Download Explicit Instruction for Phonics Intervention: Consonant Digraph ck, Week 1 and more Slides Grammar and Composition in PDF only on Docsity!
Skill: Consonant Digraph ck, Week 1
Instructional Day: One
Section Instructional Routine Time Warm-up Activities
Review Activity: Phoneme deletion. Take away the /ch/ at the beginning of the word and say
new word
Word List: chat – at
chit – it chin – in chair -- air
2 min.
Phonological Awareness and Articulation of Skill
Activate Phonemic Awareness: Say, “Kick.” Ask students what sound they hear at the
end of the word - /k/
Articulation : Show students what the mouth looks like when they say /k/. The back part of the
tongue is raised and pressed against the front part of the soft palate. All breath comes through the mouth. Have students look in individual mirrors and say /k/.
3 min.
Letter-Sound Correspondence
Letter sound Correspondence: Tell students that ck is the spelling used at the end of a
word or syllable. Give students a list of words and have them place highlighter tape over the ck. As students highlight, they make the /k/ sound.
Word List: Nick, stuck, sock, check, muck, shack, slick
2 min.
Word Reading Blending Routines
(sound-by-sound or
continuous)
Word Reading List: (Word Cards ) shack, tack, snack, speck, stuck, sock, trick, kick
I Do: Place word cards on the face down. Turn over the first card and think aloud as you sound
and blend the word orally.
We Do: Have students silently sound out the word as the card is turned over and then orally say
the word on cue. Repeat with a second card.
You Do: Students will partner read the word cards as the teacher provides feedback.
5 min.
Word Work
Word Building Words: 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 letters? (4) How many sounds? (3)
You Do: Have students create the word chains listed below using magnetic letters on a board.
Chain : muck, tuck, puck, pack, Mack, lack, lick
5 min.
Dictation sock, Nick, stuck, luck, kick, quick
3 min.
Text Application
- Have students identify the words in story one that contain the targeted skill.
- Read the identified words.
- Read Story One.
min.
Skill: Consonant Digraph ck, Week 1
Instructional Day: Two
Section Instructional Routine Time Warm-up Activities
Review Activity: Students will clap when they see ck and hear /k/ The teacher will read each
word and show students word cards at the same time.
Word List: stick, sun, dog, slick, spot, luck, quick, snack, ball
2 min.
Phonological Awareness and Articulation of Skill
Activate Phonemic Awareness: Step Forward for /k/ Have students line up shoulder to
shoulder. If students hear /k/ in a word, they take a step forward.
Word List: check, stuck, Ned, slick, hot, luck, Tom, rat
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 is raised and pressed against the front part of the soft palate.
3 min.
Letter-Sound Correspondence
Letter sound Correspondence: Each student will have a card with ck. When students
hear /k/ at the end of the word, they hold up the card.
Word List: sock, check, shack, man, pack, dog
2 min.
Word Reading Blending Routines
(sound-by-sound or
continuous)
Word Reading List: Word Reading with Letter Cards / sack, back, sick, lick, tick, deck, peck,
rock, sock, duck, buck
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 are each given a ck word ending - ack, ick, eck, ock, or uck. They each add
different letters to the beginning to make new words.
5 min.
Word Work
Word Building Words: The teacher has a prepared a flip book with three sections. The
final section has ck written in it. The middle section includes i, u, e, a o. The first section includes st, k, l, s, m, qu, ch, sl, sh
Word List: stuck, sock, luck, kick, check, muck, quick, shack, slick
I Do: Show students how to form a word with the flip book by showing them the pages with st-u-
ck and blending the sounds for stuck.
We Do: Flip the first section and with the students blend the new sounds to form a word.
Remind students that ck has two letters but one sound.
You Do: Students will chorally blend sounds into words as the teacher flips the sections of the
flip book.
5 min.
Dictation
luck, muck, quick, check 3 min.
Text Application
- Read story one with identified target words.
2. Read clean copy of story one. 10
min.
Skill: Consonant Digraph ck, Week 1
Instructional Day: Four
Section Instructional Routine Time Warm-up Activities
Review Activity: Sight Word - Popcord Words Activity
Flash word cards while students take turns "popping" up out of their chair to read the words.
Word List: going, how, may, some, been, call, pull, tell, walk, new, as, first, sit, stop, us, very or
other grade level appropriate Dolch list words.
2 min.
Phonological Awareness and Articulation of Skill
Activate Phonemic Awareness: If additional practice is needed, see
previous lessons.
Articulation: If skill is secure, then spend this time in text application.
3 min.
Letter-Sound Correspondence
Letter sound Correspondence: If additional practice is needed, see
previous lessons.
Word List: If skill is secure, then spend this time in text application.
2 min.
Word Reading Blending Routines
(sound-by-sound or
continuous)
Word Reading List: Closed Word Sort
Word List: stuck, sock, fish, wheel, ouck, kicked, shop, think, muck, quick, slick, slam
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. Demonstrate with two words.
We Do: As a group, allow students to read word cards orally and put in columns.
You Do: Give students their own stack of word cards to sort.
5 min.
Word Work
Word Building Words: Building Words with Letter Tiles
I Do: Think aloud how to spell check. Use letter tiles to form the word. Then blend and sound the
word.
We Do: Students will silently think about how to build rock. Together students will decide on
letter tiles to use.
You Do: With individual letter tiles, students will build words as the teacher dictates.
Word List : black, stuck, shack, quick, truck, duck, sock, deck
5 min.
Dictation Nick was stuck in the muck. Check the deck.
3 min.
Text Application
- Read story two.
min.
Skill: Consonant Digraph ck, Week 1
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: ate, do, may, ran, of, been, call, buy, its, many, use, which or other grade level
appropriate Dolch list words. 2 min.
Phonological Awareness and Articulation of Skill
Activate Phonemic Awareness: If additional practice is needed, see
previous lessons.
Articulation: If skill is secure, then spend this time in text application.
3 min.
Letter-Sound Correspondence
Letter sound Correspondence: If additional practice is needed, see
previous lessons.
Word List: If skill is secure, then spend this time in text application.
2 min.
Word Reading Blending Routines
(sound-by-sound or
continuous)
Word Reading List: Open Word Sort / snack, stick, trick, luck, stuck, quick, shack, slick, peck,
back, Jack, ice, lid, rose, fish, wheel, peach, shop, shame, muck, mad, truck, trade
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, students and take turns placing in
correct column.
5 min.
Word Work
Word Building Words: pack, snack, peck, stick, luck, shack, muck, truck
I Do: Using whiteboard, think aloud and write slick.
We Do: Together on personal wipe-off boards, students and teacher write sock and then black.
You Do: Dictate words for students to write. Provide corrective feedback before going on to
the next word.
5 min.
Dictation Nick may stick the sock in the truck.
Jack can pack for a quick trick. 3 min.
Text Application
- Read story three.
- Formative Assessment: Student should read targeted skill words with the goal being 95% accuracy.
min.
Instructional Focus: Consonant Digraph ck, Week 1
Story Number: 1
Nick and His Sock
Nick had a sock that gave him good luck. Nick lost his
good luck sock. He had to find the sock. Nick fell in the slick
muck and his Mom took his sock. He has to find that sock.
Nick checks in his back pack. No, sock. Nick runs to the
shack to check for his sock. Nick sees the sock in the shack.
What luck!
Nick gets his sock and puts it on. Now he will have good
luck as he plays with his friends.
Instructional Focus: Consonant Digraph ck, Week 1
Story Number: 2
A Snack for Nick
Can Nick find a snack? Nick sees a tack. That is not a
snack. Nick sees a speck on a stick. That is not a snack.
Nick finds a sock. He finds the sock in the shack. A
snack is stuck in the sock. No, it is a trick. Nick has no
snack yet.
Nick can not find a snack, so Nick calls his Mom. Nick’s
Mom gets him a snack. Nick will have chips and pop for
his snack.
