/b/ Initial Sentences
Short sentences loaded with word-initial /b/ for sentence-level practice.
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
Read each sentence first, then have the child repeat it in one breath. Once that is steady, ask them to say it without your model. Count the /b/ words together before the attempt on the denser ones, such as Bob bakes a banana cake, so the child knows how many chances there are. Five minutes covers all eight with a second pass on the ones that slipped.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentShow the card and let the student say the whole sentence 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 sentence at a natural pace; 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
Drop to phrases: pull out the /b/ word with one word in front of it.
Move to conversation: ask a question about the sentence and listen for /b/ in the answer.
Matching IEP goal
Given sentence cards, Student will produce /b/ in the word-initial position in sentences 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
Eight short sentences with several word-initial /b/ targets in each: The big bug is on the book; A baby bunny hops in the box; Bob bakes a banana cake; The boy has a boat and a ball; Put my bat in the bag. This is the step after single words and phrases, where the child has to keep the sound accurate while also thinking about a whole sentence.
What to listen for
Watch whether accuracy holds across the sentence or fades after the first word. Many children get big and then drift on book at the end. Listen for /b/ turning into /p/ or /m/ on the longer items like The baby found a button, and note whether the errors cluster on a particular word or position in the sentence. If most sentences break down, drop back to phrases for a session.
Carrying it home
Read the sentences aloud together at bedtime or in the car, then make up new ones using the same words: the bunny is on the bed, the ball is in the bag. Silly sentences are fine. The point is saying lots of /b/ words in a row with the lips closing on each one.
What's in this activity
- The big bug is on the book.
- Bob bakes a banana cake.
- Put my bat in the bag.
- A bee is by the bed.
- Ben has a big bike.
- The baby found a button.
- +2 more
Questions
- What grades is this for?
- Kindergarten through second grade, at the sentence level.
- Do I need an account?
- No. All eight sentences play free in the browser. An account adds session data and goal scoring.
- The child is fine on words but not here. Why?
- Sentences add memory and planning load, so a sound that is stable in words often slips here. That is the reason for practising at this level rather than staying at words.
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.