Miss Watson's

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 (hiccupping) 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 "He honestly has horrible hiccups”; drawing paper and crayons; Hungry Hen (Richard Waring, 2001); word cards with HOG, HIM, HEAT, HUNG, HOLD, and HAND; assessment worksheet identifying pictures with /h/ (URL below).

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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 H. Hiccup starts with the letter H and makes the sound /h/, and having the hiccups sounds like /h/.

2. Say: Let's pretend to have the hiccups, /h/, /h/, /h/. Make the sound when you pretend to hiccup. When we say /h/, we open our mouths and blow air out.

3. Say: Let me show you how to find /h/ in the word hint. I'm going to stretch hint out in super slow motion and listen for my hiccup sound. Hh-ii-nn-tt. Slower: Hhh-iii-nnn-ttt. There it was! I felt my lips spread apart and then I pushed air out. I can feel the hiccup in hint.

4. Let's try a tongue tickler [on chart]. “He honestly has horrible hiccups." Everybody say it three times together. Now say it again, and this time, stretch the /h/ out at the beginning of the words. "Hhhe hhhonestly hhhas hhhorrible hhhiccups." Try it again, and this time break it off the word: "/h/e /h/onestly /h/as /h/orrible /h/iccups.”

5. [Have students take out primary paper and pencil]. We use letter h to spell /h/. Capital H looks like a house with no roof. Let's write the lowercase letter h. Start just below the rooftop. Start to make a line, then keep it straight all the way down to the sidewalk. Then, at the fence, draw a hump like a camel has, going up, over, and back down to the sidewalk. I want to see everybody's h. After I put a smile on it, I want you to make nine more just like it.

6. Call on students to answer and tell how they knew: Do you hear /h/ in work or home? hang or fold? cold or hot? hat or cap? hear or read? Say: Let's see if you can spot the mouth move /h/ in some words. Cover your mouth like you have the hiccups if you hear /h/: aha, hop, hello, bug, help, hug, to, ha, pink, behave.

7. Say: "Let's look at an alphabet book. Hungry Hen tells us about a hungry little hen who eats and eats until he grows bigger and bigger!” Read the story, drawing out /h/. Ask children if they can think of other words with /h/. Ask them to make up a silly name for the hen like Happy-hippie-hen, or Hennie-hopper-hoot. Then have each student write their silly name with an invented spelling and draw a picture of their originally named book character. Display their work.

8. Show HOG and model how to decide if it is hog or dog: The H tells me to pretend to hiccup, /h/, so this word is hhh-og, hog. You try some: HIM: him or dim? HEAT: heat or meat? HUNG: hung or sung? HOLD: hold or fold? HAND: hand or land?

9. 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.

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References:  

 

Elizabeth Bennett, Bounce the Ball with B

https://elizabethbennett79.wixsite.com/lessondesigns17/emergent-literacy

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Worksheet URL: https://www.superteacherworksheets.com/phonics-beginningsounds/letter-h_WFQTT.pdf?up=1466611200

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Book: Waring, Richard, and Caroline Church. Hungry Hen. HarperCollins, 2001.

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Graphic Citation: http://shine365.marshfieldclinic.org/wp-content/uploads/2017/07/hiccups-inside.jpg

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