Spelling Mechanics Homeschool Word Study Unit 16 ack, ick, tr On the actual CD you will receive a .doc copy that can be manipulated to fit your personal word needs. Also, all files will be separated into unit folders, not on one PDF document and will be labeled as such. Please email me with any questions. Ann Cowan
Please note T=Teacher page; U=Student unit; K=Unit Key;
S=Sort; t=Unit test; Tk=Test Key. Labels used only on
samples.
© 2009 Mattmann and Cowan Rev. 2012
© Mattmann and Cowan 16-2 A
Unit 16-18: “ack,” “ick,” “ock,” and “uck” Word Families Teacher Page
In these lessons students learn:
“ack,” “ick,” “ock,” and “uck” word families
Practice spelling words
Practice rhyming words
the rule that the /k/ sound at the end of a one syllable word with a short vowel is
spelled “ck.”
Note: Ask children for other examples of words that end with the /k/ sound. Help them to
distinguish short vowel words from long vowel words. All short vowel words ending with the /k/
sound have two consonants at the end.
Common Errors: Many children spell short vowel words ending with the /k/ sound as “ke” or
“cke.”
Procedure:
Through discussion of the first student page lead to the discovery that a one syllable short
vowel word ending with the /k/ sound needs one other consonant between the vowel and the “k.”
In other words, such as ask, silk, and thank we hear the other sound before the “k.” In these
words there is only one sound but “k” still needs help or “protection” from those short vowels.
Playing this up may help children remember that “c” and “k” have to stick together like good
friends.
Pages 1-4 of each word family lesson in unit 16 and 17 are printed. Pages 5-6 (sentence context
and writing own sentences) can be found on the CD.
Letter Cards: Use letter cards and or word family cards from the Grade 1 General Resources
folder so children can be actively involved with making words.
Continue to review syllables by having children clap syllables in words. Remind them that
there is one vowel sound in each syllable. If they hear more than one vowel there is more than
one syllable. Soon they will be introduced to long vowel word families that need two vowels to
make the long sound. They will still have one syllable even though they see two vowels. Only
one is heard. The word sorts will help children practice identifying the short vowel sounds,
especially the “Hear It” sort. When students are unsure about the vowel sound they should check
the picture clue at the top of the page.
Unit 18 reviews all the word families. Pages 3 and 4 are optional puzzle pages. Pages 5 and 6 are
picture and word sorts using some of the same pictures and words from the previous units.
Blending Sounds: Continue to blend sounds having children spell words for previously taught
word families and for families that will not be focused on in a separate lesson (ob, ub, ag, am).
These include words such as am, ham, slam, cob, slob, mob, sob, tub, rub, cub, bag, flag, snag.
Children should do several word sorts at school or at home before writing the words on
the page. They will get many opportunities to focus on these word families.
Page 3 of the blend lesson is on the CD. Students write the correct letter for each picture.
Rule: The /k/ sound at the end of a one syllable short vowel word is spelled
with two consonants, “ck.” Example: Back has “ck” at the end of the short
vowel word.
© Mattmann and Cowan 16-3 A
Word Sort: Children should first do an open sort (develop their own categories and tell why
they sorted this way). Or they could begin with sorting by categories. Then they should do the
“Hear It” word sort where someone reads the word to them and they indicate the category for
placement. Finally, they can sort them one more time beneath the categories on the page and
write the words.
Group Activity: Place children in teams to act out words in these word families. The child
acting out the word goes to the teacher and looks at a card with the word on it. Scoring: All
teams write the word they think is being acted out. Each team that gets the word spelled correctly
gets a point. Alternative scoring: 1.The first team to write the word correctly gets the point. 2.
Each person on the teams writes the word. Each person on the team earns a point for the team.
Then someone from the next team acts out a given word.
Words for the Charade game are on the next page.
Words for Charades Game:
sack
stack
rack
back
black
crack
shack
smack
snack
track
tack
jack
lack
pack
stick
brick
click
chick
flick
kick
lick
nick
pick
tick
quick
sick
slick
trick
thick
wick
block
dock
flock
lock
clock
*knock
Rock
Sock
Stock
Shock
buck
tuck
truck
stuck
luck
puck
Words With * are challenge words. Children have not had 3 letter blends yet, but might be able
to spell these words.
Alternate Activitiy: Students can draw the word and have other teams write the name of the
picture correctly. Scoring can be done the same as above.
© Mattmann and Cowan 16-4 A
Launch Pad Games Curmudgeon Short Vowel Set A and B
Matching and Concentration games within each unit’s
word family lessons
Web http://www.starfall.com/n/level-a/learn-to-read/load.htm?f
(MANY word families, patterns) Excellent!
http://www.bbc.co.uk/schools/wordsandpictures/cvc/whirl/game.s
html In this website children must decide if the three letter word
shown is a real word or not. Teacher can set the word family or
vowel to practice for each child or children can play with random
word families. Excellent site for recognizing real words.
http://www.woodlands-
junior.kent.sch.uk/interactive/literacy.html#12 games at different
levels from beginning consonants and vowels on up
http://www.spinandspell.com/ ; good words for grade 1 and 2.
http://www.kidsspell.com/
http://www.spellingcity.com/
The above 2 sites have games with words of all levels or
individual’s words can be entered for practice.
Previous Lessons for
Re-teaching or Practice
© Mattmann and Cowan 16-5 A
Unit 16: “ack”
Name_________________________
How do these words look the same?
How do these words sound the same?
What letter is different?
What sounds do you hear in the family? _
There are _____ letters in this word family. They are _____
Say “ack.” Say the short “a.” sound. Close it with the /ck/
sound.
What is the name of this family?_____________
Write one more word that belongs in this word family.
What words rhyme? _________ __________ __________
Spell
T ___
T
-ack
tack
sack
back a
HELP! Short “a” is
here. I’m afraid!
We can make one
sound together. I
will help you. Thank you! I’m waiting
for you “K!”
© Mattmann and Cowan 16-6 A
Part 1. Meet the Family
Directions: Write the word. Read the word. Draw a picture of it in the box.
s + ack =
t + ack =
b + ack =
sn + ack =
st + ack =
sh + ack =
p + ack Word/Picture
© Mattmann and Cowan 16-7 A
Word Sort
Directions: Cut the words and pictures apart. Place the words next to the picture it describes.
Then write the words on the next page. Store these cards in a plastic bag. They may be used
with other word and picture cards from this unit for a “Concentration” game and/or a “Go
Fish” game.
tack snack stack
black track pack
© Mattmann and Cowan 16-8 A
Name_______________________________________
Part 2. What Am I?
Directions: Write the word from the box that matches the picture.
stack tack pack black snack track
© Mattmann and Cowan 16-9 A
Part 3. Fill In the Blank
Directions: Write the word on the line.
1. The boy put his train on the .
2. A bag is like a .
3. The duck says .
4. There is a in that glass.
5. A zebra is and white.
REVIEW
Directions: Spell the words.
1. __________________2._ ________________
3. __________________ 4. _________________
Blend Sounds: Directions: Write the word for the picture.
1. __________________ 2. ____________________ Be an Author
quack black sack track crack
©Mattmann and Cowan 16-10 A
Directions: Write sentences or a story using the words in the box.
Unit 16: “ick”
back tack stack sack shack
©Mattmann and Cowan 16-11 A
Name_________________________
How do these words look the same?
How do these words sound the same?
What letter is different?
What sounds do you hear in the family? _
There are _____ letters in this word family. They are _____
Say “ick.” Say the short “i.” sound. Close it with the /ck/ sound.
What is the name of this family?_____________
Write one more word that belongs in this word family.
What words rhyme? _________ __________ __________
Spell
S _________
S
-ick
kick
sick
lick a
I see you
“K!”
I will stick by you
“K.” Don’t be
afraid of short “i.”
Does that
“c” always
have to
protect “k?”
“C,” I’m so
lucky to have
you.
©Mattmann and Cowan 16-12 A
Part 1. Meet the Family
Directions: Write the word. Read the word. Draw a picture of it in the box.
s + ick =
th + ick =
br + ick =
ch + ick =
st + ick =
qu + ick =
p + ick
©Mattmann and Cowan 16-13 A
Part 2. What Am I?
Directions: Write the word from the box that matches the picture.
Part 3. Fill In the Blank
Directions: Write the word on the line.
6. I was and had to stay in bed.
7. The baby came out of the egg shell.
8. I liked the magic .
9. Be so you can win the race.
10. The little pig used for his
house.
quick brick sick trick chick
stick lick chick brick sick kick
©Mattmann and Cowan 16-14 A
Part 4. Mix-up
Directions: Spell a word with the mixed-up letters.
1. ilck 3. kikc
2. tsick 4. quikc
Part 5. WRITE NEW WORDS Directions: Put 2 words together.
__________ + =
Blend Sounds: Directions: Write the word for the picture.
1. __________________2. ____________________
REVIEW
Directions: Spell the short /i/ words.
1. __________________ 2. _
__________________
3. 4. ________
©Mattmann and Cowan 16-15 A
Word/Picture Sort
Directions: Cut the words and pictures apart. Place the words next to the picture it describes.
Then write the words on the next page. Store these cards in a plastic bag. They may be used with
other word and picture cards from this unit for a “Concentration” game and/or a “Go Fish” game.
stick brick sick
lick kick chick
©Mattmann and Cowan 16-16 A
Be an Author
Directions: Write sentences or a story using the words in the box.
brick trick stick sick pick
©Mattmann and Cowan 16-17 A
Copy these pages 1-sided.So children can cut out the words and pictures to sort using letters,
words, and/or pictures as sorting categories. Pictures are tree, top, rabbit.
tr t r
©Mattmann and Cowan 16-18 A
Children can sort the words and pictures using letters, words, and/or pictures. Pictures are tree, top, rabbit.
track tip ring trip till trick
rap time tin read tap train
trap rain talk tray true ran
really trot trunk red take right
tr t r
trip top rip
©Mattmann and Cowan 16-19 A
Name____________________________________ Directions: Write the beginning sound: /tr/, /t/, /r/
©Mattmann and Cowan 16-20 A
Unit 16: ack, ick Name___________________________ Date_________________
Part 1: Personal Words
1.
2.
3.
4.
5.
Part 2: Circle the rhyming words in each row.
1. pack back stick
2. sick crack brick
3. snack lick sack
4. stack sick trick
©Mattmann and Cowan 16-21 A
Part 3: Write the word for each picture.
Circle the correctly spelled word in each row. Write the word.
1. sak sac sack __________
2. pick pinck pik __________
3. cick kick kik __________
4. qack quak quack __________
Review
______________________________ ________________
______________________________ ___________________
1.
2.
3.
color
©Mattmann and Cowan 16-22 A
Unit 16 Test Key: ack, ick Name___________________________ Date_________________
Part 1: Personal Words
1.
2.
3.
4.
5.
Part 2: Circle the rhyming words in each row.
5. pack back stick
6. sick crack brick
7. snack lick sack
8. stack sick trick
©Mattmann and Cowan 16-23 A
Part 3: Write the word for each picture.
Circle the correctly spelled word in each row. Write the word.
5. sak sac sack sack
6. pick pinck pik pick
7. cick kick kik kick
8. qack quak quack quack
Review
_______map____________ _____wing______
________pin________________ ____wink__________
4. tack
5.
track
6. black
color