Beginning Reading
Lana Woods

Chuga, Chuga, Choo, Choo

Rationale:Beginning readers need to learn the sounds associated with consonant digraphs such as : sh, ch, th, tch, wh, and ng.This lesson will focus on the consonant digraph ch.Students will learn to recognize /ch/ in spoken and written words by learning a meaningful representation and also learn to read and spell words with this digraph.

Materials:For the letterbox lesson you will need a chart with 4x4 boxes drawn on it with velcro inside.There should be five rows of three boxes, one row of four boxes, and one row of five boxes to spell the words I have listed.The letters c, h, a, t, i, n, o, m, p, r, u, b, n, and an extra c are needed to spell the words in the boxes.These letters should also have velcro on the back so they can be stuck into the boxes.For assessment I will have the children read Chips for Chicks by Geri Murray(attached) while I take miscue notes.I will also distribute a worksheet that has a train car with the pictures of a chimney, frog, chair, cloud, flowers, chips, and children.


1)Introduce the lesson by explaining that when some letters are put together in words they may make a sound that is different from the sound the each letter makes by itself.The sound c makes a /k/ sound by itself and an h makes a /h/ sound.However, when you put c and h together in a word they usually make the /ch/ sound.This sounds like a train.Let's pretend we are a train and say together Chuga, chuga, choo, choo.When we say /ch/ our teeth are together and our lips poke out almost like you are giving someone a kiss. We push the air through our teeth. Make sure your mouth is moving like this.

2)Let's try a tongue twister{on chart} Children like chewy chocolate chip cookies.

Everybody say it three times together.Now let's say it together and this time stretch out the /ch/ at the beginning of the words.Ch-ch-children ch-ch-chomp ch-ch-chewy -ch-ch-chocolate ch-ch-chip cookies.Let's do it again and break off the /ch/ at the beginning of each word.Ch-Children like ch-chewy ch-chocolate ch-chip cookies.GOOD JOB!

3)Now that you know what two letters make the /ch/ sound we can learn to spell some words that have that sound in them.On the chart there are empty boxes drawn and they each have a piece of Velcro in them.There are also letters that you can Velcro to the boxes.Some rows have four boxes, while some have five or six.This represents the sounds that you hear in the words.Since /ch/ makes one sound we are going to put it in a box together.Let me show you an example.I will spell chat.First I hear the /ch/ train sound.I am going to put a c and an h in the first box.Say chat again and emphasize the /a/ sound.An a makes that sound so I will put it in the second box.Say chat one more time and emphasize the ending /t/.That sounds like a t so I am going to put a t in the last box.Now I want you all to spell some words for me in the rest of the boxes.Let's spell chin.Have the children sound out the phonemes and put them in the next row of letterboxes.If they spell the word correctly say GREAT.If they do not spell it correctly I will pronounce the word as they spelled it and have them get help from their classmates.The other words they will spell are chip(3 phonemes), chomp(4 phonemes), much (3 phonemes), and crunch(5 phonemes).

4)After the students have spelled all the ch words I will have them read the words back to me.

5)Now you are going to read the story Chips for the Chicks. This story is about two good friends who have just watched some baby chicks hatch.Their mom fixes them a picnic lunch.Their dog Lad is also outside watching the chicks.Something very funny happens in this story.Let's read and find out what it is.While I am reading if you hear a /ch/ word I want you to write down the word on your paper.

6)I hope you all enjoyed that story.What happened to Jess and Ben's picnic lunch?That's right!The baby chicks got to eat the chips after the dog drops them.Now let's talk about some of the words you found.(Discuss the words they found such as chicks, chips, children, checks, crunch, munch, chin, or chum).You guys did an excellent job finding the /ch/ words.

7)Now I want you all to read the story to each other.We are going to take turns while each of you read a page of the story.Remember if you get stuck on a word you can try to sound out the vowel first or if that does not help you can read to the end of the sentence to help you figure it out.Alright, let's begin.(As the children read I will take miscue notes for each child; this should be done in small groups so that it is possible for you to take notes on individual children)

8)For assessment I will pass the train car worksheet. We will name the pictures andthen the children will be asked to color the pictures whose name makes the /ch/ sound.



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