Fluency Transfer: Classroom Talk Scenarios

The specific speaking situations a school day actually contains, rehearsed with the technique named in advance and reviewed afterwards.

Use with a student — free
Card 1 of 10
You have to read a paragraph aloud in class tomorrow. Practice it here, then say what you will do if a block starts mid-sentence.
Say it out loud
This pass0 correct · 0 cued · 0 incorrect · 0/10
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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

Pick the situations the student says are coming up this week, not the next card in order. Have them name the technique before speaking — easy onset on the first word, a planned pause, light contact — then do the task and review it straight after: did the technique happen, where did it slip. The attendance and ask to leave the room cards are short and can be repeated several times; the two-minute group project card needs a real run-through. Twenty minutes covers three or four scenarios properly.

Cueing ladder

Start at the top. Add support one step at a time.

  1. Step 1IndependentThe student uses their fluency technique on their own. Listen without reminding.Log as correct
  2. Step 2Visual reminderPoint to the picture or card that stands for the technique.Log as cued
  3. Step 3Verbal reminderSay a short reminder, such as 'Use your smooth speech.'Log as cued
  4. Step 4ModelSay it yourself using the technique; the student copies, then tries the card again.Log as cued

Adjust it

Easier

Go back to shorter turns: single words or two-word phrases.

Harder

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

Ten speaking situations a school day actually contains: reading a paragraph aloud in class, answering a question in front of the group, asking the teacher to repeat an instruction, introducing yourself to a substitute taking attendance, reading the morning announcements, telling a classmate you stutter and do not need them to finish your words. Each card names the technique before the student speaks and asks for a review afterwards.

What to listen for

Listen for whether the named technique actually appears, not only whether the speech was fluent. A student who is fluent but skipped the plan has had a good moment, not a transferable one. Notice the cards where the student hesitates to start at all — introducing yourself, reading the announcements — since avoidance is often the bigger barrier than the stutter. The disclose-to-a-classmate card is about the student's wording; let them own it.

Carrying it home

Ask which of these the student faces this week and rehearse that one at home the night before. A parent listening to the plan and the review is more useful than a parent listening for stutters.

What's in this activity

  • You have to read a paragraph aloud in class tomorrow. Practice it here, then say what you will do if a block starts mid-sentence.
  • Answer a question in front of the group. Use your technique on the first word, then say whether anybody noticed.
  • Ask the teacher to repeat an instruction you missed. Do it twice, once quietly and once at classroom volume.
  • Introduce yourself to a substitute teacher who is taking attendance. Plan what you will say before your name.
  • Present two minutes of a group project. Decide beforehand which technique you will use on the opening line.
  • Disagree with a classmate's answer politely. Use an easy onset on the first word of your disagreement.
  • Ask to leave the room during a lesson. Practice it until the request comes out the way you want it.
  • Read the morning announcements to the room. Mark on the page where you will pause.
  • Explain to a partner what you missed while you were absent. Keep your technique going for a full minute.
  • Tell a classmate that you stutter and that you do not need them to finish your words. Say it in your own wording.

Questions

What grades is this for?
Third through twelfth grade, for students already working on a fluency technique in the therapy room.
Do I need an account?
No. The ten cards play free in the browser; an account adds session data and goal scoring.
Does the student have to disclose that they stutter?
No. The disclosure card is there so the student can practise it in their own words if they choose to; whether to use it is their decision.

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 free

Free for SLPs. No card, no trial clock.