February 1, 2026

February at Memphis Oral School for the Deaf: Imagination, Exploration, and Listening & Spoken Language Growth

byTjersti

February at Memphis Oral School for the Deaf was overflowing with imagination, hands-on exploration, and intentional Listening and Spoken Language (LSL) experiences. Each theme—Space & Superheroes, Dinosaurs, Valentines, Fruits & Vegetables, and In the Pond—was selected not just for fun, but to build vocabulary, strengthen comprehension, expand expressive language, and support social communication.

At MOSD, thematic learning is deeply purposeful. Every activity is designed to give children meaningful practice listening, processing sound, and using spoken language throughout their day.

Space & Superheroes: Big Imagination, Bigger Language

Our Space and Superheroes theme gave children a motivating way to practice LSL goals through pretend play and exploration.

Students worked on:

auditory comprehension (following multi-step directions: “Fly to the moon, then land near the star”)
new vocabulary (planets, rocket, space, blastoff)
action verbs (zoom, fly, float, rescue)
descriptive language (colors of planets, powers of heroes)
WH-questions during story retell

Pretend superhero play naturally encouraged spontaneous expressive language, confidence with speaking, and turn-taking skills with peers—all essential for strong communication.

Dinosaur Discovery: Roaring With New Words

The Dinosaur theme helped students build rich descriptive vocabulary and practice complex language.

Children practiced:

listening for attributes (big/small, long/short, fast/slow)
action words (stomp, roar, run, chase, munch)
auditory memory with multi-syllable dinosaur names
categorization (herbivore vs carnivore)
sequencing skills during fossil digs

Teachers modeled expanded sentences (“The dinosaur is eating leaves”) so students could imitate and grow their expressive language structure.

Valentine’s Kindness & Houston High School Volunteer Project

Valentine’s week provided perfect opportunities for social communication and emotional vocabulary.

Students practiced:

greetings (“Happy Valentine’s Day!”)
polite requests (“Can I have a sticker please?”)
expressing feelings (“I like this,” “I am happy”)
** conversational turn-taking**
labeling emotions with peers

The visit from Houston High School student volunteers added valuable real-world listening practice. Children interacted with unfamiliar listeners, answered questions, and initiated conversations—all of which strengthen confidence and spoken language use outside of the classroom.

Fruits & Vegetables: Tasting Language, Not Just Foods

The Fruits and Vegetables unit supported LSL development through sensory exploration—helping students connect words to real meaning.

Children practiced:

food vocabulary (apple, carrot, banana, broccoli)
descriptive words (crunchy, sweet, smooth, sour)
categories (fruits vs vegetables, colors, shapes)
sequencing (first wash, then cut, then eat)
expressive opinions (“I like this,” “I don’t like that”)

These experiences reinforce listening through taste, smell, and touch, which deepen language learning for young children with hearing differences.

In the Pond: Sound Awareness and Movement

Our In the Pond theme helped students strengthen listening skills in motion and in varied sound environments.

Students practiced:

auditory discrimination (frog vs bird vs water sounds)
action vocabulary (jump, splash, swim, hop)
life cycle sequencing (egg → tadpole → frog)
descriptive language (wet, smooth, slimy, green)
location and direction of sound during outdoor walks

For children using hearing aids or cochlear implants, identifying sounds outdoors helps generalize listening skills beyond the classroom—a key part of LSL development.