Say It Another Way: Repair Practice Cards
Ten speaking prompts. The student explains something, then says it again a different way when the listener asks.
10 cards — tap to deal
0 / 10
How to run it
Read the first part of the card and let the student answer. Then play the listener: say huh?, or I have never played that, and let the student use the second part of the card to repair. These cards are not scored on the board, so record what you hear. Over sessions, drop the second half of the card and see whether the student repairs when you signal.
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
Offer two repairs to choose from, and play the confused listener with a clear huh? signal.
Signal confusion with only a look, and expect the student to notice and repair without a prompt.
Matching IEP goal
Given conversation scenarios, Student will choose or produce a repair (rephrasing, adding detail or asking a clarifying question) when a listener or speaker is confused in 8 of 10 opportunities across 3 consecutive sessions, given no more than an indirect prompt.
Send it home through the parent portal →About this activity
Ten speaking prompts, each in two parts. First the student explains something: how to make a sandwich, directions to the cafeteria, their favorite game. Then they say it another way: with more detail, with landmarks, in order, without the word thing, more slowly. The second part is the repair, practiced on purpose so it is ready when a real listener looks confused.
What to listen for
Notice which repairs come easily and which are hard. Adding detail is often easier than changing order or replacing vague words. Listen for whether the student checks in with the listener. Notice frustration: some students experience being asked to repeat as criticism, and naming repair as a normal skill everyone uses can lower that.
Carrying it home
At home, play a describing game: one person describes an object in the room and the other asks for more clues. When the child tells you something vague, ask a real question rather than guessing. Model your own repairs out loud, so the child hears adults doing it without embarrassment.
What's in this activity
- Tell me how to make a sandwich. Then say it again with more detail.
- Describe your favorite game. Then explain it to someone who has never played.
- Give me directions to the cafeteria. Then say them using landmarks.
- Tell me about your weekend. Then tell it again in order with first and next.
- Explain a word you know that I might not. Then give an example.
- Tell me what you want for lunch. Then say it again without the word thing.
- Describe an animal without naming it. Add a clue when I say I need more.
- Tell me a rule from a sport. Then show it with your hands as you say it.
- Explain how to get to your house from school. Then say it more slowly.
- Tell me about a show you like. Then tell me who is in it and what happens.
Questions
- Who is this for?
- Students in grades 3 through 8 working on revising a message for a listener, including students who repeat the same words when they are not understood.
- 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.