"Children must learn that language can be very interchangeable, that often there may be more than one word to express a certain thought and that there can be more than one question for a given sentence." -Teaching Language Deficient Children
This is just an update on Alex's language arts. While we are still plugging away with the content of prepositional phrases, (It may be a concept that he is just unable to understand. With severely disabled students the teacher sometimes just has to accept the limitations of her student. No harm, however, in keeping at it.) we are also going on to introduce past tense language. I do not anticipate any difficulty with this. Along with the prepositional phrases, we are also continuing to work with present progressive language in stories and questions. He breezed through the picture cards in which a single ongoing action is obvious. He is still working on longer, more advanced material with complex illustrations.We will also begin to bridge over to real life stories.
For this new section on past tense language, we will begin by using questions and answer phrases with pictures such asT"What did the girl do?" with the answer, "The girl fell." with the picture of a girl falling off of a swing. After there is some compentency with these dozen sets, The Association Method suggest that you then use a real life situations in which someone is doing something such as eating cookies and have him read sentences on a whiteboard such as "James ate a cookie." You can also use the sentence structure, "What did James do?" and "Who ate the cookie?" This could be done during teatime.