Golfing with /k/
Emergent Literacy Design
Rationale:
Beginning readers need many skills to
succeed. They should work on phoneme recognition, decoding,
crosschecking, and spelling during each reading lesson. These skills
will enable them to become fluent and comprehensive readers.
This lesson will help
children identify /k/, the phoneme represented by K, C, and CK.
Students will learn to
recognize /k/ in spoken words by learning a meaningful representation
(sound of hitting a golf ball) and the letter symbols K, C, and CK,
practice finding /k/ in words, and apply phoneme awareness with /k/ in
phonetic cue reading by distinguishing rhyming words from beginning
letters.
Materials:
Primary
paper and pencil; chart with "Carol and Ken can cut duck cake;���
drawing paper and crayons; Dr.
Seuss's ABC (Random House, 1963); word cards
with CAKE,
CAT,
KEEP,
KIND, DUCK,
PORK, and
FAKE;
assessment worksheet identifying
pictures with /k/ (URL below).
Procedures: 1. Say: 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/. We spell /k/ with the
letter K
like in the word kitten.
We can also spell /k/ with the letter C like in
the word
cat.
And finally, we can spell
/k/ with the combined letters CK as in the word
duck.
No matter how you spell
it, /k/ sounds like a golf ball being hit.
2. Let's pretend to drive our golf balls, /k/, /k/, /k/.
[Pantomime hitting a golf ball] Notice
where your tongue hits the roof of your mouth? (Modeling tongue
position). When we say /k/, our tongue touches the back part of the
roof of our mouth.
3. Let me show you how to find /k/ in the word cake. I'm going
to stretch cake out in
super slow motion and
listen for my golf ball being hit. Kk-a-a-kk. Slower: Kkk-a-a-a-kkk.
There it was! I felt my
tongue hit the roof of my mouth two times. I can the roof of my mouth
in /k/.
4. Let's try a tongue twister [on chart]. ���Kenny wasn't kind
in kindergarten when he kicked Kate in the kitchen." Everybody say it
three times together. Now say it again, and this time, stretch the /k/
at the beginning and middle of the words. " Kkkenny wasn't kkkind in
kkkindergarten when he kkkickkked Kkkate in the kkkitchen." Try it
again, and
this time break it off the word: "/k/ enny wasn���t /k/ ind in
/k/ indergarten when he /k/ icked /k/ ate in the /k/ itchen.���
5. [Have students take out primary paper and pencil]. We use
letter K to spell /k/.
Let's write the lowercase
letter k. Start at the rooftop.
Draw a straight line down
to the sidewalk. Then go just above the fence and to the right of your
initial line. Draw a line to the center of the line you drew and then
go back out to the sidewalk under the original starting point.
6. Call on students to answer and tell how they knew: Do you
hear /k/ in work or
fun? dog or cat? open or close? duck or dust?
stick or stone? Say: Let's see if you can spot
the mouth move /k/ in some words. Hit your golf ball if you
hear /k/: The, fuzzy,
kitten, caught, bright, pink,
mice, to, eat, for, breakfast.
7. Say: "Let's look at an
alphabet book. ABC: A Child���s First Alphabet
Book introduces us to something that flies on a
string and begins with
K. Can you guess?" Read page 11, drawing out
/k/. Ask children if they can think of other words with /k/. Ask them
to make up a silly
creature name starting with /k/. Then have each student write
their silly name with invented spelling and draw a picture of their
silly creature. Display their work.
8. Show CAT and model how to decide if it is cat or hat: The K
tells me to hit my golf ball, /c/, so this word is cccat, fog. You try
some: FIX: fix or mix? MEEK: meek
or meet? KIND: find or kind? FORK: fork or fort? BAKE: bake or
bait?
9. For assessment, distribute the worksheet. Students are to
complete the partial
spellings and color the pictures that begin with K. Call
students individually to read
the phonetic cue words from step #8.