/r/ Carry-Over Story
Connected speech story with multiple /r/ targets.
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, then let the student read or retell it alone. A passage is a much heavier load than a sentence, and a joint reading before an independent one is a step rather than a shortcut. Ask the student to retell it in their own words afterwards, which removes the text and moves the targets into spontaneous speech — that is where carryover actually gets tested.
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 /r/, before the student tries again.Log as cued
- Verbal modelSay the sentence at a natural pace; the student repeats it.Log as cued
- Placement cueSides of your tongue up against your top back teeth, tip either lifted and pulled back or pointed down with the tongue bunched up. Lips slightly rounded, and the tip never touches the roof.Log as cued
Adjust it
Drop to phrases: pull out the /r/ word with one word in front of it.
Move to conversation: ask a question about the sentence and listen for /r/ in the answer.
Matching IEP goal
Given sentence cards, Student will produce /r/ 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
Two short passages packed with /r/: Ron runs in the rain, he sees a red robin on a rocky road, the robin sings a really pretty song, Ron races home to rest; and Rita reads a story about a rabbit, the rabbit runs around a raspberry bush, Rita reads it right before she goes to rest. Four sentences each, with a dozen targets and no reset between them.
What to listen for
Listen for accuracy decaying across the passage. Most students hold the sound for the first two sentences and lose it by the fourth, and where the decay starts is more informative than an overall count. Watch the vocalic /r/ words — rocky, road, really — against the initial ones, since students are usually stronger on one and the passage mixes both.
Carrying it home
One passage read aloud to a family member is a realistic home task. It is short enough to finish and long enough to matter, which beats a word list on both counts.
What's in this activity
- Ron runs in the rain. He sees a red robin on a rocky road. The robin sings a really pretty song. Ron races home to rest.
- Rita reads a story about a rabbit. The rabbit runs around a raspberry bush. Rita reads it right before she goes to rest.
Questions
- What grades is this for?
- Second through fifth, for students accurate on /r/ at sentence level.
- Do I need an account?
- No, both passages play free.
- Why connected text rather than sentences?
- Because generalisation happens in connected speech. A passage puts a dozen targets in a row with no pause to reset, which is much closer to conversation than a set of separate sentences.
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.