Skill

RF.1.2.C.ii: Isolate and Pronounce Final Sounds CCVC, CVCC, CCVCC, CCCVC Words, etc.

Standard

CCSS.ELA-LITERACY.RF.1.2.C: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Description

• Mastery: Student can isolate and pronounce final sound(s) of words with consonant blends.
• Acquiring: Student can state final sounds of words with consonant blends with the help of the teacher slightly separating the the blend (i.e. Teacher may need to elongate sounds. Student may give the entire final blend as the final sound (e.g. /ing/, /nt/).

Probes

T: What sound do you hear at the end of ___? (clap: /p/, print: /t/, trunk: /c/, switch: /ch/, plant: /t/, scream: /m/, spring: /ng/, shrimp: /p/, star: /ar/, splash: /sh/)

 

T: Which word ends with /k/? frost, milk, ship, crate
S: milk

 

T: Tell me a word that ends with /d/.
S: (e.g. friend, said, bed, wind)

 

T: Which one of these three words has a different ending sound than the others? fast, frank, flat
S: frank

Activities and Resources

Small Group Instruction – Direct Instruction

PA.037 The Last Sound Is
PA.003 Final Phoneme Memory
PA.004 Final Phoneme Pyramid
PA.005 Final Phoneme Spin
PA.020 Final Phoneme Pie (phoneme manipulation)
Ending Sound Board Game
Identifying Sounds in Words with Elkonin Boxes (with Pictures)
Picture Cards (8. Sort by ending sound & 10. Which picture doesn’t belong?)

During Transition

REVIEW: PA.024 Where’s that Sound?
Introduce Last Sound
Last Sound Segment Accuracy

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

REVIEW: PA.039 Sound Quest (isolate initial, final, and medial phonemes in words)
REVIEW: PA.012 Phoneme Quest (isolate initial, final, and medial phonemes in words)
PA.032 Final Sound Match Up
PA.010 Final Phoneme Find

Display (e.g. Anchor Chart):

Source: The Summit Preparatory School

Considerations & Reminders

• Whenever students have to work with a stack of images make sure that students know the name of the images before using them in any activity. This is most important for English language learners.
• English language learners might be discouraged when they encounter new (unfamiliar) words, however remind them that the focus in this skill is to listen to the sounds that they hear. If they can apply this skill to nonsense words and unfamiliar words, then they will have more success with subsequent skills.
• Students learning this skill will find it easier to segment ending sounds of words beginning with continuous sound than words with stop sounds.
• Teachers should be careful not add the schwa when pronouncing individual sounds for students.
• Elongating sounds in words can help students to segment words into individual phonemes. Use words that contain continuous sounds when first introducing this skills (e.g. splash: sssssplllllaaaaassssshhhhh) then progress onto words that contain stop sounds at the end (e.g. plant: plllllllaaaaaaannnnnnt).
• Use a variety of resources to demonstrate phoneme segmentation e.g. using a slinky, Elkonin boxes, and TPR.