CH, CH, Choo Choo!

 Train
Beginning Reading

 Katelyn Jernigan

Rationale:
Not only do children need to understand the phonemes of single letters, but they need to recognize the phonemes of consonant digraphs.  This lesson focuses on teaching the digraph /ch/ and how to identify it through modeling, spelling, and guided and independent practice. 

 

Materials:

- Poster with Grapheme ch

- Mirrors for every students

- Letterboxes for every student

- Letter Tiles for every student (a c c e g h i k l m n p t u)

- Overhead Letterboxes and Tiles

- Transparency with Word List [check, much, chat, chin, chug, lunch, chest, champ, munch]

- Book Chips for Chicks for every student

- Sentence Strips with Tongue Twister “Chubby Chuck got chubby cheeks.”

- Worksheet

 

Procedure:

1. “Today we are going to explore the two letters.” [Show poster with ch] “When the letters ch are put together, we say it like /ch/.  Just think of /ch/ as the sound a train makes.  CH, CH, CH, CH, choo, choo!” [Show hand symbol of train wheels turning]

2. “Everybody say /ch/ with me.  Good, now look in your mirrors. What does your mouth do when you make this sound?  Are you lips moving or are your teeth doing something?”

3. “We are going to practice saying words with /ch/ in them. [Show sentence strip] Here is the tongue twister.  Chubby Chuck got chubby cheeks.’  Say it with me.  Good!”

4. “Do you hear /ch/ in church or school?  Chair or desk?   Cheek or face?  Chime or ring?  Child or kid?”

5. “I am going to pass out your letterboxes and letter tiles.  Put out three letter boxes.  I am going to show you how to spell words with ch.  Since it makes one sound, it will only take up one box.  So to spell check, we have to put ch in the first box, e in the second box, and ck in the third box. [Model LBL on the overhead] Awesome!  Now you try.  Spell much.  What goes in the first box?  The second?  The third?  Good job.” [Repeat with the words chat, chin, and chug. Four letterboxes for lunch, chest, champ, munch.  Then, show the list of words] “Can you read these words?  Say them together.”

6. “We are now going to read Chips for Chicks by Geri Murray.  First, read the book silently.  Then, each person will read one page out loud.  Every time you hear /ch/, I want you to raise your hand.” [Pass out books]

 

Assessment:

“Finally, we are going to do a worksheet.  On the first three, circle the words that have /ch/at the beginning of the word.  For the rest, circle the words with /ch/ at the end or the word. [Pass out worksheet]

 

Resources:

- Jones, Mandy: Shhhhhh! Quiet Please!

- Book Chips for Chicks 

- Worksheet

- Tongue Twister

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