Chugging Along With CH
Rationale:
This lesson will help children identify
/ch/, the phoneme represented by CH. Students will learn to recognize /ch/ in
spoken words by learning a meaningful representation, for example, the train
chugs along the tracks and the train horn says “choo, choo”.
Also
they will learn the letter symbol, CH, practice finding /ch/ in words and apply
phoneme awareness with /ch/ in phonetic cue reading by distinguishing rhyming
words from beginning letters.
Materials:
Pencils (4)
Primary Paper
Picture of train representing
CH
Tongue twister flash card
Word cards (for read aloud CH
identification)
Assessment worksheet
Crayons
Procedures
1. Say:
“We know that letters by themselves make a sound. What sound does C make? What
sound does H make? What sound would C and H make if we put them together? If we
made the /c/ sound and the /h/ sound together. Let's
pay attention to the way our mouth moves when we /ch/. Let's try it. We spell /ch/
with the letters CH. A train makes two /ch/ sounds. The train's horn says “choo
choo” and the train chugs down the track, it sounds like “ch, ch, ch, ch”.
2. Let's
pretend we are on a train. Let's sound the horn, “choo choo”. Now let's make the
sound would make while it is chugging down the tracks, “chug, chug, chug”.
Notice where your tongue is when you say /ch/ touching the roof of your mouth).
When we say /ch/ we let out air we trapped behind our tongue.
3. Let
me show you how to find /ch/ in the word catch. I'm going to stretch catch out
in super slow motion and listen for the sound the train makes when it is going
down the tracks. Ccchhaassee. There it is. It is at the beginning of the word. I
felt my tongue touch the roof of my mouth and then let out the air. I can feel
the train sound, /ch/.
4. Let's
try a tongue twister. [on flashcard]. “Cheating Charley cheated on his cheesy
chips recipe.” Let's say it three times
together. Now let's say it again and this time stretch the CH at the beginning
of the words. “cccchhhheating cccchhharlie cccchhheated on his cccchhhhesy
cccchhhhips recipe.
5. [The
student will now take out a piece of primary paper and a pencil] We use the
letters CH to spell /ch/. Let's write a lowercase C and a lowercase H. To write
a lowercase C we start just below the fence then we curl our line down to the
left until we touch the side walk, it should look like half of a circle between
the fence and sidewalk. To write a lowercase H we start by drawing a straight
line from the rooftop down to the sidewalk. Next we make a curve that touches
the line we just made starting at the fence and we go all the way down to the
sidewalk on the right side. After you write the C and the H let me see and once
I put a check on your paper I want you to make 8 more just like them.
6. Now I
am going to tell you some words two at a time and I want you to tell me which
word you hear the /ch/ sound in. Ready?
chip or
circle
fetch or
fish
bug or
French
bunch or
car
chart or
cart
7. Let's
look at the book I brought, Interrupting
Chicken. This book is about a little chicken that keeps interrupting his
Papa when he is trying to tell him a bedtime story. Let's try to think of a name
for chicken that starts with a CH. I am going to call him Chad. What is your
name for chicken?
8. Now I
am going to show you some words on cards and I am going to read them aloud and I
want you to listen and tell me if they have the /ch/ sound. If they do give me a
thumbs up and if they don't show me a thumbs down.
[show
cards]
Champ
Cat
Chomp
Chew
Clean
Chime
Cow
Chase
Mouse
Match
Fang
Fetch
Bet
Batch
9. For
assessment, distribute the worksheet. Read the directions and make sure the
student understands the task at hand. The student is to color the pictures of
the items that contain /ch/ in their name. Then they are to write 3 words that
begin with CH.