/p/ Initial Sentences

Short sentences loaded with word-initial /p/ for sentence-level practice.

Use with a student — free
Card 1 of 8
The pig is in the pen.
Say it out loud
This pass0 correct · 0 cued · 0 incorrect · 0/8
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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

Remind the child of placement before starting: lips together, a puff of air, voice off. Put the peas in the pot and Pop the popcorn in a pan are the densest, so have the child say them slowly first. The puppy took my puppet adds a medial /p/ as well. Model each sentence once, then fade the model. Five minutes covers the set twice.

Cueing ladder

Start at the top. Add support one step at a time.

  1. Step 1IndependentShow the card and let the student say the whole sentence on their own.Log as correct
  2. Step 2Visual cuePoint to your mouth, or show the mouth picture for /p/, before the student tries again.Log as cued
  3. Step 3Verbal modelSay the sentence at a natural pace; the student repeats it.Log as cued
  4. Step 4Placement cueLips pressed together, build up a little air, then pop them open with a quiet puff. Voice off.Log as cued

Adjust it

Easier

Drop to phrases: pull out the /p/ word with one word in front of it.

Harder

Move to conversation: ask a question about the sentence and listen for /p/ in the answer.

Matching IEP goal

Given sentence cards, Student will produce /p/ in the word-initial position in sentences in 8 of 10 opportunities across 3 consecutive sessions, given no more than a visual cue.

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About this activity

Eight short sentences loaded with word-initial /p/: The pig is in the pen. Pam picks a pumpkin. Put the peas in the pot. The puppy took my puppet. Pop the popcorn in a pan. A panda eats pumpkin pie. The penny is in my pocket. Pass me the pizza and peas. Most carry three or four /p/ words, so the child has to produce the lips-together puff several times within one breath.

What to listen for

Listen for /p/ becoming /b/, so pig sounds like big and pen like Ben. That is voicing, and the fix is the puff of air, which a tissue in front of the mouth makes visible. Notice whether accuracy holds through the whole sentence or fades by the fourth /p/ word in A panda eats pumpkin pie. A child who says the sentence very slowly to get it right is ready for the words, not yet for the rhythm.

Carrying it home

Pizza, popcorn and peas make a natural snack-time game. Ask the family to use Pass me the pizza and peas or a version of it at a meal, with the child asking, and to leave the correcting to the sessions.

What's in this activity

  • The pig is in the pen.
  • Pam picks a pumpkin.
  • Put the peas in the pot.
  • The puppy took my puppet.
  • Pop the popcorn in a pan.
  • A panda eats pumpkin pie.
  • The penny is in my pocket.
  • Pass me the pizza and peas.

Questions

My student says /b/ for /p/. What cue helps?
The puff of air. Hold a tissue or a strip of paper in front of the mouth: /p/ moves it, /b/ barely does.
Is it free?
Yes, it plays in the browser with no login. An account adds session data, goal scoring and assignment.
What grades is this for?
Kindergarten through second grade.

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.

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