Language

There are 3 components of language: producing (expressive, speaking), understanding (receptive, comprehension), and pragmatic (socially appropriate use).

Producing language (expressive language) refers to how we put words together to express our thoughts, needs, experiences, and feelings, how we tell stories, and the use of specific grammar rules – all in socially appropriate ways.
Understanding language (receptive language) includes following directions, the ability to sequence, making associations, and understanding the stories, questions, and comments of others.
Language is more than just spoken words; it also includes the use and understanding of signs, gestures, facial expressions, body language, and vocal intonation. Visit our Social Language page for more information.

Receptive Language (Understanding)

Some children need help with understanding language. They may not understand questions or directions. Concepts such as ‘in,’ ‘on,’ ‘under,’ and ‘over,’ are very important to learn.

Using a picture book, ask questions such as “Where is the ball?” or “Can you find the ball?”
Using a picture book, have your child find different objects such as “Find the boy who is running” or “Show me the red bird”
While reading books or watching a TV show/movie, ask questions such as “Who is the main character?”, “What are they doing?”, “Where are they?”, “When do you think the story took place?”, or “Why do you think that happened?”
Have your child follow two-step directions such as “Put your toys away and come to the table.”
Develop sequencing skills by having your child do activities in order. Work on first, next, and last such as “First, get your toothbrush. Next, put on the toothpaste. Last, brush your teeth.”
Please remember that consistency is key for the child to be successful.
Please also remember to remind your child to speak in complete sentences.

Expressive Language (Speaking)

Some children need help with their grammar. They may use pronouns incorrectly or omit articles from their expressive language. i.e. “Us go to the store,” or “Them my friends.”

In these instances it is so critical for parents and teachers to correct the child as soon as they hear the child using incorrect grammar.
Please take that moment to correct your child by making them aware of their mistake and asking them to repeat their sentence or phrase using correct grammar. For example, the child says “Us go to the store.” The teacher or parent might say, “Oh, you said ‘us go to the store’. You should have said ‘We went to the store.’ Let me hear you say it correctly, repeat after me ‘We went to the store.’ That’s great! You said it the correct way!”
Please note, that some children may need you to model the sentence word for word, because they may not remember the whole sentence.
Please remember that consistency is key, for the child to be successful.
Please also remember to remind your child to speak in complete sentences.

Language Activities

To develop language abilities, here are some fun activities you can do at home:

Read books to your child and discuss the story; point out objects, actions, descriptions.
Engage in activities that require multiple steps (e.g., making Jell-O, baking cupcakes, planting a flower, doing laundry). Discuss the sequence of events before you begin, as you’re completing them, and when finished.
Work on categories (e.g., clothes, body parts, furniture, places, occupations, etc.); play games involving listing items in each category as well as guessing the correct category; this will help to organize thoughts and build vocabulary.
Play games using basic concepts (“Simon says put the yellow bean bag in the middle.” “Simon says walk around the table.” “Put the bean bag under the chair.”) Take turns giving each other directions.
Play games using descriptions, such as guessing characters or animals, etc. (“I’m thinking of a character from Sponge Bob. He’s tall; He’s skinny; He has many arms and legs; He’s light green; He wears an orange shirt.”)
Have your child deliver messages to other family members, peers, etc.
Talk about how things are the same and different (e.g., food, books, animals, seasons, clothing).
Play games which promote language use such as Guess Who?, Outburst Junior, Taboo for Kids, Scrabble Junior Edition, Hedbanz, and Scattergories Junior.
Play “I spy” using actions/descriptions observed in the environment (“I spy the man who is jogging.” “I spy the bird that is flying” “I spy something red.”)
Look at pictures in books, magazines, comics, etc. and discuss what is happening in them.
Have your child draw/paint pictures about books she has read, a T.V. show/movie, or something she did in school that day.
Have your child retell movies/T.V. shows she has watched; have her describe her favorite parts and parts she didn’t like.
Discuss a movie/T.V. show/book in terms of the problem that occurred and the solution, as well as the character’s emotions at different points in the story.

Additional Language Resources

Here are some language calendars that were created by the TCSD special education team. Use this calendar daily to practice listening activities and for teaching listening skills. Most of the language activities on the calendar can be done at home and may only take 10-15 minutes. When working with your child, be sure to give clear directions, repeat directions 2-3 times if needed, you can also restate what you said using different words, speak slowly when giving directions to your child, and remember to have fun.

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