Say It! /s/ Final Words — Drag Drop
Articulation · Grades K–3 · 2 cards
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
Require the word before every move, including wrong ones. That single rule is what keeps this a speech activity; without it a child can complete the board silently. Ask for the final sound on its own first and then the word, which doubles the productions on a board with few items. House and mouse in the second round rhyme, which makes the shared ending obvious.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentThe student says the word on their turn before moving. Wait 3 seconds.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 ('iss' and 'oss'), 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 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
A drag-and-drop version of the final /s/ deck in two short rounds — bus, dress, grass, goose and horse in the first; house and mouse in the second. Derived from the ten-word flashcard board. Five items placed and named is a couple of minutes, which makes this a warm-up or a check rather than the main practice.
What to listen for
Watch the final sound while the hands are busy. A final /s/ that is present on a flashcard and dropped during a drag is not yet automatic, and divided attention is much closer to conversation than a clean repetition. Notice whether the child says the whole word or trails off at the end, which is the written-in-miniature version of the whole target.
Carrying it home
Moving objects while naming them works with anything to hand. The rule is the intervention — say the word every time you move something — and it needs no materials.
What's in this activity
- bus
- dress
- grass
- goose
- horse
- house
- mouse
Questions
- How is this different from the flashcards?
- Fewer words, with something to move. It suits children who attend better with their hands busy; the flashcards give more repetitions per minute.
- Is it free?
- Yes, both rounds play with no account.
- Which should I use first?
- The flashcard deck, which has all ten words. Use this afterwards as a check under divided attention.
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.