¿Cómo muestro que estoy escuchando?
Diez acciones en dos grupos: las que muestran que escucho y las que pueden hacer pensar que no escucho.
Drop here
Drop here
0/10 sorted
How to run it
Read each card aloud in Spanish and let the student sort it. Then ask which listening signals feel comfortable to them. Some students listen best without looking at a face, and that is fine: turning the body, nodding or asking a question show listening just as clearly. Practice by telling a short story and letting the student show listening their own way.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentSet up the situation and wait for the student to respond on their own.Log as correct
- Nonverbal cueUse a look, a gesture or a point to the visual cue card.Log as cued
- Indirect promptAsk 'What could you say now?' or 'What might they be thinking?'Log as cued
- ModelShow what to say or do, then run the moment again so the student can try it.Log as cued
Adjust it
Pick one comfortable listening signal and practice only that one during a short story.
Use two signals in a longer conversation, or with a peer instead of an adult.
Matching IEP goal
During conversation, Student will show listening with a signal they are comfortable using, such as nodding, turning toward the speaker or asking a question, in 8 of 10 opportunities across 3 consecutive sessions, given no more than a nonverbal cue.
Send it home through the parent portal →About this activity
Ten actions in Spanish sorted into two groups: así muestro que escucho and puede parecer que no escucho. Turning toward the person, nodding, saying ajá or ya veo, asking a question about what they said, repeating it in their own words, looking at the person or near them; or starting another topic, walking away mid-sentence, playing with a phone without answering. Looking is one listening signal among several, not the only one.
What to listen for
Notice which signals the student chooses for themselves. Eye contact is uncomfortable for many children, autistic children among them, and forcing it can make listening harder. Listen for whether the student can explain why an action might make a speaker think they are not listening. The goal is having signals the student is comfortable using, not one required behavior.
Carrying it home
At home, families can talk about how each person shows they are listening, and notice that it differs. A grandparent may expect a look; a sibling may be happy with ajá. Families can tell the child what helps them feel heard, and the child can say what helps them listen. Both sides learn something.
What's in this activity
- Así muestro que escucho
- Puede parecer que no escucho
Questions
- Who is this for?
- Spanish-speaking and bilingual students in kindergarten through fourth grade working on showing listening in a way that works for them (señales de escucha).
- Is this an eye-contact board?
- No. Eye contact is uncomfortable or distracting for many children and is not the only way to show listening. The board presents looking as one option among several and is linked to a listening-signals goal, so the student can use a signal they can sustain.
- Can I change the items?
- Yes. Open it in the Activity Studio, edit or add items and keep the same board, or switch it to another template that fits the content.
- Is it free?
- Yes. It plays free in the browser with no login. An account adds session data, goal scoring and assignment to a student.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.