Rationale: Phoneme and letter recognition are the two most important factors in a childâs reading success. Only, when a child can understand that a phoneme is connected to a symbol ö or letter ö will they be able to develop their reading skills.
Materials: Primary paper, pencils, overhead projector, primary lined overhead for demonstration, A Cat Nap (Phonics Reader), picture page with clock, tiger, tower, flower, book, teacher, table
1. Remind the students that, in order to learn to read all the words we see, we have to understand what sounds the letters stand for. We can find out which sound each letter makes by examining the way our mouths move. Today, we will work on spotting the mouth movement /t/.
2. Ask students if the have ever heard a clock tick. Letâs pretend we are all clocks. Say, ãTick, Tock, Tick, Tock.ä Did you feel how your mouth moved when you said that?
3. Now, letâs try a tongue twister. First I will say it then we will say it together. Teacher: ãTim the turtle takes two turns today.ä Class: ãTim the turtle takes tow turns today.ä Now, letâs say it together again and count the number of times we feel our mouth move the same way it did with tick, tock. Teacher and Class: ãTim the turtle takes tow turns today.ä How many times did we feel it? (6)
4. (Have students take out primary paper and pencils.) We can use the letter ãtä to spell /t/. Let me show you how to properly write ãtä. (Model on overhead) letâs write it together. Start just below the top of the rooftop and make a straight line to the sidewalk. Cross it at the fences and you have written a ãtä. I want to see everyoneâs best ãtä and when I say it is ok, make a while line of them.
5. Let me show you how I like to find /t/ in take. I am going to say take really slowly and see if I can hear the clock ticking. T-t-take. I heard it! Now let me show you how to find/t/ in the middle of a word. Letâs try Saturday. Sat-t-turday. There it was! Letâs try one more. Cat, cat-t-t. I heard it at the end.
6. Now call on students to answer. Do you hear /t/ in bat or band? Tan or man? Step or pep? Squirm or term? (Pass out a card to each student.)Now letâs see if you can spot the mouth move /t/ in some words. Show me your ticking clocks if you hear /t/. Tim, the, turtle, takes, two, turns, today, them, this, then, think, test. (Note: the, them, this, then, and think have the grapheme ãtä but not /t/.)
7. Read A Cat Nap and talk about the story. Read it again and have students raise their hands when they hear words with /t/. Write the words on the board. Have each child write a message about the story using invented spelling. Display their messages.
8. To assess understanding, distribute a picture pages and have them circle the pictures whose names have /t/.
References: http://www.auburn.edu/rdggenie/explor/rialsel.html Penny the Pig Plays with the Letter P öAshley Rials
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