TICK TOCK GOES THE TICKING TIMER T
email: efc0005@auburn.edu
Rationale:
This lesson will help children identify the phoneme /t/, a sound that is represented by the letter T. Working through the lesson will enable the student to recognize the phoneme /t/ in spoken words by learning a expressive representation (telling the time with the ticking timer), practicing finding /t/ in the word, and learning a tongue tickler filled with /t/. The student will also learn to discern the letter /t/ in phonetic cue reading by differentiating rhyming words from beginning letters.
Materials:
· Picture of a Ticking Timer
· Chart with the tongue tickler: “Tommy tickled Tina’s ten toes.”
· Primary Paper: bring one piece for each student
· Pencils: one for each student
· Word cards: TALL, TAP, TAG, TENT, TIP, TED
· The Assessment Worksheets: Identifies words with /t/
o https://www.superteacherworksheets.com/phonics-beginningsounds/letter-t_WFNTM.pdf?up=1466611200
Procedures:
1. Say: “Our written language is a secret code. The tricky part is learning what letters stand for – the mouth moves we make as we say words. Today we’re going to work on spotting the mouth move /t/. We spell /t/ with letter T. T looks like a table, and /t/ sounds like a ticking timer.
2. Let’s pretend to be a ticking timer, /t/, /t/, /t/. [Pantomime ticking timer] Notice where your top teeth are?(Touching lower lip). When we say /t/, we push our tongue on the very top of our mouth and then pull it down as we push air out.
3. Let me show you how to find /t/ in the word talk. I’m going to stretch talk out in super slow motion and listen for my ticking timer. Ttt-i-i-g-g-er. Slower: Ttt-i-i-i-g-g-e-er. There it was! I felt my teeth touch my lip and blow air. Ticking Timer /t/ is in tiger.
4. Let’s try a tongue tickler [on chart]. Tommy has a friend named Tina. Tommy tickled Tina’s toes. Tina has ten toes. Here’s our tickler: “Tommy tickled Tina’s ten toes.” Everybody say it three times together. Now say it again, and this time stretch the /t/ at the beginning of the words. “Ttttommy tttickled Ttttina’s ttten tttoes.” Try it again, and this time break it off the word: “/t/ommy /t/ickled /t/ina’s /t/en /t/oes.”
5. [Have students take out primary paper and pencil]. We use letter T to spell /t/. Capital T looks like a table. You go down and cross at the top. Let’s write the lowercase letter t. Lowercase T is just a teenager, not as tall as his daddy, but not short; cross at the fence. I want to see everybody/s t. After I put a star on it, I want you to make nine more just like it.
6. Do you hear /t/ in talk or yell? teeth or smile? top or box? cat or dog? foot or leg? Say: “Let’s see if you can spot the mouth move /t/ in some words. Tick the timer if you hear /t/: tape, hat, green, tire, map, ball, tree, car,
7. Give out handout of Twinkle Twinkle. Say: “Let’s sing and read the song ‘Twinkle Twinkle, Little Star.’ Now let’s slow it down, the first line. Draw out /t/. Then ask them to draw the nighttime or a star and have them write, “Twinkle Twinkle, Little Star,” with invented spelling. Display their work.
8. Show TALL and model how to decide if it is tall or ball. The T tells me the timer is ticking, /t/, so this word is tttt-all. You try some: TAP: tap or map? TAG: tag or bag? TENT: tent or went? TIP: tip or dip? TED: ted or red?
9. For the assessment, distribute the worksheet. Students can find and color the pictures that begin with T. While coloring, call students individually to read the phonetic cue words from step #8.
References:
Olivia Hooper, Telling the Time with the Ticking Timer T
https://sites.google.com/view/maddiewilhitectrd3000/emergent-literacy
Twinkle Twinkle Printout
https://www.education.com/worksheet/article/find-letter-t-nursery-rhyme-kindergarten/
Assessment Worksheet
https://www.superteacherworksheets.com/phonics-beginningsounds/letter-t_WFNTM.pdf?up=1466611200
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