By Pamela Bailey
Rationale: Letter recognition and phoneme awareness are very important factors in early literacy. The goal of this lesson is to teach letter recognition for the letter t. The students will learn the sound that is made by the letter t and the mouth gestures that go along with the letter T. My goal is for the student to be able to recognize the upper and lower case letter t and be able to write them correctly. The student will also learn a hand gesture when writing the letter /t/.My goal also is for the student to be able to recognize the phoneme in spoken letter of t as well as the letter when combined with other letters in the form of a word. Student will also be able to print the letter /t/ and recognize it in print.
Cards with upper and lower case Tt
Book: Turtle Splash! Countdown at the Pond By Cathryn Falwell (Illustrator)
Dry erase boards and marker
Activity sheet with the letter t words.
1. 1. "Today's lesson, we are going to be focusing on the letter /t/. Can anyone tell me what sound the letter /t/ makes? (allow for response)Yes! It makes the t/u sound just like in the word t-ap. I want you to say the word t-ap and notice the shape your tongue and teeth make when you say the /t/ sound in the word t-ap. Do you notice how your tongue touches the top of your mouth and then it hit you teeth? Yes! That's the /t/ sound. Great Job!"
2. 2. "I'm going to show you what the letter /t/ looks like and the correct way to write the letter /t/." The letter /T/ will be displayed near by on a poster board. "Ok class I will demonstrate the hand gesture for the upper case T: Let's start at the housetop; go down to the sidewalk, and cross at the house top. Lower case: start below the housetop; go down to the sidewalk; but this time instead of crossing at the housetop we are going to cross at the fence. The upper case /T/ is just like mommy and daddy because they are very tall and the lower case /t/ is the just like the baby and he is smaller."
I want you to pretend like you are sky writers and try to trace the
in upper and lower case with your finger in the air and as you write I
want you to say the sound of the letter T. Let's put our
finger in the air, and begin. First the upper case /T/, we start at the
and we go down to the fence; cross at the roof top. Wow! Great job. Now
try the lower case /t/. Start at the rooftop and go down to the
remember we are crossing at the fence this time. Good!"
4. 4."I want to see if you can write the letter /t/ on you paper now. Let's begin; start at the rooftop and go down to the sidewalk and then cross at the rooftop." I will have the students write both the upper- and lower-case /t/ on their paper.
5. 5. Sometimes it may help to remember something if we put a motion with it. Let's tap our feet three times and make the T-T-T- sound. "Now every time we tap lets say the sound that /t/. makes" As they are tapping at a steady pace they should be saying "/t/-/t/-/t/Ìåá"
6."Let's try a rhyme [on white board]."Tom tried to tie Tammy's Turtles tie." I will read it first and then when I finish you read it two times along with me. Now you try to read it alone, as I point to the words. "Very good" I am going to read it with you again very slow and every time you hear /T/ Sound I want you to tap your feet. "T-om t-ried to t-ie T-ammy's T-urtles t-ie"
7. 7. "Now I will demonstrate how to write the lower case /t/ using the white board. First we will start at the rooftop and second, we go down to the sidewalk and then, cross at the fence. Now you try it with you paper, can you write a lower case /t/? Start at the rooftop, go down to the sidewalk and then cross at the fence. Good!" Teacher will then walk around the room; if any students are having trouble the teacher repeat the instructions. Now let's see if we can write an upper case T. "For the upper case T we start out the same way. Start at rooftop with your line and go down to the sidewalk but this time, instead of crossing at the fence, we are going to cross on the rooftop. Now you try it. Remember, when you make the letter t, I want you to say /t/ so that we remember that t says ttt." Proceed in the same way that you did for lower case.
8. 8."Now it is 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 sound in the story; I want you to tap your feet." Teacher will do a brief book talk about the story; Turtle Splash! Countdown at the Pond. This story starts with ten timid turtles lounging in a line, and along comes a bull frog that startled the turtles. What do you think will happen? Let's find out!
For assessment, distribute the picture page and help students name each picture. Ask each student to draw a line from each of the turtles to a picture that begins with the sound of the letter /t/. I am so proud of you for helping all the turtle find the items that begin with the letter t. Great Job!
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