/sh/ Final Flashcards
Conventional word-final sh targets at the single-word level.
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
Hold the final sound in your model. Fisssshhh gives the child time to hear and produce it, and shortening the hold later is the fading. Do the simple words first and the cluster words second, since splash asks for a three-consonant cluster and a final digraph in one short word. Six minutes covers the twelve.
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 /sh/, before the student tries again.Log as cued
- Verbal modelSay the word; the student says it right after you.Log as cued
- Placement cueLips rounded and pushed forward, tongue pulled a little further back than for /s/ and raised. Blow a wide, quiet stream of air.Log as cued
Adjust it
Drop to syllables ('ash' and 'eesh'), or use fewer cards.
Put each word in a short carrier phrase with no /sh/ in it or mix in /sh/ words from another position.
Matching IEP goal
Given picture cards, Student will produce /sh/ 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
Twelve words ending in /sh/: fish, wash, dish, push, wish, cash, bush, leash, brush, trash, splash, crash. The last four add an opening cluster as well — brush, trash, splash, crash — which raises the demand and makes them a useful second group rather than more of the same.
What to listen for
Listen for /s/ replacing /sh/ at the end, which is the standard substitution and means the tongue has not moved back. Watch the cluster words: a student accurate on wish and inaccurate on splash has a cluster problem rather than a /sh/ one, and those need separating.
Carrying it home
Fish, wash, brush and trash come up daily. Asking a family to listen for the end of one word gives them something specific enough to hear, which works better than asking about a sound.
What's in this activity
- fish
- wash
- dish
- push
- wish
- cash
- bush
- leash
- brush
- trash
- splash
- crash
Questions
- What ages is this for?
- Kindergarten through third grade.
- Do I need an account?
- No, all twelve cards play free.
- My child has 'shoe' but not 'fish'. Why?
- Position effects. Starting a word with /sh/ and ending one with it are different motor tasks, so the sound has to be worked position by position rather than assumed once it appears.
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.