QUICK, QUACK, QUICK WENT THE DUCK
Beginning Reading
Michelle Mummert
 

duck 

Rationale: For children to read they must recognize the phonemes in each word.  Some phonemes have two letters in it to make one sound like “ck”.  Diagraphs can be hard for children to recognize because they are use to one letter representing one sound.  Children will learn the “ck” diagraph by reading and spelling words that contain the “ck” diagraph.  After this lesson, students will be able to recognize that when /c/ and /k/ are put together it is pronounced as /k/.

 

Materials: Quick, Quack, Quick! By Marsha Arnold, “Jack the duck found an icky sticky chick that quacked quickly” written on board, Elkonin boxes and letter manipulative for each child(c, l, o, k, s, m, a, d, u, i, j, n, e), Primary paper and pencil for each child, box of objects(clock, chick, kick ball, leaf, watch), List of real and pseudo words for each child(thack, pick, sock, mluck, lack, neck, fick, rack, brick)  

 

Procedures:

  1. Today we are going to learn about the diagraph /ck/.  The letters “c” and “k” are put together to make the /k/ sound.  We are going to talk about the way our mouths move when we say /ck/.  Watch my mouth when I say duck.  Can everyone say that sound with me? Good Job!
  2. Ask students: What type of noise does a clock make?  When you hear a clock it goes tick, tick, tick.  The last two letters in the word tick make the /k/ sound.  Keep practicing making the /k/ sound.
  3. I am going to give you a tongue twister that has many /ck/ sounds in it. (read tongue twister) “Jack the duck found and icky sticky chick that quacked quickly!” Lets’ say this tongue twister together 3 times.  Okay this time when we say the tongue twister lets say it slowly so we can hear the /k/ sound.  Get students to write the tongue twister on primary paper and get them to circle the diagraph /ck/ in each word.
  4. Now we are going to practice spelling words with the /ck/ diagraph.  Have each student take out letter box and letters.  Explain to students that each box represents one sound so that’s why “c” and “k” are taped together because they make the /k/ sound.  Start out with three boxes.  Show students an example word.  If I spell luck I would put the l in the first box, u in the second, and the ck in the third box.  Have students spell: duck, sick, jack, neck.  Good Job! Now let’s use four boxes, spell: clock, smack.  Now I am going to write some words on the board and I want you to read them for me. Teacher writes words that students just spelled in letterbox lesson.
  5. Now using your paper and pencil I want you to write at least one good sentence using words that have the /k/ sound.  If you need help look at the words that have been written on the board.
  6. We are going to play a fun game.  I have a box of objects.  When I pull one out I will tell you what it is.  If you hear the diagraph /ck/ then I want you to quack like a duck but if you don’t hear it just sit their quietly.
  7. Have students read the book Quick, Quack, Quick!  Students are to look for words that have the /ck/ diagraph in them.  After all students are done, teacher will have students tell all the words that they found in the reading.
  8. For assessment, I will give students a list of real and pseudo words.  I will explain to them that some words are real and some are fake words.  Just sound them out the best that you can.  I want you to practice reading the words aloud and I will listen to you as I walk around. List(thack, pick, sock, mluck, lack, neck, fick, rack, brick)

 

Reference: http://www.auburn.edu/rdggenie/chall/busbybr.html


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