-s word accuracy

Group Size: Small Group, Whole Class

Length: 5 minutes

Materials: Blank index cards

Goal: Given a written word ending in -s pronounced /s/ or /z/, the student can say the word ( hats -> "hats", bags -> "bags" ).

Items: bats, bugs, mops, rugs, logs, pins, lips, ducks, steps, songs, trees, boats

What to do

Write the following words on index cards or on the board: bats, bugs, mops, rugs, logs, pins, lips, ducks, steps, songs, trees, boats.
I'm going to show you a card with a word on it ending in s, and I want you to tell me the word. My turn first. Show the first card and read the word on it.
Okay, your turn. Call on students individually and ask them to read a single card each. If a student struggles, cover up the s ending and ask him to say the base word, then uncover the ending and ask him to say the whole word. If he mispronounces the ending (for instance, saying bugsss instead of bugzzz with a /z/ sound at the end), ask him, Is it bugsss or bugzzz? Praise him when he gets it and let him try two more cards.
Ask one of the students, If bug means one bug, how does it change the meaning when I add the s? Student: it means more than one bug.
Continue until students have mastered this set of cards.