Two-Minute Talks with Resonant Voice
Two minutes of connected talking per card with the resonant quality held throughout, each card naming what to notice or rate.
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
Start each card with a hum on mm, feeling the buzz on the lips and the front of the face. Then talk. Use the card that alternates one sentence in the usual voice and one in the resonant voice early, so the student can feel the difference. The card where the partner says hum when the voice drops back gives outside feedback without stopping the talk. Fifteen minutes allows several cards with ratings.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentThe student uses resonant voice on their own. Listen without reminding.Log as correct
- Visual reminderTouch your own lips and nose to show where the buzz should be felt.Log as cued
- Verbal reminderSay a short reminder, such as 'Easy, forward buzz.'Log as cued
- ModelSay it yourself using the technique; the student copies, then tries the card again.Log as cued
Voice work belongs after an ENT examination. If hoarseness lasts or gets worse, stop and refer back to the physician.
Adjust it
Go back to hums or single words, and shorten each turn.
Move to longer turns, then conversation, then a noisier room.
Matching IEP goal
Student will use resonant voice 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 two-minute speaking tasks for students carrying resonant voice into connected talk: hum for five seconds, then talk about your weekend keeping the same buzzy feeling at the front; describe a picture and hum every thirty seconds; talk about food using words that start with m and n; talk about something that annoys you and keep the resonance anyway. Persistent hoarseness needs an ENT examination before voice work.
What to listen for
Listen for the voice drifting back and getting tight as the talk goes on, often after the first half-minute or when the topic gets emotional. Notice whether the student can say where they feel the sound, since that awareness is what carry-over depends on. Compare their forward-focus rating with what you heard. The read-then-paraphrase card shows whether resonance holds better in reading or in their own words.
Carrying it home
Before a phone call or a class presentation, hum for a few seconds and feel the buzz. Try one card at home, like describing the route to school, with a parent saying hum if the voice sounds tight. Any ongoing hoarseness or voice loss is worth raising with a doctor.
What's in this activity
- Hum for five seconds, then talk about your weekend for two minutes keeping the same buzzy feeling at the front.
- Describe a picture in detail. Stop every thirty seconds, hum, and start again from the same place.
- Talk about a person you know well. Say where in your face you feel the sound while you are talking.
- Explain something you can do well. Alternate one sentence in your usual voice and one in a resonant voice.
- Talk about food for two minutes. Use words beginning with m and n on purpose and say what changes.
- Answer three questions, humming before each answer. Say whether it got easier by the third.
- Describe your route to school. Rate how forward the sound felt on a scale of one to five.
- Talk about something that annoys you. Keep the resonant quality even when you feel strongly about it.
- Have a two-minute conversation. Your partner says “hum” whenever the voice drops back and gets tight.
- Read two sentences, then say the same thing in your own words. Say which was easier to keep resonant.
Questions
- What grades is this for?
- Fifth through twelfth grade, for voice carry-over and self-monitoring once resonant voice is established in shorter tasks.
- Is it free?
- Yes. The board plays free in the browser with no login. An account adds session data, goal scoring and assignment to a student.
- Does the student need a medical check first?
- Yes, if there is any ongoing hoarseness or voice change. A structural cause should be ruled out by a doctor before this kind of practice begins.
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.