Emergent Readers
Tick Tock Said
the Teeny Tiny Clock
Emergent Readers
Rational: One of the
most important indicators of a successful reader is a student's ability
to
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
recognize this 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.
Materials:
Chalk
Pencils for every
student
Primary paper for
every student
Chart paper with
tongue twister: Tommy Tuberville takes
the tiger transit to tiger town on Tuesdays.
Chart paper with
chant: Tick Tock said the Teeny Tiny
Clock
Chart paper with
rhyming words: tip or sip? map or tap?
dime or time? Tim or swim? brown or town? bat or bag?
VisaVee's
One Tiny Turtle by Nicola Davies
Tick tock clock coloring
sheet with t embedded for every child.
Crayons for every
student
Procedures:
1. To begin the lesson we will review what letters we know by singing
the ABC's. Next, I will introduce the new
letter t. I will explain why this letter
is important
and the sound it makes.
Good
morning class! Let's get started this morning by singing our ABC's. Can I have a friend help me point to the
letters on the board as we sing. Great job everyone! Let's sit down in
our
reading corner and talk about a new letter.
(write letter t on chalk board in
uppercase and lowercase) Can anyone tell me what this letter is? T,
very
good! Even though the shapes are different each of these letters is a
letter
t. It is very important that we use the
letter t in our writings when
you hear the sound /t/. Let's all practice writing it. (pass out pencils and primary paper) When
we write the letter t we make two lines that say " tick tock" Start at the rooftop and go straight down all
the way to the sidewalk, tick! Go back to the top and cross the top
right under
the rooftop, tock! That is a capital T.
Can anyone remember when we use big or capital letters? When
it's a name, a place, or the beginning of the sentence; very good! Now,
let's
write a lower case t. Start
between the rooftop and the fence, bring your pencil straight down to
the
sidewalk, tick! Go back and cross your t at
the fence, tock! This is a younger t he
is smaller that big 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.
2. Next I will
explain why t is important and what mouth moves /t/ makes.
This letter says /t/.
Let's all say /t/
together! Great! What words do we know
that have the sound /t/ in them? (write
words with /t/ on chalk board) Very good. What do you think these
words
would sound like if we didn't have the /t/ sound? The /t/ sound is very
important because there are so many words that have the letter t in
them. Do any of our friends names start
with a t?
Good! Tommy, Tim, and Taylor! (write on
board)
How does our mouth move
when we say
/t/? When I say /t/ the tip of my tongue touches above my top teeth.
Let's all
say /t/ and see if your mouth does the same thing!
3. Now I will
model how to use /t/ by a tongue twister, song, and hand gesture and
also by solving
example problems with the class.
(Show picture of tick tock clock)
This
is my tick tock clock. What sound do you
hear in the words tick and tock? /t/ very good! Now whenever I hear the
/t/
sound I'm going move my finger like this (tick
tock motion) to show that I know there is a t in the word I'm
saying. Can
everyone get their tick tock fingers up and ready to show me your tick
tock
fingers!
Now
let's say a funny tongue twister and see if we hear the /t/ sound! (Show chart with tongue twister: Tommy
Tupperville takes the tiger transit to tiger town on Tuesday) I'm
going to
read it first and see if you hear the /t/ sound when I read it, if you
do
silently show me by moving your tick tock finger! Did anyone hear a
/t/? Good!
Let's all say it together and make our tick tock fingers! Now let's
read it
again and draw out our /t/'s and also make our tick tock t finger. (Ttttt-ommy ttttt-upperville ttttt-akes
ttttt-he ttttt-iger ttttt-ransit ttttt-o ttttt-iger ttttt-own on
ttttt-uesdays)
Let's
all sing a song together and think really hard about the /t/ sound we
are
learning. Does everyone remember the
song " Gggglump went the little green frog one day, gggglump went the
little green frog?" Great! Well
this song is very close to that song except this one is about a teeny
tiny
clock that says tick tock. (Put Teeny
Tiny Clock chant up) I'm going to sing it first and then I want
everyone to
sing it with me! Every time you hear a /t/ show me your tick tock t
fingers! (Tick tock said the teeny tiny clock one day;
tick tock said the teeny tiny clock. Tick tock said the teeny tiny
clock one
day and his arms said tick tock.)
4. Next practice
finding /t/ in spoken words and in written words.
Let's
see if we can find out new letter t in words that we say.
Do you hear our tick tock t in the word
teeth? T-t-t-teeth? (show with tick tock
t finger) Great! I know there is a /t/ because my tongue is
touching above
my top teeth. Now let's practice finding /t/ with more words. Do you
hear our
tick tock t in: truck, shoe, tiger, tiger, face.
Now let's see if we can
find our /t/ sound in words that we write.
(Chart with a list of rhyming
words with t included. tip or sip? map
or tap? dime or time? Tim or swim? brown or town? bat or bag? ). How do we know if we have a tick tock t in a
word? Good, it has two lines that say tick tock! In the first two
words, tip
and sip, I see a tick tock t in the
first word, tip! Can I have a friend come and read the words out loud
and then
circle the one that had the tick tock clock in it please!
5. Read One
Tiny Turtle (big book, out loud)and talk about the story. We
are
going to talk about turtles and an experience they might have had where
they
saw one or even touched one. If someone has not had an experience
with a
turtle then get them to imagine what it would be like.
This story is about a
turtle that
starts out an egg and grows into a tiny turtle. To learn about
the
adventure this tiny turtle goes through we will have to read One Tiny Turtle by Nicola
Davies. When we are reading and hear a /t/ sound or see a t I
want
everyone to show me by moving your tick tock t finger.
6. Assessment:
In order to assess
what we have learned I will give the students a coloring sheet that has
a
picture of a clock. There will be a
hidden t in the center of the clock that the students must decode the
worksheet
to find it.
Now
I want everyone to listen closely so we can find what is hiding in our
clock!
Inside each of the boxes there is a word.
I want you to color the words yellow if they have the letter t
in them. If they don't have the letter t
then color
those boxes red! (pass out tick tock
clock coloring sheets)
References:
http://www.auburn.edu/academic/education/reading_genie/
Tick
Tock by
Sammie Patton http://www.auburn.edu/academic/education/reading_genie/encounters/pattonel.html
Ta Ta
Timer by
Jenna Landers http://www.auburn.edu/academic/education/reading_genie/navig/landersel.html
Davies,
Nicola. One Tiny Turtle. Scholastic, Inc.
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