/ch/ Flashcard — Spelling
Articulation · Grades K–3 · 10 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, have the child say it, then have them build it. Two productions per card is the point — the spelling adds time on each word, and that time should carry the sound rather than replace it. Chain and chew are the ones where the vowel spelling gets in the way, so keep the attention on the first two letters, which are the part that matters for this target.
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 ('cha' and 'chee'), or use fewer cards.
Put each word in a short carrier phrase with no /ch/ in it.
Matching IEP goal
Given word 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
The ten initial /ch/ words — chin, chip, chat, chop, chest, check, chain, chair, charm, chew — as a spelling task rather than a production one. It is derived from the flashcard deck, and it earns its own board because the digraph is the thing: /ch/ is one sound written with two letters, and children who are working on both speech and spelling benefit from meeting that fact directly.
What to listen for
Watch for the digraph being split. A child who writes c-h-i-n while saying three separate sounds has not yet joined ch into one unit, which matters for reading as well as for speech. Listen for the production drifting while the child concentrates on the letters — divided attention is where an unstable sound shows itself, and that is useful information rather than a reason to stop.
Carrying it home
Spelling one word aloud is a two-second task that fits anywhere. Ask for chin or chair rather than a list, and let the child say the word before and after.
What's in this activity
- chin
- chip
- chat
- chop
- chest
- check
- chain
- chair
- charm
- chew
Questions
- Is this the same as the flashcard deck?
- Same ten words, different task. The flashcards ask for production alone; this adds building the word from letters, which suits students who are also working on early spelling.
- Do I need an account?
- No, it plays free with no login and no card.
- Should I use this instead of the flashcards?
- Alongside, usually. The spelling version gives fewer productions per minute, so it is a good second pass rather than the main practice.
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.