Chug Along Ch
Emergent Literacy Design
Rationale: Students will learn the digraph /ch/. This is important because it is an irregular sound that occurs in many words. This lesson will help students develop recognition of /ch/ in written and spoken words by using different activities to enforce c and h together represent /ch/. One way this goal will be accomplished is by relating /ch/ to the sound of a train.
Big book: The Big Block of Chocolate
Chart paper with "Chuck the chimp chats with Chip."
Assessment worksheet of pictures that begin with /ch/ (attached)
Dry erase board/ marker or Smart Board with blank slide
Drawing paper and crayons
Scissors and glue
Primary paper and pencil
Procedures: 1. Say: Our written language has many different sounds to learn. Today we are going to learn a digraph, which are sounds two letters make when they are together. Our digraph we are going to work on spotting today is /ch/. We use the letters c and h to make up /ch/. We usually say /k/ and /h/ when we see the letters c and h but when they are beside each other they make the sound /ch/ like in chug. /Ch/ sounds like a train chugging along the tracks.
2. Let's pretend to chug along our track, /ch/, /ch/, /ch/. (Have students bend elbows at waist level and move arms around in forward motion to look like the wheels of the train moving around.) How does our mouth look we say /ch/? You can say it looks like you are about give a kiss to someone then you open up to let the air out. Let's listen and see how we can hear /ch/ in a word. I am going to stretch out cheap and I want you to listen for /ch/, when you hear it move your arms like the train. Stretch: Chhhh-eaaa-ppp. I saw some of you move your trains in the beginning of cheap.
3. (Have students take out primary paper and pencil.) We use c and h to make /ch/. First , we are going to make a c. Start a little below the fence then go up to the fence around to the ground and up a little. Now we are going to make a h because c and h work together to say /ch/. We are going to start at the roof and go straight down to the ground and the hump over to make h. ( Model on board for students to see.) I am going to come around and look at your ch. After I check yours I want you to make me nine more just like you did.
4. Very good listening for /ch/. Now I want you to think of any words where you hear the sound /ch/. Write the words on the board or Smart Board as students say them. Have the students come up and circle the digraph /ch/. Model this behavior by writing cheap on the board and saying I see c and h at the beginning beside each other and that makes /ch/ so I am going to circle them together. If a student suggest a word that does not contain /ch/ use corrective guidance to help them understand why this word would not be correct.
5. Let's do a tongue twister (have it written on chart paper). I will say it first then you will repeat after me, "Chuck the chimp chats with Chip." Say it as a class two more times. Say: Now we are going to say it again really stretching out the /ch/ and making our trains go in slow motion. "Chhhuck the chhhimp chhhats with Chhhip."
6. Call on students to answer and tell how they knew. Do you hear /ch/ in cat or chat? bake or chase? cheat or honest? such or luck? ( If a student answers correctly make sure to use praise: Very good, that was tricky because /ch/ was at the end) Now let's see if you can tell when your mouth moves to make /ch/. Say: Repeat the words after me, if you hear /ch/ move your wheels. Chug, bug, chase, stay, cheeseburger, much, luck, lunch, cheap. Make sure you assess students by watching them to see if they are moving their wheels on the right word.
7. Read the big book The Big Block of Chocolate. (Before reading you may want to give your students a stretch break so they do not become restless.) Give a book talk before reading. Say: As I read I want you to have your wheels ready so when you hear /ch/ you can move along the track. As you read watch students to see if they are moving their wheels. After you read have students draw a picture and write a sentence about where they would hide their chocolate/ favorite candy. Display their work around the room so they can see each others.
8. For further assessment distribute worksheets. Students will cut and paste the pictures that have the /ch/ sound in the beginning to the inside of the book. For further assessment you can also use the worksheet where students must color the words where ch is present.
Misti Willoughby-"The Choo, Choo Train" http://www.auburn.edu/academic/education/reading_genie/openings/willoughbybr.html
The Big Block of Chocolate. Jane Slater Redhead. Scholastic. 1988.
"Ch" book worksheet. http://www.education.com/worksheet/article/the-ch-book/
Chuggin' Choo Choo worksheet. http://www.free-phonics-worksheets.com/html/phonics_worksheet_v1-29.html
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