1) ball, pretend to dribble a ball or
2) a broken shovel picture as the lesson refers to.
Explicit Phonics Lesson
-all, -alk
Day 1
Objective: Sound and blend words using the –all and
–alk spellings .
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.
Today we are going to learn a new sound for the letter a. (Have the Broken Shovel card visible.) The spelling pattern we will be looking for is a followed by –ll or -lk. The new sound
of a in this spelling is /ô/ as in all.
When you break something you might say /ô/. (A hand signal that might be
used to make the learning more kinesthetic could be: two fists side by side,
then rotate the wrists, the right clockwise and the left counter clockwise, as
if a stick that was being held was broken.)
What is the sound of a when it is followed by –ll or –lk? /ô/
What is the hand sign for that sound? (Demonstrate)
What is the Broken Shovel sound? /ô/
What is the key word that we are going to use to remember the /ô/ sound? all
PA (oral)
Listen to
these words and see if you can hear the /ô/sound or not. If you hear the /ô/
sound in the word, I want you to give me a thumbs up.
If you don’t hear /ô/ in the word, give me a
thumbs down. So if I say tall, /t/ /ô//l/,
you would give me a thumbs up because /ô/ is in
the word tall. If I say tell, /t/ /ĕ/ /l/, you would give me a
thumbs down because you do not hear /ô/ in the word tell.
wall tall hall hill sell small
fall fill ball bell walk wake
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 have been decoded, take time to
talk about the meanings of any words that might be unknown.
talk call small stalk
mall chalk ball walk
fall hall wall tall
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. a place to shop mall
2. antonym short tall
3. the stem of a
corn plant stalk
4. synonym for
tiny small
5. a way to
communicate talk
(or call)
6. an object that
is the shape of a sphere ball
7. a way to move
from one place to another walk
8. something used
to write on a board chalk
9. vertical
support for a roof wall
10. a long narrow
room hall
11. I need to make
a phone ____. call
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
Decoding Practice.
Day 2
Objective: Sound and blend words with –all, -alk, and
the digraph –ck.
Review
What are
the three ways to spell the /k/ sound? c,
k, ck
Which
picture card do we use to remember the ck spelling? The Clicking Camera
What is
a digraph? Two letters that
work together to make one sound
What
digraphs have we studied? Th,
ch, wh, sh, and -ck
What is
the sound of short o? /ŏ/
What is
the key word for the short o sound? octopus
What is
the hand signal for the short o sound? hand
facing down with fingers dangling like the tentacles of an octopus
What is
the short sound of the letter a? /ă/
What is
the Broken Shovel sound of a? /ô/ (Refer to the picture card.)
What is
the hand sign and key word we use to remember the /ô/ sound?
Key
word: all Hand sign: breaking a
stick
What are
the spelling patterns that make the a use the /ô/ sound? –all
and -alk
PA
I am going to
say a word. I want you to tell me if the word I say has the /ô/ sound or not. If I say stalk,
you would give me the thumbs up sign because is has the /ô/ sound. If I say stink, you
would give me the thumbs down sign because stink does not have the /ô/ sound. Be
sure your Buddy agrees with you before you give me your answer. Segment
words if needed.
small instill install sidewalk hawk beanstalk
built balk squall boardwalk downhill defrost
Decoding
(Use the same procedure that was used
on Day 1.)
all stall squall stalk
clock dock lock flock
block smock rock shock
1. Synonym for
stone rock
2. A group of
birds flock
3. Synonym for
stem stalk
4. Antonym for
wharf dock
5. It needs a key lock
6. A storm with
wind and rain squall
7. A time keeper clock
8. Area in a barn
for a horse stall
9. The wall socket
might ______ you. shock
10. Antonym for stop block
11. A long sleeved
shirt smock
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 –all, -alk, -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 are
the two spelling patterns that make a
use the /ô/, Broken Shovel sound? –all,
-alk
What is
a digraph? Two letters that
work together to make one sound
What is
the digraph that spells the /k/ sound?
-ck
What
kind of vowel sound comes before the –ck spelling? A short vowel sound
What is
the short sound of a ?
What is
the short sound of o?
What is
the short sound of i?
Encoding: Dictation
Use the dictation procedure.
1. /k/ -ck /ŏ/ o /ôl/ all /ôlk/ alk
2. tall stall
wall
3. mall small
talk
4. chalk backtalk
We can call and go to the mall.
Decodable Text:
Practice reading –all, -alk, -ck Phrases as
it was done on Day 2.
Day 4
Review
Have the class decode 5 or 16 words with
–all, -alk, and/or –ck on the board or on flashcards.
Word
Building
or Word Chaining
Use as much as you feel is
appropriate.
all chalk sock
call walk sick
tall talk stick
stall stalk stack
small stall stalk
mall tall talk
call mall walk
ball small wall
fall wack
wall
Decodable Text
Use –all, -alk, -ck Sentences to
practice reading words in context. Follow the format of the phrase reading.
Day 5
Review
The
sound of short ĭ is _____.
The
sound of short ŏ is _____.
The
sound of short ă is _____.
What is
the new sound for a that we have
studied this week? /ô/
What two
spellings follow a to make it say
/ô/? -ll
and –lk
What is
the Broken Shovel sound? /ô/
What is
the Clicking Camera sound? /k/
What is
the digraph that uses the Clicking Camera sound? -ck
Encoding/Dictation
1. /ă/ a / ôlk/ alk /ôl/ al /k/ -ck /ŏ/ o
2. walk stalk stall
3. lock clock flock
4. pitfall spitball
Lock the stall and walk to the mall.
Decodable Text
Use –all, -alk, -ck Sentences to
practice re-reading sentences with a buddy.
Decoding Practice
all
fall wall tall small
talk stalk walk chalk balk
|
fast
talk
wall
to wall
bad backtalk
off the wall
1.
We
all are small.
2.
He
is so tall!
3.
I
will not fall off the wall.
4.
All the balls are small.
5.
We all walk and talk at the mall.
6.
I got a call in the hall.
-all and –lk Phrases
1.
hit
the wall 11. an odd ball
2.
call
it a ball 12. a small ball
3.
a
small wall 13. small flock
4.
small
talk 14. ball by a wall
5.
a
tall wall 15. fall off a wall
6.
my
last call 16. a tall wall
7.
a
chalk talk 17. no back talk
8.
the
odd ball 18. the last call
9.
walk
the hall 19. for the mall
10. all the stalks 20. a plant stalk
-all, -alk, and –ck Sentences
1.
Jack
is up the tall stalk.
2.
The
wall is tall and thick.
3.
The
clock on the wall will tick.
4.
A
small ball hit the stack of blocks.
5.
Will
you talk as you walk?
6.
The
hall at the mall is small.
7.
My
sock is back at the dock.
8. His call will shock us all.
8. His call will shock us all.
9. He can lock the stall.
10. The plant stalk is so tall.
11. His
backpack has all the chalk.
12. Tom packs the box with socks.
13. Put on a smock to walk the dog.
14. The stack of small bricks is tall.
15. We will walk up the rock path.
16. Jim walks on the dock.
17. The shock of his fall was small.
18. Hit the ball on the stall wall.
