Articulation Lesson. Target Sound: /s/Age: 5 years. Level: Word Level. Activity Name: Super S-Shop

Описание: Articulation Lesson Video Script

Target Sound: /s/
Age: 5 years
Level: Word Level
Activity Name: Super S-Shop

Hello, my name is Anna Onuchina, and today I will be demonstrating an articulation activity designed for a five-year-old child.

The goal of this lesson is to support accurate production of the /s/ sound at the word level through a fun, play-based activity that encourages repetition and positive reinforcement.

The student is able to produce the /s/ sound in isolation and syllables, so the next appropriate step is practicing the sound at the word level.

The activity is called Super S-Shop.

Materials

For this activity, I prepared:

Picture cards with target words: sun, socks, soap, soup, sea, sofa, salad, sand

A mirror for visual feedback

Stickers for reinforcement

Markers

A black-and-white worksheet with pictures of words beginning with the initial /s/ sound for follow-up practice

The child is seated comfortably in a quiet space with feet on the floor.

Introduction

I begin by introducing the game:

“Hi! Today we are going to play a game called Super S-Shop!”

I use a calm voice, smile, and maintain a relaxed posture to create a comfortable and supportive environment.

Warm-Up: Auditory Bombardment

First, I model the sound:

“Listen to my sound: ssssss.”

I show my teeth and explain that the tongue stays behind the teeth. The child listens and watches carefully.

Main Activity

Now we begin the game.

The child chooses one picture card.

I ask, “What is this?”

If the child is unsure, I model:

“Listen to me: sss–sun. Now you try.”

If the child produces the word correctly and independently, I respond with positive reinforcement:

“Great job! You said soup with a nice /s/ sound! You get a sticker!”

If the child makes an error, I use one strategy at a time.

Strategies for Error Productions

Modeling (Recasting)
“Listen: sss–sun.”
I avoid saying “wrong” or “no.”

Visual Cue
I point to my teeth or use the mirror.
“Your tongue stays behind your teeth. Ssss.”

Auditory Discrimination ( if needed)
“Did you say thun or sun?”

Pause for Self-Correction
I pause for 2–3 seconds and say,
“Try it again.”

Throughout the activity, I maintain a supportive tone and avoid direct correction, aligning with course recommendations to model rather than criticize.

The activity continues for approximately 7–8 minutes to allow multiple practice opportunities.

Ending the Activity

After all cards are used, I end with positive reinforcement:

“You did an amazing job today! You practiced your /s/ sound. I’m proud of you!”

Ending with success helps build confidence and motivation.

Adaptations for Future Sessions

To increase difficulty in future sessions, I may:

Ask the child to name each picture again while coloring

Use short phrases such as “sea and sand”

Use simple sentences such as “I see your sock.”

Practice /s/ words during daily routines and play

This follows the articulation hierarchy progression from words to phrases, sentences, and conversation.

Closing Statement

This lesson scenario was developed based on course materials from EDUC26048 – Communication Disorders, taught by Professor Suzanna Elmazi at Sheridan College. It also incorporates developmental guidelines from the American Speech-Language-Hearing Association and the Child Development Institute.

This activity is my original work and represents my own interpretation of theory applied to a practical articulation lesson. It was created specifically for this assignment and was not copied from pre-existing sources.