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Running Hard with H


                                     Running Hard with H


Emergent Literacy



Rationale: This lesson will help students recognize the /h/ phoneme represented by the letter H. Students will learn to recognize /h/ in spoken words by learning a meaningful representation such as (heavy breathing and panting 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: pencil, primary paper; tongue tickler on chart “Hungry Harry had huge hamburgers” ; drawing paper and crayons; Dr. Seuss’s Horton Hears a Who (Random House 1954); word cards with hat, hand, hate, meat, find, and hare; assessment worksheet identifying pictures with /h/. 


Procedures: 1. Say: “Our written language is like a code that must be decoded. However, learning what letters stand for can be tricky. We can find out what each letter stands for by observing the mouth moves we make as we say words. Today we are going to work on spotting the mouth move /h/. We spell /h/ with the letter H. Runners make the /h/ sound when they are breathing heavily (panting).”


2. “Let’s pretend to be running (move arms back and forth) and out of breath (panting) /h/ /h/ /h/. Now, what does your mouth do while saying /h/? (mouth is open wide and circular) When saying /h/ you are blowing air out.”


3. Now I will show you how to find /h/ in the word hat. I am going to stretch hat out in slow motion and you should listen for my panting. Hhh-a-t. Slower: Hhhhh-a-a-a-t-t-t. I heard the panting sound /h/! I felt my mouth opened wide and circular. I can feel the panting /h/ in hat.

 

4. Say: “Now, let’s try a tongue twister! Hungry Harry had huge hamburgers. Okay, good let’s try it again, but this time I want you to stretch out the /h/ in each word. Hhhungry Hhharry hhhad hhhhuge hhhhamburgers”. Good, let’s try it one more time. This time I want you to break the /h/ sound off the word. /h/ ungry  /h/ arry /h/ ad /h/ uge /h/ amburgers. We could hear /h/ at the beginning of each word.”


5. (Prompt students to take out primary paper and pencil) Say: “We use the letter H to spell /h/. A capital H looks like a hurdle that runners jump over. Now, let’s write the lowercase letter h. Start at the rooftop and run in a straight line all the way down to the sidewalk. Then, from the sidewalk run a straight line up to the fence and curve back around to the sidewalk. I want to see everyone’s lowercase h. After I’ve checked your work, I want you to try it ten more times! 


6. Call on students to answer and tell how they know the correct answer. Say: “Do you hear /h/ in hand or place? Start or have? Love or hate? Say: “Now, who can spot the open mouth /h/ in these words? Pretend to be running (move arms back and forth) when you hear the panting /h/. The, hungry, hippo, was, very, happy, to, get, hotdogs”. 


7. Say: “Let’s look at Dr. Seuss’s Horton Hears a Who. Do we hear the panting /h/ sound in Horton’s name? Yes, we do, we can hear /h/ at the very beginning of his name. We can also hear /h/ in hears and who, but who doesn’t start with an H. It has the consonant cluster wh that sometimes says /h/. This story is about an elephant named Horton who believes there are creatures living on a tiny clover that he found, but everyone thinks he is crazy. Will Horton be able to convince his friends that he’s telling the truth? Let’s read to find out”! Once they’ve read the book have the students create a fun sentence using invented spelling about Horton using words that that start with the /h/ sound. Then, have the students to draw a picture that goes along with their sentence and have them share it with the whole class. 


8. Show card with the word hate on it. Model how to decide if it is hate or fate: “The h tells me to pant /h/ /h/ /h/ from running, so this word is hhh-ate, hate. Now you try some:  hat: hat or mat? hand: hand or land? hare: hare or care? find: find or hind? meat: meat or heat”?


9. Distribute the worksheet for assessment. Cut out the squares at the bottom of the page. Say what the picture is out lout. If you hear the /h/ sound paste an H next to it. If you don’t hear the /h/ sound; paste a blank square next to it. 

 

References: 

Bierley, Valerie. Heavy Breathing with H: Emergent Literacy 

http://www.auburn.edu/~vdb0002/bierleyel.htm


 

Activities: http://edhelper.com/phonics/Consonants5.htm

Assessment Worksheet: http://www.schoolsparks.com/assets/worksheets/pdf/alphabet-parade/matching-pictures-with-same-sound-h.pdf

 

 


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