Emergent Literacy Design: Clean Your Glasses With H

By Julia Waldrum

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

pictures with /h/ assessment below. http://www.google.com/imgres?q=worksheet+pictures+with+h&um=1&hl=en&client=safari&sa=N&rls=en&biw=944&bih=621&tbm=isch&tbnid=gcNxAgtvoxJZvM:&imgrefurl=http://specialed.about.com/od/wordwalls/ss/hws_3.htm&docid=nQHv22EilVeHrM&imgurl=http://0.tqn.com/d/specialed/1/0/_/1/hpm.jpg&w=292&h=395&ei=H0GET6KtB5CE8AS_5tmzCA&zoom=1&iact=hc&vpx=720&vpy=125&dur=390&hovh=254&hovw=188&tx=164&ty=129&sig=101516515014661319743&page=1&tbnh=133&tbnw=98&start=0&ndsp=19&ved=1t:429,r:6,s:0,i:81

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