Free articulation carryover activities
36 free activities · no sign-up
Carryover is the last stretch of articulation work: the student can say the sound in words and sentences, but it is not yet showing up in everyday talk. These boards are built for that stage, with sound-loaded stories, conversation starters, draw-and-say boards, barrier games, interviews and daily self-rating logs.
The key move is shifting who does the monitoring. At first you mark the productions; then the student rates their own and you compare; finally the practice moves to class and home. The fluency transfer boards here do the same job for fluency techniques.
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All 36 activities
PreK–2
- /k/ Sound Story: Camping at the LakeA short read-aloud story loaded with /k/ words in mixed positions, for carry-over practice. The /k/ words are highlighted on every page.
- /r/ Carry-Over StoryConnected speech story with multiple /r/ targets.
- /r/ Sound Story: The Rainy RaceA short read-aloud story loaded with /r/ words at the start of words, for carry-over practice. The /r/ words are highlighted on every page.
- /s/ Carry-Over StoryConnected speech story with multiple /s/ targets.
- /s/ Sound Story: The Soccer GameA short read-aloud story loaded with /s/ words in mixed positions, including /s/ blends, for carry-over practice. The /s/ words are highlighted on…
- Carry-Over Barrier Game: Build What I DescribeTwo players, one screen between them. The speaker describes a hidden scene in their own words until the partner's drawing matches, which forces…
- Describe the Articulation PictureDescribe pictures containing target sound words.
- Draw and Say: /r/ Carryover at the Sentence LevelSentence-level /r/ practice anchored to a picture the student drew, so the target sentence is theirs to own.
- Draw and Say: /s/ Carryover at the Sentence LevelSentence-level /s/ and /s/-blend practice tied to the student's own drawing.
- Reading Aloud — Fluency PracticeRead short passages using fluency techniques.
- Story Retell: Tell It Back in OrderRetell tasks for a story the student has just heard, each card constraining the retell differently so the same story yields several distinct samples.
Grades 3–5
- /ch/ Carry-Over Conversation StartersOpen-ended topics whose obligatory content words carry /ch/, for carry-over into connected and spontaneous speech.
- /l/ Carry-Over Conversation StartersOpen-ended topics whose obligatory content words carry /l/, for carry-over into connected and spontaneous speech.
- /r/ Carry-Over Conversation StartersOpen-ended topics whose obligatory content words carry /r/, for carry-over into connected and spontaneous speech.
- /s/ Carry-Over Conversation StartersOpen-ended topics whose obligatory content words carry /s/, for carry-over into connected and spontaneous speech.
- /sh/ Carry-Over Conversation StartersOpen-ended topics whose obligatory content words carry /sh/, for carry-over into connected and spontaneous speech.
- /th/ Carry-Over Conversation StartersOpen-ended topics whose obligatory content words carry /th/, for carry-over into connected and spontaneous speech.
- Fluency Barrier Game: Explain the BuildA barrier game run for fluency rather than for vocabulary: the partner will misunderstand, and the repair has to happen without abandoning the…
- Fluency in Conversation GamePractice fluency techniques during structured conversation.
- Fluency Transfer: Classroom Talk ScenariosThe specific speaking situations a school day actually contains, rehearsed with the technique named in advance and reviewed afterwards.
- Rate Your Own Rate: Conversation Self-CheckTalk, then rate. Each card pairs a speaking task with a self-rating so the student's judgement of their own rate can be compared with the listener's.
- Record and Listen — ArticulationSelf-monitoring activity for articulation carry-over.
- Slow Rate Conversation TopicsOpen topics run at a deliberately reduced rate, each card naming the pacing constraint to hold while the conversation continues.
- Sound Self-Monitoring in ConversationTimed talking tasks where the student tracks their own target productions and repairs them mid-conversation, so the tally comes from the student…
- Two-Minute Talks with Easy OnsetTwo minutes of continuous talking per card, with easy onset held across the whole turn rather than practiced one word at a time.
- Two-Minute Talks with Resonant VoiceTwo minutes of connected talking per card with the resonant quality held throughout, each card naming what to notice or rate.
- Voice Conservation in ConversationConversation tasks that surface where in a real day the voice is worked hardest, and rehearse the alternative out loud rather than listing it on a…
Grades 6–8
- /r/ Carryover: Conversation Prompts for TeensOpen-ended monologue prompts for /r/ generalization into connected speech.
- /s/ Carryover with Self-MonitoringStructured carryover tasks where the student, not the clinician, catches the errors.
- Being Understood: Clear Speech Repair StrategiesSeven scenarios about what to do when a listener does not understand you, from slowing down to spelling a key word.
- Daily Speech Self-Rating LogA metacognitive log for carryover: where speech broke down today and what to target next.
- Reading Aloud with Sound TrackingStructured oral reading tasks with the student pre-marking their own targets.
Grades 9–12
- Interview Speech ClarityArticulation carryover targeted at the highest-stakes speaking task a teen faces.
- Phone and Voicemail PracticeSpeech clarity where there are no visual cues to fall back on.
- Phone Calls with Fluency ToolsTelephone hierarchy -- the situation most teens who stutter avoid hardest and longest.
- Speech Clarity for Class PresentationsRehearsal protocol for carrying target sounds into a graded oral presentation.
Questions
- When is a student ready for carryover?
- When productions are consistent at the sentence level with little or no cueing. Starting earlier can mean the student practices the error in conversation, which is harder to change later.
- How do I take data in conversation?
- Pick a fixed sample, such as a set number of minutes or the first set of target words, and mark only those. Counting every word in a free conversation is hard to do reliably and hard to compare between sessions.
- How can parents help with carryover?
- Give families one short routine, such as a set time each day to read a sound story or ask a few conversation starters, rather than asking them to correct speech all day. With a free account you can send boards home through the parent portal.
Keep the data from every board
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal. Assign any board as home practice through the parent portal.
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