Module 12: ch, tch, and ck- Language Arts 1 - Course Guide

Module Overview:

Learners will explore the digraphs ch, ck, and trigraph tch, practicing how to read, spell, and rhyme with these sounds. They’ll build and change words using these patterns and read them fluently in sentences. They will also learn to identify prepositions, nouns, verbs, and adjectives, and use context clues to understand new vocabulary. In writing, learners will create a middle paragraph and form complete sentences. In reading, they will identify story structure and character changes, and show understanding by drawing key events.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	12.1 ch, tch, and ck	Spelling Notebook Handwriting Notebook Journal Notebook Words of the Week Notebook Sound Notebook scissors glue
2	12.2 ch, tch, and ck	Spelling Notebook Handwriting Notebook Journal Notebook scissors modeling clay red crayon or marker highlighter note cards glue
3	12.3 ch, tch, and ck	Handwriting Notebook Spelling Notebook Journal Notebook sensory bag highlighter note cards red crayon or marker
4	12.4 ch, tch, and ck	Handwriting Notebook Spelling Notebook Journal Notebook crayons or colored pencils (assorted colors)
5	12.5 ch, tch, and ck	Handwriting Notebook Spelling Notebook Journal Notebook cookie sheet magnetic letters

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	12.1 ch, tch, and ck	Recognize the digraphs ch, and ck, and trigraph tch, graphemes and sounds. Identify rhyming words with ch, tch, and ck. Use context clues to define tier II vocabulary words. Distinguish the events that happened at the beginning, middle, and end of a story.
2	12.2 ch, tch, and ck	Construct a word by blending two syllables. Recognize and read words containing ch, ck, and tch in a sentence. Define preposition. Interpret how characters change in a story.
3	12.3 ch, tch, and ck	Recognize, decode, and read ch, tch, and ck words. Draw and label a picture of the beginning, middle, and end of a story. Identify prepositions in sentences.
4	12.4 ch, tch, and ck	Construct a new word by adding the digraph sounds /ch/ and /k/. Recognize, decode, and read ch, tch, and ck words with accuracy and fluency. Create a middle paragraph for a story.
5	12.5 ch, tch, and ck	Modify a word by deleting the digraph sounds /ch/ and /k/. Construct new words by substituting the digraphs ch, tch, and ck. Identify nouns, adjectives, verbs, and prepositions in sentences.

Module Key Words:

Key Words	Words of the Week	Spelling Words	Vocabulary Words
digraphs: tch, ch, ck supporting details heart words flash words context clues digraphs: ch, ck prepositions syllable blending decoding trigraph: tch phonemes: /ch/ /k/ digraphs trigraphs graphemes: ch, tch, ck decode phonemes: /ch/, /k/ modify	every live then now on	chip chick inch watch stick chart did than pen rug	exhausted rough striped notice costume

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title
2	12.2 ch, tch, and ck	10	Grammar
3	12.3 ch, tch, and ck	9	Comprehension
4	12.4 ch, tch, and ck	9	Writing

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	12.1 ch, tch, and ck	Students will be introduced to the trigraph: -tch, and digraphs ch-, and -ck this week. These teams of letters work together to make one sound. Sometimes, digraphs and trigraphs are confused with blends. In a blend, like sl-, each letter makes its own sound. You can hear two separate phonemes even as the sounds blend smoothly together. In a digraph, like ch-, the letters make one sound. It is important to distinguish the difference with your learner. You can go over this concept by pointing out digraphs and blends in a text. Have your learner practice finger stretching the sounds. A blend will have a finger outstretched for each sound, like splat(five letters and five fingers). A digraph will have one finger outstretched for the digraph sound, like chip (four letters but three fingers).
2	12.2 ch, tch, and ck	The Phonics activity in this lesson gives you a chance to gauge your learner’s understanding. Ask your learner to talk through their thought process in deciding where to make cuts. If this activity is easy for your learner, you can extend it with a mix-and-match activity. Have your learner choose three pieces at random and try to put them together to make a word. If your learner needs additional support, you can color code the pieces, making the vowel, digraphs, and single letters different colors. Have your child choose one of each color to try to build a new word.
3	12.3 ch, tch, and ck	In this lesson, students will practice decoding words with digraphs. If your learner struggles with identifying the digraphs, practice saying, listening, and looking at words with the ch-, -tch, and -ck digraphs. Start with simple words like rock, sock, and pick. Work your way up until students can easily point out the digraphs. If your learner has mastered identifying digraphs, use words that mix blends and digraphs to give them practice with distinguishing between them. Some examples of these words include switch, chest, and pluck.
4	12.4 ch, tch, and ck	In this lesson, students will practice decoding words with ch-, -ck, and -tch. This lesson provides fewer prompts than previous lessons for students to identify vowels, digraphs, and blends when decoding. Observe your learner as they complete the phonics activity on page 4. This will give you an opportunity to see how well they complete the steps of decoding independently. If your child needs more support, help them practice the steps to decode words with a consonant, vowel, and digraph like patch, chin, sock until they strengthen this skill. Then, as your learner becomes more confident, move on to words with blends like switch, chest, and clock.
5	12.5 ch, tch, and ck	For some additional phonics practice, give your learner magnetic letters and cookie sheets to build words. To reinforce the concept that digraphs and trigraphs are a single unit of sound made by a group of letters, tape together the magnetic letters -ck-, -tch, and ch-. In addition to building words with digraphs and trigraphs, this activity is great for practicing spelling words and Words of the Week. Continue reviewing vocabulary words with your learner. Using the words in everyday conversation or pointing the words out in texts are great opportunities to practice the words organically with your learner.

Guiding Questions
Suggested Books

Module Guiding Questions:

When a student starts a lesson ask them questions to check for prior knowledge and understanding and to review concepts being taught. At the end of the lesson ask the questions again to see if their answer changes.

Lesson Title	Question
12.1 ch, tch, and ck	What sounds do ch, tch, and ck make?
12.2 ch, tch, and ck	What are prepositions?
12.3 ch, tch, and ck	What happens in the beginning of a story?
12.4 ch, tch, and ck	What happens in the middle of a story?
12.5 ch, tch, and ck	What happens at the end of a story?

Module Video Questions:

When a student watches a video take time to ask them questions about what they watched. Suggested questions for the videos in this module are listed here. Suggestion: Have the student watch the entire video first all the way through. Then have them watch the video a second time, as they watch it pause the video and ask the questions.

Lesson Title	Video	Question

Module Suggested Read Aloud Books:

Take time to read to your student or have them read aloud to you. Read a different book each day. While reading the book point out concepts being taught. You may purchase these books or find them at your local library. Suggested things to discuss while reading the book:

What is the main idea?
What are three things new you learned?
How does this book relate to what you are learning about?

#	Book	Author	Lexile Level
1	Peter's Chair	Ezra Jack Keats	500L
2	Chugga-Chugga Choo-Choo	Kevin Lewis	370L
3	The Cheese	Margie Palatini	590L
4	The Chicken Sisters	Laura Numeroff	560L
5	Chocolate Milk	Alexandria Rizik

Module Outing:

Take some time to apply what your student is learning to the real world. Suggested outings are below.

#	Outing
1	Have a ch food tasting event. Go to the grocery store with your student, and pick out items that start with the letter " ch, such as chocolate, chips, chickpeas (hummus), cherries, chicken, cheese, etc. Enjoy tasting the items, and decide which ch food is your favorite.