Read, write, and differentiate among vowel sounds in words that end with –ock, –ick, and –ack.
- Timer or two sticks
- Picture cards
- Three sacks labeled –ock, –ick, and –ack
- Letter cards
- Sticky notes or small pieces of paper
- Tick Tock Goes the Clock and Stack and Pack texts
- Tick Tock, Clock by Margery Cuyler (HarperCollins, 2012) (optional)
While a clock goes “tick tock,” the children will pick up, stack, and pack objects that end in –ock, –ick, and –ack: clock, sock, tick, stick, pack, and sack.
- Read the book Tick Tock, Clock and have the children listen for words that end with –ick and –ock (optional).
- Invite the children to shadow read along as you read the Tick Tock Goes the Clock text aloud.
- Scatter the pictures of objects ending with -ock, -ick, and -ack around the floor.
- Start the timer/hit the sticks together and have the children try to pick up the objects before the timer dings.
Stack and pack
- Help the children read the word on each picture card.
- Mix up the picture cards and tell the children they will sort the cards into stacks according to the ending sound (e.g., place rocks, socks, and blocks together in a stack; place sticks and bricks together in a stack).
- Start the timer/hit the sticks together again and allow the children to stack the pictures.
- Have the children pack the stacks into corresponding sacks labeled –ock, –ick, and –ack.
Read target words in a text
- Read the text Stack and Pack together with the group.
- Have the children underline the words that end with –ock, circle the words that end with –ick, and draw a box around the words that end with –ack.
- Read the text again fading support.
- Repeat with the text Tick Tock Goes the Clock.
Identify, blend and manipulate sounds
- With letter cards, help the children make new words by changing the vowel in each word:
- tick → tock; stick → stack
- sack → sock; pack → pick
- lock → lick; block → black
- 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.
- Have the children identify the vowel sound in each word.
Write the target words
- Create a word wall of words from the activities that end with –ock, –ick, and –ack (i.e., clock, sock, rock, tick, stick, brick, stack, pack, sack).
- Have the children write words from the word wall on sticky notes or small pieces of paper.
- Have the children mix, sort, and stack their papers into piles according to the word ending.
- Have the children complete sentence completion prompts using words that end with –ock, –ick, and –ack. (e.g. I like to ___ (stack) and ___ (pack) socks; I can pack a ___ (rock) in a ___ (sack).
SEEL Target Texts
Tick Tock Chant
Pick up socks, locks, and rocks.
Pick up bricks and sticks.
Tick tock goes the clock.
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/.)
Tick Tock Goes the Clock!