Sketch and Ski
- Skill to Skip, Scream, and Sketch story
State and Model the Objective
Tell the children that today they will talk about different activities that begin with the /sk/ sound.
Act out target words
- Write a list of verbs that begin with /sk/ or /sc/ on the board or provide the children with a list (e.g., ski, skate, scribble, scream, scowl, skip, scamper, scramble, scatter, scare, sketch). Read through the words together. Clarify the meaning of words as necessary.
- Act out one of the words that require skill (like sketching and skiing) and have the children try to guess which /sk/ word you are doing.
- Act out an activity that does not take skill (like scowling and scribbling).
- Have the children guess which /sk/ word you are doing.
- Ask individual children to act out a word of their choice and let the class guess the word.
- Tell the child that is acting out the word to give the class a hint by telling them if the activity takes skill or not.
Read target words
- Read the Skill to Skip, Ski and Sketch story as a class or in small groups. Have the children circle the words that begin with the /sk/ or /sc/ blend.
Write about the activity
- Have the children make two lists about which /sk/ activities are easy for them and which are hard.
- Title the first list, “I have these skills”.
- Title the second list, “I want to learn these skills” or “I do not have these skills".
SEEL Target Texts
Ski, Sketch, and Skip
I go to ski school to learn how to ski.
I go to art school to learn how to sketch.
It takes skill to ski and sketch.
But it doesn't take skill to scream, scowl, or scribble.
It is easy to scream, scowl, and scribble.
But I don't scream, scowl, or scribble in school!
1. CCSS.ELA-LITERACY.RF.1.2.B: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Sketch and Ski