Chasing Sprinklers with Ch-

Emergent Literacy Design

Kylie Brown

 

 

Rationale: this lesson will help children identify /ch/, the phoneme represented by ch. Students will learn to recognize /ch/ in spoken words by learning meaningful representation (a sprinkler) and the letter symbols ch, finding ch in words, and apply phoneme awareness with /ch/ in phonetic cue reading by distinguishing rhyming words from beginning letters.

 

 Materials:

Primary Paper

Pencil

Chips for Chicks book

 

Procedures:

1. Say: Our written language is a secret code. The tricky part is learning what letters stand for-the mouth moves as we say words. Today we we're going to work on spotting the mouth move /ch/. We spell /ch/ with the letters c and h.

 

2. Let's pretend we are a sprinkler, /ch/, /ch/, /ch/. [Pantomime a sprinkler] Notice where your teeth are? (Together). When we say /ch/, we blow air though our closed teeth.

 

3. Let me show you how to find /ch/ in the word itch. I'm going to stretch itch out in super slow motion and listen for my sprinkler.   i-i-t-t-ch There it was! I felt my teeth come together and air blow through the middle. I can feel the sprinkler in itch.

 

4. Let's try a tongue tickler [on chart]. "Charlie chews chocolate cherries." Everybody say it three times together. Now say it again, and this time, stretch the /ch/ at the beginning of the words.  "CHarlie CHews CHocolate CHerries ." Try it again, and and this time break it off the word: "/ch/arlie /ch/ews /ch/ocolate /ch/erries."

 

5. [Have students take out primary paper and pencil]. We use the letters c-h to spell /ch/. Capital C looks like a back that has a curve. Let's write the lowercase letter c. Start just below the fence and curve around until you get to the sidewalk.  To write lowercase h, draw a straight line from the rooftop to the sidewalk. Then up back to the fence and down to the sidewalk again. I want to see everyone's c and h. After I put a smile on it, I want you to make nine more of each just like it.

 

6. Call on students to answer how they knew: Do you hear /ch/ in catch or send? Tell or check? Chin or nose? Eat or lunch? Say: Let's see if you can spot the mouth move /ch/ in some words. Make a sprinkler movement if you hear /ch/: the, churn, latch, bug, match, chat, to, pink, batch.

 

7. Have the students read a book that contains the phoneme /ch/ with a partner. Have them locate and write any words in the book that contain the phoneme /ch/on primary paper.

 

8. Show CHEW and model how to decide if it is chew or pew? The CH tells me to do my sprinkler, /ch/, so this word is CH-ew, chew. You try some: CHOICE: choice or voice? CHALK: balk or chalk? CHOOSE: choose or moose? CHASE: chase or vase? CHIP: dip or chip?

 

9. For Assessment, give the students a list of words and have them replace the first sound of the word with /ch/.

 

mad  (chad)

run (chun)

cat (chat)

pick (chick)

hand (chand)

sip (chip)

References:

Stockton, Bekah, The Dozing Dog: http://www.auburn.edu/~ras0024/stocktonel.htm

 

 

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