Core Word “What”: Mystery Bags, Sounds and “What’s That?”

Picture card for the core word what: a puzzled child shrugging beside a big question mark

Why what makes a good first question word

People who use AAC are often asked questions and expected to answer them. What turns that around: now the person can ask. It makes a good first question word, because what’s that? works anywhere.

It closes the first sixteen weeks because questions are easier once there are words to answer with. It joins with week 7’s look and with that: what’s that?, look, what’s that? Model it by asking out loud, then answering yourself.

Mystery bags, doorbells and pot lids: asking what

Mystery and surprise

A mystery bag: put a toy in a cloth bag and shake it. “What’s in there?” Pull it out slowly.
Wrap something in a towel and let the person feel it: “What is it?”
A noise outside, the doorbell, the dog barking: “What’s that?” Go and see together.

With books

Point to a picture, ask, then answer it yourself: “What’s that? A cow!”
Before you turn the page: “What’s next?”

Meals and cooking

Lift the lid of a pot: “What’s in there? Soup!”
“What’s for lunch?” Then show the person what there is.

Every day

After a spill or a crash: “What happened?” Then say it: “The cup fell.”
On a picture schedule: “What’s next? Bath!”
Guessing games: make an animal sound and ask “What am I?”

At school or therapy

Show and tell: model the question for the class: “What did you bring?”
When a classmate holds something up, give the person the words to ask: “What’s that?”

What it can look like

At circle time, Jonah’s teacher shakes a cloth bag. Something inside rattles. She points to what on the class board: “What’s in there?” She lets Jonah squeeze the bag, then waits. He looks at the board, then at her. She points to what again, and this time Jonah touches it. “What’s in there? Let’s see!” She pulls out a shaker and hands it to him. The next morning, Jonah touches what as soon as the bag comes out.

What’s that?, what happened?, what next?

Each question asks for a different kind of answer: a name, the story of what went wrong, or the plan.

what’s that?
what’s in there?
what doing?
what happened?
what next?
what is it?

If you can’t tell what they’re asking, or they press what over and over

If they press what and you aren’t sure what they mean

Follow their eyes and answer about what they are looking at: “What? That? That’s the fan.” If you guessed wrong, they can show you, and that is a conversation too.

If they press what over and over

Wonderful: they have learned that a question gets an answer. Answer each time, and add a word: “What’s that? A truck. A big truck.”

Note for home: ask out loud, then answer it yourself

This week we are learning what. Ask questions out loud and answer them yourself: “What’s that? A bird!” Put a toy in a bag and ask “What’s in there?” When your child points to what, tell them about whatever they are looking at, even if you have to guess.

The same note is printed at the bottom of the week’s page, with a box to tick for each day. For families who are new to modeling, send the one-page AAC modeling at home handout with it, and keep using the word cards from earlier weeks.

More core word of the week plans

All core word printables and guides

Need a different board? Make your own with the free AAC board maker.

These cards, handouts and plans are general information, not therapy or medical advice, and they don’t replace a speech therapist. A speech therapist who knows the person can help choose the right words and the right way to practice. Everything here is free to print and share; please don’t sell it (terms of use). Questions? Email support@lmnoplabs.fun.