Lesson Plans

Rationale: This lesson is designed to teach students to identify /t/, the phoneme represented by the letter T. Students will be able to recognize /t/ in spoken language by learning a representation (the ticking and tocking of the clock) and the letter symbol T, practice finding /t/ in words, and apply phoneme awareness with /t/ in phonetic cue reading by distinguishing by rhyming words from beginning letters.

 

Materials:

Primary paper

Pencil

Gif of clock

Drawing paper 

Crayons

 

Procedures:

1.Say: Letters make sounds when we verbalize them, or say them out loud. The hard part is learning what letters stand for or represent. Our mouths move when we say words. In this lesson, we are going to learn to recognize the mouth movement of /t/. We spell /t/ with the letter T. And /t/ sounds like a tick-tock on a clock.

2.Now we are going to pretend to count the tick-tocks on a clock /t/, /t/, /t/, /t/. Take note of where your tongue touches (touch the roof of the mouth). 

3.Now I am going to show you how to find /t/ in the word plate. I am going to stretch plate out in super slow motion and listen for my tick-tock sound. pp-ll-aa-tt-ee. Slower: ppp-lll-aaa-ttt-eee. Did you hear it? I felt my tongue touch the roof of my mouth.

4.Okay class, let’s try a tongue tickler (chart).. Tim takes time to count the tick-tocks. Everyone say it three times together. Now say it again, but this time, stretch the /t/ when you hear it at the beginning of words. “Ttttttttim tttttttakes tttttttime ttttttto countttt the ttttttick-ttttttocks.” Try it again and this time break off the word: “/t/im /t/akes /t/ime /t/o coun/t/ the /t/ick-/t/ocks.

5.(Have students get out primary paper and pencil). We use the letter T to spell /t/. Let’s write the lowercase t. First start with the base, which looks like a “l”. Start to make a little up in the air, the straighten it out all the way down to the sidewalk. Then cross it with a fence. Now I am going around to see everybody’s t. After I put a star on it, I want you to write nine more exactly like it.

6.Call on students to answer and tell how they knew: Do you hear /t/ in date or snail? Wrist or arm? Tale or map? Light or heavy? Tuesday or Monday? Say: Let's see if you can spot the mouth move /t/ in some words. Tick-tock like a clock if you hear /t/: A tiny terrier barked to get food.

7. Say: "Let's look at an alphabet book. We are going to read our letter /t/ book, and it is called Too Many Toys. (Booktalk) Spencer has way too many toys. He has so many toys that they everywhere through his house! His mom wants him to donate some, but we are just going to have to read the story to find out what happens next!

8. Show TALL and model how to decide if it is tall or ball: The T tells me to touch the roof of my mouth, /t/, so this word is tttt-all, tall. You try some: TAP: tap or map? TEAM: beam or team? TIME: lime or time? TOLD: told or mold? TAKE: fake or take?

9. For assessment, distribute the worksheet. Students color the pictures that begin with T and leave the other pictures blank. Students who colored the correct amount of pictures are considered to have reached the objective of this lesson

 

References:

Allison Pittman: "Tap the Fish Tank with T" https://alliepittman.wixsite.com/allisonpittman/emergent-reading-lesson

 

gif: https://giphy.com/gifs/filmeditor-horror-evil-dead-the-xT9KVBrK92mLCTDsys

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Shannon, David (2008), Too Many Toys, The Blue Sky Press

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worksheet: https://www.kidzone.ws/images-changed/kindergarten/t-as-begins2.gif

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