a card to each
student]. Say: Let's see if you can spot the mouth move
/ch/ in some words. Brush your teeth if you hear /ch/.
Charlie, had, chunky, chocolate, chip, cookies, and, chocolate, milk,
- Read Farm Flu and talk about the
story. Read it again, and have students raise their hands when
they hear words with /ch/. List their words on the board.
Have students pick a ch word from the book, draw a picture and write a
message about it using invented spelling.
- For assessment, the teacher can simply make
sure that each student chose a ch word to write and draw about.
Otherwise, pass out the teacher made picture page and help students
name each picture. Ask each student to circle the pictures whose
names have /ch/.
For more information on phoneme awareness, visit
the Reading Genie website:
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