Speech Clarity Play

Gather

Two bells or spoons, two shakers, two blocks, and a small cloth.

Play

1. Make one sound where she can see it. Name it: bell, shake, tap.
2. Hide the objects. Make one sound and let her point to the object.
3. Make two sounds. Ask, “Same or different?” Accept pointing.
4. End with three animal sounds for her to identify or imitate.

Parent model: Speak slowly and naturally, not loudly. Listening is the work today.

Gather

A mirror and objects for moon, mama, puppy, pop, bee, baby, ball.

Play

1. Hum mmm together and feel the lips close.
2. Make a soft popping p; then a voiced b. Keep it playful.
3. Choose one object. Model its word once, then use it in play: Baby bounces. Pop the bubble.
4. Let the toy “ask” for the word; accept the child’s best try.

Do not: hold her face, force placement, or ask for ten repetitions.

Gather

A drum or table and toys or pictures for tiger, donut, bunny, banana, butterfly, watermelon.

Play

1. Say each word normally.
2. Say it again while tapping every syllable: ti-ger, ba-na-na.
3. Let her tap while you say it, then trade roles.
4. Put each word into a tiny phrase: big tiger, yellow banana.

Listen for: all the beats—not perfect T, D, or N yet.

Gather

A toy bridge and objects for key, cup, cow, car, go, gate, gum, game.

Play

1. Send one toy across the bridge while modeling its word.
2. Use a short cue: “The sound comes from the back.” Do not poke or press the tongue.
3. Try easy syllables in play: key-key, go-go.
4. Use the word in a useful phrase: Go, car! or My cup.

If K or G will not come: keep modeling and move on. An SLP can find the right cue.

Gather

A feather, pinwheel, and toys for fish, foot, hat, horse, water, wheel, yellow, yes.

Play

1. Listen first: stretch ffffish and hhhhhat very gently.
2. Contrast one long sound with one quick sound: fan–pan, only as a listening game.
3. Move the feather once, then immediately use the sound in a real word.
4. Choose two favorite words for short phrases.

Important: This is speech practice, not breath strengthening. Ordinary easy breathing is enough.

Gather

A toy animal and objects for leaf, fish, moon, boat, cup, book, bed.

Play

1. Feed the animal one object at a time.
2. Model the final sound with slight emphasis: cuP, mooN—never a shouted extra syllable.
3. Say two choices, one complete and one unfinished. Let her choose what sounds right.
4. Use the complete word once in a phrase.

Goal: Let the listener hear that the word has an ending.

Choose

Pick five useful words from daily life: a name, mama, help, more, water, cup, shoes, open, stop, or another favorite.

Play

1. Put the five matching objects in a treasure basket.
2. Model each word naturally during real play.
3. Celebrate the clearest version; do not demand an adult-perfect version.
4. Use the same five words all week in meaningful moments.

Track gently: Is the word becoming more consistent and easier to recognize?

Gather

A wordless picture book, three toy characters, and the five power words.

Play

1. Begin with one steady frame: I see ___.
2. Add action frames: Bear is running. Baby wants water.
3. Tell a three-part toy story: first, then, last.
4. Let her retell it. Respond to meaning first, then recast unclear words naturally.

End with success: Repeat one phrase she said clearly and tell her what you understood.

Gather

A small mirror and objects or pictures for apple, cat, hat, bag, map, bat.

Listen

1. Say two words and let her point to the one she hears: bed–bad, pen–pan, men–man. Listening comes before saying.
2. Model a relaxed, open mouth: jaw gently down, tongue resting low and forward. Say a short, natural aaa as in apple—never a long shout.
3. Let each object jump into a basket when its short-A word is heard.
4. Choose three easy words and place them in short phrases: red apple, black cat, my hat.

Tiny story

The cat had a hat. The hat sat on the bag. The cat grabbed the hat. Tell it with toys, then invite her to finish one repeated word.

Parent model: If she says another vowel, answer with the correct word inside a warm phrase: Yes, the cat sat.

Gather

A mirror and objects or pictures for egg, bed, hen, red, pen, ten.

Play

1. Listen for the difference in pan–pen, man–men, and bad–bed. She may point instead of speak.
2. Show a relaxed mouth, slightly open, with the tongue resting forward. Model a brief eh as in egg.
3. Put each short-E object into a little nest when she hears its name.
4. Use three phrases: red hen, ten eggs, little bed.

Tiny story

The red hen left an egg by the bed. Then the hen went to get it. Pause before the short-E words so she can join.

Keep it natural: Practice the vowel inside real words. Avoid long strings of isolated eh, eh, eh.

Gather

A wooden train and objects or pictures for chair, cheese, chicken, cherry, lunch, beach.

Listen

1. Say a pair and let her point to the CH word: tea–cheese, tip–chip, shop–chop.
2. Round the lips gently. Place the tongue just behind the top teeth and release one small burst: ch. Never push or hold her tongue.
3. Move the train only when she hears CH. Mix choo, moo, boo, choo, two, chew.
4. Load the train with CH objects, then try cherry chair, chew cheese, and chicken lunch.

Tiny story

The chicken chose a cherry. She chased the train to the chair and ate her lunch.

Age note: CH may still be emerging at almost four. Explore it briefly; do not demand mastery. If it will not come, keep modeling and let the SLP choose the best cue.