Tik Tok Timer with T

 

 

 

 

 

 

 

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 sound analogy (ticking timer) and the letter symbol T, practice finding /t/ in words (timer, toe, tic, teacher), and apply phoneme awareness with /t/ in phonetic cue reading by distinguishing rhyming words from beginning letters (Tim Tickled Tina’s Toes).

 

Materials: Primary paper and pencil; chart with “Tim Tickled Tina’s Toes”; drawing paper and crayons; notecards with TIMER, TOE, TIC, TEACHER, FIX, and MEET; assessment worksheet identifying pictures with /t/.

 

 

Procedures:

1. Say our written language is a secret code. The tricky part is learning what letters stand for- the moth moves we make as we say words. Today we are going to work on spotting the mouth move /t/. We spell /t/ with the letter T. T looks like a table, and /t/ sounds like a timer. 

2. Let’s pretend to be a timer, /t/, /t/, /t/. (Pantomime a timer ticking) Notice where your tongue is? (Tip of tongue touches above your top teeth). 

3. Let me show you how to find /t/ in the word hot. I’m going to stretch hat out in super slow motion and listen for my timer. Hhhh-a-a-tttt. Slower: hhh-a-a-a-a-tttt. There it was! I felt my tongue at the back of my top teeth. Timer /t/ is in hat. 

4. Let’s try a tongue tickler (on chart). Tim likes to mess with people. He likes to mess with them by tickling them. He messed with Tina. Tim tickled Tina’s toes. Here’s our tickler: “Tim tickled Tina’s toes”. Let’s say it three times together. Now say it again, and this time, stretch out the /t/ at the beginning of the words. “Ttttim ttttickled Ttttina’s tttttoes”. Try it again, and this time break it off the word: “/t/ im /t/ickled /t/ina’s /t/oes”

5. (Have students take out primary paper and pencil). We use letter T to spell /t/. Capital T looks like a table. Let’s write the lowercase letter t. Start just below the rooftop. Make a line from the rooftop to the floor, then make a line going across the middle. Then, let me see it then make nine more just like it. 

6. Do you hear /t/ in out or fun? Put or can? Tip or sand? Foot or paper? Leaf or top? Say: Let’s see if you can spot the mouth move /t/ in some words. Move like a clock if you hear /t/: Tim, put, butter, on, his, toast. 

7. Say: “Let’s look at a book. In this book, David Gets in Trouble, there are a lot of letters that have the letter T in them. Read a few page 6, where David forgot to put on pants, drawing out /t/. Ask if he can think of other words with /t/. Ask him to make up something he might forget that has a /t/ sound in it. Then have him write that word down and draw a picture to go along with it. 

8. Show TOW and model how to decide if its tow or low. The T tells me to be a timer, /t/, so this word is tttt-ow, tow. You try some TOP: top or drop? TO: to or so? 

9. For assessment, distribute the worksheet. Students color the pictures that begin with T. read the phonetic cue reading words from step #8. 

 

 

References

http://www.auburn.edu/academic/education/reading_genie/voyages/brockel.html.

Assessment Worksheet: https://www.superteacherworksheets.com/phonics-beginningsounds/letter-t_WFNTM.pdf?up=1466611200

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Sally Kale Bussman, Poppin Bubbles with P https://szb0094.wixsite.com/lessondesigns2017/emergent-literacy