Tapping With the Hammer T

Emergent Literacy

Heather Henley


Rationale: Every child has to develop phonemic awareness to be a successful reader. This includes understanding everything related to the vowel and consonant sounds. This lesson is aimed to help children with the consonant sound /t/, the phoneme represented by T. The letter T will be made memorable by relating it to a hammer, and t-t-tapping a hammer. Students will also learn the letter by practicing recognizing the letter T, using it in words, and identifying it in spoken words.


Materials: Primary paper, pencil, T hammer cutouts, Tip toe to the tool kit tonight tongue twister written out, word cards with TOP, TAP, PAM, FOG, TOAST, SOAP, worksheet for assessment. http://www.superteacherworksheets.com/phonics-beginningsounds/letter-t_WFNTM.pdf




1. Say: Each letter in our alphabet has a sound. Today we are going to talk about the letter T, which makes a /t/ sound. Look at the T on my piece of paper, it looks like the hammer that you have in your hand. When we use a hammer it makes a t-t-tapping noise.


2. Say: When we make the /t/ sound, the tip of your tongue touches the top of the back of your top teeth. We start with our mouth closed and then open it letting out the /t/ sound. Can you try?


3. Say: Let me show you how I find the /t/ in words. I am going to sound out the word TRICK. Ttt—rrr—iii---ck. Did you hear the /t/ at the beginning? Now you try.


4. Say: Now look at this sentence on the board. It says tiptoe to the tool kit tonight. Everyone say it 5 times in a row. Can you hear the /t/ sounds in some of the words? Lets all say it again and stretch out the /t/ sound like this: ttttip ttttoe tttto the ttttool kitttt ttttonight. Now lets do that together.


5. Say: Great job with the tapping T! I am going to read a list of words. Some words have a /t/ sound. If you hear the /t/ sound I want you to tap your hammer like this (demonstrate). If you do not then I want you to have both hands in your lap. Tick, mess, club, time, tough, sad, tomorrow, friends. Great job!


6. Pass out primary paper and write T and t on the board. Have students practice writing. Say: Capitol T looks kind of like a hammer. We have a line from the roof to the sidewalk and then a smaller line on across the roof (model). For lower case t we have a line from below the roof to the sidewalk and then another line across the fence (model). Everyone write T and t 5 times each. Raise your hand so I can check your work.


7. Say: Now we are going to read The Train Trip. When you hear the /t/ sound, tap your hammer T! This book is about Tim and his big day. His friend Nate was coming on a train and Tim is excited to have a friend his age to play with.  Nate is on the train for a long time and the train suddenly stops at a scary place. Now lets read the story to find out what happens next! While I am reading I am going to stop a few times to ask questions about the book. So make sure you are listening!


8. Show TAG and model how to read it with the /t/ sound. When we see TAG we say tttt aaaa gggg ttaagg tag. Say: Now I am going to show you two cards and read the words on them. I want you to decide which words have a T in them. List for the /t/ sound. TOP or FOG, CAR or TUB, PAM or TAG, TOAST or SOAP. Great job!


9. Distribute assessment worksheet from “Super Teacher Worksheets”. The students will show how they can write the letter T and identify things that start with T. Call students individually to read one of the cue words from step



§  Book: Murray, Geri. The Train Trip. Genie Collection. 2007. 14 pages.

§  Internet Site: Caroline Duffy, “Take Time To Learn T”. http://www.auburn.edu/%7Ecjd0010/DuffyEL.html

§  Internet Site: “Super Teacher Worksheets” http://www.superteacherworksheets.com/phonics-beginningsounds/letter-t_WFNTM.pdf

§  Reading Geanie Website

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