T-T-T-Tapping
Turtle
Emergent Literacy
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.
Materials:
Cards with
upper and lower case Tt
Primary
Paper
Pencil
Tongue
twister
Book: Turtle
Splash! Countdown at the Pond By
Cathryn Falwell
(Illustrator)
Dry erase
boards and marker
Activity
sheet with the letter t words.
Procedures:
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."
3.
"Now
I want you to pretend like you are sky writers and try to trace the
letter T
in upper and lower case with your finger in the air and as you write I
also
want you to say the sound of the letter T. Let's put our
pointer
finger in the air, and begin. First the upper case /T/, we start at the
rooftop
and we go down to the fence; cross at the roof top. Wow! Great job. Now
let's
try the lower case /t/. Start at the rooftop and go down to the
sidewalk, and
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
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!
References:
http://www.auburn.edu/academic/education/reading_genie/