/t/ Final Flashcards
Conventional word-final /t/ 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
Model the ending: tongue tip up on the ridge behind the top teeth, then release it with a little puff and no voice. Start with the rhyme groups, cat, hat and bat, then boat, coat and goat, before the less predictable foot, feet and night. Saying the word slowly and holding the tongue up before the release helps a student who is dropping the /t/. Six minutes covers the deck twice.
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 /t/, before the student tries again.Log as cued
- Verbal modelSay the word; the student says it right after you.Log as cued
- Placement cueTongue tip up on the bumpy ridge behind your top teeth, then drop it with a quick, quiet puff. Voice off.Log as cued
Adjust it
Drop to syllables ('at' and 'eet'), or use fewer cards.
Put each word in a short carrier phrase with no /t/ in it or mix in /t/ words from another position.
Matching IEP goal
Given picture cards, Student will produce /t/ 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 single words ending in /t/: cat, hat, bat, hot, boat, coat, foot, feet, gate, kite, goat, night. Final /t/ gets dropped (cat as ca), swapped for a glottal stop, or backed to /k/, so hat sounds like hack. The board groups rhyming words like cat, hat and bat, and boat, coat and goat, so the student can focus on the ending while the rest of the word stays the same.
What to listen for
Listen for a released /t/ at the end, not a glottal catch or silence. Watch the tongue tip rise. Notice substitutions: /k/ for /t/ on kite and gate is common, and /d/ for /t/ if the student is voicing. A student who gets the rhyme groups and misses night or feet may be relying on the pattern rather than on the sound itself.
Carrying it home
Make it a rhyme game: say cat, hat, bat and find more words that end the same way. Then name clothes when getting dressed: a hat, a coat, feet in socks. Praise a clear ending.
What's in this activity
- cat
- hat
- bat
- hot
- boat
- coat
- foot
- feet
- gate
- kite
- goat
- night
Questions
- What grades is this for?
- PreK through second grade, at the single-word level.
- Is it free?
- Yes. The board plays free in the browser with no login. An account adds session data, goal scoring and assignment to a student.
- Why are there rhyming words?
- Rhyme groups let the student focus on the ending while the rest of the word stays the same, which makes the /t/ easier to hear and compare.
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.