Emergent Literacy Design

Tttick Tttock with T’s

Emergent Literacy Design

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 (tick-tock of a clock) and the letter symbol T, practice finding /t/ in words, and apply phoneme with /t/ in phonetic cue reading by distinguishing rhyming words from beginning letters.

 

Materials: Primary chart and pencil; chart with “Tim the tiger tasted two types of treats”; drawing paper and crayons; Dr. Seuss's ABC (Random House, 1963); word cards with TOP, TAP, TON, TAME, TAIL, and TOAD; assessment worksheet identifying pictures with /t/.

 

Procedures: 1. Say: Today we will be learning about the letter /t/. We will learn that /T/ and /t/ both make the same sound. We will learn today that when we say words, our mouths move as we say each letter sound. We are going to work on spotting how the mouth moves when we say /t/. When the second hand moves on a clock, it makes the sound tick tock, or t t t t.

2. Let's pretend we are looking at a clock, /t/, /t/, /t/. Notice what your tongue does? When we say /t/, our tongue starts out at the roof of our mouth and air pushes it off.

3. Let me show you how to find /t/ in the word shift.  I'm going to stretch shift out in slow motion and listen for the /t/ sound a clock makes: shh-i-i-ift.  Now slower: shhh-i-i--fff-tttt. There it was! I felt my tongue touch the roof of my mouth and air push it down. I can hear the clock tick /t/ in shift.

4. Now let's try a tongue twister [on chart]. "Tim the tiger tasted two types of treats." Let’s say it together three times. Now say it again, and this time, stretch the /t/ at the beginning of the words. "TTTTim the tttttiger ttttasted ttttwo tttypes of ttttreats." Try it again, and this time break it off the word: “/T/im the /t/iger /t/asted /t/wo /t/ypes of /t/reats.”

5. [Have students take out primary paper and pencil]. We use letter T to spell /t/. Capital T looks like an upside broom. Let's write the lowercase letter t. Start just below the rooftop then draw a straightened line all the way down to the sidewalk. Then cross it at the fence. I want to see everybody's t. After I put a sticker on your paper, I want you to make nine more t’s just like the first one.

6. Call on students to answer and tell how they knew: Do you hear /t/ in hot or cold? finger or toe? black or white? Lift or drop? Stiff or sore? Say: Let's see if you can spot the mouth move /t/ in some words. Do a clock movement with your finger if you hear the /t/ sound in the words: tilt, fast, kick, tap, bird, fast, to, green, out, cup.

7. Say: "Let's look at an alphabet book. Dr. Seuss uses a tongue tickler to name things that start with T.  Read page 46, stressing /t/. Can you think of any items that you use at school whose names start with the letter t? Write the name of the item and draw a picture of it. Then I will display the students’ work.

8. Show TOP and model how to decide if it is top or mop: The T tells me to think of the tick tock of a clock, /t/, so this word is ttt-op, top. You try some: TAP: tap or lap? TON: ton or won? TAME: tame or lame? TAIL: tail or pail? TOAD: toad or mode?

9. For assessment, I will hand out the worksheet.  Students are asked to draw lines connecting the pictures that begin with the letter /t/. I will call on students individually to read the phonetic cue words from step #8.

 

References:

Murray, Bruce: http://www.auburn.edu/~murraba/murrayel.htm

Hiskey, Caroline: http://auburn.edu/~ceh0036/hiskeyel.htm

 

Assessment worksheet: http://www.kidzone.ws/kindergarten/t-begins1.htm


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