unit12 final digraph students will: day #...

Day #

©2012 Benchmark Education Company, LLC Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels 109Core Materials

Unit ObjectivesStudents will:• Orally segment and blend words with final

digraph -ck

• Listen for medial vowels and final digraph -ck

• Recognize final digraph -ck in print

• Associate the sound of -ck with the letters in the digraph

• Blend words that contain final digraph -ck

• Review sight words

• Spell words containing final digraph -ck

12 Final digraph -ck

Unit

Day 3

Day 4

Day 5

Day 2

Day 1

All of these materials can be downloaded from http://phonicsresources.benchmarkeducation.com.

12Final digraph -ck

Unit

Letter Cards: c, k, r, o, s, d, u, l

Letter Cards for Unit 12

Letter Cards for Unit 12

Picture Word Cards: block, clock, duck, sock, truck

Picture Word Cards: clock, duck

Sight Word Cards for Unit 12



Spelling Transparency


BLM 1

BLM 1

BLM 1

BLM 1BLM 5

BLM 3

BLM 2

BLM 8

BLM 4

BLM 1BLM 7

BLM 6

Picture Word Cards: duck, mask, trunk


Decodable Word Cards for Unit 12

Decodable Word Cards for Unit 12



Quick-Check Student Sheet

Frieze CardPoetry Poster Student Workmat Poetry CDDecodable Book

©2012 Benchmark Education Company, LLCBenchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels110

Day 1

Frieze Card

Picture Word Cards

Phonemic awarenessListen for Final Sounds• Show students picture card duck (picture side only). • Say: This is a picture of a duck. Listen for the ending sound as I say the word again:

/d/ /u/ /k/. There is one sound at the end: /k/. Listen again to the ending sound: /d/ /u/ /k/.

• Repeat with picture cards truck, clock, block, and sock.

Distribute blackline master 6 and instruct students to complete it at home.

Sound/Symbol RelationshipsModel• Hold up the final digraph -ck frieze card so that the picture side faces students.• Have students say the name of the object in the picture. Explain that sock ends with the

/k/ sound—the letters c and k together stand for the final /k/.• Repeat the name and ask: What is the ending sound? What two letters stand for the

ending sound?

Practice with the Letter Cards• Give letter cards c, k, r, o, s, d, u, and l to students and ask them to line the cards up

on their workmats. • Say the word rock and ask students to pull down the two letters that stand for the

sound at the end of the word. Then have them pull down the letters for the beginning and middle sounds and say the whole word.

• Have students push up the last two letters as they say the ending sound. Then ask students to push up the other letters.

• Repeat with the words sock, duck, and luck.Assessment Tip: Watch to make sure students are pulling down the correct letters for the final digraph and that they are blending the whole word correctly.

Blending SoundsModel • Write the word rock on the board. Sound out the word by moving your hand under

each letter as you say the sound. • Say: I see the letters ck at the end of this word. I know that when the letters c and k

are together at the end of word, they stand for the /k/ sound. Watch my finger and listen as I blend this word: /rrroook/.

• Ask students to sound out the word with you.• Repeat with other examples if you feel students need additional support.

Practice with the Word List • Distribute blackline master 1.• Have students point to the word rock. Ask them to sound out the word with you,

holding each sound, except stop sounds, for at least one second. Then ask them to say the word at regular speed.

• Repeat with the words kick, back, and neck. Students who are able to read the words without blending each sound should do so.

©2012 Benchmark Education Company, LLC Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels 111

DAy 1

Spelling WordsModel• Use the spelling transparency. • Say: Today we are going to learn to spell deck and sock. Listen as I say deck slowly:

/deeek/. • Model recording the letters for the sounds on the transparency. Say: The first sound is

/d/. I know that the letter d stands for the /d/ sound. I’ll write the letter d in the first box. Let’s listen for the next sound: /deee/. I hear /e/. I know that the letter e stands for the /e/ sound, so I will write the letter e in the second box. Let’s listen for the last sound: /dek/. I hear /k/. I know that the /k/ sound at the end of a word is usually spelled ck, so I will write c in the third box and k in the last box.

• Have students blend the sounds to check the spelling of the word.

Practice with the Workmat• Have students identify and record the letters that stand for the sounds they hear in the

word deck on side 2 of their workmats.• Have them blend the sounds to check the spelling of the word.• Have students practice writing deck on side 1 of their workmats.

Repeat the modeling and guided practice with the word sock.

Sight WordsReview• Place sight word cards when, this, me, new, one, too, does, say, I, have, a, for, my,

the, to, and all in the pocket chart one at a time. Have students read each word as you place the card. Then randomly point to words and have students read them.

• Let volunteers take turns saying one of the sight words and have the rest of the students use their fingers to write the word on their desks.

• Play “London Bridge.” When a child is caught in the falling bridge, he or she chooses a sight word card from the pocket chart and uses it in an oral sentence.

• Say: I am going to say some sentences that have sight words that are in the pocket chart. Say these sentences: When is the party? I have a gift. This new book is good. All of us want to go. Have students come to the pocket chart and point to and read a sight word from the sentence.

Write• Select some of the sight words for students to practice writing on side 1 of their workmats.

Encourage them to try writing the words without looking at the models.

Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels112 ©2012 Benchmark Education Company, LLC

Day 2

Independent activities

Poetry Poster

Phonemic awarenessListen for Final Sounds• Read or listen to the recording of the poem Tick, Tock several times and have students

listen for words with the -ck digraph.• Say: I’m going to read the poem again. Clap your hands when you hear a word that

ends with /k/.Assessment Tip: Note which students don’t respond and provide a quick check of these students using the assessment materials. While you work with individual students, you may wish to assign Independent Activities for the rest of the class.

Sound/Symbol RelationshipsPractice with the Poetry Poster• Display and reread the poem, pointing to each word as you read.• Ask volunteers to highlight words in the poem that have the final -ck digraph.• On the board write the words that students highlighted. Have volunteers underline the

final -ck digraph in each word.

Practice with the Picture and Decodable Word Cards• Place picture cards mask, trunk, and duck in the pocket chart. Ask students to name

the objects in the pictures and tell what sound or sounds they hear at the end of each picture name.

• Distribute the Unit 12 decodable word cards. Have students take turns reading each word and placing the card under the appropriate picture card.

• Have students read all the words under each picture card. Ask them to tell how the words in each group are alike. Point out that in the -sk and -nk words, two letters stand for two sounds that blend together at the end, while in the -ck words, two letters stand for one ending sound.


Blending Sounds• Have students blend the words deck, truck, quack, and trick using the procedures for

Day One.

Spelling Words• Have students practice the words deck and sock by writing them several times on their

workmats.• Follow the procedures for Day One to model and practice the words neck and stick.

Sight Words• Place the cards for sight words that may be difficult for students, such as when, new,

one, does, say, and have, in the pocket chart. Give clues about the words: It is the opposite of old. It is the number before two. It means “talk.” Have students say the word that answers the clue, come to the pocket chart, and remove the word card.

• Draw a baseball diamond on the board and write a Unit 12 sight word on each base. Let students take turns trying to hit a home run by reading all four of the words on the diamond. Write four more sight words after each set has been read correctly.

Phonemic awarenessMy Room Scene Ask students to draw a picture of their room in which they include things that end with -ck, such as a truck, a block, a sock, and a clock.

Listen Have students listen to the recording of the poem Tick, Tock in the listening center.

Sound/Symbol RelationshipsChoose and Write Pairs of students place the Unit 12 decodable word cards facedown. Partners take turns choosing a card and reading the word aloud. Then both partners write the word on side 1 of their workmats without using a model.

Final Digraph -ck Art Post a large sheet of mural paper in the literacy center. Students can draw or cut out and paste pictures that end with -ck and label each picture with its name.

Book Search Have students find all the final digraph -ck words in the book Rocks, Rocks, Rocks and write the words on side 1 of their workmats.

Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels 113©2012 Benchmark Education Company, LLC

Day 3

Phonemic awarenessMedial Sounds• Say: Listen for the sound in the middle of this word: sack. Say the sounds in the word

with me: /sss/ /aaa/ /k/. What sound do you hear in the middle? Let’s say the whole word: sack.

• Continue with the words back, mane, stick, please, clock, goat, deck, and cluck.• Say the words pack, tack, tail, neck, lick, lead, lock, dock, soap, and luck. Have

students say the sounds in each word and identify the middle sound.

Blending Sounds• Have students blend the words clock, pack, luck, and speck, using the procedure for

Day One.

Spelling Words• Have students practice the spelling words by writing them several times on side 1 of

their workmats.• Follow the procedure for Day One to model and practice the words black and trick.

Sight Words• Hold up the Unit 12 sight word cards one at a time and have students read the words.• Have students stand in one or two circles, depending on the number of students. Give

each student a sight word card. Time each group as students read their words around the circle. Encourage them to pick up the pace for a second reading.


Decodable BookWork with small groups of students to read Rocks, Rocks, Rocks on Days Three and Four. Assign blackline master 3 and Independent Activities for the rest of the class on Day Three.

Introduce the Book• Show students the cover of the book. Point to the title, Rocks, Rocks, Rocks, and read it

with students. • Ask: What do you see on the cover?

Read the Book• Give each student a copy of the book. Have them sound out the words “in their heads”

and then read the first sentence aloud so you can check their reading. • If students need modeling, have them turn to page 2 and put their fingers on the first

word. Remind them that this is a word they don’t sound out but that they should know by sight. Have them say the word, I.

• Have students continue to read the sight words quickly and sound out the decodable words in the sentence. Then have them read the whole sentence.

• If students can sound out the words without difficulty, have them whisper-read the rest of the text. Remind them to sound out words as needed.

• If students have difficulty, continue guiding them in blending words on each page until they are able to continue reading on their own.

Discuss the Book• When students have finished reading, ask: What are some things that can be done

with rocks? Who do you think had the most interesting way of using rocks? What do they do? What are some things you have done with rocks?

SupporttipS forEnglishLanguageLearners

Develop/Reinforce Concept That Rocks Can Be Used for Different Things• Before reading, tell a familiar sto ry and

use blocks of different col ors and sizes to represent char acters and objects in the story.

• Hold up one block and ask the group to identify what the block represents. Say: What is this blue block for? Accept single-word re sponses, but then model the target structure: The blue block is for a chair. Continue with other blocks.

• Using the pictures in the decodable book, help students understand that rocks can be used for dif ferent purposes, such as for jew elry, for a hockey puck, or for a pet.

• After students read the decoda ble book, show rocks of different sizes and ask students to use their imaginations to tell what the rocks can be used for.

Decodable Book

ell

©2012 Benchmark Education Company, LLCBenchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels114

Day 4

Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels114

Independent activities

Phonemic awarenessFinal Substitution• Say the word sad. Have students segment the word into its sounds: /s/ /a/ /d/.• Ask: What sound do you hear at the end of sad? (/d/) If we change /d/ to /k/, what

word do we have? (sack) Then have students change /k/ to /nd/ to make sand.• Continue asking students to change final sounds to make new words: lid/lick/limp/list;

rod/rock/romp; bug/buck/bump; pet/peck/pest/pelt.Assessment Tip: Note which students have difficulty substituting final sounds, and provide practice in a small group setting. While you work with the small groups, you may wish to assign Independent Activities for the rest of the class.

Blending Sounds• Have students blend the words quick, block, struck, and track using the procedures

for Day One.

Spelling WordsReview• Have students write the spelling words several times on their workmats.• Provide pairs of students with blackline master 2. While one student reads the words,

the other student should write them.• The partner places a check mark next to correctly spelled words. The partner may

prompt the student by sounding out words that were spelled incorrectly while the student attempts to spell the words a second time. If the second spelling is correct, the partner places a check mark in the “Second Try” column.

Assessment Tip: Collect students’ completed blackline masters and note which words gave students difficulty.

Sight Words• Select sight words you wish students to review. Use two sets of the sight word cards. • Mix and pass out all the cards to students. Make sure each student has one card. • Students look for the classmate who has the same word they do. When they meet, they

hold up their cards and read their word together. • After all the words have been read, collect the cards, mix them, hand them out, and

play again.

Decodable Book• Read the decodable book Rocks, Rocks, Rocks with the remaining small groups while

the rest of the class completes blackline master 4 and Independent Activities.Assessment Tip: Use the completed blackline master to assess how well students can make connections between sounds and the letters that stand for those sounds.

Decodable BookGroup Reading Let each student in a small group read aloud his or her favorite page from Rocks, Rocks, Rocks. The student then explains why he or she likes that page.

Book Riddles Have one partner give a riddle based on the book. For example, What does the girl like to kick? The other partner reads the page in the book that provides the answer to the riddle.

Sight WordsFind and Circle Post a list of the Unit 12 sight words in the literacy center. Have students look for and circle the sight words in catalogs or junk mail. They can count how many examples of each word they found and note which words are the easiest to find.

Read and Write Have students work in pairs. One partner holds up a sight word card and reads the word. The other partner repeats the word and writes it on side 1 of his or her workmat.

SpellingIndependent Practice Write the week’s spelling words on index cards and place them in the literacy center. Provide the letter cards needed to build the words and have students use the cards to spell the words.

Day #

Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels 115

The following small group activities can be used to provide practice for students who need additional support. Assign blackline master 5 and Independent Activities for the rest of the class.

PHONOLOGICaL aWaRENESSRhyme It Show students picture cards duck and clock, one at a time. Have them name as many words as they can that rhyme with each picture name.

Knock for -ck Alternate saying decodable -ck words and sight words. Tell students that if they hear final -ck in a word, they are to knock twice on their desks.

Medial Sounds Repeat the Medial Sounds activity from Day Three so that you can monitor students and provide support. Be sure students are listening for the middle sound. Students who say a consonant sound rather than a vowel sound may be focusing on the beginning or ending sound.

SOUND/SyMBOL RELaTIONSHIPSBuilding Words with -ck Give students letter cards b, a, c, k, p, u, f, l, i, s, o, and w. Ask them to build these words on their workmats: back, puck, flick, sock, sack, wick. Have them say each sound as they build a word. If students pull down only the letter k for the ending sound, remind them that the ending /k/ sound in these words is spelled with the letters ck.

Knock, Knock Give each student in a small group a set of decodable word cards. One player knocks twice, the group says, “Who’s there?” and the player names a decodable word. The other players find the word card and hold it up.

BLENDINGBlend and Write Place the final digraph -ck frieze card in the pocket chart, showing the side with the words. Have volunteers take turns choosing a word and blending the sounds.

Word List Practice Ask students to sort the decodable word cards by vowel sounds. Have them read all the words with -ack, -eck, and so on.

SPELLINGAnswer and Write Say the spelling word sock. Ask: How many sounds do you hear? (three) What sounds do you hear? (/s/ /o/ /k/) Write sock on the board. Ask: How many letters do you see? (four) Why does the word have more letters than sounds? (One sound is spelled by two letters.) Have students write sock on side 1 of their workmats. Repeat with the other spelling words.

Circle the ck Have students stand at the board and write the spelling words. After they have written each word, have them circle the letters that stand for the ending sound.

SIGHT WORDSBuild Words Give students letter cards w, h, e, n, t, i, s, o, d, f, and r. Have them build the sight words when, this, new, one, does, and for, using the sight word cards as models.

Write Words Ask students to write the sight words they built in the previous activity on side 1 of their workmats. Remind them to read each word as they write it.

Sight Word Toss Place the Unit 12 sight word cards near a wastebasket. Players in a small group take turns tossing a beanbag into the wastebasket, selecting a card, and reading the word.

©2012 Benchmark Education Company, LLC Benchmark Phonics • BuildUp Level 3 • Long Vowels, Blends, Digraphs, & Variant Vowels 115

Day 5

Spelling assessmentUse the following procedure to assess students’ spelling of the Unit 12 words:• Say each spelling word and use it in a sentence.• Have students write the word on their papers.• Continue with the next word on the list.• When students have finished, collect their papers and analyze their spelling of the words. • Use the assessment to plan small group or individual practice.

Small Group activities

©2012 Benchmark Education Company, LLC

UNIT 12 Quick-Check: Final digraph -ck

Student Name Assessment Date

Phonemic Awareness: Final Sound Substitution

Directions: Say the word, and then segment it sound by sound. Ask the student to replace the last sound in the word with the new sound while segmenting sound by sound and then say the new word. Put a 3 if the student’s response is correct. If the student misses the word, record the error.Example: plum, /pl/ /u/ /m/. Change /m/ to /k/. /pl/ /u/ /k/, pluck.

pet, /p/ /e /t/ Change /t/ to /k/.(/p/ /e/ /k/, peck)

crank, /kr/ /a/ /nk/ Change /nk/ to /k/.(/kr/ /a/ /k/, crack)

blast, /bl/ /a/ /st/ Change /st/ to /k/.(/bl/ /a/ /k/, black)

trip, /tr/ /i/ /p/ Change /p/ to /k/.(/tr/ /i/ /k/, trick)

strum, /str/ /u/ /m/ Change /m/ to /k/.(/str/ /u/ /k/, struck)

stamp, /st/ /a/ /mp/ Change /mp/ to /k/. (/st/ /a/ /k/, stack)

Score /6

Phonics: Segmenting and Blending Sounds

Directions: Explain that these nonsense words use sounds the student has been learning. Have the student point to each word on the corresponding student sheet, say each sound, and then blend the sounds together. Put a 3 if the student’s response is correct. If the student misses the word, record the error.Example: bluck. /bl/ /u/ /k/, bluck.

creck (/kr/ /e/ /k/, creck )

druck (/dr/ /u/ /k/, druck)

swick (/sw/ /i/ /k/, swick)

glack (/gl/ /a/ /k/, glack)

splock (/spl/ /o/ /k/, splock)

sprick (/spr/ /i/ /k/, sprick) Score /6

unit12 final digraph students will: day #...

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