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FL

L blends

FL Blend

Hold the /f/ with the lip under the teeth, then lift the tongue tip to the ridge for /l/ while the voice switches on.

Sound
/fl/
Typical age
By age 5
Voicing
Voiceless
Type
Fricative + liquid cluster
Words here
22

How to elicit FL Blend

Ways to help the child make the sound on its own, before practicing it in words.

Start with the components

A blend is two sounds run together, so each one has to work on its own first.

A blend is not a new sound - it is two sounds with no vowel between them. Before working on the cluster, check each component on its own.

F Sound →L Sound →

Closing the gap

Once both components are stable in isolation, the work is the gap. Say the two sounds with a deliberate pause, then shrink the pause a little each time until they collide. This is faster than asking a child to "say it all together," which gives them nothing to change.

Elicitation strategies

Tips to help a child say this sound. Most need more than one.

Auditory

  • Say the two apart — "/f/ ... /l/" — then closer until they run together.
  • Contrast with the reduced version, which is usually just one of the two.
  • Keep the /l/ long in the model so it does not get swallowed.

Visual

  • Watch the tongue tip lift for the /l/ in a mirror.
  • If it never arrives, the /l/ is the work — not the blend.
  • The first sound may be visible; use the mirror for whichever half is.

Gestural

  • Your usual /f/ sign, then the upright finger for /l/.
  • Run the two signs together as the gap between the sounds closes.
  • Slow the hands down to slow the blend; speed is what collapses it.
  • Let them do both signs themselves before trying the word.

Tactile

  • Hold a long /l/ with the tongue tip up, then add the first sound in front.
  • Fingertip on the ridge behind the top teeth as the /l/ target.
  • Tap twice, once per sound, then slide the taps together.
How to teach any soundThe practice ladder, shaping from a sound they have, and what to do when it stallsShow

The practice ladder

Speech practice climbs. Each step is harder than the one below it, and the jump that trips most people up is the one from single words to real talking. Work at the step where the child is right now - not the one you wish they were on.

  1. 1

    Just the sound

    “fl, fl, fl”

    The sound on its own, with no word attached. If the child cannot make it here yet, this is the whole job for now.

  2. 2

    The sound in syllables

    “fla, flo, flee”

    The sound glued to a vowel. Nonsense syllables are useful precisely because they carry no meaning - nothing to get in the way.

  3. 3

    Words that start with it

    “flag, fly, floor”

    The easiest place in a word, because the child gets to set up their mouth before they begin.

  4. 4

    Words with it anywhere

    “flag”

    Middle and end are harder - the sound has to be produced while the rest of the word is already moving.

  5. 5

    Short phrases

    “a flat floor”

    Two or three words together. This is the first step where the child has to think about something other than the sound.

  6. 6

    Whole sentences

    “The yellow flower grew by the flat stone.”

    A full sentence of their own. Expect the sound to slip here even though it was perfect in single words - that is normal, not backwards.

  7. 7

    Reading and telling

    “a paragraph, a story about their day”

    Longer stretches of talking, with the sound coming up over and over. Reading aloud is useful because the words are already chosen.

  8. 8

    All the time

    “in the car, at dinner, with friends”

    Real conversation with nobody reminding them. This is the goal, and the only step that actually counts as finished.

Two rules. Do not skip a step because the child is bored - go back one instead. And if the sound falls apart when you move up, that is information, not failure: drop down a rung, get a few easy wins, and try again in a day or two.

Start with a sound they already know

  • /f/
  • /l/

A blend is not a new sound, so there is nothing new to place. Get each of the two clean on its own, then say them with a long gap and shorten the gap until it disappears. If one of them is not solid alone yet, that sound is the work — not the blend.

If it is not working

If a sound has not responded to several weeks of consistent work, stop and reconsider the target rather than drilling harder. There could be structural reasons a sound will not stabilize, and those need looking at before more practice will help.

Where this guidance comes from

Print it

FL Blend word list22 words, sorted by position · PDFFL Blend picture cards22 cards, 6 per page · PDFFL Blend practice packBingo board, week log, sticker chart · PDF

Free to print, copy and share. No account needed.

Note

FL does not occur often in the middle or at the end of English words, so this page practices it at the beginning.

Initial FL

22 words

The sound is at the beginning of the word.

1 Syllable14 words

  • flag
  • fly
  • floor
  • flat
  • float
  • flip
  • flute
  • flash
  • flame
  • flock
  • flood
  • fleece
  • floss
  • flakes

2 Syllables7 words

  • flower
  • fluffy
  • flashlight
  • flavor
  • flip-flop
  • flour
  • flannel

3 Syllables1 words

  • flamingo

High-frequency initial FL words

Some of these also sit in the lists above, and none of them are picture-card words - which is exactly why most lists leave them out. They are the words the child already says hundreds of times a day — so they carry more carryover value than any noun on this page. Target them in conversation, not in drill.

  • flying
  • flew

Phrases, sentences and reading

Using the sound in longer stretches of talking, once single words are easy.

Phrases 8

Most of these carry two targets, so each one is two chances to practice.

  • a flat floor
  • a yellow flower
  • flip it over
  • a flock of birds
  • a flashlight beam
  • flour on the floor
  • float and fly
  • a flag on a pole

Sentences 8

  1. 1.The yellow flower grew by the flat stone.
  2. 2.A flock of birds flew over the field.
  3. 3.Flip the pancake in the frying pan.
  4. 4.There is flour all over the floor.
  5. 5.Flick on the flashlight.
  6. 6.The flag flapped in the wind.
  7. 7.The boat floated past the flat rocks.
  8. 8.Flora found a flat shell on the beach.

Reading passage

Flowers and Flour

Flora picked a handful of yellow flowers and put them in a jar on the floor by the window. Then she helped make granola bars. She spilled flour everywhere and it floated in the light. Her mother laughed and flicked a little at her. They flipped the granola bars together and ate them by the flower jar.

Phonological awareness

Hearing and playing with the sounds inside words — the listening skill that reading is built on.

1

Rhyming

Word families built on words from the list above. Say the family out loud, then ask for one more that fits.

-ag family

flag, bag, drag, tag, rag, lag, wag

rhymes with “fly”

fly, why, guy, try, high, buy, lie, cry

rhymes with “floor”

floor, for, your, more, door, four, wore, pour

-at family

flat, that, cat, hat, rat, chat, bat, mat

rhymes with “float”

float, boat, note, coat, goat, moat, oat

-ip family

flip, trip, tip, rip, chip, hip, lip, dip

2

Syllable counting and blending

Clap or tap once per syllable. To blend, say the parts with a gap and let the child put the word back together.

  • flag1
  • flower2
  • flamingo3
  • fly1
  • fluffy2
  • floor1
  • flashlight2
  • flat1
3

Sound blending

You say the separate sounds, the child says the word. Start with the two- and three-sound words.

  • /f/ /l/ /eye/fly
  • /f/ /l/ /a/ /g/flag
  • /f/ /l/ /aw/ /r/floor
  • /f/ /l/ /a/ /t/flat
  • /f/ /l/ /oh/ /t/float
  • /f/ /l/ /i/ /p/flip
  • /f/ /l/ /oo/ /t/flute
  • /f/ /l/ /a/ /sh/flash
  • /f/ /l/ /ay/ /m/flame
  • /f/ /l/ /ah/ /k/flock
  • /f/ /l/ /uh/ /d/flood
  • /f/ /l/ /ee/ /s/fleece
4

Sound segmenting

The reverse, and the harder one. You say the word, the child breaks it into its separate sounds.

  • fly/f/ /l/ /eye/
  • flag/f/ /l/ /a/ /g/
  • floor/f/ /l/ /aw/ /r/
  • flat/f/ /l/ /a/ /t/
  • float/f/ /l/ /oh/ /t/
  • flip/f/ /l/ /i/ /p/
  • flute/f/ /l/ /oo/ /t/
  • flash/f/ /l/ /a/ /sh/
  • flame/f/ /l/ /ay/ /m/
  • flock/f/ /l/ /ah/ /k/
  • flood/f/ /l/ /uh/ /d/
  • fleece/f/ /l/ /ee/ /s/

Generalization

Word lists get a sound into a child’s mouth. Generalization is what gets it into their life. These are activities where the target words come up on their own, so nobody has to be talked into practicing.

Play-based ideas for young children

Flower picking

Pick real or paper flowers and arrange them in a vase.

Words that come up

flower, flat, float, fly, flop, more, please, pretty, smell, again, pick, put, look, done

Flashlight games

Make shadows and find things with a flashlight.

Words that come up

flashlight, flash, flick, floor, fly, on, off, dark, look, found, again, shine, bright, hide

Floating and sinking

Drop things in water and see what floats.

Words that come up

float, floating, flat, flip, flow, sink, again, more, wet, splash, look, down, up, try

Conversation and verbal games for older kids

  • Flight plan

    Plan a flight anywhere in the world and describe the trip.

    Words that come up

    flight, fly, flying, flip, floor, flat, flag, float, fluffy, reflect, influence, overflow

  • Flip a coin

    Make silly decisions by coin flip and explain each outcome.

    Words that come up

    flip, flop, flat, fluke, flew, floor, reflect, influence, overflow, chance, unflattering, afloat

Play it

Each game opens with FL Blend selected. Choose a word position before playing. Score every production with Yes! or Not quite and a percentage appears at the bottom. Nothing is sent anywhere, and nothing is saved beyond this browser.

Practice the single sounds first

F SoundL Sound