To learn to read and spell words, children need the alphabetic insight
that letters stand for phonemes and spellings map out the phonemes in
spoken words. Before children can match letters to phonemes, they
have to recognize phonemes. This lesson focuses on the /k/
phoneme. The goal of this lesson is that children will learn to
identify /k/ in spoken words by learning a meaningful representation
and a letter symbol, and then practice finding /k/ in printed words.
Primary paper and pencil
Chart with "Carol and Claire can cook carrots, corn, cabbage, and candy"
Class set of cards with c on one side and a question mark on the other
Drawing paper and crayons
Chicka Boom Boom by Bill
Martin Jr. by Bill Martin Jr. New York: Scholastic, 1991.
Copies of a camera handout (clipart)
Printed pictures with Carol, Claire, can, cook, carrots, corn,
Introduce the lesson by explaining that our written language is a
secret code. The tricky part is learning what letters stand for –
the mouth moves we make as we say words. Today we're going to
work on spotting the mouth move /k/. Today we are going to search
for /k/ in words!
students: Do you ever take pictures? Does the camera make a
clicking sound? Whenever we hear /k/, we can click like
3. Let's try
a tongue twister [on chart.] "Carol and Claire can cook carrots,
corn, cabbage, and candy." Let's say it three times
together. Now, this time let's stretch out our clicking /k/'s at
the beginning of our words. "CCCCarol and CCCClaire ccccan
ccccook ccccarrots, ccccorn, ccccabbage, and ccccandy." Try it again,
and this time break it off the word: " /k/ arol and /k/ laire /k/ an
/k/ ook /k/ arrots, /k/ orn, /k/ abbage, and /k/ andy.”
students take out their primary paper and pencils. We can use the
letter c to spell /k/. Let's write it on our paper. Start
like little a. Go up and touch the fence, then around and
up. I want to see everybody's c. After I put a sticker on
it, I want you to make eight more just like it. When you see
letter c all by itself in a word, that's our signal to say /k/ like the
5. Call on
students to answer and tell how they know:
- Do you ever hear /k/ in cat or dog?
- Do you ever hear /k/ in camera or
- Do you ever hear /k/ in dessert or
- Do you ever hear /k/ in camp or
6. Pass out
c/? cards to each student. Say: Let's see if you can spot the
mouth move /k/ in some words. Show me the /k/ if you hear the
sound or the ? if you don't. Give the words one at a time: Carol,
and, Claire, can, cook, carrots, corn, cabbage, and, candy.
Read Chicka Chicka Boom Boom by Bill Martin Jr. and talk about
the story. Read it once again. Have students raise
their hands when they hear words with /k/. List their words they
find on a marker board. Have pre-made handouts with a camera on
them for students to write in a message about the book using invented
spelling. Display their work in the classroom.
assessment, distribute the picture page [made with clipart] and have
students name each picture. Circle the pictures that include /k/.
Martin Jr, Bill. Chicka
Chicka Boom Boom. New York: Scholastic, 1991.
Meg, Miller. Buzzy B’s. http://www.auburn.edu/rdggenie/begin/millermel.html
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