LESSON STEPS: MULTI-SENSORY LESSONS - STEP 7: Expressive language
The Multi-Sensory Lessons Begin
Step 7: Expressive Language
Just what is expressive language?
Expressive language is the way we express our thoughts, either in speaking, writing, or sign language. It’s the opposite of Receptive Language which we use when we read, watch someone sign, or listen to someone talk.
Ready Reading provides speaking/listening and reading/writing activities throughout the lessons and more complete Expressive Language “how-to” information is given in the Teacher’s Manual. In the beginning, we write sentences and stories together, with students having input for the content as they are guided through the process. A copy of the writing can be put on chart paper or in a "big book" for them to reread later. Within a few weeks, they are able to do more by themselves to write individual stories, journal entries, learning logs, etc.
An advantage of using regular expressive language activities is that it enables the teacher to see whether or not students are able to apply what they are learning throughout the phonics lessons. Most students will start with “invented spelling,” writing the words according to the sounds they hear. This enables the teacher to identify where individual students need help in blending completely through a word. It also helps identify where a student is writing an incorrect letter for the letter sound. Phonetic versions of irregularly spelled “sight words” are acceptable in beginning writing.
Be cautious not to discourage students with too many “helpful corrections” at the beginning. As long as the writing is decipherable (doesn’t have to be perfect penmanship here) and needs no letter/sound corrections, compliment the effort and make notes for individual needs. Spelling and expression of ideas will improve through experience in the blending lessons.
As a side note from experience as a teacher/mom, I have to tell you about one of my sons who happened to be in the first grade class next door to mine. When he began to write independently, I loved the work and was excited by his ability to express ideas in full-page stories. However, knowing that he was capable of telling things in much more detail at home, I kept “encouraging” him to include more of that detail in his stories. Well, experienced teachers probably know what happened–his stories got shorter instead of longer–I had taken away his enjoyment of expression. That was my beginning teacher lesson in how to stifle creativity–I’m just thankful I didn’t ruin him for life!
In addition to what’s in the manual, I will later add ideas for specific writing activities –- stay tuned to help your students enjoy rather than dread writing activities!