/ch/ Flashcard Drill
Flashcards for /ch/ in all word positions.
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 with the short ones. Chin, chip and chat are single syllables ending in a simple consonant, and they give the cleanest shot at the sound; chair and charm add an /r/ that can pull the tongue out of position. Ask for the word alone, then in my chin, then in a sentence. Eight minutes covers ten cards at two levels, which is a better use of the time than one level and more repetitions.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentShow the card and wait 3 seconds for the student to say it.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 ('cha' and 'chee'), or use fewer cards.
Put each word in a short carrier phrase with no /ch/ in it.
Matching IEP goal
Given picture cards, Student will produce /ch/ 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
Ten words that start with /ch/: chin, chip, chat, chop, chest, check, chain, chair, charm, chew. Initial position is where most /ch/ work begins, because the sound gets the full weight of the syllable and the child has a running start at it — nothing else in the mouth has to be finished first.
What to listen for
Listen for the two halves of the affricate. A child saying shin for chin has the fricative and not the stop that should precede it; a child saying tin has the stop and no fricative release. Cue accordingly rather than just repeating the model — stopping the air first is a different instruction from letting it out slowly. Watch chew and chair, which are hardest here because of the lip rounding and the /r/.
Carrying it home
Chin, chair and chew are all available at the dinner table. Ask the family to notice the sound in one setting rather than everywhere, and to comment on the ones that come out right rather than the ones that do not.
What's in this activity
- chin
- chip
- chat
- chop
- chest
- check
- chain
- chair
- charm
- chew
Questions
- What grades is this for?
- Kindergarten through third, which is when /ch/ is typically an active target.
- Do I need to sign up?
- No, all ten cards play free in the browser.
- My student says 'shin' for 'chin'. What do I cue?
- The stop. That substitution means the air is flowing when it should be briefly blocked, so cueing the tongue to touch and then release usually helps more than asking for the sound again.
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.