Emergent Literacy Design: Clean Your Glasses With H
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 (cleaning your
glasses) and the letter symbol H,
practicing finding /h/ 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 "Haley heard Harry hit his hippo";
drawing paper and crayons;
Hen’s House;
1999;
word cards
with
HIT,
LOG,
HAT,
BAND,
HEN,
and
HER;
assessment worksheet identifying
Procedures:
1. Say: Our written language is a secret code. The tricky part is
learning what letters stand for- the mouth moves 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 a fence, and /h/ sounds
like when you breath on your glasses to clean them.
2. Let’s pretend to breath on
our glasses, /h/, /h/, /h/. [Pantonime breathing on glasses] Notice that your
lips are not touching, blowing air out of your mouth.
3. Let me show you how to find
/h/ in the word hair. I am going to
stretch out hair out in super slow
motion and listen for me cleaning my glasses. Hhh-aa-iirr. Slower:
Hhhhh-aaa-iiirrrrrrr. There it was! I felt the air come out of my mouth when my
lips were apart. I can feel the cleaning of my glasses /h/ in hair.
4. Let’s try a tongue twister
[on chart]. Haley heard Harry hit his hippo. Everybody say it three times
together. Now say it again, and this time, stretch the /h/ at the beginning of
the words. “Hhhaley hhheard Hhharry hhhit hhhis hhhippo.” Try it again, and this
time break it off the word. “/h/aley /h/eard /h/arry /h/it /h/is /h/ippo.”
5. [Have students take out
primary paper and pencil]. We use letter
H to spell /h/. Capital H looks like a fench. Let’s write the lowercase
h. Start just below the rooftop. Make
a straight line to the sidewalk, then go back up the fence and then come back
down to the ditch. I want to see everybody’s
h. After I put a smile on it, I want
you to make nine more just like it.
6.
Call on students to answer and tell how they knew: Do you hear /h/ in
car
or
house?
happy
or
sad?
hat
or
cap?
High
or
low?
she
or
him?
Say: Let's see if you can spot
the mouth move /h/ in some words. Clean your glasses if you hear /h/:
The, hairy, bug, hide, jumped, hit, and, flew, all, the, way, home.
7.
Say: "Let's look at the book Hen’s house.
The author tells us about a house
who has an animal that starts with the letter
H.
Can you guess?" Read the short book, drawing out /h/. Ask children if they can
think of other words with /h/. Ask them to make up a silly
creature name like Hhhaatt-hap-hiiipp, or Happ-hopp-heep. Then have each student
write their silly name with invented spelling and draw a picture of their silly
creature. Display their work.
8. Show HOP and model how to decide if it is
hop
or
top:
The
H
tells me to clean my glasses, /h/, so this word is
hhh-op,
hop.
You try some: HIT: hit or mit? LOG: hog
or log? HAT: hat or cat? BAND: hand or band? HEN: hen or ben? HER: her or sir?
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.
Click here to go to Awakenings Index
Holcomb, Joanna http://www.auburn.edu/academic/education/reading_genie/doorways/holcombel.htm