Instructor: Ms. Kasey Hutson
Grade: First Grade
Objective: SOL 1.4 Student will orally identify and manipulate phonemes within words.
SOL 1.4b Student will add or delete phonemes orally to change words.
SOL 1.6a Student will use beginning and ending consonants to decode and spell singlesyllable words.
Materials needed:
Book, Sheep in a Jeep by Nancy Shaw; pictures for See You Later, Alligator
Explicit Instruction:
“By the end of this lesson, you will be able to tell whether the word I say has the same sound or a different sound at the end of the word. Recognizing these sounds will help you with your reading and writing skills. You will be able to say the “eee” sound with me!”
Develop the concept:
Before reading: “Listen while I read Sheep in a Jeep by Nancy Shaw. After we read the story, we will listen to some of the words the author uses and decide if they sound the same or different at the end.”
After reading: “Listen carefully to what I do so you can listen to the words with me and tell whether they sound the same or different at the beginning. How can we tell what a word sounds like?
[Elicit answers – some first graders are already reading fairly well at the beginning of the year] One really good way to listen to the end sounds Is to say the words slowly and to separate the ending sounds from the rest of the word.
“Let’s try a word together. We read about sheep in a jeep. I’ll say the words slowly – listen closely! Shee-/p/ /p/ /p/ and jee-/p/ /p/ /p/. We can tell that these have the same sound endings because they have the same /p/ sound at the end of the word. Here are two other words from the story.
Let’s try this together. Do these words sound the same or different at the end? How do you know?”
Examples of other groups could include: tug & shrug; cheap & heap; and shove & grunt.
Practice the concept:
See You Later, Alligator! Model the activity first and teach students how to do word sorts. Do one or two examples; then, distribute cards to each table group. Students will work together to decide which two cards have similar characteristics. The third card will go in the “See You Later, Alligator!” pile.
Apply the concept:

Independent practice with See You Lator, Alligator to practice “p” and “g” sounds.
Closure:
Ask “What did we do today? How did you sort your cards into groups? How is this going to help me?”
Evaluation:
I will need to observe other examples of end-sound discrimination in order to gauge success. I will know that this lesson has been successful when students are able to correctly accomplish other end-sound activities, and when they begin to apply what they know about ending sounds to their reading and writing.