Stuck in Muck

Objective

Read and write words that end with –uck.

Lesson Plan

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Target Words:

  • duck
  • muck
  • suck
  • yuck
  • stuck
  • truck

Materials:

  • Pretend muck [e.g., playdough, flour and water, chocolate pudding, or muck (see below)]
  • Muck recipe:  Mix 1 cup flour, 1/2 cup salt, 1/3 cup cocoa powder; add 1/2 cup water and knead.
  • Tray, cookie sheet, or bowl for the muck
  • Drinking straws
  • Paper duck and truck graphics —at least 1 for each child (see below)
  • Duck, little truck and big truck graphics (see below)
  • Letter cards (see below)
  • A Duck and Truck Get Stuck target text (see below)

State and model the objective
Tell the children that they will play with a duck or a truck in muck read and write words ending with -uck, such as duck, muck, suck, yuck, stuck and truck.
Click here to see a video demonstration similar to this lesson.

Practice the skill within an activity
Get a duck or truck stuck in the muck

  • Prepare pretend muck (see recipe above) or use playdough, flour and water, or chocolate pudding.
  • Place a tray of muck on a table, surrounded by cut out paper duck and truck graphics (see below).
  • Have the children take turns choosing and reading a word on a duck or truck graphic.
  • Let the children suck through a straw to pick up the duck or truck and push it into the muck.
  • Have the children comment, “Yuck! Yuck! A duck (or truck) is stuck in the muck!”
  • Repeat as desired.

Let a truck get a duck out of the muck

  • Read the target text A Duck and Truck Get Stuck (see below) with the children.
  • Let the children get a paper duck (see below) and a little paper truck (see below) stuck in the muck.
  • Have the children use the big paper truck (see below) to help get the stuck duck and truck out of the muck.

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  muck; suck  yuck; muck  duck
    • Change the vowel sound: suck  sick; duck  deck; muck  mock
    • Change the ending sound(s): duck  dug; suck  sun; yuck  yum
  • 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 target text A Duck and Truck Get Stuck (see below).
  • Read the text to the children.
  • Engage the children in reading the text simultaneously with you.
  • Read the text again with faded support.

Write about the activity using target words and phrases

  • Display target words on a word wall (i.e., duck, muck, suck, yuck, stuck, truck).
  • Refer the children to the word wall and have them write a sentence of two expressing ideas from a lesson activity or target text (e.g., The duck got stuck in the muck). 

SEEL Target Texts

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A Duck and Truck Get Stuck

A duck got stuck in muck.
“Yuck! I am stuck in muck,” said the duck.
Then a little truck saw the duck that was stuck.  
So, the little truck tried to get the duck out of the muck.
But then the little truck got stuck.
“Yuck! I am stuck in muck,” said the little truck.
 
Then a big truck came along.
And that big truck got the little truck and the duck out of the muck.  
But the little truck, the big truck and the duck got covered in muck. Yuck!

Printouts

SEEL At Home

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Print

Objective 
Read and write words that end with -uck.

Materials

  • Pretend muck (e.g., play-dough, flour and water, chocolate pudding, or muck - see below)
  • Muck recipe: Mix 1 cup flour, 1/2 cup salt, 1/3 cup cocoa powder; add 1/2 cup water and knead.
  • Tray, bowl, or cookie sheet for the muck
  • Drinking straw 
  • Paper duck graphics (see below) 

Activity: Stuck in Muck

  • Place a tray of muck on a table, surrounded by the paper ducks (see below). 
  • Ask your child to choose a paper duck and read the word written on it.
  • Have your child suck through a straw to pick up the paper duck and drop it in the muck as he or she says, "Yuck!  A duck!  A duck is stuck in the muck!"
  • Take turns doing the activity until all the ducks are in the muck.
  • Have your child draw a picture of a duck stuck in muck and write a sentence or two about the duck by using words from the paper duck graphics (e.g., "The duck got stuck in the muck.").
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paper-duck-graphics

Standards

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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/.)

http://education.byu.edu/seel/library/