Warm Your Hands with H
Lesson Design: Emergent Literacy
Rationale: This lesson will help children identify /h/, the phoneme represented by H. Students will learn to recognize /h/ in spoken words by learning a meaningful representation (blowing hot air on hands) and the letter symbol H, practice finding /h/ in words, and apply phoneme awareness with /h/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
Materials: Primary paper and pencil; chart with "Henry's hat has hip-hop hearts"; drawing paper and crayons; Dr. Seuss's Green Eggs and Ham (Random House, 1960); word cards with HOG, HER, HURT, HIT, HEAT, HIND, and HATE; assessment worksheet identifying pictures with /h/ (URL below).
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 /h/. We spell /h/ with letter H. H looks like two people holding hands, and /h/ makes the same sound as if you were trying to warm your hands.
2. Let's pretend to warm our hands, /h/, /h/, /h/. [Pantomime rubbing hands together and blowing air on them] Notice how you shaped your mouth. When we say /h/, we blow air out of our mouth.
3. Let me show you how to find /h/ in the word hurt. I'm going to stretch hurt out in super slow motion and listen the air coming from my mouth in a /h/ sound. Hhh-u-u-urt. Slower: Hhh-u-u-u-rrr-t There it was! I felt the warm air leave my mouth. I can feel the air /h/ in hurt.
4. Let's try a tongue twister [on chart]. "Henry's hat has hip-hop hearts ." Everybody say it three times together. Now say it again, and this time, stretch the /h/ at the beginning of the words. "Hhhenry's hhhat hhhas hhhip-hhhop hhhearts ." Try it again, and this time break it off the word: "/h/enry's /h/at /h/as /h/ip-/h/op /h/earts.
5. [Have students take out primary paper and pencil]. We use letter H to spell /h/. Capital H looks like two standing people holding hands. Let's write the lowercase letter f. Start just below the rooftop and make a straight line to the sidewalk. From the same spot, we will hop up to the fence and make a curve back down to the sidewalk. I want to see everybody's h. After you are done, I will come around and give you a star. Then practice writing five more.
6. Call on students to answer and tell how they knew: Do you hear /h/ in pork or ham? heart or toe? hot or cold? Hurt or skirt? Hare or care? Say: Let's see if you can spot the mouth move /h/ in some words. Rub your hands together if you hear /h/: The, hurrying, hare, ran, home, to, see , how, happy, his, sister, Harriett, was.
7. Say: "Let's look a book called "Green Eggs and Ham". In this book, Dr. Seuss tells us about character how is very picky and does not like green eggs and ham. Rub your hands when you hear /h/" Read page 20, drawing out /h/. Ask children if they can think of other words with /h/. Ask them to think of object that begins with the /h/ sound . Then have each student write the name of the object and draw a picture of their /h/ object. Display their work.
8. Show HOG and model how to decide if it is hog or dog: The H reminds me of the two people holding hands, /h/, so this word is hhh-og, hog. You try some: HURT : hurt or blurt? HAM: Sam or ham? HEAT: eat or heat? HIND: hind or kind? HATE: hate or Kate?
9. For assessment, distribute the worksheet. Students are to complete the partial spellings and color the pictures that begin with H. Call students individually to read the phonetic cue words from step #8.
Bruce Murray. Emergent Literacy Lesson. "Brush Your Teeth with F". http://www.auburn.edu/academic/education/reading_genie/sightings/murrayel.html
Image: Bernie rubbing his hands. Steve "ColoradoGuy" Garufi. http://coloradoguy.com/highpoint-newjersey.htm
Seuss. Green Eggs and Ham.
Assessment worksheet: http://www.kidzone.ws/kindergarten/h-begins2.htm
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