Wednesday, June 27, 2012

Explicit Phonics -ck Lesson

       I thought I'd share a very common and predictable digraph spelling lesson this time. I haven't heard from anyone except two of my own children. I'd still like to have input if anyone has anything to share. 
       By the way, I have lessons for almost all of the phonetic skills taught in the first grade and some of the second grade skills.
       As I have said before, the guidelines for instruction are on the first post I wrote.


Explicit Phonics Lesson
Digraph -ck
Day 1

Objective: Sound and blend words using the short ă, short ĭ and -ck.
Review
          “Can you tell me the letter name of the vowels?” (a, e, i, o, u, and sometimes y)   “We have worked with the short ă sound. What is the short sound of a?” / ă/ as in apple. (Have letter Aa visible) “What is the hand sign that we have used for /ă/?” Wait for a response. “Pretend you are holding an apple in your hand with me and say the sound of short ă.”   
         “We have also worked with the short sound of the vowel i.” (Have letter Ii visible.) “What is the short sound of i?” (/ ĭ/ as in itch.) Use the hand signal of scratching the left arm with the right hand for itch. “Igloo begins with / ĭ/. Can you think of any other words that begin with the / ĭ/ sound?” iguana, it, is, if, in, icky, Indian.
          “Today we are going to study two consonants that work together to make one sound. What two letters use the sound is /k/?” ( k and sometimes c) “Those two letters work together in the spelling –ck to make one sound, /k/ as in kite. This spelling, where two letters work together to make one sound, is called a digraph. A digraph is two letters that work together to make one sound. What is a digraph?(two letters that make one sound.) What do we call two letters that make one sound? (a digraph)
          “The –ck spelling doesn’t come at the beginning of words. It usually comes at the end of a word. –ck is only used after a short vowel sound. The word sack uses the –ck spelling. What are the sounds in sack. /s/ /a/ /k/ Let’s spell the work sack together.” (Write the spellings for the sounds on the board as members of the class dictate.) “Let’s try another one. pick” (Use the same process as with sack.)

“What do we call two consonants that work together to make one sound?” digraph
“What sound does the digraph –ck make?”  /k/
“What are three spellings for the /k/ sound?” c, k, -ck
“What kind of vowel sound comes before the –ck spelling?”  A short vowel sound
“Where is the –ck spelling most often found in a word?” At the end

PA (oral)
          “Listen to these words and see if you can hear the /k/sound or not. If you hear the /k/ sound in the word, I want you to give me a thumbs up. If you don’t hear /k/ in the word, give me a thumbs down. So if I say kick, /k/ /ĭ/ /ck/, you would give me a thumbs up because the /k/  sound is in the word kick. If I say tip, /t/ /ĭ / /p/, you would give me a thumbs down because you do not hear /k/ in the word tip.”

sick             came            tack             touch           push            lick
kiss             thick           rich             pack            cock             car

Decoding
          Using two differently colored markers, write the words on the board one phoneme at a time. As you write, say “sound” and have the students give the sound for the spelling you have just written. When the word is complete, go back and have them give you the sounds again on cue. Then have them blend the sounds into a word as you use your finger to underline the word. At the end of each row go back and re-read the row before going on to the next row. When all the words are decoded, take time to talk about the meanings of any words that might be unknown.

sack             sick             back            pack           
tick             trick            black           brick
snack           track           slick            pick

          Once all the words are on the board, use the “Buddy Up” strategy and give clues.  The buddies are to find the word you gave the clue for, and raise their hands. As they give the answer, you circle the answer. Sometimes more than one clue may be necessary. If the first clue doesn’t produce the answer, the next clue might be the row that the target word is on.
          Some clues might be:
1.  the sound a clock might make                    tick                                         
2. antonym for white                                    black
3. Put the groceries in a ___.                        sack
4. synonym for ill                                         sick
5. used to build a house                                brick
6. synonym for choose                                  pick
7. antonym for front                                    back  
8. a clever act                                             trick
9. a little food eaten between meals              snack
10. synonym for smooth and slippery              slick
11. A train runs on a ____.                            track
          When there is only one word left (pack), have the buddies read the last word. Each buddy then uses the word in a sentence, telling their buddy. Some of the sentences can be shared with the whole class.
          In this procedure not only are the words being read and re-read, but the meanings of the words (or words in the clues) are being studied. Don’t neglect stressing the vocabulary factor.

Decodable Text
          Practice reading words in text using the Decoding Practice.

Day 2
Review
“What is the short sound of the letter a?”   /ă/
“What is the hand sign and key word we use to remember the sound of short ă?”
          (Key word: apple    Hand sign: holding an imaginary apple.)
“What is the short sound of the letter i?”  /ĭ/
“What is the hand sign and key word we use to remember the sound of sort ĭ?”
          (Key word: itch      Hand sign: scratching the arm)
“What do we call two consonants that work together to make one sound?” digraph
“What sound does the digraph –ck make?”  /k/
“What are three spellings for the /k/ sound?” c, k, -ck
“What kind of vowel sound comes before the –ck spelling?”  A short vowel sound
“Where is the –ck spelling most often found in a word?” At the end

PA (oral)
          “I am going to say some words with the /k/sound. I want you to tell me if the sound is at the beginning of the word or at the end of the word. If I say kind, you would tell me the /k/ sound is at the beginning of the word by giving me the thumbs up sign. If I say duck, you would tell me the /k/ sound is at the end of the word by giving me the thumbs down sign. Be sure your Buddy agrees with you before you raise your hand to give me your answer.” (Segment words if needed.)

milk             lick              kiss             calf              king             stick
thick            cover          quack           kit               chick           truck



Decoding
          Use the same procedure that was used on Day 1.

          stack           stick            wick           pack
          brick           lick              crack           Jack
          backpack     click            lack             sick

1. Synonym for branch                                            stick
2. A camera sound                                                  click
3. Synonym for pile                                                stack
4. The string at the top of a candle                          wick
5. Used to build a wall                                            brick
6. Used to bring items to school                              backpack
7. A male name                                                       Jack
8. If you don’t have enough, you ___ something         lack                                
9. A way to eat a lollipop                                        lick
10. Putting clothes in a suitcase                                pack
11. I don't feel well. I'm ______.                            sick
          Have the students read the last word (crack)to their partner. Then each makes up a sentence using the word. Have them go for 7-Up sentences (7 or more words in the sentence.)

Decodable Text
          Use –ck phrases to practice reading. The first time through, have them follow as you read. The second time, have them chorally read with you. Then the Buddies can take turns reading to each other.

Day 3
Review
“What do we call two consonants that work together to make one sound?” digraph
“What sound does the digraph –ck make?”  /k/
“What are three spellings for the /k/ sound?” c, k, -ck
“What kind of vowel sound comes before the –ck spelling?”  A short vowel sound
“Where is the –ck spelling most often found in a word?” At the end

Encoding: Dictation
          Use the dictation procedure. Be sure to make them ask, “Which spelling?”
1.   /ă / a          /ĭ/ i             /k/  k      /k/  c     /k/ ck
2.  pack        pick        sick
3.  sack        snack      thick
4.  quick       backpack
    A snack is in the backpack.

Decodable Text:
       Practice reading the –ck phrases  as it was done on Day 2.




Day 4
Review: Have the class decode 6 to 18 /k/ words on the board or on flashcards.

Word Building or Word Chaining
          Use as much as you feel is appropriate.
sick                       tack                      lick
stick                     track                     lack
tick                       rack                      sack
trick                     Jack                      sick
Rick                      sack                      pick
brick                     snack                     pack
thick                     slack                     tack
quick                     lack                       track
chick                     black                     trick
lick                        back                      brick
slick                      pack                     
                                                         
Decodable Text
          Use –ck sentences to practice reading –ck words in context. Follow the format of the phrase reading.

Day 5
Review
“Two letters working together to make one sound are called a _digraph_.
-ck is a _digraph__.
The sound of –ck is _/k/_.
-ck is used after a  _short_  vowel sound.
-ck is used most often at the _end_ of a word.
The /k/ sound at the end of a word with a short vowel sound is usually spelled with _-ck_.”

Encoding/Dictation
1.       /k/ k    / ĭ/ ĭ   /k/ c               /ă/ a     /k / -ck
2.       back       black        stack
3.       kick       tick         trick
4.       backtrack    handpick
          Do not kick the brick stack.
Decodable Text:  Use –ck sentences to practice re-reading with a buddy.


Decoding Practice

  kick   sick   tack   pack   sack       

  trick   stick   black   snack  brick


1.                 a brick stack       2. pack a snack
3. the slick trick       4. kick the stick


1.         Rick is sick of that snack.

2.       The black stick is thick.

3.        Pack the yak in a sack.

4.        The stick is black.

5.        Jack can put bricks in a stack.

6.        A crack is in that brick.


-ck Phrases

1.       his slick trick     11. in his backpack

2.     a sick chick          12. pick a stick

3.     pick a snack         13. fill the sack

4.     click on it            14. a black brick

5.     with a big kick     15. thick stack

6.     stack of bricks    16. pack a snack

7.     stack of sticks    17. sack the jacks

8.     on the track        18. kick it back

9.     lick it                  19. trick you

10. a slick stick       20. pick it up





-ck  Sentences

1.         Jack will hit the sack.

2.       Play jacks with Jan and me.

3.       He kicked the thick stick.

4.       Get a quick snack.

5.       We will not trick you.

6.       I can pick up the stick.

7.       Is a brick in the backpack?.

8.       Put the pack on your back.

9.   Rick will stack the bricks.

10.  Hit it with a stick.

11.  Do the trick with the brick.

12.  Stick it up with a tack.

13.  If you are sick, hit the sack.

14.  Do not run on a slick track.

15.  Jack will backtrack to the shack.

16.  Nick did a lap on the track.

17.  The cat will lick the milk.

18. The brick will crack the stick.

Saturday, June 16, 2012

Explicit Phonics Short i Lesson



Here is the short i lesson from my Explicit Phonics Lessons. If you are unsure of the procedures, please go back to the General Guidelines in my previous post.

By the way, these lessons fit nicely into the Foundation Reading Skills of the Common Core Standards.


Explicit Phonics Lesson
Short ĭ
Day 1

Objective: Sound and blend words using the short ĭ .
Review
          Can you tell me the letter name of the vowels? (a, e, i, o, u, and sometimes y)   We have worked with the short ă sound. What is the short sound of a? /ă/ as in apple. (Have letter card Aa visible) What is the hand sign that we have used for  /ă/? Wait for a response. Pretend you are holding an apple with me.  
Today we are going to review the short sound of the vowel i. (Have letter card  Ii visible.) The short sound of i is / ĭ/ as in itch. Use the hand signal of scratching the left arm with the right hand for itch. Igloo begins with /ĭ/. Can you think of any other words that begin with the / ĭ/ sound?  it, is, if, in, icky

PA (oral)
          Listen to these words and see if you can hear the short /ĭ/ sound or not. If you hear the /ĭ/ sound in the word, I want you to give me a thumbs up. If you don’t hear /ĭ/ in the word, give me a thumbs down. So if I say sit, /s/ /ĭ/ /t/, you would give me a thumbs up because the /ĭ/ sound is in the word sit. If I say sat, /s/ /ă / /t/, you would give me a thumbs down because you do not hear /ĭ/ in the word sat.
wish             list              tip               stop             lap               lip
this             that             rich             kick             cock             dig

Decoding
          Using two differently colored markers, write the words on the board one phoneme at a time. As you write, say “sound” and have the students give the sound for the spelling you have just written. When the word is complete, go back and have them give you the sounds again on cue. Then have them blend the sounds into a word as you use your finger to underline the word. At the end of each row go back and re-read the row before going on to the next row. When all the words are decoded, take time to talk about the meanings of any words that might be unknown.

lid                kid               big              fig              
list              kiss             mint             hint
fish             dish             lift              rim

          Once all the words are on the board, use the “Buddy Up” strategy and give clues.  The buddies are to find the word you gave the clue for, and raise their hand. As they give the answer, you circle the answer. Sometimes more than one clue may be necessary. If the first clue doesn’t produce the answer, the next clue might be the row that the target word is on.
          Some clues might be:
1. do it to show affection                              kiss
2. antonym tiny                                            last
3. the edge of a wheel                                  rim
4. synonym for the cover of a pot                 lid
5. an aquatic animal                                      fish
6. synonym for child                                     kid
7. a written reminder                                   list    
8. a cool flavor                                             mint
9. You might serve food on a ___.                 dish
10. a small fruit                                            fig
11. to raise something up                                lift

          When there is only one word left, have the buddies read the last word. Each buddy then uses the word in a sentence, telling their buddy. Some of the sentences can be shared with the whole class.
          In this procedure not only are the words being read and re-read, but the meanings of the words (or words in the clues) are being studied. Don’t neglect stressing the vocabulary factor.

Decodable Text
          Practice reading words in text using the decoding practice.

Day 2
Review
What are the names of the vowels? (a, e, i, o, u, and sometimes y)
What are the letters that are not vowels called?   (consonants)
What is the short sound of the letter a?   /ă/
What is the hand sign and key word we use to remember the sound of short ă?
          (Key word: apple    Hand sign: holding an imaginary apple.)
What is the short sound of the letter i?  /ĭ/
What is the hand sign and key word we use to remember the sound of sort ĭ?
          (Key word: itch      Hand sign: scratching the arm)
Name some words that begin with the short ĭ sound.



PA
          I am going to say some words with the short ĭ sound. I want you to tell me if the sound is in the middle of the word or at the beginning of the word. If I say if, you would tell me the /ĭ/ sound is at the beginning of the word. If I say him, you would tell me the /ĭ/ sound is in the middle of the word. Be sure your Buddy agrees with you before you raise your hand to give me your answer. Segment words if needed.

milk             it                 icky             click            sniff            illness
ibis              lift              drip             ship             isn’t             thick

Decoding
          Use the same procedure that was used on Day 1.

          hid               gift             trip             six
          crib             dim              skin             thin
          flip              twins           wink             chip

1. Synonym for present                                          gift
2. A small broken off piece                                     chip
3. Synonym for baby bed                                        crib
4. Antonym for bright                                            dim
5. It covers your body                                           skin
6. Seven minus one                                                 six
7. Two things that are alike                                   twins
8. To turn over quickly                                           flip
9. To stumble and fall over something                     trip
10. Antonym for thick                                            thin
11. To close only one eye                                         wink

          Have the students read the last word to their partner. Then each makes up a sentence using the word. Have them go for 7-Up sentences (7 or more words in the sentence.)

Decodable Text
          Use short ĭ phrases to practice reading. The first time through have them follow as you read. The second time have them chorally read with you. Then the Buddies can take turns reading to each other.


Day 3
Review
What is the key word and hand sign for short /ĭ/? (itch; pretend you are scratching your arm.)Give me some words that begin with the short /ĭ/ sound.
Now give me some words that have the short /ĭ/ sound in the middle of the word.

Encoding: Dictation
          Use the dictation procedure in the General Guidelines.

1.   /sh/ sh       /ĭ/ i             /j/  j        /g/  g
2. big           sip         snip  
3. drip         gift         drift
4. Get a big sip of milk.

Decodable Text:
       Practice reading the short ĭ phrases as it was done on Day 2.

Day 4
Review
          Have the class decode 8 to 10 short /ĭ/ words on the board or on flashcards.

Word Building or Word Chaining
          Use as much as you feel is appropriate.

it                          in                          lid
pit                        pin                        did
spit                       spin                       dim
sit                         sin                         him
lit                         chin                       Kim
list                        chip                       kid
fist                       ship                       skid
fit                         tip                        skin
fish                       trip                       kin
dish                       rip                        thin
wish                      drip                       win
wig                        dip                        twin
twig                      lip

Decodable Text
          Use the Short ĭ Sentences to practice reading short ĭ words in context. Follow the format of the phrase reading.

Day 5

Review

The letter i is a ________. (vowel)
The sound of short ĭ is _____. /i/
The key word for short ĭ is _______.  (itch)
The hand signal for short ĭ is ­­­________. (scratching the arm)
/ ĭ / is the sound of what letter? (i)

Encoding/Dictation

1.       /y/ y    / ĭ/ ĭ   /ă/ a               /w/ w

2.       it            bit                   big

3.       gift        mint        quiz

It is a big gift.

Decodable Text

          Use Short ĭ Sentences to practice re-reading sentences with a buddy.



Decoding Practice

  big     wig    twig     nip    snip       

  trip    sit     spit     ink    sink


a big grin                  hid in a ship
six kids                     lift the lid


1.         It is in the pink dish.

2.       Kim will clip the tip.

3.       Tim hit it with a stick.

4.        His fish swims in a dish.

5.        Jim hit his chin.

6.        The pig will dig a pit.


Short i Phrases

1.         hid a grin             11. a thin kid

2.       sit on it               12. skip up hill

3.       a pink wig            13. fix the bib

4.       drip of milk         14. the big gift

5.       sit on the hill       15. thin lips

6.       did it to win        16. pig in a pit

7.       the big gift         17. wish list

8.       dig a pit              18. sit in a swing

9.        it is his              19. six big figs

10.   with his fist       20. lift the lid





Short i Sentences

1.         Jill is still in the ship.

2.       The tip of the stick is thick.

3.       The big hit will go in the mitt.

4.       A fin is on the fish.

5.       Will you zip me in?

6.       I will dip my chip.

7.       Sip the milk with your lips.

8.       The rip in my slip is big.

9.   He will grip the stick.

10.  Milk is on Jill’s lips.

11.  The pig has a wig.

12.  Tim will fix the ship.

13.  His fist is big.

  14.  Dig a big pit for the pig.

  15.  Sit and sip milk with me.

  16.  Jim will fill the pit with sand.

  17.  It is on my wish list.

  18. A pink pig will dig a pit.