Fluency in Conversation Game
Practice fluency techniques during structured conversation.
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
Take real turns. The interview and question tasks require you to answer at length, which gives the student listening time and makes the exchange a conversation rather than a performance. Start with the prepared topics and end with the no-topic one; the difficulty is not the content but the absence of planning time. Fifteen minutes covers three or four tasks with genuine conversation.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentThe student uses their fluency technique on their own. Listen without reminding.Log as correct
- Visual reminderPoint to the picture or card that stands for the technique.Log as cued
- Verbal reminderSay a short reminder, such as 'Use your smooth speech.'Log as cued
- ModelSay it yourself using the technique; the student copies, then tries the card again.Log as cued
Adjust it
Go back to shorter turns: single words or two-word phrases.
Move to longer turns, a new listener, or a little time pressure.
Matching IEP goal
Student will use their fluency technique in structured conversation in 8 of 10 opportunities across 3 consecutive sessions, given no more than a visual reminder.
Send it home through the parent portal →About this activity
Twelve conversational tasks with a technique applied: talk for sixty seconds about your favourite game; ask me three questions about my weekend; disagree with me politely about the best season; describe a movie without saying the title; interview me about my job with five questions; talk for two minutes with no topic given. The last one is the real test, since a technique that survives an unprepared topic has transferred.
What to listen for
Listen for technique use dropping as engagement rises. A student telling you about something they care about will stop monitoring, which is exactly what should happen eventually and is premature if it happens in week one. Watch the argue for more recess task, where emotion raises the rate and the technique usually goes first — that is the most realistic condition on the board.
Carrying it home
One real conversation a day where the adult does not finish sentences is worth more than any drill. Asking the family to hold the pause is the single most useful request you can make.
What's in this activity
- Talk for 60 seconds about your favorite game. Use your technique.
- Ask me three questions about my weekend.
- Tell me how to make your favorite food, step by step.
- Disagree with me politely about the best season.
- Describe a movie without saying the title. I'll guess.
- Tell me about someone you admire.
- Answer: what would you do with $1,000?
- Argue for more recess. Take 60 seconds.
- Tell me about the last time you were surprised.
- Interview me about my job — five questions.
- Explain the rules of a sport you know.
- Talk for two minutes with no topic given.
Questions
- What grades is this for?
- Third through eighth, for students who have a technique and need it to survive conversation.
- Is it free?
- Yes, all twelve tasks play with no account.
- The technique disappears in real conversation. Is that failure?
- It is the normal stage between drill and carryover. Conversation loads attention, and a technique that is not yet automatic goes first — which is an argument for more conversational practice, not for returning to word level.
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.