/ch/ Final — Spelling
Articulation · Grades 1–4 · 12 cards
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
Say the word before the child builds it, and have them say it again once it is complete. The spelling is the mechanic and the production is still the target, so a silent round of correct spellings is a missed session. The tch spellings — watch, catch, match, patch — are the interesting group, since the rule that governs them is about the vowel before it and is worth naming explicitly for a student who is also in structured literacy work.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentAfter building each word, the student says it aloud. Wait 3 seconds.Log as correct
- Visual cuePoint to your mouth, or show the mouth picture for /ch/, before the student tries again.Log as cued
- Verbal modelSay the word; the student says it right after you.Log as cued
- Placement cueLips rounded, tongue tip and front of the tongue up on the ridge behind your top teeth. Hold, then let go into a short /sh/.Log as cued
Adjust it
Drop to syllables ('atch' and 'eech'), or use fewer cards.
Put each word in a short carrier phrase with no /ch/ in it or mix in /ch/ words from another position.
Matching IEP goal
Given word cards, Student will produce /ch/ in the word-final position in single words 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
The same twelve final-/ch/ words — beach, peach, watch, catch, match, lunch, couch, teach, reach, witch, patch, bench — turned into a spelling task. The board is derived from the flashcard deck, and it exists because saying a sound and writing it are separate skills that reinforce each other: a child who spells watch has to notice that the /ch/ is written with a t in front of it.
What to listen for
Watch for the ch and tch confusion, which is a genuine spelling pattern rather than carelessness: tch follows a short vowel, ch follows almost everything else. Beach and teach are spelled with ch after a long vowel sound; catch and patch take tch. Listen to the production while the child spells, because attention on the letters often lets the sound slip.
Carrying it home
Ask the child to spell one of these words aloud in the car rather than on paper — the letters and the sound come together in the mouth, which is exactly the pairing this board is after.
What's in this activity
- beach
- peach
- watch
- catch
- match
- lunch
- couch
- teach
- reach
- witch
- patch
- bench
Questions
- How is this different from the flashcard version?
- Same words, different demand. The flashcards ask for production; this asks the student to build the word letter by letter, which adds an orthographic layer that helps some students and distracts others.
- Is it free?
- Yes, no account and no card needed.
- Why do some words use tch and others ch?
- Short vowel before the sound usually takes tch — catch, match, patch. A long vowel or a consonant before it takes ch — beach, teach, bench. It is a reliable pattern worth teaching directly.
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.