A good show-and-tell item gives a child something they can notice, explain or demonstrate. Start with an object, drawing or experience already familiar to them, then build a short talk with a clear beginning, a few details and an ending.
The ideas here are adaptable practice suggestions. Match the teacher's time limit, theme and rules. The printable show-and-tell prompt card leaves room for drawings as well as words.
Choose something with a story or a detail
Ask the child to point out something they can tell you about. A useful choice is easy to describe, permitted in the classroom and manageable to carry or show as a picture. A purchase is unnecessary.
Something made
A drawing, paper model or small craft gives a process to explain: what I used, what I changed and what I would try next.
Something observed
A picture of a plant, cloud or familiar animal invites details about shape, color or change. Use a photograph when bringing an object is unsuitable.
Something used
A simple everyday object, such as a measuring spoon or a bookmark, lets the child demonstrate a purpose.
Something remembered
A drawing of a game or an enjoyable moment lets the child describe a sequence without sharing a valuable keepsake.
Check classroom rules before bringing food, plants, animals, small loose objects or anything fragile. Choose an alternative when an object could be lost or damaged. Let the child decide how much personal or family information they want to share.
Build three parts
- Introduce it. Name the subject and give the audience a reason to look.
- Explain a few details. Show what it looks like, how it works or what happened. Choose details the audience can follow.
- Finish with a thought. Say what you like, learned or would try next. Invite a question if the teacher allows it.
Use three small drawings or keywords as reminders. A drawing of the object can prompt the opening; a hand or tool can prompt how it was made; a question mark can prompt the final thought. Choose a number of details that fits the actual time limit.
Rehearse for understanding
Listen once without interrupting. Then ask one helpful question: “Which part should I look at?” or “What happened first?” Let the child answer in their own words and choose one change to try.
Practice holding or displaying the item so the audience can see it while the child can still communicate comfortably. If the explanation runs long, remove a detail instead of asking for faster speech. If it is very short, ask about one concrete feature rather than adding adult vocabulary.
Time one practice against the teacher's limit. Agree on a simple ending so the child knows when the task is complete. Praise a specific communication choice, such as explaining a step clearly or showing the relevant part of the object.
Offer more than one way to participate
A child might present with a partner, use pictures, point while an adult reads their chosen words, or use their usual communication system. Coordinate supports with the teacher and the child's existing plan. Sitting, standing or using brief notes can all serve the task; the goal is to share meaning.
The NSW Department of Education's oral-language guidance discusses supports including modeling, guided practice, prompts and alternative representations. Apply supports to the learner and activity rather than treating one presentation style as universal.
For language learning, prepare a few useful words around a familiar subject. An example of this approach is NSW's early-stage Chinese show-and-tell unit, in which learners describe a familiar toy. Follow the class's language goals and allow the support the teacher recommends.
If speaking to the whole class feels difficult, discuss a smaller first step with the teacher, such as practicing with one trusted listener. Avoid turning the activity into a test of who owns the most unusual object.
Give the audience a job too
Ask listeners to remember one detail and think of one relevant question. Useful questions connect to what was shown: “How did you make that part?” or “What would you change next time?” Give the speaker time to respond, and allow “I don't know yet” as a complete starting answer.
After the session, ask the child which part was easy to explain and which part they would practice again. Save the prompt card if it will help with a later presentation. For home learning, include the activity in a learning plan with a clear goal and a brief progress note.