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Unit 2: Consonant Sounds 49
Lesson 12: Consonant Sounds: k
Say each picture name. Circle the pictures that begin like kite.
Tongue Twister Crazy kite kits.
AllStar LA U2_SE.qxd 5/21/02 2:48 PM Page 49
All-STAR Phonics & Word Studies, Level A
Copyright ©
SR
A/M
cGraw
-Hill. A
ll rights reserved.
50 Unit 2: Consonant Sounds
Lesson 12: Consonant Sounds: k
Say each picture name. Draw a line from eachraindrop with a k to a picture that begins like kite.
k
k
kk
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All-STAR Phonics & Word Studies, Level A
Observe students during the guidedpractice activity. If students havedifficulty, use the All-STARIntervention Strategies on the nextpage as needed for reinforcement.
Read the directions and review theimages on pages 49 and 50 together.Work through the sample exerciseswith students before assigning pages 49 and 50 in the Student Workbook.Use the completed pages to assessstudents’ understanding. See page xxin this Teacher’s Edition for guidelines.
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50 Unit 2: Consonant Sounds
Unit 2: Consonant Sounds 49
Lesson 12: Consonant Sounds: k
Say each picture name. Circle the pictures that begin like kite.
Tongue Twister Crazy kite kits.
Unit 2• Lesson 12
ObjectivesStudents will
• circle pictures whose names beginwith the /k/ sound.
• draw a line from the letter /k/ toeach picture whose name beginswith the /k/ sound.
Consonant Sounds: k
5-STAR Pointers
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Use an overhead projector to reviewcorrect formation of the letter k.Discuss the similarities and differencesbetween the uppercase and lowercaseforms. Tell students that today they aregoing to learn the sound that the letterk stands for.
Show students a kite. Say, “The wordkite begins with the /k/ sound. Theconsonant k stands for the /k/ sound.”Remind them that the letter c can alsostand for the /k/ sound.
Instruct students to echo as you recitethis nonsense sentence several times:“A kitten kicked a key in the kitchen.”Brainstorm other words that begin withk and substitute them in the sentence.For example, “A kitten kissed a key inthe kitchen.” If students suggest a wordthat begins with c, tell them that morethan one letter stands for the /k/ sound.Tell them the word they said beginswith the letter c and has the /k/ soundat the beginning. Read the TongueTwister at the bottom of page 49 in theStudent Workbook to the class. Instructstudents to listen for the /k/ sound asthey repeat the Tongue Twister threetimes as fast as they can.
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All-STAR Phonics & Word Studies, Level A
Unit 2: In the Garden 51
50 Unit 2: Consonant Sounds
Lesson 12: Consonant Sounds: k
Say each picture name. Draw a line from eachraindrop with a k to a picture that begins like kite.
k
k
kk
Unit 2• Lesson 12
Visual ReinforcementMake two columns on the board. Theheading for the first column is Kk. Theheading for the second column is NotKk. Distribute pictures of objects andactions, some of which begin with k.Avoid pictures whose names begin withthe letter c. Each student must namehis or her picture aloud for the class.Instruct them to put their picturesunder the correct column on the board.
Auditory ReinforcementRead pairs of words aloud. If thebeginning sounds of the words are thesame, students hold up a card that sayssame. If the beginning sounds aredifferent, students hold up a card thatsays different. Begin with pairs of wordsthat have gross differences and movetoward minimal pairs. For example:kitten/tail, part/kettle, kick/key,kiss/miss, hit/kit, peep/keep, kin/king.
All-STAR InterventionStrategies
English-Language Development StrategiesConsonant Sounds: k
Speakers of Spanish may be only slightly familiar with the letter k. It appearsonly in words that Spanish has borrowed from other languages. Listencarefully to these students to make sure they are pronouncing the soundcorrectly. Some students may confuse the /k/ sound with the /g/ sound. Havethem practice by saying /k/ words, such as key, keep, kangaroo, kitten, kiss,and ketchup.
Moncure, Jane Belk. My ‘K’Sound Box. Child’s World, 2000. This book is filled with picturesand words that resound with the /k/ sound. Read the book aloud to the class or to a smallgroup. Introduce students to newvocabulary by having them repeatwords after you. Challenge studentsto compose tongue twisters ornonsense sentences based on thetext and illustrations in the book.
LiteratureConnection
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All-STAR Phonics & Word Studies, Level A
