You will learn
- Say the first sound they hear in a word.
- Match words with the same beginning sound.
- Find the odd one out by first sound.
- Say a word that begins with a given sound.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Every word starts with a sound.
- We listen for the first sound.
- Words can start the same.
- Beginning sounds help us read.
Words to know
the start
before all others
what you hear
go together
1. Discover: Same start
Ayo says: “Sun, sock, sand. They all start the same!” Ama says: “s, s, s!” Then Ayo says “bat”. “No,” says Ama. “Bat starts with b.”
Think: Which sound do sun, sock and sand start with?
2. Understand: First sounds
Idea 1: The first sound
Every word has a beginning sound. mat begins with /m/. sun begins with /s/.
Idea 2: Same start
Some words begin with the same sound. pig, pen and pot all begin with /p/.
Idea 3: Odd one out
Listen: ten, top, bed. Bed begins with a different sound, so it is the odd one out.
3. Worked examples
Example 1 (I show you): First sound
What is the first sound in dog?
- Say dog slowly.
- Listen to the start.
Answer: /d/
Example 2 (We do it together): Same start?
Do sun and sock start the same?
- Say sun: /s/.
- Say sock: /s/.
Answer: Yes, both start with /s/.
Example 3 (You try): Odd one out
Listen: ten, top, bed.
Show the steps and answer
- Find the first sounds: /t/, /t/, /b/.
- Pick the one that is different.
Answer: bed
Did you know?
Many tongue twisters repeat the same first sound to make them fun to say.
Why this matters
Knowing first sounds is the start of matching sounds to letters.
4. Explore: Sound hunt
Find objects with the same first sound.
- Choose a sound such as /m/.
- Look around for things that start with /m/.
- Say each one aloud.
- Count how many you found.
Think about it: what did you notice?
You can listen for the first sound in any word.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- ___ begins with /___/.
- ___ and ___ begin the same.
- The odd one out is ___.
- I know a word that starts with /___/.
Guided practice
Question 1. First sound in dog?
/d/
Question 2. Do sun and sock start the same?
Yes
Question 3. Odd one out: ten, top, bed.
bed
Independent practice
Level 1: Start
- First sound in mat?
- First sound in pig?
- First sound in sun?
- Do cat and cup start the same?
- Do bat and sun start the same?
Level 2: Grow
- Odd one out: fan, fox, pen.
- Say a word that starts with /b/.
- Which starts with /t/: tap or map?
Level 3: Stretch
- Find three things in the room that start with /d/.
- Why is the first sound important?
- Ama says mat and map start with different sounds. Is she right?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Find three things at home that begin with the first sound of your name.
Show a sample answer
Ayo: apple, arm, ant.
Another one. Play “I spy” using first sounds.
Show a sample answer
I spy with my little eye something that begins with /c/: a cup.
7. Common mistakes
Fix: Listen to the very first sound.
Fix: Say the sound, such as /s/, not the name.
8. Lesson summary and revision card
- I can hear first sounds.
- I can match words that start the same.
- I can find the odd one out.
- I can say a word that starts with a sound.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Every word starts with a sound.
- Listen to the very first sound.
- Some words start the same.
- First sounds lead to letters.
11. Next lesson
Next lesson: Identifying ending sounds. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is the first sound in sun? [1 mark]
- Do cat and cup start the same? Say why. [2 marks]
- Odd one out: ten, top, bed. [1 mark]
- Say a word that starts with /b/. [1 mark]
- Explain how to find the first sound in a word. [3 marks]
Total: 8 marks.
Marking guide and model answers
- /s/ [1]
- yes [1]; both start with /c/ [1]
- bed [1]
- any suitable word, e.g. ball [1]
- say the word slowly [1]; listen to the start [1]; say the sound alone [1]
Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- First sound in pig: /__/
- First sound in dog: /__/
- First sound in sun: /__/
- First sound in mat: /__/
- cat and cup: same or different?
- bat and sun: same or different?
- Odd one out: fan, fox, pen.
- Write a word that starts with /b/.
- Draw something that starts with /t/.
- True or false: every word has a beginning sound.
Homework
Find five things at home. Say the first sound of each one.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. First sound in pig: /__/ | p | 1 |
| 2. First sound in dog: /__/ | d | 1 |
| 3. First sound in sun: /__/ | s | 1 |
| 4. First sound in mat: /__/ | m | 1 |
| 5. cat and cup: same or different? | same | 1 |
| 6. bat and sun: same or different? | different | 1 |
| 7. Odd one out: fan, fox, pen. | pen | 1 |
| 8. Write a word that starts with /b/. | e.g. ball | 1 |
| 9. Draw something that starts with /t/. | a suitable drawing | 1 |
| 10. True or false: every word has a beginning sound. | true | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 /m/; 2 /p/; 3 /s/; 4 yes; 5 no. Level 2: 1 pen; 2 for example: ball; 3 tap. Level 3: 1 for example: desk, door, drum; 2 it helps us match sounds to letters; 3 no, both start with /m/.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say the first sound they hear in a word | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Match words with the same beginning sound | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Find the odd one out by first sound | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Say a word that begins with a given sound | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Listening to the end, not the start. Listen to the very first sound.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use picture cards and two sounds only, such as /s/ and /m/.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns to hear the first sound in words. You do not need to be an expert to help.
- Play “I spy” with sounds.
- Ask: what sound does this start with?
- Point out words in the street that start with the same sound.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say the first sound they hear in a word; match words with the same beginning sound; find the odd one out by first sound; say a word that begins with a given sound.
Prerequisite knowledge. Recognising syllables.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Say three words with the same start and ask what is the same.
Explanation (10 min). Teach first sounds and odd one out.
Guided activity (10 min). Play sound hunt.
Independent activity (10 min). Learners complete the practice and share their finds.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What sound does it start with? Which words start the same?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use picture cards and only two sounds. Extension. Say a word and change the first sound to make a new word.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Listening to the end, not the start. Listen to the very first sound.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 8-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use picture cards and two sounds only, such as /s/ and /m/. Enrichment. Make a list of five words for each of two beginning sounds. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 1 » Reading: Foundational Skills. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RF.1.2 (phonological awareness; isolate and pronounce initial sounds) and RF.K.2.d; IES What Works Clearinghouse practice guide Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade; Cambridge Primary English Stage 1 (phonics). These sources informed the lesson.