My Sound Book — /s/
Personalized word book for /s/ generalization.
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 it together first, then let the child read or retell it alone. A passage is a much heavier load than a sentence — four sentences in a row with a dozen targets — so a joint reading before an independent one is not a shortcut, it is the step. Ask the child to add a sentence of their own to each page, which turns a reading task into a generative one and is where generalisation actually shows.
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
Three short connected passages loaded with /s/: I see the sun, the sun is shining, I sit in the sandbox, I make a sandcastle; I eat soup for supper, it tastes so sweet, six spoons is enough, I save some for Saturday; I see a seal at the sea, the seal is swimming, seals are so silly and so smart. Connected text is where an /s/ that survives words and sentences either generalises or does not.
What to listen for
Listen for accuracy across the page rather than within a sentence. Most students hold the sound for the first two sentences and lose it by the fourth, and where that happens is the measure worth tracking. Watch the /s/ clusters — sandbox, sandcastle, spoons, swimming, smart — which are a different target and often the first to go.
Carrying it home
One page read aloud to a family member is a realistic home task. The passage is short enough to finish and long enough to matter, which is a better combination than a word list.
What's in this activity
- I see the sun. The sun is shining. I sit in the sandbox. I make a sandcastle.
- I eat soup for supper. It tastes so sweet. Six spoons is enough. I save some for Saturday.
- I see a seal at the sea. The seal is swimming. Seals are so silly and so smart. I smile when I see a seal.
Questions
- What ages is this for?
- Kindergarten through third grade, for students accurate on /s/ at sentence level.
- Is it free?
- Yes, all three passages play with no account.
- Why connected text rather than sentences?
- Because generalisation happens in connected speech and not in isolated sentences. A passage puts a dozen targets in a row with no reset between them, which is much closer to conversation.
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.