Chuck
the Chipmunk
Beginning
reading
By:
Megan Mitchell
Rationale:
In order for children to learn how to read they must first understand
the
purpose of phonemes and the sounds that they make. Being aware of
digraphs and
how they work is one step to beginning reading. Digraphs are groupings
of two
consonants. This can be confusing to some students who don’t understand
why
these consonants stay together. This lesson design
goal is to teach the digraph ch=/ch/. The
student will be provided a tongue twister
and a picture to help them understand ch=/ch/. They will also practice
writing
words with ch=/ch/ in them. After this lesson students will have a
better
understanding of digraphs in general and ch=/ch/.
Materials:
primary paper, picture page with characters that have the diagraph
ch=/ch/
associated with them, markers, chart with the tongue twister “Chuck the
chipmunk ate chunky cheese.” List of words (chimp, chipmunk, charge,
lunch,
cherry). Letter boxes, letters (c,h,i,m,p,a,r,g,e,n,u,k,l,r,y).
Procedures:
1. Introduce the lesson and the diagraph /ch/ to the students. Talk
about the
way the letter ch makes your mouth move and the sound that it makes.
Also talk
about how /ch/ likes to “stick together”. After we practice saying
saying some
words on a list that have /ch/ in them, then we well practice spelling
them.
2.
Next, I will hold up the picture of the chipmunk
and the cheese and ask. “Have you ever saw a chipmunk before”? Then I will say, “let’s pretend to call for a
chipmunk while saying ch=/ch/, /ch/ …/ch/…/ch/.
I don’t think he hears us, we need to keep saying /ch/../ch/.”
3.
Next, I will pull out the tounge twister and we
will practice ch=/ch/ while repeating it together, then I will just let
the
student say it a couple of times. “Chuck the chipmunk ate chunky
cheese.” “That’s
good but let’s make sure we say /ch/ clearly.” “Now let’s try it again
but this
time we will break off the /ch/ in the words. “/Ch../uck the
/ch../ipmunck ate /ch../unky
/ch../eese.”
4.
Have student take out the primary paper that is
supplied have them practice writing the diagraph /ch/, and some words
that have
ch=/ch/ in them.
5.
Call
on student to answer and have him/her tell me how they know
the /ch/ sound in each word. Do you hear /ch/ in chip or snack?
Throw or
catch? Dollar or check? Change or paper? Chilli or soup?
6.
Letterbox Lesson: Let me show you how to spell /ch/ in the word
chimp. Since c and h stick together, they are going to be
together
in one letterbox (model to student). Spell the word chimp on
the
letterboxes and make sure the student understands how to do
it. I
will sound out ch=/ch/ as I put it in
the box. I will then allow the student to spell different words
for me
with his/her letterboxes, (chimp,
chipmunk, charge, lunch, cherry).
7.
I will also have the words written on a flash card and will
have the student read the words to me. I will model the first
word, chimp,
and then allow him/her to read the rest of the words to me.
8.
For assessment, distribute a picture page and
help students name the pictures and color in the ones whose names have
/ch/.
Reference: Author:
Dr. Bruce Murray Title: The Reading
Genie Website
URL: http://www.auburn.edu/academic/education/reading_genie/