Rationale- This lesson will help the student identify /t/, the phoneme represented by the letter T. Students will learn to identify /t/ in spoken words by learning a meaningful representation (listening to a clock) 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 pencils; Tongue Tickler Chart: “Tuesday, Timmy taped the turtles.”; assessment worksheet identifying pictures with /t/ (See link below); word cards with TICK, TOP, MOP, HAG, TAP, MEN, TIP, and LAP. Book: Terrible strom
Procedures:
1. Say: How we speak is a secret code. We just have to learn what the letters stand for- how our mouth moves when we say the letters. Today, we are going to be spotting the movement of our mouth when we say /t/. We spell /t/ with the letter T. T stands tall like a big clock, and /t/ makes a sound like a ticking clock.
2. Let’s pretend that we are a ticking clock, hanging on the wall. /t/, /t/, /t/. [hands up above your head, making the moments that we see on the clock]. Notice where the tip of your tongue is when you say /t/. When we say /t/ the tip of our tongue hits the roof of our mouth. As you say /t/, do you hear the ticking sound of the clock as time goes on?
3. Let me show you how to find /t/ in time. I am going to stretch out time in SUPER slow motion and listen for our ticking clock. Tt-i-i-ime. Slower: Ttttt-i-i-i-i-immee. There it was! Did you hear it? I felt the tip of my tongue hit the roof of my mouth. So, our ticking clock is in the word time.
4. Let’s try out a tongue tickler [on chart]: “Tuesday, Timmy taped the turtles” Let’s all say it together three times. Now say it again, and this time, stretch the /t/ at the beginning of the words. “Tttttuuueeesssdddaaayyy Tttttiiimmmyy tttttaaaapppeeedd tttthhheee tttuuurrtttllless.” Try it again, and this time break it off the word: “/t/uesday /t/immy /t/apped t/he/ /t/urtles”
5. Students take out Primary Paper and pencil] We use the letter T to spell /f/. Let’s write a capital T. First you make a straight line at the rooftop, and then you will drop a straight line from the rooftop to the sidewalk. Now, let’s make lowercase t’s. First you drop a straight line from the rooftop to the sidewalk, and then next you will cross it at the fence. I want to see everyone’s t’s. Once I put a smiley face on your paper, I want you to write nine more t’s.
6. Call on the students to answer and have them explain why: Do you hear /t/ in Tuesday or Wednesday? Tapped or Flapped? To or go? Target or Bullet? Turle or monkey ? Say: Let’s see if you can spot the mouth movement /t/ in some words. If you hear /t/ then swing your arm like a ticking clock. Tap, Fat, Tap, Bee, Tip, Twist, Song or Trap.
7. Say: “Let’s look at a popular character whose name is filled with ticking T’s. Can you guess who it is going to be?” Read Thomas the Terrible Strom. Then ask the children if they can think of any words that start with /t/. Ask the students to come up with a silly creature and give it name like Trip-Tally-Trent- Trigger. Have each student write his or her silly name with invented spelling and create a picture. Display their work.
8. Show TICK and model how to decide if it is lick or tick : the T tells me to make the ticking clock, /t/, so this word is ttt-ick, tap. You try some: Top: top or mop? Hag: lag or lag? Tap: map or tap? Men: men or man? ? TIP: sip or tip?
9. For assessment, distribute the worksheet. Have the students complete the assessment worksheet pertaining to the letter T. Call the students individually to read the phonetic cue words on cards from step #8.
Reference- https://sites.google.com/site/alisawesomelessons/home/ticking-clock-with-t
Worksheet- http://www.kidzone.ws/prek_wrksht/learning-letters/t.htm
Book- The Terrible Strom by Carol Otis Hurst
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