Lesson 19 Consonant CC

Phonics

LESSON 19 Letter Cc /k/

CARDS WORKSHEETS DECODABLE BOOK
Cc sound/symbol card Phonemic awareness The Fat Cat
Cc picture cards Phonics
Cc letter cards Practice sheet
Decodable word cards: Workmat
teacher and student sets
High-frequency word cards
Phonemic Awareness
Materials: Phonemic awareness worksheet
• Say the word cab and emphasize the /k/ sound: /k/ /ab/. Ask students to listen for the
/k/ sound at the beginning of the word as you repeat it. Then have them say the word.
• Tell students you are going to say some words. Some of the words begin with /k/ and
other words do not. Tell them they should say /k/ whenever they hear the /k/ sound at
the beginning of a word. Say the following words one at a time, allowing time for student
response: bun, can, fun, case, cuddle, good, cold, cactus, doll.
• Slowly read the rhyme below, emphasizing the /k/ sound in the words, and have students
clap each time they hear the /k/ sound at the beginning of a word.
The cool crazy cat ate crunchy candy from a hat
while the calm camel ate crispy cabbage in his cage.
Now what do you think of that?
Repeat the above activity until you are confident that students can identify the initial
/k/ sound in the words in the verse.
• Mix up the picture cards and place them in a pocket chart or along the chalkboard ledge
as you name each one. Ask individual students to help you sort the pictures according to
those that start with the /k/ sound and those that don’t.
• Give students the phonemic awareness worksheet for extra practice.

Introduce the Sound/Symbol Relationship for Cc /k/

Materials: Sound/symbol card
• Show students the sound/symbol card for Cc. Read the word cat and point out that the
letter c stands for the /k/ sound in cat. Have students listen for the /k/ sound as they read
the word with you.
• Have a volunteer come up and point to the letter in the word cat that stands for the
/k/ sound.
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Phonics
LESSON 19 Letter Cc /k/ continued
Blend the Sounds
Materials: Decodable teacher word cards
• Place the decodable teacher word cards can, caps, cat, cod, cob, and cot in a pocket
chart or along the chalkboard ledge. Ask students what the six words have in common.
If students don’t respond, point out they all begin with the /k/ sound. Ask them to tell
you the letter that stands for the /k/ sound.
• Demonstrate sounding out the first word by saying each sound as you run your finger
under the word: /k/ /aaa/ /nnn/. Hold the sounds, except for the stop sound /k/, for one
second. Then say the word quickly: can.
• Have students sound out the word with you, holding the sounds for one second.
• Repeat the process with the remaining words, one at a time. Hold all sounds except for
stop sounds.
• Place the word caps in the pocket chart. First demonstrate sounding out cap, while
covering the s at the end. Then uncover the s, and sound out caps, reminding students
that the s at the end of this word makes the /s/ sound and that the s means there is more
than one cap.
Cumulative Review/Practice Sounds

Materials: Decodable student word cards
• Line up the decodable student word cards in the pocket chart or along the chalkboard
ledge. Tell students that they have already learned the sounds to say these words. Point
to each word and read it with students. Then have individual students read the words. If
they have difficulty reading a word, model how to blend the sounds to sound it out.
• Have students take turns sorting the cards into groups according to the beginning sound.
Repeat, having students sort the words according to the final sound and the patterns of
sound within the words. Students can also sort the words according to those that begin
with /k/ and those that don’t.
• Hold up the word card for Matt. Cover the second t and have students sound out the
word with you. Then uncover the second t, and once again have them sound out the
word with you. Tell students that when a consonant is doubled at the end of a word,
it stands for only one sound. Ask if they know why the word starts with a capital letter.
• If time allows, put the decodable student word cards into a pile. Have students pull
a word card from the pile, read it out loud, and use it in an oral sentence.
Phonics
Spell Decodable Words
Materials: Letter cards, workmats
• Give students the letter cards and a copy of the workmat. Have them line up the letters
c, o, and d under the boxes on their workmat. Say the word cod slowly. As you say the
sounds, demonstrate how to push up each sound into a box on the workmat. Repeat
and have students do theirs along with you. Tell students that cod is a kind of fish.
• As you model, have students line up the letters c, a, and t under the boxes on their
workmat. Say the word cat. Then have them push up the letters one at a time as they say
the sounds. Have them read the word they have made.
• Ask students what letters they need to spell the word caps. Ask students what sound they
hear at the end of the word. Ask how the /s/ at the end of the word changes the meaning
of the word. Repeat the process with the words can and cob.
• If time allows, use other letters from the letter card page and have students spell words
they have learned in previous lessons.
Practice High-Frequency Words

Materials: High-frequency word cards
• Tell students they are going to practice quickly reading the words from other lessons. Use
all the high-frequency word cards. Flash the words one at a time. If students do not know
a word, tell them what it is. Mix up the cards and repeat the process several times.
• Have students practice reading the words by playing Around the World. Have them sit
in a circle. Choose a starting person. This student stands behind the next student in the
circle. Using all the high-frequency word cards, hold up one of the cards. The first student
to say the answer stands behind the next person in the circle. If a sitting student says the
answer first, the standing student sits down in his/her place. This process continues until
at least one student makes it completely around the circle.
• Place a set of the high-frequency word cards in the reading center for further practice,
or provide students with individual sets of words for practice with a partner.
Read Words and Phrases

Materials: Practice sheet
• Before students read the book, use the practice sheet to practice reading the words they
will encounter in the book. Have them sound out each decodable word in rows 1 and 2
sound by sound as they run their fingers under the word.
• Have them read each high-frequency word in row 3 quickly.
• Then have them practice reading the phrases and sentences.
• If students are having difficulty reading the words, provide more practice in blending
and spelling the words before they move on to the decodable book.
Phonics
Read the Decodable Book
Materials: Decodable book The Fat Cat
• Show students the cover of the book. Have them read the title with you as you run your
finger under each word. Ask students what they see in the picture and what they think
the story might be about.
• Turn to page 3 and ask students where the characters are. Point to the word table on
the page and read the word. Have students repeat the word. Ask what sound table starts
with.
• Show students the illustrations in the book and ask them what they think is happening
in the story.
• Give students their books. Read the first page together as you model how to sound out
decodable words and read high-frequency words quickly. If you feel students are able to
read the book on their own, have them continue reading the book independently. If you
feel students need more support, continue to read the book with them.
• After reading the book, ask volunteers to read their favorite sentences in the book. Have
them tell you the name of the cat and some of the things he likes.
More Practice
Materials: Phonics worksheet
• Have students complete the phonics worksheet.
Phonics
SOUND/SYMBOL CARD Phonics Lesson 19: Cc /k/
C c
cat
© ProQuestLearningPage http://www.readinga-z.com
Phonics
PICTURE CARDS Set 1 Phonics Lesson 19: Cc /k/
#
Phonics
PICTURE CARDS Set 2 Phonics Lesson 19: Cc /k/
#
Phonics
LETTER CARDS Phonics Lesson 19: Cc /k/
#
c n a o
p m d s
t e h f
g i b
Phonics
WORD CARDS Decodable Phonics Lesson 19: Cc /k/
#
cod cot
cob can
cat caps
Phonics
WORD CARDS Decodable Phonics Lesson 19: Cc /k/
#
fat Matt pig get
hat den bit pop
fig hop cod cot
cob can caps cat

Phonics
WORD CARDS High-frequency words 1 Phonics Lesson 19: Cc /k/
#
down are
do from
has he
his was
Phonics
WORD CARDS High-frequency words 2 Phonics Lesson 19: Cc /k/
#
put she
the they
her said
like see
Phonics
WORKSHEET Phonemic awareness Phonics Lesson 19: Cc /k/
Name:_________________________ Date:____________
Teacher Instructions: Have students color the pictures that begin with the /k/ sound green.
Phonics
WORKSHEET Phonics Phonics Lesson 19: Cc /k/
Name:_________________________ Date:____________
can cap
cat cot
Teacher Instructions: Have students read each word with the /k/ sound. Then have them
write words they know in each box that rhyme with each word.
Phonics
PRACTICE SHEET Phonics Lesson 19: Cc /k/
1 cat • cot • cod

New
words caps • cob • can
fat • Matt • pig • Pam

2 big • hat • den • top
Reviewed
words
hot • pot
are • do • from • has • get

3 he • they • is • like • her
Reviewed
h-f words
put • she • the • a
cob from the can

4 cod in a pan
Phrases
sit on a cot in the den
5 The cat and the pig get caps.

Sentences
He puts the cod in a pan.
Phonics
WORKMAT Phonics Lesson 19: Cc /k/

Lesson 19 Consonant CC

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Phonics

LESSON 19 Letter Cc /k/

Introduce the Sound/Symbol Relationship for Cc /k/

Cumulative Review/Practice Sounds

Practice High-Frequency Words

Read Words and Phrases

fat Matt pig get

hat den bit pop

fig hop cod cot

cob can caps cat

1 cat • cot • cod

fat • Matt • pig • Pam

are • do • from • has • get

cob from the can

sit on a cot in the den

5 The cat and the pig get caps.

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