/s/ Carry-Over Story
Connected speech story with multiple /s/ 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 first, then let the student read or retell it alone. A passage is a much heavier load than a sentence, and reading in unison before reading alone is a step rather than a shortcut. Ask for a retell in the student's own words afterwards, which removes the text and moves the targets into spontaneous speech — that is where carryover is actually 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 /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
Two short passages packed with /s/: Sam sees the sun, Sam sits on soft sand, Sam sips some soup, Sam says it is a super sunny Saturday; and Sue has six snacks, she saves some seeds, she sends a sack of snacks to school, sadly the snacks are soggy. Four sentences each, with more than a dozen targets and no pause to reset.
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 percentage. Watch the clusters — soft, sips, snacks, sends, sack — which are a different target and usually the first to go.
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
- Sam sees the sun. Sam sits on soft sand. Sam sips some soup. Sam says it is a super sunny Saturday.
- Sue has six snacks. She saves some seeds. She sends a sack of snacks to school. Sadly the snacks are soggy.
Questions
- What grades is this for?
- Second through fifth, for students accurate on /s/ at sentence level.
- Is it free?
- Yes, both passages play with no account and no card.
- Why connected text rather than sentences?
- Because generalisation happens in connected speech. A passage puts a dozen targets in a row with no reset between them, which is much closer to conversation than 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.