Hatstand Sight Word Her: 4 Bright Ways to Find an Owner

Which hatstand labels should get color?

The search choices on this sheet are his, here, he, her, her, her. Read across the top row and then the bottom. Have the child pause on his and he to explain something visible that makes each a different spelling from her. Color only once the group can show the exact match.

Let a partner cover one row of the Hat Word Adventure search, leaving the other row and the large reference in view. Check the labels with a finger before asking for any color. Reveal the covered row after the first row is settled. That keeps the child from counting pictures they already checked during a second pass.

Use the search as two separate jobs. One child reads the her candidate out loud and another compares it with the model from left to right. When the children agree, use a soft color so a later reader can still see the whole word inside the picture.

Four ways to check the hatstand reading

Read the hat lines all the way through

Her hat is red.
I can see her hat.

Let an adult read these two her sentences while the child follows the print. Give the child a second turn in which they read as much as they can and get help with unfamiliar words. When they circle her, ask them to reread the sentence so it still sounds like something a person could say.

On a third turn, read the lines in reverse order and ask which one the child remembers by meaning. Look again at where her shows up. If finding it by sight was easy but making sense of the sentence was hard, return briefly to the opening situation before tracing again.

A slow rehearsal of the spelling her

Have a reader find h first, then check er together. Its sound depends on the speaker's accent. Here adds an extra e and usually sounds different. He ends before r. Invite the learner to brush a finger under the whole word before choosing which hats to color. Read Her as the same word at the beginning of the sentence.

Start the her tracing panel with an adult demonstration on the first pale model. Let the learner point at each letter and then write a single guided example. If the finished model is readable, use the independent space when the child has the letter order in mind. Point back to the large spelling after the new word is written.

Use the blank end of the line for one complete her. A child who leans very close to the dots can first write on a larger scrap of paper. Give them a moment to compare shapes and positions. Ask which letters are easy to identify and which need a fresh look at the larger model.

Keep the costume list with the costume owner

Make a drawing caption for a borrowed scarf. Tell a partner who the scarf belongs to even if a different character is wearing it. Then try a red hat caption in which the owner is actually wearing it. Ask the learner whether the word her can help in both scenes and which child should be named first so the reader can follow the story.

Put a picture of a child beside two pieces of clothing. One belongs to that child; the other is borrowed. Write two beginning phrases on scraps, her hat and her bag, then choose which objects are actually supported by the story you made up. A partner can ask the owner’s name before collecting an item. The activity works with fabric scraps or with plain pencil sketches.

Move both costume pieces to the same hook and let a second child explain why their location does not tell who owns them. Have the first reader make a short sign, such as Her scarf is on the hook. Start a new version with I can find so the same word comes later. Ask a partner to identify the whole sign that is easier to say and point out where the capital is needed.

Try the hatstand conversation in two settings

At home. Draw two hats on paper, put them by two named characters and choose which one belongs to Bea. Say her red hat and let a child put a written her label by it. If both hats become red, ask what other clue is needed to find Bea's.

With a class. A costume manager asks each learner to name an owner before giving a short sentence containing her hat. A partner holds up the correct hat picture. When both hat colors are the same, the listeners must keep track of the owner instead of the color.

A first grade reader around ages six or seven may need oral rehearsal for a her sentence but manage the spelling with little help. Keep a pencil turn brief in that situation. Have an adult point to a clause or phrase and let the child finish reading it before asking them to repeat a more difficult part.

Five signs of a stronger her reading turn

• Letter order. Ask the child to explain one difference between her and here.
• Sound and print. Listen together, then revisit the part of her covered in the spelling rehearsal.
• Controlled movement. Compare the spacing of one fresh her with the model above it.
• Attention to sentence details. Pick one statement from the hatstand lesson and have a partner act it out.
• Independent reading. Let a listener who missed the first hatstand turn read the new caption.

Give her a short place in tomorrow's reading too. Let the child find it once in the worksheet or in a new sentence you have written. End on a successful read and invite them to choose one hatstand task for the next visit.

More places to read after the hatstand lesson

When the her lesson is finished, choose a brief next turn with the separate practice sheet for eat, a lesson with the ap word family, or a printable lesson for leg. Ask what changed when the new task moved to a different word or sound.

Adults planning the next hatstand session can use UF Literacy Institute’s high-frequency word materials or Reading Rockets’ high-frequency word teaching guide.

Print and revisit worksheet 05

The original her PDF is the free download. An eligible membership also provides the clean Hat Word Adventure PDF. Print on US Letter in portrait. Check the line guides and word labels on a single sheet before making a classroom stack.

The $4 set places her on page 05 of the twenty-sheet PDF. Use the collection when you want a single download for the supplied words from of through know.