Boogy Woogy Choo Choo Train!

train

Andi Stafford

Beginning Reading Design

Rationale: When learning to read, children need to have an understanding of these letters and their phoneme correspondences. They also need to learn to blend together these sounds. The goal of this lesson is to help children understand the correlation between graphemes and phonemes and to also teach them that ch = /ch/. This goal will be achieved with a meaningful representation, practicing phonemic awareness skills as students learn to distinguish the phoneme /ch/ at the beginning and end of words, using letterboxes to learn to spell, and decodable readers to read words with this letter-sound correspondence.

Materials:

Dry Erase board

Dry Erase marker

Chart with Tongue Tickler: "Chase ate chocolate chip cookies on the choo choo train."

Elkonin boxes

Letter box tiles: a, c, h, I, n, o, p, t

Chips for the Chicks by Geri Murray

Word Cards: chap, chat, chop, chin, chest, lunch, much

Procedures:

1. Say: Today we are going to learn about two different letters and how they work together. I will write a /c/ and a /h/ on the board .I will also write /ch/ on the board. Say: Can anyone tell me what this sound makes? Point at the /c/. Say: Can anyone tell me what this sound is? Point at the /h/.Say: Now, can anyone tell me what this sound makes? Point at the /ch/. Say: This sound makes /ch/ like when you say choo choo!

2. Say: Now, I want everyone to put their fist in the air and when we say the /ch/ sound pull your arm down like you're blowing a horn on the choo choo train. Ch, ch, ch, ch, choo choo! Great job!

3. Say: Ok, now we are going to practice saying words that make the /ch/ sound. I'm going to say it once and then I want you to read it with me. Chase ate chocolate chip cookies on the choo choo train. You guys are doing great!

4. Say: Ok, I want you to tell me if you hear the /ch/ sound in these next few words. If you hear this sound make your train whistle blow! Chocolate or vanilla? Chain or rain? Lunch or dinner? Now, I want you to tell me if you hear the /ch/ sound at the beginning or the end. I'm going to say them slowly so pay close attention. If you hear it in the beginning, raise your right hand. If you hear it at the end raise your left hand. M-u-ch, Ch-a-n-t, R-i-ch, Ch-ew.

5. Draw four boxes on the dry erase board to represent the Elkonin boxes. Say: Now, everyone needs to get out your letterboxes. Make sure to have it folded with four boxes showing. We are going to spell some words that have the /ch/ sound in it. Can anyone tell me what letters make the /ch/ sound? C and H. That's right! Good job! So that means that these two letters will go in separate boxes? No? Together? That's right! Y'all are awesome! So, when we do the word lunch it will look like l-u-n-ch.

6. Say: Now, it's your turn to do these words on your own. Fold the letterboxes so that there are three boxes showing. As you call out the words, walk around the room to see which children will need more help. Say: Is everyone ready? Great! Call out the words chop, chin, chap, chat. Now fold your letterboxes to show four boxes. Call out the words chant, chant, chest, lunch. Say: Y'all are doing great!

7. Say: Now, let's review the words we just spelled. Hold up the word cards for the class to read as a group. Show the words chop, chin, chat, chant, chest, lunch.

8. Pass out Chips for the Chicks by Geri Murray. Book talk: It's time for lunch. Ben and Jess want to eat outside with the new chicks so Mom lets them. But Lad wants some lunch too. Is Lad going to eat lunch with the kids? Let's read to find out. Have the class read out loud together.

Assessment: For assessment, I will have the index cards with words ending and beginning with /ch/ sound in them. Also, I will have two boxes on either side. One box will be for the words beginning in /ch/ and the other box will be for words ending in /ch/. Each student will come up draw a card and tell whether the words ends or begins with /ch/ and then put the card in the correct box.

References:

Ledbetter, Megan. Ch, ch, ch, choo, choo.                                                                                                                                                                       http://www.auburn.edu/academic/education/reading_genie/solutions/ledbetterbr.htm

Murray, Geri. Chips for Chicks.                                                 

http://www.auburn.edu/academic/education/reading_genie/bookindex.html

Phillips, Lindsay. "Chug-a" Goes the Choo-Choo.                                                                                                                                                     http://www.auburn.edu/academic/education/reading_genie/solutions/phillipsbr.htm

 

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