Little Words

Say & Play S sound (word start)

Snake Says Sss

Sustained /s/ and initial /s/ words selected by an SLP or caregiver

4 meaningful actionssound path4 communication levelsSpeech optional

How this routine works

A friendly snake needs four sunny stepping stones to reach its shady home. The child changes the scene through four connected actions. These are the authored prompts and models, so an adult can preview the language before play.

  1. Play action 1Make the snake slide.
    Buddy models: Sss. Snake.
    The snake slides to the first stone.
  2. Play action 2The next stone is warm.
    Buddy models: Sssun. Sun.
    The sun lights the path.
  3. Play action 3A silly sock blocks the way.
    Buddy models: Sssock. Sock.
    The snake nudges the sock aside.
  4. Play action 4One slippery thing is left.
    Buddy models: Sssoap. Soap.
    The soap makes a safe slippery finish.

Why this interaction fits the communication goal

Primary target: Sustained /s/ and initial /s/ words selected by an SLP or caregiver

Ways to participate: Tap to make the snake move. Sound practice is invited but never required.

  • The scene carries the meaning. The child acts directly on the objects instead of answering flashcards over a background.
  • Models can stay short or expand. Examples include:
    • /s/ sound
    • word approximation
    • initial /s/ word
    • short phrase
  • Speech is never a gate. Tapping, dragging, gesture, AAC, approximations, and spoken language can all be meaningful participation.
  • The payoff belongs to the action. Each choice changes the scene, and the routine ends with the result of what the child has been doing.

This resource supports education and guided practice. It is not an assessment, diagnosis, treatment plan, or substitute for individualized care from a qualified speech-language pathologist. Little Words Editorial authors and checks the interaction, language, and access behavior. Read our editorial standards.

Does a child have to speak?

No. Speech can be invited and modeled, but it is never required or scored.

How should an adult choose a model?

Use a model that fits the child’s current communication goal. When a child is receiving speech therapy, follow the target words, cues, and practice guidance from the child’s SLP.