Like Water From a Sprinkler

By: Lindsey Stewart




The goal of this lesson is for students to identify /t/. Students will learn to recognize /t/ in spoken words by learning a meaningful representation (ticking clock) and the letter symbol T , practice finding /t/ in words through reading, and apply phoneme awareness with /t/ in phonetic cue reading by distinguishing

rhyming words from beginning letters.



Picture of sprinkler, computer, recording of ticking sound, Chart with tongue twister "Tommy took Timmy's tiny turtle to town", primary paper, pencil, The Tale of Tricky Fox by Jim Aylesworth, Activity sheet, dry erase maker, white board, crayons


1.Introduce the lesson.

"Good morning boys and girls! Today we are going to learn about the letter /t/ and the sound it makes. We spell /t/ with letter T. 

2."Does anyone know what this picture is (holding picture of a sprinkler)?? Correct, it's a sprinkler! How does a sprinkler move? (demonstrate by placing arm behind the head and moving arm). But, what really makes us recognize a sprinkler is its sounds. Can anyone tell me the sound a sprinkler makes? (play ticking sound). Notice where your teeth and tongue are. (teeth together, tongue touching roof of mouth)When we say /t/ we blow air through our teeth while pressing the tongue to the roof of our mouth. The letter T looks like a sprinkler, and /t/ sounds like the water moving through a sprinkler.

3.Let me show you how to find /t/ in the word  art.  I'm going to stretch art out in slow motion and listen for my sprinkler.  Arr - tt.  Slower:arrrr-tttt. There it was!  I can feel the sprinkler /t/ in art.

4.Let's try a tongue twister [on chart]. "Tommy took Timmy's tiny turtle to town."  Have the children say it with you a few times. The third time that they read it with you, say it very slowly. Have them raise their hands every time they hear /t/ in the tongue twister. (This should be at the beginning of each word).  "Now lets separate out the /t/ and every time we hear it we'll tap our watch·T-ommy t-ook T-immy's t-urtle t-o t-own.  Good job!"

5.[Have students take out primary paper and pencil]. Did you know that we could use letters to represent sounds that we hear?"  Demonstrate for the students on a white board how to make the lower case letter t.  "We start below the rooftop and draw a straight line all the way down to the sidewalk.  Then we cross at the fence.  Can you make a lower case t?  Excellent!  I want to walk around and see everyones work. After I put a smile on it, I want you to make nine more just like it.

6.Call on students to answer and tell how they knew: Do you hear /t/ in time or dime? finger or toe? top or mop? turtle or rabbit?  Talk or chalk? Say: Let's see if you can spot the mouth move /t/ in some words. Make the sprinkler motion if you hear /t/: turn, chair, tire, bug, tan, tank, truck, apple, pink, taco.

 7.Tell the students that it is now time to hear a story.  "Today when we read our story, I want you to listen very carefully for the /t/ sound that we've been talking about.  What letter makes that sound?  Right! The letter T!  Every time that you hear /t/say T." Before reading, introduce the story with a brief book talk.  "In this story a Fox tells his brother that he will bring a pig home for dinner. He knocks on several doors, and trys to trick a few people, but will he be able to get the pig by dinner?"

8.For assessment, Pass out the activity sheet with pictures on it and ask them to color the pictures that begin with /t/.  This will allow you to evaluate the students' understanding of the concept taught in this lesson. 



Broach, Stephanie. "Tick-Tock goes the clock"

Aylesworth, Jim. The Tale of Tricky Fox. 32pp

Reading Genie:

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