Children need to understand letters and phonemes before they can learn to read and spell words. Children do not have the capability of matching letters to phonemes until they can recognize phonemes. Children will not become successful readers without phonemic awareness. Some phonemes are represented by two letters÷they are called digraphs. This lesson focuses on the diagraph /ch/. This lesson will help children recognize and identify the digraph /ch/ in spoken and written words.
For this lesson I will need: 1) primary paper, 2) pencil, 3) poster with ãThe Chicka Chicka Choo Choo Train went to China to visit the Chimpanzeesä written on it, 4) flash cards with pictures of cheese, bread, chocolate, ice cream, chips, hamburger, chicken, steak, and potato, and 5) Chicka Chicka Boom Boom, 6) picture of a picnic basket, 7) page of pictures for each child: chimpanzee, church, boat, chair, light, couch, 8) train picture for each child, 9)scissors, 10) tape.
1. To begin the lesson, I will explain to
the students how our written language is a special code. In order for the
students to learn how to read, they must be able to tell which sounds go
with which letter. Today we are going to work on how to find the mouth
move /ch/. Everybody try it with me on the count of three. One, two, three.
Do you hear that sound when a train goes by? Youâre right·you
do in choo, choo.
2. Next, we are going to say a little tongue twister. (Hold up the piece of poster board that says: The Chicka Chicka Choo Choo Train went to China to visit the Chimpanzees. Iâm going to read it first, then I want everyone to try it with me. Good job! This time when we say it, I want you to break off the /ch/ in the words. For example The /Ch/ icka /Ch/ icka /Ch/oo /Ch/oo Train went to /Ch/ ina to visit the /ch/ impanzees.
3. I am going to pass you a piece of paper and I am going to show you how to write the sound of /ch/. We use the two letters c and h. I will model how to write these on the board. Now, it is your turn to write them on your paper. After you write it once, check with a friend or raise your hand to see if you have it right. So, when you see Îchâ written in a word you will know to say /ch/.
4. Now that we know how to write the ch I am going to see if you can help me pack my lunch. I have a picnic basket here and some cards with pictures on it. We need to decide what goes in our basket for lunch. Only the words which have the /ch/ in them can fit in our basket. Go through each word asking the class if it belongs in the basket until all words have been said.
5. Read Chicka Chicka Boom Boom to the children. I will read the story once. I will read it again, but this time I will have the students stand up from their seats when they hear the /ch/.
6. After reading the book twice I will have each student write a word with the /ch/ sound and draw a picture to illustrate that word. This work will be displayed.
7. For assessment, I will pass out the picture page, train, tape, and scissors to each child. I will explain to each child they will cut out the pictures and tape the pictures on the train that have the sound /ch/.
Murray, Bruce ed., (2001) Lesson Designs
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