Title: Spelling Generalizations: tch, dge, ck

Grade Level: 2nd or 3rd grade

Objective: - Students will understand and apply the spelling generalizations for words ending in tch, dge, and ck. - Students will be able to identify and spell words correctly using these generalizations.

Materials: - Whiteboard or chart paper - Markers - Spelling word cards (examples: catch, badge, sock, hedge, stick, duck, etc.) - Spelling worksheets (optional)

Procedure:

1. Introduction (5 minutes):
   • Begin the lesson by asking students if they have ever noticed any patterns in words that end with certain sounds.
   • Write the words “catch,” “badge,” and “sock” on the board.
   • Ask students to identify the common sound they hear at the end of these words.
   • Explain that today, they will be learning spelling generalizations for words that end in tch, dge, and ck.
2. Spelling Generalization: tch (10 minutes):
   • Write the word “catch” on the board and underline the “tch” ending.
   • Ask students to identify the sound they hear at the end of the word.
   • Explain that when the /ch/ sound comes after a short vowel sound, we usually spell it with “tch.”
   • Provide more examples (such as “hatch,” “itch,” “match”) and ask students to identify the spelling pattern.
   • Have students practice spelling words with the “tch” ending by using spelling word cards or worksheets.
3. Spelling Generalization: dge (10 minutes):
   • Write the word “badge” on the board and underline the “dge” ending.
   • Ask students to identify the sound they hear at the end of the word.
   • Explain that when the /j/ sound comes after a short vowel sound, we usually spell it with “dge.”
   • Provide more examples (such as “fudge,” “bridge,” “hedge”) and ask students to identify the spelling pattern.
   • Have students practice spelling words with the “dge” ending by using spelling word cards or worksheets.
4. Spelling Generalization: ck (10 minutes):
   • Write the word “sock” on the board and underline the “ck” ending.
   • Ask students to identify the sound they hear at the end of the word.
   • Explain that when the /k/ sound comes after a short vowel sound, we usually spell it with “ck.”
   • Provide more examples (such as “stick,” “duck,” “luck”) and ask students to identify the spelling pattern.
   • Have students practice spelling words with the “ck” ending by using spelling word cards or worksheets.
5. Application and Practice (10 minutes):
   • Divide the class into pairs or small groups.
   • Give each group a set of spelling word cards or worksheets.
   • Instruct students to work together to spell the words correctly using the tch, dge, and ck generalizations.
   • Circulate the room to provide assistance and monitor progress.
6. Wrap-up and Assessment (5 minutes):
   • Bring the class back together and review the spelling generalizations for tch, dge, and ck.
   • Ask students to share any new words they learned or any challenges they encountered during the practice activity.
   • Provide additional examples if needed.
   • Assess students’ understanding by giving them a short spelling quiz or asking them to spell a few words using the generalizations.

Extension Activity: - Have students create their own word lists using the tch, dge, and ck generalizations. - Encourage students to find and share examples of words they encounter in their reading that follow these spelling patterns. - Play spelling games or online activities that reinforce the tch, dge, and ck generalizations.

Note: Adjust the time allocated for each section based on the needs and pace of your students.