Picture this: You’ve been teaching idioms non-stop, patting yourself on the back because your students just learned ‘Spill the beans.’ Moments later, they’re on TikTok asking ‘It’s giving what?’ or saying ‘No cap.’ Are we truly equipping them for the language they live in?

While I love the idioms from yesteryear, such as all the lovely sayings from Aesop’s fables, you don’t hear them much in everyday life. The majority of students haven’t even been exposed to Aesop’s fables beyond a story or two.

Try listening in at a restaurant some time, especially to a group of younger people, or reading song lyrics from a popular new song. I imagine the older you are, the less you’ll recognize their figurative language. If they don’t hear it in their lives, why are we pushing it? Have you ever asked them “Have you heard this before?” I have, and I usually get a baffled shake of the head.

Language is a living, breathing thing. It’s constantly evolving, shedding old phrases and creating new ones. We sometimes have to let go of the old and accept the new. That means it’s time to ask a crucial question: Why are we even bothering with teaching idioms in the first place?

The True “Why”: Understanding Non-Literal Language, Not Memorizing a Secret Code

When we teach idioms to students, our primary goal shouldn’t be to have them memorize a fixed list of phrases as if they were secret codes for an exclusive club. (Honestly, whose club would they be codes to? Grandma’s bridge club?) If our aim is simply rote memorization, we’re missing the point entirely.

The real “why” behind idiom instruction is far more profound: to foster a robust understanding of non-literal language.

Benefits of Understanding Non-Literal Language

• Inferencing and Abstract Thinking: Understanding idioms requires moving beyond the concrete and literal. It builds critical thinking skills necessary for comprehending metaphors, sarcasm, humor, and complex social cues.
• Social Communication: So much of human interaction relies on implied meanings and figurative speech. A student who struggles with non-literal language might miss jokes, misinterpret intentions, or feel perpetually “out of the loop.”
• Reading Comprehension: Texts, even those for younger readers, are rife with figurative language. A strong grasp of non-literal concepts directly impacts reading comprehension and overall academic success.
• Language Flexibility: Understanding that words can have multiple layers of meaning makes students more agile and adaptable language users.

If our students are simply memorizing that ‘raining cats and dogs’ means heavy rain but don’t grasp the underlying concept that words can take on completely new meanings when combined, or how to figure them out, we’re not truly serving them. We’re giving them a fish for today rather than teaching them how to fish for a lifetime of language.

Why ‘Grandma’s Idioms’ Aren’t Cutting It Anymore

The challenge with focusing exclusively on teaching traditional idioms is their diminishing relevance. While culturally significant, phrases like ‘kick the bucket’ or ‘let the cat out of the bag’ are rarely encountered in the daily conversations, social media feeds, or digital interactions of today’s youth.

When we present students with idioms that feel foreign and disconnected from their world, we risk:

• Demotivation: Learning feels like an arbitrary chore rather than a relevant skill.
• Lack of Context: Without real-world exposure, the idioms lack natural context, making them harder to internalize and generalize.
• Inefficiency: Precious therapy and classroom time are spent on vocabulary that may never be actively used or encountered.

Of course, the classics still have their place. Learning to decode figurative language is a timeless skill. Consider exploring a time when language and culture were in a period of change, much like today.

My new Roaring Twenties Figurative Language Unit helps students decode the secret language of the Jazz Age with 60 slang terms and idioms. With differentiated slides for both younger and middle school students, this no-prep unit goes beyond a simple vocabulary list to connect language, history, and culture in a fun, engaging way.

Want to get a taste of this ‘cat’s pajamas’ of a unit?

As a newsletter subscriber, you can download a special PDF of 30 terms and their contextual use slides from the unit—perfect for a mini-lesson or a quick warm-up. Just fill out the form below to get instant access and join our community of language-loving SLPs and teachers!

The Solution to Understanding Figurative Language

Instead of teaching a list of static idioms, let’s empower our students, working alongside teachers and parents, to become idiom detectives! The goal is to identify, interpret, and understand the non-literal language they encounter every single day.

I propose creating a Living Idiom Dictionary—a dynamic, collaborative resource that evolves with the language our students actually use and hear. My Living Dictionary for Slang and Idioms is a free product that can help you get started.

How it Works:

• Spot It! Encourage students to listen for phrases they don’t understand, especially in casual conversations, TV shows, movies, social media, song lyrics, and video games.
• Capture It! When an unfamiliar phrase pops up, jot it down. This can be a physical notebook, a shared digital document, a whiteboard in the classroom, or a note on the fridge at home.

• Define It (Collaboratively)! This is the crucial step. Instead of just looking it up, discuss:What do the individual words mean literally?
  • What do you think it means in this context?
  • Where did you hear it? Who uses it?
  • Work together (SLP/teacher/parent with student, or even peers) to figure out the non-literal meaning. Sometimes, a quick online search might be necessary to confirm.
• Contextualize It! Write down the idiom, its non-literal meaning, and an example sentence of how it’s used. Bonus points for drawing a literal and a figurative picture! Write down the idiom, its non-literal meaning, and an example sentence of how it’s used. Bonus points for drawing a literal and a figurative picture!

Teaching How to Decode Figurative Language

You can use my free Figurative Language Decoding Visual Aid to help students with the process of untangling the meaning of figurative language. This simple, two-page guide includes a figurative language decision tree and a 3-step decoding guide, turning students into language detectives.

Revisit and Revise: Language is constantly changing. This dictionary isn’t static. Encourage students to add new entries, refine definitions, and even note when certain phrases fall out of use.

This activity directly addresses the “why” of idiom instruction. It’s not about memorizing a secret code; it’s about actively engaging with the concept of non-literal language in a relevant, meaningful, and empowering way. It teaches them how to learn these phrases, rather than just what they mean.

Ready-to-Use Resources for Teaching Idioms

If you’re ready to dive into really exploring figurative language, my new Pirate’s Chest of Idioms & Slang: A Figurative Language & Vocabulary Resource is a fun way to engage students with over 50 entries, providing real-world usage examples and fascinating historical origins to set sail on a journey of language and history. (It’s also bundled with a companion product, The Real Pirates: Nonfiction Article & Differentiated Comprehension Questions, to create a truly comprehensive unit).

Don’t let the communication gap widen! My Gen Z Idioms & Slang resource is the ultimate tool to kickstart your own Living Idiom Dictionary. With 65 terms (130 slides!), this “no cap” resource goes beyond definitions to promote critical thinking and SEL discussions. It’s the only resource of its kind that crucially attributes the rich origins of slang from sources like African American Vernacular English (AAVE), Ballroom Culture, and Hip-Hop Culture.

If you’re ready for the ultimate toolkit, consider grabbing The Complete Non-Literal & Figurative Language Bundle. It’s a growing bundle that currently includes all five of my non-literal language resources, giving you a complete solution for modern and historical figurative language. You get a 30% savings over buying them individually, so you’ll be fully equipped to start your own Living Idiom Dictionary today!

The Glow-Up for Teaching Idioms

It’s time to let go of the old and embrace the ever-evolving language of today. The true goal of teaching idioms to students isn’t about rote memorization; it’s about giving them the tools to “fish” for a lifetime of effective communication. By cultivating a “Living Idiom Dictionary,” you’re not just teaching a lesson—you’re teaching a skill for life.

Are you ready to make the shift? Here’s your toolkit to get started:

• To Introduce the Concept: Grab the My Living Dictionary for Slang and Idioms freebie.
• For Instant, Engaging Lessons: Explore the Roaring Twenties or Gen Z Idioms & Slang resources. Don’t forget my FREE Figurative Language Decoding Visual Aids!
• For the Ultimate Solution: Get all five resources and 30% savings (with more value added as it is a growing bundle!) with The Complete Non-Literal & Figurative Language Bundle.
• To monitor progress beyond a simple right/wrong, refer to my post on Mastering the Art of Measurement: A Guide to Creating Rubrics in Speech Therapy.

Don’t forget to check out my Freebies Page for more FREE resources!

By focusing on relevant, modern idioms, you can truly equip your students with skills for a lifetime of effective communication. Start your Living Idiom Dictionary today!

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The post Beyond “Spill the Beans”: Why Teaching Idioms Needs a Modern Glow-Up appeared first on Mrs. Speech Online.

Keeping your online therapy sessions engaging can be a struggle. It can require creative strategies to address literacy through a camera. But fear not! There’s a treasure trove of FREE online literacy resources waiting to be discovered at your local library. Websites like Internet Archive also provide these resources. These free online literacy resources offer a vast array of materials to target various speech and language goals. This keeps your students motivated and learning actively.

Online Libraries – The Best Free Tool for Reading

Now, we all know that books are one of the greatest tools to grow our students’ language, right? We can reach pretty much any goal  with a well-planned literacy unit: articulation, fluency, auditory skills, comprehension, memory, critical thinking, inferencing, prediction, and story craft. Also, story grammar, figurative language, vocabulary, prefixes and suffixes, and even pragmatics. Try getting all that in one breath!

Have you ever considered the library as one of the best-kept secrets in the world of online teletherapy for accessing free online literacy resources? Believe it or not, your local library – especially if it’s a large metropolitan one – is a treasure trove of FREE online resources just waiting to be tapped into! The online resources available have exploded in the past couple of years. So, if you haven’t checked yours out lately, do so.

Picture this: your middle school students engrossed in graphic novel versions of classics like The Odyssey, Anne of Green Gables, or Sherlock Holmes. Or, your emerging language learners delighting in interactive stories.

Boost Engagement & Stretch Your Budget:

• Cost-Effective Magic: Budgets are tight! Online libraries provide a massive selection of resources at no cost. This allows you to create dynamic learning experiences without breaking the bank.  Often, libraries offer reciprocal memberships. This greatly expands your selection of free online literacy resources!
• Content for All Ages & Styles: From interactive stories for beginners to captivating graphic novels for middle schoolers. Online resources cater to diverse age groups and learning styles.

Highlighting Powerful Reading Sites for Teletherapy:

• Local Library Gems: Your local library’s online branch is a hidden gem! Explore their website to unearth a universe of resources waiting to be used in your sessions. Explore the website or talk to one of the librarians eager to get these resources into your hands.
  • There’s more than just print books waiting for you – there’s audiobooks, graphic novels, and easy-read versions of the classics.  These free online literacy resources are incredibly diverse.
• Interactive Storytelling with TumbleBooks: For younger learners, platforms like TumbleBooks offer a delightful world of interactive stories. These bring learning to life. This platform is often a free offering from your local library system. 
• YouTube Read-Alouds: Many engaging YouTube channels offer high-quality read-alouds of children’s books. Find stories that target your students’ specific interests and age groups to add variety to your sessions. For video playlists, check out my YouTube channel – Mrs. Speech!
• Dive into the Internet Archive: This vast digital library holds a wealth of books and learning materials. Explore their collection of ebooks, audiobooks, and even teacher resources like curriculum materials and literature notebooks from top publishers.
  • Need a ready-made literacy lesson?  IA has the Teacher’s Editions of many Literacy Textbooks!  Plus, my middle school students can’t get enough of the classic short stories. These include ones by Saki, Poe, Thurber, Twain, O’Henry, and more. There’s a reason they’ve stood the test of time!
• Try ESL sites like Voice of  America:  VOA has a multitude of famous American short stories that have been simplified.  And bonus, they have an audio version and supplemental materials as well!

Empower Your Students with a Free Bonus!

View my curated list of 85+ FREE resources from the Internet Archive, featuring a variety of short stories and adapted novel collections! This list gives you a head start on incorporating these valuable materials into your teletherapy sessions. FYI – Check out my Lesson Guides to some classic short stories on TPT: Ultimate Short Story Comprehensive Lesson Guides Bundle.

Visit my other posts on using short stories in therapy:

• Why, and How, I Started Using Short Stories in Therapy
• Unlock Student Engagement: The Magic of Short Stories in Middle School Speech Therapy
• Activity Magic: Short Stories for Multi-Goal Mastery in Speech Therapy

Update 12/24

I recently found the free internet browser Brave and have been using it the past couple of weeks.  It was simple to move my Google bookmarks into Brave, and I am using it solely for use with the kids. This streamlines my therapy sessions too.  I haven’t had a single YouTube ad. Also, I haven’t noticed other ads popping up on websites.  I will say that, while it does block the ad on a website, there is often still the space where the ad would be.  Often, a reader extension like ReadBee will remove those spaces and focus on the text.

Stay tuned for more insider tips and resources to level up your teletherapy game!

Happy Teletherapy,

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The post Level Up Literacy Teletherapy: Unleash FREE Online Resources to Captivate Students! appeared first on Mrs. Speech Online.

In the realm of speech-language therapy, engaging clients in meaningful activities that foster communication skills is paramount. However, maintaining motivation and enthusiasm throughout therapy sessions can sometimes be challenging. By infusing elements of play and competition into therapy activities, gamification not only makes learning more enjoyable but also enhances participation and accelerates progress. 

This is where gamification comes in as a powerful tool, a new term for something that most therapists have been using for decades.  Just about every pediatric therapist uses games like Bingo, “Feed the Monster”, and various board games to help motivate students.  But let’s really delve into how gamification can transform speech-language therapy into a dynamic and effective journey towards improved communication skills.

Goal of the Game

Before diving into gamification strategies, it’s crucial to establish the goal of the game in the therapy session.  Are we wanting to use the games to simply keep the student(s) motivated and engaged during the session, as a reward at the end of the session, or to help them take responsibility for their learning by tracking their correct vs their incorrect answers?  

Motivation and Engagement

For many of our kids, the games are simply a way to keep them motivated and engaged. These may be a range of various board games or free online games like four-in-a-row or snakes and ladders. These can be found at various websites such as calculators.org or coolmathgames.com. abcya.com is a favorite for younger games like making a cookie (following directions or using adjectives) or saving chicks (following/using positional words).

There are some modestly priced subscription sites as well, such as pinkcatgames.com, or ultimateslp.com. These are nice because the speech and language stimulus materials are integrated with the games.  You can make your own Jeopardy style game on Bamboozle for just about any subject (check out my growing collection), or use one of the many pre-made ones.  Educaplay also has many styles of games under the free tier that you can make or search for.  Genially is another platform that has many free game and lesson templates and is FERPA compliant.  Even simple push-button buzzers that kids can use when they know the answer makes question and answer activities more “gamey”.

Self-monitoring or effort

However, some students do really well with a bit more of a “push” in which they are given both positive and negative points (or teacher gets points).  Jeopardy-style, tally score, or scoreboards might be best for these students.  These work amazingly for those kids who are working on self-monitoring skills, or who are not giving thoughtful answers.

Additional Benefits

The beauty of gamification lies in its versatility. You can create a custom folder game based on student interests, if you are working in-person, or you can find free games online easily.  Open-ended games such as snakes and ladders can be used with mixed groups and create friendly competition.

Gamification can also promote collaboration and healthy competition among students. Group activities such as word games, role-playing scenarios, or collaborative storytelling encourage peer interaction and communication exchanges. Additionally, friendly competitions, whether in the form of timed challenges or team-based quizzes, inject an element of excitement and camaraderie into therapy sessions, and great opportunities for practice of social skills.

Gamification holds immense potential to make learning enjoyable, engaging, and effective.

Happy playing!

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The post Elevating Speech-Language Therapy Through Gamification: A Playful Path to Progress appeared first on Mrs. Speech Online.

So a few years ago I started hearing raves in continuing education about how many targets you could reach from reading a picture book or short story in speech therapy.  And I thought, “yeah, but you’d only  maybe get one or two practices out of each book for most of those language goals.  Drilling is far superior.”  Plus…it would take a whole session to read a book.  You wouldn’t have time for anything else.

I kept on with my drilling.  And my students made progress on their little goal chart.  Good progress.  And sure, sometimes teachers would say, “but they can’t do it in my room,” And I’d say, “well, that’s because I’m working on a discrete skill, to make sure they have the ability.  Now we have to broaden it to a longer text.”

Literacy Units – Language in Context

But I started hearing more and more about using literature as an SLP.  I started taking these continuing ed classes that were talking about using a picture book as the anchor for a month of therapy. And it was like there was an actual lightbulb in my head.  “You mean we can use the SAME book for a whole MONTH?!!”  Now THAT, that seemed workable.  In fact, that seemed downright awesome.

Because – context. While my drills were great, and they reinforced the skill, they were like practicing a sound in isolation, and would only take a student so far.  And honestly…sooooo boring. So going over a fun picture book for a month, that sounded like just the thing.

Pick the “Just Right” Story

But I was in a middle school setting now.  And sure, there are picture books that are higher language that would fit the bill for middle school. But it was October.  And now your head is probably going straight where mine went.  How could I not introduce my middle schoolers to “The Tell-Tale Heart”? (OK, it was a draw between that and “Ichabod Crane” but they rolled their eyes and said they read that every Halloween).

Well, first, let me tell you: success hinges on finding the “just right” version.  The middle-schoolers who you see for language are probably not going to do well with the original version of the story.  But you don’t want a version too watered down either, or you lose so much of the lovely language-teaching opportunities.  Another key: do not have the students read the first time.  It seems like a good idea, but if you are reading for meaning, you want an advanced reader who has read the story at least once to read it aloud for the group.

Decide the Order of Teaching

And then…do you pre-teach every vocabulary word and turn of phrase, or do you do a read-through first, then go back over it?  Or, maybe watch a video that had most of the text first, that gives meaning to words they don’t know?  I did a little of everything that first time, each group a little different.  I think it was best when I gave a little minilesson first, then we watched the video, which I would pause every so often to allow them to predict or make sure they knew the big picture of what was happening.  Then we went back, closely, over the text.  This may differ depending on the text you read, too.

Language Skills Galore!

I didn’t spend a month on “The Tell-Tale Heart.”  We spent two, maybe three 30 minute sessions.  Partially because I still have a hard time reconciling my old drill mindset.  But I also only have two in my groups (don’t hate me – it’s a rule for teletherapy where I am).  I also was winging it in large part.  If I had been thoroughly prepared, I would have had more and better questions. 

I’m writing my questions down and keeping documents so next year, I will be better prepared.  If you are interested, you can find my completed guides in my TPT store, Mrs. Speech.  They contain questions addressing context clues, figurative language, sentence writing, predictions, inferences, story craft, story arcs, prefixes and suffixes and other language and literacy skills.

Appreciation of Literature

But the engagement of the kids!!  They LOVED it!  So much that I went out and hunted down short stories in a number of genres, based on what they requested, and found so many lovely stories! 

They are requesting stories now – and they remember exactly where we were in the story from one week to the next.  They ask for more from the same author (yes, they are asking for stories).  And most of these stories I am using are at least 50 years old, some, like Poe, are in public domain.

And I love that I am fostering a love for literature.  Even though when I ask, they say they wouldn’t read the longer version, LOL, they still are listening and responding to these stories with enthusiasm and asking for more.  Which is far more than my drill cards ever got!

Want to see what stories I’ve been using in my therapy sessions?  Find my FREE list on TPT!

Check out more on short stories in therapy with my other articles:

• Activity Magic: Short Stories for Multi-Goal Mastery in Speech Therapy
• Unlock Student Engagement: The Magic of Short Stories in Middle School Speech Therapy
• Level Up Literacy Teletherapy: Unleash FREE Online Resources to Captivate Students!

Subscribe below for a FREE bookmark to help students generalize articulation while reading!

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The post Why, and How, I Started Using Short Stories in Therapy appeared first on Mrs. Speech Online.

Motivators

Just like our younger clients, older students love a good reward at the end of a challenging session. The beauty? They’re experts at navigating YouTube, so they can easily cue up their favorite vids. But wait, there’s more! I love introducing them to some lesser-known gems that pack a powerful punch:

Flexible thinking and how the mind learns new things:

Backwards bicycle: this was mind-blowing to watch!

How mistakes are okay and help you learn:

OK Go Rube Goldberg Machine (I talk about how you can see the evidence of how many previous tries – 85 to be exact – they had to get it right, but how awesome it was when they got it right.  BTW, the song itself has a great message of how bad things are only temporary.) It’s also useful to see the TEDTalk on how it was engineered. (Caution, the TEDTalk has one minor cuss word and the band is having a drink of champagne at the end.)  If you don’t know what a Rube Goldberg machine is, it is a YouTube rabbit hole.  I warned you.

The Power of a Stutter

A TedTalk on how accepting your insecurities and even embracing them allows us to become better communicators.  How it frees us from worrying about hiding them to think about how we can speak to and help others. (BTW, she has a very noticeable stutter so this is an excellent video for your fluency students.)

Teaching Support

How to make sounds

I’m probably not alone when I say that I turn to these when I have a kid I just can’t get to make the sound, especially now that I am wholly teletherapy.  My camera just isn’t as professional as what I can find on YouTube.  The two best sources for sound instruction I’ve found are Sharon Turner, who has a animated video model of the tongue inside the mouth for each sound, and Peachie Speechie, who has great teaching videos for each sound.  But there are many, many options to choose from.

Read-Alouds

I’m using short stories in most of my older groups.  When we first read a story, I want it to be a dramatic, cohesive reading, so I actually don’t want the students to read it.  I want them to listen and be drawn into the story.   But you know, a day of that and my voice gets tired.  Cue YouTube read-alouds!  You can find an audiobook of most popular short stories on YouTube pretty easily.  And bonus – most you can turn on Closed Captioning so students can read-along if you don’t have a text that matches well.  And the students actually love being read to.  If I have a student who needs to read for a goal, then I can stop and have them read a paragraph or so, then return to the read aloud. I have playlists of some of my favorites at http://www.youtube.com/@Mrs.Speech-wk4mr.

Background Knowledge

To go along with the read-alouds, a well-made video to give background knowledge is worth so much more than me droning on about what life in a lighthouse is like.  You know what they say, “A picture is worth a thousand words.”  Well, a video must be worth a million, right?!  And they are so much more willing to watch a video than listen to me (and let’s be honest, it gives my voice a break).

Movies

And if at all possible, I like to find at least a clip of a movie or animation to go with the story.  It provides so many opportunities for language-rich discussion, with opinions (Which did you like better, and why?) comparing and contrasting, and inferencing (Why do you think the director made this change?).

Social Skills

There are SOOOO many social skills videos out there.  Some of them are tailored toward our autistic population, some are more for introverted young adults, and some are for the ESL population.  Don’t just stick to the videos that tell how-to do something.  Sometimes the awkward videos offer great teaching moments too.  This one is one of my favorites.  While I do touch on what he does wrong, I mainly use it to talk about other people’s responses, and how they are generally kind about it and make an effort to not make him feel bad even though everyone feels awkward.  People are typically kind, so you might as well go out there and try.

Pro Tips 

Now, I mentioned in Read-Alouds to turn on the Closed Captioning if you don’t have a text that matches the reading.  It might be useful to do so with the other videos as well, to make the speech/text connection and fill in any missing gaps in the auditory information.  

I also suggest you turn the speed to 75%.  This is usually not noticeable to the kids, but it allows them more time to process what is being said so they get a better understanding of the information.  

I have more tips in my previous post: Unlocking Language Learning with YouTube: A Speech Therapist’s Guide.

Update 12/24

I recently found the free internet browser Brave and have been using it the past couple of weeks.  It was simple to move my Google bookmarks into Brave, and I am using it solely for use with the kids, so it streamlines my therapy sessions too.  I haven’t had a single youtube ad, and I haven’t noticed other ads popping up on websites.  I will say that, while it does block the ad on a website, there is often still the space where the ad would be.  Often, a reader extension like ReadBee will remove those spaces and focus on the text.

So, there you have it, folks! These are just a few ways to leverage the power of YouTube in therapy sessions with older students. But hey, the possibilities are endless! Got some killer ideas of your own? Drop ’em in the comments below!

Until next time, my e-speechies – keep on clickin’!

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The post YouTube in Therapy: Engaging Older Students with Smart Strategies appeared first on Mrs. Speech Online.

Ways to Use Pinterest Pictures

Now, we all know the drill with Pinterest – it’s the go-to hub for all things DIY, recipes, and yes, even therapy ideas! But let me tell you how I’ve been using it to spice up my therapy sessions.

Picture this: I’ve got boards filled to the brim with stimuli. They cover everything from articulation practice to critical thinking and social skills. We could get into a 10 minute discussion on whether it is photoshopped or real on some of these. Or discuss what makes it interesting, or brainstorm what you would do if you were walking around and saw it in person.

So MANY speech and language goals can be addressed with these open-ended materials. They are so much more fun than reading a card or doing a worksheet. Your kids may not even realize they are “working.”

Seriously, my Picture Prompts boards are like a treasure trove for your therapy sessions. Once you get used to using them, and the types of questioning you can use, you will find yourself using them more and more. For now, I have them separated into just a younger board and an older board. However, I have so many pins, I am going to have to separate them further. 

You guys have to come take a peek! Just make sure you set a timer because you will seriously get sucked into the rabbit hole – LOL!

Multiple Meaning Words

One thing my kids LOVE is when I open up the Visual Puns board. It’s a great way to work on multiple meanings and figurative or non-literal language. Not to mention the sheer fun of figuring out what makes each pun tick. The engagement and comprehension seems to skyrocket when I address language goals this way. And the best part – it’s so effortless it seems like a free day for both me and my students!

Tech Tips

Here’s the kicker – using Pinterest in therapy takes a bit of tweaking. But once you get the hang of it, it is smooth sailing, I promise. First, make sure your view options are set for Default, not Compact. You can choose this by using the little slider button in the top left of your board, as you can see in this screenshot.

I like to zoom in until only one or two images are visible. This makes those images pop and limits what my kiddos are focusing on. Ctrl and + on Windows, Cmd and + on Mac – you get the drift. Most browsers also have their own zoom controls.

Why Pinterest for Your Speech Sessions?

Now, why go through all this trouble instead of just hitting that good ol’ Save button? Well, for starters, it saves me from diving into the murky waters of copyright laws. Ain’t nobody got time for that! Plus, who wants to spend hours copy, pasting, and formatting when Pinterest does the heavy lifting for you?

And as we all know, adding to our boards is as easy as pie. I’m constantly stumbling upon gems while tumbling down the internet rabbit hole. With a click here and a pin there, my collection keeps growing faster than I can say “therapy time.” So much easier than trying to add to a document or slideshow or however else you try to organize saved images.

So, there you have it – Pinterest in speech-language therapy. Who knew? But hey, when it works like magic, who am I to argue?

Happy pinning, my fellow e-speechies!

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The post Pinterest in Therapy, No Way! appeared first on Mrs. Speech Online.

Now, ye might be wonderin’, “Why in the seven seas should we bother teachin’ alternatives to ‘I don’t know’?”

I’ll tell ye why! Ye see, when a wee lad or lass be faced with a question they don’t have the answer to, their knee-jerk reaction be to blurt out them dreaded words. But fear not, me hearties. There be a treasure trove of alternatives just waitin’ to be discovered!

Picture this: ye be standin’ at the helm of yer classroom ship, askin’ a question to yer crew of eager learners. Instead of hearin’ the usual chorus of “I don’t know,” ye be greeted with a myriad of creative responses. From “Could you show me where to find it?” to “I’m not sure how to explain it,” these alternatives be like little nuggets of gold. They are buried beneath the surface of uncertainty.

But why, ye ask, should we be teachin’ these alternatives?

Well, me fellow speech pathologists and teachers, let me tell ye. Our students probably don’t think about how to ask for help when answering a teacher’s question.  And they may have difficulty finding the words on their own.

By encouragin’ our students to explore different ways of expressin’ their lack of knowledge, we be empowerin’ them to take control of their learnin’ journey. No longer will they feel like they be stranded on a desert island of confusion!  You, their fearless navigator, will be able to give them better guidance. You will aid them on their treasure hunt for knowledge.

Now, ye may be thinkin’, “But how do we go about teachin’ these alternatives?”

Fear not, me hearties, for I’ve got just the solution for ye! Introducin’ our very own Treasure Clues for Learning Google slideshow! (Also available in print at Amazon or 10% off in my Webstore!) This be a treasure map filled with 15 slides of plunderous knowledge. It comes complete with 10 alternatives to “I don’t know”. The book gives some good ol’ fashioned reasonin’ on why to use ’em. It be like havin’ yer very own parrot squawkin’ helpful phrases right in yer ear!

I might even go so far as to suggest making a classroom chart of these phrases, to help students remember them.  Have a class brainstorm what other phrases they might use!  Give your students more power over their learning journey.

Or sign up below for a FREE poster and other exclusive freebies.

So, me fellow educators and speech pathologists, let’s hoist the Jolly Roger and set sail for a classroom where “I don’t know” be a thing of the past! With a little bit of pre-teaching, ye’ll be navigatin’ the seas of learnin’ with ease and flair. Yo ho ho and a bottle of rum, let’s make learnin’ an adventure worth rememberin’! ?‍☠️??

Happy sailin’,

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This May, National Speech-Language-Hearing Month (formerly Better Speech-Language and Hearing Month), offers a chance to celebrate the incredible work of SLPs (Speech-Language Pathologists) and the impact we have on individuals with communication disorders and differences. This year, however, I want to focus on something different: the power of representation in literature. I strongly believe it’s important to highlight inclusive characters that reflect the realities of those with communication disorders.

The Need for Diverse Characters:

As an SLP with over 24 years of experience, I’ve witnessed firsthand the transformative power of seeing yourself reflected in the world around you. Unfortunately, for children and adults with communication disorders, this representation is often lacking. Many books portray characters with communication challenges as one-dimensional figures defined solely by their stutter or inability to speak. These negative portrayals can leave individuals with disorders or differences feeling poorly about themselves and their struggles.

This National Speech-Language-Hearing Month, I felt compelled to contribute to a more inclusive narrative. That’s why I poured my experience and passion into writing a book that empowers authors to create characters with communication disorders who are genuine, relatable, and multifaceted.

Sparking Inclusive Storytelling:

The inspiration for “Unspoken Volumes” came from countless interactions with my clients. Over the years, I’ve been inspired by the brilliance, humor, and resilience of people grappling with various communication challenges. However, they aren’t simply defined by their communication disorders – they are artists, athletes, dreamers, and everything in between. These human beings deserve to see reflections of their complexities in the stories they cherish.

A Shocking Lack of Representation:

Consider these staggering statistics:

• 1 in 10: Number of children who are impacted by a communication disorder at some point during childhood.¹
• 2 million: Adults in the U.S. who currently are affected by aphasia alone.²
• 1%: Percentage of Americans who stutter.³

Despite these numbers, why are we not seeing a more statistically accurate representation in literature?

Tellingly, my personal reading experience reveals characters who are misrepresented or stereotypical, sometimes living in isolation due to a lack of exploration of treatment or alternative communication options. It’s a sadly common trope – the tragic silent protagonist, not limited to The Little Mermaid!

Beyond the Book: A Collaboration for Authenticity

Undoubtedly, my hope is that this book fosters a collaborative effort between SLPs and literary creators. By working together, we can ensure that characters with communication disorders are portrayed accurately and respectfully. The book delves into the vast spectrum of communication disorders, offering practical strategies for authors to portray those who struggle with communication difficulties or differences with empathy and hope.

This collaboration allows children and adults to not only see themselves reflected but also develop empathy and understanding for others who communicate differently.

A Shared Journey of Empowerment

While I’m excited to share this book with the world, the core message goes beyond promotion. This is about advocating for inclusive storytelling and the profound impact it has on people with communication disorders. National Speech-Language-Hearing Month is a time to celebrate our profession, but it’s also a time to reflect on how we can empower the next generation.

Without a doubt, this journey is about more than just a book – it’s about creating a world where every human feels seen, valued, and empowered by the stories they encounter. That means we have to stop hiding communication disorders, and fully explore them as much as we would any other personal challenge a character might face. We need more inclusive characters with communication disorders.

Join the Conversation!

Check out Bridging the Gap: An Empathy Challenge for SLPs, Educators, and Parents #Unspoken Challenge. Share with me your comments, thoughts, and concerns about this topic!

Interested in more? Sign up for a free Character Questionnaire for Authentic Representation.

• American Speech-Language Hearing Association
• Centers for Disease Control and Prevention – Communication with People
• National Institute on Deafness and Other Communication Disorders
• Mayo Clinic
• NIDCD Statistics

Here’s to the future!

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Sources

1. Black, LI; Vahratian, A; Hoffman, HJ (2015): Communication disorders and use of intervention services among children aged 3–17 years: United States, 2012. NCHS data brief. Hyattsville, MD: National Center for Health Statistics. Jun:(205):1-8. ↩︎
2. National Aphasia Association. Aphasia FAQs. Accessed 2/6/2024. ↩︎
3. The Stuttering Foundation. FAQ. Accessed 4-15-2024 ↩︎

The post Unspoken Volumes: Empowering Authors to Write Inclusive Characters appeared first on Mrs. Speech Online.

I put this on my board one school day. See, for the last 5 or so years, I’d had a poster-size white erase board in the hallway of my school. It was beside the entrance to the cafeteria. Therefore, every student would have a chance to see it during the day. I then sit in my room and listen to the conversations in the hallway. The children, I think, would have voted this joke as the best one that year.

But my board had a purpose beyond the amusement of everyone in the school. Not only did it lighten the mood and start the day with fun, every child in that school knew who I was. I wasn’t just an unknown adult that pulled kids out of classes. I raised the bar for vocabulary for the entire school. It gave everyone a common thing to talk about, and (let’s be honest) identified students that likely would need my services at one time or another.

The Therapeutic Value of Humor

Most of us feel better after a good laugh, and it’s not all in your head. Laughter increases those feel good chemicals in your brain. It boosts the immune system and relieves stress.  It gives us a social connection and helps shift perspectives into a lighter side of life. It even improves circulation and gives your tummy a bit of a workout. I have no doubt it created a happier, more connected school environment than there otherwise would have been.

Academic Benefits of Humor

Most of us have thought about how jokes can address multiple speech and language skills. To understand humor, students have to understand nuances, multiple meanings, and wordplay. Often jokes rely on figurative language. They involve cognitive processes like inference, prediction, and abstract thinking. 

Jokes help students practice social skills such as turn-taking, perspective taking, and understanding social cues. They build rapport. When telling a joke, students are practicing fluency skills like pacing and intonation, as well as articulation skills. Students are encouraged to commit the joke to memory so they can retell it. This helps them work on memory skills as well.

Building Rapport and Engagement:

Humor builds a bridge between students and teachers. It makes school a more light-hearted place.  Having a joke to share gives shy or anxious children a low-pressure way to engage in conversation.  The kids would tell the jokes to each other, and talk about whether it was funny or not. They discussed what made it a joke. I often heard teachers using the jokes as a teaching opportunity in the hallways.

As I talked with others about why I had the joke board, it raised awareness with teachers. They realized that what I did with students inside my little room wasn’t just working on /r/ and /s/. When I called it my “school-wide intervention,” it highlighted how essential speech and language skills are for daily communication.  Students in the school knew who I was, and saw me as a positive person in the school.  I had teachers and students alike bringing me jokes.

Addressing Challenges and Limitations:

So, what is the problem with using humor? I did have to be careful that the jokes were school appropriate, of course. No jokes about “two guys walk into a bar.” They had to be age-appropriate as well, so I skipped over a lot of jokes. Some of these the students at my school might not have the context or vocabulary for. And some kids just didn’t get the jokes (and they were usually on my list for MTSS interventions).

Finding enough jokes for the entire year was a bit difficult the first year. I then had to keep track of them somehow. Now I have It’s So Punny, a document that is over 50 pages long, full of jokes appropriate for school, which you can find in my TPT store.

The board itself was an issue at some points through every school year.  There is always that one student who finds it entertaining to erase it with their fingers. I would switch from dry erase to wet erase to whiteboard crayons throughout the year. Having a transparent cover might have helped that problem. I had to get permission to hang the whiteboard on the wall (I used removable adhesive strips).

Two Thumbs Up

In conclusion, though, I would highly recommend a joke board in your school or classroom. There are so many reasons to incorporate humor in the school day. The conversations I heard outside of my room were often the best part of the day. Hearing the students comment as they walked by was truly enjoyable. 

If you’d like to hear more about what skills a simple joke can address, see my article Why Jokes Are the Best Zero-Prep Language Tool You’re Not Using.

Keep that funny bone tickled,

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The post Why I had a joke board (And you should too) appeared first on Mrs. Speech Online.

We Speech-Language Pathologists (SLPs) are the communication ninjas of the world! We train tirelessly (okay, coffee breaks are essential) to empower people of all ages with the superpowers of speech and language. But our awesomeness extends beyond the therapy room.

Stories rule the digital world. They shape how we see each other, build empathy, and create a sense of belonging. Yet, characters with communication challenges like stuttering or aphasia often get stereotyped. That’s where the SLP Superhero Speech Squad comes in!

Introducing Unspoken Volumes: Your Guide to Writing Speech-tastic Characters!

Unspoken Volumes bridges the gap between SLPs and authors. It empowers writers to craft characters who are real, relatable, and complex individuals who defy stereotypes. But Unspoken Volumes isn’t just for SLPs!

• Educators: Gain insights to create inclusive learning environments and identify potential needs in students.
• Parents: Learn valuable strategies to support your child’s communication development at home.

Unspoken Volumes: Your SLP Utility Belt

• Writer Whisperer: Crack the code on writer challenges and prevent frustration!
• Expert Sidekick: Equip writers with clear info to create authentic characters, fostering empathy in readers.
• Collaboration is Key: Partner with writers through workshops, consultations, or book discussions.

Become a Champion for Speechtastic Stories!

This is about advocating for a future where stories celebrate inclusivity. Let’s ensure characters with communication challenges are finally seen, heard, and understood, and not used as a trope or a mechanic for pity.

• Join the Mission: Your Superhero Action Plan
• Connect with Writers: Offer presentations or discussions on communication disorders.
• Partner with Bookstores & Libraries: Host book discussions and cosplay events!
• Be a Writer’s Sidekick: Offer consultations or collaborations to slay communication kryptonite!

Embrace the chance to advocate beyond therapy and make a real difference! Imagine a world where stories reflect the realities of communication challenges, fostering empathy and creating a space where everyone feels seen and valued.

Ready to suit up? Learn more about Unspoken Volumes and how YOU can be a champion for inclusive storytelling!

#UnspokenChallenge: Empathy in Action!

This week, take the Empathy Challenge! Research a communication disorder and share a short post describing a situation from that person’s perspective.

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