Emergent Literacy
Lauren Byrd
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Rationale: Children must be able to identify phonemes and understand what letters stand for that phoneme. Children will not successfully learn to read without learning phonemic awareness. Some phonemes are more than one letters, such as digraphs. Today our lesson will be over /ch/, and we will learn to recognize it in many different words. After this lesson children will be able to recognize and identify this diagraph.
Materials: Chart with the tongue twister "CHESSY CHA CHA DANCERS ALWAYS CHOOSE CHOCALATE CHERRIES" written on it, primary paper and pencils, felt board with all the letters in the alphabet to create words and place them on the board, and the poem 'Children Children Everywhere' from Random House Book of poetry for children
Procedures:
1 ö You
will introduce the lesson by explaining how the children will get to play
detectives today and try to break the secret code of on how to write. Explain
that the code you will attempt to break today is /ch/.
Also explain how you will talk about different words that have the /ch/
sound in them, and soon they will be able to pick this sound out in other
words.
2 ö "
Have you ever heard of the dance the Cha Cha.
Well lets all stand up and dance to the beat
that I say." Have the children dance as you say "1, 2. Chachacha,
3, 4, cha, cha cha" and so on. "Do
you hear that /ch/ when I say Cha Cha?
That's the sound we are going to talk about today. Now you all try saying
1, 2, cha chacha
with me·.good· now try just
saying /ch/·.very good,"
3 ö"Now lets
all try saying a really fun tongue twister with me. Its
about Cha Cha Dancers". (on
chart) "Cheesy Cha Cha Dancers Always Choose
Chocolate Cherries." Repeat. "Now say it slower, and say the /ch/
louder and drag it out at the beginning of the words. Like ChhhheesyChhhhaaChhha
Dancers Always ChhhhooseChhhhocolateChhhherries.
Now let's just count how many times we hear /ch/
in this tongue twister." Repeat tongue twister.
4 ö "Now
take out your paper and pencils and we are going to learn how to draw the
letters that make this sound we have been talking about. Take your pencils
and start right below the window and as you draw, slant your line up to
window then curve it around and touch the floor, and bring the line right
up above the floor. Now to start the next letter we start at the roof and
draw a straight line to the floor. Bring that line back up almost to the
window then make a hump, and bring it back down to the floor. These two
letters together make /ch/.This is how you draw
a letter c and a letter h." After showing them
on the board how to do this ask them to draw one on their paper. "Once
you have drawn one of your own then raise your hand and I will come and
check it. If I give you a smiley face then you can draw ten more on your
page.
5 ö "
Now I am going to say a few words and you are going to raise your
hand when I say the words that have /ch/ in them.
Chocolate, blue, draw, chew, chart, row,
check, tiger, chicken. You all are very good detectives."
6 ö "Now
we are going to read the poem 'Children Children Everywhere' from the Random
House Book of poetry for children. Every time you all here /ch/
raise your hands quietly." As a class, talk about
different words that have /ch/ in them.
Have the children come up to the felt board and spell their own words that
they came up with with the felt letters
with my assistance. This gives the children a sense of ownership over their
work.
7 ö For
assessment, I will have a page with pictures and words on it. The children
will circle the words and pictures that have /ch/
in them. After they are finished with the page talk about each picture
and word that they circled.
Resources:
Reading Genie
Website http://www.auburn.edu/rdggenie/insights.shealeyl.html
Prelutsky,
Jack. Random House Book of poetry for children. Random
House, Inc. 1983.
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