ch (k)

Introduction Lesson

Review Cards

Sound Cards  – pull out beginning consonant cards, a, i, o, u, e, th, sh, ch, wh, ang, ing, ong, ung, ank, ink, onk, unk, y, qu, ck, tch, ai, ay, ee, ea, ar, or, ind, ild, old, ost, oa, er, ur, ir, oe, ow, ed, oo, ey, ou, oi, oy, igh, ie, ph, open syllables, tion, sion, au, aw, es, -le, dge, ew

“When I hold up a letter, say the letter’s name and give its sound.”

“Good job!  We are going to learn something new today.”

Step 1

Student Workbook page 3 – ch (k) – anchor

You have already learned that the ch makes a /ch/ sound like in the word chop.  In words that we have borrowed from the French language the letter combination ch makes the /sh/ sound such as the word mustache. But words we have borrowed from the Greek language the ch makes the /k/ sound. Today we are going to learn the sound /k/ like in the word anchorWhat is this sound?  The picture card for ch is anchor. Say anchor. Good. When I point to the picture word, say the letter’s name, give its sound and say the picture word. Watch me as I demonstrate.”  

Say ch, /k/, anchor then have student repeat 3 times.

 

Step 2

Phonological Awareness

“Close your eyes. I will say a word. You will repeat the word and listen for the /k/ sound in the word. If you hear /k/, raise your hand. Let’s practice. Say school. Do you hear an /k/ sound in the word schoolYes you do so you raise your hand. Good. Let’s practice some more words.”

Repeat this activity with:

chemist, echo, orchid, mustache, chronic, scholastic, charades, chrysalis, chemistry, stomach

 

Step 3

Sound Squares

Use the back cover of the Student Workbook and Sound Markers for this activity.

Say “How many sounds do you hear in the word archaic? Repeat the word and bring down a sound marker for each sound you hear. Remember to use white sound markers for consonant sounds and green sound markers for the vowel sound. Touch each marker and say its sound. Then glide your finger under the markers and say the whole word fast.”

Repeat this activity with:

Christmas, school, chronic, mechanic, scholar, chorus, orchid, scheme, bronchitis, stomach

 

Step 4

Red Words

Review and Drill if needed.

 

Step 5

Reading

Student Workbook page 4 –  Word List: ch

“Put your finger under the first word. Put a line under the ch. What does it say? What is the first letter in the word? Point to each letter and give its sound. Go back to the beginning of the word, glide your finger under the word and say it fast.”

Repeat with the remaining words, reading left to right.

 

Step 6

Sound Dictation

Student Workbook page 7 – Sounds

“Say /k/. What letters make the /k/ sound? With your finger, write the letter that says /k/ on your palm as you name them. Now write the letters k and ch on your paper, naming them as you write. Now, look at the letters you just wrote. What are the names of these letters? What sounds do they make?”

Repeat with the following sounds:

/ez/, /uh/, /s/, /eez/, /j/, /el/, /shun/, /ew/, /s/, /k/

 

Step 7

Word Dictation

Student Workbook page 7 – Words

“Say anchor. Spell the word anchor by writing the letters on your palm as you name them. Now, pick up your pen and write the word anchor on your paper. Name each letter as you write.”

Repeat with the following words:

Christmas, stomach, chorus, echo, chaos, scholar, chronic, archive, anchor, bronchitis

 

Step 8

Sentence Dictation

Student Workbook page 7 – Sentences

“Listen carefully as I say a sentence, and watch as I make a dash on the board for each word in the sentence.”  

After I ate the steak my stomach hurt.

“Now, you say the sentence as I point to each dash. Let’s say the sentence again, and you make a dash on your paper for each word we say. Say the sentence again, pointing to each dash as you say each word.” Now, fill in each dash with each word from the sentence. Remember to capitalize the first word of the sentence and put a period at the end of the sentence.” Good. Now go back and read the sentence that you just wrote.”

Repeat with the following sentences:

The character in the book was really funny.

A chrysalis will turn into a butterfly over time.

 

Step 9

Fluency Practice

Student Workbook page 94 –  Fluency Practice 1  

Place a reading marker under the first row. Going across the row, have the student read each word as quickly as they can. Be cautious, as some students will become very anxious if they feel any time pressure. Never push for speed at the cost for accuracy. Accuracy is more important than speed. If the student will tolerate it, have the student do all 15 rows.

 

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