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AFTER READING
Generalization
OBJECTIVES
Spellings of /j/, /k/, /s/ The
soft sound of g/j/ can be spelled
g, j, or dge. The sound /s/ can
be spelled s or c. The sound /k/
can be spelled c, k, ck, or ch.
  • Associate the /j/, /s/,
    and /k/ sounds with the
    consonants that spell them.
  • Review prefixes un-, re-,
    mis-,     and dis-.
  • Blend and read words that
    contain the /j/, /s/, and /k/
    sounds.
  • Apply decoding strategies:
    blend longer words.
ELL
Support Phonics Non-native English
speakers may have difficulty hearing
the difference between these three
sounds. Say words with these sounds
and have students sort the words into
columns according to which sound
they hear. Then have them practice
saying the words. Depending on their
home language, students may have a
hard time saying these sounds as well. Have students repeat these sounds as often as possible.
See the Phonics Transition Lessons in
the ELL and Transition Handbook.
Practice Book
Practice Book 3.1 p. 129
with | without Answers
Generalization
Prefixes Prefixes, suffixes, and
some inflected endings usually
form separate syllables from the
base word.
You may wish to explain the
meanings of these words.
disbelief doubt or distrust
misjudge to be wrong about
restated said in different words
Vocabulary Tip
Phonics
Phonics
Spellings of /j/, /k/, /s/
TEACH
Remind students that they already know some letters that stand for /j/, /s/,
and /k/. Tell students they will learn new ways to spell these sounds.
  • Write: Pour one ounce of cider into every glass. Which letters stand for /s/?
     (c, and ss) What letters come after c in ounce and cider? (e and i) Help students
    generalize that when c is followed by e or i, it often stands for /s/.
  • Write: George is the pilot of the large jet. Which letters stand for /j/? (g, j)
  • Write: Can Ken lock the door? Which letters stand for /k/? (c, k, ck)
Think Aloud MODEL When I say the sentence The table has a chrome edge, I
hear /k/ in chrome and /j/ in edge. Write the sentence. But when I
read it, I don’t see k or j. The ch must stand for /k/, and dge must
stand for /j/. Circle ch and dge.
 
Model blending ledge, wedge, badge,
choir, and school. Then have students
SCHOOL

blend the words with you.
LEDGE
WEDGE
BADGE
CHOIR
 
 
 
PRACTICE AND ASSESS
DECODE LONGER WORDS Write these words. Have students read them and
underline letters that stand for /j/, /s/, or /k/. Then have them sort the
words by sound. Some words belong in more than one group.
misjudge pencil circus chlorine
certain kernel jester pocket
READ WORDS IN CONTEXT Write these sentences. Have students point out
words with /j/, /s/, or /k/, and name the letters that stand for the sounds.
The cat paced back and forth behind the fence.
She had a smudge of chocolate on her face.
We baked gingerbread cookies.
To assess, have students look through Night Letters and identify words with
/j/, /s/, and /k/, such as supper, pencil, backyard, picnicked, balancing,
knock.
Review Word Parts
REVIEW PREFIXES un-, re-, mis-, dis-
CONNECT Write these words: unwilling, reassign, misspell, disagree.
  • Last week, we studied the prefixes un-, re-, mis- and dis-.
  • Write these words on a sheet of paper. Underline the prefix in each word.
    (unwilling, reassign, misspell, disagree)
  • Use the base word and prefix to figure out what each word means. (not willing,
    assign again, spelled incorrectly, not in agreement)
PRACTICE AND ASSESS
DECODE LONGER WORDS Copy the following words onto index cards. Make
enough for each student to have at least five cards. Call out a prefix (un-,
re-, mis-, or dis-). Students who have a card with a word that has the prefix
should stand up, read their word, and tell what the word means.
unable reread misunderstand distrusted
unexplored restated misjudge disinterested
unwanted rewrote mistreat disbelief
READ WORDS IN CONTEXT Have students read these sentences. Then, to
check meaning, have them give their own sentence for the underlined word.
We had to stop and rethink our plan.
Mom was displeased about my messy room.
Our new puppy misbehaves if we don’t watch her all the time.
The accident seemed unavoidable.
To assess, have students read the sentences out loud. Make sure their
sentences indicate that they know the word’s meaning.