Trial Teaching Strategies

Phonological Awareness:
Hearing Final Consonant Sounds

Introduction:

This strategy introduces final consonant sounds via direct instruction and provides students with
additional practice in recognizing the sounds taught. In giving the final consonant sounds, be
sure that you say only the consonant sounds (for example: /d/ or /g/). Do not say the letter names
(for example: d or g) or add “uh” to the sounds (for example: “duh” or “guh”).
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Strategy: Recognizing Final Consonant Sounds

Materials Needed:
TTS-PA-HFinalCS-Recog.pdf

Show the picture of the bed.

Say:      Here is a picture of a bed. Please say bed.

After the student says “bed,”

Say:      The sound you hear at the end of the word bed is /d/. What sound do you hear at the
            end of bed?

On the Student Record Form, record the student’s response.

Show the picture of the flag.

Say: Here is a picture of a flag. Say flag.

After the student says “flag,”

Say: What sound do you hear at the end of the word flag?

On the Student Record Form, record the student’s response.

If the student is unable to give the /g/ sound, emphasize the final /g/ sound.

Say: You hear /g/ at the end of the word flag. You say the word.

After the student says “flag,”

Say: What sound do you hear at the end?

Show the picture of the lion.

Say: This is a picture of a lion. Say lion.

After the student says “lion,”

Say: What sound do you hear at the end of the word lion?

On the Student Record Form, record the student’s response.

If the student is unable to give the /n/ sound, emphasize the final /n/ sound.

Say: You hear /n/ at the end of lion. You say the word.

After the student says “lion,”

Say: What sound do you hear at the end?

Say:      I am going to say three words to you. Two of the words will end with the same
            sound. One of the words will end with a different sound. See if you can tell me
            which word does not end like the other two.

            pen . . . van . . . bread

On the Student Record Form, record the student’s response.

If the student is unable to identify bread,

Say:     The word bread ends with a different sound than the words pen and van. Say pen and van.

After the student says “pen” and “van,”

Say:     What sound do you hear at the end of pen and van? (/n/) Say bread.

After the student says “bread,”

Say:     What sound do you hear at the end of bread? (/d/)

Say: Here are three more words. Tell me which word ends in a different sound.

rug . . . swim . . . dog

On the Student Record Form, record the student’s response.

If the student is unable to identify swim,

Say:      Swim does not end with the same sound as rug and dog. Say rug and dog.

After the student says “rug” and “dog,”

Say:     What sound do you hear at the end of rug and dog? (/g/) Say swim.

After the student says “swim,”

Say:     What sound do you hear at the end of swim? (/m/)

Say: Say these words. Tell me which word does not end like the other two.

train . . . red . . . food

On the Student Record Form, record the student’s response.

If the student is unable to identify train,

Say:      Train does not end with the same sound as red and food. Say red and food.

After the student says “red” and “food,”

Say:     What sound do you hear at the end of red and food? (/d/) Say train.

After the student says “train,”

Say:     What sound do you hear at the end of train? (/n/)

Say:      Let’s review the ending sounds we’ve talked about. Tell me the sound you hear
             at the end of most of the words in each of these sentences:

            Rain fell on a green lawn. (/n/)

            A big dog bit my leg. (/g/)

            Dad and Ned had some bread. (/d/)

On the Student Record Form, record the student’s response.

Interpreting and Using TTS Results:

For students who have difficulty hearing final consonant sounds, repeat the lesson using new
words. Be sure to emphasize the sound of the final consonant and have the student repeat the
words after you. Have students use picture cards to identify words that end with a particular
consonant. Be sure that students say each word as they sort the cards.

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