Emergent Literacy

 

coughing 

Coughing, Coughing K

Camellia Lyles

Children learn to differentiate words from one another by their phonemes. This lesson will help children identify /k/ the phoneme represented Students will be taught how to recognize /k/ in spoken words by learning a physical and meaningful representation (coughing hand gesture) and the letter symbol k. This lesson will provide students with the opportunity to practice finding /k/ in words and apply phoneme awareness with /k/ in phonetic cue reading by distinguishing rhyming words from their beginning letters.

Materials:

 Hand gesture poster of boy coughing form google.com (http://apanyangku.files.wordpress.com/2009/03/whooping-cough.jpg)

Poster with tongue tickler "King Kameron put Kate the Kitten in the Kitchen"

Class set of primary paper & pencils

Class set of crayons

Mercer Mayer���s book What Do You Do With a Kangaroo

Class set of the worksheet "Do I Make the /k/ Sound?" (Attached)

1. I will introduce the lesson by explaining that words are made up of mouth movements that produce sounds. Today class we are going to learn the mouth move for /k/. we spell /k/ with the letter k. K looks like a tree trunk with a branch sticking upwards and a branch sticking down, and /k/ sounds like the coughing sound that we make when we  are sick.

2. Let���s pretend to cough /k/, /k/, /k/ (using the fist to mouth hand gesture). How does your mouth feel? Is it opened or closed? Notice that your mouth is opened and the tip of your tongue is pushing against your bottom teeth. The back of your tongue touches the roof of your mouth. When we say /k/, we blow air from the back of our throat to the front of our mouth.

3. Let me show you how to find /k/ in the word king. I���m going to stretch the word king out in slow motion and listen for the coughing sound k-k-king. Now I am going to say the word even slower. K-k-k-king. There it was! I felt the bottom of my tongue push against my bottom teeth and air flow from the back of my throat to the front of my mouth. I can hear the coughing sound in the word king.

4. Let���s try a tongue tickler! "King Kameron put Kate the Kitten in the Kitchen." Everybody sat the tongue tickler three times together. Great job saying the tongue tickler three times together! Now I am going to model for you how to say the tongue tickler stretching the /k/ sound at the beginning of the word. "K-K-K-King K-K-K-Kameron put K-K-K-Kate the K-K-K-Kitten in the K-K-K-Kitchen." Now you try to say the tongue tickler stretching the /k/ at the beginning of each word. Now I will model for you how to say the tongue tickler breaking /k/ off the rest of the word. "/K/ing  /K/ameron put  /K/ate the  /K/itten in the  /K/itten." Now I want you to try it.

Pass out primary paper to the students. Explain that we use the letter k to spell /k/. lets write a lower case k. Start a little below the fence and make a straight line down to the sidewalk. Pick your pencil up and start in the middle of that line, and make a slanted line going up to the fence. Then pick your pencil up and start where you began the slanted line, and make another slanted line going down to the side walk. After I have checked your paper, you must make five more lower case k���s.

5. Call on students to answer and tell which word they hear the /k/ sound in. Do you hear /k/ in kite or sat? in silk or kind? in kingdom or hat? In key or top? In dog or keep? "Now let���s see can you spot the mouth move /k/ in some words. I will name a list of different object. If you hear /k/ in them cough by saying /k/ k/ /k/. if the words don���t say /k/ I want you to say "No Way". Horse, Knife, Pig Knock, Rainbow, Ketchup, Knock.

Now I am going to say some words in a funny way. I���ll say the sounds one at a time. I want you to put the sounds together and guess what I am saying. For instance if I say k-i-m, what am I saying? If students guess Kim, say "Correct! I am saying the name Kim." If students guess incorrectly say no, K-i-m is a funny way to say the name Kim.

Example: What am I saying k-i-d

Example: What am I saying k-i-t

6. Now it is time to read the students the book What Do You Do With a Kangaroo by Mercer Mayer���s. "Let���s look at a book about an animal. In this book, the author Mercer Mayer tells us about a little girl and an animal that jumps and has a long tail. The animal has brown fur and starts with the letter k. can you guess the animal? Read the book to the students and be sure to draw out words that have the /k/ sound. Ask students if they can think of other words or animals that start with the /k/ sound. Tell the students to pretend that they have a pet kangaroo, and give it a name that starts with the letter k and makes the /k/ sound like the name Kurby. Then have the students to draw a picture of their pet kangaroo and write its name across the top of the paper.

Show the students the word kept and model for them how to decide if it is kept or slept. The k tells me to cough /k/ so this word is k-k-e-p-t, kept. You try to do some!!!! Keep or sleep? Kettle or settle? Kite or site? Knit or sit?

7. For the assessment, distribute a copy of the work sheet "Do I Make the /k/ Sound?" to each student. Go over the names of each picture, to help the students identify each objects name and what the objects are. Ask students to circle the pictures whose name have the  /k/ sound.

 

Do I Make the /k/ Sound?

Name_________________                                         Date___________________

 

                                            

king       bike                kite    newspapaer   

 

dog                                                     kangaroo

 

                 

 

 

References:

Barton, Kimberly. Gulp, Gulp, Gulp Emergent Literacy

http://www.auburn.edu/academic/education/reading_genie/odysseys/bartonel.html

Mayer, Mercer. What Do You So With a Kangaroo. (2004). Scholastic Inc. New York, NY.

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