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Day 11 — /k/ written c in ca wordsFoundation English · T1 W3–4 · Day 11 lesson

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Foundation / English / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Check guide.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Proposed codes: AC9EFLE02, AC9EFLY05, AC9EFLY11, AC9EFLY12.
Goal: Recall secure earlier links, connect c to /k/ in ca words, and read a short sentence without picture guessing.
Prepare: Prior m a s t p i n cards; new c/C; three sound boxes; Oral story A; cat, can, cap; Cam sat. cards.

  1. Cumulative review · 3 min. Mix the seven earlier lower-case cards. Ask for each common sound; show pin and mat for a quick blend. Make a note of any sound needing re-teaching, then move on without shaming.
  2. Adult-read story · 4 min. Read The Market Banner aloud. Ask: “What problem did Nia see?” Take a spoken, pointed or AAC response. Say: “The story is for listening; I will read its long words.”
  3. Explain and model · 5 min. Say cat, can, cap without showing print; draw attention to the first /k/. Show c: “The letter name is see. In these ca words it shows /k/.” Show C as the same letter's capital form in the name Cam. Model /k/ without “kuh”. Do not claim c always says /k/.
  4. Guided blend · 7 min. Build c a t, touch /k/ /æ/ /t/, then sweep cat. Guide can, then invite cap. Swap last letters so learners notice which sound changed. Use the school formation prompt for c.
  5. Meaning and sentence · 4 min. Build C a m. Read Cam sat. together, then remove the model and let learners track it left to right. Show a simple person drawing only after the blend; ask “What did Cam do?”
  6. Exit check · 2 min. Show can in a fresh position. Ask for an independent sound-by-sound blend and point to c for its sound. Record both separately.

Access routes: Large/tactile cards, drag-and-drop letters, clear mouth view, quiet rehearsal, finger sweep or AAC sound selection. A correct answer to the adult-read story is comprehension evidence, not proof of decoding.

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