/ch/ Mixed Sentences

Short sentences loaded with ch for sentence-level practice.

Use with a student — free
Card 1 of 8
The teacher eats lunch at the beach.
Say it out loud
This pass0 correct · 0 cued · 0 incorrect · 0/8
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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 the sentence first and let the student repeat it, then have them read or produce it independently. Take the sentences with three targets — the teacher eats lunch at the beach has three — and shorten them if accuracy collapses, rather than dropping back to single words. Five minutes is a full pass, which makes this a good closing activity after word-level practice earlier in the session.

Cueing ladder

Start at the top. Add support one step at a time.

  1. Step 1IndependentShow the card and let the student say the whole sentence on their own.Log as correct
  2. Step 2Visual cuePoint to your mouth, or show the mouth picture for /ch/, before the student tries again.Log as cued
  3. Step 3Verbal modelSay the sentence at a natural pace; the student repeats it.Log as cued
  4. Step 4Placement 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

Easier

Drop to phrases: pull out the /ch/ word with one word in front of it.

Harder

Move to conversation: ask a question about the sentence and listen for /ch/ in the answer.

Matching IEP goal

Given sentence cards, Student will produce /ch/ 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 sentences with several /ch/ words each: The teacher eats lunch at the beach. Charlie watches the chicks hatch. I put ketchup on my sandwich. The chipmunk chews a peach. Mitch plays catch after lunch. Rachel reaches for the matches. Loading a sentence with the target sound is the standard way to raise the demand once single words are stable, and it is where carryover either happens or does not.

What to listen for

Listen for the third target. Most students hold the sound for the first /ch/ in a sentence and lose the last one, and where in the sentence accuracy fails tells you more than an overall percentage. Watch for the sound surviving in reading and failing in spontaneous speech — Which bench did you choose? read aloud is easier than the same question asked.

Carrying it home

One sentence a day is a realistic home programme at this level. Pick the one with the most words the child already gets right, and ask them to say it to someone rather than to practise it.

What's in this activity

  • The chipmunk chews a peach.
  • The witch sits on the couch.
  • Which bench did you choose?
  • +5 more

Questions

What grades is this for?
First through fourth, for students already accurate on /ch/ at word level.
Is it free?
Yes, all eight sentences play with no account.
My student is accurate at word level and not here. What now?
That is the expected pattern, not a setback. Shorten the sentences rather than returning to words — three-word carriers around the target keep the connected-speech demand while lowering the load.

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 free

Free for SLPs. No card, no trial clock.