My name is DeLynne Osborne, and I am an educator from Wichita, Kansas.
Today I'm going to show you how I teach same and different ending sounds.
First I would show students a picture and ask them what the name of the picture is.
What is this a picture of? Students respond with the word bug.
We would show the individual sounds on our fingers for the word bug. B - ug.
What is the last sound we hear in bug? Students respond with gah.
Then I would show another picture and follow the same process. What is this a picture of? Students respond with leg.
We would show the sounds on our fingers. L - e - g. What is the last sound we hear in leg? Students respond with gah.
With the picture side by side, I would have the students say the names of the pictures again.
Bug, leg. Then I ask, "Do these pictures have the same ending sound?" Students should respond with yes.
What is this a picture of? Students respond with bee. We would show the sounds on our fingers. B - e - e.
What is the last sound we hear in bee? Students respond with e.
What is this a picture of? Students respond with tree. We would show the sounds on our fingers tr - e - e.
What is the last sound we hear in tree? Students respond with e.
Then I show the two pictures together and have students say the name of the pictures again.
Bee, tree. Then I ask, "Do these pictures have the same ending sound?"
Students should respond with yes. If the students respond with no,
I would do the sounds again for each word and write the final sound below the picture.
Let's do another example, What is this a picture of? Students respond with hand.
We will show the sounds on our fingers. H - a - n - d. What is the last sound we hear in hand? Students respond with dah.
What is this a picture of? Students respond with bed.
We will show the sounds on our fingers, b - e - d. What is the last sound we hear in bed? Students respond with dah.
Then I show the pictures together.
Students say the name of the pictures again. Hand, bed.
Then I ask, "Do these pictures have the same ending sound?" Students should respond with yes.
After doing a few examples where the sounds are the same, I would switch to the words with different ending sounds.
What is this a picture of?
Students respond with map. We will show the sounds on our fingers m - a - p.
What is the last sound we hear in map? Students respond with pah.
What is this a picture of? Students respond with bat.
We should show the students on our fingers, b - a - t. What is the last sound we hear in bat? Students respond with tah.
Then I show the pictures again. Map, bat. Then I ask, "Do these pictures have the same ending sound?"
The students should respond with no. Then I would ask, "Why not?"
Students should respond with, because map says pah at the end and bat says tah at the end.
Once students have started getting comfortable with a skill,
I would mix together examples of same and different ending sounds with the picture cards.
In one example, I might I might use dog and cat. But in the next example I may use cup and lip.
When I feel like students have a pretty good grasp with the picture cards,
I start just giving them sets of words verbally,
and just have them show me a thumbs up for same sound and thumbs down for different sound.
Students will need several opportunities to practice the skill
.This is how I teach same and different endings sounds with early childhood learners.