Read and write words that end with -uck.
- Word cards (see below)
- Letter cards (see below)
- Lucky Duck target text (see below)
- Book: Duck, Duck, Goose! by Kristen Hall (optional)
State and model the objective
Tell the children they will play Duck, Duck, Goose and they will read and write words ending with -uck: duck, luck, and stuck.
Practice the skill within an activity
Duck, Duck, Goose
- Read Duck, Duck, Goose! by Kristen Hall (optional).
- Have the children sit in a circle and choose one child to be Lucky Duck.
- Tell Lucky Duck to walk around the circle and tap classmates softly on the shoulder to tag them as ducks.
- After Lucky Duck names several children as ducks, have him or her tap a child and say “goose.”
- Explain that when a child is tagged as “goose,” he or she must jump up and run one way while Lucky Duck runs the other way to see who is the first to get back to the open spot.
- If Lucky Duck returns to the open spot before being tagged by the goose, he or she gets to keep that spot and the goose becomes the new Lucky Duck.
- If Lucky Duck is tagged by the goose before getting back to the open spot, that child continues to be Lucky Duck for another round.
Duck, Duck, Goose with word cards
- Choose a child to be Lucky Duck, then have the rest of the children sit in a circle and give each of them a word card (see below) to hold face down in their laps.
- Tell Lucky Duck to tap each child, as before, and, when tapped, have the children lift up their word cards so that Lucky Duck can read them aloud as he moves from child to child.
- When Lucky Duck gets to the child who holds up the Goose word card, tell them both to race as before.
- After each round, have the children pass their word cards facing down to the right until you say ‘stop’ so that the Goose will be a different person.
Apply the skill
Identify, blend and manipulate sounds
- Let the children make a target word (e.g. duck) from letter cards (see below) and then let them make different words by changing either of the consonants or the vowel.
- Change the beginning sound(s): duck → luck; tuck → puck; stuck → buck
- Change the vowel sound: duck → deck; luck → lack; stuck → stick
- Change the ending sound(s): puck → put; tuck → tug; stuck → stud
- For each of the words the children make, have them produce the sounds for each letter and then blend those sounds back into the word.
Read target words in a text
- Have the children underline the words that end in -uck in the text Lucky Duck (see below).
- Read the Lucky Duck text to the children.
- Engage the children in reading the Lucky Duck text simultaneously with you.
- Read the text again, fading support.
Write about the activity using target words and phrases
- Display target words on a word wall (i.e. duck, luck, stuck).
- Re-read the target text (see below) and permit the children to write their own version of the text.
SEEL Target Texts
Tap a duck.
Duck, duck, duck.
Tap a goose and run.
Run, duck, run!
Tap the word pluck and the word muck.
Tap the word duck.
Tap the word goose and run.
Run, Lucky Duck, run!
Will Lucky Duck get stuck?
SEEL At Home
Read and write words that end with -uck.
- Lucky Duck game cards (see below)
- List of words: duck, luck, muck, yuck, puck, truck, pluck, stuck
Activity: Lucky Duck Matching Game
- Set up for the Lucky Duck game by shuffling the cards then placing them face down in rows.
- Take turns choosing two cards at a time to get a match.
- Have your child read the cards aloud as they are turned over.
- If a match is found, the person puts the cards in their pile.
- If the two cards are not the same, turn them back over.
- Continue until all cards are matched, then count each person's cards to see who has the most.
- Work together to help your child create a list of -uck words (duck, luck, muck, yuck, puck, truck, pluck).
- Have your child write 1 or 2 sentences from dictation. (i.e., The duck got stuck in muck. A truck got stuck.)
- This activity can be repeated several times.
CCSS.ELA-LITERACY.RF.K.3.B: Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
CCSS.ELA-LITERACY.RF.K.2.D: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)