Word-Wires : Unit 2 - Lesson 6

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Unit 2—Lesson 6: Tip Stop t/d 105

Unit 2—Lesson 6: Tip Stop t/d Teacher

Students

Connection: Review three known Mouth Pictures (Lip Stop, Lip Squeeze, Tip Squeeze.) Coach students to make sound and then lead group to name it based on Place, Manner and Voice.

Make sounds of Mouth Pictures with partners; name sounds as coached by teacher.

Teach: Tap the tip of the tongue on the bump behind your teeth and let a puff of air come out.

Students discover /t/ by following mouth cues.

Color Place, color Manner, draw Voice, mouth name, sample onset words, write letter, letter on Frieze, Name/Sound Trick.

Color tip red, stop lines blue, draw straight line in right bottom corner for Whispered. Generate onset words.

Guided discovery of /d/.

Alternate /t/ and /d/ to feel same Place, different Voice.

/d/ Give mouth name, Buzzing lines in lower right, give examples and guide students to generate onset words, write the letter, place on Frieze, Name/Sound Trick

Buzzing lines in lower right hand corner, generate onset words.

Summary Teaching Point: Whispered /t/ and Buzzing /d/ are Mouth Clones. They look just alike because they share the same Place and Manner, but they sound different because /t/ is Whispered and /d/ is Buzzing. /t/ is the Tip Stop Whispered and /d/ is the Tip Stop Buzzing. Knowing how the Mouth Clones /t/ and /d/ are different helps us tell them apart.

Guided Practice: Play Mouth Conductor. After making the sound, ask students to say the mouth name for the sound.

Make sounds and say mouth name.

Begin Picture Sort (Lip or Tip Stop).

Independent Practice: Picture Sort (Lip or Tip Stop)

Connection

Teaching Point

Let’s start by reviewing the clones we’ve learned.

(Show Lip Stop Mouth Picture.) Turn and show your partner what this picture is telling your mouth to do? Check with your partner. Which did you make?

Whispered or Buzzing? Now make the other sound.

This is a discovery lesson and the teaching point will come at the end in a summary format.

Place? (Lip) Manner? (Stop) (Continue with Tip Squeeze and Lip Squeeze.)

Let’s discover our next Mouth Clone.

Materials: Class and student Tip Stop Mouth Picture ( Appendix D); blue/red pencils; mirrors; Consonant Chart with Lip Stop, Lip Squeeze, Tip Squeeze; Class Mouth Pictures for all known sounds

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Teach

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Voice

(Hold up picture of the Tip Stop.)

I’m going to tell you what to do with your mouth so you can discover the sound for yourself.

Tip Stop This sound is made when the tip of the tongue taps the little bump behind your front teeth.

Can everybody feel that bump? (Circulate.) Tap the tip of tongue there and let a puff of air come out.

Now let’s figure out its Voice. What do you feel when you put your hand on your throat and say /t/? (Model hand on throat as you and students make sound.) Right, this sound is Whispered. So I’ll draw a straight line in this corner (point to lower left corner) of our Class Mouth Picture. (Demonstrate on the Class Mouth Picture.) Now you make a straight line in this (left) corner on your card while we all say /t/.

Mouth Name So what should we call this sound? Let’s give it a mouth name based on its Place, Manner, and Voice.

Tip Stop Whispered.

Brainstorm Words Look at your mouthy partner as you both make the sound (or use mirrors). When you think you’ve got it, put your picture under your chin and have your partner check that your mouth matches the picture.

(Circulate and correct mouth positions until all students are correctly making the sound—cue students to have their mouths match the picture.)

Let’s figure out the mouthy name for this sound.

Place What part of your mouth is working to say /t/? Yes, it’s the Tip so I’ll color the tip of the tongue red on the Class Mouth Picture as you say /t/. Now you color the Tip of the tongue red on your picture while we all say /t/.

Manner How does the air come out when you say /t/? Check by putting your hand in front of your mouth to feel the air. Right, the manner is Stop. What’s stopping the air? Yes, the Tip of your tongue Stops the air. You can see the Stop air coming out here (point) so I’ll color the Stop blue on the Class Mouth Picture as you make the /t/ sound. Your turn. Color the Stop blue on your Mouth Picture as we all say /t/.

I’m trying to think of some words that start with the Tip Stop Whispered /t/. Oh, top comes to mind and teeth. Turn to your partner and try to think of more words that start with the /t/ sound. (Circulate.) When I listened to you, I heard (choose words where t is not in a blend) tip, tan, toddler. Does anyone know the letter that makes the /t/ sound? Yes, the letter is t.

(Teacher writes t and puts Class Mouth Picture next to or below t on the Alphabet Frieze.)

Name/Sound Trick Say t. I can hear and feel the /t/ at the beginning of the letter name. The Name/Sound Trick works!

Buzzing Mouth Clone Let’s discover the Mouth Clone for /t/. To find the clone, make /t/ but this time turn your voice on to make it Buzzing. (Model /t/ /t/ /t/ /d/ /d/). Yes, /d/ is the Buzzing clone.

Coaching Tips • If students say, “tuh” get rid of the vowel sound by saying “just like that, but Whispered.”

• Students who have lost their front teeth can demonstrate Tip sounds beautifully. Choose a student with no front teeth to model /t/ and /d/. Later the same or other students can model other tip sounds (/n/ and /l/).

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Let’s make sure they really are clones. (Model holding the class picture under chin and going between /t/ and /d/). They look the same but /t/ is Whispered and /d/ is Buzzing, so they are clones.

In this corner of the Class Mouth Picture (point lower right) I will draw a zigzag line to show that /d/ is Buzzing. Your turn. Draw a Buzzing line just like mine on your picture as you say /d/.

Mouth Name What should we call this sound? Let’s give it a mouth name based on the Place, Manner and Voice. Tip Stop Buzzing.

Brainstorm Words I’m trying to think of some words that start with the Tip Stop Buzzing /d/. Oh, desk comes to mind and dimple. Turn to your partner and try to think of more words that start with the /d/ sound. (Circulate) When I listened to you, I heard (choose words where d is not part of a blend) dip, doll, and damp. Does anyone know the letter that makes the /d/ sound? I agree; the letter is d. (Teacher writes d on board and puts Class Mouth Picture next to or under d on Alphabet Frieze.)

Name/Sound Trick Say d. I can hear and feel the /d/ at the beginning of the letter name. The Name/Sound Trick works!

Mouth Picture on Consonant Chart (Put Tip Stop on Class Consonant Chart in the Stop row.)

There’s a saying in show business that can help us remember both these sounds: “Tah Dah” (teacher makes jazz hands).

(Put Class Mouth Picture next to mouth, hand on throat, and say /t/ /d/ repetitively).

Unit 2—Lesson 6: Tip Stop t/d 107

Buzzing. Knowing how the Mouth Clones /d/ and /t/ are different helps us tell them apart.

Guided Practice Mouth Conductor: (Use all four Mouth Cards—Lip Stop, Tip Stop, Lip Squeeze and Tip Squeeze; 8 sounds) I’m going to point to a Mouth Picture and make the Buzzing or Whispered signal. When I point to you, make the sound. (To make it fun, conduct students to say sounds either louder or softer by raising and lowering your hand like a conductor. After making a sound, ask students to say the mouth name for the sound to reinforce Place, Manner, Voice.)

Picture Sort (Lip or Tip Stop) Now let’s decide if a sound is a Lip Stop (Hold up Class Mouth Picture) or a Tip Stop (Hold up Class Mouth Picture). The trick is to pay attention to where the sound is made in your mouth. (Show picture of a puppy). This is a puppy. Stretch to Find the First.

Turn to your partner and tell them if you feel a Lip Stop or a Tip Stop. Yes, it’s a Lip Stop so I’ll put it under the Lip Stop Mouth Picture. (Show picture of desk.) This is a desk. Stretch to Find the First. Turn to your partner and tell them if you feel a Lip Stop or a Tip Stop at the beginning. Yes, it’s a Tip Stop so I’ll put it under my Tip Stop Mouth Picture.

Independent Practice Your turn. Work with your partner to Stretch to Find the First and sort the pictures by comparing Lip Stops and Tip Stops. Partner A, do the first one and Partner B, check. Then switch jobs.

Pictures: pawn, ball, button, top, dice, puppy, bike, dinosaur, turtle, pan, tiger, basket, penny, deep, desk

Summary Teaching Point Whispered /t/ and Buzzing /d/ are Mouth Clones.

They look just alike because they share the same Place and Manner, but they sound different because /t/ is Whispered and /d/ is Buzzing. /t/ is the Tip Stop Whispered and /d/ is the Tip Stop

Rationale: The goal of the mouth name is to cue student’s mouths to make sounds. Mouth names are powerful scaffolds, helping students remember and track sounds and their order in words.

108 Word-Wires Foundation

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Unit 2—Lesson 6: Tip Stop t/d 109

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110 Word-Wires Foundation

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PAAT Tip Stops t/d Guidelines for PAAT • While the suggestions below are based on the number of days outlined for PAAT in the pacing guide, teachers should feel free to pace the program based on the needs of their students.

• Use assessment checklists coupled with your observations to make choices regarding PAAT activities.

• Most activities can be whole or small group. Students should be grouped flexibly based on need.

• Repeat previous sorts and review previous lessons as needed.

• Be careful not to spend too much time on any one activity.

• You may want to use these activities during your regular word study time, but you have the option of spreading these activities throughout the day.

*Suggests cumulative review

Suggested Plan—Day 1 HANDWRITING/LETTER NAMING

Letter Formation Practice and Automaticity • Fluency with writing alphabet • Repeat and review previous practice sheets • Dictation of letter name for known letters.

See Appendix J for handwriting worksheets

MOUTHY PHONOLOGICAL ACTIVITIES Mouth Conductor: Conductor points to Mouth Picture and cues the students make the sound. (Indicate Whispered or Buzzing for clones)

Lip Stop, Tip Stop, Lip Squeeze, Tip Squeeze

Stretch to Find the First: /t/ and /d/—(Students say first sound, thumbs up or pictures up for Tip Stop)

Ted, dip, fast, vent, this, pit, dent, tap, tape, best, dot, bet

Stretch to Find the Last: /t/ and /d/ (thumbs or pictures up for Tip Stop)

bet, bed, sip, with, get, red, fish, head, hoop, said, let

Play with Beginning or Ending sounds: (Make a line on the board with a box at the beginning and end to guide student’s directionality. Say each word, have students say and stretch, and raise left hand for beginning Tip Stop and right hand for ending Tip Stop)

get, den, tent (trick!), dip, ten, Tess, dab, tip, bet, set

GLUE

to

GRAMMAR

Past time: I/Yesterday I

We can add an ending called a suffix to verbs to make them happen in the past time.

I jump, yesterday I jumped

(The term past time tends to work for young students.

Past tense can be substituted.)

I camp, yesterday I ____________________________

I land, yesterday I landed I fix, yesterday I ______________________________ I smile, yesterday I ____________________________ I switch, yesterday I ___________________________ I dance, yesterday I ___________________________ I pet, yesterday I _____________________________ I laugh, yesterday I ___________________________ I paint, yesterday I ____________________________

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Unit 2—Lesson 6: Tip Stop t/d 111

Suggested Plan—Day 1, continued REPEAT PREVIOUS SORT

Picture Sort (Lip or Tip Stop)

Suggested Plan—Day 2 HANDWRITING

Letter formation practice and automaticity

Mouthy Phonological Activities Compound Boom

doorway, doorframe, backdoor, etc

*Stretch to Find the First: (Teacher says word, students say word, say first sound, show Mouth Picture.)

date, type, post, this, boat, bet, fast, vest, tame, best

*Stretch to Find the Last: (Hold up the Class Mouth Picture for the ending sound)

with, stuff, tap, met, lad, tough, cap, bread, path, have

*Onset/Ending: Find the first sound in the word bed. /b/. What’s left? /ed/. Now try:

dip, ten, tent, sent, bent, dish, fish, sip, tip, that

VOCABULARY

Suggestions: triangle, diagonal, tripod, tempting, doomed, dawn

Use these words or choose words meaningful to your students and curriculum.

HUNTS Hunt the room or Shared Reading text or wordless books for glue words or t/d, p/b

Additional PAAT Activities Handwriting Be sure to develop fluency and automaticity with letter writing. Do not yet tie letters to Mouth Pictures.

Phonological Activities *Suggests cumulative review • *Play with Mouth Pictures: Teacher holds up picture and signals Buzzing. Students say sound and then picture name (/t/ Tip Stop Whispered) Repeat for eight known Mouth Pictures.

• Mouth Charades: Play with known Mouth Pictures.

• *Beats on the Body: diamond, drastic, title, tip, etc.

• Stretch to Find the First with Focus on Voice t/d (Buzzing or Whispered): (make the motion for the Voice of the beginning sound) test, desk, tip, tin, dip, dots, den, ton, tent, damp.

• *Stretch to Find the First with Focus on Voice—all known sounds (Buzzing or Whispered): (Make the motion for the Voice of the beginning sound) this, vest, fish, top, Deb, pop, bat, fast, tip, dent

Cumulative Sort • Put Lip Stop and Tip Stop as sort categories and sort previous pictures.

• If your students are ready, sort into four categories where they outline the Buzzing or Whispered lines on the Mouth Picture and sort Lip Stop Buzzing vs.

Lip Stop Whispered vs. Tip Stop Buzzing vs Tip Stop Whispered.

• Students can use Mouth Pictures as headings and draw pictures of words that start with those sounds.

Morphological Activities • Real or nonsense: Thumbs up for real, thumbs down for nonsense—deg, dig, tag, tog, top, dop, tip, tent, doop, dap • Multiple meanings (Flower Word): tip