English lesson plan · Kindergarten (Reception and Year 1 in England) · 45 minutes
Ending sounds
Phonics & Sight Words
CCSS RF.K.2.DEngland: Reception Phonics
Objective and success criteria
Students will: Ending sounds.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Beginning sounds and letters
Leads to: Spell the missing sound: first, middle or last
Materials: Sound cards and picture cards, Magnetic letters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Beginning sounds and letters). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which word begins with the same sound as "fish"? (mud / farm / nest / window) → farmPrompt: Say "fish" slowly. What is the first sound you hear?
- Which letter makes the first sound in "nine"? (t / p / n / l) → nPrompt: Stretch the word out like a rubber band.
- Which word begins with the same sound as "jam"? (fan / hat / puppy / juice) → juicePrompt: Say "jam" slowly. What is the first sound you hear?
Hook · 5 min
- Hide picture cards in a bag and ask children to say the first sound of each one they pull out.
- Share the objective: Ending sounds. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which word ends with the same sound as "tub"?
- Step 1: "tub" ends with /b/.
- Step 2: So the answer is: cub
- Answer: cub
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which word ends with the same sound as "tip"? (dip / ten / peg / rub) → dipPrompt: Say "tip" slowly. Listen to the very last sound.
- Which word ends with the same sound as "tap"? (led / vet / sub / mop) → mopPrompt: Say "tap" slowly. Listen to the very last sound.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which word ends with the same sound as "sub"? (tub / bed / fan / wet) → tubPrompt: Say "sub" slowly. Listen to the very last sound.
- Which word ends with the same sound as "fat"? (pin / sad / not / mop) → notPrompt: Say "fat" slowly. Listen to the very last sound.
Watch out for
- Adding an extra "uh" to sounds ("buh" instead of a clean b).
- Reading the letters one by one but not blending them into a word.
Support and stretch
Support
- Review first: Beginning sounds and letters.
- Use concrete materials: sound cards and picture cards.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Spell the missing sound: first, middle or last.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/kindergarten.
Free lesson plan from eurekami.com/lesson-plan-builder