Blend a beginning consonant or consonant blend with -ack to make words such as back, quack, and track.
- Duck family graphic
- Duck family masks
- Craft Sticks
- 3x5 index cards
- "Quack Back" song
- Make Way for Ducklings by Robert McCloskey (optional)
The children will quack along a track while they add sounds to the -ack ending to make words such as back, track, quack, and Jack.
Pretend to be ducks and quack
- Cut out the duck face masks and attach them to craft sticks.
- Read the book, Make Way for Ducklings by Robert McCloskey to the children, pointing out that the ducklings' names all end with -ack.
- Invite five children to play the roles of ducklings and give them each a mask.
- Hold the Mama Quack face mask as you play the role of Mama Quack.
- Help the children say a duckling’s name, segment the initial sound and the –ack ending then blend the sounds together to say the complete name (e.g., /z/ + /ack/ = Zack).
- Have the children figure out which of the "ducklings" that name belongs to, and have that duckling quack as they go back to their seat.
- Repeat with the other duckling names.
Sing the "Quack Back" song
- Use masking tape to make a track on the ground that goes around the room.
- Teach the children the "Quack Back" song (sung to the tune of "Five Little Ducks")
- Let the children pretend to be ducks and waddle along the track made of masking tape as everyone sings the "Quack Back" song.
- Repeat as desired.
Segment words into sounds and blend sounds into words
- Invite the children to march to each sound in the word back.
- Produce the initial sound (e.g., /b/): march right.
- Produce /ack/: march left.
- Have the children blend the sounds together to produce the complete word (e.g., back) as they jump in place with their feet together.
- Repeat with other –ack words, such as quack, lack, tack, sack, and rack.
Read and write target words
- With the children's help, make a list on the board of the ducklings' names.
- Point to each of the names written on the board and have the group read each name first with the sounds separated (e.g., "/z/ + /ack/"), and then with the sounds blended together (e.g., "Zack").
- Have children write the name of their favorite duckling on an index card.
- Hold up the different face masks one at a time, inviting the children to hold up their index card when the corresponding face mask is shown.
SEEL Target Texts
Jack said, “Quack,” and waddled to the track.
Mama Quack said, “QUACK, QUACK” back to Jack,
Jack left the track saying, “Quack, quack, quack!”
Mack said, “Quack,” and waddled to the track.
Mama Quack said, “QUACK, QUACK” back to Mack,
Mack left the track saying, “Quack, quack, quack!”
Mama Quack said, “QUACK, QUACK” back to Pack,
Pack left the track saying, “Quack, quack, quack!”
Mama Quack said, “QUACK, QUACK” back to Lack,
Lack left the track saying, “Quack, quack, quack!”
Mama Quack said, “QUACK, QUACK” back to Zack,
Zack left the track saying, “Quack, quack, quack!”
(Sung to the tune of Five Little Ducks)
SEEL At Home
Blend beginning sounds and the -ack ending to make words (e.g., /b/-ack).
- Duck pictures
- Craft sticks (optional)
- "Quack Back" song, sung to the tune of Five Little Ducks
Activity: Quack Back
- Help your child cut out the duck pictures and label them with different -ack names, (e.g., Jack, Lack, Mack, Zack, Pack, and Mama Quack).
- Together you can make the pictures into stick puppets (tape to craft stick) or finger puppets (tape a paper loop to the back of picture) if desired.
- Have your child teach you the Quack Back song and sing it together as you act it out using the pictures (or puppets).
- Play a guessing game with your child by saying the beginning sound of one of the names then the -ack ending, and allow your child to blend the sounds together to say the name
- Have your child hold up the picture card labeled with the name (e.g., Parent says /j/ + /ack/. Child says "Jack" and holds up the picture labeled Jack).
- Repeat with all of the names, then try making new -ack words together.
- e activity can be repeated several times.
CCSS.ELA-LITERACY.RF.K.3.D: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
CCSS.ELA-LITERACY.RF.K.2.C: Blend and segment onsets and rimes of single-syllable spoken words.