=CK ano K PHONICS JOURNAL FOR THE “kK" au SPELLING AND READING ACTIVITIES TO COMPLIMEN ORTON-GILINGHAM INSTRUCTION!Wi APPROACH & SAMPLE PLAN arn approach, which is a mul SAMPLE WEEKLY ACTIVITY PLANS INTRODUCE RULE, CHOOSE THE S CAFFOLDED NOTES OR FLIPBOOK FOR STUDENTS TO COMPLETE; MAKE A CLASS ANCHOR CHART REVIEW RULE & ANCHOR CHART; COMPLETE THE READ SHEET TOGETHER AS A WHOLE GROUP PEVICW RULE & DRILL A DECK OF CK/K WORD CARDS (NOT INCLUDED); WAVE STUDENTS COMPLETE THE SORT DURING MORNING WORK OR OTHER WORK TIME; WAVE STUDENTS BECIN WORKING ON THE FLUENCY PACE BEVICW RULE & DRILL DECK OF WORD CARDS; COMPLETE THE DICTATION AND DECODING LESSON PLAN AS A WHOLE GROUP REVIEW RULE; PLAY A GAME, AND/OR TAKE AN ASSESSMENT (GAME AND ASSESSMENT NOT INCLUDED IN THIS PACKET) © Lindsay, a TRe Qu Veach I] ——TEACHER TiPS ¢ WORD LIST: The word list was created to help you generate words following the weekly pattern. There are dozens more words that would fit in the lis these lists to help you develop words for the different dictation activities, to make a word card deck, to helo make a class anchor The list can also be cut in half and used for decoding/fluency practice! READ SHEET: The Read Sheet on Aaye //of the packet has two picture boxes on the top. Help students correctly sound out and spell the words for each picture. (sock and desk). You may have students highlight the word endings (k/ck) in different colors of the read section, mark short vowels with a breve, or mark digraphs etc. Under Write 7+ choose words your students need practice with for spelling. After you have spelled words... ALWAYS have students read back the words they practiced spelling LESSON PLAN: The included Lesson Plan on pages 14 (teacher plan) and page 15 (student page) is an Orton-Gillingham lesson plan. I would always start by drilling sound cards (not included) for the day and reviewing our weekly rule. I have suggested sounds and words for spelling dictation within the lesson plan, but feel free to change them based on your students readiness. I do have my students put the student page in their phonics journal and they correct their spelling in ink, so they can see and learn from their mistakes. This is great practice for summative assessments! FLUENCY PRACTICE: The Fluency Practice on Page /7is great for phonics journals and work with small groups, partners, and repeated reading practice. It also makes a great homework read sheet for extra practice at home, and to give parents a clear idea of the phonics rule you are working on in class. © Lindsa Kidd. Re Out each,THE "K" RULE WORD LiST WORDS ENDING IN -CK GND -K -CK WORDS | -K WORDS desk milk tusk silk dusk flask risk disk flunk speak look cake mark fork bulk chalk spairk poke rake brisk cheek tank smoke shrink bake darkTHE "K” RULE JOURNAL PAGES RUC INTRODUCTION OPTION | SCAFFOLDED NOTES Copy The ” Soelling Rule page for each student. If gluing jo a spiral journal or composition notebook, scale to 35% from the PDF, so that it will fit into your students’ journals Have students cut and glue the page into their journal Project a blank copy from your document camera or on your computer to complete with students. Help students fill in the blanks for the rules and highlight key information. Have students brainstorm words that fit the pattern. Sample answers have been provided on Aage 7THE "K" SPELLING RULE RULE: Use at the of a one syllable word, immediately following EXAMPLES OF WHEN TO USE -Ck: sack, pack deck, fleck sick, click sock, lock duck, luck RULE: Use after a consonant, after a long- vowel sound, or after two vowels EXAMPLES OF WHEN TO USE k: drink dark milk spook bake yorkTHE "K" SPELLING RULE - ANSWERS RULE: Useck at the___end_of @ one syllable word, immediately folowing _one short vowel EXAMPLES OF WHEN TO USE -Ck: sack, pack tack deck, fleck check sick, click stick 6 sock, lock shock ti duck, luck puck RULE: Use k _ after a consonant, after a long- vowel sound, or after two vowels. EXAMPLES OF WHEN TO USE k: drink dark brisk milk spook silk bake park cheekTHE "K* RULE JOURNAL PAGES RULE INTRODUCTION OPTION 2: FLIPBOOK * Copy The kK” Selling Fijebook on colored paper for each student. There are two to a page for paper conservation! * Students should cut around the entire fliobook and then snip the line between the two boxes to make “flaps” Instruct students fo glue on the back of the straight edge of the flipbook so the flaps will fold up. Copy the Rule Boxes for each student (3 sets per page) Have students cut the two rules out and glue them to the back of the correct flap Underneath each flap, student can write examples of words which fit the pattern. (See Below) sco clock check speck oracle tack duck pluck sick tick THE /K/ SPELLING RULETHE /K/ SPELLING RULEUse ck fo 0 spel the /k/ sound at the end of a word or syllable immediately following one short vowel Use ck to spell the /k/ sound at the end of a word or syllable immediately following one short vowel Use ck fo spell the /k/ sound at the end of a word or syllable immediately following one short vowel t 1 I 1 I — 1 1 Use k to spell the /k/ soundt { at the end of a word or 1 syllable after a consonant, ! after a long-vowel sound, ! | or after two vowels. | Lu. t I I — 1 Use k fo spell the /k/ sound i at the end of a word or | syllable after a consonant, i after a long-vowel sound, | or after two vowels. L Use k to spell the /k/ sound at the end of a word or syllable after a consonant, after a long-vowel sound, or after two vowels: ‘: SPELLED € : FIND -K RERD SHEET chick crack buck milk task bulk clock deck disk whisk flick truck WRITE iT!ee ie 3 Practice reading the words and sentences below. For each time you read a list, color in one smiley face. Repeat your reading, until you have colored in all of the smiley faces! WORDS TO READ track stick tusk check thick dusk bulk task shack pack ask buck rock brisk black OOO SENTENCES TO READ The black duck was stuck in the mud Jack, will you pick up the milk jug? Tike that trick The rock had a crack on it He can check the clock!: CK AND K SPELLING SORT Use the picture clues and letter frames for each word to help you spell the word correctly using CK or K at the end word Then cut out each word box and sort it into the correct section of the chartTHE “"K* RULE LESSON PLAN msi Wc USOC IA ASCG RS ds and Rea celing with stud ument camera or display dictation st an Interactive you com * SOUNDS Listen, repeat, students repeat while spelling * First 3 lines: Spell the three ways to make the /k/ sound. c, k, and ck (review the kite for when t digraph you hear in the word brush (sh) jort vowel you in the word peck (e) ding blend you hear in the word trust (st) + WORDS: Review the /K/ rule: (display anchor chart or write on the board). Tell students to listen to the word, repeat/tap sounds, and repeat while spelling, have students read back the whole list of words after checking spelling © track * deck ° silk ° tusk * chick * block ¢ READ: Students will read words in rows/columns together and with a partner BEFORE vocab focus rline the digraphs (ck, sh in shack, th in thick) Circle at least 3 nouns (milk, truck, clock, tusk, speck, dusk, etc.) * Find a pair of words that rhyme (tusk/dusk, flick/thick/sick/brick, smock/clock, seed etc) V @ body part of an elephant? (tusk) the opposite (antonym) of thin? (thick) ch word is atime of day? (dusk) © he Oust each,SOUNDS OF /K/ Date SOUNDS READ truck clock check thick bulk flick tack askTHANK YOU! Dear Customer, Thank you so much for purchasing this product from me! Please check my store for other great produc feel free to e-mail me at: The C concerns quickly and fairly! 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