Do you remember lying in the grass seeing shapes in the clouds as they moved across the sky on a warm spring day?  I can still feel the grass softly cushioning my back, the slightly damp cold in the ground and the wind gently brushing across my face.  

Today is one of those sublime days and if I weren’t so grown up and mature and so busy writing this blog, I would head outside for an amazing show.  As it is I must content myself with memories of seeing lions, flowers, clowns, waves and an occasional famous profile in the fluffy, soft clouds of my childhood.  I saw a cloud with Jimmy Durante’s nose once! 

One of the ways we teach vocabulary to augmented communicators is to 1) label things in their environment and 2) to have them label things in their environment.  The first method involves us affixing communication symbols to anything that doesn’t move (and some things that do!).  We label the computer, cabinets, fridge, doll house, bathroom, door, etc.  The second method requires the student to label things in his/her environment or on picture cards saying, “What is this?”, “Tell me what this is called.”, “Find this in your device.” or other such instructions.  In no way am I dismissing or demeaning these strategies but I am going to suggest that we want to move beyond this concrete labeling into more abstraction…more description.  

Description is an important skill in academic accomplishment as well as life.  Think of all the times you were asked to describe an event or process in science or history. Consider the importance of description when trying to compare and contrast objects or events.  Imagine trying to provide directions or share stories about something you saw (like that wonderful meal, lovely dress or the car that reminded you of a …) without the benefit of description.  

When I gazed at the clouds as a little girl, I didn’t tell my friend (who was lying next to me), “that is a cloud.”  No!  I told her that they reminded me of cotton candy or ice cream.  I shared what they looked like to me (e.g., animals, people).   I commented on how soft they looked and the various shades of white, blue, lavender and gray I saw in them.  

These skills can be taught by reviewing types of describing words (e.g., colors, textures).  You could certainly show a picture and ask a student to describe it but perhaps we can do the same thing while fostering the imagination as well. 

• Look at the clouds
• Use a boards with magnetic slivers inside or an Etch-a-Sketch
• Look into a kaleidoscope
• Use those random-shape screen savers on your computer
• Look at abstract or modern art in person, on the Internet or in books
• Pour food coloring into a glass of water
• Dab paint or pudding on paper or a paper plate then fold it 

You could certainly use these ideas as part of language-focused activities but they might fit with activities you are already doing in science, cooking or art.  Take advantage of opportunities in day-to-day situations to encourage describing skills in your students…and just once today, look up at the clouds!