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hats
pats
mats
cats
oats
coats
notes
boats
hates
mates
gates
dates
pots
cots
lots
rots
pets
bets
lets
nets
eats
beats
meats
heats
bites
nights
lights
fights
Step 5 By the time this is completed, the /s/ should be sharp and clear. Now is must be separated from
the /t/. Have the child say the /ts/ without moving his tongue and add the /s/ (/tss/). It is better not to
mention the tongue unless it is necessary. This is often difficult at first, but if it is taken slowly with
repeated encouragement, the child can learn it.
Step 6 This step depends on the child. Some children find it is easier to say the final /s/ and some find it
easier to say /s/ followed by a consonant. In either case, if the /t/ appears work for its elimination. Prolong
the short u and add the /s/ us. Immediately put the word into sentences.
(If the child finds it easier to start with blends, start with /st/-- build on what they already have. Barbara
Hodson & Kathy Swiney.)
us
bus
muss
fuss
ice
mice
nice
rice
ace
face
case
race
pass
grass
bass
gas
piece
niece
geese
fleece
yes
mess
guess
less
hiss
miss
kiss
Alice
boss
moss
toss
loss
house
mouse
blouse
douse
Step 6b
(Note: /str/ is a difficult contextplus I usually use /i/ as the vowel initially to use the benefits of the
anticipation of the sides of tongue to teeth placement.)
smile
smoke
smart
small
spot
speed
spin
spell
stay
step
stop
stick
street
string
strong
straight
snow
snap
snake
snore
sky
school
skip
skill
slap
sleep
sled
slide
sway
sweep
swim
sweater
(Frankly, unless this Step 6bis highly stimulable, I do a more like Step 7 using all /st/ medial words
mister, lasting, etc.)
Step 7 Now you are ready for medial /s/. At this point avoid words with the /s/ at the beginning of the
syllable followed by a vowel (himself, lesson, beside.) Concentrate on the /s/ at the end of the syllable.
mister
mistaken
master
discover
distant
mascot
whisper
whistling
elastic
Christmas
yesterday
policeman
festival
testing
banister
baster
faster
rooster
Step 8 /s/ followed by a vowel in is the hardest step, but should come easily if the proceeding progression
has been followed.
say
same
sail
safe
see
seem
seen
seek
sigh
sigh
sight
side
so
soap
sold
soak
sue
soon
soup
suit
sad
sand
sack
sat
set
send
sent
said
sick
sit
sift
sip
sun
some
supper
sucker
sofa
sew
sod
sob
Step 9 At this time, teach the medial /s/ words with the /s/ at the beginning of the syllable and followed
by a vowel.
inside
outside
dancing
kissing
absent
missing
upset
guessing answer
seesaw
saucer
sunset
myself
itself
herself
Auditory training is essential during the teaching of the sound. The child must be able to hear the error
when you make it and later when he makes it. Self-monitoring can be learned at a very early age.
(Heres another activity for achieving /s/ which has been very effective for me. Use a Smartee candy. That
is the sweet/sour candy that comes in a cellophane wrapped roll. The candy has an indentation on each
side. Have the student place the candy on the alveolar ridge and hold it there by placing the tip of the
tongue in the indentation. The teeth need to be slightly apart. To be successful, s/he must have the lateral
margins of the tongue against the sides of the teeth. Ask the student to blow, if he changes position and
produces lateral airflow, the candy will fall. My students are more than happy to practice the technique!)
Best wishes. Please share your ideas with me, too.