Cranking Cooky Cars


Amber DeBlanc

Emergent Literacy Lesson Design

Phoneme Awareness for C = /k/

Rationale:  It is crucial for emergent readers to understand that all letters have special vocal gestures or sound.  Phoneme awareness is essential in teaching children to read and spell successfully.  In this lesson, children will learn the phoneme /k/.  This lesson will help them recognize /k/ in spoken words, as well as written words.



1.Today we are going to learn the new sound /k/, like the sound you hear in cat and clock.  To make the special /k/ sound, we open our mouths and touch the very back of our tongue to the roof of our mouth.  This special sound is a lot like cranking a cooky car.  Listen to me, let me show you how to crank the car :  Teacher will model the /k/ sound, /k/, /k/, /k/, /k/, /k/ and gestures like she’s cranking a car. 

2.Now you try it.  Open your mouths, put the back of your tongue on the roof of your mouth, and crank the car! Students make the /k/,  /k/, /k/, /k/, /k/ sounds and gestures like they are cranking the car.

3.Now let’s say some words that use our /k/ sound….and let’s crank the car every time we hear the /k/ sound.  Let’s say the word cat while cranking the car. c-c-c-c-cat.  Let’s say the word cake while cranking the car. c-c-c-c-cake.  Continue this with other /k/ words until students have a good understanding of the /k/ sound.

4.I think you guys are so good at the /k/ sound, that you can even say a /k/ tongue twister. Pass out a copy of the tongue twister to the students.  Model reading the tongue twister to the students. Carol and Claire can cook carrots, corn, and cabbage. 

5.Ok, whenever we say the /k/ sound, we have to crank our car.   Everybody get ready…….

C-c-c-carol and C-c-c-claire c-c-c-can c-c-c-cook c-c-c-c-carrots, c-c-c-corn, and c-c-c-cabbage.  GREAT JOB!!!!  I can’t trick you guys!

6.Now let’s sing a fun song with the /c/ sound in it.  Every time you hear our special /k/ sound pull your ear. 

Be my echo (teacher)

Be my echo (students)

C says /k/ (teacher)

C says /k/ (students)

Carrie and Camie (teacher)

Carrie and Camie (students)

Cranking the Car (teacher)

Cranking the Car (students)

/k/, /k/, /k/ (teacher)

/k/, /k/, /k/ (students)

7.Now that we know the /k/ sound, let’s try writing the letter C.  Everyone take out your writing paper and pencil and get ready to write the letter C.

8.Everybody listen and watch me.  To make the capital letter C start just below the rooftop, go up to touch, around, and up.  Teacher models making the letter C on the board.

9.Now it’s your turn.  Write the capital letter C. Remember to start just below the rooftop, go up to touch, around, and up. Teacher models again.

10.Ok, now let’s make a lower case c.  Listen and watch me.  Start like a little a.  Go up and touch the fence, then around and up.  Teacher models.

11.Now it’s your turn.  Write the lower case c.  Remember to start like a little a.  Go up and touch the fence, then around and up.   Teacher models again.

12.Ok, I want everyone to make 9 more capital C’s and 9 more lower case c’s so I can see how smart you are! Walk around the room and monitor students as they write the letter C until everyone is finished.

13.Everyone, it’s time to read our Dr. Seuss ABC book.  Open your books to page 5.  Let me read the C page to you, everyone listen for the /k/ sound and pretend to crank the car when you hear our special sound……teacher reads the C page aloud to students and models cranking the car when a /k/ sound is read.


To assess the student’s knowledge and understanding of the phoneme /k/, I will distribute a worksheet of pictures and words on it.  Some pictures/words will start with the /k/ sound, and some will not.  The students will circle the pictures and words that say the sound /k/.


Can Teach,

Sarah Byrd, Five Fantastic Frogs,


 Casey Fullilove, Pop your P’s; Pop, Pop, Pop,

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