T is for
Teaching
Emergent Literacy
Jennifer Reinhart
Rationale.
Consonants
produce sounds that are easier to identify than vowels.
Teaching the consonants first will give
students a basis to help them identify vowels.
Consonants are a good starting point for learning to read. The lesson will help students practice
identifying
the sound the grapheme T makes it words.
They must first learn to identify /t/ in spoken words. Students
will learn to recognize /t/ in
spoken
words by learning a meaningful representation and a letter symbol, and
then
practice finding /t/ in words.
Materials.
Primary paper
Pencils
picture of a timer
poster with Tim took
The
ABCs of Auburn
The Hullabaloo ABC
Miss
Spiders ABC
Alfies ABC
2 assessment pages
with words beginning
with and ending with t.
Procedures
1. Start the lesson by
introducing each
letter of the alphabet has its own sound.
English can be tricky because sometimes the letters can have
more than
one sound. Today we are going to work on
the letter T that makes the sound /t/, like a timer ticking. We are going to work on finding /t/ in
different words.
2. Ask students: Have
you ever heard you moms baking timer
ticking? Thats the sound we are looking
for in words
today. Lets make the ticking sound
together, /t/. Lets move our hands like
a clock is ticking. Ok now move your arm
as we say the ticks of the timer.
3. Ok, now lets say a
tongue
twister. Tim took Tylers train off a
train track. Lets say it together three
times. Now we are going to say it with
longer /t/ sounds. T-T-T-Tim t-t-t-took
T-T-T-Tylers t-t-t-train off a t-t-t-train t-t-t-track.
4. (Have students take
out primary
paper and a pencil) Lets practice
writing the letter t to represent the /t/ sound. Lets
write it together. Start at the rooftop,
draw a straight line
all the way down to the sidewalk. Lift
your pencil and draw a line across the fence.
Good. Now practice 5 more by
yourself. I am going to walk around and
stamp them. Now when you see t in words
you will know to say the /t/ sound.
5. Now lets see how we
can find /t/ in
words. Lets look at the word not. We will say it slow to see if we can find the
sound /t/ in it. N-n-n-n-o-t,
n-n-n-o-o-o-t, n-n-n-o-o-o-t-t-t. There
it is at the end, /t/.
6. Lets see if we can
find the /t/
sound in some other words. Do you hear
/t/ in top or low? Do you hear /t/ in
eat or food? Do you hear /t/ in white or
black? Do you /t/ in one or two? Now lets tick our timer if you hear the /t/
sound, Tim, took, Tylers, train, off, a, train, track.
7. Now we are going to
read the T pages
of 4 different alphabet books. I will
read each page aloud, then we will reread to find the words that have
the /t/
sound. We will write all the words we
find on the board. Students
will then pick a word and write a
sentence about it on their paper and then draw a picture to go with it.
8. For an assessment I
will use two
matching pages, one with the /t/ sound at the beginning of the word,
and one with
the /t/ sound at the end of the word.
Reference
Kidzone.
http://www.kidzone.ws/kindergarten/lettert.htm
Blackwell, John. The
ABCs of Auburn.
Cleary,
Hughes, Shirley. Alfies
ABC. New
Yorl:
Kirk, David. Miss
Spiders ABC.
