H-h-h-ot Dog!

Emergent Literacy Design

By: Katie Price


Rationale: Our goal is to have a phonemic awareness of /h/. It is important for students to have a firm understanding of all the phonemes in our alphabetic code. The letter h has a simple phoneme cue that can be triggered in a direct lesson. Students will be able to sound out and recognize the letter h. We will be working as a group on blending, phonetic cues, book talk, and tongue twisters. Then the children will be able to work separately on spelling and worksheet assessments. By the end of this lesson they should be able to recognize any words with the /h/.


Materials: Poster board with H, a picture of a dog panting, primary paper (for practice spelling the letter h), pencils, white board, expo markers, note cards (words: hip, hat, pay, her, him, spot), Chicka, Chicka, Boom Boom by Bill Martin, worksheet with a house and random words on it


(Procedures for carrying out the lesson in detail.)

1. Our new skill will be valuable because it will help my students recognize all those words with h.  Say: Our written language is a secret code. The tricky part is learning what letters stand for--the mouth moves we make as we say words. Today we're going to work on spotting the mouth movements with /h/. We spell /h/ with the letter H. I will show them the poster board with the letter H on it.


2. Let's pretend you are a dog panting, we would be panting /h/, /h/, /h/.  [Paws out and tongue sticking out]. Notice your breath coming out of your mouth to make that /h/. You also need to open your mouth slightly. Here is a picture of a dog panting. See how his mouth is slightly open. This is Howard the panting dog. He loves to make the same sound an H makes when he runs around and gets tired.


3. "Next let me model how you would find /h/ in the word ham. I am going to stretch out the word ham  in super slow motion and I want you all to put on your listening ears for our panting dog  /h/. hhhh-aaa-mmm. Slower: hhhhh-aaaa-mmm. Did you find it? Good, you found it! I could feel my breath leaving my mouth with that first part of the word. I can hear the panting dog /h/ in ham."


4. Now, let's try a tongue tickler (Write it on the board before saying it loud that way you can point to the words you are saying). "Henry hates hearing Haley hum on her harmonica." Now everybody says it together three times. The fourth time I want everyone to stretch out that /h/ sound at the beginning of each word. "Hhhhhhhenry hhhhhhates hhhhhearing Hhhhhaley hhhhhhum on hhhhhher hhhhhharmonica." Now we are going to do it again, this time we are going to break that /h/ sound off from the word. /h/enry /h/ates /h/earing /h/aley /h/um on /h/er /h/armonica.


5. Spelling: students should go to their tables now to work with their primary paper and pencils. "First, we will start with writing the capital H. Upper case H starts with the pencil tip on the rooftop moving down towards the sidewalk and then another line that is the same rooftop to sidewalk these two lines should be a pinky apart. But then connect them with a short line right across the fence. There is our capital H. Now we will learn our lower case h. We are going to draw another line rooftop down to the sidewalk. Then, from the sidewalk comes a hump towards the fence and back down to the side walk again."


6. As a group we are going to work on hearing that phonetic sound. Do you hear /h/ in hat or mat? Clip or hip? Pair or hair? Helmet or racket? Now I am going to say a few more examples and I want you to raise your hand if you know the answer. Do you hear /h/ in save or have? Heart or smart? Lab or ham? Hall or mall? Let's see if you can spot the mouth move /h/ in some words. Breathe like Howard the dog trying to catch his breath after running 10 laps if you hear /h/: hand, man, like, help, melt, hug, flower.


7. Say: "Let's look at our Alphabet book called Chicka, Chicka, Boom, Boom by Bill Martin. This book helps us review the whole alphabet. Let's start at the beginning of the book with all our letters before h. The words with /h/ I want you to pant like our dog friend Howard. When you see the letter H I want you to put out two paws and pant. Now this book is about every letter in the alphabet. All of the letters are trying to get up to the top of a coconut tree, but there are 26 letters! That's a lot. Something is going to happen. Let's read to find out what happens to all of the letters, including our special letter '"h." This will help me notice if they are recognizing that /h/ in other words and the letter h by itself.

8. Show HIP on a note card and model how to decide if it is hip or pip. The H tells me to pant like a dog, /h/, so this word is hhh-ip, hip. I will show the note card and ask you which word it is. You try some: HAT: pat or hat? PAY: pay or hay? HER: her or set? HIM: pen or him? SPOT: hot or spot?


9. For assessment, distribute the worksheet. On the top of the sheet there is a house. At the bottom there are a lot of words. Some that starts with /h/ and some that do not start with /h/. If the word has the /h/ the student should rewrite the word inside of the house. If it does not, the word should be rewritten outside of the house. Check students work. Also throughout this lesson I will be taking formative assessment on student's verbal performance on the /h/.



Book: Chicka, Chicka, Boom, Boom by Bill Martin

Journal: Byrne, B., & Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity. Journal of Educational Psychology, 82, 805-812.l

"Catch Your Breath with H" by: Jenny Rodriguez  http://www.auburn.edu/~jnr0002/Emergent%20Reading.htm

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