/p/ Initial Phrases
Two-to-four word phrases with word-initial /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
Show /p/ as lips pressed together, then a pop of air with the voice off. A tissue held in front of the mouth should flutter on each /p/. Model a pink pig, have the child repeat it, then try it without the model. Save pop the popcorn and a pumpkin pie for last because the repeated /p/ gets tongue-twistery. Five minutes gives two full passes.
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-initial 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 loaded with word-initial /p/: a pink pig, pat the puppy, paint the pot, pick a pen, a puppet show, pick a pumpkin, a pot of peas, a pumpkin pie, pop the popcorn, peek at the panda. Almost every phrase has two /p/ targets, and pop the popcorn has more, so each card gives several chances at the sound.
What to listen for
Listen for /p/ becoming /b/, so pig sounds like big; the tissue will not move. Watch for the lips not fully closing, which gives a soft, blurry sound. On the doubled phrases, check whether the second /p/ is as crisp as the first, since children often get pink and lose it on pig.
Carrying it home
Pop real popcorn, pat a pet, or peek at a toy panda. Say the phrase as you do it and let the child say it back. The tissue trick works at home too and gives the child something to watch.
What's in this activity
- a pink pig
- pat the puppy
- paint the pot
- pick a pen
- a puppet show
- pick a pumpkin
- a pot of peas
- a pumpkin pie
- pop the popcorn
- peek at the panda
Questions
- What grades is this for?
- PreK through second grade, at the phrase level.
- Do I need an account?
- No, all ten phrases play free in the browser.
- The child says big for pig. What helps?
- Voicing is the issue, not lip placement. Have them whisper the phrase first, which turns the voice off, then say it aloud keeping the puff of air on the /p/.
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.