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Watch the Clock Tick with T

Emergent Literacy Design: Watch the Clock Tick with T

Allie Black


Rationale: This lesson will help children identify /t/, the phoneme represented by T, Students will learn to recognize /t/ in spoken words by learning a meaningful representation (watching a clock tick tock back and forth0 and the letter symbol T, practice finding /t/ in words, and then apply phoneme awareness with /t/ in phonetic cue reading by distinguishing rhyming words from beginning letters.


Materials: Primary paper and pencil; chart with “Tim took Tom to Tiger Town”; worksheet with words for children to circle the picture, flash cards with pictures that may contain the letter t (TIE, RAT, TOE).


Procedures: 1. Say: We have to learn what letters stand for in order to understand our language. Today we are going to work on spotting the mouth move /t/. We spell /t/ with letter T. The /t/ sound sounds like a clock ticking back and forth (move fingers back and forth saying tick tock showing teeth pressing down together).


2. Lets pretend to be a clock, /t/, /t/, /t/. [Pantomime a clock ticking back and forth] Notice where your teeth are? (Touching top and bottom teeth together). When we say /t/, we bite both top teeth with bottom teeth and touch the back of our tongue to our teeth and blow.


3. Let me show you how to find /t/ in the word fit. I am going to stretch fit out in super slow motion and listen for my clock ticking. Fittttt. Slower: Ffiitttt. There it was! I felt my top and bottom teeth touch. I can feel the clock ticking /t/ in fit.


4. Lets try a tongue twister [on chart]. “Tim took Tom to Tiger Town.” Everybody say it three times together. Now say it again, and this time, stretch the /t/ at the beginning of the words, “Ttttim ttttook ttttom tto Tttiger Tttown.” Try is again, and this time break it off the word: ‘/t/ im /t/ ook /t/ om /t o /t/ iger /t/ own.”


5. [Have student take out primary paper and pencil]. We use the letter T to spell /t/. Capital T looks like a tree. Lets write the lowercase t. Start at the rooftop. Draw a straight line all the way down to the sidewalk. Pick up your pencil cross the line in the middle at the fence. I want to see everyone’s t. After I put a smile on it, I want you to make nine more just like it.


6. Call on students to answer and tell how they knew: Do you hear /t/ in type or draw? Finger or toe? Top or below? Stiff or sore? Say: Let’s see if you can spot the mouth move /t/ in some words: Make your clock tick if you hear /t/: Toe, stuff, boat, flew, tie, rat, pink, pot, float.


7. I will say: “Let’s look at an alphabet book, Cat in the Hat by Dr. Seuss. It is a rainy day for Dick and Sally, and they cant find anything to do. In steps Cat in the Hat to turn their day around. I want you to read and find out how he does this. Every time you hear the sound /t/ I want you to show your ticking clock finger. Remember the /t/ sound can be at the beginning, middle, or end of a word.  Okay, get your finger ready!


8. Show TIE and model how to decide if it is tie or pie: The T tells me to show my ticking clock finger, /t/, so this word is ttttie, tie. You try some: TWO: two or blue? TOP: top or mop? TAKE: take or make?


9. For assessment students are to complete the partial spellings and color pictures that begin with T. Call students individually to read the phonetic cue words from step #8.




Lindsey Smith-



Ashley Boulware-


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