digraph ch - amazon s3...grade 1 lesson plan package isbn: 1-4045-4269-8 • printed in the united...

ELL38

Digraph ch

Digraph ch38

Background InformationUnlike a consonant blend, which represents two sounds blended together, a consonant digraph represents one consonant sound. In the consonant digraph ch, the letters c and h most frequently combine to form the /ch/ sound. It appears in both the initial and the final position in words. The digraph ch can also stand for the /k/ sound, as in school or stomach, or the /sh/ sound, as in chiffon or machine. In this lesson, students will have the opportunity to hear, say, and play with the /ch/ sound and to connect that sound to the letters ch.

Objectives• Recognize the sound /ch/ in oral language.

• Correctly produce the sound /ch/.

• Hear /ch/ at the beginning and end of words.

• Associate the sound /ch/ with the letters ch.

• Recognize, read, and spell high-frequency words: after, before, want.

• Write ch in the correct position in words.

The /ch/ sound is a combination of /t/ + /sh/. Most pronunciation problems occur because students don’t start with a quick tap

behind the tooth ridge for /t/. Common substitutions:

• /j/: cheap = jeep

• /sh/: cheap = sheep

• /k/: chin = kin

• /t/: chose = toes

• /ts/: check = /tseck/

At the end of a word, students often add a sound: teach = teachy/teach-a. For words ending in -unch, learners may lengthen the word (lunch = lunge) or mispronounce /u/.

See the Program Overview for pronunciation strategies.See also ELL Lesson 38 Digraph ch for specific strategies to support English language learners.

Write the following sentence on the board and read it aloud. Then invite students to say the sentence with you.

Rich made chewy chocolate chip cookies.Ask students to say the sound they hear at the beginning of the words chewy, chocolate, and chip. Then ask them to say the sound they hear at the end of Rich.Have a volunteer point to the letters in the sentence that stand for that sound.

Read aloud each of the following words one at a time: chin, inch, wagon, chat, rich, jeep. Have

students identify words that have the sound /ch/. Ask them to tell where the sound occurs in the word. Then write the words on the board, have students read them, and have volunteers point to the letters that stand for the sound /ch/.

Use the Management System CD-ROM for practice and assessment on the skills in this lesson.

Reinforce

• Use the decodable book Chad Is the Champ with those students who still need more practice with the /ch/ sound and to review the high-frequency words after, before,and want.

• Place the decodable book Chad Is the Champ in book baskets for students to read independently.

Lesson 38 Blackline Masters pp. 101–103

Interactive Writing 15 minutes

Work together with students to write a list of foods that begin or end with ch. Explain to students that they are making a grocery list. Tell students that lists are important because they help people remember things and ideas.

Distribute drawing paper, crayons, and marking pens. Have students choose their favorite food from the grocery list and write a sentence about it. Ask them to draw a picture to illustrate the sentence.

Apply and AssessIndependent Practice Use Blackline Master p. 102 to give students more practice spelling words with ch. Be sure students understand the activity directions. Have them complete the page during center time.

Writing Center Stock the center with drawing paper, crayons and marking pens, paste, scissors, and old catalogs or magazines. Have students make a small book of words that begin and end with ch. Ask students to write one word on each page and illustrate it. Students may want to cut out ch words from old catalogs or magazines. You may also suggest that students look at the Word Wall and other charts in the classroom for ch words.

or Reteach

Help students brainstorm a list of action words that begin or end with the sound /ch/. Write the words on the board, for example: chase, cheer, chew, catch, pitch, touch. To check understanding, have students act out each action word as you review them on the board.

You may wish to complete this part of the lesson during your writing and/or spelling time.

Review High-Frequency Words 5 minutes

Review the high-frequency words after, before, and want. Then have students play Word Tic-Tac-Toe. Distribute copies of Blackline Master Template 2 to pairs of students. Have partners fill in each section with high-frequency words from their high-frequency Word Wall. Tell students they must use the words after, before,and want. Continue the game by having partners read a word and use it in a sentence before placing an X or O in the section. The winner is the first partner to have three Xs or Os in a row.

Spelling Practice 10 minutes

Have students number a piece of paper from 1–8. Dictate the following words with ch and high-frequency words for students to spell. You may wish to use the sample sentences provided.

1. chip—There is a chip in the paint. 2. chat—Let’s have a chat. 3. chick—Do you hear the baby chick? 4. bench—I want to sit on the picnic bench. 5. crunch—I like to crunch peanuts. 6. after—I will take you after school. 7. before—Who came before Cassidy? 8. want—I want you to meet my friend.

Dictation Practice 10 minutes

The following sentences contain words with ch as well as the high-frequency words from this lesson. Have students write each sentence as you dictate it.

1. I want to chase you. 2. Rich looked in the chest. 3. The fish swam after that ship. 4. Let’s sit on the bench before we go home.

The following Wright Group and trade books can be good resources for teaching words with ch.

Wright Group BooksHot Chocolate for Sale (Gear Up!, Level H)Hat Chat (Storyteller, Level F)The Lunch Bunch (Storyteller, Level J)

Trade BooksCherries and Cherry Pits by Vera B. Williams (HarperTrophy)Chester’s Way by Kevin Henkes (Greenwillow)Feathers for Lunch by Lois Ehlert (Voyager Books)

Use the Decodable Books Print and Read CD-ROM to print out the take-home version of the decodable book Chad Is the Champ. Ask students to read the book aloud to a family member or friend.

Digraph ch

Kit Materials• Blackline Masters pp. 101–103• Blackline Master Template 2 (p. 212) • Picture Cards:

bird (1)chair (217)

chicken (219)fox (73)

sandwich (58)watch (69)

whistle (228)

• Management System CD-ROM: Practice and Assessment• Decodable Book: Chad Is the Champ

Classroom Materialschart paper, index cards, construction paper, drawing paper, crayons and marking pens, paste, scissors, beanbag, tape or CD player and music, old catalogs and magazines, shoebox, white paper plates

Copyright ©

2007 W

right Group/M

cGraw

-Hill

101

Name

Lesson 38: Digraph ch

Directions: Help students identify the pictures on the charm bracelet. They color the pictures with names that begin or end with the sound /ch/ as in chain. (chair, sandwich, chest, cherries, branch)

Cop

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ht ©

2007 W

right

Gro

up/M

cGra

w-H

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102

Name

I will eat my .

Here is a .

This is her .

Sit on the .

He will logs.


crunchpunchlunch

chick chip chap

chumchatchin

ranch benchmunch

chin chopchase

Directions: Students identify the picture, circle the word that names it, and write it on the line to complete the sentence.

lunch

chick

chin

bench

chop

Copyright ©

2007 W

right Group/M

cGraw

-Hill

103

Name

in di fi

ip ick in

sandwi ell erry

ben est bru

Directions: Students identify each picture and write sh or ch on the line to complete the word.


ch sh sh

sh ch ch

ch sh ch

shchch

Day 2 Day 2

Copyright © 2007 Wright Group/McGraw-Hill • www.WrightGroup.comGrade 1 Lesson Plan Package ISBN: 1-4045-4269-8 • Printed in the United States

Say words that begin or end with either sh or ch. You may want to say: shine, chin, inch, such, dish, chop, shop. Ask a volunteer to tell whether the word has a /sh/ or /ch/ sound and where the sound is heard.

Digraph ch38

Background InformationUnlike a consonant blend, which represents two sounds blended together, a consonant digraph represents one consonant sound. In the consonant digraph ch, the letters c and h most frequently combine to form the /ch/ sound. It appears in both the initial and the final position in words. The digraph ch can also stand for the /k/ sound, as in school or stomach, or the /sh/ sound, as in chiffon or machine. In this lesson, students will have the opportunity to hear, say, and play with the /ch/ sound and to connect that sound to the letters ch.







The /ch/ sound is a combination of /t/ + /sh/. Most pronunciation problems occur because students don’t start with a quick tap

behind the tooth ridge for /t/. Common substitutions:

• /j/: cheap = jeep

• /sh/: cheap = sheep

• /k/: chin = kin

• /t/: chose = toes

• /ts/: check = /tseck/

At the end of a word, students often add a sound: teach = teachy/teach-a. For words ending in -unch, learners may lengthen the word (lunch = lunge) or mispronounce /u/.

See the Program Overview for pronunciation strategies.See also ELL Lesson 38 Digraph ch for specific strategies to support English language learners.

Write the following sentence on the board and read it aloud. Then invite students to say the sentence with you.

Rich made chewy chocolate chip cookies.Ask students to say the sound they hear at the beginning of the words chewy, chocolate, and chip. Then ask them to say the sound they hear at the end of Rich.Have a volunteer point to the letters in the sentence that stand for that sound.

Read aloud each of the following words one at a time: chin, inch, wagon, chat, rich, jeep. Have

students identify words that have the sound /ch/. Ask them to tell where the sound occurs in the word. Then write the words on the board, have students read them, and have volunteers point to the letters that stand for the sound /ch/.

Use the Management System CD-ROM for practice and assessment on the skills in this lesson.

Reinforce

• Use the decodable book Chad Is the Champ with those students who still need more practice with the /ch/ sound and to review the high-frequency words after, before,and want.

• Place the decodable book Chad Is the Champ in book baskets for students to read independently.

Lesson 38 Blackline Masters pp. 101–103

Interactive Writing 15 minutes

Work together with students to write a list of foods that begin or end with ch. Explain to students that they are making a grocery list. Tell students that lists are important because they help people remember things and ideas.

Distribute drawing paper, crayons, and marking pens. Have students choose their favorite food from the grocery list and write a sentence about it. Ask them to draw a picture to illustrate the sentence.

Apply and AssessIndependent Practice Use Blackline Master p. 102 to give students more practice spelling words with ch. Be sure students understand the activity directions. Have them complete the page during center time.

Writing Center Stock the center with drawing paper, crayons and marking pens, paste, scissors, and old catalogs or magazines. Have students make a small book of words that begin and end with ch. Ask students to write one word on each page and illustrate it. Students may want to cut out ch words from old catalogs or magazines. You may also suggest that students look at the Word Wall and other charts in the classroom for ch words.

or Reteach

Help students brainstorm a list of action words that begin or end with the sound /ch/. Write the words on the board, for example: chase, cheer, chew, catch, pitch, touch. To check understanding, have students act out each action word as you review them on the board.


Review High-Frequency Words 5 minutes

Review the high-frequency words after, before, and want. Then have students play Word Tic-Tac-Toe. Distribute copies of Blackline Master Template 2 to pairs of students. Have partners fill in each section with high-frequency words from their high-frequency Word Wall. Tell students they must use the words after, before,and want. Continue the game by having partners read a word and use it in a sentence before placing an X or O in the section. The winner is the first partner to have three Xs or Os in a row.

Spelling Practice 10 minutes

Have students number a piece of paper from 1–8. Dictate the following words with ch and high-frequency words for students to spell. You may wish to use the sample sentences provided.

1. chip—There is a chip in the paint. 2. chat—Let’s have a chat. 3. chick—Do you hear the baby chick? 4. bench—I want to sit on the picnic bench. 5. crunch—I like to crunch peanuts. 6. after—I will take you after school. 7. before—Who came before Cassidy? 8. want—I want you to meet my friend.

Dictation Practice 10 minutes

The following sentences contain words with ch as well as the high-frequency words from this lesson. Have students write each sentence as you dictate it.

1. I want to chase you. 2. Rich looked in the chest. 3. The fish swam after that ship. 4. Let’s sit on the bench before we go home.

The following Wright Group and trade books can be good resources for teaching words with ch.

Wright Group BooksHot Chocolate for Sale (Gear Up!, Level H)Hat Chat (Storyteller, Level F)The Lunch Bunch (Storyteller, Level J)

Trade BooksCherries and Cherry Pits by Vera B. Williams (HarperTrophy)Chester’s Way by Kevin Henkes (Greenwillow)Feathers for Lunch by Lois Ehlert (Voyager Books)

Use the Decodable Books Print and Read CD-ROM to print out the take-home version of the decodable book Chad Is the Champ. Ask students to read the book aloud to a family member or friend.

Digraph ch

Kit Materials• Blackline Masters pp. 101–103• Blackline Master Template 2 (p. 212) • Picture Cards:

bird (1)chair (217)

chicken (219)fox (73)

sandwich (58)watch (69)

whistle (228)

• Management System CD-ROM: Practice and Assessment• Decodable Book: Chad Is the Champ

Classroom Materialschart paper, index cards, construction paper, drawing paper, crayons and marking pens, paste, scissors, beanbag, tape or CD player and music, old catalogs and magazines, shoebox, white paper plates

Copyright ©

2007 W

right Group/M

cGraw

-Hill

101

Name


Directions: Help students identify the pictures on the charm bracelet. They color the pictures with names that begin or end with the sound /ch/ as in chain. (chair, sandwich, chest, cherries, branch)

Cop

yrig

ht ©

2007 W

right

Gro

up/M

cGra

w-H

ill

102

Name

I will eat my .

Here is a .

This is her .

Sit on the .

He will logs.


crunchpunchlunch

chick chip chap

chumchatchin

ranch benchmunch

chin chopchase

Directions: Students identify the picture, circle the word that names it, and write it on the line to complete the sentence.

lunch

chick

chin

bench

chop

Copyright ©

2007 W

right Group/M

cGraw

-Hill

103

Name

in di fi

ip ick in

sandwi ell erry

ben est bru

Directions: Students identify each picture and write sh or ch on the line to complete the word.


ch sh sh

sh ch ch

ch sh ch

shchch

Day 2 Day 2

Copyright © 2007 Wright Group/McGraw-Hill • www.WrightGroup.comGrade 1 Lesson Plan Package ISBN: 1-4045-4269-8 • Printed in the United States

Say words that begin or end with either sh or ch. You may want to say: shine, chin, inch, such, dish, chop, shop. Ask a volunteer to tell whether the word has a /sh/ or /ch/ sound and where the sound is heard.

Background InformationThis lesson focuses on the digraph ch. Among the pronunciation challenges this sound presents for English language learners is the substitution of sh for ch. In addition, some students may try to pronounce each letter separately rather producing the /ch/ sound. Students at different levels of language acquisition will need differing amounts of support, but most students will benefit from being introduced to the vocabulary. Use this lesson to provide support before, during, and after whole-class instruction. Pair an English language learner with an English-speaking classmate during whole-

class activities for additional support.

ELL Lesson 38 offers these specific strategies:

• Students are given extra practice hearing and pronouncing the /ch/ sound.

• Manipulatives are used to actively engage students in segmenting and blending sounds.

• New words that are essential to understanding the rhyme are introduced and practiced.







• Work on the pronunciation challenges of the digraph ch.

• Understand the meaning of vocabulary words that represent the phonetic elements of the lesson.

Use this activity with beginning and early intermediate level students to assess their ability

to identify the sound /ch/ and recognize the digraph ch that makes that sound. Students who are at or above the intermediate level should receive the pre-check from the whole class lesson.

Write the following sentence on the board and read it aloud as you point to each word. Reread it with students.

We ate chips for lunch.

Listen to the beginning of this word: chips. What sound do you hear at the beginning of chips? Now listen to the sound at the end of this word: lunch. What sound do you hear at the end of lunch?

Underline the words chips and lunch, and read them again with students. Ask a volunteer to point to the letters in each word that make the /ch/ sound.

Pre-TeachSay the following words one at a time: chin, bench, chip, lunch. Have students repeat each word and tell whether the /ch/ sound is at the beginning or end. Write each word on the board, and ask a student to underline the letters that represent the /ch/ sound. Then have students read the words.

Follow-UpPair students with an English-speaking buddy. Write ch on the board. Have them find as many examples as they can in the decodable book or in other books and write them on a piece of paper. Then have them share their words with the class.

Lesson 38 ELL Blackline Masters pp. 37–38

38 Digraph ch • Whole Class Lesson

1. chip—There is a chip in the paint. 2. chick—Do you hear the baby chick? 3. crunch—I like to crunch peanuts. 4. after—I will take you after school. 5. want—I want you to meet my friend.

Dictation practice: We sat on the bench.

Interactive WritingReread Chad is the Champ aloud with students, or have them listen to the recording you made. Ask students to find words with the digraph ch in the book, and write them down. Have beginning and early intermediate level students illustrate some of the words, and encourage students at higher levels to use one or more of the words in a sentence.

Follow-UpGive an action command using words that begin or end with /ch/. Have students repeat the word with the /ch/ sound, and say whether the sound occurs at the beginning or end of the word. Repeat the command, and have students perform the actions. For example: Touch your head. Cheer. Pretend to chew gum.

Distribute ELL Blackline Master p. 38 to support students with the digraph ch. Review the directions, and help beginning level students as necessary.


Pre-TeachWrite the high-frequency words after, before, and want on the board. Point to each word as you read the words with students. Call on volunteers to point to one of the words and create a sentence using it.

DuringSpelling and Dictation PracticeEncourage intermediate and above level students to participate with the whole class. Give students who experience difficulty this shorter list of words and dictation sentence.

38 Digraph ch • Whole Class Lesson

Kit Materials(See the whole class lesson for other kit materials.)

• Whole Class Lesson 38 Digraph ch• ELL Blackline Masters pp. 37–38

Classroom Materialspictures or realia: peach, cherry punch; small lunch bag; labeled pictures of a peach, cheese, cherry punch, chips, chocolate, sandwich

Day 2

Day 2

Copyright ©

20

07 W

right Group/M

cGraw

-Hill

37

Name

Directions: Students identify the name of each picture and how the pictures relate to the rhyme.


sandwich cheese

peach cherry punch

BLM_G1ELL_pp001-082.indd 37 1/10/06 3:19:29 PM

Cop

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2007 W

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38

Name

Directions: Students complete each word by writing the letters ch. Then they draw a line from the word to the picture that illustrates it.


in

ben

lun

imp

ips

sandwi

ch

ch

ch

ch

ch

ch

BLM_G1ELL_pp001-082.indd 38 1/10/06 3:19:30 PM

Digraph ch

Copyright © 2007 Wright Group/McGraw-Hill • www.WrightGroup.com Grade 1 Lesson Plan Package ISBN: 1-4045-4269-8 • Printed in the United States

digraph ch - amazon s3...grade 1 lesson plan package isbn: 1-4045-4269-8 • printed in the united...

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