/w/ Initial Sentences

Short sentences loaded with word-initial /w/ for sentence-level practice.

Use with a student — free
Card 1 of 8
We walk in the woods.
Say it out loud
This pass0 correct · 0 cued · 0 incorrect · 0/8
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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 sentence, have the student repeat it, then have them say it without the model. Cue placement as lips rounded and pushed forward, like a small kiss, then moving open into the vowel. Start with My wig got wet and We walk in the woods, which are short and dense with targets, before The wind moved the window. Five minutes covers all eight.

Cueing ladder

Start at the top. Add support one step at a time.

  1. Step 1IndependentShow the card and let the student say the whole sentence on their own.Log as correct
  2. Step 2Visual cuePoint to your mouth, or show the mouth picture for /w/, before the student tries again.Log as cued
  3. Step 3Verbal modelSay the sentence at a natural pace; the student repeats it.Log as cued
  4. Step 4Placement cueRound your lips into a small, tight 'oo', then open them into the vowel with your voice on.Log as cued

Adjust it

Easier

Drop to phrases: pull out the /w/ word with one word in front of it.

Harder

Move to conversation: ask a question about the sentence and listen for /w/ in the answer.

Matching IEP goal

Given sentence cards, Student will produce /w/ in the word-initial position in sentences in 8 of 10 opportunities across 3 consecutive sessions, given no more than a visual cue.

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About this activity

Eight short sentences packed with word-initial /w/: We walk in the woods. The wagon has one wheel. I wash my hands with water. The wind moved the window. We waved the magic wand. Wake up! We won. My wig got wet. With two to four targets in each, the student gets plenty of practice from one read, and several, like washing hands, are easy to act out.

What to listen for

Watch the lips: they should round on each /w/ before opening. Listen for the /w/ holding across all targets, not only the first. Some students use a /v/ or drop the rounding, so wet sounds closer to vet. Notice one in The wagon has one wheel, which begins with the /w/ sound but is spelled with an o, a useful listening check if the student reads along.

Carrying it home

Act out a sentence a day: wash hands with water before a meal, wave a pretend magic wand, look out the window on a windy day. The child says the sentence while doing it. Praise rounded lips.

What's in this activity

  • We walk in the woods.
  • The wagon has one wheel.
  • I wash my hands with water.
  • The wind moved the window.
  • We waved the magic wand.
  • I see a white web.
  • Wake up! We won.
  • My wig got wet.

Questions

Who is this for?
Kindergarten through second grade students who have /w/ in words and phrases and are ready for sentences.
Do I need an account?
No. The board plays free in the browser with no login. An account adds session data, goal scoring and assignment to a student.
What comes after sentences?
Questions that pull /w/ answers in the student's own words, such as asking where we walk or what got wet.

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.

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Free for SLPs. No card, no trial clock.