Tick Tock Said the Teeny Tiny Clock


Emergent Readers

Katie Swanson


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. New York. 2001.

 
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