Get Ticking
Get Ticking
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.
Procedures:
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.)
Reference:
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.
Ginger Howell
Emergent Literacy
Click here to return to Challenges.
