Capturing Kids on Camera with /k/

Emergent Literacy

Kelsey Ray



Rationale: This lesson will help children identify /k/, the phoneme represented by the letter C. Students will learn to recognize /k/ in spoken words by learning a meaningful representation (clicking camera) and the letter symbol C, 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 "Cam's crazy cat came crying "; drawing paper and crayons; The Circus Alphabet by Linda Bronson; word cards with CANE, CLOWN, MINT, CLASS, PIPE, COME ; assessment worksheet identifying pictures with /k/ (URL below)



 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 can spell /k/ with letter C.C looks like the lens on a camera, and /k/ sounds like a clicking camera.

 2. Say: Let's pretend to take pictures of one another with our clicking cameras. [Pantomime clicking a camera] When we say /k/ our mouth is open and we can feel our tongue touch the roof of our mouth because it makes a "hump" shape.

 3. Say: Let me show you how to find /k/ in the word fact. I'm going to stretch fact out in super slow motion and listen for my clicking camera. Fff-aaa-act. Slower: Fff-a-a-a-ccc-t. There it was! I felt my humped tongue touch the roof of my mouth. I can feel the clicking camera in /k/.


 4. Say: Let's try a tongue twister [on chart]. "Cam's crazy cat came crying." Everybody say it three times together. Now say it again, and this time, stretch the /k/ at the beginning of the words. "Cccam's ccccrazy ccccat ccccame cccrying."  Try it again, and this time break it off the word: "/k/ am's /k/ razy /k/ at /k/ ame /k/ rying."


5.  [Have students take out primary paper and pencil]. Say: We use letter C to spell /k/. Capital C looks like the lens on a camera. Let's write the uppercase letter C. Start just below the rooftop, go up to touch the rooftop, curve down around to the floor and back up till you end just below the fence. I want to see everybody's C. After I put a star on it, I want you to make nine more just like it! Now let's write the lowercase letter c. This time we are going to start just below the fence and go up to touch the fence, around, and up just like we did with the uppercase. Let me see everyone's c. Once I put a star on it, I want you to write 9 more times!


6. Call on students to answer and tell how they knew: Do you hear /k/ in cape or fun? Pass or cash? Fake or date? Lift or case? Say: Let's see if you can spot the tongue move /k/ in some words. Click your camera if you hear /k/: The, cool, boy, ate, corn, from, his, colored, food, can.


7. Say: "Let's look at the alphabet book The Circus Alphabet. We will meet some crazy clowns and see neat ways they can form the letter C". Ask children to illustrate the letter C by drawing a crazy clown. Ask them to make up a name for their clown using the letter C such as "Cool Carl." Be sure to mention to students that they should use invented spelling when creating their clown names. Encourage them to be creative with their names. Display their work.


8. Show CANE and model how to decide if it is cane or lane: Say: The C tells me to click my camera, /k/, so this word is ccc-ane, cane. You try some: CLOWN: clown or frown? MINT: mint or pint? CLASS: class or glass? PIPE: pipe or wipe? COME: come or some?



9. For the assessment, students will complete a worksheet (URL is attached). Students are asked to unscramble and write the words that start with C by looking at the pictures on this worksheet. While students work on this, call students individually to read the phonetic cue words from step #8 as an additional form of assessment.



Assessment Worksheet:

Taylor Freeman, Click Your Camera With/k/:

Bronson, Linda. The Circus Alphabet Book. Henry Holt and Co (BYR). 2001.


Return to the Rendezvous Index.