Draw and Say: /s/ Carryover at the Sentence Level
Sentence-level /s/ and /s/-blend practice tied to the student's own drawing.
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
Keep the drawing fast and the sentence slow. Ask for the sentence three times as written, then once describing their own picture, which shifts it from repetition toward spontaneous speech. The snake sentence is the hardest here — snake, slid and stones in one utterance — and is worth saving until the easier ones are stable. Fifteen minutes covers two or three tasks including the drawing.
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 /s/, before the student tries again.Log as cued
- Verbal modelSay the sentence at a natural pace; the student repeats it.Log as cued
- Placement cueTeeth close together, tongue tip just behind your top teeth without touching them, sides of the tongue against your top side teeth. Send a thin stream of air down the middle.Log as cued
Adjust it
Drop to phrases: pull out the /s/ word with one word in front of it.
Move to conversation: ask a question about the sentence and listen for /s/ in the answer.
Matching IEP goal
Given sentence cards, Student will produce /s/ 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 drawing-and-sentence tasks loaded with /s/ and /s/ blends: draw the sun over a beach, then say The sun is hot on the sand; draw a snake on some stones, then say The snake slid past six stones; draw a soccer game, then say She scored the last goal of the season. The blends are deliberate — spaceship, stones, snowman — because a student who has singleton /s/ often loses it in a cluster.
What to listen for
Listen for the blends separately from the singletons. The sun is hot on the sand has three singleton /s/ sounds and no clusters; The snake slid past six stones has both, and a student whose accuracy drops between the two has a cluster problem rather than an /s/ problem. Watch the final /s/ in words like stones and past, which is the position most often dropped in connected speech.
Carrying it home
The drawing with its sentence underneath goes home as a single item. Asking the child to show the picture to someone and say the sentence is a task a family can do in a minute.
What's in this activity
- Draw the sun over a beach. Then say three times: 'The sun is hot on the sand.'
- Draw a snake on some stones. Then say: 'The snake slid past six stones.'
- Draw yourself at your desk. Then say: 'I sit in the second seat.'
- Draw a snowman. Then say: 'We made a snowman last Saturday.'
- Draw a soccer game. Then say: 'She scored the last goal of the season.'
- Draw a sandwich. Then say: 'I asked for a cheese sandwich and some soup.'
- Draw a spaceship and stars. Then say: 'The spaceship passed the stars.'
- Draw your house. Then say three sentences about it, each with an /s/ word.
Questions
- What ages is this for?
- Second through fifth, for students at sentence level with /s/.
- Is it free?
- Yes, all eight tasks play with no login.
- Should I use this before or after word-level practice?
- After. These sentences assume the sound is available in single words; the work here is holding it inside connected speech, which is a different and later 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.