Cat Kite Tip
When Do We Use C or K to Spell the Sound /K/?
Were you ever taught when to use c or k when spelling a word? Me either! That is until I took my Orton-Gillingham training. Let me introduce you to the Cat-Kite Spelling Tip. Some call it a rule, but then there is great discussion about the exceptions, etc., etc. I call it a tip because - as with anything - there will be examples that do not “fit.” For the most part, this tip will help you decide when to use c or k when spelling the /k/ sound at the beginning of the word. If you need a resource to teach this concept, check out my introductory set in my store and here on Teachers Pay Teachers.
I like to use this chant. It is not an original of my own making, but I do not have the original author to cite. If it is yours, I hope you’ll reach out and leave a comment below. I will be sure to give you credit!
So here’s the chant:
“ C takes a, o, and u. K takes the other two!”
Here is how I teach this tip.
Before I begin, I make sure my students are already familiar with the letter c and k as spellings for the sound /k/. The cat/kite tip is an extension to that foundational knowledge.
I then begin by giving them a word or showing them a picture. I ask them to repeat the word and either finger tap the sounds or pull down a chip for each sound. I have a set of cards that I created to make this process concrete. The learner listens carefully for the sound that comes directly after the /k/.
3. When ready, I have them say the word, finger tap the sound, and then spell the sounds. The student will practice phoneme-grapheme mapping with this process. They have to apply the c or k correctly by listening for the vowel that comes directly after it.
4. I have the learners analyze a few words to read. They look carefully at the spellings of the words and listen to the pronunciations. The resource I have made has the “words to read” options in various forms. There are times I use a list of words, and other times that I use words on cards.
5. I then have the option of additional dictation. Sometimes this is completed in the same lesson, and other times it might be in a follow up lesson. I like to use charting to support the student in deciding which category the spelling word should be placed.
6. My oral reading passages are often selected based on new learning (always on content that is reviewed for my emerging readers). My students preview the text looking for our words that fit in the cat-kite generalization.
Another option is to provide controlled sentences, or sentences that include concepts that already know or are our new learning for the day. Students can easily analyze and read. Sketching a quick picture is one way I can check for understanding. Comprehension at the sentence level is an important step for all students. It also serves as an informal assessment for me.
It is fascinating to me that there are so many layers to language that - once taught directly and explicitly - will support the success of all learners.
I am often asked if I think OG is too rule heavy. In my opinion, I expect recall of the generalizations (I prefer that over rules) at a level that is appropriate for each student so as to not overload them. Some students will recall and apply content quickly, while others may benefit from visuals, cues, and reminders. However, think of it this way: If I have a combination to a locker that holds information that would make my friend’s life easier, wouldn’t I share it? The same is true for these tips or generalizations. If I have information that will make my learner’s reading and spelling easier, shouldn’t I share it? So say it to yourself:
“ C takes a, o, and u. K takes the other two!”
Now you won’t forget it, and my hope is that your students won’t either. Every little bit helps!
If this was new information to you, let me know in the comments how you will use it.
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