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 (choo-choo trains that chug) and 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:

 

• Primary Paper and Pencil

• Crayons and Pencil

• chart with “choo choo";

• Zin! Zin! Zin!: A Violin (Aladdin Picture Books, 1995)

• Word cards with: chat, march, ching, chip, cherry, ship, thank, and that.

• Assessment worksheet identifying pictures with /ch/. Cheese Louise!  (David Michael Slater)

 

 

Procedures:

 1. Say: “Our written language is a secret code. Learning what letters stand for—the mouth moves we make as we say words- is the trickiest part. Today we're going to work on spotting the mouth move /ch/. We spell /ch/ with letters ch. /ch/ sounds like the train chugging up the tracks making the noise of ‘chugga chugga choo choo”.

2. Let's pretend that we are all big trains trying to make our way up a BIG hill. Moving are arms in a circular motion like a train, say /ch/, /ch/, /ch/. Now, say chugga chugga, chugga chugga, choo choo!

Notice how our mouths are? Our tongues are slighting toughing the roof of our mouths behind our top teeth. Our teeth do not touch but come close to it. We form our lips like an O and say /ch/.

3. Let me show you how to find /ch/ in the word chat. I'm going to stretch chat out in super slow motion and while you listen for my /ch/ like my choo choo train. Chhh-a-t. Slower: Chhh-aaa-ttt. Did you feel your train trying to make its way up the BIG hill with his friend/ch/ pulling him along?

4. Let's try a tongue twister [on chart]. “Charlie chewed chunks of chewy chocolate” Now, let’s all say it together three more time. Let’s start the first time by stretching the /ch/ at the beginning of the words. "Chhharlie chhhewed chhhunks of chhhewy chhhocolate." Try it again, and this time break it off the word: "/ch/ arlie /ch/ ewed /ch/ unks of /ch/ewy  /ch/ ocolate.

 

 

 

Practice makes perfect:

 Have students take out primary paper and pencil. We use letter ch to spell /ch/. Let's practice writing our two letter c and h. With the letter c, start at the fence and go around and down. To make the letter h, we start at the rooftop. Start at the rooftop and go straight down to the sidewalk. At the side walk go up towards the fence and start curing back down towards the sidewalk once you have hit the fence.

Call on students…
 to answer and tell you how they knew: Do you hear /ch/ in…

chat or that?
march or thank?
chip or ship?
look or cherry?

 

Say:
Let's see if you can spot /ch/ in the book that I brought for today, Cheese Louise! By David Michael Slater. This is about a piece of cheese named Louise. At night, the entire kitchen seems to come to life, especially in the refrigerator. Louise and her friends ran into some trouble and a hero has to save the night! Who could this hero be? Who do you think it could be? We have to read the book to figure it out. Be sure to listen for the sound /ch/ and as soon as you hear it make sure you move your arms like a train making its way up the hill.

 

Break it down:

We can model by giving the example, cheese. Have the student say /ch/ and then say cheese. Break down the down the word by /ch/ eese. Then, go on with other models. Student will know that this word is /ch/eese when they hear and form the /ch/. Then have each student draw pictures of a piece of cheese and what that piece of cheese is doing, but the action the cheese is doing has to start with the letter ch, like chew, chop, eating chips, etc. so afterwards the students can display how they know the /ch/ is for cheese.

 

 

 

Lets model:

 Show chat and model how to decide if it is chat or that. The /ch/ reminds me to move my arms like a choo choo train, so it is chhh-at, chat.
Now, you try some…

CHOP: cop or chop?
CHAT: Chat or cat?
CHIN: Hen or Chin?

 

 

Assessment:

For assessment, distribute the worksheet. Students are to complete the worksheets with the pictures and words and color the pictures that begin with ch. Call students individually to read the phonetic cue words from step #8.

 

Reference:

Reading Genie web page: http://www.auburn.edu/academic/education/reading_genie/metamorphoses.html
 

Wen link for worksheet:

https://s-media-cache-ak0.pinimg.com/736x/85/b3/85/85b3858e13ed475f296f4a054e11a18c.jpg