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Skill: Digraph โ ck, Week 2
Instructional Day: One
Section Instructional Routine Time Warm-up Activities
Review Activity: Phoneme Deletion
Model (I Do): Teacher says "spot" "Delete the beginning sound /s/. What's the new word?" (pot)
Word List:
prod - delete the /p/ - rod clog - delete the /k/ - log stop - delete the /s/ - top
2 min.
Phonological Awareness and Articulation of Skill
Activate Phonemic Awareness: Say the word "duck" and ask students
what sound they hear at the end of the word. (/k/)
Articulation : Show students what your mouth looks like as you say /k/. Lips are
open, teeth apart, and the back of your tongue goes to the roof of your mouth. Have students look in mirrors as they say the /k/ sound.
3 min.
Letter-Sound Correspondence
Letter sound Correspondence: Letter/Sound Correspondence: Show the
spelling of /k/, ck which is used at the end of a word or syllable. Give each student a list of words. Have students circle the words that have the sound /k/ spelled ck at the end of the word.
Word List: /k/ Words: pack, sick, rock, duck, black, pick, lock, deck
Other Words: thud, fish, wheel, peach, shop, think, shame
2 min.
Word Reading Blending Routines
(sound-by-sound or
continuous)
Word Reading: Word Card
I Do: Place word cards on the table. Read the first word with a "think aloud";
sound out and blend the word orally.
We Do: Let's read a couple together. Ask students to silently sound out the new
word and say it aloud on cue. Do this with three words.
You Do: Ask students to take turns orally reading the word cards. Listen to each
student and provide feedback
Word List: duck, pack, sick, rock, black, pick, lock, deck, Jack, Mack, pack, sick,
deck, rock, duck, black, rack, back
5 min.
Word Work
Word Building: Word Chain with Magnetic Letters
I Do: Watch me use my magnetic letter tiles. One tile has the spelling for /k/, ck.
Place that last. To spell the word duck, place the d and then the u in front of ck. (duck) There are four letters and three sounds. Let's make one together.
We Do: The word is buck. What letter do we need to change? Change the d in
duck to a b to make buck. Students should show the word buck. Ask where the ck is in the word. How many sounds? (3) How many letters? (4)
You Do: Have students create the word chains listed below using magnetic
letters on a board.
Word List: Word Chain 1: pack, back, rack,
Word Chain 2: sick, kick, pick, peck, deck,
5 min.
Dictation Jack, Mack, pack, sick, deck,
rock, duck, black, rack, back 3 min.
Text Application
- Have students identify the words in story one that contain the targeted skill.
- Read the identified words.
- Read Story One.
10 min.
Skill: Digraph โ ck, Week 2
Instructional Day: Two
Section Instructional Routine Time Warm-up Activities
Review Activity: Students review words with short vowels by choosing pictures of words
containing target sounds. As the teacher says a vowel sound each student identifies one picture containing that sound.
Word List: Pictures: cat, map, hat, rat, pen, leg, pig, wig, zip, pot, hot, hut, rug 2 min.
Phonological Awareness and Articulation of Skill
Activate Phonemic Awareness: Thumbs up for words with /k/. Word List: sick, duck,
pick, lock, peck, truck, Jack, nest, shirt, shelf, boy, sit
Articulation: Look in your mirrors and see the shape of your mouth when you say /k/. Lips are
open, teeth apart, and the back of your tongue goes to the roof of your mouth.
3 min.
Letter-Sound Correspondence
Letter sound Correspondence: Introduce the ck sound /k/; then show a card with ck
written on it. Have students say the letters and make the sound. Give the students each a card with the letters ck written on it. Tell students that the ck spelling is used at the end of a word or syllable. The teacher says words and when the word contains the /k/ sound at the end of a word, each student holds up their ck card.
Word List: Words with ck: sick, duck, pick, lock, peck, truck, Jack
Other Words: nest, hint, shirt, thread, splash, shelf
2 min.
Word Reading Blending Routines
(sound-by-sound or
continuous)
Word Reading: Word Reading with Letter Cards
I Do: Teacher shows flash card with "ack" written on it. Tell students the sound for "ack". Add
the letter b to beginning of ack. Teacher says /b/ /ack/ then back.
We Do: Teacher shows flash card with "ick" written on it. Students and teacher say "ick". Add
letter p to beginning of ick. Teacher and students say /p/ /ick/ then pick
You Do: Students read their โckโ word cards chorally.
Word List: Possible word combinations: Jack, Mack, pack, sick, deck, rock, duck, black, rack,
back, sack, sick, lick, tick, deck, peck, rock, tock, duck, buck
5 min.
Word Work
Word Building: Word Chain with Letter Tiles
I Do: Watch me use my letter tiles. One tile has the spelling for /k/, ck. Place that last. To spell
the word back, place the b and then the a in front of ck. There are four letters and three sounds. Let's make one together.
We Do: The word is pack. What letter do we need to change? Change the b in back to a p to
make pack. Ask where the ck is in the word. How many sounds? (3) How many letters? (4)
You Do: Have students each create the word chains listed below using letter tiles on a board.
Word List: Word Chain 1: sick, pick, peck, deck, dock
Word Chain 2: rack, Jack, black, block, lock, luck
5 min.
Dictation back, rack, black, duck, rock, deck, sick, pack, Mack, Jack^ 3 min. Text Application
- Read story one with identified target words.
2. Read clean copy of story one. 10
min.
Skill: Digraph โ ck, Week 2
Instructional Day: Four
Section Instructional Routine Time Warm-up Activities
Review Activity: Sight Word - Popcorn Words Activity
Flash word cards while students take turns "popping" up out of their chair to read the words.
Word List: Use appropriate grade level Dolch word list
2 min.
Phonological Awareness and Articulation of Skill
Activate Phonemic Awareness: Students put a finger on their nose when they hear a
word with the /k/ sound.
If skill is secure, then spend this time in text application. 3 min.
Letter-Sound Correspondence
Letter s Letter sound Correspondence: Use Elkonin box sound boards and chips.
Show the word card buck and say it orally. Move a disk for each sound you say. Count the sounds (3) and count the letters (4). Repeat with /k/ words in the word list.
Word List: /k/ Words: black, back, deck, pack, duck, Jack, Mack, buck, sick Other Words: thud,
fish, wheel, peach, shop, think, shame
If skill is secure, then spend this time in text application.
2 min.
Word Reading Blending Routines
(sound-by-sound or
continuous)
Word Reading: Closed Word Sort
I Do: Show students 2 column headers - "ck" and "no ck". Do a "Think Aloud" on how to read
words and decide which column it goes in. Demonstrate with two words.
We Do: As a group, allow kids to read word cards orally and put in columns.
You Do: Give students their own stack of word cards to sort.
Word List: /k/ Words: black, back, deck, pack, duck, Jack, Mack, buck, sick
Other Words: thud, fish, wheel, peach, shop, think, shame
5 min.
Word Work
Word Building: Word Chain with White Boards
I Do: Model for students how to encode the word pack on the white board. Change pack to rack.
Then change rack to sack.
You Do: Students complete word chains on whiteboards. Write pack, change to tack, change to
tick, change to Rick, change to rack, change to pack.
We Do: Have students write the word buck, change to tuck, change to luck.
Word List : pack, rack, sack, buck, tuck, luck, pack, tack, tick, Rick, rack, pack
5 min.
Dictation the sick duck a big rock
Jack did lock 3 min.
Text Application
- Read story two.
min.
Skill: Digraph โ ck, Week 2
Instructional Day: Five
Section Instructional Routine Time Warm-up Activities
Review Activity: Sight word speed drill - teacher holds up 2 sight word cards for 3 seconds.
then puts them down. Students read cards.
Word List: Use appropriate grade level Dolch word list 2 min.
Phonological Awareness and Articulation of Skill
Activate Phonemic Awareness: Students stand up when they hear a word with the /k/
sound.
If skill is secure, then spend this time in text application. 3 min.
Letter-Sound Correspondence
Letter sound Correspondence: The teacher shows the students different word cards.
The students put their thumbs up if the word card has the /k/ sound.
Word List: /k/ Words: black, back, deck, pack, duck, Jack, Mack, buck, sick
Other Words: thud, fish, wheel, peach, shop, think, shame
If skill is secure, then spend this time in text application.
2 min.
Word Reading Blending Routines
(sound-by-sound or
continuous)
Word Reading: Word Sort
I Do: Use word cards and column headers - ack, ock, ick, uck, eck, and other. Read and place 2
or 3 cards in correct column.
We Do: Select and do 2 more cards as a group.
You Do: Each students is given his/her own set of word cards and take turns placing in correct
column.
Word List: /k/ Words: black, back, deck, peck, pack, duck, Jack, buck, sick, trick
Other Words: thud, fish, wheel, peach, shop, think, shame
5 min.
Word Work
Word Building
I Do: Using whiteboard, think aloud and write "pack".
We Do: Together, write tuck, sock, and back.
You Do: Dictate words for students to write. Check each before giving next word.
Word List: deck, peck, neck; sick, kick, Mick; tock, lock, hock, sock; tuck, duck, luck, muck
5 min.
Dictation Nick will kick the rock. Rick sat on the dock. The lock is in the pack.
3 min.
Text Application
- Read story three.
- Formative Assessment: Student should read targeted skill words with the goal being 95% accuracy.
min.
Instructional Focus: Digraph โ ck, Week 2
Story Number: 1
Mack the Cat
Mack is my big black cat. My son, Jack, likes my black cat.
Jack likes to pack rocks in his back pack for Mack to lick.
Mack likes to lick the rocks. Mack sits on the back deck and
licks the rocks. Mack licked so many rocks he got sick. Mack
got sick from the rocks and it made Jack sad.
Instructional Focus: Digraph โ ck, Week 2
Story Number: 2
The Pet Duck
Mack got to pick a pet for his son Jack. Mack picked a pet
duck. Buck, the duck, liked to peck Jack and Mack. Jack did
not like Buck to peck him. Buck pecked so much that Mack
locked him up in his truck. Mack got rid of Buck and picked a
new duck to be Jackโs pet.
