Topic: Double Consonants, ck and Summarizing

Grade: 1st grade

Idaho State Standards: 1.LA.1.5.1 Apply knowledge of common onsets,
rimes and word patterns to decode and generate new words.
1.LA.2.3.2 Orally identify and describe the characters in a story that is read
aloud.
1.LA.2.3.4 Sequence and retell a story that is heard or read, into a beginning,
middle and end.
Common Core Standards: CCSS.ELA-LITERACY.RF.1.2.A
Distinguish long from short vowel sounds in spoken single-syllable words.
CCSS.ELA-LITERACY.RF.1.2.C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in
spoken single-syllable words.
CCSS.ELA-LITERACY.RF.1.1.A
Recognize the distinguishing features of a sentence (e.g., first word,
capitalization, ending punctuation).
Objectives: SWBAT create and write down at least 2 words with the rime of
ack.
SWBAT retell key facts of Run, Run, Run! by answering the questions on the
Look Back and Respond worksheet.
SWBAT correctly read hill, add, sack, egg, jazz and puff.
Materials Needed: 10 copies of Run, Run, Run! by Edith Rivera
10 copies of Look Back and Respond
Context cards: away, call, come, every, hear and said
Letter cards: a, c, k
White boards, marker and eraser
Prior Knowledge: Segmenting words and pronouncing individual
phonemes, blends, fluency: reading with expression based on punctuation
Gain Attention: Segmentation game- Ill say a word: miss. Now, Ill say the
sounds in the word miss: /m/ /i/ /s/. As I say each sound watch how I move
my hands. Beginning sound will be on my head, middle sound on my
shoulders and ending sound on my hips. Okay now everyone stand up! Lets
try it together. Now lets see if you can do it by yourself. Repeat with pack,
mat and pass.
Input and Modeling: Write the letters ss, ll, tt, ff and zz on the board.
Remind when two identical consonants are at the end of the word, they stand

for just one sound. Write ck on the board and explain together they make /k/.
Write matt and pack on the board. Read the words then have the students
read them with you. Next create the phonogram ack on the board. Man
words use this pattern. We can make words by adding a letter or more in
front. Model by writing an s in front of the letters and reading the word.
Check for Understanding: Write hill, add, sack, egg, jazz, puff. Have the
students whisper the words to their neighbor, have students give a thumbs
up if they thought their neighbor said the word right and then say the words
as a group. Have children write words that end in -ack on their white board.
Call several students up to write them on the board.
Guided Practice: Together read the story Run, Run, Run! Preface the
reading by introducing the characters and saying you will stop throughout
reading to answer questions. (If time have children partner read around the
room). Read the book to the students. As you read discuss the highlighted
words. Ask the following questions and have the students share their answer
with their partners. What are Jack and Tom doing? Why is Tom huffing and
puffing? Look at the illustration on this page. What does it look like Jack is
doing and why can he take a nap? Who wins the race? Tom says it was not
luck that made Jack lose. What was it?
Closure: Ask the children who remembers what a summary is? A summary
is a way to retell the story in your own words. Kind of like what you do in
Read Naturally. We are going to summarize the story by answer some
questions about the text. You can use your memory to answer them or look
back in the book. We will talk about them together and then you will answer
the questions on your paper. Who is Jack? Describe what Jack looks like. Is
Jack quick? Where is Tom? Why did Tom win? Is Tom quick? Then how did he
win?
Independent Practice: Answer the Look Back and Respond questions.
Assessment: Have the students draw a picture and write a sentence about
the story. (If time permits discuss how they feel about Jack.)
Reflection: