Introduction: Grades K-2 students will take part in a variety of activities to learn more about soft C.
Step 1: Read story called “Cecil Centipede helps find Cicily’s missing three Cents.”
Story Description: Sam and Sue are a brother and sister spy team. They help characters solve problems. Cicily lost three cents. Since cents begins with the soft C sound, Sam and Sue call in their good friend Cecil Centipede to help them solve the case.
Please note: You are welcome to print all slides for classroom use. For your convenience, a PDF file link is included in the Slideshow Captions.
- Slide 1: Cover Page for Letter C Alphabet Tale
- Slide 2: Slideshow – Cecil Centipede helps find Cicily’s missing three Cents intro page
- Slide 3: Display Poster for Sam & Sue Puppets
- Slide 4: Song – Do You Want To Be A Spy?
- Slide 5: Song - page 1 of 2 – Cecil Centipede
- Slide 6: Display Poster Suggestion For Cecil Centipede – Soft Cc
Step 3: Conduct the following Special Tasks
Special Tasks:
1. List all soft "C" words heard in the story that you can. If necessary, re-read selected sentences and have the children pick out every word they heard that started with that sound. Put those words in ABC order.
Answer Key:
ABC Order
ceasing
Cecil
Cecil Centipede
celebrate
cement
cent
centipede
cents
century
ceramic
Cicely
Cicely’s
cider
cinder
circle
city
Civil War
2. From that alphabetical list, pick out the ones that are nouns (i.e., people, places, things, and animals.) Illustrate those nouns.
Answer Key:
NOUNS
People
Cicely
Cicely’s
Places
city
circle
Time
century
Civil War
Things
cement block
cent
cents
ceramic pot
cider
cinder blocks
Animals
Cecil
Cecil Centipede
centipede
3. From that alphabetical list, pick out the ones that are verbs (action or being). Act those words out if you can.
Answer Key:
Action Verbs
ceasing
celebrate
Verbs of Being
NONE
4. From that alphabetical list, pick out the describing words called adjectives. Tell what nouns they describe.
Answer Key:
Adjectives
cement describing the type of blocks
ceramic describing the type of pot
cinder describing the type of blocks
5. From that alphabetical list, identify the part of speech of each of the remaining words.
a. If they are adverbs, show how they modify the verb, adjective, or another adverb.
b. If they are prepositions, talk about other prepositional words and demonstrate, if possible. For example, take a toy cow and a fence. Place the cow BESIDE the fence, ON the fence, OVER the fence, UNDER the fence, etc.
c. If they are conjunctions, point out the conjunction words.
Answer Key:
5a. Adverbs
There are no adverbs that begin with the soft sound of C in this story.
5b. Preposition & Prepositional Phrases
There are no prepositions that begin with the soft sound of C in this story.
5c. Conjunction
There are no conjunctions that begin with the soft sound of C in this story.
6. Look up centipedes in the encyclopedia or on the internet and find other interesting centipede facts.
Answer Key: (Accept Reasonable Answers)
7. Cut out or draw at least five things that start with the second sound of soft "C." Place these on a poster. Label each item.
Answer Key: (Accept Reasonable Answers)
8. Get student volunteers to draw a picture of a centipede as a classroom display poster. See slide #6 for a formatting suggestion.
Answer Key: (Accept Representative Sketches and Drawings.)
Step 4: Instructional Objectives for Alphabet Tales
Please note: Many of these Curriculum Standards for Reading – Grade 1 are addressed in the lesson plan above:
Reading Content Standard: 1.0
The student will develop the reading and listening skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of print and non-print text.
Learning Expectations:
1.01 Develop oral language.
1.02 Develop listening skills.
1.03 Demonstrate knowledge of concepts of print.
1.04 Develop and maintain phonemic awareness.
Accomplishments:
1.1.01 Develop oral language.
a. Show evidence of expanding oral language through vocabulary growth.
b. Implement rules for conversation (e.g., raise hands, take turns, focus attention on speaker).
c. Understand, follow and give oral directions.
d. Participate in group discussions.
e. Participate in creative responses to text (e.g., choral reading, discussion and drama).
f. Respond to questions from teacher and other group members.
g. Begin to narrate a personal story.
h. Dramatize or retell what has been learned, heard or experienced.
i. Use familiar texts for recitations.
1.1.02 Develop listening skills.
a. Listen attentively to speaker for specific information.
b. Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions).
c. Listen and respond to a variety of media (e.g., books, audio tapes, videos).
d. Recognize the difference between formal and informal languages.
e. Understand and follow simple, three step oral directions.
1.1.03 Demonstrate knowledge of concepts of print.
a. Understand that printed materials provide information.
b. Demonstrate directionality by reading left to right and top to bottom.
c. Track print when being read to aloud.
d. Read and explain own writings and drawings.
e. Identify parts of a book (e.g., title page, table of contents).
f. Recognize that groups of words make sentences.
g. Understand punctuation (e.g., period, question mark).
1.1.04 Develop and maintain phonemic awareness.
a. Recognize words that begin with the same sounds.
b. Recognize words that end with the same sounds.
c. Identify rhyming words.
d. Blend sounds together to form one-syllable words.
e. Segment one-syllable words into sounds.
f. Change targeted sounds to modify or change words.
g. Show awareness of syllables by clapping, counting or moving objects.
Resources:
Tennessee Curriculum Standards for Reading – Grade 1
Comments
This makes a lot of sense.
RT
www.total-anonymity.es.tc
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