Chuga-Chuga- Choo Choo
Emergent Literacy
Rationale: In order
for children to be successful in phonics, reading and spelling, they
need to
understand phonemes. Children learn to recognize different
phonemes and
sounds by matching letters to their vocal gestures in spoken
contexts. In
this lesson, children will learn the sound and the spelling of the
digraph
ch=/ch/. They will practice using and
identifying the digraph /ch/ in written and spoken content.
Materials:
- a small mirror
for every student
- copy of the
tongue twister
- primary paper
- pencils
- list of words for
“which word” exercise
- the book “Chicka
Chicka Boom Boom”
- Popsicle stick
with glued on paper train for every student
- white board or
chalk board
- book for
individual assessment
Procedures:
1.
Introduce lesson by asking do you know what
sound a train makes? It says “Choo
Choo.” “Ok, now you pull the handle with
me and let’s sound the train’s whistle together. And together we will
pull our
handles and make the sound “choo choo.””
2.
Then I will say “every sound you make with
your mouth has its own special mouth move.
Now let’s say “choo choo” together again slowly watching our
mouth moves
in the mirror.” “Choo Choo”
Now let’s just say the beginning part of choo
choo, the sound /ch/ and watch our mouths closely in the mirror.” “/ch/”
3.
Now let’s do a tongue twister together to
practice the /ch/ sound. “Charlie chases
Chappy to win his cherry chewing gum.” “Ok
now everyone say it together. Now as we
say it this time let’s stretch out all the /ch/ sounds. As we say it
pull your
handle every time you say the /ch/ sound.
This time when we say it we are going to separate the /ch/ sound
completely. “/Ch/ arlie /ch/ ases /Ch/ appy to win /ch/ erry /ch/ ewing
gum.
4.
“Now we are going to spell the /ch/ sound.”
Students will take out primary paper and a
pencil. “We use the letters c and h to
spell /ch/. Now I will show you how to
write them then we will practice together.
To make a c, you start out at the fence and then curve around
down to
the sidewalk. To make an h, you start
out at the rooftop and draw a line all the way to the sidewalk then
bounce back
up to the fence and around. Now let’s
try it together.”
5.
“Now we are going to practice finding the
/ch/ sound in words. First let me show
you with the word coach. I will stretch
the sounds out and see if we can find the /ch/.
C—oa—ch. There it is, right there
at the end of the word. Now it is your
turn.”
6.
I will take out my list of words. “Now
I am going to give you two words and I
want you to tell me which one you hear the /ch/ sound in.
Chip or dip?
Sand or beach? Chime or rhyme?
Throw or catch? Ditch or dirt?”
7.
“Now we are going to read the book “Chicka
Chicka Boom Boom.” As I read I want you
to pull your handle down every time I say a word that has the /ch/
sound. What words in the title have the
/ch/
sound? Ok now we will begin.”
After we are finished reading the book, I
will have students tell me words that we read in the book that had the
/ch/
sound.
8.
To give more practice, I will give each child
a Popsicle stick with a little paper train glued to the end. “Now I want you to listen to the sentences I
read and every time you hear the sound /ch/ sound raise your Popsicle
stick in
the air.”
9.
To assess, I will have the children come up
to my desk and read individually during center time.
I will choose a book with many words that
have the /ch/ sound.
References
Archambault, John
and Bill Martin Jr.(2000) Lois Ehlert (Illustrator) Chicka Chicka Boom
Boom.
Lincoln,
Katie. “Choo Choo!” http://www.auburn.edu/academic/education/reading_genie/invent/lincolnel.html