Let’s Hurry Before T Tick-Tock’s Away
Rationale:
This lesson will help children make the connection between the phoneme /t/ and the letter T. Students will learn to recognize /t/ in spoken words by learning a meaningful representation and the letter symbol T, practice finding /t/ in words, and apply phoneme awareness with /t/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
Materials:
Primary paper and pencil; chart with “Tommy tackled time with total talent”; drawing paper and crayons; Chicka Chicka Boom Boom by Bill Martin; word cards with past, ten, night, start, and wait; assessment worksheet identifying pictures with /t/.
Procedures:
Rationale:
This lesson will help children make the connection between the phoneme /t/ and the letter T. Students will learn to recognize /t/ in spoken words by learning a meaningful representation and the letter symbol T, practice finding /t/ in words, and apply phoneme awareness with /t/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
Materials:
Primary paper and pencil; chart with “Tommy tackled time with total talent”; drawing paper and crayons; Chicka Chicka Boom Boom by Bill Martin; word cards with past, ten, night, start, and wait; assessment worksheet identifying pictures with /t/.
Procedures:
- Today we are going to be learning about the letter T. The letter T sounds like /t/. T sounds like the needles of the clock ticking away. T-ick T-ock.
- Let’s tick away the time, /t/, /t/, /t/. Say the word time. T-ime. Notice where the tip of your tongue touches the top of your mouth and then it hits the back of the front teeth. Say /t/. Good job.
- Let me show you how to find /t/ in the word fast. I’m going to stretch out the word fast and you have to listen for the tick-tocking. Fff-a-a-s-tttt. One more time ffff-a-a-a-s-ttttt. [let them answer]. You found it at the end! Did you feel your tongue touching the roof of your mouth and then the back of your front teeth? Good.
- Let’s try a tongue twister “Tommy tackled time with total talent.” Let’s say it together three times. Now say it again, and this time stretch the /t/ at the beginning of the words. “Ttttommy tttackled ttttime with ttttotal ttttalent.” This time break off the letter from the word. “T-ommy t-ackled t-ime with t-otal t-alent.”
- [Take out primary paper and pencil]. We use letter T to spell /t/. To write upper case T, let’s start at the housetop, go down the sidewalk, and cross at the house top. To write lower case T, let’s start below the housetop, go down the sidewalk, but this time, we cross at the fence. Upper case letters, or capital letters, are like mom and dad. They are tall! The lower cases t is like the baby. It’s smaller.
- Call on students to answer and tell how they knew: Do you hear /t/ in strike or flow? Beat or dance? Go or stop? Tock or dock? Let’s see if you can spot the mouth move /t/ in some words. Listen to the ticking clock to hear /t/: The, tall, tank, talked, for, so, long, the, team, left, the, trail.
- Let’s look at an alphabet book: Chicka Chicka Boom Boom. A told B, and B told C, I’ll meet you at the top of the coconut tree! So, all the letters of the alphabet race each other up the coconut tree, but will there be enough room for everyone? Let’s find out what happens when the whole alphabet tried to climb a coconut tree. After we finish the book, we will be drawing out /t/. Ask children if they can think of other words with /t/. Ask them to create a new type of pokemon and name it [letter t must be included]. Then have each student write their new pokemon name with invented spelling and draw a picture of their pokemon. Display their work.
- Show PAST and model how to decide if it is past or pass: The T tells me to listen for tick-tocks. /t/, so this word is p-a-s-ttttt, list. You try one. TEN: Ten or fan? NIGHT: nine or night? START: saddle or start? WAIT: wait or when?
- Students are to complete the letter Tt worksheet and color the pictures that begin with T. Call students individually to read the phonetic cue words.
Reference:
Archambault, John, Martin Jr., Bill. Chicka Chicka Boom Boom. Simon & Schuster Books for Young Readers. 1989.
Brackin, Kim. Tick Tock Time /t/.
Archambault, John, Martin Jr., Bill. Chicka Chicka Boom Boom. Simon & Schuster Books for Young Readers. 1989.
Brackin, Kim. Tick Tock Time /t/.
DLTK’s Inc.