Sneeze Cheese
Amy Chastang
Beginning Reading



Rationale:     Children need to know phonemes and their correspondences before they can begin to read words.  There are some phonemes that are represented by two or more letters instead of just one.  We call these correspondences containing multiple letters but making only one sound digraphs.  An example of two letters together that make one sound (digraph) is /ch/.  This lesson is designed to teach children the /ch/ digraph and familiarize them with the concept of a digraph.

Materials:      Primary writing paper, pencils, chart with tongue twister (We chatted while chewing cheerily on our cheddar cheese.), Elkonin boxes, letter manipulatives, Chip Gets a Dog by Toni Albert (Steck-Vaughn Phonics Readers) for each student, and card containing /ch/ pseudo words (cham, churck, blouch, rinch, and mencher).

Procedure:
1.     ãToday we are going to talk about two letters that get smashed together and make only one sound, so we only make one mouth move for the two letters when they are togetherä.  ãThe two letters we are going to talk about are c and h.  Normally we think of the /k/ sound whenever we see the letter c and the /hu/ sound whenever we see the letter h, but when you smash them together they make the sound /ch/.ä

2.     ãCan anyone think of a time when you hear the /ch/ sound?  I always hear the /ch/ sound whenever someone sneezes.  Aaachew, did you hear the /ch/ sound?  Now, I want everyone to pretend sneeze and see if you can hear the /ch/ sound when you sneeze.ä

3.     ãNow that we all know what mouth moves make the /ch/ sound and which letters represent that sound, I want everyone to read a tongue twister and count the number of /ch/ sounds you hear.ä  Decode the tongue twister as a class and have the students say it together.  Allow students to individually state how many /ch/ sounds they heard in the tongue twister.

4.     After discussing the number of times they heard /ch/, have the children get out their primary writing paper and a pencil.  ãWed listened to words to hear the /ch/ sound, now we are going to practice writing the letters that make the /ch/ sound.  The letters c and h.  First, put your pencil at the fence and curve down to the sidewalk.  Now, skip a small space, draw a line from the sky to the sidewalk and then hump up to the fence and go straight down to the sidewalk.ä  After the children have written the digraph and listened for it, give them an activity to both recognize it in print and in spoken form.  Having them write the digraph before ding the letterboxes also helps them understand the two letters go together.

5.     ãNow we are going to see how well we know the /ch/ sound.ä  Ask the children to raise their hands and answer the following questions.  ãDo you hear /ch/ in chalk or pencil?  Teacher or student?  Do you see the ch letter digraph in pitcher or short stop?  Much or more?  Do you hear /ch/ in chilly or cold?  Peach or strawberry?ä

6.     Now, have the children spell some words using the letterboxes and letter manipulatives.  ãWe will all need the letters c,I,h,m,n,p,s, and u. First, everyone needs to have three letterboxes in front of them.  Now, remember that we learned that the two letters c and h together /ch/ only make one mouth move so they only need on letterbox.  Now everyone needs to have three letterboxes in front of you and we are going to spell the word chin.ä  Model and have the students follow along as a class.  ãNow I want you to spell the word chap, and chuck.  Now we are going to need four letterboxes to spell munch, pinch, chimp, and chalk.ä  After the students have spelled al l the word in the letterboxes, have then read the words without them being in the letterboxes.

7.     After completing letterbox words, read Chip Gets a Dog as a class using the guided reading technique and have students hold up their hand whenever they hear the /ch/ sound.

Assessment:     For assessment, have students read pseudo words containing the /ch/ sound.  Some words to use include cham, churck, blouch, rinch, and mencher.

References:
Jara Walden: Chugga Chugga Choo Choooooo! http://www.auburn.edu/rdggenie/illum/waldenbr.html
Allison Raybon: Quack Quack  http://www.auburn.edu/rdggenie/illum/raybonbr.html

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