/m/ Final Flashcards
Conventional word-final /m/ targets at the single-word level.
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 word and hold the ending: lips together, the sound humming through the nose. Hum is on the board for exactly that reason, and it makes a good warm-up before the rest. Start with short-vowel words like ham, gum and ram, then move to time, dime and name, where the vowel is longer. Comb has a silent b, so let the student hear it rather than read it. Six minutes covers the deck twice.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentShow the card and wait 3 seconds for the student to say it.Log as correct
- Visual cuePoint to your mouth, or show the mouth picture for /m/, before the student tries again.Log as cued
- Verbal modelSay the word; the student says it right after you.Log as cued
- Placement cueLips closed and hum, so the sound comes out of your nose. Feel your lips tickle.Log as cued
Adjust it
Drop to syllables ('am' and 'eem'), or use fewer cards.
Put each word in a short carrier phrase with no /m/ in it or mix in /m/ words from another position.
Matching IEP goal
Given picture cards, Student will produce /m/ in the word-final position in single words 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
Twelve single words ending in /m/: ham, gum, mom, time, home, name, dime, game, comb, ram, yam, hum. Final /m/ gets dropped, so gum comes out as guh, or swapped for /n/, so home sounds like hone. The lips close at the end, which makes the target easy to see as well as hear, and most of these words are simple enough to picture.
What to listen for
Watch the lips at the end of the word. If they stay open, the /m/ is missing or has turned into /n/. Listen for a clipped vowel with no nasal hum after it, which tells you the student is stopping early. A student who gets mom but misses game may be fine on /m/ after a short vowel and still working on it after a long one.
Carrying it home
Use the board words in daily routines: say home when you pull into the driveway, time at bedtime, gum and yam in the kitchen. Have the child hum after the word to show the ending. Praise the closed lips.
What's in this activity
- ham
- gum
- mom
- time
- home
- name
- dime
- game
- comb
- ram
- yam
- hum
Questions
- What grades is this for?
- PreK through second grade, at the single-word level.
- Is there a cost?
- No. The board plays free in the browser with no login. An account adds session data, goal scoring and assignment to a student.
- Why is hum on the list?
- It is a useful warm-up. Humming shows the student what a held /m/ feels like, and the same closed-lip hum is what finishes every other word on the board.
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.