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The BEST K and G Words (Speech Therapy)

If you’re a speech language pathologist looking for activities, ideas, and articulation word lists for k and g words speech therapy practice, then you’re in the right place! This blog post explains the correct tongue position for k and g sounds. In addition, this article lists the most common substitutions for k and g, as well as articulation therapy tips for eliciting k and g sounds. Read on for k and g words speech therapy lists, and make sure to check out the recommended articulation activities for practicing these sounds! 

This post contains affiliate links, which means we could receive a commission if you click a link and purchase something that we have recommended.

Why Does a Speech Therapist Target K and G Words (Speech Therapy)?

A speech-language pathologist often targets k and g words in speech therapy. 

Many children, especially young children, have a hard time correctly producing k & g. 

SLPs teach the correct placement for velars and practice the target sound (k,g) in words, short phrases, and at the sentence level.

It is important to target a variety of articulation sounds as  children with speech sound disorders may be at risk for reading disorders .

Reference: 

Sices, L., Taylor, H. G., Freebairn, L., Hansen, A., & Lewis, B. (2007). Relationship between speech-sound disorders and early literacy skills in preschool-age children: impact of comorbid language impairment. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2755217/#:~:text=Disorders%20of%20articulation%20or%20speech,phonologic%2C%20and%20verbal%20memory%20skills.

Correct Position for K and G

Both k and g sounds are velars and stops. 

These  velar consonants  are both considered to be a “back sound”- or speech sounds made “in the back of the mouth”.

The correct tongue placement for both k and g involves the back of the tongue lifting to make contact with the soft palate. 

At the same time, the front part of the tongue (tongue tip) is placed behind the lower front teeth.

A seal is formed for velar sounds and air pressure builds. 

This is a quick movement. You will hear the velar sound with the burst of air that is released. 

To feel this, put your hand near the front of the mouth during k and g production.

K is a voiceless sound. That means the vocal folds do not vibrate during the production of /k/.

G is a voiced sound. This means the vocal cords vibrate when saying /g/. 

Have your student feel their throat while producing /k/ and then /g/ to feel the difference between voiced and voiceless sounds.

Reference: Peña-Brooks Adriana, and M. N. Hegde.  Articulation and Phonological Disorders: Assessment and Treatment Resource Manual , PRO-ED, Austin, TX, 2007.

The Most Common Substitutions for K and G

Many different types of speech sound disorders can impact a child’s speech intelligibility.

This is an umbrella term that can include articulation disorders, phonological disorders, and motor speech disorders (such as  childhood apraxia of speech ).

Phonological processes, including  velar fronting  or  final consonant deletion , can impact the correct production of k and g sounds.

Need a breakdown of speech pattern simplifcations? Read about  the different phonological processes . 

Articulation Therapy Tips

Need a great way to teach the k&g sounds?

There are different ways to elicit these sounds during direct instruction therapy tasks. 

• Try auditory bombardment. Read word lists or  children’s books  that contain k and g sounds.
• You could try instructing a child to “Lift the back of your tongue”- but I like to  focus on the tongue tip as a better visual cue . I instruct my students to say their “low T” sound- and have the tip of their tongue touch the gumline behind their front bottom lower teeth.
• Minimal pairs  can be very effective when targeting velar sounds.
• Use your hand as a visual  for correct tongue placement.
• Use gravity!  Have your student lay on their back while practicing these sounds.
• A certified SLP could try using a  tongue depressor  to assist with lingual placement. This would only be recommended for a child who is comfortable with this method.
• Working with younger students? I love doing “feed the….” activities, which would be appropriate in early intervention or with preschoolers. Check out this  crocodile hand puppet  that can be fed small objects. Work on target words like “ick” and “yuck”.  

Resource Pictured: Speech Sound Mouth Cards

Home Practice Ideas

Parents can help students work on the k and g sounds at home.

One idea might be to provide parents with an  auditory bombardment word list .

Parents could read k or g words.

Their child should listen but not repeat the words.

Once a student can say the k or g sounds in isolation, they might practice  simple CV or VC sound combinations  (such as “go” or “ick”).

Finally, going on a  scavenger hunt  around the house for k and g words can be a fun activity.

Here are /k/ words that a child might find around the house:

G Word List

Are you looking for an articulation word list that contains g in the initial, medial, and final position of words? 

This blog post contains  g articulation word lists  that can be used during your speech therapy session.

K Word List

Here is a  word list for initial k, medial k, and final k words  that speech pathologists can use in therapy. 

These speech words can be paired with a game or a fun activity.

Articulation Word Lists

Do you need more articulation word lists to use in your speech therapy sessions? 

Check out these handy lists:

• Multisyllabic Words  (1-5 syllables)
• Cluster Words (S Blends)
• S Word Lists
• L Word Lists
• F Word Lists
• K Word Lists
• TH Word Lists
• R Words for Speech Therapy
• Z Word Lists
• V Words for Speech Therapy
• G Words for Speech Therapy
• SH Words for Speech Therapy

K & G Words Speech Therapy Activities

Are you a speech therapist searching for a fun way to practice target words in speech therapy?

If you are working on k and g sound production, be sure to check out these engaging resources.

• Speech Sound Mouth Visuals

These speech sound word cards will be unlike any you’ve ever owned.

You will be able to target a variety of speech sounds in the initial position, middle position, and end of a word.

First, these are a practical type of  speech room decor – I hang them up on my wall!

Next, these articulation cards are in the shapes of mouths- so you’ll have the ultimate handy visual during articulation therapy.

Finally, these cards can be laminated for unlimited use.

Try these  speech sound mouth cards   to work on speech sounds at the word level.

Minimal Pairs Activity Play Dough Smash Mat

If you are working on fronting, these minimal pair activity sheets will be perfect to pair with play dough or a magnetic wand and chips!

This  Minimal Pairs Bundle  includes minimal pair pages for a variety of phonological processes, including:

• cluster reduction
• initial consonant deletion
• final consonant deletion
• voicing and devoicing

The  velar and palatal fronting packet  is included in the bundle. 

How To Use The Minimal Pair Pages

An  auditory bombardment  word list is included on every page. 

For example, if you are targeting the initial k sound, a list of initial k words is provided at the bottom of the page.

Your student would listen as you read the words,  but not repeat them .

Next, you can do an  auditory discrimination activity  with your students. Which sound did they hear? I have my student give a thumbs up or a thumbs down to indicate if they heard (or did not hear) their target speech sound.

Finally, your student can  practice minimal pairs . 

If you are working on velar fronting, you’ll choose a specific page with either k or g words. 

Magical Minimal Pair Worksheets and Activity Pages

This  Magical-Themed Minimal Pair Bundle  also targets fronting!

Every phonology activity contains both a  color  and  low ink  option, so it’s  perfect  for on-the-go. Just print! 

If you wish, you can laminate the color pages.

In addition, this packet is FUN! 

Let imaginations SOAR with this magical packet! 

Adorable wizards, gnomes, fairies, and dragons decorate every page. 

This  Magical-Themed Phonology Bundle  includes cluster reduction, voicing and devoicing, initial consonant deletion, final consonant deletion, fronting, and backing activities.

The  fronting activity packet   (which is included in  the bundle ) contains the following minimal pairs:

• k vs t initial
• k vs t final
• d vs g initial
• d vs g final
• sh vs s initial
• sh vs s final

This will also you to target both velar and palatal fronting. 

Articulation Tic-Tac-Toe Worksheets

Have some  dot markers  on hand?

Or perhaps a  magnetic wand and chips ? 

Perfect, because you’ll want to use them with this  Articulation Tic Tac Toe  resource! 

A variety of speech sounds are targeted, including k and g.

Each page features words with one target sound in the initial position, medial position, and final position.

Your student will practice saying a word before each turn at the game.

If desired, your student could also generate short sentences using the target word!

K & G Mixed Groups Resource

School speech-language pathologists are often trying to see a large caseload while working around 15 or more teacher schedules, special schedules, and activity schedules.

This is in addition to fitting in IEP meetings and paperwork!

It can be a tough balancing act!

This often leads to seeing students in groups- and sometimes, the goals don’t always match up.

One student might be working on articulation, and another might have expressive or  receptive language goals ! 

This  Mixed Groups Bundle for Speech Therapy  offers the solution.

One page is selected based on the target speech sound (such as the initial k sound, which is provided in the  K & G Mixed Group Resource ).

Articulation words are sorted by noun or verb.

While one student works on articulation, another student can work on language goals- using the same target words. 

In summary, this article provided a variety of k and g words speech therapy lists (see  k words  and  g words ).

In addition, this article explained why a speech-language pathologist might target k and g words in speech therapy.

Read the article to better understand the correct lingual positioning for k & g.

Several elicitation tips are recommended for teaching velar sounds.

Related Speech Therapy Articles:

• Try These Beneficial Fronting Activities for Speech Therapy
• The Different Phonological Processes (List for SLPs)

6 Quick (and Easy) Speech Therapy Activities for Preschoolers

• Children’s Books for Speech Therapy: The Ultimate List

Finally, here are some effective resources to target k and g words in speech therapy:

• Minimal Pairs Activity Pages for Play Dough
• Magical-Themed Minimal Pairs Pages
• Articulation Tic Tac Toe Worksheets
• Mixed Groups Speech and Language Bundle for Speech Therapy

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250+ K Words, Phrases, Sentences, and Reading Passages

As promised here are the words for your unlimited use .

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We also offer a free  5 part video series  on Teaching the K Sound.

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Initial K by Syllables

caterpillar

cauliflower

coincidence

combination

congratulate

Connecticut

conversation

kindergarten

congratulations

conversational

cooperation

Medial K by Syllables

acknowledge

handkerchief

salt shaker

stomachache

accountable

agriculture

application

persecution

walking safety

accommodation

amplification

incalculable

inconsiderate

justification

Final K by Syllables

birthday cake

garter snake

quarterback

railroad track

T-bone steak

wedding cake

chocolate cake

magazine rack

South Pacific

SEE ALSO:   The Best Free App for Speech Therapy

Initial K Phrases and Sentences

healthy cabbage

cactus in a pot

bright candle

piece of candy

fresh carrots

silver coin

freezing cold

traffic cone

new cookbook

yellow corn

red ketchup

wireless keyboard

Some people think cabbage is gross.

Her cabin is made from logs.

Cactus grow in funny shapes.

Everyone likes cake.

The soda was in a cooler.

The candle lit up the dark room.

I will save my candy.

The car is fast.

We will play a game with cards.

We pick carrots from the garden.

The cat was going to crawl away.

The cave was by the ocean.

A coat is for sale.

He used his coin to buy treats.

He shivers when he is cold.

She likes to comb her hair.

Slow down when you see a traffic cone.

She is using her cookbook to make dinner.

The cop was working a case.

We are having corn for dinner.

A farmer had a cow.

A bear cub looks so playful.

I put ketchup on all my food.

I lock my door with this key.

My keyboard is wireless.

She is a cute kid.

The kite flew high.

Medial K Phrases and Sentences

ripe apricot

crispy bacon

muffin baker

racing biker

green bookmark

eat breakfast

broken vase

playing checkers

chicken coop

fresh cookies

crunchy cracker

stubborn donkey

rain jacket

paper napkin

small package

male peacock

white pocket

orange pumpkin

raccoon tail

tennis racquet

red raincoat

soccer ball

pink sucker

crunchy taco

male turkey

white vacuum

An apricot is delicious.

A bacon smell fills the house.

A baker loves muffins.

Racing is fun for a biker.

She uses a bookmark to keep her page.

I love bacon, eggs, and orange juice for breakfast.

The vase was broken.

Checkers is a fun game.

The chicken was by the coop.

He likes his cookies fresh.

He has four crackers.

The donkey stood in a pasture.

She wore a rain jacket in case it rained.

He wrote on the napkin.

Where did this package come from?

The peacock has gorgeous feathers.

He has nothing in his pocket.

The pumpkin is on the rock.

The raccoon has a striped tail.

He hit the ball with the racquet.

His raincoat was red.

The boys love playing soccer.

The gum on my shoe is too sticky.

She licks her pink sucker.

He wants his taco fresh.

A turkey sounds funny when it gobbles.

I need to vacuum the rug.

Final K Phrases and Sentences

yummy cupcake

bad headache

strawberry milkshake

sheet music

notebook paper

pretty peacock

rake leaves

long sidewalk

healthy snack

throw stick

sore stomach

short toothpick

silver truck

He has a pain in his back.

He liked to bike long distances.

She wants to read the book.

She is pointing to her cheek.

Her cupcake was yummy.

He saw a duck at the petting zoo.

I have a bad headache.

Let's go on a hike in the mountains.

That is a rusty hook.

He has a leak in his pipes.

My dog likes to lick me.

You can use a lock on a shed.

I want a strawberry milkshake.

This looks like hard music to play.

She is touching her neck.

She uses her notebook every day.

We rake leaves in the fall.

The rock is heavy.

She is too sick to go to work.

The sidewalk goes through the park.

She is eating a midnight snack.

She throws a stick for her puppy.

His stomach was sore from the pain.

He has a toothpick in his mouth.

A silver truck drives by.

She goes for long walks.

K Reading Paragraphs

Uncle taco's bike.

Uncle Taco loved to go biking every weekend. He liked to bike up and down mountains, around lakes, and through tunnels and caves. He liked to bike when it was hot and when it was cold.

One day he wanted to go on a bike ride, but couldn't find his bike. He looked and looked, but could not find it.

On his way to work the next day, he was puzzling about where his bike would be. As he was walking he noticed a carrot-colored pumpkin in someone’s garden.

"That's it!" he exclaimed. He ran home as fast as his little biking legs could carry him.

When he got home, he ran to the shed behind his house. After moving the rake, his backpack, and his colorful kite, he found his bike - right next to a carrot-colored plastic pumpkin. He had put his bike in the shed to remind himself that he needed to clean it out. And he spent the next weekend doing just that.

Cookbook Detective

Every Tuesday I go to Candle Park. I listen to music and read my book of the week.

Last week I took my breakfast to the park with me. A taco, some bacon, and a milkshake...my favorite. As I ate my breakfast, a cop with a notebook came by.

"Did you see a cat, a donkey, or a duck run by here?" he asked.

"No sir, I didn't?" I said.

"I am a detective, and I am trying to solve the stolen cookbook case," he said, "If you see anything weird on this sidewalk please call me."

"I will," I said. When he left, I thought of a great book title for his case. I would call it "The Great Cookbook Catastrophe."

Katie's Candy

Katie is careful with her candy. She loves it. She doesn't like cookies, crackers, or cupcakes - just candy. She likes her candy so much, she puts a lock on her candy box whenever she goes to sleep. She wears the key around her neck.

All of that changed after Katie got a sick stomach from eating too much candy. Now she eats healthy food like carrots, corn, and turkey. She hopes she won't get sick like that again.

This list of functional words was professionally selected to be the most useful for a child or adult who has difficulty with producing the "K" sound.

We encourage you to use this list when practicing at home.

Doing home practice will help your child make much faster progress toward correct production.

Speech-Language Pathologists (SLPs) are only able to see students/clients 30-60 mins (or less) per week.

This is not enough time  for your child to overcome an articulation disorder with the "K" sound. But with high caseloads...

...it's all SLPs can do.

There's  only so much time  in the day.

Every day that your child goes without practice  it becomes more and more difficult  to correct an "K" error because he/she continues to say it incorrectly. 

SEE ALSO:   The Best Books for Speech Therapy Practice

We know life is busy , but if you're reading this you're probably someone who cares about helping their loved one as much as you can.

Practice 5-10 minutes whenever you can, but try to do it on a consistent basis (daily).

Please, please, please use this list to practice.

It will be a great benefit to you and your loved one's progress.

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20 Best K Words Speech Therapy Printables and Games

Looking for a fun way to engage kids in speech therapy using games? This FREE K Words Speech Therapy for initial sounds printable game with dot markers is perfect! 

Looking for a great way to practice target words in k initial position sounds?

Find a word list of k words below too.

Activities for correct speech sounds

Speech-language pathologists are always on the lookout for new and fun ways to help practice speech therapy in a fun way!

This printable game targets the k sound initials and encourages children to produce correct production of sounds.

See fun game ideas and printables for the full list of K Words Speech Therapy below too!

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The k sound is made using the back of the mouth and in the soft palate. This is why sometimes children struggle to make this sound.

Pick up this FREE printable set for working on initial K words at the bottom of this post!

The final position in k sounds is also tricky, that’s why I included a list of games below you could use to target these sounds.

A child’s speech only develops at certain years of age. As children begin to understand how to make sounds using the back of the mouth, they then begin to produce correct specific sounds.

Don’t forget to get these free printable fox themed games for ‘s’ sounds in all positions!

Kids will find super fun favorite board games below to target these sounds, if your set of primary or elementary students are also struggling with it!

Sound disorders and sound errors

It’s important to note that there are specific differences in these two when it comes to a speech therapist working with young children. Speech students often think of these are linked, but really sometimes, it’s a slow progress in getting the phonological process working correctly.

Variety of home practice sheets for k sounds:

See a list of printables you can use for at home practice below.

FREE: Busy Homework for Speech Therapy for K and G Sounds: This freebie has been created to support SLPs needing to provide homework and speech practice to families who are out of school due to the current situation happening our country.

K and G Speech Sound Articulation Homework : Practice K and G sounds in the initial, medial, and final position of words with this NO PREP speech sound articulation homework packet.

Free Feed the Shark Medial K Sound Articulation Boom Cards | Speech Therapy: Feed the Shark Articulation is a no print, no prep interactive game where you feed the shark speech sound pictures as you practice your speech.

Articulation / Speech Sound Picture Search (K Initial) Freebie ! This product is a picture search for the /k/ initial sound. Use it in your speech sessions to keep students engaged or send it home for homework!

it’s important to note that giving out appropriate homework to practice speech and correct sound articulation is important. With soem guidance and practice, kids can begin to form the correct sound.

It’s not a once off practice. That’s why having a speech pathologist outline whether it’s a sound development delay or an articulation disorder is important.

Snowman themed s sound speech therapy snowman game.

A child’s tongue develops across many years, especially in the early years.

Final k words printables and games

Speech Therapy: Final /k/ and /g/ words go fish homework. These homework sheets are for articulation practice for final /k/ and final /g/ words. There are twelve words per page and two pages for each sound. 

Word Final /K/ Truck Activity: Students practice saying the /k/ sound in the final position of single-syllable words by cutting out target words and gluing them on to a truck.

CVC final k words clothes pin activity. This activity targets a variety of language skills including CVC word production, velar sounds in the final position of words, promoting letter learning, etc. 

K Words Speech Therapy PDF Game

Download your FREE set below. Please note however that:

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K Words Speech Therapy Shark Game

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600+ G Words Lists for Speech Therapy Articulation

If you’re a parent or a speech therapist in need of word lists for the g sound then you’ve come to the right place! Below are over 600 g words for speech therapy.

Use the links below to help navigate this post:

• G Words Overview
• Flash Cards – Initial G (word, phrase, sentence, + question)
• Word Level – Initial G
• Word Level – Medial G
• Word Level – Final G
• Phrase Level – Initial G
• Phrase Level – Medial G
• Phrase Level – Final G
• Sentence Level – Initial G
• Sentence Level Medial G
• Sentence Level Final G
• Additional G Word Resources

Correct Production

The g sound is a back sound. It is made by placing the back of the tongue against the soft palate in the back of the mouth. 

If you’re wondering what the soft palate is, it is the little bit of soft roof area in the back of the mouth.

You can help your child practice by placing their tongue in the correct position against the soft palate using a tongue depressor. 

Once you’ve located the soft palate with the tongue depressor then place the back part of your tongue against the soft palate.

You can also have your child or student practice their tongue placement and tongue tip in front of a mirror.

The g sound is also a voiced sound so your voice box or vocal cords should vibrate. 

You can tell that their voice is turned on by touching your voice box on your neck and feeling it vibrate.

Another thing to keep in mind is that the g sound can be a hard g, such as before a consonant “glass” or before a back vowel (a, o, u) as in “goat” or at the end of a word like “log”. 

A soft g is when the “g” sound makes the /j/ sound when the g sound is followed by the vowels (e, i, or y) such as “giant” or a word of Greek origin that begins with the letters gy- such as the word “gymnastics”. 

Hard G and Soft G Free Posters by Make Take Teach – Want to learn more about the hard g and soft g? Be sure to grab these free posters to get you started. They are a perfect poster and have at your fingertips!

Speech Sound Visual Posters by A Perfect Blend – Wish you had a visual cue? Then be sure to print out these visual sound posters! Not only are they helpful, but they are super cute as well.

G Words Speech Therapy

If you’re a speech language pathologist or a parent of a child working on the g sound then you’ve come to the right place. Below are over 600 g word lists to practice the g sound. 

Not only is this list of g words perfect for at home practice, but speech-language pathologists can pull up this list anytime for a quick and easy speech therapy session.

Target Words

Here’s a list of g articulation sounds for you to use in therapy or at home practice to work on your student or child’s new skill.

• For Example: go, goat, goal, gate, gutter, gas, hedgehog, eagle, finger, kangaroo, wagon, magnet, bug, log, dog, rug, egg, tag

See the full list of words, phrases, and sentences below.

You can also grab my one page freebie of g sounds below. Simply scroll to the bottom of this post and grab your free copy!

Word Positions: G Words Speech Therapy 

Initial position of words.

The initial position of the g sound is at the beginning of a word. For example, “goat” or “got”.

Medial Position of Words

When the g sound is in the middle of a word it is in the medial position of a word, such as “hamburger”, “tiger”, and “dragon”.

Final Positions of Words

The final positions of words are when the target sound is at the end of a word. For example, “mug” or “dig”.

For your unlimited use, I’ve gone ahead and gathered over 600 g words to work on your student’s or child’s speech. 

Word Level: G Words Speech Therapy

One way to practice is to have your child or student practice their target sound at the word level.

Below is a list of initial g words, medial g words, and final g words. Although the list isn’t always in alphabetical order it can be fun to mix and match.

In addition, I’ve compiled an easy-to-download practice printable or digital pages of the g sound below. Simply scroll down to the bottom of this post and download your free copy.

Back to Top

Initial: G Words Speech Therapy

• 1 Syllable: go, gag, gold, gas, gap, gun, gum, gut, guy, gain, gale, game, gasp, gate, gawk, gaze, gear, geek, gig, girl, goat, give, goal, goes, good, gone, gown, golf, gush, geese, gift, gills, goose, gorge, gourd, guard, guest, gulf, guilt, gulls, gunk, gust, gauze, guide, gold, gob, guess, gust, guts, gasp, guest, gulp, gear, gunk, ghost, gab, Gail, gash, gale, guest, gulp, guy, Gus, gauge, gong
• 2 Syllable: gallop, gasses, gecko, giddy, gimpy, going, goofy, gooey, gumbo, gummy, gaggle, galore, garage, garlic, geyser, gibbon, giggle, girdle, goalie, goblet, goggle, gopher, gospel, gossip, govern, guitar, gallon, gamble, garbage, gargle, garden, garnish, gateway, gazelle, goodbye, gumball, gumdrop, guppies, gainless, garland, garment, goalpost, goatskin, goldfish, goodness, goodwill, gorgeous, gurgle, goldsmith, guestroom, guestbook, guidebook, given, golden, gator, girlfriend, gutter, guidance, giving, gobble, golf cart, gather, guppy, garfield, gallon, gourmet, gazette, guilty, galley, guideline, guzzle, go kart, gameboard, gadget, gala, Gilbert, gizzard, gimmick, goatee, Gordon, Gary, Gavin, goldfinch, gumption, guppy, gifted, Google
• 3 Syllable: galaxy, gallery, gazebo, gorilla, gourmet, goulash, galactic, gasoline, giveaway, gondola, governor, gullible, gardening, gathering, godfather, godmother, guardian, guitarist, godparents, goldilocks, gooseberry, government, guarantee, governess, goalkeeper, getaway, guardianship, gardener, Gabriel, gigantic
• 4 Syllable: gardenia, gazillion, gallivanted, guacamole, goldendoodle, guardianship

Practice in Flash Card Mode Right Here from Your Computer!

Medial: G Words Speech Therapy

• 1 Syllable: clogged, wagged
• 2 Syllable: angle, sugar, tiger, Megan, anger, vegan, penguin, kingdom, Logan, eagle, organ, gagging, biggest, ego, wagon, baggage, roger, finger, goggles, bargain, eager, singing, trigger, hanging, bagel, argue, bugle, piggy, legal, angus, begging, Belgium, ringing, longing, banging, rugby, disgust, luggage, digging, cowgirl, forgive, longest, sagging, buggy, jogging, suggest, hugging, seagull, nagging, snuggling, juggler, logging, legging, foggy, magma, snuggle, soggy, lagging, frugal, wiggle, muggy, slugger, hangout, snagged, hexagon, pentagon, mortgage, begun, began, flagged, burger, target, lego, dragon, yogurt, nuggets, kangaroo, doghouse, August, magnet, begin, cougar, again, ignore, pigtail, yoga, eggplant, eggshell, bagpipe, bigge, jigsaw, juggle, mongoose, pigpen, regard, drugstore, dugout, tugboat, youngest, Peggy, giggle, agave
• 3 Syllable:  Abigail, elegant, bodyguard, caregiver, alongside, organic, recognize, raggedy, livingstone, designate, octagon, illegal, regular, polygon, meaningless, hamburger, navigate, negative, magazine, Oregon, Portugal, regardless, spaghetti, together, fingerprint, triangle, fingerpaint, kangaroo, marigold, megaphone, signature, Thanksgiving, Angela, Washington
• 4 Syllable: irregular, alligator, segregation, orangutan, photography, origami, oregano, aggregation, tobogganing, unforgiving, protagonist, easygoing, navigator, kindergartner, disorganize, disregard, delegated, categorize, elegantly, altogether, obligation, significant

Final: G Words Speech Therapy

• 1 Syllable: ring, king, sing, dog, long, spring, thing, big, strong, pig, egg, bag, young, log, bug, gag, song, frog, swing, bang, swag, flag, rug, wrong, zig, zag, string, blog, wig, wing, leg, hug, sting, lung, dig, Mustang, rag, beg, fog, hog, hang, mug, wag, lag, sag, dug, fig, pug, nag, tag, slug, sang, jog, flag, tug, hung, jug, brag, slang, twig, cling, chug, plug, stung, snug
• 2 Syllable: nothing, morning, ending, loving, dancing, being, building, going, cooking, along, walking, swimming, wedding, reading, feeling, missing, warning, clothing, meaning, burning, lightning, rising, drawing, camping, asking, turning, barking, Beijing coming, shopping, raining,,, fishing, changing, training, pudding, looking, breaking, setting, blowing, climbing, surfing, cuddling, sledding, Bulldog, searching, icing, landing, belong, talking, cleaning, sibling, painting, cooling, spelling, coating, among, growing, farming, hearing, saying, ticking, teaching, sitting, giving, sitting, sleeping, jumping, earring, greeting, Wyoming, coping, diving, streaming, lighting, boating, hiding, hotdog, parking, dumpling, shaking, drizzling, snuggling, Healing, combing, hurting, touching, poking, loading, spreading, during, boring, tying, Snoring, stopping, golfing, clapping, running, skipping, typing, racing, calling, dressing, texting
• 3 Syllable: everything, amazing, demanding, anything, Thanksgiving, beginning, recycling, gathering, ladybug, bookkeeping, approaching, offering, challenging, accepting, believing, boomerang, bullfighting, breathtaking, recording, suggesting, programming, avoiding, succeeding, fluttering, strengthening, weakening, daydreaming, outgoing, approving, awaiting, surviving, disgusting, exhausting, imaging, adjusting, answering, performing, applying, threatening, woodworking, measuring, commanding, surprising, traveling, scaffolding, exclaiming, respecting, brightening, scheduling, attending, delighting, annoying
• 4 Syllable: understanding, overwhelming, elevating, conditioning, hibernating, remodeling, operating, devastating, decomposing, condescending, housewarming, maneuvering, aggravating, finalizing, animating,, overeating, exercising, magnifying, peacekeeping, barbecuing, alternating, skyrocketing, disappearing, overturning, disappointing, developing
• 5 Syllable: misunderstanding, accelerating, exaggerating, procrastinating, accompanying, administering

SEE ALSO: 21 Best Reinforcement Games for Speech Therapy

Short Phrases

When working on g sound production, it’s important to work on short phrases once your child or student has mastered the sound at the word level at or near 80% or higher accuracy.

Here is a list of g word phrases to try:

Initial: G Words Speech Therapy in Phrases

Medial: G Words Speech Therapy in Phrases

Final: g words speech therapy in phrases, sentence level: g words speech therapy.

After working at the word and phrase levels next it’s time to work on the g sound at the sentence level.

You can work on the sentence level by having your child or student read from a list of sentences or you could give your child or student a picture with their g sound in them and then have them create a sentence about their picture.

Below is a list of sentences that you can use with your child or students.

Initial: G Words Speech Therapy in Sentences

Medial: G Words Speech Therapy in Sentences

Final: g words speech therapy in sentences, g words speech therapy ideas.

Here is a list of ideas to work on the g sound!

Favorite Board Games

Do you enjoy using fun and engaging activities in your therapy sessions? 

Board games are a great way to reinforce practice while working on your students’ sounds. 

Some fan-favorite board games to try are Jenga , Connect Four , or Tic Tac Toe to name a few. 

Boom Cards can be another fun and engaging way to strengthen your child or student’s articulation skills.

Here are a few favorite boom cards to work on the g sound: 

• Free Articulation Boom Cards for /g/ – Speech Therapy by Teaching Talking – Use these digital articulation activities to practice the ‘g’ sound.
• FREE Boom Cards and Printable Coloring Activity: Spring Early Developing Sounds by Bluebird Speech – Use this freebie as a fun and ready to use interactive activity that students can use on any device.
• Boom Digital Cards Articulation K,G Sounds by Badger State Speechy – In this free set, you receive 1 set of Boom Cards for sorting k,g and t,d words by their beginning sounds. Students have the option of pressing the sound button to hear the words. This set is done in a fun apple-picking theme!
• Free Initial G Sound Digital Pet Accessory Articulation Activity by Lil Mae’s Speech – This is a fun, free and interactive articulation activity where students say the speech sound located at the bottom of the page. To reinforce the sounds, students get to pick a pet accessory once completed!
• FREE PREVIEW Hard G Initial Sound Digital BOOM Cards by ZenGee Classroom – Students use “Gary the Guinea Pig” to to practice the hard ‘g’ sound. This is perfect for pre-emergent and emergent readers who need targeted practice with an isolated sound to increase phonemic awareness.

SEE ALSO: Free Articulation Games for Speech Therapy

Velar fronting.

Velar fronting is when a back sound such as the /g/ sound is made in the front of the mouth, such as the /d/ sound.

For example, your child or student might say the word “date” for the word “gate”.

If your child or student is velar fronting or in other words using the /d/ sound in place of the /g/ sound a great way to work on reducing the velar fronting is to use minimal pairs. 

By using minimal pairs the child then practices the two sounds side by side and practices hearing and producing the different sounds. 

Typical and Atypical Phonological Processes and Age Ranges by Speech Therapy Store – If you want to learn more about phonological processes, such as velar fronting and what ages these processes are typical and what processes are atypical then be sure to check out my chart.

Here is a freebie to work on velar fronting:

• No Prep K & G Articulation Fronting Game Boards by No Prep Speech Mom – These are fun board games for students to practice velar fronting /d/ for /g/.

SEE ALSO: 279+ Free Speech Therapy Digital Materials

Minimal pairs.

If your child or student is velar fronting or replacing the g sound with the d sound these minimal pairs activities are perfect for you! 

Here are some different ways to work on velar fronting using minimal pairs.

• Phonological Process Freebie: Velar Fronting Minimal Pair Match Up by Speech in the Sand – Play this fun matching game to work on /g/ and /d/ velar fronting. The first pages are for the sound /k/ and /t/, but simply keep scrolling and you will find the /g/ and /d/ minimal pairs.
• Articulation Activity Go Fish D and G Minimal Pairs Speech Therapy by Speechies and Cream – Play a fun game of go fish using fun underwater characters to work on the g and d minimal pairs.
• Minimal Pairs for Fronting of K and G Sounds by The Speech Chicks – This freebie includes 8 /g/ and /d/ minimal pair words with pictures. 

Picture Cards

 If your child or student is working on a single sound using picture cards is a great way to get multiple practices and exposure to a single sound. 

Here are a few picture cards to get you started:

• Scroll to the bottom of this post and grab your free copy of printable and digital g practice picture cards. 
• Use our ready to go digital flash cards above to get started right from your computer!
• Fronting & Backing Minimal Pairs (/k/ /t/ and /g/ /d/) by Rachel’s Speech Goodies – Use these minimal pairs flashcards to target the phonological process of fronting/backing (/k/ and /t/ & /g/ and /d/ in both initial and final positions. There are 4 pages of kid-friendly picture cards and 1 page with the word lists.
• Articulation Practice Card /G/-FREE! Distance Learning by A Green and Gold Speech Therapist – This freebie includes practice sets of 30 pictures that include the /g/ sound in initial, medial and final positions. Included is a list of activities in varying levels of difficulty.
• Letter Sound Picture Cards by Just Ask Judy – This is a free set of letter/ sound picture cards, perfect for introductory lessons in preschool or kindergarten. Each card has a lowercase letter and a key picture representing the sound the letter stands for.

Language Skills

Do you have a group of students who need both language therapy and articulation for the g sound?

If so, here are a few ideas to do language skills alongside g articulation therapy.

• Speech Thera py Articulation Fortune Teller Origami by Speech Therapy Store – Not only can you work on the g sound as well as a ton of other sounds it’s fun! Have your language students work on following directions, requesting materials (scissors, paper, etc.), and practice taking turns.
• Free Speech Therapy Activities for Articulation & Language by Fun in Speech – Grab some shaving cream and have some fun! There are pages for the g sound as well as pages for synonyms, categories, and rhyming!
• Dough Articulation: K, G, F, S by Jenna Rayburn Kirk from Speech Room News – Have some students work on their G sound while others can play along while working on following directions, making requests (supplies, colors, etc.), as well as working on categories, such as what category are a dog, frog, and pig in?

Auditory Bombardment

Sometimes the first thing a language therapist or speech-language pathologist might do to work on a new sound for a child with an articulation disorder at the elementary school level would be to work on auditory bombardment. 

Auditory bombardment is when you say words with only speech sounds that the child or student is struggling with and provide correct production examples. 

For example, if the child is working on the g sound you might read a list of 20 g words to the child so they can hear the correct production of that sound repeatedly. 

See the list of g words above and start by saying 20 words to your child or student while producing the correct g sound to model and allow them to hear the correct production over and over again.

This is simply a listening activity for the child or student to give them the opportunity to hear the correct production of the sound they are struggling to produce themselves.

In Conclusion: G Words Speech Therapy

We hope you have found this article helpful for working on your child or student’s g sound. 

Be sure to grab your freebie of 20 words to start practicing 5 minutes a day!

Fill out the form below to grab your copy of the initial G words for speech therapy.

***Medial /g/ and Final /g/ currently NOT available. Don’t worry though it’s on my to-do list.

Grab our Initial G Words List!

Want even more g words speech therapy.

• 21 Best Reinforcement Games for Speech Therapy
• 261+ Free Ideas for Digital Therapy
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• Best Free Interactive PDF for Speech Therapy All-in-One

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Sue Lozano Tauchen

Tuesday 26th of April 2022

I love the variety!

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Tuesday 10th of May 2022

Wonderful! I'm so happy to hear you like the variety in this post! All my best, Melissa

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G Word List

If your child is having trouble saying the sound G, my G Word List can help!

If you are a speech therapist and you need some G speech therapy materials, you have come to the right place!

Below you will find lots of free materials!

• First, there is a FREE worksheet (for non-members) and link (for members) to access new articulation materials.
• Second, there is a word list for  quick viewing .
• Next, you can sign up for a FREE newsletter and receive  A LL THE WORD LISTS in one Folder in your Google Drive.
• After that, check out a brief explanation on how to say the target sound.
• Last, there are ideas for  articulation practice  that do not require flashcards or word lists. This is the most functional option and appropriate for children working on generalization.

Enjoy the FREE materials!!!

G Worksheets and More!

We have articulation worksheets for teaching, drill practice, generalization, and language-based articulation games! 

• If you are a member, simply log in , download, and you are ready to roll here. 
• If you want join,  sign up here. 

To access the free smashmat, just fill out the form below!

21 free smashmats.

Sign up below to receive your free materials.

Google Drive Word List

Sign up with your email address to receive all the word lists instantly! They will be yours now and forever!

I LOVE, LOVE, LOVE Google Drive. I can access my word lists from any device; laptop, desktop, or phone. 

If you want a copy, fill out the form above. I put all the word lists in one folder.  Once you receive your email with the materials, make a copy of the files and they are yours to use and tweak as needed.

• If you need help saving the word lists to your Google Drive, click here:  Save Google Document
• If you LOVE Google Drive as much as I do, check out our  Speech Therapy Documentation Page. 

Complete G Articulation Packet

This is MY FAVORITE NEW RESOURCE! I HONESTLY use it all the time for each articulation session and handouts for home practice.

The words chosen for speech therapy can make all the difference between a good therapy program and a great one! For the generalization phase, it is crucial to use high-frequency words!! It only makes sense to use words that the client will actually say outside of the therapy room. Right?!

For only $5, you will receive  35 pages  of materials including:

• Flashcards that can be used as Cariboo Cards too, yeah!
• Flashcard free games that can be used as home practice
• Dot sheets, smash-mats, and/or coloring pages
• Articulation warm-up sheets which can be used as a goal review sheet
• Flashcards which contain word, phrase, and sentence level practice
• Cut/paste sentence level worksheets
• Self-assessment sheets
• Parent handouts

Check it out here

How To Say G

We say "g" by putting the back of our tongue in the back of our mouth. Some tips to help your child....

• Cue your child to move their tongue to the back of their mouth
• Have your child cough and feel that their tongue is in the back of their mouth
• Lightly touch his/her throat as he/she says "g"

Articulation Games for G

G is an earlier developing sound. Therefore, the games listed below are for younger children. Feel free to tweak them to meet the needs of your child. Take turns with your child saying the desired words. It is important to practice  hearing  as well as  saying  the sound.

• G o - Say "go" as you make a car move
• G one - Say "gone" as you hide a toy under a bucket
• G et - Say "get" as you pick up a toy
• Pi gg y - Put a pig in a bag and say "piggy" when you pull it out
• Wa g on - Drag a wagon around the house and put objects in it, say "wagon" with every object
• All  G one - Say "all gone" every time you are done with something, i.e., game, food, laundry
• Ba g  - Put ojects in a bag and say in "bag" as you do so
• Hu g  - Say "hug" as your child hugs you or his bears
• Le g  - Say "leg" as you color legs of people in a coloring book
• Di g  - Say "dig" as you dig in the sand or dirt

These games can be played at home or anywhere. Adapt any game your child is already playing to squeeze in some fun "G" practice. Have fun!

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If you are a parent and your child

• has trouble saying multiple sounds 
• needs to work on vocabulary development
• is working on grammar skills
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• is working on narrative language
• needs to work on social skills

AND you want

• a step-by-step guide on how to help your child 
• ideas on how to improve all language skills at home
• functional games

Then, our  member's site might be just what you need.

If you are a professional and you want: 

• Articulation Screening Tools
• Data tracking sheets
• Templates in Google Drive for easy data tracking and graphing
• Homework sheets/parent handouts on articulation therapy
• General flashcard games
• 36 flashcards for each sound: B, D, F, G, J, K, L, M, N, P, R, S, T, V, Z, SH, TH, CH
• 8-10 functional games for each sound
• Language-based worksheets to spice things up!
• Picture description tasks
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Our  membership might be just what you need.

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How to Teach the K Sound & G Sound

I recently had a reader ask how to help her 4 1/2 year old daughter say the /k/ and /g/ sounds. These sounds can be tricky for little ones. Typically most children have mastered the /k/ and /g/ sounds by about 3 1/2 years of age. In this post I wanted to share some methods and excercises that can help kids with these sounds.

1. Use a tongue depressor (This method should be done by a certified Speech-Language Pathologist!)

With a tongue depressor push the tongue into the correct position for a /k/ or /g/ sound. While holding the tongue in the correct position have the child try to say the /k/ sound. If the child typically says the /t/ sound for the /k/ sound the tongue depressor will hold the tongue tip down and the child will end up producing the /k/ sound. The same goes for stimulating the /g/ sound. Allow the child to feel what it feels like to produce the /k/ sound correctly, then slowly pull the tongue depressor forward and out as the child continues to try to say the /k/ sound. The tongue depressor method is my favorite, and generally very successful. Some children however are unable to produce the sound when the tongue depressor comes out of their mouths. Keep working on it. Sometimes however, this may indicate oral-motor weakness.

2. Drink from straws

When a client struggles to produce the /k/ and /g/ sounds it is usually due to difficulties with tongue retraction/ oral motor weakness. Tongue retraction is the ability to elevate the back of your tongue. Difficulties retracting the tongue can be observed when the client drinks from a straw. Suckling a straw (meaning a child puts more than a 1/4” of the straw in their mouths while drinking) is another instance where children exhibit the inability to retract the tongue. If children can be taught to drink from a straw with tongue retraction then they will be able to use that tongue retraction to produce /k/ and /g/ sounds in speech. Refer to my post on Pacifiers and Sippy Cups for more information on how to use a straw to teach tongue retraction for /k/ and /g/ sounds. If a child drinks thin liquids from a regular straw appropriately you can try strengthening the muscles even more using thick liquids like yogurt and pudding. This is referred to as a thickened liquids program. Be sure to consult an SLP if you are interested in trying the thickened liquids program.

3. The Fixed-Up One Routine from Dr. Caroline Bowen

Children with speech delays often have difficulty self monitoring their own speech. Dr. Caroline Bowen created a routine to teach children how to practice self monitoring their speech in a positive way.

For example she says:

“Say to your child, ‘Listen to this. If I accidentally said tar when I wanted to say car it wouldn’t sound right. I would have to fix it up and say car wouldn’t I? Did you hear that fixed-up-one? I said tar then I fixed it up and said car.”

Exercises like these really make a difference when you are ready for your child to start generalizing what they have learned into conversation.

4. Read books with lots of /k/ and /g/ sounds

Try to provide lots of good models of the /k/ and /g/ sounds for your children by giving them as much exposure to the sounds as possible. A good way to do this is to sit down with your children and read books that have lots of these sounds in them. It’s o.k. to slow down and overemphasize these sounds. Great books to use are letter books that target the sound you are working on.

Other Methods Commonly Used:

1. Lay on your back on the floor

This method is used because when you lay on your back on the floor your tongue typically falls into the back of your mouth. So producing a /k/ or /g/ while lying on the floor should to be easier.

5. Gargle water

Gargling water is another technique suggested. It is used because when you gargle water the back of your tongue is positioned correctly for the /k/ and /g/ sound. It can be successful if the client has the motor skills to gargle water.

*Remember, once you have had success getting your child to say the sound correctly it still takes time for them to say it correctly in conversation. They need to practice it at the word level first. I like the child to have success with a list of at least 20 words. Then they need to master putting words into sentences! Finally, I have them practice the sounds in short stories we have written together using the 20 target words we’ve practiced. Then we practice the sounds in conversation. This is the pattern that the word, sentence and story cards follow on the worksheets page.

These are just a few ideas and hopefully they will help any of you that might have kids in need of mastering these sounds. Best of luck!

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• Free Worksheets

I created these free speech and language worksheets so you can easily download and print them out to use as part of your speech therapy program.  Just scroll down the page to view the worksheets by topic.  You will find free speech therapy worksheets for articulation, vocabulary , grammar, holiday articulation and language games…and lots of other miscellaneous speech therapy creations that I love!  If you would like more information on what articulation therapy is you might like to read a post I have written called  Teaching Speech Sounds: The Process of Traditional Articulation Therapy

Parents:  If you are a mommy or a daddy (or grandma or grandpa) who wants to work with your child at home, you can use these speech therapy activity pages for extra practice.  Just choose the sound position to work on (initial, medial, or final) and click on the corresponding link to view and print the worksheets.  To help make practice more fun, you can print out two of the same page so you have pairs, cut them out, and use them to play a game of memory or go fish. You can also use them as flashcards.  You will find free speech therapy worksheets by sound and at a variety of levels; word level, phrase level and sentence levels!

Articulation Worksheets

Speech Sounds in Syllable Wheel

/th/ Sound Voiceless

/th/ Sound Voiced

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Regular past tense.

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Vocabulary Worksheets – Holiday and Seasonal Themed 

Fall & autumn memory game, christmas vocabulary 1, christmas vocabulary 2, summer vocabulary, summer vocabulary companion, grammar bingo games – holiday and seasonal themed, grammar bingo games.

Vocabulary BINGO Games – Holiday and Seasonal Themed

Vocabulary bingo - winter, concepts bingo - christmas, conceptual vocabulary bingo - back-to-school, conceptual vocabulary bingo - fall, conceptual vocabulary bingo - spring & easter, lemonade stand bingo - summer, 4th of july vocabulary bingo - summer.

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G Words in Speech Therapy – G Word Lists, Activities & Teaching Tips

When you’re working on helping your child with their speech and articulation, it’s essential to focus on specific sounds to improve their skills. One of the critical sounds in speech therapy is the G sound. G words can be found in various positions within words: initial, medial, and final. Each position may require slightly different strategies in speech therapy. To address an articulation disorder, speech-language pathologists often use a variety of activities and tools, such as audio recordings, games, and books, to help clients practice the G sound in a fun and engaging way.

A good starting point for working on G words in speech therapy is identifying voice and voiceless pairs. These pairs can help you focus on the correct positioning and airflow needed for accurate G sound production. For example, the voiceless pair for the G sound is the K sound. By practicing words containing both G and K sounds, you can better understand the differences between them and improve your articulation.

Articulation activities play a crucial role in the development of the G sound. Speech-language pathologists often provide clients with word lists containing initial, medial, and final G words. These lists can serve as a foundation for various activities such as flashcards, sentence building, and reading passages. Client-specific activities can also be developed, keeping in mind their interests and preferences.

Constant practice is essential for improving articulation and mastering the G sound. As a client or a speech-language pathologist, incorporating G words into daily routines and communication can be highly beneficial. Encourage conversation, storytelling, and reading materials that focus on G words to reinforce practice and enhance overall progress.

Remember, working on G words in speech therapy is a dynamic and gradual process. As you continue to practice and engage in articulation activities, you’ll notice improvements in your speech and articulation abilities over time. Always approach the process with patience, persistence, and a friendly attitude to ensure success.

Importance of G Sound

Working on the G sound in speech therapy is essential as it helps improve your pronunciation and expands your vocabulary. This  voiced sound  is a common component in the English language and can be found in various words. Mastering the G sound can lead to a boost in confidence when speaking and communicating with others.

The G sound requires proper articulation, involving the use of your soft palate and vocal cords. When pronouncing the G sound, the back of your tongue should make contact with your  soft palate , while your vocal cords vibrate simultaneously. It’s crucial to be mindful of these processes as they play a significant role in producing a clear and accurate G sound.

In addition to the G sound, it’s essential to differentiate it from the /k/ sound in speech therapy. Both the  k and g sounds  are produced in the same location in the mouth, but with a critical difference: the G sound is voiced, while the /k/ sound is voiceless. Being able to distinguish between these paired sounds can enhance your overall speech clarity and articulation skills.

There are also soft g sounds and hard g sounds. The rule to remember which is which, is as follows:  When g meets a, o, or u, its sound is hard.   When g meets e, i, or y, its sound is soft .

To sum up, incorporating G sound practice in your speech therapy sessions can greatly benefit your pronunciation, vocabulary, and articulation. Remember to pay close attention to the role of your soft palate and vocal cords, and be aware of the differences between the G sound and its voiceless counterpart, the /k/ sound. Keep up the good work, and your efforts will surely lead to improved speech proficiency.

Teaching Methods for G Words

When it comes to speech therapy, teaching the G sound can be quite an adventure. As a parent of a child who is having speech therapy or is waiting to receive it, there are numerous techniques you can employ to help children master this sound. The key to success is practicing often and incorporating a variety of strategies.

First and foremost, your resources are your best friends. Books, games, and picture cards all offer fantastic ways to engage young learners. A favorite activity among speech therapists is using  G Word Lists and Activity Ideas . These lists include initial, medial, and final G word suggestions, along with appropriate games and book recommendations tailored to the G sound.

Since children tend to learn better through play, incorporating games into speech practise sessions at home can be a game-changer. Utilize age-appropriate games that involve the G sound, such as guessing games or picture card matching activities. You may also create your own G-themed games, such as a scavenger hunt where children must find objects that start with the G sound.

While working on the pronunciation of G words, provide your child with ample opportunities to observe their mouth movements. One useful tool for this purpose is a mirror. Encourage them to focus on their tongue placement and the way it feels when they correctly produce the G sound. By allowing children to see and feel the differences in their mouth, they can better understand the necessary actions to produce the G sound.

Flashcards are another excellent resource to use outside of speech therapy sessions. You can create or purchase sets of flashcards featuring G words at various positions within words (initial, medial, and final). These visual aids can help children associate the sound with its spelling and encourage them to practice the G sound in various contexts.

Remember, patience and encouragement are essential when helping children develop their speech skills. By utilizing these various teaching methods for G words in speech therapy, you’ll be well on your way to helping them master the G sound in a friendly and engaging manner. 

Role of Word Lists in Therapy

When it comes to speech therapy, word lists play a crucial role in helping your child or yourself develop and practice correct pronunciation of specific sounds. Among these, G words are quite common in language and working on them can significantly improve your articulation skills. So, let’s delve into the benefits of using word lists and explore some essential G word categories.

One of the significant reasons to use word lists in therapy is their ability to provide a structured approach to practicing particular sounds. In the case of G words, there are different types of lists, such as  initial G words , medial G words, and  final G words . By breaking down the words into groups based on their positions, it becomes easier for you to focus on and master the specific sound within different contexts.

Another advantage of using word lists is their potential to incorporate common vocabularies or  target words  you’ll encounter regularly in daily communication. This makes your child’s practice more functional, ensuring that they’re not only working on improving sound pronunciation but also enhancing their overall language skills.

Articulation Practice with G Words

Friendly and consistent practice is essential in mastering speech sounds like the /g/ sound. As you begin your articulation practice, remember that the  g  sound is a back sound, produced when the back of the tongue touches the soft palate in the back of the mouth. To help you understand the right tongue placement, consider checking out some  articulation worksheets . 

When practicing G words, it’s crucial to have a variety of initial, medial, and final G words to work with. Start with simple words like  gum, goat, and dog , progressing to more complex words and phrases as you become more comfortable with the sound. You can find comprehensive  G word lists for speech therapy  that cater to different speech requirements.

Incorporate various activities into your child’s practice to make it engaging and fun. For example, you could play games, read  books focusing on G words , or even create a word treasure hunt challenge. Aim for a minimum of 100 trials in each practice session, focusing on functional words that you regularly use in your everyday conversations.

As you practice, it’s important to remain patient and maintain a positive, friendly attitude. Encourage yourself by celebrating small achievements along the way. Make sure to practice regularly and consistently to reinforce learning and improve your G word articulation in everyday speech.

Remember, mastering the G sound takes time, persistence, and dedication. Keep practicing, use various G words and activities, ensuring proper tongue placement and speech sound production. With consistent effort, you’ll notice improvements in your child’s G word articulation over time. 

Specific G Words for Therapy

Incorporating a variety of G words into speech therapy sessions can help clients practice and improve their articulation of the G sound. In this section, you’ll find a selection of G words that may be used in various activities and games during therapy sessions. These words are organized based on their position within the word (initial, medial, or final) and also include compound words and multisyllabic examples.

Initial G Words

Medial G Words

Final G Words

Compound Words

Multisyllabic Words

Additional G Words

Combating Phonological Processes

Phonological processes are simplifications that young children use while learning to talk. They’re a normal part of language development but can become problematic if they persist beyond a certain age. Two common phonological processes we’ll discuss are  fronting  and  context-sensitive voicing .

Fronting : Fronting occurs when a child replaces a sound that should be produced in the back of the mouth, like “g” (as in “goat”) or “k” (as in “cat”) with a sound produced in the front of the mouth, like “t” or “d.” To address fronting, try these strategies:

• Encourage your child to pay attention to the placement of their tongue when they say words with “g” or “k.”
• Use visual cues, such as a mirror, to help your child see where their tongue should be when producing these sounds.
• Practice with minimal pairs, which are pairs of words that differ by only one sound, such as “goat” and “toat” or “cat” and “tat.”

Context-sensitive voicing : This process involves replacing a voiceless sound with a voiced sound. For example, when “pig” is pronounced as “big” or “car” is pronounced as “gar.” To help your child work on context-sensitive voicing, consider these tips:

• Teach them the difference between voiced and voiceless sounds, and practice each sound in isolation.
• Focus on pairs of sounds that have the same place and manner of articulation but differ in voicing, such as /p/ and /b/ or /t/ and /d/.
• Use auditory and visual feedback methods, like listening to recordings of your child’s speech, to help them hear and see the difference between voiced and voiceless sounds.

Remember to be patient and supportive as your child works on these skills. With consistent practice and encouragement, you’ll see progress in combating phonological processes. Good luck!

Therapy Resources and Materials

As a speech therapist or a parent looking for  G word resources , there are a variety of helpful materials available to support your speech therapy sessions. Here, we will explore some of the resources and tools that can enhance your therapy sessions and make them more engaging and effective.

To start, consider finding online resources with plenty of  articulation activities  to keep your sessions diverse, and keep your clients motivated. Websites like  Speech and Language at Home  or  Speech Therapy Talk  can be great starting points for finding G word lists and speech therapy activities.

As a member of various professional speech therapy websites and organizations, you can access additional resources, tips, and support from your peers. Make sure to take advantage of professional memberships that offer exclusive content and materials catered towards speech therapists.

Flashcards  can be a very useful tool when practicing G words, as they allow the visual representation of the word, as well as the auditory component when spoken out loud. You can find  600+ G Words Lists for Speech Therapy Articulation or create your own set of flashcards, such as boom cards, tailored to your child’s needs.

For more hands-on activities, consider incorporating books into your therapy session that emphasize G words. Reading these books together can provide a fun and engaging way to practice G word pronunciation and improve overall articulation.

Picture cards  are another effective way to work on G words in speech therapy. By providing a visual representation of the word, you can help clients associate sounds with their corresponding images. Try using resources like  K and G Words, Lists, Materials, and Everything You Need!  for picture cards and other helpful tools to supplement your speech therapy activities.

Remember to keep your tone friendly and adapt to the needs of your clients as you explore these resources and materials. Your dedication to enriching their therapy experience can go a long way in promoting progress in their speech and communication development.

By Michelle

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What is Echolalia? Understanding the Repetitive Speech Phenomenon

How many words by 18 months a guide to your toddler’s language development.

Tips and Tricks for Articulation: /K/ and /G/ sounds

How to Teach the K and G Sounds

Today I am here to offer some tips and tricks for teaching velar sounds: /k/ and /g/.  These two sounds go together because we use the velum to make them.  That thing that hangs down in the back of your mouth….that’s the velum!  When children say /t/ and /d/ instead of /k/ and /g/, we call that “fronting”: they are making the sound in the front of the mouth instead of in the back. This is something you can work on with your child at home (and in therapy with a qualified speech provider).

There are several levels of teaching sounds: isolation (only the sound), at the word level (ex.”cat”), in phrases (ex. “Black cat”), sentences (“I see a black cat.”), and finally in conversation.  

This may take some time.  This is normal.  Try to be patient and don’t put too much pressure on your kiddo.&  

Isolation Level : 

One of the silliest and most fun ways to practice this is to lie on the floor with your child.  Your tongue naturally falls back when you lay on your back.  Now try saying “kkkk” or “gggg”. Some kids can do the /k/ or /g/ sounds right away when you do this…some cannot. If they can’t quite do it yet, don’t worry.  Keep on chu gg in g along.  

Tips and tricks: 1) First… show them and tell them how to pull their tongue to the back of the mouth.  You might point to your throat.  Another trick is to put an object or picture of an object that starts with “k” by your mouth while you model the sound.  This helps to draw attention to your mouth.    If they have a hard time, keep practicing, use a mirror, and be patient.  You could gently use a toothbrush to help them move their tongue back if needed…but oftentimes kids find this spot in the fun “laying on the floor” game. 2) Next…show them how to make the air come out.  We have our voice off for /k/ and on for /g/.  They can feel their throat to tell if their voice is on or off.  Just before the word level comes syllables.  This is where you add in a vowel.  Examples: ko, ke, ka, ak, ick, eek, go, gee, gu, ga, ag, ug, ig.  

Word Level : 

Once we’ve got isolation and syllables down, we can move to practicing in words. Some kids do better starting at the beginning of the word, some do better with the middle or end of the word.  You can determine this by trying some words.  I often start with kids where they  are  successful (this may sound backwards…but saying sounds wrong can get frustrating, so kids are excited when they get them right).  In speech therapy, we call this “stimulability” (if a child is “stimulable” for a sound….they are saying it right! yay!).  

Beginning Words  (initial position)

Initial K : calf, carve, cough, key, cat, car, cap, cot, cut, corn, kids, cake, candy, king, cold, cow, cup, cape, K, couch

Initial G: go, goose, golf, gate, gum, goop, give, goat, game, gift, gas, good, gold, girl, goof, guitar, goodbye, gummy, goal, gorgeous

Middle Words  (medial position)

Medial K : bookshelf, hockey, kicking, yucky, licking, popcorn, cooking, baking , biker, peeking,  achy, cookie, sticky, hiking, ticking, taking, packing, backpack, taco, soccer

Medial G : doggie, yoga, forget, buggy, bagger, bigger, luggage, piggy, foggy, bagel, snuggle, juggle, eagle, wiggle, giggle, tiger, yogurt, piggy, lifeguard, sugar, dragon

Ending Words  (final position)

Final K : poke, sick stick, sick, pick, tick, puck, pick, peek, clock, tuck, yuck, muck, duck, buck, cook, snake, rake, lick, kick

Final G : log, dig, swing, bug, big, pig, mug, tug, dog, frog, bag, egg, leg, hug, long, plug, slug, jug, ring, jog

Once you figure out which of these positions is easiest, practice those words.  You can model the sounds for your child, emphasizing the parts with /k/ and /g/ in them…cheering for them if they get it right, but not scolding them if they get it wrong. 

Once your child has mastered the word level (consistently getting 15-20 words correct at least 75% of the time), you can try some phrases/sentences.  

I like to use this visual set to cue which part of the word we are targeting.  

Phrase/Sentence Level : 

We can sometimes use the same sentence to practice lots of words: 

Example: I see a _____. (cat, car, bug, dog)

Or you can make up sentences for each word.  

Again, make your /k/ and /g/ sounds louder (we call this exaggerated modeling…bu g ), encourage your child, but don’t scold.  Also, don’t do this practice all day every day….just a few minutes here and there is fine.  We don’t want kids to become sensitive about their speech. 

Conversation Level : 

This can be used from the start in modeling of your own /k/ and /g sounds in your conversation (for a few minutes here and there).  Once a child has consistently mastered sentences (75% or more correct), you can start providing gentle reminders in conversation.  “Don’t forget your /k/ sound”, “oops, I think you meant “cat”…right?”  Don’t stress your child out….but remind them gently (some of the time).  

Stories: 

One of the best ways to model the /k/ and /g/  sounds is by reading stories.  You can read stories to your child that have a lot of /K, G/ sounds in them and exaggerate that sound for them while you read.  Here are some examples of books that have /k/ and /g/ in them frequently.  If your child is old enough to read, you can practice with them reading too!

Chicka Chicka Boom Boom by Bill Martin Jr and John Archambault

Pete the Cat  James Dean and Eric Lutwin

If you Give a Mouse a Cookie  by Laura Numeroff 

How do you Hug a Porcupine  by Laurie Isop

Go Dog Go!  by P.D. Eastman

Goodnight Moon by Margaret Wise Brown

The Very Hungry Caterpillar  by Eric Carle

Kiki Looks for Kitty by Elizabeth Hepler

Kiki Looks for Gogo by Elizabeth Hepler

Video Demo of Interactive Articulation Book

Here is a video of  The Very Hungry Caterpillar read by Eric Carle.    (note, this was for “fun” and storytime…and he did not use exaggerated modeling in this video) :

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Educating, inspiring, and empowering parents & professionals in supporting young children's overall development

How to Elicit (Teach) the K & G Sounds {Part One: Elicitation Techniques}

May 21, 2013 by Katie Filed Under: Articulation & Phonology (aka Speech Sounds) , K & G Tips , Sound Elicitation Techniques 14 Comments

Welcome to the next installment of the Eliciting Sounds Series. You can check out the other posts in this series HERE . now, let’s get started on the /k/ and /g/ sounds! (There are affiliate links in this post for your convenience)

MY Tips for Eliciting the K & G Sounds

Here are MY tips for eliciting the /k/ and /g/ sound that I personally have found effective:

• Having the child lean his head back so the tongue slides back to the oral cavity. Sometimes having the child actually lay on his back is needed. 
• For tricky kids who are fronting, I have found that using a Dum Dum or Mini Tootsie Pop to told the tongue tip down and THEN tell the child to make the sound, will allow for the back of the tongue to move up and make the /k/ or /g/ or a close approximation. I learned this trick in grad school and have used it many many times!
• I always use gestural cues to cue children on which sounds we are working on. For the /k/ and /g/ I point to the throat. I will also lean my head back for an additional visual cue to get the tongue back and up.

Visual Aides

Just like for the /r/ sound, a fantastic 3 dimensional visual aide I like to use when teaching sounds is the  Jumbo Mighty Mouth Hand Puppet  from SuperDuperInc. I also have used play doh to make a tongue and mold it into the shape it needs to be in for a given sound (you see this on my Tips to Teach the /r/ Post )

Proprioceptive Elicitation Tools

You can use some different items to assist in providing a child with some tactile/proprioceptive feedback when teaching the /k/ and /g/. Here are a few examples!

Books That Go Over Elicitation Techniques

Your fellow slps weigh in: their tips.

• Lay down on your back. Gravity helps pull the tongue back. ~Jocelyn, New York
• For most students I use a tongue depressor to guide placement of the tongue for /k/, explaining to the student that they need to keep their tongue tip down. For some I have even combined the instruction to put their head back or to make the “throat clearing” sound. Once I am able to elicit a good glottal I teach the student how to use the tongue depressor to elicit the sound independently. We then work on practicing with and without the tongue depressor until the student is able to produce a “good /k/”. For some students this takes quite a while as they need a lot of practice to shape their glottal production into an intelligible production of /k/, working on making sure that the sides of their tongue are on the bottoms of there top teeth. ~Christina, Michigan
• Most effective tip – Use tongue blade to hold down tongue tip; others – have child put head back so that tongue naturally falls back, have child pretend to gargle or growl like a bear ~Paula, West Virginia
• One method – talk about making a “surprise face” (mouth wide open, tongue tip down) and say “aahhhh”.  Then tell the child to keep tongue tip “right where it is” on the bottom teeth, and make the “cough sound” right here, (tapping my throat as a visual). ~Michele, Pennsalvania
• I use a pediatric spoon or tongue depressor (or, in a pinch, cue the student to use his/her own finger) to hold down the front of the tongue while producing /g/ or /k/.  This gets their tongue in appropriate position — back up, front down.  We practice that a few times, then move to producing words while using the prop, so the child can get a feel for how the word should be produced.  This has been successful with my students with hearing impairment, as well! ~Anonymous
• For both /k/ and /g/, I like to use a dum dum sucker. I will put the sucker right on the top of the tongue tip and then push the tongue all the way back so that the back of the tongue is touching the throat. I will have the student say k and g in isolation 5-10 times before I release. Then I will move to the word level and have him say the word a few times with the sucker in his mouth. The goal is to move away from the sucker and have him produce the k and g on his own in isolation before moving to words. ~Brea, Michigan
• Tactile cues, like feeling the throat. Two fingers in the mouth stacked one on top of the other, keeps your mouth open and makes creating an error sound /t/or/d/ difficult, also easy to fade back to one finger in the mouth, then on the lip, then independently. ~SLP, Minnesota
• For most of the young kiddos, I find it helpful to take away from too many “details” regarding phonemic awareness. For example, I work with the birth to three population and discussing “throat” “voice off” “coughing” all the good go-to’s for preschool and up is too complex for the really young ones. Therefore, I sneak it in via “Dino walk!” Walk like a Dino /k/, /k/, /k/…this is an exaggerated walk of course made partially stomping and “crashing” /k/ sound. The kids love it. You can also find an easy template for Dino feet and trace onto foam or simply laminate. Lay the “tracks” down and then let the kids /k/ /k/ /k/ along the way. As they move up to words, put pictures card along the path. ~Anonymous
• I use a dum dum lollipop to.hold the tongue down,push it back, etc. The kids get it and any parents that come in understand and can do the same at.home.   I teach preschoolers so this is usually the older ones ~Lisa, Pennsylvania
• I show them the tip of my tongue and ask them to touch the tip of their own tongues.  Then I tell them that we make /t/ and /d/ with the tips of our tongues. Then I show them the back of my tongue. I also use a mouth puppet called “Mighty Mouth” so they can see and touch the tip and back of the tongue. Then I show them how I can make the back of my tongue touch the top of my mouth and say, /k/ and /g/.  Then I let them try it out on “Mighty Mouth”.  After they do this a few times, I have them try it on their own tongues while looking in a hand held mirror. I’ve also had them fake cough and feel where their tongues touch when that happens and then try the sound at the same spot.  sometimes this works. Also, tipping their heads back while trying to get the back of the tongue up, to the roof of the mouth, works sometimes, too. ~Ann, Massachusetts
• Pretend like you are going to swallow your tongue! (But please don’t: we’ll need that tongue for more talking!) Then try saying the sound you make, way back in your throat. Here, watch me. ~Suz, North Carolina
• I find that targeting /g/ first can help elicit /k/ without direct instruction. ~Aby, Iowa
• Open up the mouth BIG, sometimes hold the chin, demonstrate the movement with my hand, tongue depressers to hold tongue tip down. ~Anonymous
• If a child is fronting their /k/ and /g/ sounds, I use a tongue depressor to hold the tongue tip down so that the back of the tongue moves up and makes contact with the soft palate (instead of the fronting moving up to make contact with the alveolar ridge).  I start at syllable level, then move on to CVC words (that do not contain: blends of the target sounds, the target sound in the position we are not practicing, and /t/ or /d/ sounds).  I slowly reduce the use of the tongue depressor, and try to let the child be as independent as possible using it.  Eventually, I just let the child hold the tongue depressor as a reminder.  This technique works well (at the word level) with kindergarten and first graders I’ve used it with.  It has been a little harder with the preschoolers I’ve worked with. Once the child becomes more proficient at /k/ or /g/ in initial and final positions, I move onto the medial position and multisyllabic words; then onto short phrases, sentences, etc. Some CVC words I like are: /k/ initial Cage, cup, comb, kiss, come; corn, king (although they have blends in other sounds, so it depends on the child); car (if the child has trouble with /r/ sounds I won’t use this word).  CV words I like are: key, cow /k/ final book, shake, bike, back, sick, knock, sock, hike; lick, look, rock, rake (if the child has trouble with /l/ or /r/ sounds I may leave these out). /g/ initial go (CV), gum, gas, game, ghost; goal (leave it out if the child has trouble with /l/) /g/ final egg (VC), hug, bag, mug, pig, big, bug, wig, jog; leg, log, rag, rug (leave out if child has hard time with /l/ or /r/ sounds). I use the cards available at mommyspeechtherapy.com as well as some I’ve made myself and I always try to reinforce with a game (like Chipper Chat by Super Duper) unless I’m doing a 5 minute artic in the hallway. ~Erica, Ohio
• Having the child cough, or lay on floor for gravity to move tongue back for K.  For G have the child pretend they are drinking water. ~Becky, Nebraska
• Coughing works for me. Cough out the word…cough + up = cup ~Anonymous
• 1)  Work on eliciting final /g/ first.  That sound implies the /g/ in all other positions as well as the /k/ sound.  2)  Tip of tongue stays down while back of tongue jumps up to make the /k/ or /g/. 3)  The water drinking sound (imitate gulping water /g/, /g/, /g/) ~Anonymous
• I have students lay down on the floor under a table on their backs.  We shine flashlights up at pictures that I have Velcroed (speling??) or taped underneath the table.  They are usually having so much fun they relax and forget about the sound at times and I have often gotten /k/ in a CV or VC syllable this way! I have had success shaping /k/ from /h/ as well.  The student says an extended /h/ and then coughs and at times an isolated /k/ will pop out. ~SLP, New Hampshire
• My youngest kids like to touch their throat and k k k cough ~Suzanne, Texas
• I use animals cut in half to demonstrate a visual concept of front and back.  Then we talk about front and back sounds we make, which has really been a great initial activity for the beginning of therapy.  I have also had success with having my students use their pointer finger as a ‘hook’ to hold their own tongue tip down while making the /k, g/ in isolation. ~Jenn, Florida
• One thing I stumbled on in desperation that has worked surprisingly well is to have kids produce the sound with their mouths open WIDE. It is more difficult to produce /t/ and /d/ without some degree of lip closure, and easy to produce velar sounds. Also, if fronting does occur, it is very visible in front of a mirror with your mouth wide open! I do this at the word level or at the syllable level, pairing with vowels like /a/ so the mouth can stay open wide for the entire word/syllable. Sounds strange, maybe, but it has worked really well for me for some tricky velar fronters! ~Anonymous
• 1.  Often K is more stimulable than G.  I don’t tell the child we are working on a speech sound; I just tell him we are making a sound.  “Do this!”  Then I make a long, loud KKKKKKKKKKKKKKKK sound in the back of my throat with my mouth open and encourage imitation. 2.  If that doesn’t work I have the child watch my mouth and I make the same sound in short bursts.  I have my mouth open slightly so he can see I am not using the tip of my tongue; OR 3.  I have the child do an H sound in a loud, but voiceless, manner: HUH-HUH-HUHKKKKKK.  I attach that KKK to the end of the HUH.  I might tap behind the child’s jaw (TMJ) at the same time to provide some tactile cues. 4. If these don’t work I lie down on my back and have the child do the same so that the tongue wants to move back with gravity.  Repeat step 1. 5.  If the child is making T for K at this point I have the child press the tip of his tongue down while making that exaggerated, crunchy KKKKKKKK sound.  I am still not mentioning K if the child fronts.  Having his mouth open wide makes it harder to do a T if fronting’s an issue. 6.  I use a mirror OR have the child and I look at ourselves in the camera on the iPad at any point where I think it will help. 7.  I sometimes do bombardment, then discrimination, if the child is still not getting a decent K sound, but honestly, I usually get K with Step 1.  For discrimination I use the LinguiSystems Apraxia program manual cues and pictures for T and K. I make a K or T sound and point to the corresponding picture from LinguiSystems for T (ticking clock) and K (dinosaur crunching dry leaves).  Then I start having the child point to answers as I exaggerate the sounds, including an open mouth for K.  Mini milkchocolate M&Ms are often very motivating for close listening. 8.  I may work on K until it’s in all positions of single words 90% while independently naming pictures before starting G, because at that point it’s usually very easy for the child to do. ~Jennifer, Pennsylvania
• Sometimes I try letting my kids try imitating me making noise as I drink juice.  The younger ones have trouble hearing the sound so that helps them hear that /g/  sound and if you try doing it without drinking they realize it is a /g/.  It doesn’t always work but I have had some success with it and the boys love the mess and noise so they don’t feel like it is ‘speech stuff’ ~Cee, North Carolina
• I give them a toy camera and have them lie on their back in bed at night and make the /k/ sound of the camera clicking (old school!). Lie on their back and make a static noise which you can shorten and sharpen.  Once it is sounding like a /k/, I put my hand under their head and slowly bring them up while they keep making the sound.  When it stops being a k (or static) then we go back down and try and get a bit higher next time! Hum happy birthday using mmmmm and then nnnnn and then ng and I can usually get a quick /k/ afterwards! ~Anonymous
• Keep mouth open as wide as possible and try ….gets tip of tongue out of the way.  If old enough, I have them gargle to get used to moving the velum…then “dry gargle”.  Usually I have the parents do this at home as part of teeth brushing time.  Then they can model a/k,g/  with a very wide mouth.  Wierd but works for many!! ~Kristie, Oklahoma
• I use a lollipop as a tongue depressor to hold the child’s tongue down and tell him to make his “back”sound. ~Leslie, Texas
• I have pushed a raisin onto the end of a straight pretzel to create a little “tool” for holding the tongue tip down and pushing gently back to help the child elevate the back of the tongue.  This has worked almost every time to elicit the sound.  Once the child has the feel for the movement needed, he/she can usually replicate it.  And they like eating the “tool”! ~Mary, Washington
• I use dum-dum suckers to elicit the /k/ and /g/ sounds. They are small and fit right behind the bottom teeth and help hold the tongue tip down (and kids don’t mind them like they do tongue depressors). I hold the tongue tip down and have them say /k/. When they are able to do it in isolation, we move to “ke.” It usually only takes a few trials before they remember to keep tongue tip down. I like this much better than laying on their back or other “coughing” type because it doesn’t have the glottal fricative sound that coughing tends to produce. ~Mary, North Dakota
• One thing I have found useful in eliciting /k/ and /g/ sounds is to hold down the tongue tip with a tongue depressor while the child practices the target sounds. Another “trick” is to have the child lie flat on his back while he makes the /k/ and /g/ sounds. This will help the child get a “feel” for the correct placement before beginning sounds in words. ~Leigh, Alabama
• I use a tongue depressor on the tip of the tongue! ~CC from Oregon
• -use a flavored tongue depressor to hold tongue tip down; if no flavored t.d., put a little sugar or pixie stick sugar on it -or use a flat lollipop, pretzel stick, candy cane, toothbrush, etc to hold tip down -have child use their own finger to hold tip down (lots of handwashing needing but gives them control of the situation) -gargle with water then try to “dry” gargle (guh, guh, guh) ~Liz, New York
• Put a dum dum in the bottom of the mouth. It sort of pushes the tongue up and back. I’ve also heard lying on a slight decline (head down) works, but I haven’t personally had success with this. ~Anonymous
• Tongue depressor… Have them say “kangaroo” ~Anonymous
• Have child hold teeth open approx. 1 inch. Keeping teeth open instruct then to imitate your production of the /k/. ~Susan, Indiana
• -Have the child lay on their back on the floor and look up at the ceiling. This position helps to naturally move their tongue in the back of their mouth. -Instead of using a tongue depressor to aid in correct tongue placement for k/g try using a lollipop (I like using Dum-Dum’s because they are cheap and small enough for little mouths). Most of my clients  will work extra hard to say their sound when they are reinforced with candy and it seems less invasive to my kiddos who are anxious about the doctor/anything going in their mouth. ~Olivia, Pennsylvania
• I have used a toothette or even a dum dum lollipop to help keep the front of the tongue down when first targeting the /k/ or /g/ sound in isolation. ~Anonymous
• -If you’re struggling just to elicit any back sounds you can use coughing (especially for /k/), growling (especially for /g/), or dry gargling (for /g/) ~Kelsey
• After teaching auditory discrimination between t/k, I’ve used a tongue depressor and mirror and talked to the studen about how there are tippy sounds like /t/ and throaty sounds like /k/. I’ll have them stick out their tongue while looking in the mirror and touch the tip of their tongue. That’s where we say tippy sounds. They’ll imitate /t/. Then, I’ll touch a little further back (not too far!) and talk about how that part of the tongue makes the throaty sound and I’ll model /k/. I also put my hand on the back of their head and talk about that’s where their tongue goes. We’ll also swallow together and “feel” our tongue hit the “back of our head.” I’ve also had success with having a student either (1) tilt their head back on my hand while swallowing to feel their tongue fall back. They try the sound or (2) lay on the floor and try swallow/feel tongue fall back.David Hammer (a wonderfully amazing SLP with a ton of therapy ideas and information on childhood apraxia of speech) has named this sound the “throaty” sound. I have my students put their hands on their throat while saying their “throaty” sound. He’s come up with clever names for all the speech sounds. ~Anonymous
• This is a tip for eliciting /k/ at the word level in the initial position.  Pairing /k/ with /h/ immediately following results in an easier transition to the vowel, without reverting back to sound in error (works well for fronting).  This also works with /f, s/ if stopping is involved. ~Kyle, Ohio
• I start with /g/ in isolation as something about the voicing makes it clearer.  I am very careful not to call it the “g” sound because kids will automatically do /d/ for that.  I tell them we’re going to do exercises to make their tongue strong.  We do a couple of tongue touches so they get the idea of copying me.  Then I hold the tip of their tongue down with a tongue depressor and have them copy a /g/ sound. I make sure they are opening their mouths as wide as possible. ~Katie, Illinois
• *Use a tongue depressor to hold the tongue tip down and slightly push it back. or *Start with /h/ to get the idea of a back sound.  Then move to “gargling.”  It sounds like a velar fricative.  This can be done with or without water and sounds really harsh on the voice but it’s just temporary.  Next, try to make the gargles shorter.  I’ve found that the shorter bursts get close to /k/ and you can praise the closest until success is achieved. ~Manda, Illinois
• I have a student who is severly apraxic and I had tried everything under the moon to elicit the /k/ and /g/.  Both his first and last name started with /k/.  First I tried having him lay on the floor (I left my door open in case passer by wondered what was up!)  I then used a tongue depressor to help push his tongue back into the proper position.  He didn’t like this, so I had to come up with a different method.  I read about the nutella spot where you take a dab of nutella and place it behind the lower teeth and have them lick it off.  Do this for a week.  The next week tell them to put there tongue at the nutella spot and then have them make the /k/ sound.  We’ve been moderately successful with this technique.  His /k/ is still closer to a velar fricative.  He is so apraxic that he just cannon coordinate his tongue for proper closure.  I’m always searching the net for different ways that I haven’t thought of yet! ~Leanne, Iowa
• Using a dumdum or tongue depressor to push front of tongue down / back of tongue up. Making glug glug sounds (as long as they’re not pharyngeal sounds). Lie on your back on the floor. Look up at the ceiling ~Daphne, Toronto

Links to other Tips and Tricks for K & G

Looking for more? Here are links to other posts on the subject of /k/ and /g/:

• Eliciting Sounds /k/ by Dean
• Therapy Ideas for /k/ and /g/  by Lauren Nelson PhD at Speech Pathology dot com
• Stimulation Ideas for the /k/ and /g/  by Pam Marshalla
• How to Teach the /k/ and /g/ Sounds from Mommy Speech Therapy
• How to Teach the /k/ Sound by Chicago Speech Therapy
• 12 Ways to Teach Your Child the /k/ Sound by Home Speech Home
• How to Elicit the /k/ Sound in Young Children  from Speech Language Resources

Check back tomorrow for Part Two, where I share some products, programs and resources for eliciting and treating the K & G! 

Don’t want to miss future posts? You can have posts delivered via email! just click  HERE  (be sure to watch for the confirmation email). You can also follow along on  Facebook  and  Pinterest  for even more speech and language information and fun!

About Katie

Katie is a licensed, credentialed and certified pediatric speech-language pathologist and mom to four (8, 6, 3 and 6 months). Her passion for educating, inspiring and empowering parents of children with all abilities led her to start her blog playing with words 365 where she shares information about speech & language development & intervention strategies, parenting, photography and a little about her family life too. Katie has been working in the field of speech pathology for 12 years and is certified in The Hanen Centre’s It Takes Two to Talk ® and Target Word ® programs and holds a certificate in Applied Behavior Analysis (ABA). In addition to blogging and being a mommy, Katie works part time in her small private practice in the San Francisco Bay Area. You can follow her on Facebook , Pinterest and Twitter .

May 21, 2013 at 7:34 pm

this list is so helpful! thank you!

May 22, 2013 at 12:04 pm

I am so glad!

May 22, 2013 at 3:24 pm

May 22, 2013 at 8:56 pm

YAY! Love hearing this!

December 2, 2013 at 7:34 pm

I was wondering if Michele who posted this comment “One method – talk about making a “surprise face” (mouth wide open, tongue tip down) and say “aahhhh”. Then tell the child to keep tongue tip “right where it is” on the bottom teeth, and make the “cough sound” right here, (tapping my throat as a visual). ~Michele, Pennsalvania” had any evidence based practice to support it. After working with a child for 5 weeks and having no luck her tip worked and I was hoping for some EBP to back it up 🙂

January 27, 2014 at 12:58 pm

Love this list- I have tried so many with a very committed fronter! Interestingly, he can produce velars, but only in a blend (kl, kr, gl, gr). I have tried minimal pairs, using colored blocks to represent the sounds and “taking away” the l or r, but have had no luck in shaping it out or eliciting just the velar. He is now in 2nd grade and we’ve been working on this (along with other issues- all other artic issues have resolved) since he was a kindergartener. Suggestions would be appreciated!!

February 6, 2014 at 5:23 am

Hi- I am working with a 4 year old. His language is above average and he’s very smart. He demonstrates phonological processes. We first worked on /s/ blends and he got them immediately and carried them to conversation quicker than I would expect. Now, with fronting, I am having serious problems! I cannot, for the life of me, get a /k/ or a /g/. I’ve tried every single method listed on this site, and NOTHING! He’s starting to get frustrated. The problem is, I’m not sure which sounds to move to next, because the only sounds left in error are later developing sounds. I tried /L/, and he’s having trouble with that too. Any thoughts?

February 6, 2014 at 5:09 pm

Melanie, what phonological approach are you using? Remember…in phonology it is NOT about developmental articulation norms…it’s about the processes. I like to use Cycles and highly recommend Hodson’s books. Regarding the velars…sometimes the child simply isn’t ready…you may need to just take a break on them.

February 20, 2014 at 8:38 am

I am using cycles. It was great for s-blends. His mom wants me to see him twice per week, but I feel like I am wasting my time because he is not stimulable for ANY more sounds.

February 20, 2014 at 1:43 pm

What sounds does he have left?

February 24, 2014 at 5:40 am

The sounds he has left are /k/ and /g/, /l/, /r/, and all /l/ and /r/ blends. I finally got him to stop using /t/ for k…. now he is using a combination of a cough and /h/ sound… i think that is progress, right? I just have to learn to how to shape that into a good /k/.

February 24, 2014 at 10:30 am

It’s tough because k/g can be hard for some kids. Sounds like you are on the right track though!

February 25, 2014 at 9:49 am

May 23, 2018 at 6:56 am

Not sure if the comments are read anymore…but I have a very tricky student. He can say /k, g/ in medial and final positions, and in the initial position…except with /ae/, /I/, /i/ vowels! It is the oddest thing. His attention is pretty poor which doesn’t help. We’ve segmented the words but just can’t get past that stage. He is 4 years old. Any suggestions?

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Articulation Therapy: Teaching K and G sounds

Articulation Therapy- The sounds /k/ and /g/ are velar stops. Velars refer to place where the air is constricted and momentarily blocked to say the sound – which is the back of the mouth. The sounds require air to be shortly ‘stopped’ and then released by producing a burst of air. Therefore, they are called ‘stops’.

If these sounds are misarticulated, a speech therapist can assist in bringing an understanding of how the sounds are made and then establish them, followed by strengthening and generalizing them at different levels (such as sounds, words, sentences).

How are the sounds produced?

The sound /g/ differs from the sound /k/ only that it is voiced.

These sounds are learnt by the age of 4 years. Before the age of 3, several children will substitute the k and g sounds with others sounds. Such as use th for k.

How is the sound /k/ established?

The sound /k/ is not one of the easiest sounds to teach or learn since the tongue placement is right at the back of the mouth. Here are a few activities to help establish the sound:

• Use a toy camera and let the child take many pretend photos. S/he must make the /k/ sound every time the shot is taken!
• Head tilt. The head may be tilted back and then the sound can be encouraged to be said. The child should ‘feel’ and sense where the tongue is placed. Guidance by a speech therapist may be required here. The correct placement of the tongue must be assisted, and the child should be aware of it also.

A speech therapist may use a tongue depressor to assist the correct placement of the tongue. Auditory, visual and sensory feedback are used to allow the child to learn the sound better.

* Note: A speech therapist may assist a child to listen and identifying (i.e. by differentiating) the sound from others, such as /g/ and /b/. This will be taken up before working on establishing the sound. Take guidance from your speech therapist about the need for this and how to work on the same!

How to establish the sound /g/?

The sound, /g/ is produced using the same tongue placement as the sound /k/. The difference, however, is in voicing. Voicing must be turned ‘on’ for the sound /g/. Get ideas on how to teach ‘voicing’ here (link is here-http://1specialplace.com/?p=4211 ).

A fun activity to get the sound /g/ sound going is by pretending to gargle . Show the child how to (dry) gargle. The sound is the most enjoyable part to do with kids. Let the child feel the throat when gargling. S/he must try to imitate the same.

Articulation Therapy

How to build the sound at syllable, word, sentence and conversational level.

Once the sounds /k/ and /g/ are established in isolation, join them to vowels and other consonants (to form syllables and then words). Forming syllables (i.e. the sound along with other a vowel) are the first steps towards using the sounds in longer utterances. Articulation training requires practice of the sounds at syllable-, word-, sentence- and paragraph-level as well as within conversations.

In Syllables.

Practice the sound with a vowel placed either before or after it. Using a visual, such as through a syllable wheel ( see here to read more about the syllable wheel ) is encouraging for the learner. Games are always a fun way to teach syllables.

Build a word list and practice imitation of the words with the child. Read about how to build a word list in a previous article here . Practice a word list through fun activities.

In Sentences.

If the child can use the sounds well within words, then move on to practicing sentences. At first, short sentences should be used – two to three-word sentences. Follow this with longer sentences and paragraphs/stories .

Create a list of sentences with the sounds for the child to practice. For example, when practicing the sounds /k/ or /g/ – (1) Cows moo. (2) The green cow ate grass. (3) The goose gaggled through the green grass.

Make practice fun. Play games when strengthening articulation at a sentence level. Here is one such game.

Books are a great way to practice words and sentences. If a child cannot read, they can repeat what the parent or therapist read out. The pictures can be encouraging for the child.

A few books available in bookstores that can encourage the /k/ and /g/ sounds are – The Cow Who Clucked (Denise Fleming), I’m going on a bear hunt (Michael Rosen, Helen Oxenbury), Goodnight moon, Gooey gummy Geese (Angela Holzer)

In Conversation .

Once the child is comfortable using the target sound within practiced sentences, it is crucial to move towards more independent and spontaneous utterances- that is conversations.

During the daily life conversations, you would like the child to be aware of his/her articulation. Provide guidance to the child when s/he falters. If there are too many mistakes in conversations, it is prudent to move a step back and practice sentences and paragraphs once again.

Here are a few ideas to work on the sounds in conversational level:

• Create your own stories.  For creating a story, use two characters that have the target sound in their name e.g. Target sound /k/ and the characters are ‘kangaroo’ and ‘nikhil’. With the child, create a story with these characters. E.g. Nikhil and the Kangaroo were good friends. Nikhil loved jumping so did the kangaroo…And so forth.
• Describe the shape.  Use lego bricks for this game. Take two sets, one for the child and one for the adult. Take turns to play this activity out. Let the child first create a simple structure with his/her own Lego bricks. Once ready, s/he must describe how to imitate making the same structure, step by step to the adult. The adult and child should converse about how the structure should be made e.g. Child: First, put red bricks at the bottom. Adult: Should they be placed one above the other or next to each other?….And so forth.

There are several ways to build on these sounds. Hope this article provides guidance to begin improving sounds /k/ and /g/.

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