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 Patrick's Phonics L 02 Finish Sounds

SUBMITTED BY: Patrick Bickford

Example: F, L, M, N, R, S, X, Y   


DATE ADDED: May 07, 2014


  Small Classes (1-15 Students)ÒLarge Classes (16-39 Students)ÓHuge Classes (40+ Students)Ô


35-50 min.

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BRIEF OUTLINE: This is the second phonics lesson I teach. But like lesson one's Start Sounds, Finish Sounds lesson teaches the students eight sounds that are located at the end of saying alphabet letters slowly





  1. Like Start Sounds from lesson 1, Finish Sounds are the alphabet letters that when the letter is spoken slowly, the sound for the letter is found at the end of saying the alphabet letter.  For example, when the letter F is said slowly it looks like this: eeeph". NOTE: Most people teach Y's sound as 'yah' (for example, "yes"), but I teach it as 'ee' (for example, "happy"). Y's sound is usually dictated by where it is found in the word; generally speaking, at the beginning it says 'yah', as in "yard," but at the end of a word, it says 'ee', as in "country."
  2. I quickly review the Start Sounds and ask the students where the place in the letter the sound comes from. Then, I introduce the Finish Sounds and briefly explain these sounds are located at the end of the letter. The 8 end letters are: F, L, M, N, R, S, X, Y.
  3. Finally, we practice the various sounds, stopping to emphasize the voiceless sounds.
  4. WORKSHEET: I hand out the worksheet and have the students turn to the second page and do the review maze, which they follow the path through the maze via the voiceless Start Sounds: C, K, P and T.
  5. Then, we move onto the rest of the worksheet:
    • PART 1 - SOUND PRACTICE: I say a sound and the students circle the correct letter of that sound.
    • PART 2 - BINGO: There are nine squares, the middle being Bubbleboy's head, which is a free space.  Students fill in the other squares with Finish Sound letters. When they have finished writing, they stand up.  Once all students are standing, the game begins. The rules are simple, you choose three sounds to say, stopping in between each sound to give the students a chance to say bingo. If a student gets a bingo, they say "bingo" and sit down. After the third sound has been said, the students who didn't get a bingo sit down and they starting filling out the next bingo board. Play until all three bingos boards have been used up.
    • PART 3 - AMIDA KUJI: Amida kuji means "ghost leg" in English.

    • This activity can either be done in pairs or as individuals. Individual work is better for non-genki classes. (NOTE: The instructions on the worksheet are for pairwork.)
    • Play starts by a student choosing any of the uppercase letters and saying letter's sound. (NOTE: The image to the right has numbers on the top; the worksheet's amida kuji looks a tad bit different.) The student begins to draw a vertical line downwards, all the while repeating the sound, until they come to a horizontal line, at which point they must follow the horizontal line until they come to the next vertical line. 
    • The goal is to reach the bottom of the amida kuji where the lowercase letters are located. Once reached, the student stops repeat the sound from above and repeats the lowercase letter's sound two times, finally ending that turn by saying the lowercase letter's name. For example, on the worksheet, if a student chose the uppercase B, the would start drawing a line downward, while all the while saying "bu bu bu....n n N."
    • If this activity is done in pairs, the next student chooses any uppercase letter and follows the same pattern. If it is done individually, the student simply chooses another uppercase letter and continues the process all over again.

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