Unit 6

Lesson 1 Objectives
Students will
Unit 6 1 Listen. Then listen and repeat. TR: 112 and 113

1. 2.

Cc
• hear /k/ in the initial position.

Cc
• produce /k/ in the initial position.
cat car
• associate sounds and letters. 3. 4. 5.

• associate sounds, words, and

images.
cup cake color
/k/ Resources
2 Trace and say.
SB mini TK

initial position: cat Student Book p. 44

3 Do you hear c? Listen and circle Yes or No. TR: 114
Audio TR: 112–115 (Audio CD, Website)
Key Words cat, car, cup, cake, color Picture Cards (for Extend) (Website)
1. Yes No 2. Yes No 3. Yes No 4. Yes No

4 Do you hear the word with c one or two times? Listen

Additional Words coat, cone, cold, and circle 1 or 2. TR: 115

carrot; picnic, cart (Lesson 2) 1. 2. 3. 4.

1 2 1 2 1 2 1 2
44

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Warm Up Review target sounds when c comes before an e, i, or y, the Extend Prepare Picture Cards of
and words from Unit 5. Say Let’s see /s/ sound is used. Students will learn words with /k/ for the letter c: cake,
how many words with /j/ we know. the /s/ sound for c in Lesson 2. car, cat, coat, cold, and color. Give
I’ll start. Yawn. Point to the student in Picture Cards to students (one per
2 Say Look at the words and
the first seat and say (Lara) please say student), and invite these students to
another word with /j/. Have students pictures in Activity 1 again. Trace the the front of the class. Then say Listen
continue in order until they cannot letter c. When students finish, call on and stand in order. Say the words for
think of any more /j/ words. Then volunteers to say each word aloud. the Picture Cards in a random order.
continue the activity with the sounds 3 Read the directions aloud. Then Have students arrange themselves in
/ʌ/, /ʊ/, and /i/. the correct order from left to right.
play TR: 114, pausing for students
Have the class chant the words.
to circle Yes or No. Have students
1 Write Cc on the board. Ask What Repeat with different students and a
compare their answers in pairs before
letter is this? Say This letter makes different word order. For an additional
reviewing them as a class. You may
the sound /k/. Have students make challenge, call on a student to say the
also want to call on volunteers to say
the /k/ sound. Then say Open your words in the order he or she chooses.
other words, with or without /k/ for
books to page 44. Find the letter c.
Have students trace the upper- and
the letter c. Other students listen and Wrap Up Play a drawing game,
raise their hand only when they hear using words from the lesson. Begin
lowercase c on the page with their
/k/. drawing a simple picture on the
finger.
TR: 114 1. jam 2. cod 3. gate 4. cut board, pausing to ask What’s this?
Then say Let’s learn some words with When students guess correctly,
/k/. Look at the pictures and listen. 4 Use the pictures to help students complete the picture and say That’s
Play TR: 112. Have students follow the identify any new words. Then read the right! It’s a (cat). You may also want
words with their finger. Then say Listen directions aloud. Play TR: 115, pausing to invite students to draw the pictures
again and repeat. Play TR: 113. You for students to circle 1 or 2. Have on the board.
may want to play TR: 113 again and students compare their answers in
have students trace the c with their pairs before reviewing them as a class.
finger while they listen and repeat. You may want to play TR: 115 again
TR: 112 and TR: 113 C /k/ 1. /k/ cat and have students repeat the first
2. /k/ car 3. /k/ cup 4. /k/ cake word in each pair.
5. /k/ color TR: 115 1. coat, goat 2. cone, bone
NOTE: Point out that the /k/ sound is 3. cold, cold 4. carrot, carrot
often used for the letter c. However,

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 Unit 6
Lesson 2 Objectives
Students will
5 Listen. Then listen and repeat. TR: 116 and 117

1. 2.

• hear /s/ in three positions.

Cc
Cc
• produce /s/ in three positions.
cent city
• associate sounds and letters. 3. 4. 5.

• associate sounds, words, and images.

• differentiate between /k/ and /s/ for
face juice pencil
/s/ the letter c.
6 Trace and say.
SB mini TK

initial position: cent Resources 7 Is c in the beginning, in the middle, or at the end?

final position: face Student Book p. 45 Listen and repeat. Check. TR: 118

1. 2. 3. 4.

medial position: pencil Audio TR: 116–119 (Audio CD, Website)

Picture Cards (for Extend and Wrap
Key Words cent, city, face, juice, Up) (Website) 8 Do you hear c as in cat or c as in cent? Listen and
pencil circle in green or in blue. TR: 119
Materials 1. cereal 2. picnic 3. cart 4. mice

Additional Words bicycle, rice, circle, green and blue crayons or colored
blue green green blue
45

dance, cereal, mice pencils (one of each per student);

tape or tack (optional, for Extend)
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Warm Up Write words from 6 Say Look at the words and TR: 119 1. cereal 2. picnic 3. cart
Lesson 1 on the board: cake, car, pictures in Activity 5 again. Trace the 4. mice
carrot, cat, coat, cold, color, and letter c. When students finish, call on
cone. Divide the class into two teams. volunteers to say the words aloud. Extend Prepare Picture Cards of
Invite a student from each team to words from Lessons 1 and 2: cake, car,
NOTE: Explain that when /s/ is at the
the board. Say Listen and circle the cat, coat, cold, color, dance, juice,
end of the word, the c is followed by
word cat. The first student to circle pencil, and rice. Make a two-column
a silent e, as in face and juice.
the word cat gets a point for his chart on the board. Hold up the
or her team. Continue with other 7 Say Let’s listen to some more cat card and ask What’s this? What
students until all words are circled. words with /s/ for the letter c. Use sound does the letter c make? (/k/)
the pictures to help students identify Write on the board: c as in cat as the
5 Write the words color and circle any new words. Then play TR: 118 first column head, and display the
on the board. Point to color and ask and have students repeat the words. Picture Card in that column. Do the
What sound does the letter c make Read the directions aloud and play same for the juice Picture Card in the
in color? (/k/) Yes. C can make the TR: 118 again, pausing for students to second column. Continue holding up
sound /k/. Then point to the first c in check the correct position for the /s/. cards and having students identify
circle and ask What sound does the Review the answers as a class. the correct sound and column. Then
first c make in circle? (/s/) Say Yes! C have students close their eyes while
can also make the sound /s/. Have TR: 118 1. bicycle 2. rice 3. circle you move a card into the wrong
students make the /s/ sound. Ask 4. dance group. Say Open your eyes. What’s
What other letter makes the sound 8 Have students take out green wrong? After students respond, invite
/s/? (s) That’s right! We hear /s/ in a student to correct the error. Repeat,
and blue crayons or colored pencils.
words with s, like sun. Let’s learn moving different cards. Leave the
Say each word and have students
words with the letter c for /s/. Have columns on the board for the Wrap
point to the letter c. Begin playing
students open their books to p. 45. Up.
TR: 119, pausing after the word
Say Look and listen. Play TR: 116.
Have students follow the words with
cereal. Ask Do you hear /k/ as in cat Wrap Up With books closed,
or /s/ as in cent? (/s/ as in cent) Yes. have students suggest more words
their finger. Then say Listen again
Blue is for /s/, so let’s circle the word for each column on the board. Then
and repeat. Play TR: 117 and have
cereal in blue. Model circling the have students look on pp. 44–45 of
students listen and repeat.
word cereal in blue. Continue playing their books for any other words to
TR: 116 and TR: 117 C /s/ 1. /s/ cent TR: 119, pausing for students to circle include.
2. /s/ city 3. /s/ face 4. /s/ juice the words with the correct color.
5. /s/ pencil

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 Unit 6
Lesson 3 Objectives
Students will
9 Listen. Then listen and repeat. TR: 120 and 121

1. 2.

Kk
• hear /k/ in three positions.

Kk
• produce /k/ in three positions.
king kite
• associate sounds and letters. 3. 4. 5.

• associate sounds, words, and

images.
book walk cookie
/k/ Resources
10 Trace and say.
SB mini TK

initial position: king Student Book p. 46

final position: book Audio TR: 120–123 (Audio CD, Website) 11 Is k in the beginning, in the middle, or at the end?
Listen and repeat. Check. TR: 122

medial position: cookie Picture Cards (for Extend) (Website) 1. 2. 3. 4.

Materials
Key Words king, kite, book, walk,
cookie index cards (for Extend)
12 Do you hear k? Listen and circle Yes or No. TR: 123

1. Yes No 2. Yes No 3. Yes No 4. Yes No

Additional Words key, pink, kitchen, 46

blanket; cook, sink (Lesson 4)

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Warm Up Divide the class into repeat. Play TR: 121. You may want to reviewing them as a class.
two teams. Assign each team a sound play TR: 121 again and have students
TR: 123 1. kangaroo 2. goal 3. look
for the letter c: /k/ or /s/. Say Listen trace the k with their finger while
4. baker
and stand up when you hear words they listen and repeat.
with your sound. Call out words from
TR: 120 and TR: 121 K /k/ 1. /k/ king Extend Prepare Picture Cards of
Lessons 1 and 2 in random order. words from Lessons 1 and 3: book,
2. /k/ kite 3. /k/ book 4. /k/ walk
For example, cake, face, cup, cold, car, cat, coat, color, cookie, kitchen,
5. /k/ cookie
etc. Team members stand up when kite, and pink. Write the same
they hear words with their sound. 10 Say Look at the words and words on separate index cards. Give
You may also want to have students pictures in Activity 9 again. Trace students (or pairs of students) a word
demonstrate the meaning of some the letter k. When students finish, card or a Picture Card. Say one of
of the words. For example, students call on volunteers to say each word the words. For example, say Kite. The
might point to their face or pretend aloud. Students can also tell whether students with the Picture Card and
to shiver for the word cold. they hear /k/ in the beginning, in the word card for kite stand up to show
middle, or at the end of the word. and read their words to the class. Ask
9 Write Kk on the board. Ask
Is the /k/ in kite made by the letter
What letter is this? Say This letter 11 Say Let’s listen to some more
c or the letter k? (k) Repeat with the
makes the sound /k/. Have students words with the letter k for /k/. Use the other words.
make the /k/ sound. Then ask What pictures to help students identify any
other letter can make the sound /k/? new words. Play TR: 122 and have Wrap Up Have students look at
(c) That’s right. The letters c and k can students repeat the words. Then read the pictures on p. 46 of their books.
both make the sound /k/. Now let’s the directions aloud and play TR: 122 Say Find a word with k for /k/ in the
learn about the letter k. Open your again, pausing for students to check middle. Students point to and say
books to page 46. Find the letter k. the correct position of /k/. Review the the correct word or words. (cookie,
Have students trace the upper- and answers as a class. blanket) Repeat with other words
lowercase k on the page with their with k for /k/ in various positions.
TR: 122 1. key 2. pink 3. kitchen
finger.
4. blanket
Then say Now let’s learn some words
with the letter k for /k/. Look at the 12 Read the directions aloud. Then
pictures and listen. Play TR: 120. Have play TR: 123, pausing for students
students follow the words with their to circle Yes or No. Have students
finger. Then say Listen again and compare their answers in pairs before

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 Unit 6
Lesson 4 Objectives
Students will
13 Listen. Then listen and repeat. TR: 124 and 125

1. 2.

• hear /ks/ in two positions.

Xx
Xx
• produce /ks/ in two positions.
fox box
• associate sounds and letters. 3. 4. 5.

• associate sounds, words, and

images.
six mix taxi
/ks/ • differentiate between letters and
sounds: k (/k/) and x (/ks/). 14 Trace and say.
SB mini TK

final position: fox

Resources 15 Do you hear x? Listen and circle Yes or No.
medial position: taxi
TR: 126

Student Book p. 47 1. Yes No 2. Yes No 3. Yes No 4. Yes No

Key Words fox, box, six, mix, taxi Audio TR: 124–127 (Audio CD, Website) 16 Do you hear k or x? Listen and write k or x. TR: 127

1. 2. 3. 4.

Additional Words T. rex, wax

T. rex cook wax sink
47

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Warm Up Write four words from 14 Say Look at the words and Extend Write this nonsense
Unit 6 on the board—three words pictures in Activity 13 again. Trace the rhyme on the board, leaving out each
that share a target sound and one letter x. When students finish, call on underlined x:
word that doesn’t. For example: volunteers to say the words aloud.
king, walk, key, and face. Say Let’s Students can also say if they hear /ks/ Mix a fox in a box
say the words aloud. Which doesn’t in the middle or at the end of the With a T. rex in a taxi
belong? (face) Why? (It has /s/, not word. The T. rex eats the fox,
/k/.) Have students suggest another And the box, and the taxi!
15 Read the directions aloud. Then
word with the letter k for /k/ to
play TR: 126, pausing for students
replace face. Repeat with other Say Read the rhyme. What letter is
to circle Yes or No. Have students
groups of words. missing? (x) Invite students to come
compare their answers in pairs before
13 Write Xx on the board in reviewing them as a class. You may to the board and write in the missing
also want to call on volunteers to letters. Have them say each word
dotted outline. Ask What letter is
say other words, with or without /ks/. aloud. Then chant the rhyme as a
this? Trace the letter and confirm the
Other students listen and raise their class.
answer x. Then say This letter makes
hand only when they hear /ks/.
the sound /ks/. Have students make Wrap Up Say a word from
the /ks/ sound. Then say Open your Lessons 1–4. For example, say Cent.
TR: 126 1. tax 2. bus 3. fix 4. rock
books to page 47. Find the letter x. Have students repeat the word and
Have students trace the upper- and 16 Use the pictures to help say the target letter and sound. (c,
lowercase x with their finger. students identify any new words. /s/) Then say Now tell me another
Then read the word below each word with the letter c for /s/. Call
Say Let’s learn some words with
picture and invite students to guess on a student to give a word with a
/ks/. Look at the pictures and listen.
the missing letter (k or x). Read the matching letter and sound, such as
Play TR 124. Have students follow
directions aloud. Then play TR: 127, city. Repeat with words for other
the words with their finger. Then
pausing for students to write k or x. sounds and letters.
say Listen again and repeat. Play
Have students compare their answers
TR: 125. Play TR: 125 again and have
in pairs before reviewing them as a
students trace the x with their finger
class. You may want to play TR: 127
while they listen and repeat.
again and have students repeat the
TR: 124 and TR: 125 X /ks/ 1. /ks/ fox words.
2. /ks/ box 3. /ks/ six 4. /ks/ mix
TR: 127 1. T. rex 2. cook 3. wax 4. sink
5. /ks/ taxi

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 Unit 6
Lesson 5 17 Find the three words in a row. Then listen and repeat.
Check your answers. TR: 128

Game and Chant 1. c as in cup or c as in city

in the beginning
2. c as in face, k, or x
at the end

Objectives Resources
Students will Student Book pp. 48, 75–76 6
• hear /k/, /s/, and /ks/. Audio TR: 128–129 (Audio CD, Website) 6
• associate sounds and words. SB mini TK
18 Listen. Then listen and chant. TR: 129
• review unit content with a game. Come on, girls,
Come on, boys.
• produce target sounds with a Clap your hands
And make some noise!
chant.
Cake and ice cream, c c c.
A pretty pink kite, k k k.
A nice red bicycle, c c c.
A T. rex in a box, x x x.

Come on, girls,

Come on, boys.
Clap your hands
And make some noise!
48

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Warm Up Write words from grid 2, finding three words with the time so that students can say the
Lessons 1–4 on the board, but without same sound at the end. Students can entire chant as they listen.
letters for the target sounds. For work alone or in pairs.
example, write _ity for city, leaving Extend Write the main verse of
Say Now listen and repeat. Check the chant as a matching activity on
out the underlined letter. Do the
your answers. Play TR: 128. Have the board. Say Read and think. Can
same for the following words: cent,
students repeat each group of three you match the lines? Invite pairs of
color, cookie, cup, face, fox, king, mix,
words and check that they have students to the board to match each
taxi, and walk. Invite a student to
connected them correctly on each part and make the correct line. Play
the board. Say Find the word cookie.
grid. TR: 129 again for students to check
What letter is missing? Write the
letter and say the sound. The student TR: 128 1. /k/ as in cup in the their answers.
finds the word, writes k, and then beginning: cat, car, cup 2. /k/ at the
end: book, pink, walk Cake and red bicycle, c c c.
says the letter and sound: k, /k/. Have
the class read the completed word A pretty pink ice cream, c c c.
18 Say Look at the picture. What A nice in a box, x x x.
aloud. Repeat with other students
do you see? Have students describe A T. rex kite, k k k.
and words.
what they can, including words with
17 Have students identify the the target sounds (cake, pink, kite,
Wrap Up Help students create
pictures. (grid 1: pencil, kite, cat, bicycle, T. rex, box) and without (girl,
their own verse for the chant,
six, king, car, taxi, cent, cup; grid gift, birthday, balloon). Then point
replacing the key words with others
2: box, face, mix, book, pink, walk, to and say the remaining words with
that have the same target sound.
six, fox, juice) Then say We need to the target sounds (ice cream, nice).
For example: Cups and carrots. A
find three words in a row. Look at Ask questions about the picture, such
pretty pink book. A nice red pencil.
number 1. Which sound and letter is as Where’s the bicycle? What color
A fox in a box. Have students chant
at the beginning of each word? Have is it? What color is the kite? Have
their verse to the same rhythm as the
students identify the sounds and students answer by giving the word
chant in Activity 18.
letters. Then ask Which three words or pointing to the item in the picture.
have the same sound and letter at Have students turn to pp. 75–76 and
Say Let’s listen to a chant. Play
the beginning? (cat, car, cup) Ask Are write the Unit 6 words in the Picture
TR: 129 and have students listen to
these three words in a row? (yes) Let’s Dictionary.
the chant. Then say Now say the
draw a line. Students draw a vertical
chant. Play TR: 129 again, pausing
line between the cat, the car, and the
after each line and having students
cup. Have students do the same for
repeat it. Then play TR: 129 a third

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 Unit 6
Lesson 6 19 Listen. Then listen and repeat. TR: 130 and 131

Max Flies a Kite

Story Max Flies a Kite Max doesn’t want to color the
cat. He is looking in his toy box.

Summary Max doesn’t want to play with his toys. He wants to fly a kite, but it’s
hard! Luckily, Max has a good idea.

He doesn’t want his pink

cars or T. rex. He likes his kite.

Objectives Resources S B m i n i T KLook! Max is racing

Max is running in circles near
the fence. He can’t fly his kite. with the kite on his
Students will Student Book pp. 49, 79 bicycle! Nice idea, Max!

• listen to and demonstrate Audio TR: 130–132 (Audio CD, Website)

understanding of a story. Unit 6 Worksheet (Website)
• associate target sounds and
words in context.
Materials
index cards (for Warm Up); green, 20 Which sound do you hear? Listen and circle .
• use pictures to demonstrate Then go to page 79. TR: 132
black, blue, and orange crayons
understanding. 1 c as in color 2 c as in cup 3 x 4 k
or colored pencils (one of each per 1 c as in juice 2 c as in circle 3 k 4 x
• track print from left to right. student) 49

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Warm Up Write pairs of words TR: 130 a second time. Have students ask Do you hear /k/ as in color or /s/
from Unit 6 on index cards, such as point to each panel as they listen. as in juice? (/k/) That’s right! Circle
bicycle/kite, circle/T. rex, cup/bicycle, Then say Listen and say the sentences. the green number 1 next to the letter c
pink/box, kite/T. rex, juice/box, and Play TR: 131 and have students listen as in color. Continue playing TR: 132,
pencil/cookie. There should be two of and repeat. pausing for students to circle the
each card. number next to the correct letter.
Extend Write the following
bicycle bicycle sentences from the story on the TR: 132 1. /k/ car 2. /s/ race 3. /ks/ box
kite kite board: Max is racing with the kite on 4. /k/ look
his bicycle. Max doesn’t want to color
Have students take out green, black,
Hand out cards, one per student. the cat. Max is running in circles near
blue, and orange crayons or colored
Say Find the student with the same the fence. Then say Read and find
pencils. Have them turn to p. 79 and
words. Have students stand up and the sentences in the story. Students
write the numbers into the correct
move around the classroom, saying read the sentences and then find and
squares. (Remind students to check
their words and finding the other point to them on p. 49.
p. 49 as necessary.) Have students
student with the same words.
Hold up the Unit 6 Worksheet. Point use the completed key to color the
19 Say It’s time for a story! Turn to to the first word (Ma_ ) and ask What picture correctly. Then ask What do
page 49. Read the story’s title, and sound is missing? (/ks/) Let’s write x. you see? (a kite) Students complete
have students look at the panels. Ask Have students complete the rest of the word with the letter k.
What do you think the story is about? Activity 1. For an extra challenge,
(a boy and his kite) Point to panel have students first try to complete as Wrap Up Say true or false
many words as they can with their sentences about the story. For
one and ask Is Max happy or sad
books closed. When they finish, have example, say Max doesn’t want
in panel one? (sad) In panel two?
students work in pairs to do Activity 2. to color the cat. (true) Max has a
(happy) Point to other panels and ask
Students say the words and copy pink toy box. (false) Max likes his
What toys do you see? (book, ball,
them into the correct column. kite. (true) Max has two yellow
kite, car) Does Max like his kite? (yes)
cars. (false) Max races on his
Point to panel three and ask Can
20 Read each word and ask bicycle. (true) Have students tell
Max fly his kite here? (no) Point to
students to identify the sound of its whether the sentences are true or
panel four and ask Here? (yes)
red letter. For example: color, c, /k/; false. Call on students to correct false
Say Now let’s listen to the story. Play juice, c, /s/. Then say Now listen. statements. For example, a student
TR: 130. As the story plays, point to Begin playing TR: 132, pausing after may say Max has a red toy box.
each panel to show the order. Play number 1. Repeat the word car and

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