Gliding

W vs L

"W"

Round lips (“ooh”) then
Open lips (next vowel shapes sound, e.g. “aw”)

"L"

Tip of tongue touches alveolar ridge (i.e. bumps BEHIND upper teeth)
Sides of tongue relaxed (air moves past tongue laterally)
Voice on

"Y"

Sides of tongue UP near palate/sides of upper teeth (like “EE”)
Move tongue to next vowel (e.g. “UH”)
Voice on

"R"

Base of tongue BACK (toward throat)
Sides of tongue UP
Voice on

There are 5 pairs of words below for you to practice.
Submit your homework here.
Only move to Step 4 if they are accurate with Step 3.
More ideas for Steps 3 & 4 at bottom of page.

Step 1: Remind them of the rule.

Ex: "We're going to practice using the tip of our tongue to make the /l/ sound today."

lake

wake

Step 2: Teach/remind them what each word means
Ex: "This water is called a lake. This person needs to wake up; it isn't time to sleep anymore. Lake and wake."

Step 3: Make sure they can hear the difference
Ex: "Point to the word I say. Lake. Wake. Lake. Lake. Wake." etc.

Step 4: Say the words
Ex: "You say lake or wake and I'll point to the one you say."

late

wait

Step 2: Teach/remind them what each word means
Ex: "This person was not on time, they are late, so they might miss their bus. These people must wait until it's their turn. Late and wait."

Step 3: Make sure they can hear the difference
Ex: "Point to the word I say. Late. Wait. Late. Late. Wait." etc.

Step 4: Say the words
Ex: "You say late or wait and I'll point to the one you say."

leak

week

Step 2: Teach/remind them what each word means
Ex: "This person is fixing a leak; the pipe is broken and water is leaking. This picture shows a week. The day of the week today is ___. Leak and weak."

Step 3: Make sure they can hear the difference
Ex: "Point to the word I say. Leak. Week. Leak. Leak. Week." etc.

Step 4: Say the words
Ex: "You say leak or week and I'll point to the one you say."

let

wet

Step 2: Teach/remind them what each word means
Ex: "When they asked their mom if they could do something, their mom let them do it, she said it was okay. Let. This towel is full of water; it is wet. Let or wet."

Step 3: Make sure they can hear the difference
Ex: "Point to the word I say. Let. Wet. Let. Let. Wet." etc.

Step 4: Say the words
Ex: "You say let or wet and I'll point to the one you say."

lick

wick

Step 2: Teach/remind them what each word means
Ex: "This person is going to lick their ice cream. This arrow is pointing to a candle wick, it's the part you light. Lick and wick."

Step 3: Make sure they can hear the difference
Ex: "Point to the word I say. Lick. Wick. Lick. Lick. Wick." etc.

Step 4: Say the words
Ex: "You say lick or wick and I'll point to the one you say."

Tip for Step 3 (discriminating between words)

If they can do Step 3 accurately, praise them, "Great! You heard my long sound in fox and my short sound in box."
If they cannot do Step 4, praise their effort, and keep practicing Step 3 instead of going to Step 4. Ex: "Listen, I'm going to say fox with my long sound. See my lip on my teeth, how I'm blowing air? Fox. Point to fox. Great, now I'm going to say box with my short sound, box. Point here, to box."

Ideas to make Step 4 (saying the words) more fun:

Draw one pair of words on 2 papers (one picture on each page). Put a tally point on each page as your child says each word. Tell your student they win the game if they get more points on the page that has their target (the word that contains /f/). It's okay if there are NO points on the other page!
Each time your child says the word containing /f/, make a playdough snake to represent a long sound. Every time your child says the word containing /b/, make a playdough ball to represent a short sound. Your goal is to make more snakes!
Each time your child says the word containing /f/, draw a long line across a paper to represent a long sound. Every time your child says the word containing /b/, make a dot on the page to represent a short sound. Your goal is to make more lines!
Have your child push Start on a stopwatch and time how long it takes to say their short sound (/b/). Then see how long they can make their long sound (/f/).
When you/your child make a long sound (/f/) stretch your arms out wide. When you/your child make a short sound (/b/), put your hands together. (Or, stretch your fingers out wide for /f/ and make a little space between your thumb and pointer finger for /b/.)
Have your child draw a picture of each of the ten words above. Then, have them sort the pictures into a "long sound" pile and a "short sound" pile.
Use the short/long sound visuals below to cue your child as they produce the words.

General Tips:

Remember to keep the words in pairs (instead of just going through fox, fun, phone, etc.). This therapy approach is meant to build your child's understanding that changing a sound can change the meaning of a word.
It's fine to have your child say the contrast word (on this page, the words containing /b/ like tub and lobe), but you want to focus most time and effort on them saying the target pattern (on this page, the words containing /f/).
Build up your child's tolerance/ability to do more and more productions over time. Can they do 10? 20? 60?

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