H . . . H . . . Hammer
By Kimberly Hogan
Emergent Literacy

 
 

Rationale: The phoneme /h/ can be difficult for children to grasp.  This lesson will help children o develop this skill, and thus recognize the /h/ sound in different words.  After completing this lesson, the children will be able to recognize h=/h/ and they will be able to determine if that sound is heard in words provided.

Materials:  Primary Paper and pencils
Objects or Pictures: hat, head, hammer, handle, house, hand, etc.
Dry Erase Board and Marker
Magazines

Procedure:
1. Explain to the children that our language consists of different letters put together to make words.  All of these words, when spoken, have letters that make different sounds.  TODAY, WE ARE GOING TO LEARN ABOUT THE /H/ SOUND!
2. LETâS ALL SAY /H/.  GREAT! EVERYONE KNOWS THE /H/ SOUND, SO LET'S SEE IF YOU CAN HEAR IN IT DIFFERENT WORDS.  Say words such as hat, juice, house, head, etc. and see if the students hear /h/ in any of the words.  I AM GOING TO SAY THESE WORDS, AND THEN I WANT YOU TO SAY THEM BACK TO ME.  READY?  HAT.  Students respond HAT.  NOW, DO YOU HERE /H/ IN HAT? GREAT! I HEAR IT, TOO.  LET'S HAVE MORE PRACTICE WITH THESE DIFFERENT WORDS.
3. NOW THAT YOU ALL KNOW THE /H/ SOUND, LET'S PRACTICE A TONGUE TWISTER THAT I'VE PUT ON THE BOARD.  YOU JUST LISTEN WHGILE I READ IT THE FIRST TIME: HOWARD HAD HUGE HAMMERS IN HIS HAT.  Now, have the students say it with you three times. GREAT!  WERE THERE ANY WORDS IN THAT TONGUE TWISTER THAT DIDNâT HAVE THE /H/SOUND?  THAT'S RIGHT! "IN" DOESN'T HAVE THE /H/SOUND.
4. Evaluation:  NOW, I AM GOING TO GIVE EACH TEAM OF TWO PEOPLE A PIECE OF PAPER AND PENCIL.  I WANT YOU TO WORK WITH YOUR PARTNER AND FIND AS MANY THINGS IN THE CLASSROOM THAT HAVE THE /H/ SOUND.  YOU MUST FIND AT LEAST 10, AND AFTER YOUâVE FOUND THOSE TEN THINGS, IF YOU CAN THINK OF OTHER THINGS THAT AREN'T IN OUR CLASSROOM, YOU CAN LIST THOSE, TOO.  ALL RIGHT, LET'S GET GOING!  Have children practice the /h/ sound as they are walking around the room.  Take notes on which children are coming up with more examples.  Those that appear to be having trouble might need additional work with h=/h/.
5. For further evaluation, give students magazines and have them cut out pictures that have the /h/ sound and then write the word next to the picture.

References:  www.auburn.edu/rdggenie/breakthroughs/mcinnishel.html
Click here to return to Challenges
Click here to e-mail me