Rationale: In order to understand written and spoken language, children should be exposed to phoneme awareness.  This lesson will help children to spell words by helping them associate letters with sounds.  If children are able to isolate sounds they will be able to match it with the corresponding letter.  In this lesson, the focus will be to help children identify ch=/ch/.

Materials: Primary paper, pencil, chart with "Chuck chipped chunks while chopping chocolate", Chica Chica Boom Boom by Bill Martin, and a word list including: chin, chop, chat, such, lunch, and chip.

Procedures:
1.The lesson will be introduced by showing how words are created by combining letters in order for us to speak, read, and write.  The letter combination we are going to learn today is ch.
2. Ask students: Have you ever heard someone refer to a train as a choo choo train? Well, /ch/ is the sound that is formed when the letters "c" and "h" are combined.  Let's practice, /ch/, /ch/, /ch/. Good!
3. Let's try a tongue twister on a chart: "Chuck chipped chunks while chopping chocolate". Now, let's say it together.  This time lets hold the /ch/ sound a little longer.  "Ch..uck ch..ipped  ch..unks while ch..opping ch..ocolate".
4. Now lets take out our primary paper and pencil.  We can combine the letters "c" and "h" to make the /ch/ sound.  To make a "c", start a little below the fence line, come up to the fence line and make a half circle down to the sidewalk.  To make the "h", start at the sky, come straight down to the sidewalk, come back up to the fence line and curve back down to the sidewalk (this will be modeled). Now I want you to make five more just like it.  Remember that ch is the signal for you to say /ch/.
5. Call on students to see what they know and how they answered: Do you hear /ch/ in chin or thin, top or chop, teach or team, peel or peach?  Let's practice, say /ch/ if you hear the /ch/ sound and no if you do not.  "Chuck, chipped chunks while chopping chocolate."
6. Read: Chica Chica Boom Boom will be used for shared reading and the class will discuss the use of ch in the story.  Once the book is finished, some pages will be read a second time and the students will raise their hands when they hear the /ch/ sound.
7. For assessment: The students will get a picture page and they will name each picture.  Then the students will write ch under each picture whose names contain the /ch/ sound/.

References:
Eldredge, J. Lloyd. "Types of phonics instruction to
 Provide for Children". Teaching Decoding in Holistic
 Classrooms. New Jersey: Prentice-Hall, 1995 (p.48).

www.auburn.edu/rdggenie/insights.html, Insights: Lessons
 for Beginning Readers. "Donât wake the Baby" by Debbie
 Troha.

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