Lesson 7:
The Consonant C c
You will need the following: the cards you used previously, one blank index card, and a pen.
Review
Instructor:
I will show you each vowel card, and we will say the sound of that short vowel together.
Go through the cards in order, and say each sound slowly. If the child has trouble, have him repeat the
sounds after you.
Instructor:
Let’s practice the first line of the poem “The Consonant Rhyme.” Let’s say it together three
times.
Together (three times):
B stands for /b/ in /b/, /b/, bat.
Instructor:
Now I will show you the card from the previous lesson.
Point to the b card and say the sound: /b/. Have the child repeat the sound back to you.
Instructor:
Now I am going to ask you a question about the sound of the consonant b. Answer me with
the line from the poem. For what sound does the letter b stand?
Point to the B b card.
Child:
B stands for /b/ in /b/, /b/, bat.
New
Instructor:
Today we are going to learn the consonant c. This is the big C and the little c:
C c
Instructor:
I will write the consonant c on a card for you. First I will write the big C, and then I will
write the little c.
Instructor:
The letter c often stands for the sound /k/. The sound /k/ is called an unvoiced consonant
sound because you do not use your voice to pronounce the sound. You just use air. I will
point to the letter c card and say the consonant sound five times.
Be sure you do not add any voice (do not say /kuh/); you just whisper: /k/. This is the hard sound of the
letter c, which is identical to the sound for which the letter k stands: /k/. The soft sound of the letter c is /s/
in cent and cell (see Lesson 77).
Instructor:
/k/, /k/, /k/, /k/, /k/. Now we will say the sound together.
Together:
/k/, /k/, /k/, /k/, /k/.
Instructor:
Listen as I say these words that begin with the sound /k/: cat, can, cup. Now repeat after me:
/k/, /k/, cat.
Child:
/k/, /k/, cat.
Instructor:
/k/, /k/, cup.
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Child:
/k/, /k/, cup.
No short common words for young children end with the letter c. The /k/ is spelled ck at the end of shortvowel words.
Instructor:
Listen for the unvoiced /k/ at the end of these words: tack, peck, sick, lock. Listen for the
sound of the letter c as you repeat two words after me: tack.
Child:
tack.
Instructor:
peck.
Child:
peck.
Instructor:
Now I am going to teach you the next line of the poem “The Consonant Rhyme.” This is the
second line:
C stands for /k/ in /k/, /k/, cat.
Instructor:
I will say this to you three more times.
Say the line slowly three times, taking care to emphasize the sound /k/.
Instructor:
Repeat after me: “C stands for /k/ in /k/, /k/, cat.”
Child:
C stands for /k/ in /k/, /k/, cat.
Instructor:
Let’s say that together three times.
Together (three times):
C stands for /k/ in /k/, /k/, cat.
Instructor:
Let’s add that line to the line you learned last lesson. Let’s say both lines together three
times.
Together (three times):
B stands for /b/ in /b/, /b/, bat.
C stands for /k/ in /k/, /k/, cat.
Instructor:
Now I am going to ask you a question. Answer me with the line from the poem. For what
sound does the letter c stand?
Child:
C stands for /k/ in /k/, /k/, cat.
Follow-Up:
The child should repeat the c line from the poem two more times during the day. Point out the letter c to
the child whenever you see it (on signs, on food boxes or cans, in books you read aloud to him). Ask him
to recite the line from this lesson to you.
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Lesson 8:
The Consonant D d
You will need the following: the cards you used previously, one blank index card, and a pen.
Review
Instructor:
I will show you each vowel card, and we will say the sound of that short vowel together.
Go through the cards in order, and say each sound slowly. If the child has trouble, have him repeat the
sounds after you.
Instructor:
Let’s practice the first two lines of the poem “The Consonant Rhyme.” Let’s say them
together three times.
Together (three times):
B stands for /b/ in /b/, /b/, bat.
C stands for /k/ in /k/, /k/, cat.
Instructor:
I will show you the consonant cards from the previous lessons. I will point to each card and
say the sound that consonant represents. Then you will repeat that sound back to me.
Instructor:
Now I am going to ask you some questions about the sounds of the consonants as I point to
each consonant card. You will answer these questions with a line from the poem. For what
sound does the letter b stand?
Child:
B stands for /b/ in /b/, /b/, bat.
Instructor:
For what sound does the letter c stand?
Child:
C stands for /k/ in /k/, /k/, cat.
New
Instructor:
Today we are going to learn the consonant d. This is the big D and the little d:
D d
Instructor:
I will write the consonant d on a card for you. First I will write the big D, and then I will
write the little d.
Instructor:
The letter d usually stands for the sound /d/. The sound /d/ is a voiced consonant sound
because you use your voice to pronounce the sound. I will point to the letter d card and say
the consonant sound five times.
Even though the sound /d/ requires using the voice, don’t prolong the sound of /d/ so it sounds like /duh/.
Instructor:
/d/, /d/, /d/, /d/, /d/. Now we will say the sound together.
Together:
/d/, /d/, /d/, /d/, /d/.
Instructor:
Listen as I say these words that begin with the sound /d/: dog, dip, dot. Now repeat after me:
/d/, /d/, dog.
Child:
/d/, /d/, dog.
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Instructor:
/d/, /d/, dip.
Child:
/d/, /d/, dip.
Instructor:
Listen for the voiced sound /d/ at the end of these words: had, bed, did. Listen for the sound
of the letter d as you repeat after me: had.
Child:
had.
Instructor:
bed.
Child:
bed.
Instructor:
I am going to teach you the third line of the poem “The Consonant Rhyme.”
D stands for /d/ in /d/, /d/, dog.
Instructor:
I will say this to you three more times.
Instructor:
Repeat after me: “D stands for /d/ in /d/, /d/, dog.”
Child:
D stands for /d/ in /d/, /d/, dog.
Instructor:
Let’s say that together three times.
Together (three times):
D stands for /d/ in /d/, /d/, dog.
Instructor:
Let’s add that line to the lines you have already learned, and say them together three times.
Together (three times):
B stands for /b/ in /b/, /b/, bat.
C stands for /k/ in /k/, /k/, cat.
D stands for /d/ in /d/, /d/, dog.
Instructor:
For what sound does the letter d stand?
Child:
D stands for /d/ in /d/, /d/, dog.
Game: Consonant Pick-Up
Place the three consonant cards on the table: B b, C c, and D d. Say the sound that one of the letters
represents and ask the child to pick up the correct consonant card. If the child picks the right card, he
gets the card; if he doesn’t, the instructor gets the card. Once you have gone through all three cards,
have the child practice the cards he missed. Then shuffle all the cards and begin the game again. Once
the child shows mastery, add the vowel cards and play the game with all of the cards.
Follow-Up:
The child should repeat the d line from the poem two more times during the day. Point out the letter d to
the child whenever you see it (on signs, on food boxes or cans, in books you read aloud to him, etc…).
Ask him to recite the line from this lesson to you.
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Lesson 9:
The Consonant F f
You will need the following: the cards you used previously, one blank index card, and a pen.
Review
Instructor:
I will show you each vowel card, and we will say the sound of that short vowel together.
Instructor:
Let’s practice the first three lines of the poem “The Consonant Rhyme.” Let’s say them
together three times.
Together (three times):
B stands for /b/ in /b/, /b/, bat.
C stands for /k/ in /k/, /k/, cat.
D stands for /d/ in /d/, /d/, dog.
Instructor:
Now I will show you each consonant card from the previous lessons. I will say the sound that
consonant represents, and you will repeat it back to me.
Instructor:
Now I am going to ask you some questions about the sounds of the consonants. I want you to
answer me with a line from the poem.
Point to each consonant card in order, and ask the child, “For what sound does the letter (insert
consonant) stand?”
New
Instructor:
Today we are going to learn the consonant f. This is the big F and the little f:
F f
Instructor:
I will write the big F and the little f on a card for you.
Instructor:
The letter f stands for the sound /f/. The sound /f/ is an unvoiced consonant sound because
you do not use your voice to pronounce the sound. You just use air. I will point to the letter f
card and say the consonant sound five times.
Place your top teeth on your bottom lip and blow air (do not use your voice): /f/.
Instructor:
/f/, /f/, /f/, /f/, /f/. Now we will say the sound together.
Together:
/f/, /f/, /f/, /f/, /f/.
Instructor:
Listen as I say these words that begin with the sound /f/: fat, fan, fed. Now repeat after me:
/f/, /f/, fat.
Child:
/f/, /f/, fat.
Instructor:
/f/, /f/, fan.
Child:
/f/, /f/, fan.
Instructor:
Listen for the unvoiced /f/ at the end of these words: if, off, huff. Listen for the sound of the
letter f as you repeat after me: if.
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Child:
if.
Instructor:
off.
Child:
off.
Instructor:
Now I am going to teach you the next line of the poem “The Consonant Rhyme.” This is the
fourth line:
F stands for /f/ in /f/, /f/, fog.
Instructor:
I will say this to you three more times.
Instructor:
Repeat after me: “F stands for /f/ in /f/, /f/, fog.”
Child:
F stands for /f/ in /f/, /f/, fog.
Instructor:
Let’s say that together three times.
Together (three times):
F stands for /f/ in /f/, /f/, fog.
Instructor:
Let’s add that line to the lines you have already learned. Let’s say these lines together three
times.
Together (three times):
B stands for /b/ in /b/, /b/, bat.
C stands for /k/ in /k/, /k/, cat.
D stands for /d/ in /d/, /d/, dog.
F stands for /f/ in /f/, /f/, fog.
Instructor:
For what sound does the letter f stand?
Child:
F stands for /f/ in /f/, /f/, fog.
Follow-Up:
The child should repeat the f line from the poem two more times during the day. Point out the letter f to
the child whenever you see it (on signs, on food boxes or cans, in books you read aloud to him, etc…).
Ask him to recite the line from this lesson to you.
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