Ask for the missing information

Recognise an unclear message and request a useful detail.

Print and teach

A4 PDF · 2 pages · learner page + separate adult notes and answers.

Suggested Reception-Year 3. Choose by current skill. Allow talk, pointing, drawing, writing or usual communication tools.

This is not a controlled decodable text. An adult can read the material aloud; record that support when reviewing responses.

Activity

Adult messages: Put it over there. Bring the book. Meet me later. Draw a big shape. Discuss what would need to be known in each situation. Do not reward pretending to understand.

Choose a message. What information is missing?
Ask a precise question to make the message clearer.
Adult supplies a detail. Restate or show the clearer message.

Model it

I do not just say What? I ask Which book? because that is the detail I need.

Delivery steps

Introduce the words using real objects, examples or an accessible demonstration.
Model a short speaker-listener exchange. Let partners rehearse with the task visible.
Give each learner a fresh turn; the listener checks meaning and the speaker repairs the message if needed.

Answers and acceptable responses - for the adult

Possible gaps: which object/place; which book; when/where; what shape/how large. Context can sometimes supply the detail.
Examples: Which book? Where should I put the cup? What time shall we meet?
Accept any question that addresses a genuine gap. Check that the new message now gives enough information.

Support

Reduce the number of objects or choices. Allow extra processing time and usual communication tools. Adult may scribe or offer a starter; do not insist on eye contact or a spoken response.

Extend and transfer

Apply the same language move to a current classroom task with a new partner or new objects. Fade the starter only when it remains helpful to do so.

Look for progress

Record what the learner understood and what message they produced separately. Note the exact cue or visual support used; revisit with a new example.

If an instruction breaks down, reduce the language load and demonstrate its meaning, then retry a fresh example. Revisit a word through examples and non-examples. Separate difficulty understanding a message from difficulty producing speech.

Get the full sequence, delivery guide and progress record →