/r/ Carryover: Conversation Prompts for Teens
Open-ended monologue prompts for /r/ generalization into connected speech.
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
Ask for a full minute of talking and stay quiet through it. The prompts are chosen to produce sustained monologue rather than exchanges, because a residual /r/ survives short turns and collapses over a minute. Do not name the targets in advance; the student's own vocabulary supplies plenty of /r/ words, and finding them is part of self-monitoring. Fifteen minutes covers two or three prompts with review.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentGive the prompt and let the student talk. Listen for /r/ without interrupting.Log as correct
- Visual cueUse a silent signal you agreed on, such as a tap on the table, when /r/ slips.Log as cued
- Verbal modelRecast the word that slipped, correctly, and have the student say just that word before carrying on.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
Go back to sentences: the student plans one sentence with a /r/ word before speaking.
Fade your signal. Record a minute of talk and have the student count their own errors afterwards.
Matching IEP goal
Given conversation prompts, Student will produce /r/ in structured conversation 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
Eight open monologue prompts for /r/ generalisation: describe your weekend routine from Friday afternoon to Sunday night; explain how a person gets a driver's permit in your state; describe your favourite artist and three of their songs; argue for or against a later school start time; tell about a group project that went wrong. Long-form talking, with no target words supplied — which is the point.
What to listen for
Listen for the rate at which accuracy falls off. A student who is accurate for twenty seconds and not for sixty has a monitoring capacity rather than a production problem, and that number moves across weeks. Watch which vocabulary they choose — a student avoiding /r/ words has found a strategy that hides the error and does not fix it.
Carrying it home
Recording a minute of talking on a phone and listening back is the highest-value home task at this stage. It needs no adult and produces the feedback that matters.
What's in this activity
- Describe your weekend routine from Friday afternoon to Sunday night.
- Explain how a person gets a driver's permit in your state.
- Tell about a part-time job you would actually want.
- Describe your favorite artist and three of their songs.
- Argue for or against a later school start time.
- Explain a sport or a game to someone who has never played it.
- Describe the perfect road trip and who is coming with you.
- Tell about a group project that went wrong.
Questions
- What ages is this for?
- Sixth through twelfth grade, for residual /r/ at the carryover stage.
- Is it free?
- Yes, all eight prompts are free to use with no account.
- Why not supply target words?
- Because conversation does not. A student who can only monitor words someone else has flagged has not generalised, and their own vocabulary supplies more than enough /r/ to work with.
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.