LESSON 4B: Tr in Trolls, Trouble, and Treva
Students recognize the “tr” onset in words.
GRADE LEVEL EXPECTATIONS
R1B: Develop ability to hear and say separate sounds (phonemes) in words (phonemic awareness): produce rhyming words, isolate consonant sounds, blend onset and rime and blend spoken phonemes.
R1C: Develop alphabet and phonics knowledge by demonstrating awareness that letters represent sounds (phonics) and a string of letters represent words, name most letters, say sounds associated with most letters, and write letters that goes with spoken sounds.
§ Source of Literature
o Trouble with Trolls by Jan Brett
o Students names on cards in a pocket chart
o A copy of the book, Trouble with Trolls by Jan Brett
o “tr” written on a post-it note
o Chart paper
§ Handouts provided
§ Words to know
Make mental notes of students’ participation during the activity, which will be recorded later in anecdotal notes and on a checklist of all unit objectives. At the end of this lesson, record your observations of students who produced the /tr/. Notes from this observation and others can be used to rate each student using the checklist at the end of this unit.
1. Gather in the read-aloud area and gain attention by using a class signal.
2. Read the first page of Trouble with Trolls and emphasize the words Treva, trouble and troll. Write trouble, troll, Treva on chart paper and highlight the “tr.”
If you have a child whose name begins with “Tr” use their name as a model.
3. Discuss how those two letters work together to make the /tr/ sound.
What do you notice about these three words?
What letters do you see at the beginning of these words?
4. Using the student’s name in a pocket chart, explain that we are going to see what each student’s name would sound like if it began with tr.
5. Practice by substituting the first sound of student’s name with a “tr.” Cover each student’s name with the “tr” Post- It note (Tony-Trony, Callie-Trallie, etc.)
6. Say each student’s name. Have a good time.