Tic Toc! Tic Toc! T!

Blakely Barnett

Emergent Literacy Design


Rationale: It is very important for young readers to understand the concept and connection of graphemes and phonemes. In this lesson, the student will learn how to connect the phoneme |t| with its grapheme T or t. The students should be able to recognize the phoneme /t/ in both written and spoken words. Students will learn this concept by seeing pictures, practicing gestures, reciting tongue twisters, and even reading a short decodable story. These tools will help the child develop an understanding of the phoneme and grapheme along with help the child remember what they have learned.


Materials: Poster with tongue twister written on it "Tommy tricked Tim and took his train off the track", poster with clock picture blown up on it, primary paper for each child, pencils for each child, Book: "One Tiny Turtle" by Nicole Davies.


Procedures: 1.Say: Has anybody ever heard of the ABC's before? The alphabet is what we use to form words and sentences. If we did not have the alphabet, we would not know how to read, write, or even talk to each other! It is important that we learn each letter of the alphabet so that we can learn to be great readers and writers. Today we are going to talk about the letter t and what it sounds like. Everybody look at my mouth closely when I say /t/. My tongue hits right behind my top teeth and presses down. Try it with me, /t/, /t/, /t/. This is what the letter t sounds like.


2. Hold up a picture of a pendulum clock. Say: Does anybody know what this is? Who can tell me what sound a clock makes? That is right! It makes a tic toc tic toc sound. Lets all say it together tic toc tic toc. This time when we say tic toc tic toc I want you to see where your tongue is at the beginning of each word. Where is your tongue? Somebody show the class what it looks like when you say tic toc tic toc very slowly. Good job! Now I will show you.


3. Show them the picture of the pendulum clock again. Say: Who can show me the movement this clock makes using your arm? Now, lets all do the movement as we say tic toc tic toc! Keep reminding yourself of where your tongue is at the beginning of each word. Watch me first. (I will model it for them).


4. Hold up the poster with the tongue twister on it. Say: Now we are going to try and say a tongue twister, Tommy tricked Tim and took his train off the track. Repeat after me slowly. Tommy tricked Tim and took his train off the track. Good job! Now lets say it together again, but this time we are going to stretch out the t's like this, TTTTTommy tttricked TTTTim and tttttook his tttttrain off the ttttrack." Now we are going to say it one more time but differently. This time I want you to break the |t| off of the word each time like this, /T/ ommy /t/ ricked /T/ im and /t/ ook his /t/ rain off the /t/ rack.


5. Say: I am going to show you have to find /t/ in the word hit. I hit the ball in the baseball game, hit. I am going to stretch the word out in slow motion and you listen for the /t/. HhhhiiiTTT. I know that /t/ is in this word because it sounds like Tic Toc, hear it?, /t/ ic /t/ oc, hi /t/, hi /t/. Did anyone hear it? I want you to repeat this word in slow motion and yell the /t/ sound loud when you come to it, like this, hh iiii TTTTT. When we say hit, we feel the tips of our tongues hitting the top of our mouths right behind out teeth. Everyone try it again, hhhiiiiTT. Raise your hand if you felt that. (If any student does not feel it, go around and show them an example).


6. Say: I am going to ask some questions and I want you to raise your hand and I will call on you to answer the question. Do you hear /t/ in top or up?  Take or give? Ten or nine? Bug or ant? Bottom or down? Table or chair? Now I want you to stand up. I am going to read a sentence and whenever you heard /t/ I want you to move like this clock (hold up the picture of the clock) using your arm like this. (Model how to swing your arm left to right). Thomas, the, train, tried, so, hard, to, beat, Timmy, to, the, top, of, the, mountain.


7. Say: Everyone stay standing. Stand up straight and lengthen your arms reaching to both sides as far as you can. Keep your head up. This is the shape of a lowercase t. Next, everybody look down to your toes. Keep your arms out to both sides, and imagine what you look like with your arms out and no head. This is what a capital T looks like. We use T and t to spell /t/. Everybody sit down and get your paper and pencils ready. We are going to write an uppercase and lowercase T. We are going to write an uppercase T first. Start at the rooftop and draw one line straight down until it hits the sidewalk. (Teacher will model how to do this). Then draw a line going the other way on top of the line on the rooftop. (Teacher models).  Good job! Now we will write a lowercase t. Start right below the rooftop and draw a straight line down just like before. Then cross that line going the opposite direction on the fence. (Teacher models both).


8. Show them the word TOP on a note card. Model how to decide if the word is TOP or FOG. TTTTTTop; The T in TOP sounds like /t/ in Tic Toc so it must be TOP. You try some: Hold up these notecards and let them tell you which ones they are- TAKE or LAKE; BEAT or LOSE; WHITE OR BLACK.


8. Say: We are now going to read "One Tiny Turtle" by Nicole Davies. This book is about a turtle that starts off as an egg and grows into a tiny turtle. This turtle has many adventures that are very exciting. We will have to read this book to find out all about the turtle's adventures! I will read it to you. Pay attention to all of the /t/ sounds. Move like a clock when you hear /t/ when I read the story to you. We will then read it again, and I will ask you to repeat some sentences that I read with an emphasis on T. (Teacher will model a specific sentence). (Teacher should ask students questions about the story before turning the page).


9.  To assess the students, the teacher will pass out two simple worksheets. One worksheet is based on tracing capital T's and lowercase T's. This is good practice for writing the letters. The next worksheet assesses whether or not the student understands the phoneme /t/. They draw lines to pictures that start with the letter T.


Assessment worksheets:

http://www.kidzone.ws/prek_wrksht/learning-letters/t.htm (worksheet # 1)

http://www.kidzone.ws/kindergarten/t-begins1.htm            (worksheet # 2)




Murray, Bruce. Emergent Literacy Design: Brush Your Teeth with F. http://www.auburn.edu/academic/education/reading_genie/sightings/murrayel.html.

Assessment pieces for phonemic awareness lessons: http://www.kidzone.ws/


Picture of Clock: http://www.redwoodclock.com/bookpic/2008675541226958.jpg

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