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.

References:

Dr. Murray's example lesson Brush Your Teeth With F   http://www.auburn.edu/academic/education/reading_genie/sightings/murrayel.html

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