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Emergent Literacy Design
Panting Like a Dog with H
By: Fannon Curtis
Rationale: This lesson will help students recognize /h/, the phoneme is represented by H. Students will learn to identify /h/ in spoken words by learning a meaningful representation (panting like a dog) 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 had a horrible headache and hated to hear Henry howl”; drawing paper and crayons; Harry the Dirty Dog by Gene Zion (Harper Trophy, 1984); word cards with HIT, DECK, HAND, FIND, HOLE; assessment worksheet identifying pictures with /h/ (URL below)
Procedures: 1. Say: Our words are like a secret code. The hard part is figuring out what each letter stands 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. H looks like two people shaking hands and /h/ sounds like a dog panting.
2. Lets pretend to pant like a dog, /h/, /h/, /h/. [Pantomime panting like a dog] Notice that your mouth is open? (Placing palm on chest. When we say /h/, we push air out from our chest and keep our mouth open)
3. Let me show you how to find /h/ in the word help. I’m going to stretch help out in super slow motion and listen for my pant. Hhhh-e-e-e-l-l-p. Slower: Hhhh-e-e-e-ll-p. There it was! I felt my mouth open and push air from my chest. I can feel the panting /h/ in help.
4. I have a short story about Harry whose next door neighbor had a dog named Henry, that Harry did not like. One night Harry had a horrible headache, so he didn’t want to hear any noise. Henry then started to howl which annoyed Harry. Now let’s try a tongue twister [on chart]. “Harry had a horrible headache and hated to hear Henry howl”. Everybody say it three times together. Now say it again, and this time, stretch the /h/ at the beginning of the words. “Hhharry hhhad a hhhorrible hhheadache and hhhated to hhhear Hhhenry hhhowl.” Try it again and this time break it off the word: “/h/ arry /h/ad a /h/orrible /h/eadahce and /h/ated to /h/ear /h/enry /h/owl.”
5. [Have students take out primary paper and pencil]. We use letter H to spell /h/. Capital H looks like two people shaking hands. Let’s write the lowercase letter h. Start at the rooftop and draw a line straight down. Now start a little bit lower than then the fence and make a hook that touches the fence and then goes down to the sidewalk. I want to see everybody’s h. After I put a star on it, I want everyone to make ten more just like it.
6. Call on students to answer and ask how they knew: Do you hear /h/ in hat or socks? Walk or hop? Hockey or football? See or hear? Fish or hawk? Say: Let’s see if you can spot the mouth move in /h/ in some words. Stick your tongue out and make your hands look like paws when you hear /h/: mouse, help, house, kite, hot, lock, goat, him, hunk, teal
7. Say: “Let’s look at a book. We read about a cute dog whose name starts with H. Can you guess what his name is?” Wait for students to respond. “Harry is a dog who hates baths. When it comes to bath time Harry runs away and gets very dirty. By the time he comes home he is covered in so much mud and dirt that his family doesn’t even recognize him. What will happen to Harry?” Read page 1, drawing out /h/. Ask the students if they can come up with other words that have /h/ in them. Then ask the students to come up with what Harry might do, and draw a picture.
8. Show HOG and model how to decide if its hog or bog: The H tells me to hug, /h/, so this word is hhh-og, hog. You try some: HIT: hit or pit? DECK: heck or deck? HAND: hand or band? FIND: hind or find? HOLE: hole or mole?
9. For assessment, hand out the worksheet. Students will draw lines to pictures that start with H. Call students individually to read the phonetic cue words from #8.
Reference:
DeLidle, Halley. Henry Hops His Hurdle. http://hzd0007.wix.com/delightful-reading#!emergent-literacy/c66t
