Lesson 13: The Consonant K k
You will need the following: the cards you used previously as well as a blank index card and a pen.
Review
Instructor:
I will point to each vowel card, and we will say the name of each vowel together.
Instructor:
Now I will point again to each vowel card, and you will say its short-vowel sound.
Instructor:
Let’s practice the first seven 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.
F stands for /f/ in /f/, /f/, fog.
G stands for /g/ in /g/, /g/, gum.
H stands for /h/ in /h/, /h/, hum.
J stands for /j/ in /j/, /j/, Jeep.
Instructor:
Now I will show you the consonant cards from the previous lessons. I will say the sound each
consonant represents, and you will repeat the sound after me.
Instructor:
Now I am going to ask you some questions about the sounds of the consonants. You will
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 k. This is the big K and the little k:
K k
Instructor:
I will write the big K and the little k on a card for you.
Instructor:
Now do you remember for what sound the letter c stands?
Child:
/k/.
Instructor:
The letter k usually stands for that same sound: /k/. Remember, the sound /k/ 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 k below and say the consonant sound five times.
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/ and the letter k: kid, kit, keep. Now
repeat after me: /k/, /k/, kid.
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Child:
/k/, /k/, kid.
Instructor:
/k/, /k/, keep.
Child:
/k/, /k/, keep.
Words that end with the /k/ sound are spelled with ck.
Instructor:
Listen as I say these words that end with the sound /k/: pack, sock, luck. Now repeat after
me: pack.
Child:
pack.
Instructor:
luck.
Child:
luck.
Instructor:
Now I am going to teach you the eighth line of the poem “The Consonant Rhyme.”
K stands for /k/ in /k/, /k/, keep.
Instructor:
I will say this to you three more times.
Instructor:
Repeat after me: “K stands for /k/ in /k/, /k/, keep.”
Child:
K stands for /k/ in /k/, /k/, keep.
Instructor:
Let’s say that together three times.
Together (three times):
K stands for /k/ in /k/, /k/, keep.
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.
G stands for /g/ in /g/, /g/, gum.
H stands for /h/ in /h/, /h/, hum.
J stands for /j/ in /j/, /j/, Jeep.
K stands for /k/ in /k/, /k/, keep.
Instructor:
For what sound does the letter k stand?
Child:
K stands for /k/ in /k/, /k/, keep.
Follow-Up:
The child should repeat the k line from the poem two more times during the day. Point out the letter k 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 14: The Consonant L l
You will need the following: the cards you made previously as well as a blank index card, and a pen.
Review
Instructor:
I will point to each vowel card and you will say the name of each vowel by yourself. Then I
will point again to each vowel card, and you will say its short-vowel sound.
Instructor:
Let’s practice the first eight 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.
F stands for /f/ in /f/, /f/, fog.
G stands for /g/ in /g/, /g/, gum.
H stands for /h/ in /h/, /h/, hum.
J stands for /j/ in /j/, /j/, Jeep.
K stands for /k/ in /k/, /k/, keep.
Instructor:
I will show you the consonant cards from the previous lessons. I will say the sound each
consonant represents, and you will repeat that sound after me.
Instructor:
Now I am going to ask you some questions about the sounds of the consonants. You will
answer me with a line from the poem.
Point to each consonant card, and ask the child, “For what sound does the letter (insert consonant)
stand?”
New
Instructor:
Today we are going to learn the consonant l. This is the big L and the little l:
L l
You may notice that the little l (in letter) looks like the big I (in Isaac). Don’t discuss this with the child
unless it is causing a problem. Once the child begins reading words, the similarity of print is rarely an
issue.
Instructor:
I will write the big L and the little l on a card for you.
Instructor:
The letter l usually stands for the sound /l/, a voiced consonant sound. You use your voice to
pronounce the sound. I will point to the l card and say the consonant sound five times.
The sound /l/ is particularly hard for some children to master. Place the tip of your tongue on your gums
just behind your front teeth while you make a voice sound. Do not release your tongue while sounding
the voice or you will make a /la/ sound. If the child has difficulty with this particular sound, pleasantly
model it correctly for him, and move on. It often takes young children a year or two to say some sounds
perfectly. Do not make the child self-conscious.
Instructor:
/l/, /l/, /l/, /l/, /l/. Now we will say the sound together.
Together:
/l/, /l/, /l/, /l/, /l/.
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Instructor:
Listen as I say words that begin with the sound /l/: lap, lid, lot. Repeat after me: /l/, /l/, lap.
Child:
/l/, /l/, lap.
Instructor:
/l/, /l/, lot.
Child:
/l/, /l/, lot.
Instructor:
Listen as I say these words that end with the sound /l/: pal, hill, dull. Now repeat after me:
pal.
Child:
pal.
Instructor:
hill.
Child:
hill.
Instructor:
I am going to teach you the ninth line of the poem “The Consonant Rhyme.”
L stands for /l/ in /l/, /l/, lap.
Instructor:
I will say this to you three more times.
Instructor:
Repeat after me: “L stands for /l/ in /l/, /l/, lap.”
Child:
L stands for /l/ in /l/, /l/, lap.
Instructor:
Let’s say that together three times.
Together (three times):
L stands for /l/ in /l/, /l/, lap.
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.
F stands for /f/ in /f/, /f/, fog.
G stands for /g/ in /g/, /g/, gum.
H stands for /h/ in /h/, /h/, hum.
J stands for /j/ in /j/, /j/, Jeep.
K stands for /k/ in /k/, /k/, keep.
L stands for /l/ in /l/, /l/, lap.
Instructor:
For what sound does the letter l stand?
Child:
L stands for /l/ in /l/, /l/, lap.
Follow-Up:
The child should repeat the L line from the poem two more times throughout the day.
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Lesson 15: The Consonant M m
You will need the following: the cards you used previously, a blank index card, and a pen.
Review
Instructor:
I will point to each vowel card and you will say the name of each vowel by yourself. Once
we have finished going through all five vowels, I will point again to each vowel card, and
you will say its short-vowel sound.
Instructor:
Let’s practice the first nine 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.
F stands for /f/ in /f/, /f/, fog.
G stands for /g/ in /g/, /g/, gum.
H stands for /h/ in /h/, /h/, hum.
J stands for /j/ in /j/, /j/, Jeep.
K stands for /k/ in /k/, /k/, keep.
L stands for /l/ in /l/, /l/, lap.
Instructor:
Now I will show you the consonant cards from the previous lessons. I will say the sound each
consonant represents, and you will repeat that sound after me.
Instructor:
I am going to ask you some questions about the sounds of the consonants. You will answer
me with a line from the poem.
Point to each consonant card. Ask the child, “For what sound does the letter (insert consonant) stand?”
New
Instructor:
Today we are going to learn the consonant m. This is the big M and the little m:
M m
Instructor:
I will write the big M and the little m on a card for you.
Instructor:
The letter m stands for the sound /m/. This is the sound you make when something tastes
really good: Mmm… The sound /m/ doesn’t come out of your mouth—your mouth is closed!
The sound has to come out of your nose! The sound /m/ is called a nasal consonant sound.
The word nasal refers to the nose. I will point to the letter m card and say the consonant
sound five times.
To correctly pronounce the /m/ sound, do not say /muh/ and do not clench your teeth.
Instructor:
/m/, /m/, /m/, /m/, /m/. Now we will say the sound together.
Together:
/m/, /m/, /m/, /m/, /m/.
Instructor:
These words begin with the sound /m/: map, met, mud. Repeat after me: /m/, /m/, map.
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Child:
/m/, /m/, map.
Instructor:
/m/, /m/, mud.
Child:
/m/, /m/, mud.
Instructor:
These words end with the sound /m/: ham, gum, hum. Repeat after me: ham.
Child:
ham.
Instructor:
gum.
Child:
gum.
Instructor:
Now I am going to teach you the tenth line of the poem “The Consonant Rhyme.”
M stands for /m/ in /m/, /m/, map.
Instructor:
I will say this to you three more times.
Instructor:
Repeat after me: “M stands for /m/ in /m/, /m/, map.”
Child:
M stands for /m/ in /m/, /m/, map.
Instructor:
Let’s say that together three times.
Together (three times):
M stands for /m/ in /m/, /m/, map.
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.
F stands for /f/ in /f/, /f/, fog.
G stands for /g/ in /g/, /g/, gum.
H stands for /h/ in /h/, /h/, hum.
J stands for /j/ in /j/, /j/, Jeep.
K stands for /k/ in /k/, /k/, keep.
L stands for /l/ in /l/, /l/, lap.
M stands for /m/ in /m/, /m/, map.
Instructor:
For what sound does the letter m stand?
Child:
M stands for /m/ in /m/, /m/, map.
Follow-Up:
The child should repeat the m line from the poem two more times during the day. Point out the letter m to
the child whenever you see it. Ask him to recite the line from this lesson to you.
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