Describe la lámina
Describir una escena con oraciones completas para ampliar la longitud del enunciado.
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
Require the complete sentence the prompt asks for. Un perro is an answer and hay un perro en el parque is the target, and the difference is the whole point of a board built to extend utterance length. Ask for three details where the prompt asks for three, and count them — a specific number gives the child something to aim at. The last prompt about how the child feels and why is the one to spend extra time on. Ten minutes covers three or four scenes.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentPresent the item and wait 5 seconds of quiet before helping.Log as correct
- HintGive a clue about the word's category, what it does, or where you find it.Log as cued
- Two choicesOffer two answers, the right one not always second.Log as cued
- ModelGive the answer in a sentence; the student says it back and uses it once more.Log as cued
Adjust it
Use fewer items and start with the ones the student already knows, such as 'personas' and 'objetos'.
Ask for the word in a sentence of the student's own, or a second example from the same group.
Matching IEP goal
Given vocabulary cards, Student will name, sort or define target words in 8 of 10 opportunities across 3 consecutive sessions, given no more than an indirect cue.
Send it home through the parent portal →About this activity
Twelve prompts asking for a described scene in complete Spanish sentences: ¿Qué ves en el parque? Describe la cocina: ¿quién está y qué hace? Describe el salón de clases con tres detalles. Describe el mercado: colores, personas, objetos. ¿Cómo se siente el niño de la lámina y por qué? The prompts get progressively harder, ending on inference rather than description.
What to listen for
Listen for utterance length growing across the session rather than accuracy on any one sentence. Watch for a student who lists nouns without verbs, which is common and is what the complete-sentence requirement addresses. The feelings prompt separates description from inference: a student who describes the scene accurately and cannot say why the child feels that way has the vocabulary and not the reasoning.
Carrying it home
Any photograph on a phone works for this. Asking a child to describe what is happening in a picture, in full sentences, takes a minute and can happen anywhere.
What's in this activity
- ¿Qué ves en el parque? Usa una oración completa.
- Describe la cocina: ¿quién está y qué hace?
- Describe el salón de clases con tres detalles.
- ¿Qué está pasando en la playa?
- Describe el mercado: colores, personas, objetos.
- ¿Qué hacen los niños en el recreo?
- Describe el día de lluvia en la lámina.
- ¿Qué hay en la mesa y quién va a comer?
- Describe la fiesta de cumpleaños.
- ¿Qué animales ves en la granja y qué hacen?
- Describe lo que pasa en el autobús.
- ¿Cómo se siente el niño de la lámina y por qué?
Questions
- Is this board in Spanish?
- Yes, the prompts are Spanish throughout. This page is in English so an English-speaking clinician can find and evaluate it.
- Do I need an account?
- No, it plays free in the browser.
- What grades is it for?
- First through fourth, working on expressive language and utterance length in Spanish.
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.