Module 6 Assignment 2
Expressive Language Activity
1. Elliott’s scenario included two examples of consistent expressive-language mistakes.
What were they? Have you ever known someone (a student or an adult) with similar
expressive language challenges? Now that you are aware of Elliott’s expressivelanguage issues, is there anything you could recommend to his mother or to his teacher
to prevent similar communication breakdowns in the future?
2. Briana’s scenario included two examples of a consistent expressive-language issue.
What is it? How was she able to work around her inability to recall the word oval? What
ideas or suggestions can you suggest that Briana’s teacher implement to support her
during class discussions? During test-taking?
3. What type of expressive-language challenge does Jalen face? Jalen needs an
assessment option that allows him to convey the wealth of knowledge he has acquired.
Can you think of viable alternatives?
Receptive Language Activity
Because students with other disabilities (e.g., learning disabilities, autism) often have
coexisting language disorders, teachers must be aware of how their learning may be
affected and plan classroom assignments and activities with this in mind.
1. Find a text passage from a textbook, reading book, or Web site that you would use in
a lesson. Identify words and phrases that could be confusing to students like Maddie.
What can you do as a teacher to help students with language disorders comprehend the
material and avoid confusion?
2. Why do you think Carter misunderstood the math question? The social studies
question? Do you know of a strategy—or can you develop one—that would help Carter
interpret the questions correctly?
3. Why do you think Myron was confused by his teacher’s instructions? Can you come
up with 2–3 instructions that would be similarly confusing? Restate those 2-3
statements, as well as that of Myron’s teacher, to be more easily understood.
Pragmatics Activity
1.What should Lela have done in order to join the girls’ game? What pragmatics skills
does she need to develop?
2. What social cues did Libby fail to recognize? How did this affect her conversation with
Abigail? 3. How did Erik misinterpret his classmates’ social language? Does this have any
bearing on his status as the class clown? Why or why not?
4. For all three students, explain how their peers’ perceptions of them could be
negatively affected because of their language disorder.
5. As a teacher, what suggestions do you have to improve their pragmatics skills? Is
there anything you can do to lessen the negative perceptions that their peers may
develop?
1-Elliot had showed two examples of expressive-language mistakes which were:
one, he told his mom he was the last one left in the After School Program when he
was really just the last one in his grade. Two, he relayed the wrong information to
the principal making her feel as if something was wrong.-I have never experienced
someone having this kind of expressive language challenges.-As a teacher, you
could tell the student what he did wrong and explain to him if the information is
different, then they get a different idea. Also, the I could tell his mother she could
tell her child that even though he was the last of his grade, he was not the last one
left in After School.
2- Brianna had two consistent expressive –language issues that were: one, she
could not explain what shape her swimming pool was going to be. Two, she could
not think of the information on her own during the test, she needed a word bank so
she could recognize the words

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S-----------olu-----------tio-----------ns -----------fil-----------e -----------Hel-----------lo -----------Sir-----------/Ma-----------dam----------- T-----------han-----------k y-----------ou -----------for----------- yo-----------ur -----------int-----------ere-----------st -----------and----------- bu-----------yin-----------g m-----------y p-----------ost-----------ed -----------sol-----------uti-----------on.----------- Pl-----------eas-----------e p-----------ing----------- me----------- on----------- ch-----------at -----------I a-----------m o-----------nli-----------ne -----------or -----------inb-----------ox -----------me -----------a m-----------ess-----------age----------- I -----------wil-----------l b-----------e q-----------uic-----------kly----------- on-----------lin-----------e a-----------nd -----------giv-----------e y-----------ou -----------exa-----------ct -----------fil-----------e a-----------nd -----------the----------- sa-----------me -----------fil-----------e i-----------s a-----------lso----------- se-----------nt -----------to -----------you-----------r e-----------mai-----------l t-----------hat----------- is----------- re-----------gis-----------ter-----------ed -----------onÂ----------- th-----------is -----------web-----------sit-----------e -----------Tha-----------nk -----------you----------- -----------

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