Digraph Ch Whistle (228) Sandwich (58) Watch (69) Can Also Stand Ch

Home , C, Ch (digraph), H, J

38 Digraph ch whistle (228) sandwich (58) watch (69) can also stand ch . In this lesson, Chad Is the Champ Kit Materials chicken (219) fox (73) machine Classroom Materials or most frequently combine to form / sound and to connect that sound to h chiffon Blackline Masters pp. 101–103 Blackline Master Template 2 (p. 212) Picture Cards: Management System CD-ROM: Practice and Assessment Decodable Book: bird (1) chair (217) ch

• • • • • chart 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 and c . ch Rich , the letters . ch chewy, , or the /sh/ sound, as in stomach or after, before, want school Digraph . ch . for specific strategies to support English ch Write the following sentence on the board and read it aloud. Then invite students to say the sentence with you. for pronunciation strategies. one consonant sound. In the consonant digraph the /ch/ sound. It appears in both the initial and the final position in words. The fordigraph the /k/ sound, as in students will have the opportunity to hear, say, and play with the / the letters Background InformationBackground Unlike a consonant blend, which represents two sounds blended together, a consonant digraph represents , learners may lengthen the word (lunch = lunge) or . Then ask them to say the sound they hear at the end of unch chip The /ch/ sound is a combination of /t/ + /sh/. Most pronunciation problems occur because students don’t start with a quick tap in the correct position in words. , and ELL Lesson 38 Digraph ch ch Program Overview 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 Recognize, read, and spell high-frequency words: Write /j/: cheap = jeep /sh/: cheap = sheep /k/: chin = kin /t/: chose = toes /ts/: check = /tseck/

Objectives • • • • • • behind the tooth ridge for /t/. Common substitutions: • • • • • At the end of a word, students often add a sound: teach = teachy/teach-a. For words ending in - mispronounce /u/. See the See also language learners. Rich made chewy chocolate chip cookies. Ask students to say the sound they hear at the beginning of the words chocolate Have a volunteer point to the letters in the sentence that stand for that sound.

103 12/2/05 1:05:24 PM ch erry sh Digraph

Lesson 38:

fi ell ick in est bru Chad on the line to complete the word. ch ch or sh . ch

in di ip ch sh ch ch sh ch ch ch sh sh Students identify each picture and write Name sandwi sandwi Directions: ben The following Wright Group and trade books can be good resources for teaching words with

(Storyteller, Level J) Copyright © 2007 Wright Group/McGraw-Hill Wright 2007 © Copyright by Kevin Henkes (Greenwillow) 12/2/05 1:05:24 PM . Ask students to read the book aloud to a crunch punch lunch chick chip chap chum chat chin ranch bench munch chin chop chase (Storyteller, Level F) . . . . logs. Wright Group Books Hot Chocolate for Sale Hat Chat The Lunch Bunch Books Trade Cherries and Cherry Pits Chester’s Way Feathers for Lunch Use the Decodable Books Print and Read CD-ROM to print out the take-home version of the decodable book Is the Champ family member or friend. lunch chin chick bench chop Copyright © 2007 Wright Group/McGraw-Hill • www.WrightGroup.com Group/McGraw-Hill Wright Copyright © 2007 This This is her Sit on the I will eat my Here is a He will ch Digraph Students identify the circle picture, the word that names and it, write it on the line to complete the sentence.

Lesson 38: , Name Directions: Grade 1 Lesson Plan Package ISBN: in the United States Plan Package 1-4045-4269-8 • Printed 1 Lesson Grade Have 102 BLM_G1_pp101-151.indd 102 chin, inch, in book with those

after, before 101 12/2/05 1:05:23 PM ch Digraph Chad Is the Champ Read aloud each of the following words one at a time: wagon, chat, rich, jeep. Chad Is the Champ Lesson 38: . chain. (chair, sandwich, chest, cherries, branch) cherries, chest, sandwich, (chair, chain. Use the Management System CD-ROM for practice and assessment on the skills in this lesson. want 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 Name Directions: Use the decodable book Place the decodable book students who still need more practice with the /ch/ sound and to review the high-frequency words and baskets for students to read independently.

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/. Reinforce • • Lesson 38 Blackline Masters pp. 101–103 BLM_G1_pp101-151.indd 101

. Ask or ch sh 15 minutes words from old ch shine, chin, inch, Use Blackline Master Ask a volunteer to tell . Explain to students that they chase, cheer, chew, catch, ch Stock the center with drawing words. ch To checkTo understanding, have students act or Reteach . You may want to say: Say words that begin or end with either ch such, dish, chop, shop. whether the word has a /sh/ or /ch/ sound and where the sound is heard. . Be sure students understand the activity directions. p. to102 give students more practice spelling words with ch Have them complete the page during center time. Writing Center 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 students to write one word on each page and illustrate it. Students may want to cut out catalogs or magazines. You may also suggest that students look at the Word Wall and other charts in the classroom for Help students brainstorm a list of action words that begin or end with the sound /ch/. Write the words on the board, for example: pitch, touch. out each action word as you review them on the board. Interactive Writing Interactive Work together with students to write a list of foods that begin or end with 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 Assess Independent Practice , , and as well . ch

? bench after, before 10 minutes and high-frequency chick after, before 10 minutes ch Cassidy? school. peanuts. . after in the paint. before chat crunch chip you to meet my friend. want 5 minutes —I like to —Who came —I want to sit on the picnic —Do you hear the baby —I —I will take you —Let’s have a —There is a . Continue the game by having partners read a Let’s sit on the bench before we go home. I want to chase you. Rich looked in the chest. The fish swam after that ship. before want chip chat chick bench crunch after Day 2 Day . Then have students play Word Tic-Tac-Toe.

want 7. 5. 6. 4. 4. 3. 3. 8. 2. 2. 1. 1.

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

Spelling Practice Have students number a piece of paper from 1–8. Dictate the following words with words for students to spell. You may wish to use the sample sentences provided. Tell students they must use the words and 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. Words Words Review the high-frequency words want 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. You may wish to complete this part of the lessonduring your writing and/or spelling time. High-Frequency Review