/d/ Final Phrases
Two-to-four word phrases with word-final /d/, the step between words and sentences.
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
Model each phrase and have the child repeat it, stretching nothing but letting the final /d/ land clearly: the tongue tip touches the ridge behind the top teeth and the voice stays on. Start with in my bed and hot food, where the target is at the very end, before hold my hand and sad and mad, where another word follows straight after. Five minutes gives two passes.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentShow the card and let the student say the whole phrase on their own.Log as correct
- Visual cuePoint to your mouth, or show the mouth picture for /d/, before the student tries again.Log as cued
- Verbal modelSay the phrase with the /d/ word slightly stressed; the student repeats it.Log as cued
- Placement cueTongue tip up on the bumpy ridge behind your top teeth, then drop it with your voice on.Log as cued
Adjust it
Go back to single words: the student says just the /d/ word from each card.
Move to sentences: the student puts the phrase into a sentence of their own.
Matching IEP goal
Given phrase cards, Student will produce /d/ in the word-final position in phrases 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 two-to-four word phrases that each carry a word-final /d/: in my bed, a good dad, a happy kid, in the mud, hot food, on my head, hold my hand, a big toad, put up the hood, sad and mad. Phrases are the step between single words and sentences, and final /d/ is easy to lose once another word follows it.
What to listen for
Listen for the final /d/ disappearing, so bed becomes beh, or turning into /t/, so food becomes foot. In sad and mad the /d/ on sad runs straight into and; notice whether it survives there as well as it does at the end on mad. Watch for a glottal catch in place of the tongue tip, which sounds like a stop but has no tongue contact.
Carrying it home
Use the phrases during the day as they happen: in my bed at bedtime, hold my hand crossing the road, on my head when putting on a hat. Say it, have the child say it back, and move on. Short and often works better than a long list.
What's in this activity
- in my bed
- a good dad
- a happy kid
- in the mud
- hot food
- on my head
- hold my hand
- a big toad
- put up the hood
- sad and mad
Questions
- What grades is this for?
- PreK through second grade, at the phrase level.
- Is it free?
- Yes, all ten phrases play free with no login.
- Why phrases and not sentences?
- Phrases add a little connected speech without the full load of a sentence, so the child can keep the final /d/ while getting used to other words around it.
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.