Residual /r/ at the Sentence Level
Carrier sentences loaded with /r/ in adolescent contexts: work, driving, practice.
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
Use them as scripts rather than exercises. These are sentences the student will actually say this week, and rehearsing the ones that are true for them produces practice that transfers on its own. Ask for the sentence three times and then once inside a longer turn — a residual error survives a single sentence and collapses in conversation. Twelve minutes covers three or four with the extension.
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 vocalic contexts 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
Eight sentences from an actual adolescent week: I have work right after practice. My permit expires in March. The parking garage is around the corner. Coach moved the scrimmage to Thursday. I need a ride to the interview. My sister borrowed my charger again. The manager wants me there early Saturday. Each carries several /r/ targets across initial, medial and vocalic positions.
What to listen for
Listen for the vocalic /r/ words. Work, after, corner, garage, charger and manager all end in an r-coloured vowel, which is the context that persists longest into adolescence. Watch whether accuracy holds when the sentence is embedded in real talk rather than produced on its own — that gap is the residual error's defining feature.
Carrying it home
These sentences will be said this week regardless. Asking the student to notice their own production of one of them, once, is realistic self-monitoring for this age.
What's in this activity
- I have work right after practice.
- My permit expires in March.
- The parking garage is around the corner.
- Coach moved the scrimmage to Thursday.
- I need a ride to the interview.
- My sister borrowed my charger again.
- Third period is study hall this year.
- The manager wants me there early Saturday.
Questions
- What ages is this for?
- Sixth through twelfth grade, for residual /r/ at sentence level.
- Is it free?
- Yes, all eight sentences play with no login.
- Why use teen-specific sentences?
- Because they will be produced anyway. A sentence the student says this week transfers on its own; one from a children's deck has to be transferred deliberately, and usually is not.
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.