Heavy Breathing With H


Emergent Literacy

Valerie Bierley


Rationale: This lesson will help students identify /h/, the phoneme represented by the letter H. Students will learn to recognize /h/ in spoken words by learning a meaningful representation (panting and using running arm movements) and the letter symbol H, practice finding /h/ in 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 "Hayden has huge hands"; drawing paper and crayons; Syd Hoff's The Horse in Harry's Room (Harper and Row, 1970); word cars with HORSE, SHEET, HEAT, CREEK, HALF, and HURT; assessment worksheet identifying pictures with /h/.


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 are going to work on spotting the mouth move /h/. We spell /h/ with the letter H. We say the /h/ sound when we imitate a runner out of breath."


2."Now, pretend that you are running and all out of breath (panting) /h/ /h/ /h/ (moving our arms back and forth like we're running). What is your mouth doing while we pant? (open and circular) When we say /h/, our mouth is wide open and air is blown out."


3."Let me show you how to find /h/ in the word him. I am going to stretch him in slow motion and listen for my panting. Hhhh-iii-mm. Slower: Hhhhhhh-i-i-i-i-i-i-i-i-mmmm. I heard the /h/! I felt my mouth open wide and felt the panting /h/ in him."



4. "Let's try a tongue twister [on chart]. "Hayden has huge hands." Everybody say it three times together. Now say it again, and this time, stretch the /h/ at the beginning of the words. Try it again, and this time break it off of the word: /h/ -ayden /h/ -as /h/ -uge /h/ - ands."


5. (Students take out primary paper and pencil) "We use letter H to spell /h/. Capital H looks like the finish line of a race. Let's write the lowercase h. Start at the rooftop and drop a straight line to the sidewalk. Then go to the fence and make a little bump like n from the line down to the sidewalk. After I put a smile on your paper, I want you to make nine more of lowercase h."


6. Call on students to answer and tell how they knew the answer: Do you hear /h/ in half or trail? stop or hear? hog or dog? cold or hot? Say: "Who can spot the open mouth /h/ in some words? Do your runners arms when you hear /h/: The, happy, hippo, wanted, to, eat, ham, here, for, half, the, day."

7. Have students make up a silly sentence with invented spelling and all words starting with the /h/ sound. Have the students draw a picture to go with this sentence and then have students say their sentence and show their picture to the rest of the class.

8. Show HORSE card and model how to decide if it is horse or course : The H tells me to start panting, /h/, so this word is hhhh-orse, horse. You try some: SHEET: sheet or deet? HEAT: heat or seat? CREEK: streak or creek? HALF: half or calf? HURT: hurt or shirt?

9. Students will read The Horse in Harry's Room. Booktalk: Harry keeps a horse in his room, and nobody knows. Harry's parents look into his room during the story. What do you think will happen? Let's read to find out!

10. For assessment, distribute the worksheet. Students are to circle the letter sound they hear at the beginning of each picture word. Then they are to circle the correct word and print it neatly in the space provided. Call students individually to read the phonetic cue words from step #8.



Reference: Stephanie Thomson, Huh, Huh, Running is Hard, http://www.auburn.edu/~szt0010/thomsonel.htm


Worksheet: http://www.tampareads.com/phonics/whereis/h-cons/h-sheet.htm


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