Record and Listen — Articulation
Self-monitoring activity for articulation carry-over.
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
Have the student mark their own recording before you say anything. Your judgement is information; theirs is the skill, and the gap between the two is what carryover work is actually about. The before-and-after rating card exposes that gap directly, and students are usually surprised by it. Fifteen minutes covers a recording, a self-score and a comparison.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentThe student works through the card on their own, listening for their target sound.Log as correct
- SignalUse a silent signal you agreed on, such as a tap on the table, when their target sound slips.Log as cued
- AskAsk 'Did that sound right?' and let the student try the word again.Log as cued
- ModelSay the word correctly; the student repeats it, then carries on.Log as cued
Adjust it
Slow the pace: the student plans each sentence before saying it.
Fade the signal. Record the student and have them count their own errors afterwards.
Matching IEP goal
During this activity, Student will produce their target sound correctly in structured conversation, self-correcting any error, in 8 of 10 opportunities across 3 consecutive sessions, given no more than a nonverbal signal.
Send it home through the parent portal →About this activity
Twelve recording tasks that put the judging in the student's hands: record ten target words, listen back and mark each right or wrong; record five sentences and count your errors; record a one-minute story about your day; record the same ten words again — did your score go up; rate yourself one to five before listening, then after, and see whether they match. That last card is the most useful one on the board.
What to listen for
Watch the accuracy of the self-scoring rather than the accuracy of the speech. A student whose self-marking matches yours has the perception needed to self-correct outside the room; one who marks every attempt correct does not, and that is the finding. Notice whether the conversational recording is scored as harshly as the word list — most students are lenient with themselves in connected speech.
Carrying it home
A phone is all that is needed. Recording one minute of talking and listening back, without any adult judgement attached, is the highest-value home practice at this stage.
What's in this activity
- Record 10 target words. Listen back and mark each right or wrong.
- Record 5 sentences with your sound. Count your errors.
- Record yourself reading a paragraph. Circle every missed word.
- Record a 1-minute story about your day. Listen for your sound.
- Record the same 10 words again. Did your score go up?
- Listen to the therapist's model, then yours. What's different?
- Record a phone-style message to a family member.
- Goal today: 3 words correct on the first try.
- Listen back with the transcript and highlight the errors.
- Record in conversation, not just drill.
- Compare today's recording to last week's.
- Rate yourself 1-5 before listening, then after. Do they match?
Questions
- What grades is this for?
- Third through sixth, where students can listen back and judge their own productions.
- Is it free?
- Yes, all twelve tasks are free to use with no account.
- Why does self-scoring matter more than accuracy?
- Because outside the room nobody is scoring. A student who can hear their own errors can correct them anywhere; one who cannot is dependent on a listener who is not there.
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.