Beginning Reading
Kendra Haywood
Chugga
Lugga CHOO CHOO!!
Beginning
Reading
Kendra Haywood
Rationale: To learn how to read and
write,
children must be able to comprehend that letters stand for different
phonemes
and that some of the same letters don't have the same phoneme meanings. Teaching phonics includes incorporating
decoding, encoding, and spelling all in one subject.
Children must be able to detect phonemes in
spoken words before they are able to match the equivalent letters to
their
phonemes. Being knowledgeable about
simple digraphs is one of the important fundamentals for learning
spoken
words. Digraphs are "voiceless"
groupings of two consonants. Some
students get confused and don't understand why some 2 letters combined
make one
sound. This lesson will help students to
identify ch=/ch/. They will be able to
recognize /ch/ in spoken words by learning a corresponding hand gesture
that
goes along with the phoneme and also a picture that represents the
phoneme. The students will also be able
to practice finding /ch/ in different words and pictures.
Materials: Primary paper, pencil,
poster board
with "Charlie the
Choo Choo train changed his name to Chuck."; Book: Chugga Chugga
Choo
Choo, by: Kevin Lewis. Pictures of words (cheetah, chip, chin,
clip, punch),
letterboxes, letters (c,h,I,p,r,a,t,o,e,c,k,u,n,b), drawing paper,
crayons or
markers
Procedures:
1. Introduce the lesson by explaining that we are going to learn about
the
digraph, /ch/. Explain that some letters
like to stick together as friends and the friend's c and h stick
together and
make one sound /ch/. Today, we're going
to work on the sound /ch/. After we
learn how to say the /ch/ sound, we will then learn how to spell and
read /ch/
words. At first, it may be hard to spot
the /ch/ letters together, but once you practice, you'll be able to
find and
pronounce /ch/ in every word!
2.
(Show
train picture and letter correspondence.) Have you ever heard a train
go by and
the wheels on the track sound like /ch/?
That's the noise we will make today as we learn about the letter
friends
c and h. Let's pretend we are trains and
we are moving down the tracks. Say /ch/
while we use both of our arms to chug us around on the tracks like
this. (model
how to move both of your ams at the same time, back and forth, and say
/ch/ at
the same time). I don't think we're
going fast enough…Let's try again and tell everyone that
we're coming
down the
tracks../ch/ /ch/ /ch/ /ch/!
3.
Now, let's
try a tongue twister (on poster). "Charlie
the choo choo train changed his name to Chuck." Now
let's say it again three more times. Those
letter friends are kind of tricky, but
you'll get it! Now let's say it again, but this time let's stretch the
/ch/ at
the beginning of the words, like this.. "Cccccchhhhharlie the
ccccchhhhhoo
ccccchhhhhoo train ccccchhhhhanged his name to ccccchhhhhuck." This time, let's break the /ch/ sound on each
word: "/ch/arlie the /ch/oo /ch/oo
train /ch/anged his name to /ch/uck."
4.
Call on
students to answer and have them 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? Cheese or dish?
5.
Letterbox
Lesson: Let me show you how to spell /ch/ in the word chalk. Since c and h are
such good friends, they are going to be together in one letterbox. (model to student). Spell
the word chalk on the letterboxes and
make sure the student understands how to do it.
I will sound out each phoneme when I put the
letters on the boxes. Having an extra
set of letterboxes can be helpful so the student can go along with me
while I
show him/her how to spell the word. I
will then allow the student to spell different words for me with
his/her
letterboxes, including:
2).
chi
3).
chip,
rich, chat, chop, chend(pseudoword)
4.)
chunch
(pseudoword), check
5.)
brunch
6.
I will have the above words typed on a
piece of paper and
will have the student read the words to me.
I will model the first word, which will be my example word,
chalk and
then allow him/her to read the rest of the words to me.
7. I think you
are beginning to turn into experts with /ch/.
Show me how good you have gotten at hearing /ch/ by using both of our arms to
chug us
around on the tracks when you hear /ch/ in the book I'm going to read
called, Chugga
Chugga Choo Choo. From sunrise to bed time, a smiling engineer and
his
beautiful train sets off for a journey to deliver toys.
The train goes all over the place, up the
mountains, down the valleys, and over the bridges.
But will the train ever make it to the city
to deliver the toys on time? To
find out, we'll have to read Chugga
Chugga Choo Choo. Read the story to
them. Read the story again and have the
students use their arms to chug, like they are making the /ch/ sound,
every
time they hear words with /ch/. After
reading the story a second time, have the students draw a train and
write a
message using inventive spelling.
Display their work in the classroom.
8. For
assessment, I'm going to
pass out the random pictures of
the different objects. Some of the
pictures have the /ch/ sound in them and some do not.
Have students circle every object that has
the /ch/ sound in it. (Pictures include:(cheetah,
chip, chin, clip, punch).
Reference:
Consonants,
Blends, and Diagraphs.
http://www.mybreakfastreadingprogram.com/consonants.htm
Lewis,
Kevin.
Chugga Chugga Choo Choo. Hyperion Books for
Children.
1999.
Picture of
train.
Retrieved March 9, 2008.
Rosko,
Natasha. (2007). A Beginning Reading Design.
University
Reading Genie Website: retrieved March 9, 2008.
http://www.auburn.edu/academic/education/reading_genie/encounters/roskoel.html
Zickos,
Megan. (2007). A Beginning Reading
Design.
Genie
Website: retrieved March 9, 2008.
http://www.auburn.edu/academic/education/reading_genie/encounters/zickosbr.html
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