"water,"
"cider" and...
"pear."
To practice phrases, as your child to describe the different pears. Ask her, what kinds of pear do you see? Targets may include, "green pear," "brown pear," and "small pear."
To practice sentences, have your child tell you the different kinds of water she sees. Targets may include, "I see bottled water," "I see flavored water," and "I see bubbly water" ("carbonated water" for the more advanced!).
To practice conversation, ask your child where we can find water. Answers may include, "Water is in the sea. Water comes from the sink. Water comes from a hose." You can also ask your child what one can do with water (e.g. wash, drink, play, etc.). These tasks are great for abstract reasoning, as well as attention.
The /r/ sound can be difficult to teach and learn due in part because it is not a sound that can be seen easily on the face, such as the pressing of the lips with the /m/ and /b/ sounds, or the movement of the tongue with /t/ sound. One way to show your child how to make the /r/ sound is to remind her to raise and curl her tongue. Demonstrate to your child how a raised, curled tongue looks; then, have her practice this movement. Some children find it helpful to have the instructor gently push the tongue where it needs to be, either with a gloved finger or a tongue depressor. This cue is particularly helpful for children that produce an /r/ sound that mimics the /l/ sound.
Another cue is what we call a "touch" cue. When making the /r/ sound, the sides of the tongue should touch the molars/wisdom teeth. Thus, remind her to feel this sensation.
For children that make a /w/ sound instead of the /r/ sound, remind them not to round their lips when making the sound.
There are many, many cues for making the /r/ sound. The effectiveness often depends on the nature of the articulation error, or simply what the child responds to. For more direct instruction, please post below, e-mail me, or consult with a speech-language pathologist.
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