Rationale: To learn to read and spell words, children need the alphabetic insight that letters stand for phonemes and spelling map out the phonemes in spoken words. Before children can match letters to phonemes, they have to recognize phonemes. This lesson will help children identify /ck/. They will learn to recognize /ck/ in spoken words by learning a meaningful representation and a letter symbol, and then practice finding /ck/ in words.
Materials: Primary paper and pencil; chart with “Nick’s clock goes tick tock in the back of his truck”; class set of cards with “ck” on one side and “?” on the other; drawing paper and crayons; page with pictures of rock, lock, back, kick, check, chicken, black, truck, and clock.
1. Introduce the lesson by explaining that writing is a secret code. The tricky part is learning what letters stand for the mouth moves we make as we say words. Today we are going to work on spotting the mouth move /ck/. At first /ck/ will seem hidden in the words, but as you get to know it, you’ll be able to spot /ck/ in all kinds of words.
2. Ask students: What sound does a clock make and say tick, rock? The ending sound is what we are looking for in the mouth moves. I will show you how to spot /ck/ in a word. Stretch it out, and see if you say, /ck/, like the ticking of a clock. I will try lock, lloo-ck. Yes, at the end I said /ck/.
3. Let’s try a tongue twister (on the chart). “Nick’s clock goes tick, tock in the back of his truck.” Let’s say this as a group. Now you guys say it without me and stress the /ck/ sound. This last time, every word that has a /ck/ sound in it you rock to the right first. Great job guys!
4. Get out your pads and pencils and we are going to write this sound. We can use the letter /c/ and /k/ to spell /ck/. Let’s write it on paper now. Make a curve under the fence line to make the /c/. For the /k/ start at the top, draw a line all the way down to the bottom, pick up pencil and move it to the fence line and draw a slanted line into the straight line and then back out to the bottom. Everyone wrote your /ck/ and I will walk around to check them. When I put a stamp on your paper you can write two lines in “ck.” When you write the letters that represent the sound /ck/ sat it silently in your head. Now I want you guys to get out your books and you are going to read them silently and count how many words have /ck/ in the book. You can make a tally mark on a piece of paper to keep count.
5. Call on students to answer and tell how they knew: Do you hear /ck/ in bird or chick? duck or blue? rock or stone? white or black? lock or girl? (Give each student a card with “/ck/” on it) Say: “Let’s see if you can spot the mouth move /ck/ in some words. Of you hear /ck/ show me the /ck/ side of your card, and of you do not hear /ck/, then show me the ‘?.’” (Give the words one by one) Nick’s clock goes tick, tock in the back of his truck. (Note: clock has /ck/ twice, at the beginning and at the end, but we are just working with the “ck” combination.)
6. Show the students the pictures of the words that include /ck/ and let them write “ck” and draw their own version of the picture and write the entire word on the back of heir paper. This is letting the students make their own type of flashcards to have and study with.
7. For assessment, distribute a worksheet that has different pictures of objects on it that includes /ck/ and some that do not. Instruct the students to check the objects that have /ck/ in the name. Let the students orally say each name of the objects before they begin so they all have the same understanding of what each object is. (For example, one student may say that the picture is of a bird and not check it, but it is a chick and is meant to be circled.)
Byrne, B., & Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity. Journal of Educational Psychology, 82, 805-812.
Jones, P., (1995). Indian Valley Elementary School, 1st grade, Sylacauga, AL.
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