Below you’ll find a collection of language-related graphics curated from my social media accounts. Enjoy!
Language Processing Hierarchy
I stumbled upon the idea of the language processing hierarchy years ago in a blog post from The Whimsical Word. The hierarchy was developed by Gail Richard in 2011 and is explained in much more depth in her book The Source for Processing Disorders at ProEd. At its most basic level, however, it’s the idea that we are able to process some ideas before others, working systematically through levels of increasing complexity. This made so much sense to me! Working primarily with upper elementary students and older who have Language Impairments with a variety of other concomitant disorders, starting at the bottom and working my way through these levels of language skills allowed me to work in a way that was organized and efficient. I’ve loved it so much that I created an entire section based on this model in my Informal Language Assessment and have built my vocabulary resources based on these skills!
If you’re unsure where to start or where to go, I highly recommend giving the Language Processing Hierarchy a try!
Active and Passive Voice
This weekend, I was hanging out with two of my younger siblings who had been responsible for making tuxedo brownies for a birthday. As they came out of the oven, some perfectly petite, some overflowing, they defended themselves and their creation to my family: “You don’t understand, we had a lot of problems with them!”
Laughing, I told them about active and passive voice and Ronald Reagan’s 1987 State of the Union address. Passive voice is perfect for deflecting blame, as evidenced by President Reagan: “Mistakes were made.”
As our students get older and begin writing, they will likely learn the old adage to *never* write in passive voice. While this isn’t a hard and fast rule (passive voice has its uses, as noted above), they will need to learn the difference between active and passive voice before they can begin making creative sentence structure choices in their writing.
I’ve got a active and passive voice freebie over in my store that could help them along with doing just that!
How do you improve access to the general curriculum for students whose language skills have improved to grade level (or nearly) but whose executive functioning skills drag them down? Language accommodations are a great way to do just that and you, my wonderful fellow SLP, can write them!
When reading over accommodations pages, I often find a generic list of extended time, cue to task, etc…, especially for my older students. While these are great and helpful, it’s always a good idea to let your therapy sessions guide you when writing accommodations. As SLPs, we’re constantly modifying how we present info to our students in an effort to see what clicks. Once you’ve determined what does – tell your teachers and write it in the IEP! Sometimes it’s the littlest things that make the biggest difference!
I recently suggested these 👆🏻 ideas at the meeting of a student who was reading and comprehending at a 9th grade level for me but a 3rd grade level on computerized assessments. As we discussed what I had done in therapy, including the things above, eyes lit up with ideas of how they could transfer it to their own rooms. And that’s what collaboration is all about!
The word cope came into use in the 14th-17th centuries as a fighting word. To cope was to fight: to punch, hit, or strike at someone. There was another meaning too, but it was only used in a specific context. In religious circles, a cope could also refer to a particular garment. A garment being something that covers you up.
Our current meaning of the word cope could have evolved from either of these pasts. Or both! After all, one way of dealing with a difficult situation is to cover it up and pretend it isn’t there. Another way, quite the opposite, is to meet the problem head on. To fight it, if you will.
My countdown to summer is ON and coping with the end-of-school madness is definitely a top priority right now! For me, this looks like pumping the brakes on some non-essentials, pulling out a few easy, trusty therapy materials, and drinking a whole lot of tea!