Materials: Chart paper with tongue twister: Kenny wasn’t kind in kindergarten when he kicked Kate in the kitchen.; flash cards with pictures of a cat, ball, key, can fork, bat, glove; white drawing paper; crayons; picture page includes pictures of a clock, coat, dog, doll, comb, and a pizza; The Letters are Lost by Lisa Campbell Ernst
Procedure: 1. To begin the lesson, I will
explain to the students how our written language is a special code. In
order for the students to learn how to read, they must be able to tell
which sounds go with which letter. "Today we are going to listen for the
/k/ sound in words. The /k/ sound can be spelled with the letter c or k."
2. "To help you remember the /k/ sound you
might think of the sound you hear when a bat hits a baseball, /k/.
The ball and the bat together make the /k/ sound that sounds like a /k/rash."
3. Next I will ask the students to do a
tongue twister with me. I will hold up a piece of chart paper that
reads: Kenny wasn't kind in kindergarten when he kicked Kate in the kitchen.
I will read it first then have the students say it with me. "Now
that I have read the tongue twister to you, I want you to read along with
me."
4."Now let’s say the tongue twister again.
When I hear a word with the /k/ sound I’m going to raise my hand and I
want you to do the same." After practicing a few times, I will ask
them to do it on their own. "Now I want you to do it without my help."
5. Students will be given primary paper
and a pencil and I will show them how the letters c and k are written.
"First, let’s write the letter c. Start a little below the fence
and curve down to the left to the sidewalk. Now let’s all try
it together. Good, now let’s try k. Start at the sky and come
straight down to the sidewalk. Pick up you pencil and start at the
fence. Go down the slide (to the left) halfway between the fence
and sidewalk. Then slide back down to the right toward the sidewalk.
Now let’s practice together." They will also have the opportunity
to practice on their own.
6. I will hold up some flash cards with
pictures of a cat, ball, key, hit, can, kick, and fork. Students
will be given white drawing paper and a crayon. "Every time I read
a word that has the /k/ sound I want you to draw a picture of it on your
paper."
7. Read the book The Letters are Lost
by
Lisa Campbell Ernst. Have the children say /k/rash every time they
hear the /k/ sound. "I'm going to read a book and every time you
hear the /k/ sound I want you to draw a picture of what happened in the
story."
8. For assessment, distribute a picture
page and help the students name each picture. Ask them
to circle the pictures with the /k/ sound.
(Picture page includes pictures of a clock, coat,
dog, doll, comb, and a pizza.)
References:
Eldgredge, J. Lloyd. (1995). Teaching
Decoding in Holistic Classrooms. New Jersey: Prenctice Hall.
(p. 16)
www.auburn.edu/rdggenie/illum/bucklau/html(Lauren
Buck) "Sh, Sh, Please Hush"
www.auburn.edu/rdggenie/illum/smithmg/html(Elizabeth
Smith) "Choo, Choo"
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