Ellen Spinks

Who Can Sack Jack the Quarterback?

RATIONALE:  Before children can learn to read, they must be able to recognize the phonemes in each word.  Phonemes represent sound of a letter or more than one letter.  Sometimes two letters can join together to make one sound, these are called digraphs.  The digraph "ck" can be hard for children because when they are put together they make the /k/ sound.  Children will be able to learn this digraph by reading and spelling words where the digraph "ck" is present.  When this lesson is completed, children will be able to see that when "c" and "k" are together, the /k/ sound is made.

MATERIALS: - The book, Jack and The Beanstalk.
-The tongue twister, "Let's form a pack and sack Jack the quarterback with a whack" on a poster.
-Elkonin Boxes and letter manipulative (“ck”(taped together),    d,u,p,s,a,b,l,j) for each child.
-Primary paper and pencils for each child.
-A card with a picture of Jack the Quarterback and a card with a picture  of a cheerleader. (pictures obtained from Picture It 2000)

PROCEDURE:
1. "The letters "c" and "k" are put together to make the digraph ck.  Today we are going to work together and read words and sentences with this digraph.  When these two letters are put together they make the sound /k/.  Can everyone say /k/?  When we made the /k/ sound, our tongues hit the roof of our mouth and pushed air out, didn't we?

2. "I have prepared a tongue twister for us to say.  Will everyone please look at the poster.  Watch as I point to each word and read it. "Let's form a pack and sack Jack the Quarterback"  Did everyone hear the /k/ sound.  Let's say it together now.  Good job.  Did you feel your tongue on the roof of your mouth?

3. "Now we are going to do an activity with flash cards.  I am going to give you one with a picture of Jack the Quarterback and the other one will have a picture of a cheerleader.  I am going to call out some words.  When I say a word with the /k/ sound in it, I want you to hold up the picture of Jack the Quarterback.  If there is no /k/ sound, then simply hold up the picture of the cheerleader.  The reason that we hold up the picture of Jack the Quarterback when we hear the /k/ sound is because he also makes the /k/ sound in Jack and in quarterback.  Cheerleader doesn't have the /k/ sound at all.  Now, does the word duck have the /k/ sound? Football? Luck? Job? Mack? Quack? Ball?

4. “Now we are going to practice spelling words with the ck digraph.” Give each child a letterbox and letters. Explain that the c and k are taped together because together they make the /k/ sound. “We are going to start with three boxes. That means that there will be three sounds. There is one box for each sound in the word. If I ask you to spell the word Jack you would put the J in the first box because it’s the first sound we hear, the a in the second because it’s the second sound we hear, and the ck in the last because it’s the last sound we hear. Are you ready to start?” Using the three boxes only, have the children spell the words: pack, buck, luck, mack, sick. “Good…… Now let’s use four boxes. This means there will be how many sounds? (4) Using the four boxes only, have the children spell the words: clock, smack Good….. Now lets do the same thing but with five boxes. Lets spell the word: cracker. Good job! Now I’m going to write some words on the board and I want you to read them.” Teacher will write the words that were just used in letterbox lesson.

5. "You all are doing very good.  Now I want you to come up with a sentence using the /k/ sound through out.  Do the best that you can on your on, if you   get stuck, just raise your hand and I will try to help you."

6. "At this time children will study more about the /k/ sound.  We have talked about Jack the Quarterback and now we are going to talk about Jack by reading Jack and the Beanstalk."

7. For assessment I will have the children choose from a list of words the ones that have the “k” sound. They are to write them on their primary paper. I will then walk around the room and ask the children to read the words they have written.

REFERENCE

¨ O’Brien Barclay. http://www.auburn.edu/rdggenie/breakthroughs/obrienbr.html