/t/ Initial Sentences
Short sentences loaded with word-initial /t/ for sentence-level practice.
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
Read each sentence, have the child repeat it, then say it again without your model. Tongue tip goes up to the ridge behind the top teeth and releases with a small puff, voice off. Start with Today Tom took a nap, which is lighter, before the dense ones like Tim took a taco to town and Tina tied a tiny tie. Five minutes covers all eight with a repeat on the ones that slipped.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentShow the card and let the student say the whole sentence on their own.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 sentence at a natural pace; the student repeats it.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 phrases: pull out the /t/ word with one word in front of it.
Move to conversation: ask a question about the sentence and listen for /t/ in the answer.
Matching IEP goal
Given sentence cards, Student will produce /t/ in the word-initial position in sentences 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
Eight short sentences packed with word-initial /t/: Ten toys are on the table; Tim took a taco to town; The toad sat on my tummy; Tape the tag on the tent; Tom has two tomatoes; Tina tied a tiny tie. Most have three or four targets, so the child has to keep the tongue tip working across a whole sentence rather than on one word.
What to listen for
Listen for /t/ becoming /k/, so toys becomes koys, or /d/, so ten becomes den. Watch whether accuracy fades from the first target to the last in the sentence. Tina tied a tiny tie has four /t/ words in a row, and a child who is clean on Tina and slips by tiny is showing a load limit worth noting. If most sentences break down, go back to phrases.
Carrying it home
Read the sentences at bedtime, then invent new ones together with the same words: the toad is on the table, Tom has a taco. Keep them short and silly, and listen for the tongue tip on each /t/.
What's in this activity
- Ten toys are on the table.
- Tim took a taco to town.
- The toad sat on my tummy.
- Tape the tag on the tent.
- Tom has two tomatoes.
- Tina tied a tiny tie.
- Today Tom took a nap.
- Ted put the toy in the tub.
Questions
- What grades is this for?
- Kindergarten through second grade, at the sentence level.
- Is it free?
- Yes. All eight sentences play free in the browser. An account adds session data, goal scoring and assignment.
- What if the child says koys for toys?
- That is backing: the tongue is going to the back of the mouth. Have them feel the tip touch just behind the top teeth, practise ten and two alone, then return to the sentence.
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.