need to have an understanding of individual letters to their phoneme
correspondences. After reviewing several
short vowel phonemes, children are ready to be introduced to digraphs. The goal of working with digraphs is to help
the students understand the connection between graphemes and phonemes. This lesson will introduce the digraph ch=/ch/.
They will be able to recognize /ch/
in spoken words by learning a corresponding hand gesture that goes
the phoneme and a picture that represents the phoneme.
Primary paper and
Poster board with ‰¥þChuckie chugged
chocolate cocoa cheerfully as the choo choo chugged.‰¥ÿ
Picture of the wheels of a train
representing the ch=/ch/ sound.
Letterbox lesson ‰¥þboxes‰¥ÿ and
letters a, c, e (3), h, n, r, s, t, u
. For the words: chat,
cheese, chest, crunch.
Chips for Chicks, by: Geri Murray
Note cards with these pseudowords: chame,
luch, chift, riech
Worksheet with /ch/ on them
- Introduce the lesson by explaining
that we are going to learn about the digraph, ch=/ch/. Explain that some letters like to stick
together as friends and the friend‰¥ús c and h stick
together to make one
sound /ch/. Today,
going to work on the sound ch=/ch/.
You will learn to identify /ch/ in
listening and reading.
- Have you ever heard a train say,
‰¥þch, ch, ch‰¥ÿ?
students a picture of the wheels of the train.) Let‰¥ús
practice our /ch/ sound while watching the train move
on the track. (Motion your hands going
around like the wheels on a train.) The
sound of the train lets people know that it is moving down the tracks.
- Now, let‰¥ús try a tongue
poster). ‰¥þChuckie chugged
cheerfully as the choo choo chugged.‰¥ÿ Let‰¥ús
say it together three times. (Say it three
times with the students saying it also.) Now
let‰¥ús say it again, but this time let‰¥ús
stretch the /ch/
at the beginning of the words, like this: ‰¥þCcchhhuckie
ccchhhugged ccchhhocolate cocoa ccchhheerfully as the ccchhhoo ccchhhoo
ccchhhugged.‰¥ÿ This time,
let‰¥ús break the /ch/ sound on each word: ‰¥þ/ch/uckie/ch/ugged /ch/ocolate
as the /ch/oo /ch/oo /ch/ugged.
- I would like for you to get your
primary paper and pencil. Now you know how
to identify ch=/ch/ by hearing the sound of /ch/. Let‰¥ús write it out so that you
can identify it
on paper. Remember that the letters of c
and h go together as friends and make the /ch/ sound. Let‰¥ús write these letters
together. We‰¥úre going to
first draw the letter c. Start like little
up and touch the fence, then around and up. Now
let‰¥ús try our h right beside our c. Start
at the sky, come down to the grass and make a hump right below the
fence and come back down to the grass. Good. We have made our friends c and h.
What kind of sound does ch=/ch/ make? /ch/. That‰¥ús
right. I would like for you to write the
friends /ch/ ten more times. Remember
when you see c and h together, that‰¥ús the signal to say /ch/.
- Let me show you have to find /ch/ in cheese. I‰¥úm
stretch cheese out in a VERY slow motion and I want you to
listen for the /ch/ sound. When
you hear the /ch/ sound in the word cheese, I
want you to move your arms around like the wheels on the train and make
the /ch/ sound with me. Ch-ch-ch-e-e-s-e. Good job!
- Now we are going to see if we can
identify /ch/ in certain words by doing a letterbox
lesson. I‰¥úm going to give
each one of you
a bag of letters. I am going to also give
you our ‰¥þfold out boxes‰¥ÿ to help you identify
each sound in the words. Remember since
c-h only makes one sound they
will go in one box together. I will give
you an example. The word will be chat. Chat has 3 sounds, so there will be 3 boxes to
represent each sound. I will sound out the
word for you, ch-aaaaaa-ttttt. Now I will
put my letters in the ‰¥þfold-out boxes‰¥ÿ
(ch)(a)(t). Chat. Now
have the students use
the LBL boxes to spell out chat (3 boxes), rich (3 boxes), chest (4
boxes) and crunch (5 boxes). Now that you
are done spelling the words, I am going to write each of the words on
the board and I want you to read the words to me. (Write
each word one at a time on the board and have the students read each
- I think you are getting very good with
the ch=/ch/ sound. Show me
how good you have become hearing the /ch/ by moving
your arms in a circle every time you hear /ch/ when I
read this book called Chips for Chicks. In
this story two children see chicks hatch. While
the children are having their lunch their dog tries to get into their
chips. You will have to read to see what
happens to the chips. Read the story to
them. Read the story to them again and
have the students move their arms in a circle every time they hear
words with the ch=/ch/ sound.
- I am going to show you some note cards
with words written on them. See if you can
read these words out loud to me. (Show
them the note cards with the pseudowords written on them:
chame, luch, chift, riech.
assessment, I‰¥úm going to pass out a worksheet that
includes pictures of
different objects on them. Beside each
picture will be a list of words. The
students will need to circle the correct word that represents the
picture. They will need to place an "x"
beside the picture that contains the ch=/ch/
sound. (Pictures include: check, chicks, drum, chips, dog, and cat.)
JulieAnna, Chuggin‰¥ú on
Murray, Geri (2006.)
Chips for Chicks.
Letters‰¥ÿ, The Reading Genie website,
to return to Voyagers