Boogy Woogy Choo Choo
Train!
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