Soft and Hard C

WALT

We Are Learning To:

• Identify the soft ‘c’ /s/ and hard ‘c’ /k/ sounds in words
• Use words containing soft and hard ‘c’ sounds in sentences correctly
• Understand when to use the soft and hard ‘c’ sounds in reading and spelling

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Curriculum for Excellence Links

Level: Early First Level (P3)
Experiences and Outcomes (Es & Os):

• LIT 1-13a: I can use my knowledge of letter patterns and spelling rules to help me when I am reading (recognising the different sounds of ‘c’).
• LIT 1-21a: I can recognise, name and use most upper and lower-case letters and I can use what I learn to help me spell words accurately.
• LIT 1-20a: I enjoy exploring and playing with the patterns and sounds of language through rhymes, poems and songs.

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Success Criteria

• I can say the soft and hard ‘c’ sounds when I read words aloud.
• I can explain when to use the soft ‘c’ sound and when to use the hard ‘c’ sound.
• I can write sentences using words with soft and hard ‘c’.
• I can recognise soft and hard ‘c’ in new words.

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Resources

• Whiteboard and marker
• Flashcards with words containing soft ‘c’ (city, circle, cent) and hard ‘c’ (cat, car, cup)
• Printed word sorting sheets
• Dyslexia-friendly fonts printed worksheets
• iPads/tablets with text-to-speech apps (optional)
• Coloured pencils and crisp paper for drawing

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Lesson Structure

Introduction (10 minutes)

1. Engage: Display words on the board (cat, city, cup, circle). Ask children to say the words aloud.
2. Explain: Introduce the concept of hard ‘c’ (sounds like /k/) and soft ‘c’ (sounds like /s/). Explain the rule:
   • Soft ‘c’ usually comes before e, i, or y
   • Hard ‘c’ comes before a, o, u and consonants
3. Model: Teacher models pronouncing words with hard and soft ‘c’.

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Main Activities (25 minutes)

1. Sound Sorting (10 mins) - Group Work

   • Divide class into small groups (4-5 children).
   • Give each group flashcards of words. Children sort them into two piles: hard ‘c’ and soft ‘c’.
   • Encourage discussion in groups about why they sorted that way.
   • Circulate and support using probing questions (e.g. “What sound do you hear at the start/middle?”).

2. Sentence Building (10 mins) - Whole Class/Paired

   • Provide sentence starters (e.g. "The ___ can run fast.", "I live in a ____.")
   • Children complete sentences using either a hard or soft ‘c’ word from flashcards.
   • Invite a few children to read their sentences aloud.

3. Creative Drawing (5 mins) - Individual

   • Children draw pictures showing one word with soft ‘c’ and one with hard ‘c’.
   • Label their drawings, focusing on spelling.

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Differentiation

• Support: Provide dyslexia-friendly sheets with colour-highlighted ‘c’ sounds; pair less confident readers with stronger peers for group work; use text-to-speech apps for audio support.
• Challenge: Ask advanced learners to find additional words with soft and hard ‘c’ sounds, and explain why they fit the rules. Encourage them to write a short paragraph using at least 4 words with soft and hard ‘c’.

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Plenary (10 minutes)

• Class Discussion: Recap the soft and hard ‘c’ rule. Ask children to share their favourite soft and hard ‘c’ word and why.
• Quick Quiz: Oral mini quiz with volunteer answers—teacher says a word and children say if the ‘c’ is soft or hard.
• Reflection: Children tick the success criteria sheet indicating what they found easy and what they want to practice more.

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Assessment

• Observe group sorting activity for accurate understanding of sounds
• Listen to sentence reading for correct pronunciation and use
• Review drawings and labels for correct spelling of ‘c’ words
• Use oral quiz answers as a formative check for comprehension

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Extension/Home Learning

• Ask children to bring 3 objects or pictures from home or magazines that start with soft or hard ‘c’.
• Encourage keeping a ‘C Sound Diary’ for a week — writing down new words they hear or read with soft and hard ‘c’.
• Older or advanced readers can explore related spelling patterns or roots from Latin words.

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Dyslexia-friendly Strategies

• Use clear, sans-serif fonts throughout (e.g. Comic Sans or Open Dyslexic).
• Print on cream-coloured paper to reduce glare.
• Use multi-sensory teaching: saying sounds aloud, tracing letters on paper.
• Provide visual cues such as coloured highlighting of ‘c’ sounds in words.

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This highly engaging and interactive lesson supports phonological awareness and early spelling skills in line with Curriculum for Excellence. Through talk, play, writing, and drawing, learners experience the soft and hard ‘c’ sounds in a multi-sensory way, tailored for diverse learning needs.