Chad’s Choo Choooo
TRAIN
Ashley Biggee 
Beginning Reading



Rationale:
To learn to read, children must learn the letter combinations that stand for specific mouth movements. This lesson will give the children practice in recognizing the /ch/ sound when they see the letters c and h together.

Materials:
 Primary paper, pencils, chart with  Chad is chewing chocolate while on the Choo Choo train  written on it, a set of card with ch written on one side, a picture page with: nose, chin, car, duck, chain, chair, clip, money, beach and multiple copies of the book A Peach for Chad by Anna Cimochowski (Publishing company: Steck-Vaughn: 1991), letterboxes, Letters-lower case: c, h, i, p, r, a, o, t, m, u, n, k,          
     

Procedure:
1. Introduce lesson by explaining that when certain letters are combined they make a special sound.  Today, we are going to talk bout the way our mouths move when we put c and h together. They say /ch/. Now watch the way my mouth moves when I read the word chew. Can everyone make that sound with me?  “Ch.” Notice the way your teeth are together and your lips are slightly puckered when you say “ch” Say it again.

2. Ask students,  Have you ever heard the sound of a train? Chugga, chugga, chugga, chugga, choo chooooooo    Now lets say that together.   Can you spot that sound in a word?   Lets try chip. Ch-ch-ch-i-i-i-p-p-p. Good  There was the /ch/ sound, right at the beginning of the word.  (It's important to tell the students that the /ch/ sound isn't always at the beginning of words.) Give an example of a word that does not begin with /ch/ like peach.

3.  Let's try the tongue twister written on the chart. 'Charlie is chewing on chocolate while on the Choo Choo train.' Good    Now let's say it again, but this time we are going to break the /ch/ sound off from the rest of the word. '/ch/ arlie is /ch/ ewing  /ch/ ocolate while on the /ch/ oo, /ch/ oo train.'  
4.  Now lets take out our primary paper and pencil.   To make a c, start a little below the fence line, come up to the fence line and make a half circle down to the sidewalk. To make the h, start at the sky, come straight down to the sidewalk, come back up to the fence line and curve back down to the sidewalk.  (This will be modeled.)

5. Call on students to answer:  Do you hear /ch/ in chair or table? chocolate or peppermint? swallow or chew? Chuck or Don?  (Now pass out the cards with ch written on them.)  Lets see if you can spot the mouth movement /ch/ in some words. Hold up your card if you hear /ch/. Change, doodle, bench, creep, watch, choose, goose, chip, dot, hat, chomp and score. 

6. Now I want for everyone to take out their letterboxes and all your lowercase letters.  
7. Read the first two pages of A Peach for Chad aloud to the students, emphasizing the /ch/ sound. Then have each student read A Peach for Chad to themselves as I walk around and have them read a few sentences out loud to me.

8. Distribute the picture page. The students are to first name each picture. Then the students will write ch under each picture whose names contain the /ch/ sound.

9. The students will be assessed by using a checklist for task completed and by the teachers observation during the reading



CATEGORY
4
3
2
1
Respects others
Student reads quietly and stays in one place in the reading area.
Student reads quietly. S/he moves around once or twice but does not distract others.
Student makes 1-2 comments or noises when reading, but stays in one place in reading area.
Student reads loudly, makes repeated comments or noises OR fidgets and moves about often, distracting others.
Stays on task
Student reads the entire period. This may be independent reading or done with adult or peer assistance, as assigned.
Student reads almost all (80% or more) of the period.
Student reads some (50% or more) of the time.
Student wastes a lot of reading time.
Focus on story/article
Student is lost in the story. There's no looking around or flipping through the pages.
Student seems to be enjoying and moving through the story, but takes some short breaks.
Student seems to be reading the story, but doesn't seem to be very interested. Takes a few short breaks.
Pretends to read the story. Mostly looks around or fiddles with things.
Tries to understand
Stops reading when it doesn't make sense and reads parts again. Looks up words s/he doesn't know.
Stops reading when it doesn't make sense and tries to use strategies to get through the tricky spots or to figure out new words.
Stops reading when it doesn't makes sense and asks for assistance.
Gives up entirely OR plows on without trying to understand the story.
Thinks about the story/article
Student accurately describes what has happened in the story and tries to predict "what will happen next."
Student accurately describes what has happened in the story.
Student accurately describes most of what happened in the story.
Student has difficulty re-telling the story.

References:
Chugga, Chugga, Chugga, Chugga, Choo Choooooo! S. Davis Brooks
http://www.auburn.edu/rdggenie/chall/brooksbr.html

Chomp, Chomp Chocolate! Anne Joseph
http://www.auburn.edu/rdggenie/constr/josephbr.html