/l/ Mixed Sentences
Short sentences loaded with /l/ across positions for sentence-level practice.
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, repeat, then produce independently. The bell fell off the wall has three final /l/ targets in a row and is the hardest here for a student who vocalises; Lily likes yellow balloons is the hardest for a student whose difficulty is initial. Pick according to where the student is rather than working through in order. Five minutes is a full pass.
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 /l/, 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 up on the bumpy ridge behind your top teeth, and keep it there while your voice flows out around the sides of your tongue.Log as cued
Adjust it
Drop to phrases: pull out the /l/ word with one word in front of it.
Move to conversation: ask a question about the sentence and listen for /l/ in the answer.
Matching IEP goal
Given sentence cards, Student will produce /l/ 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 carrying several /l/ words each: Lily likes yellow balloons. I fell down the hill. Look at the little lamb. Leo eats a salad for lunch. The seal plays with a ball. The bell fell off the wall. A ladybug landed on the lily. The mix of positions is deliberate — initial, medial and final /l/ all appear, and most students are stronger in one.
What to listen for
Listen for position effects inside the sentence. A student accurate on Look at the little lamb and inaccurate on I fell down the hill has initial /l/ and not final, which is a common split and tells you exactly what to work on next. Watch the last target in each sentence, which is where attention usually runs out.
Carrying it home
One sentence a day is a realistic home programme. Pick the one with the most familiar words and ask the child to say it to somebody rather than to practise it, which changes how it feels for everyone involved.
What's in this activity
- Lily likes yellow balloons.
- I fell down the hill.
- Look at the little lamb.
- Leo eats a salad for lunch.
- The seal plays with a ball.
- Laura will mail the letter.
- The bell fell off the wall.
- +1 more
Questions
- What grades is this for?
- First through fourth, for students already accurate on /l/ in single words.
- Do I need an account?
- No, all eight sentences play free in the browser.
- Should I use all eight?
- Not usually. Choose by position — the final-/l/ sentences for a student who vocalises, the initial ones for a student who substitutes /w/. Working through all eight spreads the practice thin.
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.