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How to Write the Alphabet: Kk Qq Ww
The Duck and the Wolf
Writing Lesson Plan: Kk Qq Ww
Whether you are teaching young students to write in their native tongue, or teaching the English alphabet to your English learning students, this lesson can help you.
Lesson Target: Beginners at reading and writing the English alphabet
Prior Lessons Needed: Letters sitarmgnubedcohfvpljy. Basically every other letter of the alphabet except for x and z. To start with lesson one: Ss Ii Tt, go here. For how to teach the alphabet, go here.
Lesson Focus: writing and reading
- Learn letters: Kk, Qq, Ww
- Practice writing with writing worksheet
- Practice reading with story
Note: Pay attention to the 'prior knowledge'. While each writing worksheet can stand alone, the reading lesson builds on previously learned letters. After all, there's not much your students can read on their own with just the letters kqw. Not to mention that 'q' almost always is followed by 'u' and so it is helpful if your students have already learned that letter.
Learning the letters: Kk Qq Ww
Teach these letters the same way you have taught all letters: make sure your students know the name of each letter, the most common sound it makes, and whether it is upper case or lower case.
The letters K and Q have a few quirks you may wish to make a special note of. For one, both of them have two alternate ways the letters are formed; The letter k can have the bottom slanted line come out of the top slanted line...or both of them can come out of the vertical line, meeting in the middle. A lower case q can have a straight line down, as is usually depicted in print, or a curl on the bottom, as students are usually taught when learning the alphabet. Both ways seem to be correct, though only one version appears on the worksheet. This is basically a matter of different fonts. These worksheets provide the method usually taught for writing the letters, as opposed to what appears in print. It is up to you whether you wish to point out these variations to yours students or whether you simply give them one version and allow natural exposure to alphabets to let them learn of other versions.
The letter Q has another aspect that is useful to teach; except in the case of foreign names, Q is always followed by u. As such, rather than teaching your students 'q', it might be helpful to teach them 'qu'.
It is also a good idea to review other letters that are similar to the new letters, both because it helps review old material but also to make sure your students can recognize and differentiate between the similar letters. Lower case q is similar to p, b, d, and g. Upper case Q is similar to O. W is similar to M or V. K is not particularly similar to other letters but it does have some things in common with an upper case R.
You can find a copy of the writing worksheet here. To use it, simply print the worksheet and give it to your students. You should be able to print by right clicking with your mouse on the document and selecting 'print' or there may possible be a print icon at the top of the page. The worksheet includes writing practice for each of the letters, instructions on how to write the letters, and a picture illustrating a word that begins with each letter.
Reading Kk Qq Ww
This reading lesson builds on already learned letters: S I T A R M G N U B E D C O H F V P L J Y. Basically, every letter of the alphabet except for x or z. It can also stand alone but your students will not be able to read any words in this story on their own unless you have already taught them some other letters or sight words.
You can find the story worksheet here.
There are two ways to use the story worksheet:
- Have your students find and identify the target letters. In the case of 'q', have them identify 'qu' rather than just the target letter. You can also use this as review time and have your students identify previously learned letters. I advise against reviewing every letter, considering how many your students have learned at this point. Last lesson's letters and a few from earlier should be enough to refresh memories without becoming tedious. Make a special note of similar letters to the target, like O or g.
- Pre-teach a few of the words, particularly words that don't follow the normal rules (Your students now know all the words in 'whoosh' and 'duck' but they haven't really learned oo or wh, or ck, though they could probably sound out the last one anyway. Wolf also doesn't sound exactly how it's spelled). Pre-teaching doesn't have to mean you tell them the word; write the words on the board or point to words in the story and ask your students to try reading them first. Don't have a picture of a duck or wolf? The story does; use it. Before you read the story, read the title together. Look at the pictures. Ask your students what the story is about. You can even throw in new vocabulary words that are related to the story, like 'pond' or 'lake'.
- Read the story together. By this point, there is not a single letter used that your students should not know. This doesn't mean they will be able to read the entire story on their own. Words that don't follow the normal rules or that have sound combinations you haven't taught yet (like 'th') might give your students trouble. It is up to you whether you continue in the previous method by reading those words for your students, or whether you pre-teach them and encourage your students to read this entire story all alone.
You can read the story through first and then let them read, or you can read as a group, or you can allow your students to take turns. You can also read with individual students while the others are doing other work, like the writing worksheet, with the student reading what he or she can and you helping, both by encouraging the student to sound out words that follow the regular rules, or by reading yourself the words that do not.
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