Tick Away the
Time with
T
By:
Erin Hale
Emergent
Literacy
Rational:
Students will learn
the phoneme /t/ that we hear when we say words that begin with T.
Student will learn to recognize /t/ in words that they say through the
representation of a clock hand ticking. They will also have work in
writing the letter symbol Tt, finding the phoneme in words, and
distinguishing rhyming words by their beginning letters.
Materials:
Primary paper,
pencil, tongue twister written on poster (Tim took two trains to
Tom's tent to test in the track.), crayons, worksheet:
http://kidzone.ws/kindergarten/t-begins2.htm, word cards (BUG,
TEN, TAKE, HOP, TEAM),
Dr. Seuss's ABC (Random House, 1963).
Procedures:
1.
Today we are going to
do some work on becoming the world's best readers. In order to do
this we have to continue learning the sounds of letters (known as
phonemes). Today we are going to be learning the mouth moves for /t/
which is spelled with the letter T. T looks like the hands of a clock,
and makes the sound of the hands ticking every second.
2.
We are going to
pretend to be the hands of a clock, /t/ /t/ /t/. (Move arms around like
the hands of a clock ticking). Do you notice the mouth movement in
order to make the sound? You tongue touches the roof of your mouth and
says /t/. As we move our tongue away from the roof of our mouth it
helps us to perfect this sound.
3.
Now we are going to
practice finding the sound /t/ in the word fight. I am
going to stretch the word out and say it very slow and listen for the
clock hands. Fff-iiigghh-tt, there it was! Did you hear it? My tongue
touched the roof of my mouth.
4.
Now we are going to
say a tongue twister, we are going to say it 3 times together and
stretch the /t/ out in the beginning and then break it off the word.
Tim took two trains to Tom's tent to test on the track. Tim
Took
Two
Trains
To
Tom's
Tent
To
Test on the
Track. Good now say the /t/ by itself and then the rest
of the word, T-im T-ook T-wo T-rains T-o T-om's T-ent
T-o T-est T-hem on the T-rack.
5.
Now take your primary
paper and pencil. We are going to write /t/ using the letter T. First
we are going to write a capital T. Start at the rooftop and draw a line
straight down to the sidewalk. Then pick your pencil up and give the
stick a hat across the rooftop. After I come around and check off that
it is correct I want you to draw 5 more just like it. (Allow students
time to do this). Now we are going to learn to write a lowercase t.
Start at your rooftop and draw a line straight down all the way to the
sidewalk. Then pick up your pencil and cross your stick right at the
fence. As I come by and check you off, write 5 more just like it.
6.
Call on student to
give answers to the following questions and explain how they got their
answer. Do you hear /t/ in bat or ball?
To or from?
Finger or toe?
Now or later?
Fat or big? Now move your arms like the hands on the
clock: The, tiny, turtle, tickled, the, teal, frog, in,
the, tall, green, grass.
7.
Now we are going to
look at a book called Dr. Seuss's ABC. In this book
he tells us about an animal and where they stay. Can you guess what
animal? (Then read page 46 exaggerating the /t/). Can anyone think of
any other animals or places that have the /t/ sound? Come up with
another funny place for an animal to live like Dr. Seuss did and use
invented spelling to write it and draw a picture. (display children's
work)
8.
Model for the
children how to decide if a word on the paper is one of two words that
you say. For example tip or clip showing the word tip to the children
on the card.
BUG: tug or hug? TEN: ten or hen? TAKE: take or bake? HOP:
top or hop? TEAM: team or beam?
9.
For an assessment
children will complete a worksheet where they color in pictures of the
words that begin with /t/ and also complete the spelling of a few
words.