the most important indicators of a successful reader is a student's
identify letters. The purpose of this
lesson is for the student to be able to identify a letter of the
alphabet. The student will be able to
letter in print and in spoken language.
The letter and phoneme that I have chosen is the letter t and /t/. The student will be able to
write the letter in both lower and upper case.
with tongue twister on it, Tony took two turtles to town on Tuesday.
a pencil for each student
One Tiny Turtle by Nicola Davies
The coloring worksheets for each student
1.) Start the lesson by introducing the fact that we are
going to learn a new letter today. We
are going to say the letter's sound, /t/, together and examine closely
movement of our mouths. Understand that
it is our mouth that is going to make us able to pronoun that letter's
/t/, right. Let's think about all the
we know that have the sound /t/ at the beginning or end or even middle
What is our mouth doing when we say /t/. Our tongue is up on our front
teeth isn't it? Let's make sure when we say the letter t that
that is what our mouth is doing.
2.) Ask the students: Who has
been at your house and your
mom or dad set a timer for something. It
might have been for the stove or maybe for time out.
Do you remember the sound that the timer
makes? Kind of a ta-ta-ta-ta. Let's
act as our arm is the ticker on the
timer. (Turn your arm around like a clock for each ta.)
Well, that is the kind of sound that the letter t
makes. The sound of our timers /t/.
3.) Everyone look up here at my
poster with our tongue
twister on it. Tony took two
turtles to town on Tuesday. Let's all say this
together. That is hard and gets our
tongue twisted doesn't it. Everyone say
it with me two more times. Let's do it
again but this time we are going to put up our timer arms.
Every time we hear the /t/ sound we are going
to stretch it out and move our timer arm one ta. TTTony
tttook tttwo ttturtles ttto tttown on TTTuesday. That was
fun wasn't it? Let's do it again but
this time separate the /t/ from the rest of the word: /t/ ony
/t/ ook /t/ wo /t/ urtles
/t/ o /t/ own on
4.) [Take out primary paper and
pencil] It is very important
that we use the letter t in our
writings when you hear the sound /t/.
Let's write it. Start at the
rooftop and go straight down all the way to the sidewalk. Go back to
the top and
cross the top right under the rooftop.
That is a capital T. We use
capital letters when we writing names of people, places, or things.
could use a capital letter if it is at the beginning of a sentence.
write a lower case t. Start between
the rooftop and the fence, bring your pencil straight down to the
sidewalk. Go back and cross your
t at the fence. This is a younger t he is smaller that dad capital T.
When you have written a capital and a lowercase I'm going to
check and place a sticker on your paper.
When you have your sticker, make a line of 10 capital
Ts and a line of 10 lower case ts.
5.) Let's practice seeing if we locate our new
have learned letter t or our new
sound we have learned /t/. We will start
with the word boat. Let's see bbbbooaataa! Did we hear the ta ta in boat. Yes, we do. We will go
through exercises like
this with the words truck, wrote, tongue,
love, and swing. Look for your tongue to go to the back of your top
6.) Then the students will be
asked to compare two words and
see which one they find the /t/ sound.
Do you hear /t/ in truck or buck?
Brown or town? Bat or bag? Car or cart?
Be careful when you say these words and see if your mouth makes
tongue go to the back of your teeth.
7.) Read One Tiny
Turtle and talk about the story.
This story is about a Turtle that starts out an egg and grows
tiny turtle. To learn about the
adventure this tiny turtle goes through we will have to read One Tiny Turtle by Nicola Davies. We
are going to read it and have the students
do the ticking with their arms when they hear a /t/. We are going to
turtles and an experience they might have had where they saw one or
touched one. If someone has not had an
experience with a turtle then get them to imagine what it would be
8.) There is a coloring sheet
with a checked flower. In the boxes are
words. If you have a word with /t/ at the
color it read. If the /t/ is in the
middle color it green and if it doesn't have a /t/ then it is to be
blue. If done correctly then the picture
is a flower with a stem when finished.
Amy Whitcomb. "Sammy the Slimy Snake" http://www.auburn.edu/academic/education/reading_genie/odysseys/whitcombel.html
Cassie Simpson. "The B Beat"�. http://www.auburn.edu/academic/education/reading_genie/odysseys/simpsonel.html
Adams, Marilyn Jager. Beginning
to Read: Thinking and
Learning about Print. Urbana, IL:
Center for the Study of Reading,
Davies, Nicola. One Tiny
Turtle. Scholastic, Inc. New York.
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