Clicking Camera with C
Emergent Literacy
By: Erin Korn
Rationale: This lesson will help students recognize c= /k/. The clicking sound when taking a picture on a camera will help the students remember /k/. The students will also practice finding the /k/ sound in words and applying phoneme awareness in phonetic cue reading. I will have two words that rhyme and have the students find which words has the /k/ sound in it.
Materials:
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Primary paper and a pencil
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Chart with “Cara caught the corn in her cart.”
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Letter C worksheet (URL below);
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The Alphabet Book (P.D. Eastman)
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word cards with CAT, COOK, MALL, COAT, CORK, BAT
Procedures: 1. “Hello class! Today we are going to be learning about the letter C. It is tricky to figure out what sound each letter makes, but after today you will all be able to tell me what sound the letter C makes. The letter C sounds like the clicking of a camera when you are taking a picture. /k/ is what you hear when a picture is taken.”
2. “Let’s all hold up our hands like we are taking a picture on a camera, /k/, /k/, /k/. Notice when we say /k/ it is not a constant noise; we stop right after we make the sound. When we say /k/ we are blowing air out in between our teeth with an open mouth.
3. “Let me show you how to find /k/ in cart. Let’s stretch it out. C-aaa-rrrr-ttt. There it is! I felt the air come through my mouth. I hear the camera clicking sound in cart.
4. “Okay everyone! Now we are going to try a funny sentence to practice the clicking camera sound /k/. (Pull out the chart with tongue tickler on it). Cara was at the grocery store one dy and slipped on some water on the floor! All her groceries flew out of her cart, but "Cara caught the corn in her cart." Everyone say it with me this time! Let’s hold up our hands and take a picture on our camera every time we hear the /k/ sound. Cara caught the corn in her cart.”
5. “Alright kids, now let’s take out our pencil and primary paper. We use the letter C to say /k/. Let’s practice writing big C and little c. Big C and little c look almost exactly alike, so once you get really good at big C, little c will be easy for you! First, let’s practice big C. Start just below the rooftop, curve up to touch the rooftop and go all the way down and touch the sidewalk, then curve up a little above the sidewalk. I want everyone to show me a C on their primary paper. Once I come by and put a smile on it, I want you to make 5 more just like it. After everyone has finished big C we will move on to little c. Little c is just like big C, but instead of starting at the rooftop, we start at the fence. Now everyone practice your little c.”
6. “Let’s practice finding /k/ in words we hear and say. I’ll say two words and I want you to tell me which word you hear the /k/ sound in. Here we go! Do you hear /k/ in camp or hunt? Cat or dog? Kite or balloon? Color or draw? Great! You guys found the /k/ sound super fast!”
7. “Let’s look at an alphabet book now. The author, Eastman, tells us about a cow in a car. That sounds funny doesn’t it? I want you to draw with your crayons or markers what you think a cow in a car would look like.” After all the students are finished with their drawings, I will show them the picture in Eastman’s book.
8. Show CAT and model how to decide if it is cat or mat: “The c tells me to take a picture with my camera, /k/, so this is cat, not mat. Now you try some: COOK: cook or nook? MALL: call or mall? COAT: boat or coat? CORK: fork or cork? BAT: cat or bat?
9. For the assessment I will hand out the worksheet. Students will complete the partial spellings and color the pictures that begin with C. While each student is finishing up the worksheet, I will check them and if certain students are struggling with c= /k/ I will call them over individually and go over the phonetic cue words from step #8.
Reference: Katie Caroline Bennett, Vacuuming the Van: https://kcb0031.wixsite.com/mysite
Assessment Worksheet: http://www.kidzone.ws/kindergarten/c-begins2.htm
Book: Eastman, P.D. The Alphabet Book. Random House Books for Young Readers, 2000, 24 pp.
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