Ch-Ch-Choo Chooing With Ch!

Emergent Literacy

by Jessica Wilson

Rationale: This lesson will help students recognize /ch/, the phoneme represented by CH. The students will recognize the /ch/ phoneme in written and spoken words and will make a meaningful connection with the phoneme by using a hand gesture (pulling forearm up and down as if pulling a train horn) and will use this gesture representation whenever the phoneme is read aloud. We will practice finding the phoneme /ch/ through reading and writing.

Materials:

1. Small white board

2. Markers

3. Phoneme illustration with CH-grapheme and picture of train

4. CH words coloring sheet

5. Crayons for students

Procedures:

1. Say: Hey guys! Today we are going to learn about /ch/! Before we do this though, let's talk about some sounds and letters we already know. Remember how we can see that a G is a G because it looks like a monkey's curly tail? We know that G looks like a monkey's tail and makes a /g/ sound. Today we are going to learn a way to help us remember what sound CH makes. Everybody make that sound with me. What you need to do is put your teeth close together and your tongue on the roof of your mouth. Then, blow a short amount of breath out. Say it with me, /ch/. Great job. It kind of sounds like a train, doesn't it? A train makes that sound when it goes "choo choo"! Say it with me. Choo choo! Good. The letters that make the sound are c and h {show students the phoneme illustration}. These are two letters that make one sound.

2. Okay, before we start today let's learn a tongue twister so that we can remember what we learned about /ch/. I'll say it first then we will say it together. "Charlie chose to chat with Chancy on the bench." Let's stretch it out and I want you to say it with me this time. Ccchhharlie ccchhhose to ccchhhat with Ccchhhancy on the beaccchhh. Let's repeat that two more times and this time I want us to pull our arms up and down when we hear that /ch/ sound.

 

3. Now, I'm going to write some words here on our white board to practice with. Write "chugga chugga choo choo" on the board. Model first. Let's see if they have the /ch/ sound in them!  If I hear the /ch/ sound I'm going to pull my arm up and down like I'm pulling a train horn. Let's see. "Chugga chugga choo choo". Now I'm going to ask myself did I hear /ch/ in those words". I think I do but let me read it again. This time I will make the arm motion if I hear it." Read and make arm motion. There was a CH there! So whenever you hear the /ch/ sound in the words that I write I want you to make that movement with you arm like you're pulling a train horn. Alright, here is the first word {writes "teach" on board}: ttt-eeeaaa-ccchhh. Ttt-eeea-ch-ch. Did you hear that at the end? Great, I did too! Great job making your hand motions. Let's try with another word {writes "beach" on board}. Bbbb-eeeaa--ccchhhh. Beach. Awesome job, guys. Let's do one more {writes "chew" on the board}. Ccchhh-eewww. Ch-ch-ew. Chew. Good, I love how you guys are doing that motion whenever you hear the /ch/ sound. Do you see that "ch" letters together? Remember, when we see those two letters in a word together they make the /ch/ sound.

4. Alright, guys. Now that we know what /ch/ looks like when we see it in a word let's practice it. I am going to give you a sheet of paper with a bunch of different pictures on it. We see a picture of a chair, a ball, a chart, and a lot of other things. I want you to go through these pictures and if it's a picture of something with that /ch/ sound, I want you to make that motion we learned with our arm to remind yourself. Then, I want you to color the box that the picture is in. We only want boxes colored if we hear /ch/.

Assessment: I will assess the students by picking up their color sheets and seeing how well they do on picking out the /ch/ sounds in words.

References:

Assessment worksheet: http://www.superteacherworksheets.com/phonics/ch-word-color_WBWMN.pdf

Stephenson, Megan. Epiphanies. Fall 2012. "Chubby Chimps Chugging Chocolate Milkshakes" http://www.auburn.edu/~mns0009/stephensonel.html

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