Lesson 32 Consonant Qq

Phonics
LESSON 32 Letter Qq /kw/

CARDS WORKSHEETS DECODABLE BOOK
Qq sound/symbol card Phonemic awareness Are You a Quitter?
Qq picture cards Phonics
Qq letter cards Practice sheet
Decodable word cards: Workmat
teacher and student sets
High-frequency word cards
Game board, place
markers, and die
Phonemic Awareness
Materials: Picture cards, phonemic awareness worksheet
• Say the word quill and emphasize the /kw/ sound: /kw/ /il/. Ask students to listen for the
/kw/ sound at the beginning of the word as you repeat it. Then have them say the word.
Point out that the /kw/ sound is a combination of the sounds /k/ and /w/.
• Tell students you are going to say some words. Some of the words begin with /kw/ and
other words do not. Tell them they should say /kw/ whenever they hear the /kw/ sound at
the beginning of a word. Say the following words one at a time, allowing time for student
response: cake, quiet, quack, cloud, quest, basket, quote.
• Mix up the picture cards and place them in a pocket chart or along the chalkboard ledge
as you name each one. Ask individual students to help you sort the pictures according to
those that start with the /kw/ sound and those that don’t.
• Give students the phonemic awareness worksheet for extra practice.
Introduce the Sound/Symbol Relationship for Qq /kw/

Materials: Sound/symbol card
• Show students the sound/symbol card for Qq. Read the word queen and point out that
the letters qu stands for the /kw/ sound in queen. Have students listen for the /kw/ sound
as they read the word with you. Explain that the letter q will always be followed by the
letter u in the words they will be learning.
• Have a volunteer come up and point to the letters in the word queen that stands for the
/kw/ sound.
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Phonics
LESSON 32 Letter Qq /kw/ continued
Blend the Sounds
Materials: Decodable teacher word cards
• Place the decodable teacher word cards quip, quill, quid, and quit in a pocket chart
or along the chalkboard ledge. Ask students what the four words have in common. If
students don’t respond, point out they all start with the /kw/ sound. Have them tell you
the letters that stand for the /kw/ sound.
• Demonstrate sounding out the first word by saying each sound as you run your finger
under the word: /kw/ /iii/ /p/. Hold the non-stop sounds for one second. Then say the
word quickly: quip. Have students sound out the word with you. Tell students that the
word quip means to make a clever or funny remark.
• Repeat the process with the remaining words, one at a time. Hold all sounds except for
stop sounds such as the letters d and t. Explain that a quill is a feather tip that some old-
fashioned pens used to have, and that quid is a slang word for money. Remind students
that -ill is a word family they have learned and that it makes the /il/ sound.
Cumulative Review/Practice Sounds

Materials: Decodable student word cards, game board, place markers, die
• Line up the decodable student word cards in the pocket chart or along the chalkboard
ledge. Tell students that they have already learned the sounds to say these words. Point
to each word and read it with students. Then have individual students read the words.
If they have difficulty reading a word, model how to blend the sounds to sound it out.
• Have students take turns sorting the decodable student word cards into groups according
to the beginning sound. Repeat, having students sort the words according to the final
sound and the patterns of sound/rhyme within the words. Students can also sort the
words according to those that begin with /kw/ and those that don’t.
• If time allows, give groups of students a set of the decodable student word cards, a game
board, place markers, and a die. Have students take turns throwing the die, turning over
a card to read it, and moving along the game board the number of spaces indicated on
the die if the word is read correctly.
Phonics
Spell Decodable Words
Materials: Letter cards, workmats
• Give students the letter cards and a copy of the workmat. Have them line up the letters
q, u, i, and t under the boxes on their workmat. Say the word quit slowly. Remind
students that the letters q and u stand for the /kw/ sound they can hear at the beginning
of the word. As you say the sounds, demonstrate how to push up each sound into a box
on the workmat. Push the q and the u together in the same box and say /kw/. Repeat
and have students do theirs along with you.
• Ask students what letters they need to spell quip. Have students use their workmat
to spell the word quip. Repeat the process with the words quill and quid.
• If time permits, use other letters from the letter card page and have students spell words
they have learned in previous lessons.
Introduce New High-Frequency Word: one

Materials: High-frequency word card
• Tell students they are going to learn a new word that they need to be able to recognize
and read quickly. Hold up the high-frequency word card one and read the word. Have
students read it with you. Tell students that the word is not spelled the way it sounds.
Have them write the word one in the air with their finger as you spell it out loud with
them, pointing to each letter on the card as you say the letter name.
• Remind students of the story word won which they learned in a previous lesson by
writing it on the board and using it in an oral sentence. Tell students that both words
sound the same even though they are spelled differently.
Practice High-Frequency Words

Materials: High-frequency word cards
• Tell students they are going to practice quickly reading the new word and words from
other lessons. Use all the high-frequency word cards. Flash the words one at a time.
If students do not know a word, tell them what it is. Mix up the cards and repeat the
process several times.
• Have students practice reading words by playing Around the World. Have them sit in a
circle. Choose a starting person. This student stands behind the next student in the circle.
Using all the high-frequency word cards, hold up one of the cards. The first student to
say the answer stands behind the next person in the circle. If a sitting student says the
answer first, the standing student sits down in his/her place. This process continues until
at least one student makes it completely around the circle.
• Place a set of the high-frequency word cards in the reading center for further practice,
or provide students with individual sets of words for practice with a partner.
Phonics
Read Words and Phrases
Materials: Practice sheet
• Before students read the book, use the practice sheet to practice reading the words they
will encounter in the book. Have them sound out each decodable word in rows 1 and 2
sound by sound as they run their fingers under the word.
• Have them read each high-frequency word in rows 3 and 4 quickly.
• Then have them practice reading the phrases and sentences. Remind students that
quotation marks are used to show that someone is speaking.
• If students are having difficulty reading the words, provide more practice in blending and
spelling the words before they move on to the decodable book.
Read the Decodable Book

Materials: Decodable book Are You a Quitter?
• Show students the cover of the book. Have them read the title with you as you run your
finger under each word. Point to the word quitter. Cover the -ter at the end with your
finger to show students that the base of the word is quit. Explain that adding -er to the
end of a word changes its meaning. Ask students what they see in the picture and what
they think the story might be about.
• Repeat with the word quipped on page 4. Explain to students that often when -ed is
added to the end of a word, the consonant is doubled first. Tell students that when they
see the letters -ed added to the end of an action word, it means the action took place in
the past.
• Point to the word Quinn on page 4. Ask students how they would read the word and why
it begins with a capital letter.
• Turn to page 9 and have a volunteer point out the new high-frequency word one.
• Give students their books. Read the first page together as you model how to sound out
decodable words and read high-frequency words quickly. If you feel students are able to
read the book on their own, have them continue reading the book independently. If you
feel students need more support, continue to read the book with them.
• After reading the book, have volunteers read their favorite sentences in the book. Have
them tell you why Tim quits at the end of the story.
More Practice
Materials: Phonics worksheet
• Have students complete the phonics worksheet.
Phonics
SOUND/SYMBOL CARD Phonics Lesson 32: Qq /kw/
Q q
queen
© ProQuestLearningPage http://www.readinga-z.com
Phonics
PICTURE CARDS Phonics Lesson 32: Qq /kw/
#
Phonics
LETTER CARDS Phonics Lesson 32: Qq /kw/
#
Qu qu ll i
n n t s
e r p d
j a w o
Phonics
WORD CARDS Decodable Phonics Lesson 32: Qq /kw/
#
quit quip
quill quid
Phonics
WORD CARDS Decodable Phonics Lesson 32: Qq /kw/
#
quit rat mug quip
quill cot quid van
vet yet fan cab
will let rug lot

Phonics
WORD CARDS High-frequency words 1 Phonics Lesson 32: Qq /kw/
#
one and
are does
said you
want now
Phonics
WORD CARDS High-frequency words 2 Phonics Lesson 32: Qq /kw/
#
help some
have that
went good
would saw
Phonics
GAME BOARD Phonics Lesson 32: Qq /kw/
Phonics
WORKSHEET Phonemic awareness Phonics Lesson 32: Qq /kw/
Name:_________________________ Date:____________
Teacher Instructions: Have students follow the pictures that begin with the /kw/ sound
as in the word quiz to find their way through the maze.
Phonics
WORKSHEET Phonics Phonics Lesson 32: Qq /kw/
Name:_________________________ Date:____________
a f q u i l l
o g u h u q p
Q w i n l r d
u s t q u i t
i a t k Q b v
n y e r u f t
n Q r s d j l
Some pens have a __ __ __ __ __.
Are you a __ __ __ __ __ __ __?
I will not __ __ __ __.
__ __ __ __ __ did not want to quit.
Teacher Instructions: Have students read each sentence and write in the words beginning
with Qq that make sense. Then have them find the words in the word search.
Phonics
PRACTICE SHEET Phonics Lesson 32: Qq /kw/
1 Quinn • quit • quitter • quipped

New
words
Tim • jog • bog • will • leg

2 hut • dog • mad • can
Reviewed
words
not • hop • pat • am
3 one
New
h-f word
to • and • are • said • a

4 on • the • no • you • I
Reviewed
h-f words
run • yes • cannot
run to the dam
5 hop to the hut
Phrases
will not quit

“Are you a quitter?” quipped
6 Quinn.
Sentences
“Yes, I can hop to the hut
on one leg,” said Tim.
Phonics
WORKMAT Phonics Lesson 32: Qq /kw/

Lesson 32 Consonant Qq

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Phonics

LESSON 32 Letter Qq /kw/

Introduce the Sound/Symbol Relationship for Qq /kw/

Cumulative Review/Practice Sounds

Introduce New High-Frequency Word: one

Practice High-Frequency Words

Read the Decodable Book

quit rat mug quip

quill cot quid van

vet yet fan cab

will let rug lot

1 Quinn • quit • quitter • quipped

Tim • jog • bog • will • leg

to • and • are • said • a

will not quit

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