A Slick Trick with a Stick

Objective

Read and write words that end with –ick.

Lesson Plan

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Target Words:

  • pick
  • stick
  • kick
  • quick
  • trick
  • slick

Materials:

  • Craft sticks
  • Smooth, transparent tape to make a stick slick
  • Containers and lids that click shut (e.g., shampoo caps, mint tin, etc.)
  • Trick sentence strips (see below) 
  • Slick Stick Trick target text (see below)
  • A Trick! target text (see below)

State and model the objective 
Tell the children they will do a slick stick trick while they read and write words that end with –ick: stick, pick, trick, click, quick.

Practice the skill within an activity

Do a stick trick and ask if the trick is a slick (cool, awesome) trick

  • Let the children pick a stick and something that can click (e.g., a tin can that can click shut).
  • Have the children read sentences (see below) describing tricks then have them perform the tricks:
    • Flick a stick up, over, and down.
    • Flick a stick up and kick the stick as it falls down. 
    • Pick two sticks, flick the sticks and click the sticks together. 
    • Use a stick to click a tin can shut.    

Contrast a stick that is slick (smooth) with a stick that is not a slick

  • Let the children put smooth, transparent tape on a stick to make the stick slick.
  • Slide two slick sticks together. 
  • Contrast rough stick slick sticks (slide rough sticks together and slick sticks together).
  • Watch the slick stick slide on a slick surface (e.g., a plastic folder or smooth table).
  • See how a stick that is not slick will not slide across a surface that is not slick (rough wood, carpet).

Apply the skill (choose from the following)

Read target words in a text

  • Read the target text Slick Stick Trick (see below) together with the children and then again fading support.
  • Have the children underline the words that end in –ick.
  • Repeat with the target text A Trick!

Write about the activity using target words/patterns

  • Engage the children in interactive writing about their experience. Review target words and phrases from the activities then present sentence frame, sentence completion, gestural, or question prompts incorporating target words and phrases. Provide verbal or written options if needed.
    • Example of an interactive text:
      • I can do a ____ (trick) with a ____ (stick).
      • I can ____ (flick) a ____ (stick).
      • I can ____ (flick) a ____ (stick) then ____ (kick) the ____ (stick).
      • I can ____ (pick) up two ____ (sticks) and ____ (flick) the sticks to make them ____ (click).
      • I can close a lid with a ____ (stick) and make the lid ____ (click) shut.
      • I love to do a ____ (slick) ____ (stick) ____ (trick).

SEEL Target Texts

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A Trick!

Can you do a trick?
I can do a trick.
I can do a trick with a stick.
I can make the stick disappear.
Can you do that trick?
Do you know a trick?

Slick Slick Trick

I have a stick.
It is a slick stick.
I can do a slick trick with the stick.
I can flick it up.
I can flick it over.
I can flick it down.  
I can do a trick with my slick stick.  
Can you do with a trick with a stick?

Printouts

Standards

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CCSS.ELA-LITERACY.RF.K.3.B: Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

CCSS.ELA-LITERACY.RF.K.2.D: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

http://education.byu.edu/seel/library/