Parent guide · Kindergarten Phonics & Reading: First Sounds, First Words · Unit 6
Lesson 6.2 ch
Written for the parent. Read the Say this lines aloud as they are, or in your own words. Answers for you are marked Listen for.
At a glance
- Time
- 5 sessions of 15–20 minutes
- Goal
- I can say /ch/ when I see ch (as in chin ), and write it. I can tap and blend words such as chin , chip , chop . I can read the heart words does , done , for , or and say which part is learned by heart. I can read “Chip the Chick” and tell it back.
- You need
- Sound cards (printables pack)
- Heart-word cards (printables pack)
- Primary-ruled paper and a pencil
- A King James Bible
- the lesson page (it also has a short video (3:24) and an explainer to read aloud (about 11 minutes))
Steps
Do this: Say "ch" like a train: ch-ch-ch. Which words have /ch/: chin, shin, chip, ship?
Do this: New sound: ch. Show the card and say: “This says /ch/, as in chin.” Your child says it three times, then writes it in the air, on the table with a finger, and on paper. Then play a quick ears game: you say words and your child gives a thumbs up whenever /ch/ is in the word.
Do this: Tap and blend. For each word your child touches each letter (or letter team) and says its sound, then sweeps a finger under the whole word and says it smoothly. Never guess from the first letter or a picture. If a word is misread, point to the part that was missed and blend again from the start.
Do this: Spell it. Say a word. Your child says it back, taps the sounds on his or her fingers, then writes one letter (or letter team) for each sound. Check together, sound by sound.
Do this: Heart words. A heart word is mostly regular. We tap it like any other word, and draw a heart over the one part that does not follow the rules we know yet. Practise the heart words on cards every day this week (see the table below).
Do this: The week at a glance. Day 1: warm-up, new sound, handwriting. Day 2: card review, word lists, spelling. Day 3: second new sound or more words, heart words. Day 4: read the story, talk about it. Day 5: reread the story for fluency, play the game, quick check (10 words, 1 sentence, 5 spelling words). Read the read-aloud at another time of day.
New cards:
- ch says /ch/, as in chin. Make a sound card: write ch on the front and draw a chin on the back.
Show: Blend chin.
Say this: “Touch and say: /ch/ /i/ /n/.”
Say this: “Sweep your finger under the word and say the sounds again, faster, without stopping between them.”
Say this: “Say the word: chin . Use it in a sentence.”
Answer: chin
Show: Blend chip.
Say this: “Touch and say: /ch/ /i/ /p/.”
Say this: “Sweep your finger under the word and say the sounds again, faster, without stopping between them.”
Say this: “Say the word: chip . Use it in a sentence.”
Answer: chip
Do this: Your child does these with you. Let them try first; help only after a real try.
Ask: Read: chin · chip · chop · chat
Listen for: chin = ch | i | n; chip = ch | i | p; chop = ch | o | p; chat = ch | a | t
Ask: Read: chick · much · rich · such
Listen for: chick = ch | i | ck; much = m | u | ch; rich = r | i | ch; such = s | u | ch
Ask: Read: lunch · bench · inch
Listen for: lunch = l | u | n | ch; bench = b | e | n | ch; inch = i | n | ch
5 more practice items on the lesson page.
- Saying two letters of a digraph separately (s-h instead of /sh/). Underline the two letters together; they make one sound.
- Guessing from the first letter or the picture. Cover the picture and ask the child to tap every sound.
- ch. Copy: Chip is a chick.
- Use the ball-and-stick lines: tall letters touch the top line, short letters touch the middle line, tails go below the base line.
Copywork: Write each word once, saying the sounds as you write: chin, chip, chop, chat, chick, much.
Word Sounds Heart part does /d/ /ŭ/ /z/ ♥ oe says /ŭ/ done /d/ /ŭ/ /n/ ♥ o says /ŭ/; e is silent for /f/ /or/ ♥ or says /or/ (regular in Grade 1) or /or/ ♥ or (regular in Grade 1) Chip the Chick
Chip is a chick. Chip is the last chick in the nest.
Chip can not get up on the bench. The big chicks can.
Chip did not quit. Chip hops and hops. Chip flaps and flaps.
At last Chip is on the bench! Chip is a big chick at last.
Original. Before reading, show your child these story words and read them together: Chip.
Every word in this story uses only the sounds and heart words taught so far (checked by the School Launch decodability checker). Read a page a day on Days 3 and 4, and the whole story on Day 5.
- Who is Chip?
Answer
A little chick.
- What could Chip not do at first?
Answer
Get up on the bench.
- What did Chip do?
Answer
Kept trying: hopped and flapped.
- What is the lesson?
Answer
Do not give up.
Then ask your child to tell the whole story back in his or her own words (narration).
- Who is Chip?
Aesop: The Crow and the Pitcher. Read it. Ask: How did the crow get the water? How is the crow like Chip?
The read-aloud is for listening, not decoding. Read it to your child at another time of day.
Line up chairs as train cars. Put a ch word on each chair. Your child reads each car to "ride" the train.
Say this: “Tell me the new sounds you learned this week, and read me one word.”
Listen for: I can say /ch/ when I see ch (as in chin ), and write it.; I can tap and blend words such as chin , chip , chop .; I can read the heart words does , done , for , or and say which part is learned by heart.; I can read “Chip the Chick” and tell it back.
Boats Sail on the Rivers (Christina Rossetti)
Boats sail on the rivers,
And ships sail on the seas;
But clouds that sail across the sky
Are prettier far than these.This week: Pause at the marks. Stop briefly at every comma and a little longer at every period. Pauses help listeners think.
- Day 1: The teacher says it twice; the child echoes it one line at a time.
- Days 2–4: Say it together each morning; drop one line of help each day.
- Day 5: Say the title and the poet, then the poem. Stand up and say it alone for the family.
And let us not be weary in well doing: for in due season we shall reap, if we faint not.
Keep going and do not give up.
Spread over the week
5 sessions of 15–20 minutes. Stop while it is still going well.
- Session 1. Warm-up, then New sound: ch. Finish with a little practice or the game.
- Session 2. Warm-up, then Tap and blend. Finish with a little practice or the game.
- Session 3. Warm-up, then Spell it. Finish with a little practice or the game.
- Session 4. Warm-up, then Heart words. Finish with a little practice or the game.
- Session 5. Warm-up, then The week at a glance. Finish with a little practice or the game.
For you
For families. Keep each session short and cheerful: 15 to 20 minutes, then stop. If your child is tired or frustrated, stop and finish tomorrow. A lesson can take more than a week; move on when the quick check on Day 5 is mostly “Got it.”