/s/ final de sílaba y de palabra
Práctica de /s/ en coda, un contexto donde suele debilitarse o aspirarse: mes, luz de los, dos flores.
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
Know the family's variety before you start. In Caribbean and coastal varieties, aspirating or dropping a final /s/ is a normal regional feature and not a speech difficulty — a child who says los niño may be speaking their community's Spanish accurately. Once that is settled, work the plural items — las casas, dos flores, los lápices — since a dropped /s/ there carries grammatical information as well as phonetic.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentShow the card and wait 3 seconds for the student to say it.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 word; the student says it right after you.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 syllables ('as' and 'os'), or use fewer cards.
Put each word in a short carrier phrase with no /s/ in it or mix in /s/ words from another position.
Matching IEP goal
Given picture cards, Student will produce /s/ in Spanish in the word-final position in single words 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
Sixteen Spanish items with /s/ at the end of a syllable or a word: mes, más, tres, seis, gas, dos, las casas, los niños, dos flores, es mío, nos vamos, adiós, después, ¿cómo estás?, buenos días, los lápices. Coda /s/ is where the sound weakens or aspirates in many Spanish varieties, which makes it a context worth distinguishing carefully from an error.
What to listen for
Listen for the difference between a weakened /s/ and an absent one. Aspiration produces a breathy sound in place of the /s/ and is a regional feature; complete omission across all contexts is a different pattern. Watch the plural phrases, where losing the /s/ removes the plural marker as well as the sound, which has consequences the single words do not.
Carrying it home
These are everyday phrases in a Spanish-speaking home: buenos días, adiós, ¿cómo estás? Asking a family to notice one phrase rather than the sound in general is a task somebody can actually keep up.
What's in this activity
- mes
- más
- tres
- seis
- gas
- dos
- las casas
- los niños
- dos flores
- es mío
- nos vamos
- adiós
- después
- ¿cómo estás?
- buenos días
- los lápices
Questions
- Is this board in Spanish?
- Yes, all sixteen items are Spanish. This page is in English so an English-speaking clinician can find and evaluate it.
- Is it free?
- Yes, no account and no card needed.
- Is dropping a final /s/ an error in Spanish?
- Not necessarily. In several Spanish varieties, weakening or aspirating coda /s/ is a normal regional feature. Knowing how the family speaks matters before deciding whether it is a difference or a difficulty.
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.