Lesson Plan
Sound Sleuths Lesson Plan
Students will practice accurate production of the /g/ and /sw/ sounds in CVCV delayed imitation and CVC final position using systematically faded visual and tactile cues during structured and play-based activities to promote generalization and monitor spontaneous use.
Targeted practice of /g/ and /sw/ sounds strengthens motor planning and phonological awareness, essential for clear speech. Embedding cues in play-based tasks encourages carryover into natural conversation and supports independent production.
Audience
2nd Grade
Time
30 minutes
Approach
Structured practice with systematic cue fading and play-based generalization.
Materials
Target Word Cards for /g/ and /sw/, - Visual Cue Cards for /g/ and /sw/, - Tactile Cue Kit: Gel Board and Rubbing Tool, - Data Recording Sheet, and - Small Toy Props (e.g., swan and giraffe figurines)
Prep
Prepare Materials
10 minutes
- Print and laminate Target Word Cards for /g/ and /sw/.
- Print and laminate Visual Cue Cards for /g/ and /sw/.
- Assemble Tactile Cue Kit: Gel Board and Rubbing Tool.
- Print copies of Data Recording Sheet.
- Gather Small Toy Props (swan and giraffe figurines).
Step 1
Warm-Up and Establish Rapport
5 minutes
- Greet the student and engage in brief conversation.
- Introduce casual prompts that include /g/ and /sw/ words (e.g., “Did you see the giraffe?”).
- Provide positive feedback and model clear productions.
Step 2
Delayed Imitation Practice
8 minutes
- Show one Target Word Card for /g/ and /sw/ at a time.
- Model the CVCV word, using tactile cue on the tongue/glide as needed.
- Pause 2 seconds, then prompt the student to imitate.
- Record each attempt on the Data Recording Sheet.
- Gradually reduce visual cues when 80% accuracy is reached.
Step 3
Direct Imitation for CVC Final Position
7 minutes
- Present CVC final position words with Visual Cue Cards for /g/ and /sw/.
- Model and immediately ask for repetition.
- Use tactile cue sparingly, fading as performance improves.
- Document accuracy per trial on the Data Recording Sheet.
Step 4
Play-Based Generalization Activity
7 minutes
- Incorporate Small Toy Props (swan and giraffe figurines) into a play scenario.
- Prompt the student to use target sounds spontaneously (e.g., “Let’s park the giraffe in the garage!”).
- Offer minimal prompts; encourage self-monitoring.
- Note any independent productions on the Data Recording Sheet.
Step 5
Review and Next Steps
3 minutes
- Provide specific praise for accurate productions and effort.
- Summarize observed progress and cue independence.
- Discuss readiness for less structured tasks.
- Note targets for the next session (focus on /sw/ and review /g/).
Slide Deck
Sound Sleuths
Tier 3 Speech Session • 2nd Grade
30 minutes • Targets: /g/ & /sw/
Welcome everyone! Today’s session is called Sound Sleuths. We’ll focus on two target sounds: /g/ and the initial /sw/ sequence. This slide just introduces our theme and reminds us of our goal.
Objective
• Practice accurate production of /g/ and /sw/
• Use delayed imitation (CVCV) & direct imitation (CVC final)
• Fade visual & tactile cues as you improve
• Generalize during play and track your progress
Explain the session objective in kid-friendly terms. Ensure the student sees the purpose and knows what success looks like.
1. Warm-Up & Rapport (5 min)
• Greet & chat briefly
• Use /g/ and /sw/ words naturally
• Provide positive feedback
• Model clear productions
Warm-up: Engage the student in casual conversation. Embed /g/ and /sw/ words naturally.
Script example: “Good morning! Did you see the giraffe at the zoo? I saw a swan on the lake!”
2. Delayed Imitation (8 min)
• Display CVCV target words
• Model → wait 2 sec → student imitates
• Use tactile cue as needed
• Track each trial on the Data Sheet
• Gradually remove visual supports
Show one CVCV target card at a time (e.g., “giraffe,” “swim”). Model with tactile cue if needed. Pause 2 seconds—then prompt the student. Record accuracy on your data sheet. Fade visual cues when they reach ~80% accuracy.
3. Direct Imitation (7 min)
• Show CVC final position words
• Model → immediate repetition
• Sparingly apply tactile cues
• Document accuracy per trial
Present CVC words ending in /g/ or /sw/ (e.g., “bag,” “bus”). Model and have the student repeat immediately. Use fewer tactile cues as accuracy improves. Continue recording data.
4. Play-Based Generalization (7 min)
• Use swan & giraffe figurines
• Encourage spontaneous /g/ & /sw/ use
• Provide minimal prompts
• Record any independent productions
Set up a simple play scenario with a swan and giraffe toy. Prompt spontaneous use: “Let’s drive the giraffe to the garage!” Offer minimal cues and encourage self-monitoring. Note independent productions.
5. Review & Next Steps (3 min)
• Offer specific praise
• Highlight progress & cue independence
• Plan focus for next session: review /g/, new /sw/ tasks
Praise the student for their hard work and progress. Summarize strengths and areas to target next time. Discuss readiness for less structured tasks and set goals for the next session.
Worksheet
Target Word Cards for Sound Sleuths Session
Delayed Imitation (CVCV Words)
Practice each word after I say it. Use the picture to help you remember it.
| Card | Word | Picture |
|---|---|---|
| 1 | giraffe | 🦒 |
| 2 | gummy | 🍬 |
| 3 | garage | 🚗🏠 |
| 4 | gala | 🎉 |
| 5 | swimmer | 🏊 |
| 6 | sweater | 🧥 |
| 7 | swivel | 🔄 |
| 8 | switch | 🔀 |
Teacher Note: Show one card at a time. Model, wait 2 seconds, then have the student repeat. Fade visual cues when they reach ~80% accuracy.
Direct Imitation (CVC Words)
Listen and repeat immediately.
| Card | Word | Picture |
|---|---|---|
| 1 | bag | 🎒 |
| 2 | dog | 🐶 |
| 3 | pig | 🐷 |
| 4 | leg | 🦵 |
| 5 | swan | 🦢 |
| 6 | swim | 🏊 |
| 7 | sweep | 🧹 |
| 8 | swish | 🔊 |
Teacher Note: Model and have the student repeat immediately. Use tactile cue sparingly and record accuracy on the Data Recording Sheet.
Activity
Play-Based Toy Activity
Use the swan and giraffe figurines to create a fun play scenario that encourages spontaneous use of the /g/ and /sw/ sounds.
Materials
- Swan figurine 🦢
- Giraffe figurine 🦒
- Toy car or garage prop (optional)
- Data Recording Sheet
Setup (1 minute)
- Place the giraffe near the toy car or garage prop.
- Position the swan next to a “pond” area (could be a small bowl or blue cloth).
Activity Steps (6 minutes)
- Model & Prompt
- Teacher: “Let’s drive the giraffe to the garage!”
- Student tries phrase.
- Provide minimal prompt or tactile cue if needed, then fade.
- Expand the Scenario
- Teacher: “Oh no—the swan wants to swim in the stream. Show me the swan swimming!”
- Encourage: “Say ‘swan swim.’”
- Interactive Play
- Take turns moving the toys and creating short sentences:
• “The giraffe goes to the garage.”
• “Watch the swan swim.” - Prompt the student to use the target sounds in their own sentences.
- Take turns moving the toys and creating short sentences:
- Self-Monitoring
- Ask the student to listen and tell if they hear /g/ or /sw/ in each other’s sentences.
- Provide a thumbs-up for accurate productions.
Data Collection & Follow-Up
- Record each spontaneous production on the Data Recording Sheet.
- Note whether the student needed a cue and the type (visual, tactile, or none).
- If the student uses the targets independently 3 times in a row, increase challenge by asking for a full sentence (e.g., “The giraffe is in the garage”).
Possible Extensions
- Have the student add an adjective: “The big giraffe.”
- Introduce a new toy (e.g., “swivel chair”) and prompt “swivel.”
Worksheet
Data Recording Sheet
Student Name: ______________________ Date: ________________
Delayed Imitation (CVCV Words)
Record each trial’s accuracy and cue use.
| Trial | Word | Accurate (Y/N) | Cue Type (Visual/Tactile/None) | Notes |
|---|---|---|---|---|
| 1 | __________ | _____________ | ________________ | _________________________ |
| 2 | __________ | _____________ | ________________ | _________________________ |
| 3 | __________ | _____________ | ________________ | _________________________ |
| 4 | __________ | _____________ | ________________ | _________________________ |
| 5 | __________ | _____________ | ________________ | _________________________ |
| 6 | __________ | _____________ | ________________ | _________________________ |
| 7 | __________ | _____________ | ________________ | _________________________ |
| 8 | __________ | _____________ | ________________ | _________________________ |
Direct Imitation (CVC Words)
Record each trial’s accuracy and cue use.
| Trial | Word | Accurate (Y/N) | Cue Type (Visual/Tactile/None) | Notes |
|---|---|---|---|---|
| 1 | __________ | _____________ | ________________ | _________________________ |
| 2 | __________ | _____________ | ________________ | _________________________ |
| 3 | __________ | _____________ | ________________ | _________________________ |
| 4 | __________ | _____________ | ________________ | _________________________ |
| 5 | __________ | _____________ | ________________ | _________________________ |
| 6 | __________ | _____________ | ________________ | _________________________ |
| 7 | __________ | _____________ | ________________ | _________________________ |
| 8 | __________ | _____________ | ________________ | _________________________ |
Spontaneous Productions During Play
Note any independent uses of /g/ or /sw/.
| # | Prompt/Activity | Utterance | Accurate (Y/N) | Cue Type (Visual/Tactile/None) | Notes |
|---|---|---|---|---|---|
| 1 | ____________________________ | ______________________ | _____________ | ________________ | _________________________ |
| 2 | ____________________________ | ______________________ | _____________ | ________________ | _________________________ |
| 3 | ____________________________ | ______________________ | _____________ | ________________ | _________________________ |
| 4 | ____________________________ | ______________________ | _____________ | ________________ | _________________________ |
| 5 | ____________________________ | ______________________ | _____________ | ________________ | _________________________ |
| 6 | ____________________________ | ______________________ | _____________ | ________________ | _________________________ |
Summary & Next Steps
Strengths:
Areas to Target:
Next Session Focus: