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.

Literacy Activities
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 the graphics of a rock, stick, block, and clock 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.

More Practice
Identify, blend and manipulate sounds

• With word blending cards, 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 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.)