Chicka, Chicka, Choo, Choo
Beginning
Reading (Digraph)
Rationale:
To learn to read and spell words
children must first learn phonemes and letter correspondences.
Sometimes
a phoneme is represented by two letters that go together to make one
sound such
as ch. This is what we call a digraph. Digraphs are a
necessity to
the use of the English Language. Without digraphs, we would be
limited in
the vocabulary that we could use. This lesson will help children
understand that when they see a c and h together, they
make the ch
sound. So that the students may learn this digraph and its use in
everyday
language.
Materials:
Poster with the tongue twister
“Chappy chased the Choo Choo to Church”
Dry erase board and marker for
every student
Index cards with ch written
on the card (every student will have one)
Letterboxes with at least four
boxes ( each student)
All lowercase letters for the
letterboxes (each student)
Worksheet with pictures and words
to match that make the ch sound for each student
Book: Chicka, Chicka, Boom,
Boom by Bill Martin Jr., Michael Sampson, Lois Ehlert. Simon &
Schuster
Children’s Publishing, 1989
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
say the tongue twister together that is written on
the chart. “Chappy chased the choo choo to church.”
Have the students copy the sentence onto his/her individual dry
erase board. Read the sentence slowly and emphasize the ch
sound. Then have students read it with you and circle the
words
that they hear ch in. (this can be done in a group or
individually
depending on the class)
4.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.
5.Now I
want for everyone to take out their letterboxes and
all your lowercase letters.
-We are going to spell some words
that include our new diagraph ch. Since ch makes
one sound
but is two letters, how many boxes should it take up?
One-good. I
am going to show you how and then I will let you practice. The
word is
rich… r-i-ch.
-Here are your words. Words:
3-[chop, chug, chat, chip] 4-[chomp, chunk].
-Now I am going to spell the words
without my boxes and I want you to tell me what I am spelling. For
example,
"Ch-u-g. Oh, Chug" Now you do it. Good.
6.Introduce
the book Chicka Chicka Boom Boom
(Martin, 1989.). Book Talk: Tell the children that each letter is
climbing the coconut tree. What will happen when X, Y, and Z get
up to
the top of the coconut tree? Read to find out.
While reading I want you to hold up your ch
card when you hear ch throughout the book.
Assessment:
I
will have a worksheet with a bunch of pictures. Some
will have ch and some pictures will have different
sounds. There will be a list of three words and they will have to match
the
word to the picture.
References:
Biggee, Ashley. Chad’s Choo Choooo. http://www.auburn.edu/academic/education/reading_genie/invent/biggeebr.html
Webb, Steven. Chasing Cheap Chopsticks. http://www.auburn.edu/academic/education/reading_genie/catalysts/webbbr.html
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