/b/ Final Phrases
Two-to-four word phrases with word-final /b/, the step between words and sentences.
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
Start each card by saying the final word alone, then the phrase. Most of these end on the target, so the child can finish the phrase and stop, which gives them time to close the lips. Watch a tube of paint and an ice cube separately, since the /b/ there sits mid-word and before another sound. For /b/ the lips come together and the voice stays on; if the child releases a strong puff it drifts toward /p/, so keep it soft. Five minutes covers the set twice.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentShow the card and let the student say the whole phrase on their own.Log as correct
- Visual cuePoint to your mouth, or show the mouth picture for /b/, before the student tries again.Log as cued
- Verbal modelSay the phrase with the /b/ word slightly stressed; the student repeats it.Log as cued
- Placement cueLips pressed together, then pop them open with your voice on. Feel the buzz in your throat.Log as cued
Adjust it
Go back to single words: the student says just the /b/ word from each card.
Move to sentences: the student puts the phrase into a sentence of their own.
Matching IEP goal
Given phrase cards, Student will produce /b/ in the word-final position in phrases in 8 of 10 opportunities across 3 consecutive sessions, given no more than a visual cue.
Send it home through the parent portal →About this activity
Ten short phrases that end on /b/, or carry it inside the key word: the baby's bib, in the tub, a big web, a baby cub, a tube of paint, an ice cube, grab the knob, corn on the cob, a big crab, get in the cab. They sit between single words and full sentences, so the child has to hold the closing /b/ while other words crowd round it, without the load of a whole sentence yet.
What to listen for
Listen for the final /b/ being dropped altogether: tub becomes tuh and cob becomes caw. That is final consonant deletion and needs the lips closing at the end before anything else. A child who says tup or cap for cab is devoicing, a different pattern, so separate the two in your notes. Notice whether the /b/ holds in the longer phrases like corn on the cob compared with in the tub.
Carrying it home
Bath time gives you in the tub, and cooking gives you corn on the cob and an ice cube. Ask the family to use one or two phrases where they naturally fit, with the child finishing the phrase, and to leave correcting to the sessions.
What's in this activity
- the baby's bib
- in the tub
- a big web
- a baby cub
- a tube of paint
- an ice cube
- grab the knob
- corn on the cob
- a big crab
- get in the cab
Questions
- Why phrases instead of sentences?
- Phrases add a little load around the target without the length of a sentence. A child who has final /b/ in single words but loses it in sentences usually needs this step.
- Is it free?
- Yes, the board plays free in the browser with no login. An account adds session data, goal scoring and assignment.
- What grades is this for?
- PreK through second grade, and any older student still working on final /b/ at the phrase level.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.