Charlie the Chimp
Beginning Reading
Rationale: Once
students know the individual sounds each letter makes, they need to
learn the sound some letters make when put together that make up a
digraph so that they can read and write more words. The digraph this
lesson focuses on is /ch/. This lesson is to help students read, write,
spell and speak words that contain the digraph /ch/. They will be using
tongue ticklers, books, elkonin boxes, and games to work on the digraph
/ch/.
Materials:
Tongue
tickler: "Charlie the Chimp has a twitch and an itch" written on a
poster
Elkonin
boxes and letter tiles (c, r,
u, n, c, h, a, t, i, m, b)
for each child
Choose
the Ch worksheet for each child (attached)
Copy
of the book for each child:
Chicka
Chicka Boom Boom
by Bill Martin Jr. and John Archambault (Beach Lane Books (August 1,
2000))
Procedures:
1.
Introduce digraphs: "Today we are going to start to blend some letters
together. We already know the individual sounds that c and h make but
today we are going to put them together to make a totally different
sound. When two letters are put together they are called a digraph. So
/ch/ is the digraph we are going to talk about today."
2.
Discuss the sound /ch/ makes: "Have you ever played with a train set
and made the horn go off so that it makes a choo choo sound? Well the
ch you hear in choo is made by the digraph /ch/. Let's make the ch
sound together in the words choo choo. Choo! Choo! Let's put a hand
gesture with it. Every time we hear the ch in a word like choo choo
lets pump our arm up and down like we are pulling the horn on a train
down. Ready, Choo! Choo!
3. Now
try this with a tongue tickler: "Charlie the Chimp has a twitch and an
itch." I am going to read this first and the second time I read it I
want you to show me with your arm when you hear the ch in the tongue
tickler. Now let's do slow together and pretend to pull our arm when we
hear the /ch/ sound in the sentence: Cccharlie the ccchimp has a
twitcchh and an itccchhh."
4.
Elkonin Boxes: "Now I need everyone to pull out their letter boxes and
letter tiles because now we are going to spell some words that contain
ch. Before we get started I want to remind you that each box can have
only one sound. So now that we know ch makes the /ch/ sound we know
that both the c and the h will be placed in one box when we hear that
sound." Write each word on the board and have students read the words
aloud together.
Words:
Model
word: crunch (5)
3-
chat, chin, much, rich
4-
ranch, chart
5-
branch
Letters:
c,
r, u, n, c, h, a, t, i, m, b
5. Now
we are going to read a book called Chica Chica Boom Boom. In
this book there is a letter that challenges all the other letters to
climb a tree. To see if all of the letters will fit in the tree without
falling off you need to read the book. Raise your hands if you have any
questions and I will come and help you.
As
the students are reading walk around and monitor and help as needed.
6. Now
we are going to play a riddle game. Raise your hand if you figure out
the answer.
I
have numbers on me and I tell time and am worn around your wrist.
Answer: watch
I'm
not breakfast or dinner. What am I? Answer: lunch
I
ride a broom on Halloween. What am I? Answer: a witch
I
like to be eaten with peanut butter and jelly. Answer: sandwich
7.
Assessment:
Provide the students with a worksheet containing different pictures
such as a chair, boat, apple, watch, match and have the students circle
the words that have a /ch/ in them. When they are working on this
worksheet have the students come up to your desk to ask them questions
about the story they read.
Did all of the letters fit in the tree?
When the letters got into the tree were they in the correct
order?
What kind of letters fell out of the tree?
Who helped the letters of the ground?
References:
Kincey
Hicks' "Shhhhhh!! Beginning Reading Design:
http://www.auburn.edu/academic/education/reading_genie/persp/hicksbr.html
Lauren
Bino's "The Fish Say Shhh" Beginning Reading Design:
http://www.auburn.edu/academic/education/reading_genie/persp/benobr.html