Chug-a-Chug-a Choo Choo

                                                                                      Julie Miller
Beginning Reading

Rationale: To learn to read and spell words, children need to understand that letters stand for phonemes.  Before they can learn the correspondences of phonemes and spoken words, they must be able to recognize the individual phonemes.  Sometimes some phonemes join together to make one sound.  These special phonemes are called digraphs. For example /c/ and /h/ going together to make the ch=/ch/ sound.  This is the digraph we will be working recognizing, writing, and listening to today.

Materials: Primary paper and pencil for each child, Elkonin boxes and letter manipulatives;  The Little Engine the Could by Watty Piper; picture sheet


1. Begin with reviewing how some of the phonemes we have already learned, like c=/k/ and h=/h/. We all remember what those sounds are, right?  Good! To continue to unlock the secret code of reading and writing, today we are going to work with letters that stick together to make one single sound. We will practice reading, writing, and recognizing what these to sounds say when they are put together. Today, we will also review a=/a/, which makes the short /a/ sound like in bat.  Remember, it sounds like when someonw jumps out and scares you - aaaaahhhh!

2. Has anyone ever heard a train?  Trains go chug-a-chug-a- choo-choo right? That is the sound that /c/ and /h/ make when they come together to form one sound.  Remember that even though there are two letters, when /c/ and /h/ are next to each other they only make one sound, the /ch/ sound.  Letâs try and make the train sound. Iâll start and then you can join in with me- ãChug-a-chug-a Choo Choo! Chug-a-chug-a choo choo!!ä Very good!! Notice that when we make the train sound, our tongue starts at the roof of our mouth and then moves down to release a burst of air. Letâs make the train sound and feel the burst of air that comes out of our mouth.  Itâs almost like the steam that comes out the top of the train, isnât it?  Very good!

3. Now, letâs try our train tongue twister (on chart).  ãCharlie the train chugged and chugged to all the childrenâs delight.ä  If you stretch out the words, you can really hear the train sound.  Letâs try. Ccchhharlie the train cchhhhugged and ccchhhugged to all the ccchhhildrenâs delight.  Good, you can really hear the train canât you?

4. Now, I am going to say some words with the /ch/ sound.  Listen closely so you can tell me which one has the train sound.  Do you hear /ch/ in child or kid? Chance or camp? Chicken or turkey?  Chill or frill? Raise your hand when you hear the /ch/ sound.

5. Now, letâs get out or letterboxes and our letters.  I am going to say a word and you put the letters in the boxes.  Remember that since /ch/ makes one sound it will only go in one box.  I will walk around and make sure that you arenât having any problems. (Model ãchipä on the board by putting /ch/ in one box /i/ in one box and /p/ in the last box.) Here are your words: chart-4; chase-3; chug-3; child-4; cherry-4 and chalk-4. Now that we have all spelled them in our letterboxes, Iâm going to write them on the board and as I point to them, I want you to read them to me.  Now that we have done that, we are going to read Pat's Jam, which is about a little girl who loves jam, and I want you to read with a friend and see if you can pick out all the words that have the train sound.  When we are finished, get with a partner and try and list as many words as you can from the story that had the /ch/ sound.

6. Now, itâs time for our daily message.  I want you to write what you think it would be like to be a train.  What sights would you see?  What kind of cargo would you have?

Assessment: Pass out picture sheet. On this sheet, there are different things that have the train sound in them.  On the blank provided, I want you to write what the picture is.  For example, if the picture is a chip, write, ãchipä on the line.

References:  Shhh· Iâm Trying to Sleep by Larkin Ade

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