Procedures:

1. Say: “Today we’re going to learn about the letter c. Learning what letters stand for and the mouth moves each make can be tricky, so pay close attention. We are going to work on spotting the mouth move /k/. We spell /k/ with the letter C. /k/, repeating, sounds like the crackling sound hot food makes when it is being cooked.”

2. Say: “Let’s pretend we are hot food being cooked, /k/, /k/, /k/, /k/, /k/. Do you notice where your tongue touches your mouth?  Your tongue touches the top of your mouth and then you breathe out, which makes the /k/ sound.”

3. Say: “Let me show you how to find /k/ in the word, cup. Now we are going to say it in slow motion and listen for the /k/ sound. Ccc-u-u-upp. Slower: Ccc-u-u-u-ppp. Did you feel your tongue touch the top of your mouth? Did you notice how you have to breathe out to make the /k/ sound come out? Crackling /k/ is in cup!”

4. Say: “Let’s try a tongue tickler from the chart (point to chart).                  

Carol loves to cook. She can make corn and carrots. She can make crab and she can even make fish! But her favorite thing to make is clams for her mom, Chrissy. Here’s our tickler: ‘Carol cooks clams for her mom, Chrissy.’ Now everyone say it three times together. Say it again but this time stretch the /k/ at the beginning of the words. ‘Cccarol cccooks ccclams for her mom, Ccchrissy.’ Try it again, and this time break it off the word: ‘/k/ arol /k/ooks /k/ lams for her mom, /k/ hrissy.’ Great!”

1. (Pass out paper and pencils) Say: “We use letter C to spell /k/. Capital C looks like a half moon. Let’s write the lowercase letter of c, a smaller sized half-moon. We are going to start just below the fence, then come up to the fence, go around to the sidewalk, and finally come up a little from the sidewalk and end there. That is how we make a lowercase c. I want to see everyone’s c. After I put a star sticker on your paper, I want you to make nine more just like it.”

2. (Group discussion, call on individual students to answer): Say: “Do you hear /k/ in cob or eat? shout or call? card or paper? Let’s see if you can spot the mouth move /k/ in some words.  Make your crackling noise if you hear /k/ in: The old lady called for her cat, coco.”   

3. Say: “Now let’s look at the letter C in the book Click, Clack, Moo Cows That Type by Doreen Cronin. This book tells us about cows, but not just any regular cows, these cows can type! When these cows learned how to type, Farmer Brown starts getting letters from his cows asking for electric blankets because they are cold. Farmer Brown does not give his cows blankets, so they go on strike and refuse to give him their milk! Do you think the cows will get their blankets and in return give Farmer Brown their milk?  We will read and find out.” Now that we read our story, I want you to draw your own farm and write one or two sentences telling me what animals you would have on your farm.”

4. Show the words brown and crown and model how to decide if it is brown or crown:                                                                                                                 Say: “The C tells me my hot food is crackling, so this word is ccc-rown. Now you try: COMB: comb or home? CAGE: cage or rage? CAT: hat or cat? CLOCK: block or clock? CORN: corn or torn?”

5. For assessment, distribute worksheets. Students circle the word that best describes the picture for the /k/ sound and write that word on the line. This will give them another opportunity to think about and solidify the /k/ sound for c in their mind before the lesson is over. This will be the final assignment for this lesson.

 

References:

 

Primary paper: http://wp.auburn.edu/rdggenie/home/lessons/letters/

 

Book: https://www.amazon.com/Click-Clack-Moo-Cows-That-Type-audiobook/dp/B006OT9PBG/ref=tmm_aud_swatch_0?_encoding=UTF8&qid=&sr=

 

assessment worksheet(Beginning Sound C – with pictures): https://www.free-math-handwriting-and-reading-worksheets.com/printable-letter-c.html