I’m Mrs. Speech, and for years, I’ve relied on daily jokes to raise the bar for vocabulary and linguistic flexibility school-wide. You can see my previous post on the topic, Why I had a joke board (And you should too), where I discuss the benefits to the school community. Today, I want to talk about the speech and language benefits to a daily joke.

The Cognitive Workout of a Joke

Jokes aren’t just funny; they are highly effective, embedded metacognition activities for SLPs. To understand a pun, riddle, or knock-knock joke, the brain must quickly engage in several complex therapeutic tasks:

Multiple Meaning & Semantic Flexibility

The core of most humor is the ambiguity of language. The student must simultaneously hold two meanings of a word (the literal and the figurative/unexpected) in mind. As I often ask my students, “What makes it funny? It’s the brain not being sure which meaning is correct!” This rapid shifting of focus is directly tied to reading comprehension and the ability to process novel vocabulary. (Example: “Why was the cyclops such a good teacher? He only had one pupil.”)

Inference and Abstract Thinking

Jokes almost always rely on unstated assumptions. Students must make a rapid inference—a cognitive leap—to bridge the gap between the setup and the punchline, a skill that directly transfers to narrative comprehension and problem-solving across all academic areas.

Sequencing, Memory & Retrieval

Telling or retelling a joke encourages the commitment of specific phrasing, vocabulary, and sequence to memory, building both auditory memory and verbal retrieval skills. This focus on structured language helps build stronger retrieval pathways.

Social-Pragmatic & Expressive Gains of Humor

The value of humor extends beyond words; it’s a powerful social lubricant that targets specific communication goals. Humor in speech therapy also provides these benefits:

Rapport and Low-Pressure Engagement

Humor builds a crucial bridge between students and teachers. For a shy or anxious child, having a simple joke to share provides a low-pressure entry point for conversation, drastically reducing the intimidation factor involved in practicing turn-taking and sustained conversation.

Intonation, Pacing & Fluency

Successfully delivering a punchline requires conscious control over prosody. Students naturally practice fluency skills like appropriate pacing and varying intonation to maximize the joke’s impact. This gives you a fun, motivating context to target speaking rate and voice modulation.

Perspective-Taking

Understanding why someone else doesn’t “get” a joke forces perspective-taking—identifying what specific context, vocabulary, or background knowledge they might be missing. This develops crucial social awareness.

Easy-Prep, High-Impact Routine: Jokes for SLPs

The great news is that getting started is easy. All you need is a poster-sized whiteboard and 30 seconds! (I used removable 3M velcro strips to avoid wall damage and permission issues.) You can start immediately by doing a quick online search for jokes, adding “for kids” to your query.

However, the challenge quickly becomes consistency and curation. I used to print out my joke document at the beginning of the year and place a checkmark next to jokes when I used them to avoid repetition.

If you want to maximize the therapeutic and school-wide benefits of humor (which also drastically improves your visibility as an SLP, as discussed in my previous post!), I’ve done the hard work for you:

🤩 Ready-Made Joke Products: Zero-Prep, Maximum Impact on Metacognition

I’ve collected, curated, and formatted my favorite jokes into resources designed to be instantly used on any platform. Bring the metacognitive benefits of humor into your classroom today! You can purchase the joke bank alone, or grab the highly visual backgrounds optimized for today’s digital classroom:

1. The Joke Bank (Core Content)

It’s So Punny! The Ultimate Joke Bank: This is the original, over 50-page document of school-appropriate, kid-friendly jokes. This is your foundation for building a routine, ensuring you never run out of quality material.

2. The Digital Classroom Application

Jokes/Puns on Themed Backgrounds – A Growing Bundle! (3 Themes & Counting!): This bundle is the easiest way to display your jokes! It includes ready-to-use image files for seamless integration into Zoom, Google Meet, or your Smartboard, and can also be printed. Themes currently include Back-to-School, Winter, and the new Halloween set (which includes the unique hidden-punchline feature!). Buy the growing bundle now to lock in the lowest price before more seasonal themes are added!

3. Ready-to-Use Freebie!

FREE! Pirate-Themed Jokes with Background (formatted for teleconferencing) (8 Jokes): Looking to try the format before you buy? Grab my free set of 8 Pirate-Themed Joke Backgrounds to test the immediate engagement and ease of use in your classroom today!

Ready to leverage the benefits of humor in your speech therapy? Check out my store and start laughing your way to better outcomes!

Keep that funny bone tickled,

Social Media Icons: designed by rawpixel.com – Freepik.com

The post 🧠 Why Jokes Are the Best Zero-Prep Language Tool You’re Not Using appeared first on Mrs. Speech Online.

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!

Social Media Icons: designed by rawpixel.com – Freepik.com

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!

Social Media Icons: designed by rawpixel.com – Freepik.com

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

Now, I know what you’re thinking: “We’ve all used YouTube with kids before.” But bear with me, because there’s more to it than just plopping them in front of the screen while we sip our coffee (although, let’s be honest, sometimes that’s exactly what we need).

Here’s some of the things I’ve found out there in the big wide ‘Tube.

So…while nothing I share here is exactly news-breaking, I hope I have some ideas and links that give you a bit of a boost to your everyday!

Youtube for motivation

First off, there’s the motivator videos, the ones we can offer as rewards or to have kids request. We all know the kids love the great fun stuff out there, and it can be tricky finding what catches each kid’s attention – and it can change rapidly (because nothing is easy!). Depending on what each student likes or needs, it can range from the catchy, energetic songs…

…to repetitive, predictable, calming sensory videos (seriously, I sit back and watch these and am surprised when I look back at the clock at how much time has passed)…

YouTube for concept teaching

Then we have the fun concept teaching videos. These teach concepts in an enjoyable, engaging way that kids don’t realize they are learning. The repetition of each concept is what makes it beautiful, and more often than not, the children will be imitating by the end of the song.  We have core vocabulary songs…

More and All Done Sign Song

…body part songs…

FUN parts of your body song

…Farm animal songs…

Old MacDonald | Real Animals | Jack Hartmann (Love this one, because so many of our kids haven’t actually seen a real pig, let alone heard one)

…Action word songs…

If You’re Happy and You Know It

Story Videos

But what I like best are the story videos, that offer a treasure-trove of language-rich content.  Some of them are musical, like Pete the Cat and Chicka Chicka Boom Boom…

Pete the Cat: I Love My White Shoes

…And others are simply retold with animation. I love the learning English videos, like the ones from English SingSing…

The Three Little Pigs

I find that switching between all of these, and using a mix of planning and using my super SLP thinking skills (because we all know how these best laid plans often go, especially with kids involved), I can hit so many emerging language goals like attending, labelling, requesting and commenting. 

Pro tips for YouTube in therapy

Interactive Viewing

You can pause the video and talk about it, or wait for a request. Or you can watch the whole thing at one time, then use the precise seeking (or link at different times in the video) to go back to different moments to talk about.

Slow it down

Another great thing about many of the English learning videos is that they are told at a slightly slower rate of speech.  But if they aren’t, experiment with using the speed setting.  I find that going to 75% doesn’t usually affect the quality of the speech, but allows the listener more time to process. 

Split your screen 

Divide your screen into two, as to display two different videos side by side, as seen in the first screenshot at the top of this post. This gives. kids a visual choice so they can see what you are offering and point. You can find screen split options by hovering over the square next to the close window ‘x’, as seen in the partial screenshot to the side.  

Theatre Mode

And if you’re worried about distractions, try Theater Mode view to help keep things focused.  It presents the video screen the entire width of the window, so it squeezes out the ads on the side.  

So if I’m able to to have a few moments to reset things before a session, I have the screen split to show two videos side by side in Theater Mode so the child can make a choice.  

If you select full screen, it will fill the entire screen, regardless of whether it is split or not.  So I use that after the child has chosen.  Then I hit escape when we are ready for another choice, to return back to the split screen.

Reduce Inappropriate Ads

Create a separate “school” YouTube account to help reduce the number of inappropriate ads and video suggestions.  

Advertising Hacks

Now, there are some tricks for eliminating ads from YouTube videos, like adding a dash to the url or using a website or browser extension.  Unfortunately, I’ve found that they either don’t work with the Kids videos or they are so unwieldy to use with the short attention spans that it isn’t worth it.  Not to mention YouTube is actively working to block the adblockers.  But you can definitely try them if you’d like!

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.

Turn Autoplay Off

You don’t want your videos moving on without you.  Go to the settings icon to turn autoplay off.

Organization Tips for Therapy Videos

Now, I know what you’re thinking: how do I keep track of all these fantastic videos? 

Playlists

Yes, YouTube has playlists, and those are great, if you can use them.  Unfortunately, most of these videos are considered YouTube Kids videos, which means you can’t save them to a playlist.

Quick-Access Links – Essential Hack for YouTube in Therapy

Well, fear not! While you can’t save kid videos to your YouTube playlists, you can easily share them, copy the link, and paste it into a handy document for future reference. Don’t forget to set the start time for an even more streamlined list.

I have a document for my Emerging Language Classes that I keep on Outline Mode, and each of the above videos are under their own headings, so they are easy to find while I’m in a session.  It’s a simple trick that keeps everything organized and ready to roll whenever you need it.   

Want to see my list?  Subscribe below for my Early Learning Links and other exclusive freebies.  

Oh, and here’s a bonus hack: before you share and copy the link, set the video to start at exactly the right second to skip any unnecessary chatter at the beginning. Efficiency at its finest!

Want more Youtube resources for therapy?

Visit my Mrs. Speech Youtube Channel for playlists, or check out my next article: YouTube in Therapy for Older Students.

So, there you have it—YouTube isn’t just a time-sucking vortex; it’s a valuable tool for nurturing language development in our young ones. So go ahead, dive into the ‘Tube, and let the learning—and the fun—begin!

Until next time, my e-speechies,

Social Media Icons: designed by rawpixel.com – Freepik.com

The post Unlocking Language Learning with YouTube: A Speech Therapist’s Guide appeared first on Mrs. Speech Online.

Imagine encountering a new word. How do you truly understand and remember it long-term? Memorizing a definition from a dictionary can be helpful, but it often feels like a fleeting piece of information.

Let’s be honest, traditional vocabulary instruction can be… well, a bit dry. Writing definitions, memorizing lists of synonyms or prefixes, and endless flashcard drills can quickly turn students off. While these methods can be helpful for initial exposure, they often fail to engage students and foster deep, meaningful understanding.  

But what if there was a more engaging and effective way to build a rich vocabulary?

Ditch the Drills, Dive Deeper!

Instead of rote memorization, let’s focus on creating meaningful connections with words. This goes beyond simply learning definitions. Comprehensive vocabulary instruction explores the fascinating world of words by:

Unravelling Etymology:

• Why it matters: Understanding word origins helps students grasp the nuances of meaning & spelling. For example, the word “comprehend” comes from Latin “prehendere”, meaning “to seize.” This understanding helps students connect the literal meaning to the figurative meaning of “to understand or grasp.”
• Activities: Research word origins, create timelines, or stories, of word evolution, and discuss how word meanings have changed over time.
• See my article “Why Etymology Matters” for more on this.

Breaking Down Words:

• Why it matters: Analyzing prefixes, suffixes, and roots helps students decode unfamiliar words, recognize patterns, and build vocabulary organically. For example, knowing the prefix “un-” means “not” allows students to easily understand the meaning of words like “unhappy,” “unbelievable,” and “unfortunate.”
• Activities: Use morpheme mappers, play word chain games, and have students create their own words using prefixes and suffixes.

Exploring Pronunciation:

• Why it matters: Pronunciation plays a crucial role in understanding and using words correctly. Subtle differences in pronunciation can significantly alter the meaning of a word.  Being able to attend to the differences in sounds can help with phonemic awareness.
• Activities: Use audio recordings and online dictionaries to explore different pronunciations of words. Engage in discussions about how pronunciation can change the meaning of a word (e.g., “present” as a noun vs. “present” as a verb). Expand phonemic knowledge by introducing ways to categorize phonemes by place, manner and voicing.
• See my article “Everyday Phonological Processes & Their Impact in the Classroom” for more on this.

Building Word Relationships: 

• Synonyms & Antonyms:
  • Why it matters: Going beyond simple lists helps students understand the subtle shades of meaning between words. For example, while “happy” and “joyful” are both synonyms, “joyful” implies a more intense and exuberant emotion.
  • Activities: Create semantic maps, play word association games, and engage in debates about the most appropriate synonym to use in a given context.
• Morphologically Related Words:
  • Why it matters: Exploring words with shared roots, prefixes, or suffixes helps students see connections between words and build a richer vocabulary. For example, understanding the root “port” (meaning “to carry”) helps students connect words like “import,” “export,” “transport,” and “portable.”
  • Activities: Create word webs, research word families, and explore semantic relationships (e.g., cause and effect, part to whole).
• Semantically Related Words:
  • Why it matters: Understanding semantic relationships between words goes beyond simply knowing their definitions. It helps students grasp the nuances of meaning, build a deeper understanding of concepts, and improve reading comprehension. For example, exploring the relationship between “cause” and “effect” allows students to understand how actions and events are interconnected.
  • Activities: Visualize relationships between words using diagrams, such as concept maps, cause-and-effect chains, part-to-whole relationships, and analogies.

Personalizing Learning:

• Why it matters: Creating their own definitions and using the word in an original sentence helps students make the word their own and deepen their understanding.
• Activities: Have students create their own vocabulary journals, write stories using target vocabulary words, and present their learning to the class.

My TPT Resources for Comprehensive Vocabulary Instruction:

Comprehensive Vocabulary Map: This interactive resource provides a structured framework for in-depth word study. Students can explore etymology, synonyms, antonyms, related words, and more while creating a visual representation of their learning.

Etymology Graphic Organizer: This user-friendly organizer helps students uncover the fascinating origins of words, analyze word parts, and track the evolution of their meanings.

Comprehensive Category Activities: with Graphic Organizers & Word Lists helps educators and therapists teach children comprehensive categorization skills, moving beyond basic naming. It includes engaging activities, visual aids, and category lists to explore overlapping categories, subcategories, and hierarchical relationships, ideal for children who struggle with naming or are ready for more advanced categorization skills.

Phoneme (Sound) Sorting by Place, Manner, and Voice:  This engaging easel activity helps children develop crucial phonological awareness skills by sorting phonemes based on place, manner, and voicing. Ideal for articulation therapy, early readers, and children with dyslexia, it improves articulation, increases phonemic awareness, and provides interactive learning for diverse needs.

By incorporating these strategies into your vocabulary instruction, you can transform word learning from a tedious chore into an engaging and enriching experience. Your students will not only build a strong vocabulary but also develop a deeper appreciation for the power and beauty of language.

I’d love to hear your thoughts! What are your favorite strategies for teaching vocabulary?

Want to hear more?  Check out my other posts!

• The Importance of Etymology in the Classroom
• Developing Phonological Awareness: Phoneme Categorization by Place, Manner, and Voice
• Everyday Phonological Processes & Their Impact in the Classroom

Other helpful links:

• Using Morphology to Teach Vocabulary
• Making Sense of Spelling
• Understanding morphological and etymological families
• 36 Meaningful Vocabulary Activities for Every Grade
• Fabulously Fun Vocabulary Activities for the Classroom

Happy Word Digging!

Social Media Icons: designed by rawpixel.com – Freepik.com

The post Comprehensive Vocabulary Instruction for Teachers & SLPs appeared first on Mrs. Speech Online.

Etymology – the study of word origins – is like uncovering hidden treasure. It’s often seen as a dusty academic pursuit, but trust me, it’s a goldmine for teachers and SLPs. In this post we’ll dig deep into why etymology matters.

The Family Tree of a Word

Imagine this: ‘School’ originally meant ‘leisure time’ – more like a coffee shop or pub hang-out than a classroom!

It originated as the Greek word “σχολή” (scholē), and was used to describe free time to come together for intellectual pursuits, discussions, and contemplation. When the Romans adopted the word as Latin “schola”, it eventually began to refer more to the place of lectures and learning, rather than the time itself.

As it entered Old English, it retained the meaning, but spelling was inconsistent. The spelling was modernized but kept the “sch” to refer back to the original word. “Scholastic” and “scholar” both come from the Latin “schola”.

Wired for Stories

You will probably easily remember this story, won’t you? That’s because our brains are wired to remember stories.  That’s one of the reasons why etymology is so important when teaching spelling, morphology, and vocabulary.

Not Just Dictionary Work

While I remember assignments to write the prefix/root/suffix, origin language, and meaning as I defined new vocabulary words, it felt like a dry and tedious exercise. It often lacked meaning and felt disconnected from the actual word itself. 

However, when etymology is presented as a way to tell the story of a word – its journey through time and across languages – it becomes much more engaging. This approach not only makes learning more interesting but also helps students create deeper connections between words, understand the nuances of their meanings, and even infer the meanings of unfamiliar words.

Why teach etymology?

Spelling Superpower:

Ever wonder why spelling bee champions ask for the origin of a word?  Understanding etymology can be a real game-changer for spellers.  Word origins give students ways to understand and remember the spelling of words.

Unravelling Irregularities

Many of those pesky spelling rules have historical roots.  Look at these great examples!

• Knight – comes from Old English cneht. The /k/ sound was originally pronounced but had faded by 1760.
• Island – comes from Old English “igland” /ˈiːjˌlɑnd/ but spelling was modified in 16th century due to a mistaken relationship with the word “isle”
• Doubt – from Latin “dubitare,” but came to English from Old French “douter”. The ‘b’ was added back in 14-16 c. to refer back to the Latin origin.

Unlocking Word Structure

By breaking down words into their roots, prefixes, and suffixes, students gain a deeper understanding of their structure. This knowledge can help them predict spellings more accurately and recognize patterns. For instance, knowing the root “psych-” helps students with words like psychology, psychopath, psychic, and psychotic.

Rules of Origin

The origin language of a word, and the spelling rules that come with it, need to be discretely taught to ensure students understand the “why” of spelling.  This goes beyond simply memorizing prefixes/roots/suffixes.

Phonemic Power-Ups:

Etymology can also deepen students’ understanding of phonemic awareness, the ability to recognize and manipulate individual sounds in words.

Historical Sound Shifts

By exploring the historical evolution of words, students can see how sounds have changed over time. For example, the word “knight” originally was pronounced with both the “k” and the “gh” sounds.  Some knowledge of linguistic history can further explain spelling.

• The Great Vowel Shift (links at bottom of post) was a gradual change in the pronunciation of English long vowels during the Middle Ages, after many spellings were relatively standardized.  For example, “food,” “good,” and “blood” all rhymed with “goad” in Chaucer’s work, but in Shakespeare’s works, they all rhymed with the modern pronunciation of “food”.  (You can hear remnants of original vowels when you listen to dialects like Scots English.)  Vowels are changing, even now, as dialects and languages further meld with the ease of travel.

Connecting Sounds to Meaning

Etymology helps students connect the sounds of words to their historical origins and meanings, creating a richer and more meaningful understanding of language.

Morphological Marvels:

Etymology is a powerful tool for developing morphological awareness, the ability to recognize and analyze word parts.

• Unpacking Word Structure: Students learn to identify and analyze prefixes, suffixes, and root words within complex words. For example, they can break down “unbelievable” into “un-” (not), “believe,” and “-able” (capable of being).
• Building Vocabulary: By understanding how words are formed, students can build their vocabulary more effectively. They can use their knowledge of prefixes, suffixes, and roots to deduce the meanings of unfamiliar words.

Vocabulary Enrichment:

Exploring word origins as a story can transform vocabulary learning from a dry exercise of rote memory into an engaging adventure.

• Deeper Than Definitions: Etymology helps students understand the nuances of word meanings and their connections to other words.
• Making Vocabulary Interesting: Discovering the fascinating histories behind words makes learning more memorable and engaging.

So, the next time your students encounter an unfamiliar word or struggle with a tricky spelling, remember to “dig deeper” into its etymology. You might both be surprised by the fascinating, and useful, stories hidden within the words we use every day.

Look for my next post on Comprehensive Vocabulary Instruction for Teachers & SLPs!

Tips to make etymology matter in the classroom

Incorporate etymology into daily instruction:

• Discuss word origins during vocabulary lessons.
• Have a “Word of the Week”, or even a “Root of the Week”
• Use etymology to explain spelling rules and exceptions. Group spelling words by origin to help students make that connection.
• Encourage students to research the origins of words they encounter in reading.
• Keep a word wall for the words the class has discovered.

Use engaging activities:

• Word Chains with roots, prefixes and suffixes – how many new words can the student make with the original root?
• Mystery Word – provide clues about a word’s origin and have the students guess the word.
• Create timelines of word evolution
• Etymology Scavenger Hunts: have students research the origins of words related to a certain topic or theme

Tools for Exploring Etymology:

• Morpheme Mapper – simple & kid-friendly break down of morphemes in a word.  Allows to search for other words with that morpheme.
• Etymonline – more advanced, and it does have ads.  Younger kids may need assistance understanding the entries.
• Etymology Graphic Organizer – TPT resource including a graphic organizer and word lists: “Etymologies that Explain Spelling” and “Words with Interesting Etymologies”

Extra Resources on The Importance of Etymology:

• ETYMOLOGY and SPELLING – etymonline.com
• Historical Layers of English – Reading Rockets
• Early Modern English: Grammar, Pronunciation, and Spelling
• Great Vowel Shift: How It Shaped Modern English Spelling
• Making Connections: The Link Between Spelling and Vocabulary
• Curious Kids: Why does English have so many different spelling rules?
• How Words Cast Their Spell
• Comprehending Spelling
• A brief history of English spelling
• Typos, tricks and misprints
• The Great Vowel Shift
• Tracing English as far back as possible (explaining Proto-Indo-European or PIE)

Want more origins fun?  Try researching the origins of various idioms at The Idioms!

Happy Digging!

Social Media Icons: designed by rawpixel.com – Freepik.com

The post The Importance of Etymology in the Classroom appeared first on Mrs. Speech Online.

Ever wonder why we can teach a child “happy” and “sad,” yet they still struggle with deeper emotional understanding? It might seem simple at first; after all, they’re just feelings, right? But truly understanding and managing emotions involves learning the real language of emotions – a complex inner dialogue we must learn to speak fluently, both within ourselves and with others.

This “emotional language” goes far beyond simply recognizing happy, sad, and angry faces on a chart. It delves into the intricate world of our internal experiences, the thoughts that fuel our feelings, and how we communicate those feelings through more than just our expressions. 

At its core, Social-Emotional Learning (SEL) encompasses skills like understanding our own emotions (self-awareness), managing those emotions effectively (self-management), recognizing the emotions of others (social awareness), building positive relationships, and making responsible decisions. It’s about understanding the subtle cues of body language and tone of voice, and ultimately, about developing a rich vocabulary to navigate our emotional landscape.

So, how do we help children learn this vital language of emotions? It starts by looking beyond the surface and exploring the deeper layers of what it truly means to feel these emotions.

The Internal Landscape: More Than Just a Feeling Word

Think about the last time you felt truly nervous. Did you have to stop and think, “I am nervous”? Probably not. You might have felt butterflies in your stomach, sweaty palms, or a racing heart, and you had already learned the somatic expression (bodily sensations) of the emotion of nervousness. For children to truly grasp their emotions, they need to connect these somatic experiences with the feeling words.

Try this: When your child says they feel [emotion], gently ask, “Where do you feel that in your body?” or “What does that feel like inside?” Encourage them to describe the physical sensations.

The Thought Detective: Uncovering the “Why”

Often, the surface-level situation isn’t the real trigger for an emotion. As we discussed, a child angry about not being invited to play might actually be feeling rejected, fueled by the thought, “They don’t like me.” Helping children become “thought detectives” and develop the language to uncover true feelings is crucial.

• Ask: “What were you thinking when that happened?” or “What story are you telling yourself about why that happened?”
• Challenge unhelpful thoughts: Help them explore if those thoughts are entirely true. Could there be other explanations? (“Maybe they’re playing a game with a limited number of players right now.”)
• Practice reframing: Guide them to replace negative thoughts with more balanced ones. (“I can ask if I can join next time.”)

The Power of Self-Talk: Where Emotional Language Gets Real

Once children can identify their feelings and the thoughts behind them, we can introduce the powerful tool of self-talk. This is the internal dialogue we have with ourselves that can either escalate or soothe our emotions.

• Model positive self-talk: Let your child hear you talking to yourself calmly through a frustrating situation (“This is tricky, but I can take it one step at a time”).
• Brainstorm helpful phrases together: For feeling frustrated: “It’s okay to feel stuck. I can try a different way.” For feeling nervous: “I feel a little worried, but I’ve practiced, and I’ll do my best.”
• Practice using self-talk in low-stakes situations: This helps them build the habit for when big emotions hit.

Beyond the Face: Tuning into the Whole Message

Emotions aren’t just expressed through the face.  Other powerful communicators of feeling include body language (slumped shoulders, crossed arms, open posture) and tone of voice (soft, sharp, shaky).

• Observe and discuss: “I noticed your voice sounded a little sad and your mouth was turned down when you said that. Are you feeling okay?” or “Look at how their body is all hunched over and they aren’t playing. I wonder if they might be feeling lonely.”
• Consider context: Emphasize that the same body language or tone can mean different things in different situations.

Learning Emotional Language in Real Life: The Power of “In-the-Moment” Coaching

Abstract scenarios in workbooks have their place, but the most impactful learning happens within the context of a child’s own life. Trusted adults can act as emotional guides, narrating feelings and thoughts as they occur.

• Make it personal: “I saw your face get red and your body got tight when your friend took your toy. It looked like you were feeling angry.”
• Model your own emotions healthily: Instead of “Be quiet so I can talk,” try, “I need you to be quiet so others can hear. Thanks for understanding.” Instead of “I’m angry you broke the rules,” try, “I’m feeling upset because I’m worried about your safety when the rules aren’t followed.”

It Starts With Us: The Adult’s Role in Emotional Learning

Here’s a crucial truth: effectively teaching SEL to children begins with our own emotional awareness and regulation. We might even need to re-learn some of our own ingrained beliefs about emotions. Were we taught to suppress certain feelings? Did we receive messages that some emotions are “bad”?

Drawing inspiration from frameworks like Dialectical Behavior Therapy (DBT) can be incredibly helpful. DBT emphasizes understanding the somatic experience, expression, body language, and thoughts associated with emotions, as well as offering practical strategies for managing intense feelings and reframing negative thought patterns.

Adults who haven’t explored their own emotional landscape may find it challenging to guide children effectively. It requires us to open our own hearts and heads and be vulnerable with children, creating a safe space for them to explore their feelings without judgment, as well as modeling those things we are trying to teach them

Moving Forward in Teaching the Real Language of Emotions:

Teaching emotional literacy is a journey, not a destination, and this journey of emotional learning for our children is deeply intertwined with our own emotional landscape. By moving beyond simple facial recognition and focusing on the internal experience, thoughts, communication, and the power of our own modeling, we can equip children with the skills they need to navigate their emotional world with confidence and resilience.

This is just the beginning of exploring the fascinating true language of feelings. What other aspects of SEL would you like us to delve into in future posts? Let me know your thoughts!

Want more SEL content? Try these articles!

• Tips for Parents: Fostering Language Development in Preschoolers
• Empowering Kids Who Stutter: Practical Tips & Resources
• Speech Therapy Wins! Building Progress Power in Kids

Here’s to a more emotionally connected world!

Social Media Icons: designed by rawpixel.com – Freepik.com

The post Beyond Happy and Sad: The Real Language of Emotions appeared first on Mrs. Speech Online.