Voice Volume Spinner Activity

Use this hands-on spinner to help students practice selecting and using appropriate voice volumes in a fun, game-like way.

Materials:

• A spinner divided into three sections labeled Quiet, Talking, and Loud
• An arrow or spinner attachment that can rotate freely
• Voice Volume Scenario Cards (pre-printed and cut)
• A small container or box to hold the scenario cards

Setup:

1. Place the spinner on a low table or rug in the center of the circle.
2. Place the container of scenario cards nearby.
3. Make sure each student can reach the spinner and the cards when it’s their turn.

How to Play (10 minutes):

1. Choose a student to spin the spinner.
2. After spinning, the arrow will land on Quiet, Talking, or Loud.
3. The same student draws one scenario card from the container.
4. The student reads or listens to the scenario (the teacher can read for emerging readers).
5. The student acts out or says the scenario sentence using the volume level indicated by the spinner.
6. Classmates give a thumbs-up if the volume matches the spinner’s result; teacher confirms and points to that level on the Voice Volume Chart Poster.
7. Pass the spinner and deck to the next student and repeat until time is up or every student has a turn.

Teacher Tips and Variations:

• For extra practice, have students guess the volume before spinning: “What volume will I land on?”
• Differentiate by using simpler or more complex scenarios on cards based on student needs.
• Turn it into a team game: two groups compete to act out the most correct volumes in a row.
• For a quieter classroom, rotate a “helper spinner keeper” role so one student manages the spinner and cards.

Voice Volume Scenario Cards

Cut along the lines to create scenario cards. Use with the Voice Volume Spinner.

Scenario 1: You need to ask the librarian for a book.

Scenario 2: You want to tell a friend about your breakfast.

Scenario 3: You are cheering for your team at a sports game.

Scenario 4: You need your friend to be quiet so you can concentrate.

Scenario 5: You want to ask for help tying your shoes.

Scenario 6: You're telling a story during show-and-tell.

Scenario 7: You're warning your friend to watch out for a puddle.

Scenario 8: You’re singing a quiet lullaby to your stuffed animal.

Voice Volume Chart Poster

Use this poster to remember when to use each voice volume in our classroom.

Examples

• Quiet: “Please pass the book.”

• Talking: “I like my red crayon.”

• Loud: “Hooray! We did it!”

Voice Volume Reflection Exit Ticket

Take a moment to think about what you learned today about using Quiet, Talking, and Loud voices. For each prompt, draw or write your answer in the space provided.

1. When do we use a Quiet voice? Draw a picture or write a sentence below.
   
   
   
   
   
   

2. When do we use a Talking voice? Draw a picture or write a sentence below.
   
   
   
   
   
   

3. When do we use a Loud voice? Draw a picture or write a sentence below.
   
   
   
   
   
   

(Optional) Look at our Voice Volume Chart Poster to help you remember the right voice for each situation.

Volume of Voice Script

Introduction to Voice Volume (5 minutes)

Teacher (gathering students on the rug, holding up the poster):
“Good morning, friends! Today we’re going to learn about how loud or soft our voices can be. This is our Voice Volume Chart Poster. Can anyone tell me what this poster is for?”

(pause for responses)

Teacher:
“That’s right! It helps us remember three voice volumes: Quiet, Talking, and Loud. Let’s learn what each one sounds like.”

(Teacher places finger to lips and whispers)
“First, this is a Quiet voice, also called a whisper: ‘Please pass the book.’ Everyone, put your finger to your lips and whisper with me: ‘Please pass the book.’”

(students whisper together)

Teacher (open palm at chest, speaking normally):
“Next, this is a Talking voice, our normal grown-up voice: ‘I like my blue crayon.’ Let’s all use our talking voices: ‘I like my blue crayon.’”

(students speak together)

Teacher (arms wide, projecting voice):
“And this is a Loud voice, also called projecting: ‘Hooray, we did it!’ Show me your big arms and shout: ‘Hooray, we did it!’”

(students shout together)

Teacher (pointing to poster):
“Great job! We just practiced Quiet, Talking, and Loud. Now let’s see if you can identify them when I say something.”

Modeling and Identification (5 minutes)

Teacher:
“I will say a phrase, and I want you to listen carefully. Then tell me: was that Quiet, Talking, or Loud?”

1. (whisper) “Hello, friends!”

Teacher:
“Was that Quiet, Talking, or Loud?”

(wait for students)

Teacher:
“Yes, that was Quiet. Quiet voices are soft like a whisper.”

2. (normal voice) “Please pass the crayons.”

Teacher:
“What did you hear? Quiet, Talking, or Loud?”

(wait)

Teacher:
“Awesome, that was your Talking voice!”

3. (loud) “We won the game!”

Teacher:
“Who can tell me if that was Quiet, Talking, or Loud?”

(wait)

Teacher:
“Exactly—Loud! You’re listening so well.”

Voice Volume Spinner Game (10 minutes)

Teacher (placing the spinner and cards in the center of the circle):
“Now, we have a fun game with our Voice Volume Spinner and Voice Volume Scenario Cards. Here’s how we play:

1. One friend spins the spinner.
2. The arrow will land on Quiet, Talking, or Loud.
3. You pick a scenario card and either read it or listen as I read it.
4. You act out the scenario in the voice volume the spinner shows.
5. Friends give a thumbs-up if you used the right volume.

I’ll show you one turn first.”

(Teacher spins, lands on Talking. Picks a card: “You want to ask for help tying your shoes.”)

Teacher (speaking scenario in talking voice):
“‘Can you help me tie my shoes, please?’”

Teacher:
“Was my voice Quiet, Talking, or Loud?”

(students respond)

Teacher:
“Yes, that was Talking. Thumbs-up if you think I got it right.”

(students give thumbs-up)

Teacher:
“Your turn! Who wants to spin first?”

(Guide students through turns, offering praise and gentle correction. Repeat until each child has a turn or time is up.)

Soothing Whisper Telephone (5 minutes)

Teacher (forming a circle or line):
“Now we’ll practice our Quiet voice with a whisper telephone game. I have a short message. I’ll whisper it to the first friend. Then that friend whispers it to the next, and so on.”

Teacher (whispers softly to Student 1):
“‘Time to read a story.’”

(Students whisper around the circle.)

Teacher (after the last student speaks):
“Okay, let’s say the message together in our whisper voices: ‘Time to read a story.’ Did you hear the same message? (pause) It’s okay if it changed a bit. Whispering helps us learn to control our quiet voices!”

Reflection and Wrap-Up (5 minutes)

Teacher (pointing to the poster again):
“Let’s think about when we use each voice. I’ll call on friends to share.”

Teacher:
“Who can tell me one time we use a Quiet voice? Raise your hand.”

(Select and praise a student.)

Teacher:
“Thank you! Now, when do we use our Talking voice?”

(Select and praise.)

Teacher:
“And finally, when might we use a Loud voice?”

(Select and praise.)

Teacher (clapping hands):
“Fantastic job, Volume Experts! Remember, when we need to listen quietly, use your Quiet voice. When we talk with friends or share ideas, use your Talking voice. And if you ever need to cheer or call for help, use your Loud voice. Keep practicing every day!”

Teacher (smiling):
“Let’s end with one more whisper together: ‘Have a great day!’”

(all whisper together)

Teacher:
“Thank you, everyone! You did amazing today.”

Voice Volume Participation Rubric

This rubric assesses kindergarteners’ ability to identify, apply, and participate using the three voice volumes—Quiet, Talking, and Loud—throughout the Speak Up Softly lesson.

Scoring Scale

4 – Excellent: Consistently and accurately identifies and uses voice volumes in all activities.
3 – Proficient: Often identifies and uses voice volumes correctly, with minimal reminders.
2 – Developing: Sometimes identifies or uses volumes correctly but needs frequent prompts.
1 – Beginning: Rarely identifies or uses volumes correctly; requires significant support.

Total Score: __ /12
(Add scores across the three criteria.)

Next Steps
• Scores 10–12: Continue reinforcing and challenging with new scenarios.
• Scores 7–9: Provide targeted praise and peer-modeling opportunities.
• Scores 4–6: Offer additional guided practice in small groups.
• Scores 3 or below: Implement one-on-one support and simplified tasks.