You will learn
- Say the last sound they hear in a word.
- Match words with the same ending sound.
- Find the odd one out by last sound.
- Say a word that ends 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 ends with a sound.
- We listen for the last sound.
- Words can end the same.
- Ending sounds help us spell.
Words to know
the last part
after all others
what you hear
go together
1. Discover: Same ending
Kofi says “bat, cat, hat.” Ama says, “They end with /t/!” Then Kofi says “bag”. “No,” says Ama. “Bag ends with /g/.”
Think: Which sound do bat, cat and hat end with?
2. Understand: Last sounds
Idea 1: The last sound
Every word has an ending sound. cat ends with /t/. dog ends with /g/.
Idea 2: Same ending
Some words end with the same sound. sun, pen and man all end with /n/.
Idea 3: Odd one out
Listen: bat, hit, dog. Dog ends with a different sound, so it is the odd one out.
3. Worked examples
Example 1 (I show you): Last sound
What is the last sound in cat?
- Say cat slowly.
- Listen to the end.
Answer: /t/
Example 2 (We do it together): Same end?
Do sun and pen end the same?
- Say sun: /n/ at the end.
- Say pen: /n/ at the end.
Answer: Yes, both end with /n/.
Example 3 (You try): Odd one out
Listen: bat, hit, dog.
Show the steps and answer
- The ends are /t/, /t/, /g/.
- Pick the one that is different.
Answer: dog
Did you know?
Rhymes end in the same sound, but ending sounds can match even when the whole end does not.
Why this matters
Hearing last sounds helps you spell the end of words.
4. Explore: End sound sort
Sort words by their last sound.
- Choose two ending sounds, such as /t/ and /n/.
- Say a word.
- Put it in the /t/ group or the /n/ group.
- Count each group.
Think about it: what did you notice?
You can listen for the last sound in any word.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- ___ ends with /___/.
- ___ and ___ end the same.
- The odd one out is ___.
- I know a word that ends with /___/.
Guided practice
Question 1. Last sound in cat?
/t/
Question 2. Do sun and pen end the same?
Yes
Question 3. Odd one out: bat, hit, dog.
dog
Independent practice
Level 1: Start
- Last sound in cat?
- Last sound in dog?
- Last sound in sun?
- Do hat and bat end the same?
- Do cup and cat end the same?
Level 2: Grow
- Odd one out: pen, man, pig.
- Say a word that ends with /p/.
- Which ends with /d/: bed or bag?
Level 3: Stretch
- Find three things that end with /n/.
- Why are ending sounds important?
- Ayo says cup and cap end the same. Is he right?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Find three things at home that end with /t/.
Show a sample answer
Cot, mat, pot.
Another one. Play “end sound” with a friend. Say a word and ask for its last sound.
Show a sample answer
Bus: /s/.
7. Common mistakes
Fix: Say the word and listen to the last sound.
Fix: The end is the very last sound.
8. Lesson summary and revision card
- I can hear last sounds.
- I can match words that end the same.
- I can find the odd one out.
- I can say a word that ends 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 ends with a sound.
- Listen to the very last sound.
- Some words end the same.
- Ending sounds help us spell.
11. Next lesson
Next lesson: Blending spoken phonemes. 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 last sound in cat? [1 mark]
- Do hat and bat end the same? Say why. [2 marks]
- Odd one out: pen, man, pig. [1 mark]
- Say a word that ends with /p/. [1 mark]
- Explain how to find the last sound in a word. [3 marks]
Total: 8 marks.
Marking guide and model answers
- /t/ [1]
- yes [1]; both end with /t/ [1]
- pig [1]
- any suitable word, e.g. cup [1]
- say the word slowly [1]; listen to the very end [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
- Last sound in cat: /__/
- Last sound in dog: /__/
- Last sound in sun: /__/
- Last sound in cup: /__/
- hat and bat: same or different end?
- cup and cat: same or different end?
- Odd one out: pen, man, pig.
- Write a word that ends with /d/.
- Draw something that ends with /t/.
- True or false: every word has an ending sound.
Homework
Find five things at home. Say the last sound of each one.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Last sound in cat: /__/ | t | 1 |
| 2. Last sound in dog: /__/ | g | 1 |
| 3. Last sound in sun: /__/ | n | 1 |
| 4. Last sound in cup: /__/ | p | 1 |
| 5. hat and bat: same or different end? | same | 1 |
| 6. cup and cat: same or different end? | different | 1 |
| 7. Odd one out: pen, man, pig. | pig | 1 |
| 8. Write a word that ends with /d/. | e.g. bed | 1 |
| 9. Draw something that ends with /t/. | a suitable drawing | 1 |
| 10. True or false: every word has an ending sound. | true | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 /t/; 2 /g/; 3 /n/; 4 yes; 5 no. Level 2: 1 pig; 2 for example: cup; 3 bed. Level 3: 1 for example: sun, pen, man; 2 they help us spell the end of words; 3 yes, both end with /p/.
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 last 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 ending 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 last 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 ends 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 start, not the end. Say the word and listen to the last sound.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use picture cards and only two end sounds, such as /t/ and /n/.
- 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 last sound in words. You do not need to be an expert to help.
- Play “I spy” with end sounds.
- Ask: what sound does this end with?
- Say words slowly together.
- 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 last sound they hear in a word; match words with the same ending sound; find the odd one out by last sound; say a word that ends with a given sound.
Prerequisite knowledge. Identifying beginning sounds.
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 end and ask what is the same.
Explanation (10 min). Teach ending sounds and odd one out.
Guided activity (10 min). Play end sound sort.
Independent activity (10 min). Learners complete the practice and share their words.
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 end with? Which words end 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 last 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 start, not the end. Say the word and listen to the last 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 only two end sounds, such as /t/ and /n/. Enrichment. Make a list of five words for each of two ending 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 final 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.