theme the phonology of < c >

8/14/2019 THEME the Phonology of < c >

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Kit K D Teaching Notes: page 1

THEME

The phonology of < c >

Summary

Most real spelling patterns are about what letters can

be used where in a word and in what combinations.

The patterns for the letter < c > are a

straightforward and easily accessible

example of these structural patterns.

Phonological patterns are about which letters we use for which phonemes, and the patterns

which determine where in a wordthese letters can be written.

This theme will teach:

• that the letter < c > can represent the phonemes /k/ or /s/;• that the letter which follows < c > governs which

of those phonemes it is representing;

• that < c > is never written at the end of a base word— we write < k > if we need /k/, or < ce > if we need /s/.

NOTES


Preparing for this theme

• Revisit the naming of letters

Any trace of the bogus and misleading ‘phonetic’ alphabet of phonics must beeradicated. The subject of this theme is the letter “Cee”—it is not “Kuh”.

➪ You can never emphasize too much the fact that lettershavenames and that when we are just talking about letters we must always refer to them by name.

The letter < c > can represent one of several phonemes, depending on whereit is in a word. The absurd fallacy of calling the letter < c > “kuh” diverts young

learners from the essential quality of the English spelling—that letters need to becapable of representing more speech sounds than just one.

Referring to letters by name means that we can be definitive and specific about

what letter we are talking about without committing ourselves about the speechsound it may be representing.

• The phonological signs < > and / /

It is important in real spelling to be quite clear about whether we are referring

to letters or to speech sounds.

When we are talking this is straightforward: we can say, “The letter Cee,” or,

“The phoneme / s / —”The letter Kay,” or, “The phoneme / k /.”

When we are writing, however, we need to use signs that make it clear whetherwe are writing about a letter or a speech sound. Do this by using the standard

signs that are used in linguistics. You should already know these signs from yourreading of The User’s self-Training Manual.

Your students also need to know these signs and how to use them.

Apart from anything else, it serves as a constant reminder of the fundamental factthat in English spelling what is written is not necessarily a representation

of the exact pronunciation of a word and that the speech sounds of English wordscannot be fully represented in spelling anyway.

NOTES


Angle brackets for letters

When we are referring only to letters—or to a string of letters—they areenclosed in ‘angle brackets’.

This means that < k > is read as, “The letter Kay,” < sh > is read as,

“Ess, Aitch,” and <-ed > is read as, “Ee, Dee.”

We also use these angle brackets to indicate that we are citing a written word.

This means that < letter > can be read either as, “Ell Ee double Tee Ee Ar,”or “The word ‘letter’.”

Write a few examples on your board and ask for volunteers to read them.Here are some suggestions.

< m > < ing > < cat >

< th > < ea > < love >

Slash brackets for phonemes

The standard sign in linguistics that one or more phonemes are being referredto is to enclose the signs for them in ‘slash brackets’.

This means that / s / is read as, “The phoneme sss,” (not “suh”); / m / is read as,”The phoneme mmm,” (not “muh”).

Be very careful with the ‘plosive’ consonants. There is a common practice

to add a voiced “uh” sound after these consonants—like the notorious andmisleading “kuh” of the ‘phonic’ spelling of < cat >.

The initial phoneme of < cat > is not “kuh”. If it were, the word would be “ku’at” !

The real initial phoneme of < cat > is a completely voiceless / k /—and / k / is onlyone of the phonemes that the letter < c > might be representing.

Write a few examples on your board and ask for volunteers to read them.

Here are some suggestions.

/ n / / v / / z / / h / / l / / p / / r / / t /

NOTES


• Recognizing a base word—a fundamental spelling skill

Most of the phonological patterns of real spelling demand an understandingof basic word structure. This is because:`

• the phonological patterns apply only to the building of bases;

• word structure is at the heart of all spelling patterns anyway.

Revisit basic word structure

Real Spellers who have worked through the three previous themes in this Kitwill be familiar with the terms ‘suffix’ and a ‘base word’.

Here is one of the ways in basic word structure was introduced. Go over it

again with your students if you feel that it needs consolidating.

You might like to build a copy

base word prefix(es) suffix(es)

of this diagram on your boardto help you.

Use the word < unhelpful > as an example.Show its structure first by adapting the diagram.

You can also show it as a word sum.

un + help + ful ➔ unhelpful

Follow this up with a spoken activity—you give a complete word that has a baseword with a suffix and the job of the students is to tell you what the base word is.

Here are some words that you could use.

careless kindness winnertalking fastest movement

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The main theme

Here’s one way you could introduce the theme:

“The letter < c > is quite a busy letter.

Like every one of the letters of the alphabet it can represent morethan just one speech sound. We are going to learn about how the

letter < c > can represent either /s/ or /k/.

We are also going to learn about when we must use the letter < k >for /k/.”

• The basic phonology of < c >

Tell your students that there are simple patterns that will tell them howto use the letter < c > when they are writing words.

Here is the first one.

➪ The letter < c > can represent /k/ or /s/.

Just telling people a spelling pattern, or just talking about it, is not the most

effective way of communicating and consolidating that knowledge. A diagramis worth a thousand words!

Make a copy of this OHP transparency to show them this basic pattern of < c >.

KD (i) OHP TRANSPARENCY for photocopying

/ k /

/ s /

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NOTES


Show your students how to ‘read’ a diagram like this, pointing to the symbolsin turn as you ‘read’ them. What you say will be something like this.

“The letter < c > can represents /k/.The letter < c > can also represent /s/.”

☞DETECTIVE WORK: (identifying the pronunciation of < c >)

Make your selection of words to write on your board from this word bank.

cat cycle call pencil cut

cinema decide city circus parcel

concert coat cement circle acorn

This is what you do with each word in turn that you have written.

1 Say what the word is.

2 Ask a volunteer to spell it out.

3 When they come to a letter < c > you underline it.

4 Go back over the word and ask someone to tell you whichof the two phonemes, / k / or / s /, the < c > is representing.

• A fuller pattern of the phonology of < c >

You can move quite quickly to giving your students the good news—you canalways tell from the spelling whether < c > is representing the phoneme / s .

It is this.

➪ If the letter that comes after < c > is < e > or < y > thenthe < c > represents / s /.

You can use this new OHP transparency to talk through this fullerpattern for < c >.

NOTES


KD (ii) OHP TRANSPARENCY for photocopying

/ k /

/ s /

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Now go back to the same words as you have just been using for detective work

and check that when there is a < c > that represents / s / it is always followed by< e > or < y >.

✍ ACTIVITY: Making a Venn diagram of the behaviour of < c >.

Venn diagrams either are, or should very soon be, part of your students’experience in maths. They are a useful and clear means of sorting datainto sets.

Tell your students that you are going to sort the words you have beeninvestigating into sets.

These sets will be: —Words in which < c > represents / k / —Words in which < c > represents / s /

You will need to draw two ovals� � � �

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on your board, each labelledwith its title.

The result could look like this.Now go through the words youhave been looking at one by one

and decide which of the ovalsyou are going to write it in.

NOTES


You will have a problem when you come to the word < cycle >. The first < c >represents / s / while the second < c > represents / k /. Which set will you

write it in? After all, the same word belongs to both sets.

One solution would be to write the word < cycle > twice, once in each of the sets.

Venn diagrams, however, don’t work like that.

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If an element of the data you are sorting

belongs to both sets, then you have tooverlap the ovals to create a space thatbelongs to both the sets. This spaceis called the intersection.

Write < cycle > in the intersection.

Go through all the other words in the word bank and place them in their sets

(there are other words that will join < cycle > in the intersection).

When you have finished make an OHP transparency of the complete Venn

diagram to check the results of your students’ investigations.

KD (iii) OHP TRANSPARENCY for photocopying

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Don’t leave things at that; make a large copy of this Venn diagram, leaving plentyof spare space, and fix it to an accessible part of your classroom wall.

Each time someone comes across an interesting word which contains one or

more < c >s add it to the diagram with some sort of ceremony.

NOTES


Here are some words to start off your extended collection. Discuss each onewith your students and let them decide in which part of the diagram it needs

to be written.

cross discuss clown cart creep notice fence

• The phonology of < k >

The letters < c > and < k > have something in common—they can both begraphemes that can represent / k/.

➪ The letter < k > can represent the phoneme / k /but it can’t represent the phoneme / s /.

Here is a diagram to share with your students which shows the phonology of

< k >. I always comment that this single-lettergrapheme < k > is much less interesting than< c > because it has only this one function:representing / k/.

The single digraph < kn >

As an aside that you may or may not like to include in the teaching of this theme,

this could be useful opportunity to make a very important general point.

➪ The letter < k > can be a single grapheme in itself,OR it might be part of a digraph.

This is a good time to introduce the single digraph < kn >. Make these points:

1 digraphs are a single unit and only represent a single phoneme, whateverletters the digraph may contain:

2 the < k > in the digraph < kn > is not ‘silent’, any more that is the < t > in < th>;

3 the single digraph < kn > can only represent / n /, and only in the initialposition of a base.

/ k /< k >

NOTES


This diagram shows the function of the two distinct graphemes < k > and < kn >.

KD (iv) OHP TRANSPARENCY for photocopying

/ k /< k >

/ n /< kn > kn

The mini-diagram kn is to illustrate the fact that the grapheme < kn >

can only be used at the beginning of a base word.

For your own information

If you do find the sequence < k + n > inside a word it can only represent/ n / if it is at the beginning of its base element. Compare these two words.

unknown ➔ un + know + n darkness➔ dark + ness

The grapheme < kn > is dealt with in Kit 2 Theme C .

• Deciding when we have to use < k > for /k/ instead of < c >

There is a simple principle which governs whether we use < c > or < k > in abase word to represent / k /. It is in two parts.

1 Avoid using < c > as the last letter of a base word— use < k > instead.

2 Always use < c > for / k / at the beginning of or inside abase word, unless you are forced to use a < k >.

NOTES


And why could you be forced to use a < k > at the beginning of or inside a word?Simply if the < c > is followed by < e > or < y > which force the < c > to

represent the sound < s >.

Here is a diagram you could copy which shows this pattern.

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You could illustrate this pattern in action by discussing the two related words< cat > and < kitten >.

• The phoneme / k / is at the beginning of < cat > so we use < c > if we can.Would it be followed by < e > or < y >? No! So we can leave it there.

• The phoneme / k / is also at the beginning of < kitten > so we use < c > if we

can, and try it out as <*citten >.

Would it be followed by < e > or < y >? Yes! So we can’t leave it there

because the word would have be read as / sItn /.

What do we do if we can’t use < c > for / k /? Answer—we are forced to use< k > instead and spell the word as < kitten >.

✍ ACTIVITY: Deciding whether to use < c > or < k >

Below is an exercise which practises putting this pattern into action.

Make an OHP copy of it and work through it as a whole class activity.

1 Take the words one at a time.

2 Make sure that each one can be read.3 Decide whether the symbol♣ will be replaced by < c > or < k >

in the fully spelled word.

You could then leave it on display and ask your students to transcribeall the words for themselves.

NOTES


KD (v) OHP TRANSPARENCY for photocopying

wor♣

♣up

tal♣

♣ite

♣art

♣ut

♣lang

bul♣

♣id

♣ook

bar♣

spi♣e

ma♣e

♣urtain

fo♣us

♣eep

♣ing

than♣

♣reep

♣lass

♣ ➔ / k /

Rewrite these words using < c > or < k > in place of ♣

• The digraph < ck >

You will need to decide whether now is an appropriate time for you to includethe basic pattern for the grapheme < ck >.

The full story is in Kit 2 Theme B, but it could be touched on now.Here is the formal wording of the pattern:

➪ A base word which has only one vowel letter andwhose last letter is < k > must have a letter betweenthat single vowel letter and the final < k>. If there isn’t onebetween the vowel letter and the final < k >, then write< ck > instead of just < k >.

KD (vi) OHP TRANSPARENCY for photocopying

When you are sure you understand this diagram

yourself, make an OHP transparency of it to sharethe pattern with your students.

• The shaded rectangle represents a base word.

• The target word must be one that ends with letter< k > ( not < ke > ).

You could illustrate the principle in action with these sets of words.

look / lock think / thick bark / back cheek / check

singlevowelletter

If there isn’t alreadya letter here then write < c >

k

a base word

NOTES


Be prepared!—Other themes which may come up

• The suffix <-ic >. A case of < c > at the end of a word thatmight perplex your students is in words like < music >< magic > < graphic > and < panic >. In these four words,however, the <-ic > is a suffix, not a base word, so there isactually no problem with them.

There are just a few base words that do end with < c > for / k /.In most of these, it is a final syllable < ic >: < public > < traffic >< picnic >.

Even more occasionally, a final < c > may appear in place of theexpected < k > in order to distinguish homophones: examplesare < ark > / < arc > and < disk > / < disk >.

• The grapheme < ck > inside a base word. On rare occasions we find < ck > inside a base word. These are all cases of thestrings <-acket > <-icket > < ocket > or <-ucket >. Check theetymology of such words; almost always the <et> represents

what was originally a suffix.

• Using < ce > for writing / s / at the end of a base word. There are three ways of writing / s / at the end of a base word.

1 After a ‘long’ vowel — usually < ce > — much less frequently < se >

2 After a ‘short’ vowel — < ss >.

• Other graphemes where < c > occurs. There are othergraphemes which contain < c >. The grapheme < ch >, as insuch words as < school >, can represent / k / in words of

Greek origin. This is dealt with in Kit 3 Theme B.When the string < c + i > occurs in such words as < magician >and < special > the string can represent / ∫ /. This is dealt with in Kit 4 Theme K.



NOTES


K D (i) OHP TRANSPARENCY

/ k /

/ s / ��



NOTES


K D (ii) OHP TRANSPARENCY

/ k /

/ s /

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K D ((iii) OHP TRANSPARENCY

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/ k /< k >

/ n /< kn > kn

K D ((iv) OHP TRANSPARENCY



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K D ((v) OHP TRANSPARENCY

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K D ((vi) OHP TRANSPARENCY

singlevowelletter

If there isn’t alreadya letter here then write < c >

k

a base word



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theme the phonology of < c >

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