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.

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.