Symbol Talk Game

Overview

In this 10-minute Social Sciences lesson, students use their own communication callboards to recognise and use symbols for basic needs. Through a playful “I Spy” game, they connect pictures and symbols with meaning, people and groups, while practising an important way to participate and communicate in their classroom community.

Learning intentions

• WALT recognise key symbols on our communication callboards.
• WALT use a symbol to communicate a basic need or choice.
• WALT notice that symbols can communicate meaning without spoken words.
• WALT take turns and respond respectfully when someone communicates.

Success criteria

• I can point to at least three different icons on my callboard.
• I can use an icon to communicate a basic need or choice, such as “drink”, “help”, “toilet”, “more” or “finished”.
• I can play “I Spy” by finding a symbol when it is named or shown.
• I can wait, watch and respond when another person communicates.

Curriculum links

• Geography — Location at different scales: using simple keys, symbols or colours to recognise features.
• Geography — Location at different scales: using simple symbols and keys to create simple maps.
• Civics and Society — Belonging and community: investigating how symbols represent different people, places and groups.
• Social and emotional learning capabilities: communicating, managing self, relating to others, and participating and contributing.

Lesson structure (10 minutes)

1. 0–2 min · Welcome and hook. Teacher gathers the six students in a small group, displays a large picture of a speech bubble made from symbols in the opening symbol picture, and says, “Can a picture talk?” Students look at their callboards, point to a familiar symbol and share its meaning in any appropriate way: pointing, eye gaze, gesture, vocalisation or AAC.

2. 2–3 min · Model the meaning. Teacher briefly models selecting one symbol, such as “drink” or “help”, then responds naturally: “You told me ‘help’. I can help.” Teacher explains that symbols are pictures or signs that communicate meaning. Students practise finding and pointing to one named symbol on their own callboard.

3. 3–6 min · I Spy symbols. Teacher uses the I Spy symbol slides to show one clear symbol at a time, or gives a simple clue such as, “I spy something we use when we need a drink.” Students search their own callboards and point to the matching icon. Repeat for at least three symbols, adapting the pace and clues to the group. Celebrate every accurate attempt with specific feedback: “You found ‘more’,” or “Your pointing told me ‘finished’.”

4. 6–8 min · My message game. Teacher presents two or three motivating choices, such as “more bubbles”, “music” or “finished”, using the choice-making slides. Each student takes a turn selecting one symbol to communicate a need or choice. Teacher honours the message immediately where possible, or confirms it by saying, “I think you chose music—is that right?” Students may repeat, change or reject the choice using their callboard.

5. 8–10 min · Review and exit check. Teacher shows the review and celebration slide and revisits the WALT using simple language: “Today we used pictures to talk.” Each student is invited to point to three different icons, with adult modelling, verbal clues, partner support or extra wait time as needed. Teacher celebrates participation and records the symbols each student recognised or used.

Resources

• Individual communication callboards, positioned within easy reach
• the symbol communication slide deck
• the individual symbol recognition record
• Three to five familiar, motivating objects or pictures linked to callboard icons
• A quiet, uncluttered teaching space
• Optional bubbles, toy microphone or preferred classroom item for motivation

Assessment

• During “I Spy”, note whether each student visually attends to, locates and points to at least three icons. Accept pointing, eye gaze, touching, partner-assisted pointing or another established access method.
• During the message game, observe whether students use a symbol intentionally to communicate a need or choice and whether the teacher can respond to the message.
• Record each student’s recognised and used symbols on the individual symbol recognition record. Note the level of prompting: independent, gesture prompt, verbal prompt or physical assistance.

Differentiation

• Use each student’s own callboard and prioritise symbols that are meaningful and already familiar; do not expect students to use symbols that have not been taught.
• Reduce visual and language demands by showing one symbol at a time, covering unused areas of the callboard, using short repeated phrases and allowing at least 5–10 seconds of wait time.
• Provide multiple access options, including pointing, eye gaze, touching, partner-assisted scanning, gesture, vocalisation or switches, according to each student’s established communication plan.
• For students ready for a challenge, invite them to combine two symbols, such as “more bubbles” or “help please”, or to give a clue for a peer to find.
• Ensure all communication attempts are treated as meaningful. Never physically move a student’s hand to select a symbol unless this is part of their agreed support approach; model, pause and respond respectfully.