Tommy
the Clock Tick Tocks Today and Tomorrow
Emergent Literacy Design
Rationale:
Recognizing the relationship of songs and written words is very important for
beginning readers. As Marilyn Adams
states, “Just as cars will not
start without spark plugs, reading cannot begin with the spark of recognition.”
In this lesson, students will learn about the phoneme /t/. Students will hear
the sound, mimic what mouth movement makes the sound, and see how the phoneme
appears on paper.
Materials:
Primary Paper
Pencils
Crayons
Items that have the
phoneme /t/ (toilet paper, tangerine, tape, tarantula)
Items that don’t have
the phoneme /t/ (pencil, drink, etc.)
A clock
Worksheet
Procedures:
1.
Today we
are going to learn about the /t/ sound. In writing, it is represented by the
letter t. If you listen closely to
the clock, you can hear the /t/ sound while it tick-tocks.
2.
Let’s
mimic the clock by making the sound and moving our arms. When you say tick tock,
what happens to your tongue on the /t/ sound? It touches your two top front
teeth very quickly.
3.
Lets see
if you hear /t/ in some treasures I have.
Toilet Paper- yes.....
tttttttt oilet paper
Pencil- no
Drink- no
Tangerine- yes......
ttttttt angerine
Tape- yes......
ttttt ape
Magnet- yes ......magne
ttttt
4.
Repeat
chant:
Do what I do and say
what I say. Tommy the Clock
Tick-Tocks Today and Tomorrow. Class: Tommy the Clock Tick-Tocks Today and
Tomorrow.
Do what I do and say
what I say. Tommy the Clock
Tick-Tocks Today and Tomorrow.
Class:Tommy the Clock
Tick-Tocks Today and Tomorrow.
Do what I do and say
what I say. TTTommy the Clock
TTTick-TTTTocks TTTToday
and TTTTomorrow.
Class: TTTommy the
Clock TTTick-TTTTocks TTTToday and
TTTTomorrow.
Can you hear the /t/ sound?
5.
Teach
students how to make lower case and capital “t” ‘s on paper. With a lower case
“t”, start in between the roof and the fence and go straight down to the
sidewalk. Then, make a smaller line crossing at the fence. For the capital “T,”
begin at the roof and make a straight line down to the sidewalk. Then, make a
horizontal line on the roof.
6.
Ask students to compare words you say
aloud. Do you hear /t/ in tug or pull? light or dark? ten or nine? cute or ugly?
hot or cold?
7.
Let’s read
Tick Tock by Eileen Browne. Raise
your hand when you hear words with the /t/ sound.
8.
For an assessment, students will do a
worksheet. They will color the pictures that have the /t/ sound in them.
References:
Browne, Eileen.
Tick-Tock. Walker, 1996.
Marilyn Jager Adams (1990).
Beginning to Read: Thinking and Learning About Print, A Summary
by Steven A.Stahl,
Jean Osborn, and Fran Lehr. Urbana, IL: Center for the Study of Reading.