/p/ Final Phrases
Two-to-four word phrases with word-final /p/, 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
Use this once final /p/ is reliable in single words. /p/ is lips together, then a small puff of air as they open, with no voice. At the end of a word the puff can be very small, so for practice let the child make it clear — cup with an audible pop. Start with the phrases that end on the target, like a big cup and hot soup, then take mop it up and hop to the top, where the /p/ runs into the next word. Five minutes covers the ten.
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 /p/, before the student tries again.Log as cued
- Verbal modelSay the phrase with the /p/ word slightly stressed; the student repeats it.Log as cued
- Placement cueLips pressed together, build up a little air, then pop them open with a quiet puff. Voice off.Log as cued
Adjust it
Go back to single words: the student says just the /p/ 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 /p/ 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 short phrases with /p/ at the end of a word: a big cup, a paper map, mop it up, hop to the top, take a nap, my new cap, fix the pipe, put on a cape, a cute pup, hot soup. Final sounds are the ones most easily dropped once a word is inside a phrase, and final /p/ is quiet, so it is often left off without anyone noticing.
What to listen for
Listen for the /p/ being left off — a big cu, take a na — which is the common pattern at the end of a word, rather than a substitution. Watch the lips: if they close at the end of the word the sound is there even when it is quiet. Notice paper map and put on a cape, which have /p/ in two positions, and whether the child keeps the final one when the initial one is easy.
Carrying it home
Cup, soup, nap and up are everyday words. When you say them, let the lips pop a little at the end so the child can see and hear it; a mirror at the table makes it a game.
What's in this activity
- a big cup
- a paper map
- mop it up
- hop to the top
- take a nap
- my new cap
- fix the pipe
- put on a cape
- a cute pup
- hot soup
Questions
- What ages is this for?
- Pre-K through second grade.
- Is it free?
- Yes, the ten phrases play in the browser with no login.
- My child says 'cu' for 'cup'. What do I cue?
- The lips. Ask them to close their lips at the end of the word and let a little puff out; watching in a mirror helps.
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.