Emergent Literacy Design: h….h…..h….a hot dog
Rationale: This lesson will help children identify /h/, the phoneme represented by H. Students will learn to recognize /h/ in everyday experiences using spoken words by learning a memorable representation of the letter /h/, practice finding /h/ in words, and apply phonemic awareness in phonetic cue reading by distinguishing words that begin with /h/ from other rhyming words.
Materials: Primary paper and pencil, poster of “Harry had a horribly hard head”, crayons; Dr. Seuss’s Green Eggs and ham (Random House, 1960); word cards with HAND, HAM, HILL, HOG, KIND, BEAT, LATE, assessment worksheet identifying pictures with /h/.
Procedures: 1.Say: Today we are going to concentrate on the letter h. Now, we are going to work on how our mouth moves as we pronounce /h/. We spell /h/ with the letter H. When pronouncing /h/ it is like a panting dog when it gets hot.
2.Let’s pretend we are dogs and we are really hot and thirsty. Let’s practice. / h / / h / / h /. [Mimic panting] When we say / h / notice how the air comes out of your mouth.
3. Let me show you how to find /h/ in the word heart. I am going to stretch the word heart out very slowly and listen for the panting dog sound. Hhh-eaaaa-rrrr-tt. There it was! I felt the air come out of your mouth like a panting dog waiting for water. The /h / sound is in the word heart.
4. Let’s try the tongue twister [on poster]. “ Harry had a horribly hard head”. Everybody say it three times together. Now we are going to say it again but this time we are going to stretch the /h/ at the beginning of the words. “Hhharry hhhad a hhhorribly hhhard hhhead”. Try it again but this time we are going to break the /h/ sound away from the words. “/h/ arry /h/ ad a /h/ orribly /h/ ard /h/ ead”
5. [Have students take out primary paper and a pencil} We use the letter H to spell /h/. Let’s write the lowercase h. First, make a straight line starting at the rooftop and going down until it touches the sidewalk. From the same spot, we will hop back up to touch the fence and curve down back on the sidewalk”. Say: I want to see everybody’s h in the classroom. I want each of you to practice writing your h eight times. After you are done I will come and look at your work and then you will receive a gold star for your good efforts.
6. Call on students to answer and tell how they knew: Do you head /h/ in hot or cold? Man or ham? Help or felt? Half or calf? Malt or halt? Say: Let’s see if you can spot the mouth moves /h/ in some words. Pant like a dog if you hear /h/: Harry, had, a, headache, and, hated, to, hear, Henry, howl.
7. say: Now we are going to read a book called “Green Eggs and Ham” by Dr. Seuss In this book, You are going to listen and pant like a dog when you hear the /h/ sound while I read the book aloud. Dr. Seuss tells us about a character who is very picky and does not like green eggs and ham. Say Can you think of any other words that have the /h/ sound? Can you think of any objects that begin with the /h/ sound?. Now I want each of you to draw a picture of an object that you came up with that has the /h/ sound and write what the object is under your drawing. Spell it to the best of your ability. Display their work.
8. Show HAND and model how to determine if it is hand or sand: The h tells me to pant , /h/, so this word is hhh-and. You try some: HAM: ham or Sam? HILL: hill or pill? HOG: hog or log? KIND: kind or hind? BEAT: beat or heat? LATE: late or hate?
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.
Back to Invitations
Back to Invitations
Bruce Murray. Emergent Literacy Lesson. "Brush Your Teeth with F"
Krista Doyle. Emergent Literacy Lesson. “ Warm your Hands with H”. http://www.auburn.edu/academic/education/reading_genie/adventures/doyleel.htm
Assessment worksheet: http://www.kidzone.ws/kindergarten/h-begins2.htm