Just For Kids Articulation Stories

Jennifer Preschern
Skill Areas: Articulation, Language, and Literacy

Age Level: 4 through 9
Grades: Pre-K through 4th
Copyright © 2004 LinguiSystems, Inc.
All of our products are copyrighted to

protect the fine work of our authors.
You may only copy the student pages as
needed for your own use with students.
Any other reproduction or distribution
of the pages in this book is prohibited,
including copying the entire book to use
as another primary source or “master”
LinguiSystems, Inc. copy.
3100 4th Avenue Printed in the U.S.A.
East Moline, IL 61244 FAX: 800-577-4555
E-mail: [email protected] ISBN 10: 0-7606-0517-3
800-776-4332 Web: linguisystems.com ISBN 13: 978-0-7606-0517-2
About the Author
Jennifer Presche r n, M.A., CCC-SLP, is a speech-language
pathologist working for an elementary school on the north
shore of Chicago. She has master’s degrees from Northwestern
University in speech-language pathology and in learning
disabilities. Jennifer enjoys exploring the connection
between spoken and written language and helping children
become aware of their potential.
Dedication
To my parents, Clare and Max, and my brother, Tim, for their tireless love, encouragement,
and positive attitudes. Also dedicated to my husband, Richard, who makes me want to
be a better woman.
Cover Design by Mike Paustian

Edited by Barb Truman
Page Layout by Jamie Bellagamba
Illustrations by Margaret Warner
Just For Kids: Articulation Stories 2 Copyright © 2004 LinguiSystems, Inc.

Table of Contents
Introduction ...................................................................................... 5
Family Letters ................................................................................ 9
Articulation Hierarchy and Home Practice Ideas .................... 14
/s/ Stories and Activities

Singing Sam ........................................................................................ 15
Articulation Cards .......................................................................... 24
Sight Words Worksheet .................................................................. 25
Picture Searches ............................................................................ 26
Writing Activity .............................................................................. 29
Barrier Game ................................................................................ 30
The Missing School Supplies .............................................................. 32
Barrier Game ................................................................................ 49
Going to the Beach .............................................................................. 51
Barrier Game ................................................................................ 67
/r/ Stories and Activities

Running Rick ...................................................................................... 69
Barrier Game ................................................................................ 85
Reading Is Fun! .................................................................................. 87
Barrier Game ................................................................................ 102
The Many Colors of Shoes .................................................................. 104
Barrier Game ................................................................................ 118
Table of Contents, continued
/l/ Stories and Activities
Lisa Likes to Play ................................................................................ 120
Barrier Game ................................................................................ 135
Mrs. Little ............................................................................................ 137
Barrier Game ................................................................................ 152
Where Do You Live? ............................................................................ 154
Barrier Game ................................................................................ 170
Sample Tracking Form—Productions ........................................ 172

Tracking Form—Productions ...................................................... 173
Sample Tracking Form—Percentages ...................................... 174
Tracking Form—Percentages ...................................................... 175

Introduction
It is well known that children with early speech-language impairments may also have difficulty
learning to read. As speech-language pathologists (SLPs) accept more responsibility for literacy
development, the question arises, “How can I work on reading and writing without discontinuing
other speech-language goals?” Just for Kids: Articulation Stories was created to help.
Contents
Just for Kids: Articulation Stories consists of nine thematic units containing stories and activities
suitable for beginning readers. The lessons that follow each story can be reproduced and used as
part of therapy or as homework. Family letters, pages 9-13, will help parents and caregivers
understand and complete home practice. Each unit contains:
z a story loaded with the target phoneme in all positions

z a set of 10 reproducible picture cards for drill or games
z a worksheet to reinforce the sight words in the story
z picture search worksheets that focus on the target phoneme in each word position
(initial, medial, final)
z a worksheet to extend the story into a written activity
z a barrier game for carryover
Articulation Therapy
The stories and activities were designed to provide practice for three of the most commonly
misarticulated sounds: /s/, /r/, and /l/ in all word positions (initial, medial, final). You can focus
work on one position per session by finding these target words in the stories or by using the
picture search activities included in each unit. Suggested target words are listed at the bottom
of the story and picture search pages. (You might challenge your students to find additional
words for extra practice.) The tracking forms on pages 173 and 175 can be used to measure
growth in each position. Examples of how to fill out these forms are on pages 172 and 174.
Literacy Work
The stories included in Just for Kids: Articulation Stories can help you provide intervention for the
/s/, /r/, and /l/ sounds while simultaneously developing early reading skills, including sounding
out phonetically regular words, memorizing common non-phonetic words, and using context to
predict text. During speech-language therapy sessions, these stories can be treated as part of a
guided reading lesson. First, you can do a “picture walk” through the story. Take time to describe
the pictures in the story, predict the words in the text, and identify uncommon words. Then read
the text with the student while encouraging the student to use strategies for any difficult word:
sound it out, look for a phonetic pattern, and use the pictures. After each attempt, ask the student
if the new guess makes sense.

Introduction, continued
These stories were developed with the early reader in mind. The majority of the words in the
texts are high-frequency words from children’s books. These words can be called “sight words”
as children should recognize them instantly. Some of these sight words are phonetically regular
(i.e., easy to sound out) and some are not. The rest of the words in the texts contain the target
phonemes and can be predicted from the pictures.
Each unit also contains a writing activity that requires the student to use the target sound. Young
students can orally dictate a story to practice carryover, write one or two sentences to answer the
prompt, and/or draw a picture and describe it, using the target sound. Older students can write
short essays and then read the essays to work on carryover.
Other Speech-L
Language Goals
In addition to meeting literacy and articulation goals, these stories can complement a speech-
language caseload in other ways. The stories can be used as part of a phonemic awareness
program. For instance, you can use the stories and activities to teach initial sound awareness.
Since each story is loaded with a target phoneme, you can read a story to an entire class and
have the students search for the target phoneme in the words and pictures. Then you or the
classroom teacher can have each child design a picture using the barrier activity materials.
Each child can cut, paste, and color the picture and take it home to share with family.
The stories can also be used to work on grammar and basic concepts. For example, in “The
Many Colors of Shoes,” personal pronouns are stressed (e.g., he, she, it, her, ours) and “Lisa
Likes to Play” contains a number of prepositions (e.g., in, with, under). By reading the stories
and completing the worksheets, these language skills will be reinforced.
The barrier activity materials can also be used to teach a number of receptive and expressive
language goals. For example, you can use the barrier materials from “Singing Sam” to teach
following directions and/or sequencing skills. You can take turns with the student to give
directions on how to dress Sam using the materials and in what order.
With a little creativity, these materials can be used in many ways. Some suggested lesson plans
are included on pages 7 and 8.

Lesson Plans
The following are suggested lesson plans for four 30-minute sessions using materials provided in
this book. You will need to make copies of the cards and barrier game sheets in each unit.
Lesson 1:
(5 minutes) Introduce the story. Look for pictures with the target sound. Describe what is
happening in each picture. Predict what might happen next. Look for uncommon
or difficult words and identify their meanings.
(10 minutes) Read the story with the child. Encourage the child to use reading strategies to
identify new words.
(5 minutes) Drill the target phoneme with the articulation cards provided following the story.
(5 minutes) Begin a homework sheet. Send the sheet home for continued practice.
Lesson 2:
(5 minutes) Check the speech homework and review what the child remembers from the story.
(5 minutes) Review any words the child struggled to decode during the previous lesson.
(10 minutes) Drill the target words from the story.
(5 minutes) Re-read the story together (or let the child read it aloud).
(5 minutes) Begin a homework activity sheet and send it home for continued practice.
Lesson 3:
(5 minutes) Check the speech homework.
(5 minutes) Re-read the story with the child (or let the child read it aloud).
(15 minutes) Using two copies of the articulation cards, play a game such as “Memory” or
“Go Fish.”
(5 minutes) Begin a homework activity sheet for the child to complete at home and/or send
home a copy of the story for the child to read at home.

Lesson 4:
(5 minutes) Check and review the speech homework.
(5 minutes) Let the child read the story aloud to you.
(20 minutes) Using two copies of the barrier activity, name all the pictures. Point out the target
sound in the pictures. Next place a visual barrier between you and the student. As
the student completes his picture, have him describe what he is doing (e.g., “Place
the shirt with the seven on Sam. Then put on the pants.”). Remind the student
to focus on correct production of target sounds. Then take down the barrier and
compare your pictures. If you follow his description, and his description is accurate,
your pictures will be identical.
I hope the addition of Just for Kids: Articulation Stories to your professional library provides you with
a valuable and fun resource that will allow you to effectively address your clients’ expanding needs.
Jennifer

Family Letter #1
Dear _______________________,
As part of my articulation therapy program, I will be sending home activities for

you to work on with your child. Articulation therapy begins with saying target
sounds in isolation (no words). As your child improves, we will work on sounds
within words, then in sentences, and finally in conversation.
The level I will ask you to practice at home will always be one step easier than
what we are working on in therapy. During home practice, please only practice at
the level I have indicated. For instance, if the “word level” is indicated, do not try
to correct the target sound(s) in your child’s conversation. This will inevitably
lead to frustration for both you and/or your child. I’ve attached a sheet with some
tips for each level. Please call me with any questions.
Sincerely,
_________________________________ ______________________
Speech-Language Pathologist Date
Note: The tip sheet for parents (Articulation Hierarchy and Home Practice Ideas)
can be found on page 14.

Family Letter #2
Dear _________________________,
In speech class, your child is practicing the sound _____. For home practice,
please use the attached cards to play “Go Fish” with your child. Here is a
suggestion of how to play:
1. Go through the deck and name each picture.
2. Shuffle the deck.
3. Give each player four cards. Put the rest of the cards facedown in a pile.
4. Take turns asking the other player for a card that matches one of yours. If the
other player has the card, he/she gives it to you. Place the match beside you
on the table. If not, take a card from the facedown pile. Then it’s the other
person’s turn. At the end of the game (when someone runs out of cards), the
person with the most matches wins.
While you play, please have your child practice the _____ sound as follows:
Say the word on each card when a match is made.
Make a sentence about each picture when a match is made.
_____________________________________________.
Thanks!
_________________________________ ______________________

Family Letter #3
Dear _________________________,
In speech class, your child and I have been reading the attached story. For home
practice, please let your child read this story with you. When your child is finished,
have him/her do the following:
Find the _____ words and pictures and say them.
Find the _____ words and pictures and make up one sentence about
each one.
Talk about the story with you. Please listen for the _____ sound in
your child’s speech. Talk about how your child did and practice any
missed words.
Thanks!
_________________________________ ______________________

Family Letter #4
Dear _________________________,
In speech class, your child and I have been reading the story ___________________
__________________________________. For homework, have your child complete
the attached writing assignment about this story. After your child is finished,
he/she can practice articulation as follows:
Find the _____ words in the story and in the pictures. Practice saying
these words.
Find the _____ words in the story and in the pictures. Make up
sentences using each of these words or read the sentences that
contain these words. After each sentence, comment on how your
child did and practice any missed words.
Talk about the story or read the entire story. Please listen for the
_____ sound in your child’s speech. Comment on how your child
does and practice any missed words.
Thanks!
_________________________________ ______________________

Family Letter #5
Dear _________________________,
In speech class, your child and I have been working on the sound _____ at the
conversation level. Attached is a fun activity for you to do at home that will target
the _____ sound in your child’s conversation.
The goal of the activity is for you and your child to create two identical pictures by
only using words and not by looking. Before you practice, place a visual barrier,
such as an upright folder or book, between you and your child. Take turns
describing and listening. The describer makes his/her picture and then describes
it to the listener to recreate while saying the _____ sound correctly. Then take
down the barrier and compare your pictures.
While you are playing, listen for your child’s _____ sound. After each turn, practice
any words that he/she missed.
Thanks!
_________________________________ ______________________

Articulation Hierarchy and Home Practice Ideas
1. Sound in Isolation Level

In speech class, we will practice producing the target sound by itself (e.g., sssss).
At home you can heighten your child’s awareness of the target sound during a structured
period every day. Read the speech story or another favorite story to your child and lengthen/
accentuate every target sound. Have your child identify words in your speech that have the
target sound. Do not expect your child to practice throughout the day as this would be
frustrating for both of you. Instead, create a special “speech time” during the day when
you and your child can practice.
2. Word Level
In therapy, I will ask your child to produce target words with varying levels of help. At first I
will have your child say the words after me and show him/her how to make the sound. As
time progresses, I will provide models less frequently. Eventually, I will expect your child to
say words that contain his/her sound independently. Some ideas for home practice follow:
Practice saying the speech words for 5 minutes every day.

Draw pictures of the target words and/or find pictures in magazines and newspapers.
Read books with your child and have him/her find words with the target sound. After
you find the words, have your child pronounce these words.
3. Sentence Level
In speech, I will ask your child to say and then make up sentences with words that contain
his/her target sound while providing varying levels of help, much like the word level. At first,
I may ask your child to repeat short phrases in which only one word changes. As your child
improves, I will ask him/her to say longer sentences. Eventually, I will have your child create
his/her own sentences. Some ideas for home practice follow:
Make up silly sentences or rhymes with the target words.

Read books with your child and ask your child questions that require a response using
a word with the target sound.
Listen to familiar songs with your child. Find words in the songs with the target
sound. Have your child practice saying lines from the song with the target sound.
4. Conversation Level
In speech, I will be structuring activities in a way that allows your child to say the target sound
many times during a structured conversation.
At home, do not expect 100% accuracy all the time. Also, please do not make your child
repeat a word until the sound is perfect. This can be very frustrating for you and your child.
Instead, brainstorm a list of words with your child that contain the target sound. Then tell
your child, “Let’s talk about your day. Let’s see how many of these words you can use.”

Singing Sam
1
/s/ words: Sam, sing, sun, glasses, notes, socks, shorts, stripes, scooter, slide, swing, snake
Singing Sam—/s/
Sam likes to sing.
2
/s/ words: Sam, sing, soap, sun, sink, glasses, faucet, notes, socks, shorts,
stripes, snake, stars
Singing Sam—/s/
Sam sings to his mom.
3
/s/ words: Sam, sing, salt, soup, sandwich, glasses, notes, socks, shorts, dress, lettuce,
stripes, scarf, stove, spoons, spider, snake
Singing Sam—/s/
Sam sings to his dad.
4
/s/ words: Sam, sing, sandwich, sun, sidewalk, sunglasses, mustache, bathing suit,
glasses, muscles, outside, notes, shorts, socks, grass, house, stripes
Singing Sam—/s/
Sam sings to his sister.
5
/s/ words: Sam, sing, soccer ball, seven, soup, sidewalk, glasses, braces, sister, notes,
grass, cleats, socks, shorts, stripes, stop sign, scooter, scarf, smile, store
Singing Sam—/s/
Sam sings to his cat.
6
/s/ words: Sam, sing, sailboat, sandwich, glasses, socks, shorts, notes, fireplace, vase,
tulips, mouse, lettuce, sleep, snake, stripes
Singing Sam—/s/
Sam sings to his dog.
7
/s/ words: Sam, sing, glasses, biscuit, outside, notes, grass, fence, doghouse, shorts,
socks, spots, slide, swings, stripes
Singing Sam—/s/
Sam sings to his fish.
8
/s/ words: Sam, sing, sofa, scissors, kissing, glasses, baseball, basketball, notes, socks,
shorts, stripes, skis
Singing Sam—/s/
Sam sings himself to sleep.
9
/s/ words: Sam, sing, dinosaurs, glasses, poster, books, notes, stuffed dinosaur, desk,
asleep/sleep
Singing Sam—/s/
/s/ Articulation Cards
Cut apart these cards and use them for drill or games.
sing
soup soccer soap
glasses baseball basketball
grass mouse fireplace
Singing Sam—/s/
/s/ Sight Words Name ______________________________
Complete these sentences. Use the words in the Word Bank to fill in the blanks.
1. This is Sam.
2. This is ____________ dog. Word Bank
his
3. Sam sings ____________ his dog. to
4. This is ____________ mom.
5. Sam sings ____________ his mom.
6. This is ____________ dad.
7. Sam sings ____________ his dad.
Family: After your child completes this worksheet, practice saying /s/ in:
words—Practice these words: Sam, sing, ________________.
sentences—Read the sentences above.
conversation—Talk about things Sam does in the story.
Singing Sam—/s/
/s/ Picture Search Name ______________________________
Find at least five things that have an /s/ sound in the beginning of the word.
Circle them.
Family: Please practice the /s/ sound in:

words—Name each /s/ picture ______ times.
sentences—Make up ______ sentences about each /s/ picture.
conversation—Talk about the picture. What is Sam’s sister using as her goal?
Answer: salt, soup, soccer, sink, Sam, sandwich, seven, sister, scarf, spots, snake, spoon
Singing Sam—/s/
Find at least five things that have an /s/ sound in the middle of the word.
Circle them.

words—Say each /s/ picture ______ times.
conversation—Talk about the picture. Where do you think Sam’s dad is going?
Answer: kissing, glasses, baseball, muscles, desk, basketball
Singing Sam—/s/
Find at least five things that have an /s/ sound at the end of the word.
Circle them.

conversation—Talk about the picture. What do you think is happening?
Answer: shorts, dress, doghouse, mouse, tulips, grass, house, fence, spots
Singing Sam—/s/
/s/ Writing Activity Name ______________________________
In the story, “Singing Sam,” Sam likes to sing all day long. What do you like to
do all day long?
Think of things you do that have an /s/ sound. Here are some ideas to get you
started: study, sports, dance.
Draw a picture of something you like to do.
Write about it.
fffffffffffffffffffffffffffffffffffff
Singing Sam—/s/
/s/ Barrier Game Name ______________________________
Use this page with the pictures on page 31.
Singing Sam—/s/
/s/ Barrier Game, continued Name ______________________________
Cut out these pictures and use them to dress Sam on page 30.
Singing Sam—/s/
The Missing
School Supplies
1
/s/ words: sign, scissors, pencil, eraser, missing, grass, kites, spider, school, stapler, slide,
swings, sky, spots, school supplies, string
The Missing School Supplies—/s/

Spotty, the spider, lost all of her
school supplies.
2
/s/ words: sad, classroom, face, spots, Spotty, spider, school supplies, stand, desk, lost

Spotty asks Mouse, “May I use your
scissors?”
3
/s/ words: sandals, scissors, bracelet, whiskers, Mouse, purse, necklace, dress, spots,
Spotty, spider, straps, asks

Mouse says, “Yes.”
4
/s/ words: says, scissors, bracelet, whiskers, necklace, purse, Mouse, yes, dress, spots,
Spotty, strap

Spotty asks Squirrel, “May I use your
pencil?”
5
/s/ words: scissors, pencil, shoelaces, whiskers, pants, spots, Spotty, spider, Squirrel, asks

Squirrel says, “Yes.”
6
/s/ words: says, scissors, pencil, whiskers, yes, spots, Spotty, spider, Squirrel

Spotty asks Octopus, “May I use your
eraser?”
7
/s/ words: scissors, pencil, eraser, Octopus, spots, Spotty, spider, scarf, stripes, basketball,
desk, asks

Octopus says, “Yes.”
8
/s/ words: says, scissors, pencil, eraser, yes, Octopus, spots, Spotty, spider, scarf, stripes,
basketball

Spotty asks Seal, “May I use your
stapler?”
9
/s/ words: scissors, Seal, suit, eraser, pencil, whiskers, thermos, cactus, spots, Spotty,
spider, stapler, desk, asks

Seal says, “Yes.”
10
/s/ words: Seal, suit, says, scissors, eraser, pencil, whiskers, yes, stapler, spots,
Spotty, spider

Spotty does her work.
11
/s/ words: circles, scissors, pencil, eraser, spots, Spotty, spider, stapler, desk, squares

Seal
circle suit eraser
pencil bracelet necklace
Octopus purse Mouse

1. Spotty ____________, “Hello!”
Word Bank
2. These are ____________ scissors.
may
your
3. ____________ I use your scissors?
says
4. Where are ____________ scissors?
5. Spotty ____________, “Thanks!”
6. The teacher ____________, “Do your work.”
words—Practice these words: spider, scissors, ________________.
conversation—Talk about things Spotty does in the story.

Circle them.

conversation—Talk about the picture. Where do you think Seal and Spotty are going?
Answer: sidewalk, sandals, suit, Seal, sunglasses, spider, spots, Spotty, stapler

Circle them.

conversation—Talk about the picture. How do you think Spotty lost her school supplies?
Answer: baseball, pencil, eraser, bracelet, basketball, whiskers

Circle them.

conversation—Talk about the picture.
Answer: Mouse, purse, thermos, necklace, happy face, dress, spots, straps

In the story, “The Missing School Supplies,” Spotty asks her friends if she can use
their school supplies. Her friends are all animals with an /s/ sound in their names.
Think of people you know who have an /s/ sound in their names.
Draw a picture of one of these people.
Write about this person.

Cut out the animals and put them on the playground on page 49.

Going to the Beach
1
/s/ words: sand, sun, sand castle, starfish, sky
Going to the Beach—/s/

Max and Sarah go to the beach.
2
/s/ words: Sarah, sign, side, city, sandals, sunglasses, bicycle, dice, Max, shorts, bus,
dress, steps, straps, stripes, skyline

Max sees a sailboat.
3
/s/ words: sailboat, sail, seal, sees, sunglasses, dinosaur, Max, scarf, stripes

Sarah sees a surfer.
4
/s/ words: Sarah, sees, surfer, surfboard, sandals, sunglasses, dress, snake, snail,
stripes, straps

Max sees a snail.
5
/s/ words: sun, sees, sand, sunglasses, Max, snail

Sarah sees a restaurant.
6
/s/ words: Sarah, sees, sign, sandals, sidewalk, restaurant, cactus, dress, stripes, straps

Sarah and Max eat soup.
7
/s/ words: Sarah, soup, salt, sunglasses, restaurant, cactus, Max, spoon, stripes

They eat salad.
8
/s/ words: Sarah, salad, dressing, sunglasses, Max, lettuce, cactus, stripes

They eat sandwiches.
9
/s/ words: Sarah, Sally, sandwich, sunglasses, ice, Max, waitress, straw, stripes

Sarah and Max sit in the sun.
10
/s/ words: Sarah, sit, sun, setting, sand, seagulls, sand castle, sunglasses, dinosaur, six,
Max, swimsuits, sunscreen, starfish, stripes, straw

sailboat
surfer sandal bathing suit
sand castle bicycle dress
cactus ice lettuce

1. Max and Sarah go to ____________ beach.
Word Bank
2. ____________ see a sailboat.
they
see
3. They ____________ a surfer.
the
4. ____________ eat soup.
5. They sit in ____________ sun.
6. They ____________ a snail.
words—Practice these words: see, soup, sun, ________________.
conversation—Discuss the things you can see at the beach.

Circle them.

Answer: sailboat, surfer, sun, seagull, seal, Sarah, surfboard, sunglasses, scarf, snake, sky, stripes

Circle them.

conversation—Talk about the picture. What are Max and Sarah making?
Answer: whistle, bathing suit, dinosaur, bicycle, sand castle

Circle them.

conversation—Talk about the picture. What is the waitress going to do with the lettuce?
Answer: cactus, ice, lettuce, waitress, horse, glass, fence

In the story, “Going to the Beach,” Sarah and Max see many things that have an
/s/ sound.
Think of things you see at _____________________________ that have an /s/ sound.
Draw a picture of them.
Write about one of them.

Cut out these pictures and put them on the scene on page 67.

Running Rick
1
/r/ words: run, Rick, roses, rake, shirt, shorts, star, tree
Running Rick—/r/
Rick runs very fast.
2
/r/ words: Rick, run, very, shirt, shorts, car, pear, star
Running Rick—/r/
Rick runs to the door.
3
/r/ words: Rick, run, classroom, first, shirt, shorts, star, door, pear, teacher, grade, angry
Running Rick—/r/
Rick runs into the classroom.
4
/r/ words: Rick, run, room, row, write, classroom, first, shirt, shorts, star, pear, teacher,
angry, grade
Running Rick—/r/
Rick runs to his locker.
5
/r/ words: Rick, run, locker, shirt, shorts, star, pear, four, three, trip
Running Rick—/r/
Rick runs to art class.
6
/r/ words: Rick, run, art, parrot, butterfly, shirt, shorts, star, pear, paper, picture, drop,
paintbrushes
Running Rick—/r/
Rick runs to recess.
7
/r/ words: Rick, run, recess, jump rope, four square, monkey bars, shirt, shorts,
playground
Running Rick—/r/
Rick runs to the water fountain.
8
/r/ words: Rick, run, girl, shirt, shorts, water fountain
Running Rick—/r/
Rick runs to the library.
9
/r/ words: Rick, run, Ron, doorway, principal, library, library card
Running Rick—/r/
Rick needs to rest.
10
/r/ words: Rick, rest, snoring, shirt, shorts, jump rope, pear, chair
Running Rick—/r/
/r/ Articulation Cards
run
recess writing classroom
art jump rope water fountain
door locker car
Running Rick—/r/
/r/ Sight Words Name ______________________________
1. Rick likes to ____________.
2. Rick runs very ____________. Word Bank
run
3. Rick ____________ to his classroom. runs
very
4. Rick likes to ____________ to his locker. fast
5. Rick ____________ to art class.
6. Rick is ____________ tired.
Family: After your child completes this worksheet, practice saying /r/ in:
words—Practice these words: Rick, run, classroom, locker, art, tired, ________________.
conversation—Talk about where Rick runs. What would happen if you ran to these places?
Running Rick—/r/
/r/ Picture Search Name ______________________________
Find at least five things that have an /r/ sound in the beginning of the word.
Circle them.
Family: Please practice the /r/ sound in:

words—Say each /r/ picture ______ times.
sentences—Make up ______ sentences about each /r/ picture.
conversation—Talk about the picture. Where do you think Rick is going?
Answer: Rick, rake, rose, rabbit, radio, radish, rainbow
Running Rick—/r/
Find at least five things that have an /r/ sound in the middle of the word.
Circle them.

conversation—What is happening in the picture?
Answer: jump rope, parrot, art, purse, butterfly, girl
Running Rick—/r/
Find at least five things that have an /r/ sound at the end of the word.
Circle them.

Answer: four, pear, locker, teacher, door
Running Rick—/r/
/r/ Writing Activity Name ______________________________
In the story, “Running Rick,” Rick likes to run.
Think of something you like to do that has an /r/ sound. Here are some ideas to
get you started: read, write, soccer, draw.
Draw a picture of it.
Write about it.
Running Rick—/r/
/r/ Barrier Game Name ______________________________
Running Rick—/r/
/r/ Barrier Game, continued Name ______________________________
Cut out these rooms and put them on page 85 to make Rick’s school.
Running Rick—/r/
Reading Is Fun!
1
/r/ words: read, ribbon, girl, carrot, hair, monster, cover
Reading Is Fun!—/r/
She likes to read.
2
/r/ words: read, rabbit, ribbon, girl, wearing, hair, cover
He likes to read.
3
/r/ words: read, skateboarding, cover, car, pear
She likes to read.
4
/r/ words: read, rose, girl, bird, flower, hair, cover, hamburger, tree, three
They like to read.
5
/r/ words: read, rocket, girl, butterfly, airplane, cover, flower, four, teddy bear, braces
They like to read too.
6
/r/ words: read, rice, girl, pyramid, carrot, yogurt, four, pear, candy bar, hamburger, bread
It likes to eat books.
7
/r/ words: rip, hairy, monster, cover, more
Run!
8
/r/ words: run, rabbit, scared, hairy, monster, cover
9
/r/ words: reading, rabbit, hairy, monster
read
rocket rabbit three
bird carrot four
monster hamburger pear
1. ____________ read one book.
2. ____________ reads two books. Word Bank
he
3. ____________ reads three books. she
it
4. ____________ read four books. they
we
5. ____________ read five books. I
6. ____________ eats the books.
7. ____________ all run!
words—Practice these words: read, three, four, ________________.
conversation—How many books can you read? Name some books with the /r/ sound in the titles.
Circle them.

Answer: ribbon, rocket, rice, rabbit, rose, Little Red Riding Hood
Circle them.

conversation—Talk about the picture. What are some healthy foods you like that have an /r/
sound?
Answer: carrot, bird, airplane, butterfly, food pyramid, girl
Circle them.

conversation—Talk about the picture. What will the monster eat for lunch today?
Answer: car, monster, hamburger, four, bear, dollar, counter
In the story, “Reading Is Fun!” the children read about things that have an /r/
sound. What books do you know that have an /r/ sound in the title? Here are
some ideas to get you started: Little Red Riding Hood, Goldilocks and the Three
Bears, Cinderella.
Draw one of the book covers.
Write about the book.
Use this page with the pictures on page 103. Give each book a title and tell
what the book is about.
Cut out these pictures and use them to decorate the books on page 102.
The Many Colors
of Shoes
1
/r/ words: horseshoes, soccer shoe, color, pair, stripes
Note to teacher: Have your students color the shoes in this story to match the text. You might want to
color the shoes ahead of time for your younger students.
The Many Colors of Shoes—/r/

We wear shoes.
2
/r/ words: horse, wear, teacher, doctor, soccer player, flower, stripes

Our shoes are orange.
3
/r/ words: ribbon, circus, large, orange, our, are, flower, star, hair, tiger, stripes

Her shoes are red.
4
/r/ words: red, write, rectangle, circle, wearing, her, are, teacher, poster, sweater, chair,
square, star, triangle

His shoes are brown.
5
/r/ words: wearing, around, are, doctor, brown

Their shoes are green.
6
/r/ words: jersey, zero, soccer player/ball, their, are, number, four, three, green, stripes

Its shoes are gray.
7
/r/ words: rock, rose, horse, horseshoe, flower, are, gray

My shoes are __________.
8
/r/ words: large, shirt, shorts, are

rectangle
red orange purple
circle square gray
green triangle brown

You will also need red, orange, green, brown, and gray crayons.
1. ____________ shoes are orange.
Word Bank
2. ____________ shoes are red. its
our
their
3. ____________ shoes are brown.
his
her
4. ____________ shoes are green.
5. ____________ shoes are gray.
6. My shoes are ____________.
words—Practice these words: our, her, their, red, orange, ________________.
conversation—What color shoes do your family members wear? Describe the shoes.

Circle them.

Answer: rock, ribbon, rose, ring, rake

Circle them.

Answer: circle, horse, carrot, butterfly, airplane, circus tent

Circle them.

conversation—Talk about the picture. What is the teacher doing?
Answer: star, flower, four, square, feather, poster

In the story, “The Many Colors of Shoes,” the colors all have an /r/ sound.
Think of other people and things you see in your school that have an /r/ sound.
Here are some ideas to get you started: teacher, principal, ruler, calendar, rug.
Draw one of things you see in your school that have an /r/ sound.

Color and cut out these shapes. Use them to decorate the shoes on page 118.
Color these red.
Color these purple.
Color these _____________.

Lisa Likes to Play
1
/l/ words: Lisa, like, lion, legs, smiling, apple, play, glasses
Lisa Likes to Play—/ l /

Lisa likes to play in the car.
2
/l/ words: Lisa, like, lion, lips, lipstick, cell phone, smiling, doll, play, Kleenex, glasses

Lisa likes to play on the slide.
3
/l/ words: Lisa, like, ladder, laughing, smiling, in-line skates, apple, slide, play, glasses

Lisa likes to play in the line.
4
/l/ words: Lisa, like, line, ball, apple, play, glasses, cloud

Lisa likes to play by her locker.
5
/l/ words: Lisa, like, locker, lion, eleven, smiling, balloon, ball, play, glasses

Lisa likes to play in her class.
6
/l/ words: Lisa, like, listen, calendar, smile, play, class, clapping, glasses

Lisa likes to play at the library.
7
/l/ words: Lisa, like, library, lion, librarian, telephone, tulips, Principal Lee, flag, play, globe

Lisa likes to play under the table.
8
/l/ words: Lisa, like, ladder, pencils, table, apple, play, blocks, glasses

Lisa likes to play all day!
9
/l/ words: Lisa, lion, pencils, in-line skates, balloon, all, doll, ball, apple, play, blocks,
flag, glasses

/l/ Articulation Cards
line
library locker lips
in-line skates calendar table
doll apple pencil

/l/ Sight Words Name ______________________________
1. Lisa is ____________ the slide.
Word Bank
2. Lisa is ____________ the line. in
by
3. Lisa is ____________ her desk. on
under
4. Lisa is ____________ the library. at
5. Lisa is ____________ her locker.
6. Lisa is ____________ the table.
Family: After your child completes this worksheet, practice saying / l/ in:
words—Practice these words: line, library, locker, table, ________________.
conversation—Talk about the places Lisa goes. Can you think of other places she can go that
have an /l/ sound?

/l/ Picture Search Name ______________________________
Find at least five things that have an / l / sound in the beginning of the word.
Circle them.
Family: Please practice the / l / sound in:

words—Say each / l/ picture ______ times.
sentences—Make up ______ sentences about each / l/ picture.
Answer: lion, leg, ladder, library, Lisa, librarian

Find at least five things that have an / l / sound in the middle of the word.
Circle them.

words—Say each / l / picture ______ times.
sentences—Make up ______ sentences about each / l / picture.
Answer: in-line skates, elephant, balloon, calendar, hallway, cell phone (telephone)

Find at least five things that have an / l / sound at the end of the word.
Circle them.

conversation—Talk about the picture. What do you think the principal and Lisa are talking about?
Answer: ball, table, principal, apple, snail

/l/ Writing Activity Name ______________________________
In the story, “Lisa Likes to Play,” Lisa plays with things that have an / l / sound.
Think of toys that have an / l / sound. Here are some ideas to get you started:
doll, in-line skates, blocks.
Draw a picture of ___________ of these toys.

number
Write about one of these toys.
/l/ Barrier Game Name ______________________________

/l/ Barrier Game, continued Name ______________________________
Cut out these pictures. Help Lisa put them away in the closet on page 135.

Mrs. Little
1
/l/ words: lady, lips, long, Mrs. Little, eyelashes
Mrs. Little—/ l /
Mrs. Little is a lady who lives by Luke.
2
/l/ words: lady, live, ladder, Luke, letter, Mrs. Little, tulips, mailbox, bracelet
Mrs. Little—/ l /
Mrs. Little says, “Look up there.”
3
/l/ words: Luke, lady, look, Mrs. Little, bracelet, balloons, clouds
Mrs. Little—/ l /
Mrs. Little says, “Look down there.”
4
/l/ words: lady, Luke, look, lifeguard, Mrs. Little, sunglasses, towel, pool, cloud
Mrs. Little—/ l /
Mrs. Little says, “Look over there.”
5
/l/ words: lady, Luke, look, lettuce, lemons, Mrs. Little, bracelet, apples, jelly
Mrs. Little—/ l /
Mrs. Little says, “Look in there.”
6
/l/ words: lady, Luke, look, sale, snail, crawling, Mrs. Little, glasses, clothes, gloves
Mrs. Little—/ l /
Mrs. Little says, “Look out there.”
7
/l/ words: lady, Luke, look, lamp, Mrs. Little, bracelet, jelly beans, table, clothes, clothespins
Mrs. Little—/ l /
Luke looks out there.
8
/l/ words: Luke, look, lamp, table
Mrs. Little—/ l /
Luke sees the world.
9
/l/ words: Luke, owl, world, tulips, balloons, apples, cloud
Mrs. Little—/ l /
lifeguard
lettuce lemon ladder
balloon jelly jelly bean
eyelashes towel pool
Mrs. Little—/ l /
1. The boy looks ____________.
2. The balloon is ____________ the sky. Word Bank
up
3. The boy looks ____________. down
over
4. The girl is ____________ the pool. in
out
5. The boy looks ____________ the window.
6. The gloves are ____________ the window.
7. The balloon is ____________ the apple tree.
words—Practice these words: look, balloon, girl, apple, ________________.
conversation—Talk about the things you see around the room. Are there things with an / l/
sound? Where are they?
Mrs. Little—/ l /
Circle them.

Answer: lifeguard, lettuce, lemons, lobsters, lawnmower
Mrs. Little—/ l /
Circle them.

Answer: bracelet, tulips, balloons, in-line skates, envelope, mailbox
Mrs. Little—/ l /
Circle them.

Answer: pool, towel, apple, owl, ball, snail, girl
Mrs. Little—/ l /
In the story, “Mrs. Little,” the lady shows the boy things with an / l / sound.
Think of things you see at ____________ that have an / l / sound.
Draw a picture of one of these things.
Mrs. Little—/ l /
Mrs. Little—/ l /
/l/ Barrier Game, continued Name ______________________________
Cut out these pictures and put them in Mrs. Little’s yard on page 152.
Mrs. Little—/ l /
Where Do You Live?
1
/l/ words: live, tulips, sidewalk, clouds
Where Do You Live?—/ l /

Where does the lion live?
2
/l/ words: lion, live, long, tail

The lion lives in the grassland.
3
/l/ words: lion, live, grassland, elephant, alligator

Where does the ladybug live?
4
/l/ words: ladybug, live, legs, smile

The ladybug lives on a leaf.
5
/l/ words: ladybug, live, large, leaf, tulip, caterpillar, smile, fly

Where does the owl live?
6
/l/ words: live, owl

The owl lives on a limb.
7
/l/ words: live, limb, owl, squirrel

Where does a whale live?
8
/l/ words: live, bubbles, whale

A whale lives in the ocean.
9
/l/ words: live, lobster, bubbles, whale, clam

Where do you live?
10
/l/ words: live, smiling, sandals, girl

lion
ladybug leaf lobster
elephant tulip alligator
grassland owl whale

1. ____________ does the lion live?
2. The lion lives ____________ the grassland.
Word Bank
3. Where ____________ the owl live?
where
4. The owl ____________ on a limb. live
does
5. Where does the ladybug ____________?
in
6. The ladybug ____________ on a leaf.
lives
7. Where ____________ the whale live?
8. The whale lives ____________ the water.
9. Where do you ____________?
10. I live _____ _____________________.

(Fill in your own word here.)
words—Practice these words: lion, live, leaf, owl, ________________.
conversation—Talk about the places where these animals live. What kinds of things can you
see in these places? Can you think of things that have an / l / sound?
Circle them.

conversation—Talk about the picture. What are the animals doing?
Answer: lion, ladybug, leaf, lobster, leopard

Circle them.

conversation—Talk about the picture. What other zoo animals have an / l / sound?
Answer: tulips, elephant, alligator, caterpillar, balloon, smiling

Circle them.

conversation—Talk about the picture. Have you ever been to a water show?
Answer: whale, tail, ball, squirrel, owl

In the story, “Where Do You Live?”, the animals live in places with an / l / sound.
Think of places that have an / l / sound. Here are some ideas to get you started:
lake, bowling alley, pool, library.
Draw a picture of one of these places.
Write about it.
Use this page with page 171.

/l/ Barrier Game, continued
Cut out the animals and put them in their

homes on page 170.

Sample Tracking Form—Productions
Molly Smith
Name ______________________________ October 8
Date _______________ /s/
Target Phoneme _______
Circle the appropriate position and level. Use the key to record accuracy of productions and any
cueing and models provided.
+ correct
IM immediate model
– incorrect
DM delayed model
° tactile cueing
NM no model
3 visual cueing
Position Level Production
initial word IM + + + + + + + + + + 10/10

medial phrase
DM + – + + – + – + + + 7/10
final sentence
blends conversation NM not attempted
initial word IM +3 – +3 +3 +3 – +3 +3 +3 – 7/10—needs

visual cueing
medial phrase
DM not attempted
final sentence
8/10—needs
initial word IM +3 +3 +3 – +3 +3 +3 – +3 +3 visual cueing
medial phrase
DM not attempted
final sentence
initial word IM +°3 +°3 –3 +°3 +°3 +°3 8/10—needs visual

–3 +°3 +°3 +°3 and tactile cueing
medial phrase
DM not attempted
final sentence
Tracking Form—Productions
Name ______________________________ Date _______________ Target Phoneme _______
Circle the appropriate position and level. Use the key to record accuracy of productions and any
cueing and models provided.
+ correct
IM immediate model
– incorrect
DM delayed model
° tactile cueing
NM no model
3 visual cueing
Position Level Production
initial word IM
medial phrase
DM
final sentence
blends conversation NM
initial word IM
medial phrase
DM
final sentence
initial word IM
medial phrase
DM
final sentence
initial word IM
medial phrase
DM
final sentence
Sample Tracking Form—Percentages
Molly Smith
Name ______________________________ /s/
Target Phoneme _______
Plot correct percentages of production by word position. (Dashed lines indicate change of model
and/or cueing provided.)
100
90
80
Percentages
70
60
Initial 50
40
30
20
10
0
Date 10/8 10/10 10/15 10/17 10/19 10/24 10/26 10/28 10/30 11/4
Level word word word word word word phrase phrase phrase phrase
Cueing DM DM DM NM NM NM IM DM DM DM
100
90
80
Percentages
70
60
Medial 50
40
30
20
10
0
Date 10/8 10/10 10/15 10/17 10/19 10/24 10/26 10/28 10/30 11/4
Level word word word word word word word word word word
Cueing IM3 IM3 IM3 IM3 IM3 IM IM IM IM IM
100
90
80
Percentages
70
60
Final 50
40
30
20
10
0
Date 10/8 10/10 10/15 10/17 10/19 10/24 10/26 10/28 10/30 11/4
Level word word word word word word word word word word
Cueing IM°3 IM°3 IM3 IM3 IM3 IM3 IM IM DM NM
Tracking Form—Percentages
Name ______________________________ Target Phoneme _______
Plot correct percentages of production by word position.
100
90
80
Percentages
70
60
Initial
50
40
30
20
10
0
Date
Level
Cueing
100
90
80
Percentages
70
60
Medial 50
40
30
20
10
0
Date
Level
Cueing
100
90
80
Percentages
70
60
Final 50
40
30
20
10
0
Date
Level
Cueing
19-07-98765432

Just For Kids Articulation Stories

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Just For Kids Articulation Stories

Uploaded by

Copyright:

Available Formats

Jennifer Preschern

Skill Areas: Articulation, Language, and Literacy

Copyright © 2004 LinguiSystems, Inc.

All of our products are copyrighted to

Cover Design by Mike Paustian

Just For Kids: Articulation Stories 2 Copyright © 2004 LinguiSystems, Inc.

Family Letters ................................................................................ 9

Articulation Hierarchy and Home Practice Ideas .................... 14

/s/ Stories and Activities

/r/ Stories and Activities

Sample Tracking Form—Productions ........................................ 172

Just For Kids: Articulation Stories 4 Copyright © 2004 LinguiSystems, Inc.

z a story loaded with the target phoneme in all positions

Just For Kids: Articulation Stories 5 Copyright © 2004 LinguiSystems, Inc.

Just For Kids: Articulation Stories 6 Copyright © 2004 LinguiSystems, Inc.

(10 minutes) Drill the target words from the story.

(5 minutes) Check the speech homework.

Just For Kids: Articulation Stories 7 Copyright © 2004 LinguiSystems, Inc.

(5 minutes) Check and review the speech homework.

(5 minutes) Let the child read the story aloud to you.

Just For Kids: Articulation Stories 8 Copyright © 2004 LinguiSystems, Inc.

As part of my articulation therapy program, I will be sending home activities for

Just For Kids: Articulation Stories 9 Copyright © 2004 LinguiSystems, Inc.

1. Go through the deck and name each picture.

2. Shuffle the deck.

 Say the word on each card when a match is made.

 Make a sentence about each picture when a match is made.

Just For Kids: Articulation Stories 10 Copyright © 2004 LinguiSystems, Inc.

 Find the _____ words and pictures and say them.

Just For Kids: Articulation Stories 11 Copyright © 2004 LinguiSystems, Inc.

Just For Kids: Articulation Stories 12 Copyright © 2004 LinguiSystems, Inc.

Just For Kids: Articulation Stories 13 Copyright © 2004 LinguiSystems, Inc.

1. Sound in Isolation Level

 Practice saying the speech words for 5 minutes every day.

 Make up silly sentences or rhymes with the target words.

Just For Kids: Articulation Stories 14 Copyright © 2004 LinguiSystems, Inc.

soup soccer soap

glasses baseball basketball

grass mouse fireplace

2. This is ____________ dog. Word Bank

3. Sam sings ____________ his dog. to

4. This is ____________ mom.

5. Sam sings ____________ his mom.

6. This is ____________ dad.

7. Sam sings ____________ his dad.

Family: Please practice the /s/ sound in:

Family: Please practice the /s/ sound in:

Family: Please practice the /s/ sound in:

 Draw a picture of something you like to do.

 Write about it.

Use this page with the pictures on page 31.

The Missing School Supplies—/s/

The Missing School Supplies—/s/

The Missing School Supplies—/s/

The Missing School Supplies—/s/

The Missing School Supplies—/s/

The Missing School Supplies—/s/

The Missing School Supplies—/s/

The Missing School Supplies—/s/

The Missing School Supplies—/s/

The Missing School Supplies—/s/

The Missing School Supplies—/s/

circle suit eraser

pencil bracelet necklace

Say the word on each card when a match is made.

Make a sentence about each picture when a match is made.

Find the _____ words and pictures and say them.

Practice saying the speech words for 5 minutes every day.

Make up silly sentences or rhymes with the target words.

Draw a picture of something you like to do.

Write about it.

Draw a picture of one of these people.

Write about this person.

Draw a picture of them.

Write about one of them.

Draw a picture of it.

Write about it.