Daily Lesson Plan -- Lesson 20

Letter Tt

Subject: English | Class: Nursery | Series: Skillford

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Overview

This lesson introduces the letter "Tt". Learners meet the big capital "T" and the small "t" and learn the sound /t/. They look at a picture of a tortoise and a tiger playing near a steam train, and name a cup of tea and a tomato. On the second day they trace and write "Tt", capital first, then small, and write "t" at the end of twelve short words, hearing /t/ at the end of a word for the first time.

Learning Outcomes (from textbook)

• Point to 'Tt' and say the sound /t/.
• Name three things that begin with the sound /t/.
• Trace and write 'Tt', capital first, then small.

Key Vocabulary

• tortoise
• tiger
• train
• tea
• tomato

Speech-Bubble Sentence

• "The tortoise and the tiger are playing near a train."

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Day 1: Look and Say (30 minutes)

Materials

• Textbook page 54
• A real tomato and a teacup
• Picture cards (or the book pictures) of tortoise, tiger, train, tea, tomato
• A tablet or screen for a short clip of a tortoise walking
• Building blocks

Circle Time Warm-Up (4 minutes)

• Sit the learners in a circle and sing a hello song together
• Draw a big "T" in the air with your finger and ask learners to copy you
• Say the sound /t/ short and quick, like a clock: /t/ /t/ /t/
• Learners tap their knees on each /t/

Meet the Letter (4 minutes)

• Open page 54 and point to the big white "T" and the yellow "t"
• Say: "This is big T. This is small t." Learners point and repeat
• Show that big T has a line across the top, and small t has a line across near the top and a little curl at the bottom
• Tell learners: "Today we will say /t/, find /t/ things and write Tt."

Look and Say (8 minutes)

• Point to the tiger and say "tiger". Learners repeat and make a quiet roar
• Point to the tortoise and say "tortoise". Learners repeat and move their heads slowly in and out like a tortoise
• Point to the train and say "train". Learners say "choo choo, train"
• Read the sentence aloud: "The tortoise and the tiger are playing near a train." Learners echo it
• Point to each side picture and say the word; learners repeat twice:
  • tea
  • tomato
• Hold up the real tomato and the teacup as you say them
• Play "Point to it": say a word, learners point to the right picture in their book

Science (4 minutes)

• Let learners feel their own teeth with a clean finger
• Count the top ones, then the bottom ones
• Say together: "teeth, /t/ /t/ teeth"

Technology (5 minutes)

• Play a short clip of a tortoise walking
• Ask learners to cross the room at the same slow speed
• Ask: "Is a tortoise fast or slow?" (slow)

Engineering (4 minutes)

• Give out building blocks
• Build a train: an engine and three trucks that join up
• Learners push their train and say "train, /t/ /t/ train"

Wrap-Up (1 minute)

• Ask: "What does tiger start with?" Learners say /t/

Differentiation

• Support: Let shy learners point to pictures instead of saying words; say the word with them
• Extension: Ask confident learners to name all five /t/ words without help

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Day 2: Trace and Write (30 minutes)

Materials

• Textbook pages 54-55
• Pencils and crayons
• Board and marker

Warm-Up (4 minutes)

• Show page 54 again. Point and say: tortoise, tiger, train, tea, tomato
• Say the sentence together: "The tortoise and the tiger are playing near a train."

Maths (4 minutes)

• Draw two triangles on the board, one big and one small
• Ask learners which one is big and which one is small
• Then draw a third triangle in between them. Say: "triangle, /t/ /t/ triangle"

Trace and Write (9 minutes)

• Open page 55 and let learners run a finger over the big "Tt" at the top
• Show the capital "T": start at the top and go straight down; then lift your pencil and draw a line across the top
• Show the small "t": start a little above the middle line and go down, with a little curl at the bottom; then cross it with a short line on the middle line
• Hand out pencils and check the grip
• Row 1: look at the model "Tt", then trace each dotted pair, capital first
• Row 2: trace each dotted pair carefully
• Rows 3 and 4: learners write "Tt" on their own, capital first, then small
• Praise every try: "What a tall, straight T!"

Write 't' at the End of Each Word (8 minutes)

• Tell learners: "Today t comes at the end of the word."
• Point to the first box and say "a". Learners write "t" in the space. Say it together: "a ... t ... at"
• Work through the boxes one at a time. Say the part, learners write "t", then say the whole word together:
  • a, at
  • fa, fat
  • ca, cat
  • do, dot
  • we, wet
  • lo, lot
  • ba, bat
  • ge, get
  • ra, rat
  • ma, mat
  • ha, hat
  • no, not
• Learners only write the "t" and say the word with you; they are not expected to read the words alone

Arts (4 minutes)

• Colour the train at the top of page 55
• As they colour, ask: "What is this?" Learners say "train"

Wrap-Up (1 minute)

• Draw "Tt" in the air one last time and say /t/

Differentiation

• Support: Use a thick crayon for tracing; hold the learner's hand for the first "Tt"; do the end-of-word boxes as a group on the board first
• Extension: Let confident learners say the whole word before you do

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Teaching Tips (from textbook)

• Guide learners to trace and write Tt, starting with a capital letter first, followed by a small letter.