“Tick, Tock,” Says the Clock!
Emergent Literacy Design
recognition is one of the two best predictors of beginning reading
success (Adams, 36). It is very
important for children to learn to
recognize letters in print and to associate them with their
sounds. In this lesson, children will be introduced to the phoneme /t/.
will be able to say /t/, recognize the letter t and
write upper and lower case t.
Primary paper, pencils, chart with the sentence “Tim was told to talk
teacher Tuesday at two”, class set of cards with upper and lower case t on one side, a handout with pictures
on it (tail, flower, tree, slide,
hat, tape, chicken, turtle, coat, snake,
tub), the book Time For Bed, by M.
Fox, Harcourt Brace, 1993.
1. Explain: Words that we say and
write are made up of
twenty-six different letters. Each letter makes its own sound. It is important to learn to recognize each
letter and remember the sound it makes. Today we are going to learn
letter t. I am going to help you
remember the sound it makes by teaching you about how your mouth moves
say the sound.
2. Review: Remind students of how
they can pay attention to
the way their mouth is moving when they are speaking.
3. Explain: How many of you have
listened very closely to a
watch? Has anyone listened to the sound a big grandfather clock makes?
sounds like /t/ /t/ /t/. This is the same sound the letter t
makes. Say the sound with me /t/ /t/ /t/. This time think about
how the tip of your tongue hits the roof of your mouth right behind
Every time you feel your mouth do this, you are saying the letter t’s sound. Now, make a swinging motion
with your finger like the one in a big grandfather clock /t/ /t/ /t/.
4. Model: Now let’s try a tongue
twister. Listen closely to
this sentence, then I want you to repeat it. “Tim was told to talk to
teacher Tuesday at two.” (Use chart with sentence for students to see).
to hear you say it two more times. Good! Now, listen as I find the
/t/’s in the
sentence I will stretch out the t-t-t-t’s
that I hear. “T-T-T-Tim was t-t-t-told t-t-t-to t-t-t-talk t-t-t-to his
t-t-t-teacher T-T-T-Tuesday at t-t-t-two.” Now you try! Stretch out
t-t-t-t’s and swing the clock’s
pendulum! Good job! This time, we are going to break off the /t/ from
of the word. /T/-im was /t/-old /t/-o /t/-alk /t/-o his /t/-eacher
5. Simple practice: Have students
take out primary paper and
pencils. We are going to learn how to spell /t/. Upper case T
is very easy! (Model as you explain)
Start at the roof, t-t-tumble to the ground, then cross it at the very
Now, let me see you try it! Great! Keep practicing until you have ten T’s. (Observe and provide help when
needed). Ok, now let’s try lower case t. It
is a lot like upper case T, but not
as tall. Start just below the roof, t-t-tumble to the ground, then
cross it in
the middle. Let me see you try ten t’s.
(Observe and provide help when needed).
6. Simple practice: Give students
cards with upper and lower
case t written on one side. Now we
are going to play a game where I will give you a word, and if you hear
the word, hold up those cards. If not, keep your cards in your lap. tap, baby, ten, teddy, cow, rug, tub, desk,
table, tight, loose, tickle
7. Whole texts:
For Bed. Read it a second time and give students directions. This
some words that have our /t/ sound in them. This time, when you hear a
that has /t/ in it, hold up your cards, and then I will ask you which
found /t/ in. We will make a list of words with /t/ in them to put up
8. Assessment: Give students the
picture page. Discuss what
each picture on the page is. Tell students to circle the words that
have /t/ in
them. Also, have them practice making the letter t on
Marilyn Jager. Beginning To Read, Thinking and
Learning about Print. Urbana- Champaign,
IL: Center for the study of Reading, 1990.
Tock Goes the Clock. http://www.auburn.edu/rdggenie/insp/
Decoding: Why and How. Columbus,
2005. pg. 60-82.
Murray, Bruce and
students. Hand Gestures for Phonemes. http://www.auburn.edu/rdggenie/gestures.html.
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