Teaching /S/ /Z/ & /EZ/ Word Endings
There are other quiet vs. loud sound minimal pairs and they can be introduced using the same format as /p/ and /b/.
The lesson continues...
- Begin by writing the word pets on the left-hand side of the board under the word stop.
- Pronounce the word pets and ask students what sound they hear at the end of the word [/S/ /Z/ or /EZ/]. (It's an /s/)
- Delete the /s/ from pets and ask students which sound they hear at the end of the word now. Write the letter /t/ to the left of the word pet, and ask for other words that end with a /t/ sound, [ex: hat, put, write,...] and write them next to pet. Note: The spelling still doesn't matter. It's the final sound that counts.
- Add an /s/ to the end of each word and ask students what sound they hear, [/S/ /Z/ or /EZ/]. From this we can know that words that end in a /t/ sound become /s/.
- Next, move a few spaces to the right of the last word you wrote and repeat the process by writing the word reads on the board.
- Pronounce the word reads and ask students what sound they hear at the end of the word [/S/ /Z/ or /EZ/]. (It's a /z/)
- Delete the /s/, ask students which sound they hear. Write the letter /d/ to the left of the word read, and ask for other words that end with a /d/ sound, [ex: find, road,...]....
- At this point, you can repeat the process described above for..
- /k/ & /g/
- /f/ & /v/
- /th/ as in moth and /th/ as in breathe
- Other than /s/ and /z/ themselves, these are the last of the minimal pairs. However, the list above does not encompass all the sounds that words can end with in English, so at this point you should complete the column of word endings that take a /z/ sound:
- /m/ as in name, climb, home....
- /n/ as in run, garden, pan....
- /ng/ as in bring, thing, song...
- /l/ as in bill, travel, table...
- /r/ as in car, answer, caller...
- vowels sounds as in /a. e, i, o, u, oo.../
What's the pattern?
By now you should have a complete column of word endings that take an /s/ sound and another column that take a /z/ sound. When you run down the list that take /s/ [/p/, /t/, /k/, /f/, /th/] and pronounce them, you should notice that they are all quiet (voiceless) sounds, and thus, take the quiet sound /s/. On the other hand, pronouncing the words that take a /z/ [/b/, /d/, /g/, /v/, /th/, /m/, /n/, /ng/, /l/, /r/, & vowels] reveals that these are all loud (voiced) sounds and take the loud sound /z/. Write the word Quiet above the /s/ column and the word Loud above the /z/.