Emergent Literacy Design

Hhhh Hhhh Rub Your Hands When They Are Cold


Rationale: This lesson will help children identify /h/, the phoneme represented by H.  Students will learn to recognize /h/ in spoken words by learning a meaningful representation (blowing hot air on hands) 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 " Harry has a hungry happy hippo"

Drawing paper and crayons

Word cards with  HOGHERHURTHITHEATHIND, and HATE

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 we make as we say words. Today we're going to work on spotting the mouth move /h/. We spell /h/ with letter Hlooks like two people holding hands, and /h/ makes the same sound as if you were trying to warm your hands.

 

2. Let's pretend to warm our hands, /h/, /h/, /h/. [Show the motion of rubbing hands together and blowing air on them] Notice how you shaped your mouth. When we say /h/, we blow air out of our mouth.

 

3. Let me show you how to find /h/ in the word hurt. I'm going to stretch hurt out in super slow motion and listen the air coming from my mouth in a /h/ sound. Hhh-u-u-urt. Slower: Hhh-u-u-u-rrr-t There it was! I felt the warm air leave my mouth. I can feel the air /h/ in hurt.

 

4. Let's try a tongue twister [on chart]. "Harry has a hungry happy hippo." Everybody say it three times together. Now say it again, and this time, stretch the /h/ at the beginning of the words. "Hhharry hhhas a hhhungry hhhappy hhhippo ." Try it again, and this time break it off the word: "/h/arry /h/as a /h/ungry /h/appy /h/ippo  /h/earts.

 

5. [Have students take out primary paper and pencil]. We use letter H to spell /h/. Capital H looks like two standing people holding hands. Let's write the lowercase letter h. Start just below the rooftop and make a straight line to the sidewalk. From the same spot, we will hop up to the fence and make a curve back down to the sidewalk. I want to see everybody's h. After you are done, I will come around and give you a star. Then practice writing five more.

 

6. Call on students to answer and tell how they knew: Do you hear /h/ in pork or hamheart or toehot or coldHurt or skirtHare or care? Say: Let's see if you can spot the mouth move /h/ in some words. Rub your hands together if you hear /h/: The, hurrying, hare, ran, home, to, see , how, happy, his, sister, Harriett, was.

  

7. Show HOG and model how to decide if it is hog or dog: The H reminds me of the two people holding hands, /h/, so this word is hhh-oghog. You try some: HURT : hurt orblurt? HAM: Sam or ham? HEAT: eat or heat? HIND: hind or kind? HATE: hate or Kate?

 

8. 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.

 

References:

Bruce Murray.  Emergent Literacy Lesson. "Brush Your Teeth with F". http://www.auburn.edu/academic/education/reading_genie/sightings/murrayel.html

 

Leah Impastato. Hamilton the Panting Hound Dog. http://www.auburn.edu/academic/education/reading_genie/solutions/impastatoel.htm



Assessment Worksheet http://www.kidzone.ws/kindergarten/h-begins2.htm