The Click of a Camera
This lesson will help children identify /k/, the phoneme represented by C. Students will learn to recognize /k/ in spoken words by learning a meaningful representation (click of the camera) and the letters symbolized by C, practice finding /k/ in words, and apply phoneme awareness with /k/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
Primary paper and pencil
Tongue Twister (on chart paper): "Carlie called Carrie to cut the carrots"
Drawing paper and crayons
Dr. Seuss's ABC (Random House 1963) (C page)
Assessment worksheet identifying pictures with /k/ (URL below)
1. Say: Have you noticed that each sound in a word makes your mouth move in a different way? The mouth movements are different because we must move our mouth in order to make the different sounds for the different letters. Today we are going to work on spotting the mouth movement /k/. We spell /k/ with the letter C. There are other ways to spell the /k/ sound but we will study those later on. C looks like your hand holding the camera, and /k/ sounds like the click of the camera.
2. Let's pretend to hold a camera and press the button to make it click: /k/, /k/, /k/. Notice what shape your mouth is and what you are doing when you say /k/. Your mouth is semi-open, the back of your tongue is pressing against the top of your mouth, and you are pushing air out. (While pretending to take a picture with the camera practice saying /k/, /k/, /k/).
3. Let me show you how to find /k/ in the word cake. I'm going to stretch the /k/ out so you can see and hear me saying it. C-c-a-a-ake. Slower: Cc-c-a-a-ake, did you catch it?! I felt like I was a camera taking pictures of my friends. Try saying it with me this time and see if you can catch it when you say it.
4. Let's try a tongue twister I have prepared for you: "Carlie called Carrie to cut the carrots." Let's listen to me say it first and then we will practice saying it a few times together. This time when we say it we will stretch the /k/ at the beginning of the words. "Ccccarlie ccccalled Cccarrie to cccut the ccccarrots." Try it again, and this time break the /k/ off from the rest of the word, like this: "/k/ arlie /k/ alled /k/ arrie to /k/ ut the /k/ arrots." I know it sounds funny but it helps your hear the /k/ at the beginning of each word.
5. Now that we have practiced the sound a few times I'm going to give you some words and you tell me which one you hear /k/ in. Are you ready? cake or pie? Fish or crab? Lick or click? Carrot or lettuce? Let's see if you can spot the mouth move /k/ in some words. Click the camera if you hear /k/: The, cracker, crunched, when, it, was, crushed, by, Courtney's, shoe.
6. Now we are going to use our primary paper and a pencil to spell /k/. We use the letter C to make /k/. Remember that I said a C looks like your hand holding the side of a camera. To write the lowercase c we are going to start like a little a. Go up and touch the fence, then around and up (the c is not a full circle like a). I want to see everyone's c. I will give you a check for the first one and after you have made 8 I will give you a sticker.
7. Say: "Now that we have practiced the /k/ and practiced writing the c let's look at our alphabet book: Dr. Seuss's ABC. The C page is about a camel on the ceiling. We need to read it to find out if the camel will fall and how he is on the ceiling! As I read, when you hear the /k/ click your camera! After reading discuss the page and what other words could be on this page. Have the students choose a word to spell and draw a picture using their crayons. Also have them substitute the first letter of their name with C and include this on their paper instead of the regular spelling of their name.
8. I am going to model for you how I decide if a word is cot or dot. The C makes me think about holding my camera so I know that it makes the /k/ sound. I will sound it out: ccc-o-t, cot. You try this one: CAN: ran or can? GRAM: cram or gram?
9. For assessment, distribute the worksheet. Students are to write the letter that the picture begins with and then color the pictures that begin with C. Have students write words in their journal that begins with the letter C when they are finished. Discuss their words in whole group.
Anna Day, "It's so C-c-c-cold!.
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