Charlie Chose Cheese

 
 

       By:  Lindsey Waits
e-mail:  waitslj@auburn.edu


Rationale:    Children need to understand that letters stand for phonemes in order to learn to read and spell words.  They should also be able to spelling map out the phonemes in spoken words.  Before children can relate letters to their phonemes, they have to recognize phonemes.  Recognizing blends such as ch= /ch/ is difficult for young children.  This lesson is designed to help children learn how to recognize it in spoken language as well as written language.

Materials:   Chant:  ãThe Inchwormâs Tripä; Twenty pencils;  Crayons and blank paper;  primary writing paper;  Chart with the tongue twister ãCharlie choose cheesy chips to chewä;  Flashcards with each Îchâ word from tongue twister;  Pictures of chew, hammer, chips, dog, children, slide, patch, cat;  A coloring page with pictures of chew, a hammer, chips, a dog, children, a slide, a patch and a cat.  The book The Stinky Cheese Man.

Procedures:

1)  Introduce the lesson by saying that there are a lot of secrets to reading and today   we are going to learn about one of them so we can all be expert readers.  Today we are going to learn which words have the ch = /ch/ sound.  Say /ch/.  Great job!

2) How many of you know what an inchworm looks like?  I sure think that they are interesting.  We are going to read a chant together about an inchworm and his life.  Hold your finger to your mouth when you hear the Îchâ sound.

3) Letâs practice writing the sound /ch/.  First you will start just below the dotted line, move up to the dotted line in a slow curve, then go all of the way down to the floor and curve back up just a little bit.  Thatâs a Îcâ.  Now move over just a little to the roof and make a straight line down to the floor.  Without lifting your pencil, go back to the dotted line and make a hump and back down to the floor.  This is an ãhä.   Great job!  Make 5 more /ch/ by yourself.

4) We are going to try something a little bit harder since you guys did such a great job on the last part.  I am going to show you a tongue twister and I want you to write it down the best way that you can.  Listen carefully to the /ch/ sound we talked about.

5) I am going to show you some flash cards now.  Do you hear the /ch/ in chew or hammer?   Chips or dog?  Slide or children?  Patch or cat?  Hold up pictures for everyone to see.  Say:  Repeat the word with the /ch/ mouth move.

6) Go through a book talk for The Stinky Cheese Man  by Jon Scieszka and Lane Smith.  Proceed through the story and have the children name the words that have the /ch/.  Read the story again page by page.

7) Have the children each choose their own /ch/ word and draw a picture of it.  Next to the picture have them write their word.  After all of the children have finished these can be presented to the class and discussed.

8) Assessment:  Hand out the coloring sheet with the pictures of /ch/ words on it.  Have the students color the pictures that have the /ch/ in them.  Encourage the children and have them write each word.
 

Reference:

Chants:  Handouts CTEC 4911 B. Thompson 2002
Scieszka, Jon and Lane Smith The Stinky Cheese Man
Eldredge, J. Loyd.  Teaching Decoding in Holistic Classrooms.  Prentice Hall, Inc.  1995.  p.  54-70.

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