Cuento con sonido /rr/
Cuento breve con muchas palabras con vibrante múltiple para trabajar la generalización.
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 story first and let the student just listen, then read it together, then have them retell it. Loading the story with the target is what makes this carry-over practice rather than drill — the sound has to survive inside connected speech, which is the level where it usually breaks down. The last card, hunting for the /rr/ words, is a good closer because it returns to word level after the harder task.
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 the trilled /rr/, before the student tries again.Log as cued
- Verbal modelSay the sentence at a natural pace; the student repeats it.Log as cued
- Placement cueTongue tip relaxed on the ridge behind your top teeth. Blow a steady stream of air so the tip flutters several times. Starting from a quick 'd-d-d' can help.Log as cued
Adjust it
Drop to phrases: pull out the the trilled /rr/ word with one word in front of it.
Move to conversation: ask a question about the sentence and listen for the trilled /rr/ in the answer.
Matching IEP goal
Given sentence cards, Student will produce the trilled /rr/ in Spanish 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
A short story packed with the trilled /rr/: Ramón tenía un carro rojo muy rápido; todos los días corría por la carretera de tierra; un perro grande llamado Rufo corría detrás del carro. Eight pages, then two tasks — retell the story with your best /rr/, and find every /rr/ word in it and say them again. The trilled r is a Spanish-specific target with no English equivalent, and it needs Spanish material.
What to listen for
Listen for the trill weakening as the sentence goes on. Most students can produce a good /rr/ in carro on its own and lose it three words into a sentence, and where in the utterance it fails is more useful than a count. Watch for the single tap being substituted for the trill — caro instead of carro changes the word, and it is the specific contrast this story is built around.
Carrying it home
Ask the family to have the child tell the story to someone else. A retell to a real audience is closer to conversation than a retell to the therapist, and the sound has to survive it.
What's in this activity
- Ramón tenía un carro rojo muy rápido.
- Todos los días corría por la carretera de tierra.
- Un perro grande llamado Rufo corría detrás del carro.
- "¡Corre, Rufo, corre!" gritaba Ramón riéndose.
- Un día el carro se quedó sin gasolina cerca del río.
- Rufo corrió hasta la casa para buscar ayuda.
- La familia llegó rápido con un barril de gasolina.
- Desde entonces, Rufo se sube al carro rojo y va con Ramón.
- Ahora cuenta el cuento tú, con tu mejor /rr/.
- Busca todas las palabras con /rr/ del cuento y dilas otra vez.
Questions
- Is this activity in Spanish?
- Yes, the whole story is Spanish. The page is written in English so an English-speaking clinician can find and evaluate it.
- Do I need an account?
- No, all pages play free in the browser.
- Is the trilled r a late sound?
- It is one of the later ones in Spanish, and it develops on its own timeline. It is worth knowing the expected age range for the child's language before calling it an error rather than a stage.
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.