Tick Tock, Click Clack

Objective

Read and write words ending in the ck digraph.

Lesson Plan

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Target Words:

  • tick
  • tock
  • click
  • clack
  • rock
  • stick
  • clock
  • block

Materials:

  • Clock that ticks
  • Sticks, blocks, and small rocks
  • Containers with lids that make clicking sounds (e.g., mint tins, shampoo bottle lids)
  • Clock, rock, stick, and block graphics (see below)
  • Word blending cards (see below)
  • Instrumental music with a strong 4/4 beat (optional)
  • Tick Tock, Click Clack target text (see below)

State and model the objective

Tell the children they will tick-tock, click and clack and read and write words ending with -ck, such as tick, tock, click, clack, rock, and stick.

Practice the skill within an activity

Click and clack a rock, stick, or block

  • Write the words click and clack on the board, point out the ck digraph, and explain that when c and k are together in a word they make the sound /k/.
  • Demonstrate how to use the rocks, blocks, sticks, and containers to click and clack to a beat.
  • Have each child pick an “instrument” (e.g., rocks, blocks, sticks, or containers that click).
  • Play some music and help the children listen for the beat (optional).
  • Have the children march around the room as they keep the beat on their instruments.

Tick-tock like a clock

  • Write tick-tock clock on the board, ask the children to underline the ck in each word, and have them tell you what sound the c and k make together (/k/).
  • Have the children listen to a clock to hear the tick-tock sound (or use the graphic and make a ticking sound).
  • Have children make a tick-tock sound by clicking their tongues against the roof of their mouth.
  • Show the children pictures of a rock, stick, block, and clock (see graphics below) and have the children label the objects.
  • Draw a two-column chart on the board and label one column Tick-tock and the other column Click Clack.
  • Ask the children to sort the graphics (Tick-tock: clock; Click Clack: rock, stick, block) and decide which column has the most items in it
  • Have the children underline the ck digraph in the words on the chart and on the graphics.

Apply the skill

Identify, blend and manipulate sounds

  • With word blending cards (see below), have the children make new words by changing the vowel or either of the consonants:
    • Change the ending sound: clack --> clap; rock --> rot; lock --> log
    • Change the vowel: tick --> tock; sick --> sack; black --> block
    • Change the beginning sound: tock --> sock; tick --> lick; lack --> back

Read target words in texts

  • Display and read the Tick Tock, Click Clack target text (see below) to the children.
  • Engage the children in reading the text again together.
  • Read the text again, fading support.
  • Have the children make a list of the words spelled with -ck.
  • Play music and help the children read the text in rhythm with the music (optional).

Write about the activity using target words/patterns

  • Give each child a paper and pencil and let them write words from dictation: clock, tick, tock, click, clack, knock, stick, block.
  • Have the children use words from their list to write about what they did (e.g. I heard a tick, tock. I made a knock with my block. I made a clock clack with my stick.)

Printouts

Standards

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1. CCSS.ELA-LITERACY.RF.1.3.A: Know the spelling-sound correspondences for common consonant digraphs.
2. CCSS.ELA-LITERACY.RF.1.3.B: Decode regularly spelled one-syllable words.

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