Articulation Therapy Activities: How I Teach Initial R Words Step-by-Step (Part 3)

Glad you’re back! To recap:

• In Part 1, we eliminated W substitutions and built a stable foundation.

  
  

• In Part 2, we increased sound awareness through minimal pairs and active listening.

Now, we’re ready to level up with targeted practice using flashcards and sentences.

Step 3: Structured Activities for Speech Therapy Using Flashcards and Sentences

Once my students have decent control with minimal pairs, I move on to structured word and sentence practice using the LevelUp Artic flashcards. This is where things really start to build, and the format makes it so easy to gradually increase complexity without overwhelming the student.

The flashcards in LevelUp Artic aren’t just at the word level—they’re organized into multiple levels (A–D), moving from single words to sentences with increasing length, complexity, and target sounds. This lets me meet each student exactly where they are and gently push them forward as their accuracy and confidence grow.

R/W Minimal Pairs Tic Tac Toe

Warm-Up: Minimal Pairs Tic-Tac-Toe

Before we jump into the flashcards, I like to start the session with a quick warm-up using our minimal pairs tic-tac-toe game. It’s a low-pressure way to review that critical R vs. W contrast while keeping things fun and engaging. For Ruby, this warm-up helps her lock in before we move into more structured practice.

Kids Love the Challenge (Even When They’re Not Ready)

From there, we move into the LevelUp flashcards—and honestly, Ruby loves them. Most students do. The ability to "move up" through the levels really taps into their natural motivation. And let’s be real: kids can be a little cocky about their speech skills sometimes. It’s not always based in reality, but I like to lean into that confidence and use it as fuel.

So we make it a challenge:

• Can you handle Level B today?

• What if we try a Level C sentence?

• Let’s count how many R words are in this sentence!

Even if a student is not quite ready for those Level C or D sentences, the act of trying gives me great opportunities to:  

• Reinforce self-awareness

• Highlight or even model the R words in the sentence.

• Practice self-monitoring in a more natural context

It becomes more than just a drill—it becomes a thinking activity. And that kind of cognitive engagement makes a big difference over time. Practicing with articulation therapy activities that have varying levels of complexity is key to getting a student to use accurate production of initial R words independently.

Flashcards for Initial R target word "road"

What I’m Seeing with Ruby

At this level Ruby is still inconsistent at the higher levels, but what I’ve noticed is even more exciting: 

She’s becoming increasingly accurate at the lower levels. And that’s exactly what we want to see. The complex levels serve as stretch opportunities, but they’re also shaping her accuracy and confidence at the foundational levels.

It’s all part of the process—layering in just the right level of challenge while continuing to build that stable motor pattern for R.

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Side note: One last thing I want to share is a shift I’ve made in my overall approach—I’ve moved away from over-verbalizing feedback. In the past, I might’ve said things like, “That one sounded tighter” or “Your tongue was in a better spot that time.” But I’ve found that too much talking can actually disrupt the flow, especially when students are trying to concentrate.

Instead, I’ve started using a simple visual cue system. For some students, I hold up one of two cards—an “R” card or a “W” card—based on what I hear. It’s quick, it’s clear, and it doesn’t interrupt the rhythm of their practice.

With Ruby, who inspired this blog post, we even made it more personal. I asked if she knew any sign language, and together we came up with two simple hand signs: one for R when she keeps her lips out of the way, and another for W when they sneak back in. This way, I can give feedback nonverbally while she’s practicing—without micromanaging or breaking her momentum.

It’s been a game-changer in keeping sessions smooth, supportive, and student-centered.

👉  Next up, in Part 4, I’ll share how to generalize those gains into real-life speech through games, reading, and spontaneous conversation. You won’t want to miss it!