Pant Like Henry the Hound Dog

Katy Bugg

Rationale: Children should recognize the phonemes that are represented by letters in spoken words. One part of this process is recognizing individual phonemes. In this lesson, Children will be learn to identify the phoneme /h/, by engaging in using chanting a tongue twister, determining if /h/ is in a spoken word, representing /h/ on paper, and playing a fun detective game to practice finding /h/.

Materials: "Henry the Hound" on chart paper, marker, primary paper, pencils, paper bags, items that begin with /h/ placed around the room- hat, heart, house, hog, etc.

Procedure:
1. Introduce the lesson by telling students that they will be phoneme detectives. Phoneme detectives look for clues to help them figure out the mouth movements that letters represent. Our phoneme mystery for today will be /h/. Henry our trusty hound dog will be helping us will our mystery.
2. When Henry is tired from a long day of looking for clues he breathes like this (stick tongue out and pant like a dog /h/ /h/ /h/). /h/ is a clue for our phoneme mystery. I want everyone to practice panting like Henry. This is a clue that we be looking for in our words.
3. Lets try this tongue twister on our chart.
- Teacher: “Henry the hound dog has hundreds of hairy friends.”
- Lets all say it together: “Henry the hound dog has hundreds of hairy friends.”
- Now lets stretch out the /h/ at the beginning of the words: “Hhhhhenry the hhhhhhhound dog has hhhhhhundreds of hhhhhhairy friends.”
- This time break the /h/ away from the rest of the word: “/h/ enry the
      /h/ ound dog has /h/ undreds of /h/ airy friends.”
4. Pass out primary paper and pencils. There is another clue we can use to find /h/ in words. We can use the letter h at the beginning of words to represent /h/. For h, we start at the rooftop, come down and hump over. Practice making your h on your paper. I will come around and check everyone’s work.
5. Now I am going to show you how to find /h/ in the word heart. First I need to stretch it out and say it slowly and listen for Henry panting. Hhheeaarrtt. Hhh.. I can hear Henry panting at the beginning of the word. Another clue to use is that /h/ is found at the beginning of words.
6. Ask students to listen and see if they hear Henry panting in… house or room? cap or hat? help or aid? hand or fist? tap or hit?
7. Group students into groups of 3 or 4. Give a bag to each group. Tell them that they are going to practice their detective work. Ask them to look around the room and find and item that begins with /h/. When they get back to their desk each individual student should write a sentence using invented spelling about the item that their group found.
8. For assessment, look at each student’s work. Check their item and look to see if they wrote it down using the letter h at the beginning of the item word.

Reference: Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher. 54, 130,135-143.

      


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