Time is Ticking

Emergent Literacy

Ben Gross

Rationale: This lesson will be used to progress in spelling ability and help beginning readers in becoming fluent readers. The goal for this lesson is to learn the correspondence t = /t/ in written and spoken language. The students will practice spelling and reading words using Elkonin boxes and will read a new book to recognize t =/t/ in words with various phonemes.



words on 3x5 index cards : time, tick, tip, Tom, try, tickle




1.      Introduce the lesson "Today we are going to be learning the /t/ sound." (Write the letter on the paper for the students to see.)

2.      Next we are going to practice saying the /t/ sound in a silly sentence. Listen as I say the tongue twister first: "Time is ticking timid Tom to take " This time listen for the /t/ sound as I repeat the tongue twister; put a thumbs up when you hear the sound. (Repeat the tongue twister.) Let's practice saying the sentence together now and then stretching it out: "Tttttime is tticking ttttimid TTTom tto tttake." "Good job, buddy!"

3.      Now that we know how to make the /t/ sound, let's practice writing it. I will show you how to write a t and then you will have time to try. Let's all write it five times and then we will begin another activity.

4.      We can now recognize the letter t and the /t/ sound; next we are going to use our letter tiles and boxes to practice spelling words. When we say /t/ sound our mouths make a distinct movement. Our mouths movement differently for each sound/letter in a word. Sometimes the sounds are made with two different letters. Now we are going to practice with our boxes and spell these words: bet, time, tick, top, tame, tickle.

5.      Now we are going to read our story. The stories will assistance the students with learning the /t/ in written words. The student will read the book "The Train Trip". This book is about a young boy going to see his friend Jake. He travels on a train to see him. After reading the short book I will go back over some word with the sound t in the words.

6.      Now I will assess the students learning of the letter t and the /t/ sound. When the student hears the t sound in the word he/she will give me a thumbs up. If he/she does not hear t they will display thumbs down. Afterwards I will assess the student asking them is the t sound in time or rhyme, stick or lick, taught or bought.


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