Soft C Sounds
English (ELA) • 30 • 6 students • Created with AI following Aligned with Common Core State Standards
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Teaching Instructions
Phoneme Manipulation Practice: Say “place.” Stretch it out. Now say it again, but change /s/ to /t/. What’s the new word?... Right, “plate.” Now change /t/ to /n/. What’s the new word?... Yes, “plane.” Continue to manipulate phonemes to make new words (e.g., “mice” → “might” → “mate” → “rate” → “race” → “face,” etc.) as long as engagement is high.
Phonics/Word Study Lesson: Read and spell words with /s/ (10–15 min.) Explicit Instruction: We already know that the sound /s/ can be spelled with the letter “s.” Today, we will read and spell words with the sound /s/ spelled with the letter “c” when followed by “e.”
Say the word “cents.” Two quarters equal fifty cents. Stretch it out. Tell your partner what sounds you hear.
Model: I want to spell the word “cents.” I will stretch out the word and put up a finger for each sound I say. /sssĕĕĕnnntttsss/. There are five sounds in the word. The first sound in /sssĕnts/ is /s/. I will write the letter “c” to spell the sound /s/. The next sound in /sĕĕĕnts/ is /ĕ/. The letter “e” spells the sound /ĕ/ so I will write the letter “e” next. The next sound in /sĕnnnts/ is /n/. I will write the letter “n” to spell the sound /n/. The next sound in /sĕnts/ is /t/. I will write the letter “t” to spell the sound /t/. The last sound in /sĕntsss/ is /s/. I will write the letter “s” to spell the sound /s/.
Watch me as I slide through the sounds to read the word and then read it quickly: /sssĕĕĕnnntttsss/, “cents.” Then I read the word quickly. Read the word with me. Now read it on your own.
Model and guide students as they spell and read words. Students can use lined paper or dry-erase boards as they write the words.
Encoding Practice: Guide students as they spell and read more words:
face cell since fence bounce
Decoding/Blending Practice: Display the following words for students to practice reading:
cent race lace rice spice
Word Chains: Encoding and Decoding: Students can use Elkonin boxes, grapheme cards, magnetic letter tiles, or other forms of manipulative letters to build and read words.
Make the word “nice.”
Change one letter to turn “nice” into “lice.” Make it. Read it. What letter did you change? Change /l/ to /m/. What’s the word? (mice) Change “mice” to “dice.” What did you change? (“m” to “d”) Change /d/ to /r/. What’s the word? (rice) Continue with: race, space, face, pace, place Interactive Writing: Share the pen with students to compose a message. Students can use dry-erase boards as they help determine and write parts of the message with you (e.g., review phonics focus, write sounds in words, the use of capital letters, the use of end punctuation, etc.).
Example: Dear Students,
Today, we will start reading lots of stories about different kinds of families so we can create our own family stories. It will be nice! You will have fun!
Love,
(Your Name)
Language/Conventions (Common and Proper Nouns): We already know that nouns can be a person, place, or thing. If we are not talking about someone or something specific, that is called a common noun. What words in our message are common nouns? (stories, families) A proper noun names a specific person, place, or thing. We start proper nouns with a capital letter. What words in our message are proper nouns? (teacher’s name) Underline the word(s) as students respond.
Read the Message: Have students read the message in unison with and without you.
Phonics/Word Study: What word has the sound /s/ spelled with the letter “c” when followed by “e” in the message? Come circle it.
Week 1 Phonics/ Word Study Day 1: Soft “c”
Day 2: Soft “g”
Day 3: /n/ spelled “kn”
Day 4: /r/ spelled “wr”
Day 5: Review
Week 1 Spelling Words cents
face gem page knee knot know wrap wrist write
This week, students will practice decoding and encoding these words, as well as other words with these sound-spelling correspondences. At the end of this week, you will administer a spelling test. Use this list to monitor students’ progress with this skill and to inform whole-group, small-group, and individual instruction.
- Practice in Word Study Notebook (5–10 min.) Grade 1 Unit 3 Word Study: CoverGrade 1 Unit 3 Word Study: Week 1 Day 1 - Soft C
Students complete “Week 1: Day 1” activities in the Unit 3 Word Study Notebook. Observe students as they work in order to provide immediate and corrective feedback. Notice any common confusions/challenges worth re-teaching to the class.
- Practice in Decodable Text (10–15 min.) Unit 3 Decodable Text Anthology: Then and Now, CoverUnit 3 Decodable Text Anthology: Then and Now, "Then"
Students read “Then and Now: Then” (page 2) in the Unit 3 Decodable Text Anthology. Teacher observes students and provides immediate and corrective feedback.
Social Studies/Story Words: This book is about how life has changed from 1900 to 2000 - that is 100 years. We call 100 years a century. Can you find the word “century” on this page? What parts of that word do you already know how to decode?
Challenge: Can you find any little words you know inside this big word?
First Read: Read this on your own, making sure every word you read matches the letter sounds in that word.
Phonics/Word Study: Which words in this text have /s/ spelled “c” followed by “e”?
Fluency Practice/Partner Read: Take turns reading it to your partner.
Discussion: What was life like in 1900? In 1950? In 2000?
Choral Read: Let’s read it together one more time.
Unit 3 Word Study Notebook The Word Study Notebook provides daily practice decoding, encoding/spelling, studying, and using words, word parts, and letters. Notebooks align to the grade-level Foundational Skills and include handwriting and grammar activities.
The Unit 3 Word Study Notebook contains the following:
Weekly spelling lists Daily phonics and word study practice Grammar activities Reading review pages: Word lists for fluency and automaticity practice Spelling review pages: Opportunities to review before weekly spelling tests Handwriting practice: Scaffolded practice of letter formation in service of speed and legibility Unit 3 Decodable Text Anthology The Decodable Text Anthology is designed to be used as application of the foundational skills taught in Unit 3.
Access the Digital Teacher’s Guide in MyARC.
Etymology/Morphology Connection century: root “cent,” from the Latin word centum, meaning “100” centimeter, centipede, percent
Objective
Students will be able to:
- Manipulate phonemes by substituting initial and medial sounds to form new words.
- Decode and encode words with the /s/ sound spelled with “c” when followed by “e.”
- Identify common and proper nouns in a shared writing message.
- Read decodable text applying the phonics skill of soft “c.”
Common Core Standards
- RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- RF.1.3: Know and apply grade-level phonics and word analysis skills.
- L.1.1.a: Print all upper- and lowercase letters.
- L.1.1.g: Use frequently occurring nouns and verbs.
- RL.1.10: With prompting and support, read and comprehend grade-level text.
Materials
- Dry-erase boards & markers (one per student)
- Lined paper and pencils
- Elkonin boxes, magnetic letter tiles, grapheme cards
- Unit 3 Word Study Notebook (Day 1: Soft C page)
- Unit 3 Decodable Text Anthology (Then and Now: Then, page 2)
- Prepared sentence written out on chart paper or whiteboard
- Printed word cards (face, cell, since, fence, bounce, cent, race, lace, rice, spice)
Time Breakdown: 30 minutes
- Phoneme Manipulation Practice – 5 minutes
- Phonics/Word Study Lesson (Soft C) – 10–12 minutes
- Word Study Notebook Practice & Assessment Observation – 5 minutes
- Decodable Text Reading and Discussion – 8–10 minutes
1. Phoneme Manipulation Practice (5 min)
Standards: RF.1.2a, RF.1.2c
- Teacher says word: “place” and stretches it (/p/ /l/ /ā/ /s/).
- Demonstrate changing /s/ to /t/ → “plate.”
- Then change /t/ to /n/ → “plane.”
- Continue with other words (e.g., mice → might → mate → rate → race → face) as long as interest is high.
- Encourage students to say the sounds aloud and identify the changed phoneme.
Purpose:
- Builds phonological awareness by isolating and substituting phonemes, key for decoding and spelling.
2. Phonics/Word Study Lesson: Soft C (/s/ spelled “c” before “e”) (10–12 min)
Standards: RF.1.3a, RF.1.3c
a) Explicit Instruction (5 min)
- Introduce the word “cents.” Teacher models stretching the word slowly: /sssĕĕĕnnntttsss/.
- Teacher says: “The first sound /s/ is spelled with ‘c’ because it comes before ‘e.’ The next sounds follow the letters e, n, t, and s.”
- Write the word “cents” on the board while sounding out each phoneme and matching to letters.
- Read the word slowly, then quickly. Have students read it aloud with you and then independently.
b) Encoding Practice (5–7 min)
- Using dry-erase boards or paper, ask students to spell these words aloud:
- face, cell, since, fence, bounce
- Guide them to listen for the /s/ sound spelled with “c” before “e” and recognize patterns.
- Display words: cent, race, lace, rice, spice. Practice decoding and blending aloud as a group.
c) Word Chains with Manipulative Letters (Optional Extension if time permits)
- Build "nice," change to "lice," “mice,” “dice,” “rice,” “race,” “space,” “face,” “pace,” “place.”
- Have students discuss what letter changed and how it changes the word.
3. Word Study Notebook Practice & Informal Assessment (5 min)
Standards: RF.1.3d
- Students complete Day 1 Soft C activities in the Unit 3 Word Study Notebook.
- Teacher circulates, observes and provides immediate feedback on common errors in spelling or decoding.
- Note any students needing re-teaching or enrichment.
4. Decodable Text Reading and Discussion (8–10 min)
Standards: RF.1.4, RL.1.10, L.1.1.g
a) Introduction (1 min)
- Briefly introduce the decodable text “Then and Now: Then,” explaining it talks about life in 1900, 1950, and 2000.
- Explain what a century means (100 years) and connect it etymologically to the word “century.”
b) Guided Reading and Phonics Practice (5 min)
- Students read the text page silently and then aloud with teacher observation and feedback.
- Locate the word “century” and ask students to identify known parts (root “cent” = 100).
- Ask students to find words with /s/ spelled “c” before “e.” Circle these words on the text or point to them.
c) Discussion and Fluency Practice (2–3 min)
- Discuss briefly: What was life like in 1900? 1950? 2000?
- Have students partner read the text aloud to each other for fluency.
- Finish with choral reading of the text with the teacher.
5. Interactive Writing and Grammar Focus (to be integrated during handwriting/spelling practice or as time allows)
Standards: L.1.1, L.1.1.a, L.1.1.g
- Write together the example letter on the board:
Dear Students,
Today, we will start reading lots of stories about different kinds of families so we can create our own family stories. It will be nice! You will have fun!
Love,
(Teacher’s Name)
- Identify common nouns: stories, families (underline)
- Identify proper nouns: Teacher’s name (underline and review capitalization)
- Discuss the difference between common and proper nouns briefly in age-appropriate language.
- Have students help write parts of the message using dry-erase boards focusing on correct letter formation and punctuation.
Assessment and Reflection
- Informal observation during phoneme manipulation and phonics activities.
- Review student notebook activities for accuracy.
- Monitor decoding/encoding during manipulative letter tasks and text reading.
- Listen for fluency, pronunciation, and application of phonics skills during text reading.
Differentiation Ideas
- For struggling students: Provide additional guided practice with simpler words and more tactile letter manipulations.
- For advanced students: Challenge with creating additional word chains or writing sentences using soft “c” words.
- Use peer buddy system to encourage cooperative learning during partner read and spelling activities.
Extensions/Ideas to Wow
- Use a “Phoneme Manipulation Magic Wand” (simple wand or pointer) for students to “magically” change sounds in words to keep engagement high.
- Create a “soft c” word collage over the week, where each student finds or draws pictures of soft c words to add to a class chart.
- Incorporate movement: Every time the class reads a word with soft “c,” students do a “soft c clap” to reinforce the sound- spelling correspondence kinesthetically.
This highly detailed, standards-aligned plan builds phonemic awareness and phonics skills while embedding real reading and writing practice — perfect for motivated first graders and small group teaching.
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