Emergent Literacy

Reagan Gilbert

Rationale: This lesson will help children identify the phoneme, /ch/, which is represented by CH. Students will accomplish this goal of learning to recognize /ch/ in spoken words in a memorable way by learning to use the 'choo' sound in a sneeze as a representation of what the written CH sounds like. Students will also use the gesture of covering their nose every time they hear the /ch/ sound in a word to make the phoneme memorable. We will practice finding the phoneme /ch/ through reading and writing.


Graphic of someone sneezing

Primary Paper


Ah-Choo by Margery Cuyler

Worksheet for practice and assessment (given in procedure 8)


1. Say: ‘Today we’re going to learn about ch. This is very important for everyone to learn because it is used in words that we use every day. Even though when c and h are by themselves they make a different sound, when you put them together they make the /ch/ sound.’

2. Hold up a picture of someone sneezing and model making a big ah-Choo sound emphasizing the choo, make sure you use the gesture of covering up your nose when you say it. Say: ‘Now class, you sneeze just like me saying ah-choo and covering up your nose. Let’s notice the way our mouth moves when we say /ch/ in choo. Your teeth are together, but your lips are a part. Whenever we say /ch/ our tongues press against the roof of our mouths and we blow out air.’

3. Say: ‘Let me show you how to find /ch/ in the word cheese. I’m going stretch cheese out very slowly. Make sure you listen for the /ch/ sound. I’m also going to try to see if I can feel my teeth come together and my lips go apart. Cccccchhhhhh-eeeeeeeee-ssss. I felt my teeth come together and my lips go apart at the very beginning of that word. I can feel the ah-choo sound in that word.’

4. Say: ‘Let’s Practice the ah-CHoo sound with a toungue tickler. I’ll say it first. ‘Charlie the chimp chewed the cheese.’ Now let’s say it together. We’re going to stretch out the /ch/ sound and cover our nose like we’re sneezing every time we hear it. ‘Cchhharlie the ccchhhimp cccchhhhewed the ccchhhheese.’ Good job!’

5. Say: ‘Now we will practice figuring out if a word has the /ch/ sound in it.  Call on students and ask which word has a /ch/ sound in it and how did they figure it out. Do you hear /ch/ in student or teacher? Chip or dip? Lunch or dinner? Single words to ask: Do you hear /ch/ in snake, chair, mat, shoe?’

6. Say ‘Now let’s get our primary paper out and a pencil. Remember to write the /ch/ sound we use the letters ch. When we write the letter c, we start just below the fence, curve back around and stop before you get all the way to where you started. In order to write h, we start at the rooftop, fall down to the sidewalk and make a hump. We have now made ch. Let’s practice this.’

7. Say: ‘Now we will read Ah-Choo by Mergery Cuyler. This story is about a farmer who sneezes and the sneeze goes all the way from his wife to his farm animals. Cover up your nose like you’re sneezing every time you here the /ch/ sound.’

8. For assessment I will give out the following worksheet and see if students were able to recognize /ch/ in the words on the worksheet. : http://www.superteacherworksheets.com/phonics/ch-word-color_WBWMN.pdf


Leyde, Courntey. Charging Down the Track with Ch http://www.auburn.edu/~cnl0004/leydeEmergentLiteracy.htm

Cuyler, Margery. Ah-Choo. New York, Scholastic Paperbacks, 2002, 32 pp

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