/s/ at the Sentence Level: Teen Topics
Sentence-level /s/ practice with multiple targets per utterance.
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. These are sentences the student will produce anyway, and rehearsing the true ones produces practice that transfers without being transferred. Separate the singleton targets from the clusters — starts, screenshots, sneakers, stands and stadium all put /s/ in a cluster, which is a different motor task. Twelve minutes covers three or four sentences with repeats.
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 /s/, before the student tries again.Log as cued
- Verbal modelSay the sentence at a natural pace; the student repeats it.Log as cued
- Placement cueTeeth close together, tongue tip just behind your top teeth without touching them, sides of the tongue against your top side teeth. Send a thin stream of air down the middle.Log as cued
Adjust it
Drop to phrases: pull out the /s/ word with one word in front of it.
Move to conversation: ask a question about the sentence and listen for /s/ in the answer.
Matching IEP goal
Given sentence cards, Student will produce /s/ 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: Practice starts at six on Saturday. My schedule says science is second period. She sent the screenshots to the group chat. I saved up for new sneakers. Seniors sit on the south side of the stands. My cousin starts college this September. The bus stops across from the stadium. Several /s/ targets each, including clusters.
What to listen for
Listen for clusters against singletons. My schedule says science is second period is almost all singletons; Practice starts at six on Saturday puts /s/ in a cluster twice. A student whose accuracy differs between the two has a cluster problem rather than an /s/ one. Watch the final /s/ sounds, which are quiet and often dropped in connected speech.
Carrying it home
These sentences get said this week regardless. Asking the student to notice one of their own productions, once a day, is realistic self-monitoring for this age.
What's in this activity
- Practice starts at six on Saturday.
- My schedule says science is second period.
- She sent the screenshots to the group chat.
- I saved up for new sneakers.
- Seniors sit on the south side of the stands.
- My cousin starts college this September.
- The bus stops across from the stadium.
- I missed the last message he sent.
Questions
- What ages is this for?
- Sixth through twelfth grade, for /s/ at sentence level.
- Do I need an account?
- No, all eight sentences play free.
- Why teen-specific sentences?
- Because they will be produced anyway. A sentence from the student's real week transfers on its own, where a sentence 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.