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AFTER READING
Generalization
OBJECTIVE
Connect to Phonics The
sound /j/ can be spelled ge and dge: large, edge. The sound /k/
can be spelled ck and k: clock, mark. There are different ways
to spell the same sound.
  • Spell words with the
    consonant sounds /j/
    and /k/.
*Words from the selection
Spelling Words
1.
 clock
9.
 pocket
2.
 large 10. brake
3.
 page 11. change
4.
 mark 12. ridge
5.
 kitten 13. jacket
6.
 judge 14. badge
7.
 crack* 15. orange
8.
 edge
Challenge Words
16.
 freckles
19.
 Kentucky
17.
 advantage 20. kingdom
18.
 pledge    
ELL
Spelling/Phonics Support See the
ELL and Transition Handbook for
spelling support.
DAY 1
Pretest and Sort
DAY 2
Think and Practice
DAY 3
Connect to Writing
DAY 4
Review
DAY 5
Posttest
PRETEST
Use the Dictation Sentences from Day 5 to administer the pretest. Read the word, read the sentence, and then read the word again. Guide students in self-correcting their pretests and correcting any misspellings.
Monitor Progress
then… use words 1–20
for Advanced Learners.
If… students correctly spell all pretest words,
then… use words 1–15
for On-Level practice.
If… students misspell 1–4 pretest words,
then… use words 1–8
for Strategic Intervention.
If… students misspell more than 4 pretest words,
Spelling
HOMEWORK Spelling Practice Book p. 49
Spelling Practice Book
Spelling Practice Book p. 49
with | without Answers
TEACH
There are different ways to spell
the sounds /j/ and /k/. Have students read each spelling word out loud and identify whether it includes the /j/ or /k/ sound. Write each word on the board. Guide students to point out which letters create the /j/ or /k/ sound.
edge
FIND THE PATTERN Have students group and write the list words by how the /j/ or /k/ sound is written in each word.
HOMEWORK Spelling Practice Book p. 50
Spelling Practice Book
Spelling Practice Book p. 50
with | without Answers
Spelling & Phonics   Consonant Sounds /j/ and /k/
WRITE A PERSUASIVE LETTER
Have students write a letter to persuade someone to do something. They should use at least three list words. Have children read their letters to the class or post them on the bulletin board.
These words are difficult for third-graders to spell. Alert
students to these frequently
misspelled words and
encourage them to think
carefully before they write
them.
our
  
I
I'm
  
until
Frequently Misspelled
Words
HOMEWORK Spelling Practice Book p. 51
Spelling Practice Book
Spelling Practice Book p. 51
with | without Answers
REVIEW CONSONANT
SOUNDS /j/ AND /k/
Give students three to five
minutes to correctly write as
many spelling words as they can without looking at their books. Working in small groups, have students compare their lists to see which words were most often remembered.
Spelling Strategy
Consonant Sounds
Students will find it easier to remember the different ways to spell /j/ and /k/ if they picture the words in their minds before they spell them.
HOMEWORK Spelling Practice Book p. 52
Spelling Practice Book
Spelling Practice Book p. 52
with | without Answers
DICTATION SENTENCES
  1. There is a clock in this room.
  2. Please buy a large bunch of grapes.
  3. The story starts on page seven.
  4. Who made the mark on the wall?
  5. Jen has a new kitten.
  6. Her father is a judge.
  7. There is a crack in that glass.
  8. Don't put the cup on the edge of the table.
  9. What do you have in your pocket?
  10. Push the brake to stop.
  11. I want to change my shoes.
  12. Who lives in the house on the ridge?
  13. Jim has a blue jacket.
  14. Where did you get that badge?
  15. Lee wants an orange for his snack.
CHALLENGE
  1. Annie's older sister has lots of freckles.
  2. Take advantage of this nice day.
  3. I pledge to tell the truth.
  4. Henry moved to Kentucky.
  5. The kingdom in the story is far away.