Languages and literacy
Sentence-starter speaking cards
Cut-out cards offer short phrases for describing, expressing preferences, wondering and taking turns with another person. An adult reads or models the words and accepts speech, gesture, signing or another communication method during paired practice.
Offer a starting phrase, then leave space for the pupilās own idea.
Read the complete materialRead the material
Cut-out cards offer short phrases for describing, expressing preferences, wondering and taking turns with another person. An adult reads or models the words and accepts speech, gesture, signing or another communication method during paired practice.
Complete resource. Use the preview for diagrams and layout.
Page 1
cut point say ADULT READS Cut out the cards. Pick a card, look at the picture, and say the words. Sentence-starter speaking cards Ā· Play Studio Page 1 of 2 CARDS AGES 4 TO 7 SENTENCE STARTERS Telling I can see... I like... because... I do not like... My favourite is... It looks like... I think... I feel... First... then...
Page 2
cut point say ADULT READS Cut out the cards. Pick a card with a friend, and say the words to each other. Sentence-starter speaking cards Ā· Play Studio Page 2 of 2 CARDS AGES 4 TO 7 SENTENCE STARTERS Talking together I wonder... Can I have a turn? Your turn I agree with... I have an idea Can you say more? Thank you for... Can you help me?
A teaching sequence
Use a starter phrase to express an observation, preference, feeling, idea, question or request during a supported conversation and listen to a partner.
Offer a starting phrase, then leave space for the pupilās own idea.
Read the complete materialChoose a Telling starter
Use a āTellingā card to describe something seen, liked, disliked, thought or felt, or to put events in order.
Would a seen object or ordered event be a comfortable topic?
Offer a starting phrase, then leave space for the pupilās own idea.
Read the complete materialTake a turn with a chosen response
Take turns choosing a card and completing its starter in the childās own words. Allow extra time and do not require a full sentence.
What would the child like to add in their own words or communication method?
Use a Talking together card
Use a āTalking togetherā card to wonder, agree or disagree, ask for help, offer an idea, thank someone or request a turn.
Which starter helps request a turn, ask for help or offer an idea?
Model a listening reply
Model a reply that listens to the first speaker, then invite a partner to choose the next card.
How does the reply respond to what the first speaker communicated?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Notice whether the child can use a phrase, gesture or communication aid to share a thought or respond to another person. Look for a pause that gives the partner time to answer and for respectful acknowledgement of different preferences.
Give a little support
Begin with two familiar starters and picture-supported choices. Accept a point, sign, symbol or device response. The adult can complete a sentence as a model without requiring the pupil to repeat it.
Take the idea further
Ask children to choose a starter for a new situation or combine two cards, such as noticing something and then asking a question. Keep the conversation grounded in an actual shared picture, story or play moment.
Things to keep in mind
The cards provide English phrases and do not include translations or a communication system. They are prompts rather than a measure of speech ability. Respect a childās chosen communication method and do not insist that they disclose a preference or feeling.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAIā¢, then review what you create.
Ideas for using this resource
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet a creator whose teaching interests connect with this template.
Margin Note
The two-page speaking set for ages 4 to 7 has starters for telling, preference, observation, feeling, sequencing and opinion. The first page invites a child to choose a card and speak; the second suggests choosing with a friend and talking together.
Quietly Curious
āI can see,ā āI like ā¦ because ā¦ā and āFirst ā¦ then ā¦ā provide different ways into a supported conversation. Picture cues and the adult-read directions keep the language prompt short.
Chalk Dust & Checklists
Let the child point, choose a card or repeat only the words they can manage. Model listening to a partner on page two and give the child time to answer without requiring a full sentence.
Steady Marker
These are speaking prompts, not a speech assessment. Use a card that fits the conversation and avoid requiring a child to state a feeling or preference they do not want to share.