WH Classroom Talk 4-5
Six WH questions about classroom announcements heard aloud.
This device has no voice — read the passage aloud to the student.
The author who wrote our read-aloud book visits tomorrow morning.
Who is visiting tomorrow?
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
Open the board, skim the list once, and pick a starting item such as author. Model the target skill once, then let the student try before you advance. Keep turns short: one item, quick feedback, next item. If attention drops, hide half the set and finish with the strongest items. Note accuracy in your session log; the game advances on every attempt so you judge the response.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentPress Listen so the student hears the passage with the words hidden; play it again before giving any other help, and show the words only as a later support. Present the item and wait 5 seconds of quiet before helping.Log as correct
- HintRephrase the prompt and point to the part that matters.Log as cued
- Two choicesOffer two answers, the right one not always second.Log as cued
- ModelGive the answer; the student says it back in their own words.Log as cued
Adjust it
Use fewer items and offer two choices from the start.
Ask for a full-sentence answer and a reason.
Matching IEP goal
Given the activity prompts, Student will respond correctly 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
WH Classroom Talk 4-5 packs practice on classroom announcement WH questions. Stimuli include author and library, chosen so you can hear whether the skill shows up in real items, not only on a demo card. It fits grades 4 through 5 students in a short clinic block or a push-in rotation.
What to listen for
Listen for whether classroom announcement WH questions appears on author and on less familiar words too. Notice if errors cluster on one pattern or show up everywhere. Watch whether the student self-corrects after your model or needs the same cue each time. A student who succeeds on library but not on author may be using memory rather than the skill you are targeting.
Carrying it home
Send home two words from the board, such as author and library, with one sentence about how to practice. Families can say the word, pause, and let the child respond without rushing. Short, daily practice beats a long weekend session. Ask the caregiver to note which words felt easy so you can adjust next time.
What's in this activity
- Who is visiting tomorrow?
- The author
- The mayor
- A plumber
- What should students bring?
- Book and question
- A pet
- A tent
- Where will the talk happen?
- Library
- Parking lot
- Roof
- When does the visit start?
- After announcements
- At midnight
- Next month
- Why stay quiet in the library?
- To hear the author
- To nap
- To run laps
- How can you ask a question?
- Raise hand and wait
- Shout over others
- Leave the room
Questions
- Who is this for?
- Grades 4 through 5 students working on classroom announcement WH questions, including push-in and small-group sessions.
- Is it free?
- Yes. It plays in the browser with no login. An account adds session data 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.