10 Summer Outdoor Activities That Build English Language Skills

Summer is one of the most powerful seasons for growing language skills, especially for children learning English. As a teacher, I’ve seen firsthand how stepping outside can lower pressure, increase engagement, and create meaningful opportunities for authentic language use. Nature gives us built-in vocabulary, real experiences to talk about, and endless chances to practice listening and speaking in a natural way.

For students learning English, language grows best through real-life experiences, not just worksheets. Summer offers families a chance to build those experiences together. The best part? You don’t need anything fancy—just time outside, curiosity, and conversation.

Here are 10 simple, practical ways parents and grandparents can build English while enjoying the outdoors:

1. Take “talk walks”
   Go for a walk and intentionally talk about what you see, hear, and feel. Use simple, descriptive language: “The grass feels soft,” “I see a tall tree,” “The bird is flying.” Encourage your child to repeat or add on.
2. Name and describe everything
   Nature is full of vocabulary. Point out objects and describe them using color, size, and shape: “small rock,” “bright yellow flower,” “long stick.” This builds both vocabulary and sentence structure.
3. Use the “I notice, I wonder” strategy
   Say, “I notice the clouds are gray. I wonder if it will rain.” Then invite your child to try. This builds both expressive language and critical thinking.
4. Create a scavenger hunt
   Make a simple list: leaf, bug, flower, something smooth, something rough. As your child finds each item, have them say the word and describe it. This adds repetition and meaningful use of new words.
5. Practice verbs in action
   Summer is perfect for movement. Use action words while playing: run, jump, dig, pour, splash. Model sentences like, “You are running fast!” Verbs are essential for building strong sentences.
6. Tell simple stories about your day
   After being outside, talk about what you did in order: “First we walked, then we saw a dog, and last we played.” This helps children practice sequencing and past tense language.
7. Sing songs and rhymes outdoors
   Songs build rhythm, pronunciation, and memory. Try repeating simple songs while swinging, walking, or playing. Repetition helps language stick.
8. Ask open-ended questions
   Instead of yes/no questions, ask: “What did you see?” “Why do you think that happened?” “How did it feel?” Give your child time to respond, even if it takes a little longer.
9. Encourage home language connections
   If your family speaks another language, use it! Talk about nature in both languages. This strengthens overall language development and helps children make connections between words and ideas.
10. Model, don’t correct
    If your child makes a mistake, respond by modeling the correct sentence instead of correcting directly. For example, if they say, “Dog run fast,” you can respond, “Yes, the dog is running fast!” This keeps communication positive and supportive.

The goal isn’t perfection—it’s interaction. Language grows through connection, shared experiences, and conversation. When children feel relaxed and engaged, they are more willing to take risks and try new words.

So this summer, step outside. Slow down. Talk more. Listen closely. Whether you’re at a park, in your backyard, or just walking around the block, you’re creating powerful opportunities for language growth—one conversation at a time.

Help for Struggling Students

As a K–3 special education teacher, I’ve learned that some of our students struggle loudly—and some struggle quietly. And sometimes, they struggle in that in-between space: big enough behaviors that everyone notices… but not yet formally supported by a Tier 2 or Tier 3 plan.

If you’re a parent or teacher seeing behaviors that clearly need more than just reminders and redirection—but there’s no formal intervention plan in place yet—this post is for you.

Some behaviors don’t quite fit into “typical classroom challenges,” but they also don’t yet have a formal Tier 2 or Tier 3 plan attached to them. As parents and teachers, that in-between space can feel frustrating and uncertain. We know a child needs more support—but we’re still waiting on meetings, data, or next steps. The good news? We don’t have to wait for paperwork to begin helping. There are practical, proactive strategies we can start right away to support students who need more structure, regulation, and skill-building.

First, Let’s Ground Ourselves in MTSS

In a Multi-Tiered System of Supports (MTSS), Tier 1 is what all students receive: clear expectations, consistent routines, and positive reinforcement. Tier 2 provides targeted, small-group or structured supports. Tier 3 is individualized and intensive. But here’s the reality: sometimes there’s a lag between recognizing a need and having a formal Tier 2 or Tier 3 plan written and implemented. During that gap, kids still need support. And we can give it.

Step 1: Shift from “Why are they doing this?” to “What is this behavior communicating?”

Behavior is communication. A child who refuses work may be saying:

“This feels too hard.”

“I don’t know how to start.”

“I’m overwhelmed.”

A child who disrupts may be saying:

“I need attention.”

“I need movement.”

“I feel out of control.”

Instead of reacting to the surface behavior, we respond to the unmet need underneath it.

Step 2: Increase Structure Immediately.

Students who likely need Tier 2 or 3 supports almost always benefit from more structure—not more consequences.

Try:

• Visual schedules (even simple sticky note checklists)
• First/Then language (“First math, then drawing.”)
• Clear start and finish markers
• Breaking work into smaller chunks
• Timers for both work and breaks

Structure lowers anxiety. Lower anxiety lowers behavior.

Step 3: Pre-Teach Expectations.

Many of our students who struggle behaviorally don’t lack motivation—they lack clarity. Before a known trigger (recess, transitions, group work), preview expectations:

“When we line up, our hands stay by our sides.”

“During centers, we use quiet voices.”

“If you feel frustrated, you can raise your hand or use your break card.”

Role-play it. Practice it. Reinforce it immediately when you see it.

Step 4: Increase Positive Feedback (More Than Feels Natural).

If a student is likely headed toward Tier 2 or 3, they are often hearing more corrections than praise.

Flip the ratio.

Catch:

• The 30 seconds they stayed in their seat.
• The one safe choice they made.
• The moment they tried again.

Specific praise builds replacement behaviors:

“I noticed you started even though it felt hard.”

“You kept your hands safe.”

“You asked for help instead of shutting down.”

We grow what we notice.

Step 5: Offer Regulated Breaks Before Escalation

If you wait until the meltdown, you’re too late. Build proactive regulation:

• Scheduled movement breaks
• Sensory tools
• Calm-down corners
• Short “jobs” that reset the nervous system

At home, this might look like:

• Heavy work (carrying laundry, pushing a vacuum)
• Outside time
• A quiet reset space
• Regulation first. Instruction second.

Step 6: Start Simple Data Collection

Even without a formal plan, start noticing patterns:

• When does it happen?
• What happens right before?
• What happens right after?

You don’t need fancy charts. Sticky notes work. This information helps teams move toward Tier 2 or Tier 3 supports faster—and more effectively.

For Parents: You’re Not “Behind.”

If your child doesn’t yet have a formal behavior plan but clearly needs more support, you are not failing. Schools move through processes. Sometimes they move slowly. Ask:

“What Tier 2 supports can we try?”

“Can we start Check-In/Check-Out?”

“Can we monitor behavior for a few weeks?”

Advocacy doesn’t have to be confrontational. It can be collaborative. Some behaviors don’t quite fit into “typical classroom challenges,” but they also don’t yet have a formal Tier 2 or Tier 3 plan attached to them. As parents and teachers, that in-between space can feel frustrating and uncertain. We know a child needs more support—but we’re still waiting on meetings, data, or next steps. The good news? We don’t have to wait for paperwork to begin helping. There are practical, proactive strategies we can start right away to support students who need more structure, regulation, and skill-building.

Helping English Learners Succeed

When a child walks into school brand new to English, they are doing something incredibly brave. They’re learning new routines, new friendships, new expectations and a whole new language at the same time. That’s a lot for anyone. The good news? With the right support at home and at school, multilingual kids can absolutely thrive.

First, let’s start here: being multilingual is a gift. Research shared by Colorín Colorado and the National Association for the Education of Young Children shows that speaking more than one language strengthens thinking skills, problem-solving, and flexibility. So instead of seeing English as something a child is “behind” in, it helps to see all the language they already have as a huge strength.

Keep the Home Language Strong

Parents, keep speaking your strongest language at home. Tell stories. Ask questions. Laugh. Read together. A strong foundation in a child’s first language actually helps them learn English faster. You are not “confusing” them—you are building their brain.

Teachers, use their name correctly. Invite families to share traditions or favorite books. Even small efforts show children that who they are matters.

Make Things Visual and Clear

When kids are learning English, they understand more when they can see what’s happening. Pictures, gestures, modeling, and clear examples make a big difference.

At school, that might mean showing what to do instead of only explaining it. At home, it might look like previewing new topics. If your child is learning about weather, talk about rain, snow, or sunshine in your home language first. When they hear those ideas again in English, they’ll connect the dots more easily.

Be Patient with Talking

Many children go through a “silent period” when learning a new language. They may listen carefully but say very little. That’s normal. They are absorbing everything.

Instead of pushing them to speak before they’re ready, focus on helping them feel safe. Smile. Offer encouragement. Celebrate effort. Confidence grows when children feel accepted, not corrected at every turn. Social language comes more easily than academic language. It all takes time.

Support “School Words”

Kids often learn playground English faster than classroom English. They might chat easily with friends but struggle with words like “compare,” “predict,” or “explain.”

Parents can help by asking open-ended questions like, “Tell me what you learned today,” or “Why do you think that happened?” It’s okay if they answer in your home language—that thinking still counts. Teachers can help by modeling sentence starters like, “I think ___ because ___.”

Stay Connected

Clear, kind communication between home and school matters so much. If something is confusing, ask questions. Schools want families involved, even if language feels like a barrier. Translation tools and apps can help bridge gaps. Most importantly, remember this: learning a new language takes time. It’s not a race. With patience, encouragement, and teamwork, multilingual children don’t just “catch up.” They grow into confident, capable learners with a powerful skill that will serve them for life.

Strengths While Building Access

When we lead with patience, clear instruction, visual supports, and genuine connection, we create classrooms where language development and confidence grow together. With the right scaffolds and a belief in their potential, our multilingual learners don’t just adjust—they thrive.

Kids’ Learning with AI

I was born in 1981, which puts me just on the cusp of generations.  I’m at the tail end of the Gen X generation by some timelines and right at the beginning of the Millennial generation on others.  Some sociologists even label people born within a few years of my birthday as Xennials, a microgeneration to mark the small and transitional period during which I was born.  Personally, I feel that the other Xennials and I got the best of both worlds.  We experienced the care-free and independent lifestyle of the Gen Xers, but I got to live my teenage years as the world shifted into the fully digital age.  This means I also have a blend of characteristics from the two generations: independent and adaptive. I am also adventurous, creative, tech-savvy, and plugged into the idea that the world is accessible to me, both in terms of information and in opportunity.

Is Techonology Hurting Our Kids?

My daughter was born in 2018, a time much different than the early years of the eighties.  She is a member of Gen Alpha.  Her life is fully immersed in technology and she is going to come of age in a time when she and her peers are at risk of losing many soft skills and interpersonal skills, including critical thinking and problem-solving.  One of the challenges this generation faces is the sheer amount of information and technological capability available in her pocket.  Some schools are fully tech-based. This is a characteristic that used to be touted as a unique feature at a school just a decade ago.  Now, experts are questioning whether the amount of time students spend on technology is advantageous in the long run.  Students are learning 21^st century skills, but are they losing something else that is hugely important to success in life?  Are they losing their ability to identify, think through, and solve their own problems without the support of technology?  The recent introduction of AI into education may further exacerbate this situation for our children.

Balancing Technology Use at Home

Per my previous posts, I am a proponent of technology in education. I have written about the benefits of AI in our lives, as well as in the lives of students.  I still hold to those beliefs about technology. My goal today is to advocate for a better balance in our schools and in the lives of our children.  Instead of having our kids go from using tech all day in school to staring at our screens in the living room at home, make sure your children have time at home to solve problems.  Play board games that require problem solving and strategic thinking. Include your children in solving everyday problems at home. Also have your kids help you cook and figure out how to fix their own inevitable mistakes in the process.  Technology is a wonderful tool.  As with most things in our lives, we need to ensure our approach is one of moderation.  Technology will continue to be one of our greatest tools and resources. It will also continue to present new social and ethical problems as it develops.  As parents, let’s make sure our kids learn to use new tools while also providing opportunities for our kids to engage, socialize, and problem-solve using the tools that were naturally developed in the world of previous generations.

Is Your Child Disruptive at School?

Each day, we drop our kids off at school or at the bus stop hoping they have a great day. No parent wants anything bad to happen to their children or secretly hopes that their child is not causing trouble all day. No parent teaches their child to be disruptive, to break school rules, or to defy authority “just because.” But as any teacher or school employee will tell you, there are kids in our classes where it sometimes feels like this is the case. We have students who cause disruptions from the moment they walk through the front doors. For some students, even the most simple and obvious correction of behavior erupts into defiance or argument.  As a parent, when the school communicates about concerns, how do you respond?

How to Respond to School Staff’s Concerns

Of course no one wants to receive a call about their child’s misbehavior. No parent wants to have a conference in which they find out that their child is failing or behind academically. This type of news is always difficult to hear. How parents respond will determine whether students go down a path of entitlement or a path of learning, growth, and improvement. As parents, we can choose to bulldoze obstacles, ignore them, or help our children navigate the challenge they are currently facing head on. The latter will be a path that will lead them to greater success down the road.

Options for Change

The protective instinct as a parent is strong. Our intuition tells us that we need to remove every obstacle and every inkling of potential friction from our kids’ lives. We want them to live a life of safety, comfort, and opportunity. Unfortunately, what we have seen in recent years is that the effort to eliminate the challenges our kids face has fostered a society where kids are less and less motivated and equipped to solve problems on their own. When kids encounter obstacles, it is vitally important that parents help children identify the issue clearly. Parents must support kids to manage their emotions while they develop a plan for moving forward.

Holding Our Kids Accountable

Often, the first step in this process is ownership. Kids need to honestly assess the situation and accept their role and responsibility. When the challenge is a low grade or poor student behavior, taking a step of ownership allows students to accept that they are the ones who need to take responsibility to move forward.

Unfortunately, when parents bulldoze or excuse children from the behavior (and especially when they place the blame elsewhere) kids miss out on the opportunity to problem-solve their way past barriers. Kids need parents to hold them accountable and to help them navigate the tricky waters of ownership and responsibility.

Partner with the School

The good news is that school staff is eager to partner with parents to walk with you down this road! Be on the lookout for workshop opportunities and chances for you and your child to get involved at school events. Also, when the school calls to discuss an issue with your child (i.e., grades or behavior) be sure to take a breath, listen, and partner with the school to map a pathway forward!