AAC STRATEGY OF THE MONTH

AAC STRATEGY OF THE MONTH AIDED LANGUAGE STIMULATION(ALS) ALS is a researched-based approach to implementing and teaching individuals how to use their AAC systems by having the communication partner both speak and simultaneously point to the word or words they are expressing on the individual’s communication system. It is important to note that the communication partner does not have to find EVERY word expressed on the AAC device, in fact, start modeling 1-2 words beyond the level the individual is communicating. For example, if an individual is at the single word level, when targeting ‘more’, say ‘you want more’ and point to that same phrase on the individual’s communication system. This will assist in modeling expansion of language and acquisition of vocabulary in natural or more instructional contexts.

Please find the following additional resources on Aided Language Stimulation below. These resources will be helpful for individual learning and/or for team training.

We will be incorporating this strategy in all of our Activity Sheets surrounding the targeted core words. Until it becomes a habit, create intentional opportunities to practice this skill.

Resources: Aided Language Stimulation Explained, By Chris Bugaj https://www.youtube.com/watch?v=flFNMky22-U

Guide to ALS: from Coughdrop https://blog.mycoughdrop.com/modeling-made-simple/

https://www.youtube.com/watch?v=flFNMky22-U

https://blog.mycoughdrop.com/modeling-made-simple/

https://blog.mycoughdrop.com/modeling-made-simple/

Aided Language Stimulation with step by step directions from the AAC Institute, (aacinstitute.org) https://www.communicationaactualized.com/uploads/9/9/8/5/9985658/aided_language_stimulation.pdf Communication Tips & Strategies: Aided Language Stimulation (ALS) Autism Association of Western Australia https://www.youtube.com/watch?v=wCVfMWdAKbE Aided Language Stimulation Boards - Core Word Vocabulary Boards by Learning Language with ALS Board https://www.youtube.com/watch?v=QmuBaL-xWfw Do’s and Don'ts of AAC Modeling by AssistiveWare https://www.assistiveware.com/blog/dos-and-donts-aac-modeling Aided Language Input with Kendal, By AAC Chicks at Dynamic Therapy Associates https://www.youtube.com/watch?time_continue=231&v=PUl8kD53NQg&feature=emb_logo

Using Aided Language Input to Build Communication Opportunities! By Robin Parker and posted on January 27, 2014 on PrAACtical AAC

https://praacticalaac.org/strategy/using-aided-language-input-to-build-communication-opportunities/

Research Support for Aided Language Input by Carole Zangari and posted on PrAACtical AAC on May 31, 2018

https://praacticalaac.org/praactical/research-support-for-aided-language-input/

https://www.communicationaactualized.com/uploads/9/9/8/5/9985658/aided_language_stimulation.pdf

https://www.communicationaactualized.com/uploads/9/9/8/5/9985658/aided_language_stimulation.pdf

https://www.youtube.com/watch?v=wCVfMWdAKbE

https://www.youtube.com/watch?v=QmuBaL-xWfw

https://www.assistiveware.com/blog/dos-and-donts-aac-modeling

https://www.youtube.com/watch?time_continue=231&v=PUl8kD53NQg&feature=emb_logo

https://www.youtube.com/watch?time_continue=231&v=PUl8kD53NQg&feature=emb_logo





CORE WORDS: Had For Educators, Related Service Providers and Parents

Aided Language Stimulation (ALS): Say the core word or combination of words with your voice as you model/point to them on the device. Grow your student’s vocabulary by using other core words as well.

Guide to ALS: from Coughdrop, https://blog.mycoughdrop.com/modeling-made-simple/

us had meet went funny outside inside better

beside Next to run hear hang okay awesome How are you?

WAYS WE CAN USE THE WORD

SHARE INFORMATION: About the weekend or breakfast (e.g. I had)

COMMENT: (e.g. I had a good time, I had a bad time … because)

GOSSIP: (She had too much candy).

TELL SECRETS: ….

ANSWER QUESTIONS: (e.g. I had, she had, he had, they had, we had)

ROUTINES AND SCHEDULES

At the end of the day during closing meeting and using a visual schedule, the student discusses what he/she had to do at school. (E.g. I had math, I had reading, I had music, etc.) If the student needs more prompting or review the

adult can model what the students had to do before they share what happened during the day.

PLAY

The adults and students can collectively view photos sent from home, (low-tech or on the smart board or online), regarding what they did over the weekend. They can discuss what they had to do and could comment as to whether they had fun, had a good time, had a bad time, etc. Visuals and scaffolding are recommended to be provided.

READING

Here are some suggested books on YouTube that can assist in teaching the core word:

Goldilocks and the Three Bears Story | English Fairy Tales And Stories | storytime https://www.youtube.com/watch?v=T84dax2MDPg (Students and adults can discuss what she had done and what she had to eat) Kids Book Read Aloud: A BAD CASE OF STRIPES by David Shannon https://www.youtube.com/watch?v=QqnChSV2mdM read by Story Time at Awnie’s house. The students can have the opportunity to comment on the strange pattern she had on her skin….stripes!)

SOCIAL INTERACTIONS AND VIDEO MODELING

At morning meeting(s), students can share what they had to do in the morning before they came to school. Students can also share what they had to eat for breakfast.

To make it a more interactive activity, students can gather in pairs to discuss the answers to the questions and then share with the group.

SENSORY MOTOR

Students can cut out the farm animal figures from the Old MacDonald cut outs (below). Expand this into a sensory activity where the students can cut and feel the soft material used for the legs. They can also discuss what the animals can do: Eat? Lie down? Take a Walk? Sit? Sleep?

After the activity the adult may ask if the students had fun, (providing ALS) with the word ‘had’ on the talker, and the students could comment (e.g. I had fun, had fun, had good time, etc.).

OLD MACDONALD HAD A FARM – DANCING FARM ANIMALS CRAFT- cut outs https://supersimple.com/article/old-macdonald-had-a-farm-dancing-farm-animals-craft/

STRUCTURED ACTIVITIES

The students can answer questions about the story that was read aloud such as the Hungry Caterpillar or the song Old MacDonald. With a focus on the word, had; have the students’ share what the Hungry Caterpillar had to eat or what Old MacDonald had on his farm.

VIDEOS, MUSIC, ANIMATED SHORTS The Very Hungry Caterpillar - Animated Film https://www.youtube.com/watch?v=75NQK-Sm1YY&t=85s Illuminated Films (instead of talking about what he ATE, talk about what he had).

Old MacDonald Had A Farm (2018) | Nursery Rhymes | Super Simple Songs https://www.youtube.com/watch?v=_6HzoUcx3eo Young Adults I had the Time of My Life (Final Dance)- Dirty Dancing: C Phillips42 https://www.youtube.com/watch?v=WpmILPAcRQo

ART OR SCIENCE ACTIVITIES

Super Simple provided printable cutouts to support and expand upon the song Old MacDonald with printable cut-outs and an art project. The song can come to life when students use these tangible items while singing. OLD MACDONALD HAD A FARM – DANCING FARM ANIMALS CRAFT https://supersimple.com/article/old-macdonald-had-a-farm-dancing-farm-animals-craft/

USE OF APPS OR OTHER TECHNOLOGY Old MacDonald by Duck Duck Moose App, helps to emphasize the word ‘had’ with each animal that is introduced. Adults can create low-tech word banks to make simple sentences, (e.g. “he’” “had” “a” “farm” “cow” “horse” “pig”, etc.). The students can scramble the words to make phrases or sentences. Use Clicker Writer for writing words, phrases or sentences with picture support as well as word banks to support a writing activity with a focus on the word, ‘had.’ Abilipad app could also be used for writing with use of pictures, adaptable keyboard, word banks, and word prediction. https://appytherapy.com/abilipad/ WORD WALL- Add the word, had on the Word Wall. READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system. WRITING and the Word Wall: Using a pencil or alternative pencil, have students try to type the word on the keyboard or write the word together. For specific questions or more ideas regarding this core word Activity Sheet, please contact Michaela Sullivan @ [email protected] Thank you!

CORE WORD: Meet For Educators, Related Service Providers and Parents Aided Language Stimulation (ALS): Say the core word or combination of words with your voice as you model/point to them on the device. Grow your student’s vocabulary by using other core words as well.





GREETING: It’s nice to meet you.

INITIATION: I would like to meet him/her.

REQUEST: Let’s meet, Want to meet my friend ___.

EXPRESS A FEELING: It was great to meet you. Or It was great meeting you.

ASK A QUESTION: Can I meet ____ that student)

INFORM: I did not meet them


Role playing during Morning Meeting: The adult can create a Social Story or script outlining a conversation such as, asking someone’s name and then saying, ‘it’s nice to meet you” (or a shorter phrase). Each student can role play, asking the student next to them, their name. After the student has introduced themselves, the other student(s) may indicate, ‘it is nice to meet you/good to meet you, or happy to meet you, etc. Adult provision of modeling, (ALS) will be vital.

Students can watch videos of people who work in the community, such as a, teachers, police officers, fire fighters or maybe go on a virtual field trip as part of the meeting to learn more about the people in the community. After the field trip or clip is over, the adult could say something like, “It was nice to see them”, and learn about what they do. The adult could ask them what they would say if they actually did meet them in-person….. (Example- It’s nice to meet you).

PLAY

Out on the playground, students can be accompanied by an adult and may go to meet someone new or meet many people, (even better). (Communication takes practice) The adult could model, (e.g. hi, it’s nice to meet you to many of the students they meet on the playground).

In preparation for this, the adult could create a social story or script, or watch videos about meeting someone new and role play using the talker.

READING

Here are some suggested books on YouTube that could assist in teaching the core word:

FIRST DAY JITTERS Book About Moving | Kindergarten Books for Kids | Children's Books Read Aloud https://www.youtube.com/watch?v=eSmW0Lib19Q Read by Happy Cultivated


Nice to meet you! How to Introduce People in English - Easy English https://www.youtube.com/watch?v=V7Dvcy0gq-U&t=49s

Yong Adult

Video Modeling - Striking up and conversation and introducing yourself

Starting Individual Conversations - Expected Behavior by the Social Skills Teacher https://www.youtube.com/watch?v=Qy-sNx4dPhE

SENSORY MOTOR

Adults can model how important it is to wave ‘hello’ when you meet someone new out on the playground.

STRUCTURED ACTIVITIES-

After watching Video Modeling clips, the students can gather in pairs to greet, tell the other person their name and say, ‘nice to meet you,’ (or a simplified version). Some communication systems have pre-programmed phrases available for these types of quick interactions.

The adults can provide visual support(s), scripts and, of course, (ALS) to practice the exchange. This activity could be repeated daily.

It is an important skill for students to be able to introduce themselves and acknowledge others in their daily life.

VIDEOS, MUSIC, ANIMATED SHORTS

Nice to Meet You Song | Hello Song | Greetings Song | Kindergarten, EFL & ESL | Fun Kids English https://www.youtube.com/watch?v=dWVtBE3z5Ak (by Fun Kids English) (pause the video in order for the students to be able to use their talkers to say ‘hello’ and ‘nice to meet you.’)

What's Your Name? | Featuring Noodle & Pals | Super Simple Songs https://www.youtube.com/watch?v=zMdq9jSaNLg

Lesson 3_(A)Nice to meet you. - Greeting - Introducing - Cartoon Story - English Education https://www.youtube.com/watch?v=fcPhl6_Fl2I (By English Singsing)

The Wizard of Oz - Nice to meet you (Greeting) - English story for Kids https://www.youtube.com/watch?v=fVqfIxNs6o4 By English Singsing The family song/Nice to meet you - Let's Go https://www.youtube.com/watch?v=fvlaJF2BxmI by Nghi Nguyen

Sesame Street: Enchanted Lunchtime Song | Making New Friends https://www.youtube.com/watch?v=HXubvVTKKUE

Sesame Street: Meet Julia (Full Clip | 10 Min) A Student with Autism

https://www.youtube.com/watch?v=dKCdV20zLMs

YOU, ME & COMMUNITY | Come and See | PBS KIDS https://www.youtube.com/watch?v=YsfMWr3nyEM (Adults could preface the video as being a way to meet people in different families. Pause the video and provide an opportunity for students to indicate, (examples: “happy to meet you” or “I want to meet you” “meet you”)

DANIEL TIGER'S NEIGHBORHOOD | Come Meet Chrissie | PBS KIDS https://www.youtube.com/watch?v=6oixv21zSzo

There are lots of opportunities for talking about other core vocabulary here, too.

SPLASH AND BUBBLES | Meet Sal | PBS KIDS https://www.youtube.com/watch?v=MOGCmfBEzWc

ART OR SCIENCE ACTIVITIES

Have the students use a shoe box cut off at the top to make a gallery of pictures of people or figurines of their favorite people or characters. Line the box with construction paper and have them doctorate it. All students can see their friend’s favorite people and action character and meet them. The students can introduce the people and action figures.

Parent Magazine

USE OF APPS OR OTHER TECHNOLOGY

Book Creator: Create your own book about the people you meet.

Pictello- same as above.

Sock Puppets: Use the sock puppet characters to act out meeting someone new. The adult can co-create an interaction with the provision of ALS or even with use of a script. This app is highly motivating and entertaining.

YoPuppet: YoPuppet Hand Puppet Show is a great app to learn to act out meeting new people in a motivating and fun way.

Kid in Story- Create a new story about a friend you just met. The “kid’s” picture can be in the story throughout or you can add all different people/kids to your story that you met to practice the word, ‘meet.’

WORD WALL- Add the word, “meet” on the Word Wall.

READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system.

WRITING and the Word Wall: Using a pencil or alternative pencil, have students try to type the word on the keyboard or write the word together.

For specific questions or more ideas regarding this core word Activity Sheet, please contact Michaela Sullivan @ [email protected] Thank you!

CORE WORD: Went For Educators, Related Service Providers and Parents Aided Language Stimulation: Say the core word or combination of words with your voice as you model/point to them on the device. Grow your student’s vocabulary by using other core words as well.





SHARE INFORMATION: (e.g. I went, you went, we went, they went)

COMMENT: (e.g. He went fast)

GOSSIP: (She went to bed too late).

TELL SECRETS: ….

CLARIFY: (e.g. No, he went to school first, then he went home)

ANSWER A QUESTION: (e.g. She went in)


Expressing to others about routine activities completed:

For example:

I went to the sink and washed my hands.

I went downstairs and got some cereal.

I went to bed on time

A summary of the school day

Parents love to hear about what happened during the school day and for our students, it is hard for them to generate such information as they often need help and scaffolding.

Ideas:

High-Tech: Program all the places the student went, (what he or she did), on the communication system/talker on one button, (some talkers support this approach), or create sentence strips with words/symbols as visual support(s) to help them share their day.

Or

Use a low-tech worksheet with symbols and words they could check or circle as to where they went. The students could utilize this graphic organizer of sorts to share information about their school day. (Also, please add room to write extra information to expand upon what happened during the day if it wasn’t one of the available choices).

This could be a great end of the day language ritual.

PLAY

During game play, the student might indicate that someone went out of turn, (e.g. you just went. It’s my turn).

The students could comment about vehicles (e.g. that went so fast. That went so slow).

READING


Storytime! ~ MAISY GOES ON VACATION read along ~ Story Time ~ Bedtime Story Read Aloud Books https://www.youtube.com/watch?v=nt6XfwzDgPM (Discuss where she went) PENGUIN ON VACATION | Kids Books Read Aloud! https://www.youtube.com/watch?v=0zCjB6EXuio by KidTimeStoryTime How I Spent My Summer Vacation https://www.youtube.com/watch?v=AMke6tvj-5s read by Ms. Britton’s Book Nook I Went Walking https://www.youtube.com/watch?v=bW1ZT1l-hM4 Read by Simicrane Just Grandma and Me - Little Critter - Read Aloud Books for Children - Storytime Read by Ocean house books by Mercer Mayer https://www.youtube.com/watch?v=SpiTLNJZJcw


Assign student pairs to interview each other, providing questions (along with visual cues), (using the symbols and words as/if needed) regarding where they went to school last year and where they went over the summer.

Assist students in formulating their responses by asking probing questions and by using aided language stimulation.

After all students have completed this activity, they can share out to the rest of the class.

SENSORY MOTOR

Create an obstacle course in the classroom or playground and after it is over, ask the students where they went. (E.g. I went through the tunnel, I went in the box, I went over the line).


After listening to the song, Going on a Bear Hunt, students could write where the characters went in search of the bear using their talkers, by writing or using an alternative pencil.

Find out from the parents where the students may have gone in the community. Create a collective story about where everyone went. If parents could take a picture of the students in the community and send it in, it would be great to create a visual platform for discussion and expansion of core vocabulary.

VIDEOS, MUSIC, ANIMATED SHORTS The Present | A Short Film by Jacob Frey https://www.youtube.com/watch?v=C_nJJHaNmnY The Balloon that Went on Holiday | Easter Story | Short Animated Film https://www.youtube.com/watch?v=rQ6Q1XXLcfw Bogglesox TV

CGI Animated Short Film: "U R In Trouble" by Yujoung Lee | CGMeetup https://www.youtube.com/watch?v=Kvl6f5OX_Ss&list=PLkqqbry9A6FvquWV0BNs_ZYuRWfTIz_ZX&index=59&t=0s ART OR SCIENCE ACTIVITIES

Let’s go on a scavenger hunt in the playground or in the classroom. Students can find hidden objects using the adult’s clues. After the student finds an item, he/she can indicate where they went to find it.

USE OF APPS OR OTHER TECHNOLOGY The student could write a story in Pictello or Book Creator about where he/she went over the weekend. Each sentence could start with “I went”. After listening to each other’s stories, the students could write about where the others went, (He went to ____. She went to ____. ) Kid in Story- Create or retell a story about where the student(s) went. Add pictures of the places and put the student’s picture IN the story. Clicker Writer can be utilized for writing words, phrases or sentences with keyboard, word prediction, word banks and picture support. WORD WALL- Add the word, went on the Word Wall. READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system. WRITING and the Word Wall: Using a pencil or alternative pencil, have students try to type the word on the keyboard or write the word together.


CORE WORD: Us For Educators, Related Service Providers and Parents Aided Language Stimulation (ALS): Say the core word or combination of words with your voice as you model/point to them on the device. Grow your student’s vocabulary by using other core words as well.





SHARE INFORMATION: That’s us, they will help us

NEGATION/DENY: Not us

COMMENT: They like us

GOSSIP: (They said bad things about us).

TELL SECRETS: ….

ASK A QUESTION: Are they coming with us? Will they come to us?

GET HELP: Help us

GAIN ATTENTION: Look at us

INITIATE: Come see us

DIRECT ACTION: Come over to us


Recess: Adults can inform that at recess (a certain) class will join us for a game.” The adult will model the word and utterances surrounding the information, (e.g. come to us)

Related Services: Adults can inform when therapy providers will come to the class, (e.g. when they come see us). The adult can model the word and utterances surrounding the information, (e.g. come see us)

PLAY

While playing in a group, the adults can model for the students how to invite other children to join us and play, (e.g. come play with us, come to us).

READING


Library Lion read by Mindy Sterling https://www.youtube.com/watch?v=T18NCobS43c

(During the story, pause and ask questions such as: Would you like a lion to come join ‘us’ in class? Could a lion help us in the classroom? How could the lion help us? Do you remember how he helped in the library?)

SOCIAL INTERACTIONS

If the class has different activities occurring simultaneously, students can cycle through the stations and adults can model, (e.g. come to us, come work with us). Students can work towards having other students join them by using the core word, ‘us’ with other core and fringe words, (e.g. play with us)

SENSORY MOTOR

Adults could create core building blocks out of Legos or large blocks to create sentences with the word, us (by printing out core and fringe words (with symbols) to tape on blocks. This activity is called: Core word building blocks- By Educational insights https://youtu.be/ZNYT_YzNCB0


The adult could ask the students to tell him/her all the ways they could use the word, us to have others come to the class.

How about some chart writing? Picture-Symbols could also be added.

Come to ___________ us.

________ with us.

________ us.

You can ________us. VIDEOS, MUSIC, ANIMATED SHORTS Wash your hands Children's Song | Wash us - Healthy habits Song | Hooray Kids Songs & Nursery Rhymes https://www.youtube.com/watch?v=evXG5HuwIn0

Young Adults Pink - What About Us, Cover by One Voice Children's Choir https://www.youtube.com/watch?v=yWrHHxksbLY Pink Floyd - Us and Them https://www.youtube.com/watch?v=I3OdanjBYoM

ART OR SCIENCE ACTIVITIES Make a collage with group classroom pictures. The students could talk about the group activities using the word us. Make a high-tech collage using Google Slides. Virtually, add pictures and students could comment on the collage, (e.g. that’s us) Predictable Writing Chart

That was us __(playing)______________ That was us ________________ That was us ________________ That was us ________________ That was us ________________

USE OF APPS OR OTHER TECHNOLOGY Use the Pictello app to take pictures of the collage and write a story using the sentence starter, “That was us ________ (e.g. working, playing, talking). WORD WALL- Add the word, us on the Word Wall. READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system. WRITING and the Word Wall: Using a pencil or alternative pencil, have students try to type the word on the keyboard or write the word together.


CORE WORD: OUTSIDE For Educators, Related Service Providers and Parents Aided Language Stimulation: Say the core word or combination of words with your voice as you model/point to them on the device. Grow your student’s vocabulary by using other core words as well.





SHARE INFORMATION: We’re going outside

NEGATION/DENY: not outside

COMMENT outside is fun

GOSSIP: (They went outside already)

TELL SECRETS: ….

ASK A QUESTION: When are we going outside?

GET HELP: He’s outside and crying

GAIN ATTENTION: I’m here, outside

INITIATE: Come outside to play

DIRECT ACTION: Go outside


Recess: Model the word outside on the AAC device/talker, indicating that during recess the class will be outside

PLAY

Ask the students prior to recess, what they want to play with outside.

READING


Are You Ready to Play Outside? by Mo Willems | Elephant & Piggie Book | Read Aloud Book for Kids: https://www.youtube.com/watch?v=KQA-FdJlMUg by Snuggle bug Storytime

Outdoor Opposites | Barefoot Books Singalong https://www.youtube.com/watch?v=112S-Ql9A5M (comment that the children are outside).

Outside My Window | An Original Book By: Veronica Grignano | Children's Bedtime Story https://www.youtube.com/watch?v=o0tYk3dyUbw Read by Starlight Stories for Kids


Pair up students and have each student ask what each wants to do when they go outside for recess.

SENSORY MOTOR

Each student can be a leader outside and form a single line. Students take turns being the lead and demonstrating actions to imitate. (E.g. clapping, putting their hands up, putting their hands down, touching their nose).


The teacher could use predictable writing chart to ask about topics outside:

I like to ______________ outside

I like to ______________ outside.

I like to _______________ outside

I like to _______________ outside.

VIDEOS, MUSIC, ANIMATED SHORTS Sesame Street: Exploring Outdoors https://www.youtube.com/watch?v=bIMJsjhHDLI INSIDE OUTSIDE By Lizi Boyd-- Book Trailer https://www.youtube.com/watch?v=RhzH7PirESk ART OR SCIENCE ACTIVITIES Outdoor Nature Baggie Book Students are provided with a Ziploc plastic bag to gather some items they find outside, deemed safe, (e.g. leaves, sticks, rocks). After they have collected their items in one bag the students place each item in separate Ziploc bags to create a book. Once all the bags are filled, the adult can tape the zippered

sides with packing or duct tape to secure the edges to create a consolidated book. Students can talk about the book in group or even write about it in a separate lesson. (Outside I found a ______). Additional items can be added by adhering more pages with duct or packing tape. USE OF APPS OR OTHER TECHNOLOGY Pictello Adults and students can utilize an iPad to take pictures of the outdoor items and write a story using the sentence starter, “Outside, I found a ________ WORD WALL- Add the word, outside on the Word Wall. READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system. WRITING and the Word Wall: Using a pencil or alternative pencil, have students try to type the word on the keyboard or write the word together. For specific questions or more ideas regarding this core word Activity Sheet, please contact Michaela Sullivan @ [email protected] Thank you!

CORE WORD: Better For Educators, Related Service Providers and Parents Aided Language Stimulation: Say the core word or combination of words with your voice as you model/point to them on the device. Grow your student’s vocabulary by using other core words as well.





SHARE INFORMATION: I did a better job following directions at school

NEGATION/DENY: Not better

COMMENT: This one is better. I am better off

GOSSIP: (They think they are better at math)

TELL SECRETS: ….

ASK A QUESTION: Is this one better?

GET HELP: Help me do better

GAIN ATTENTION: You better come over

DIRECT ACTION: Show me how to do it better

ANSWER QUESTIONS: Yes, I did better

DISCUSS AND INTEREST: I am better at reading than math

SHARE PHYSICAL NEEDS: My foot is getting better but I still need help to stand up

MAKE CHOICES: I’ll take the better on, there.

EXPRESS OPINIONS: I think that is better

ARGUE: I don’t think that’s better

REQUEST: Can I have a better one?

COMPLIMENT: That looks better on you.

CLARIFY: That’s better, but let me tell you more about it

REMIND: Remember we were going to look for a better computer?


Adults can comment that the students are getting better at daily routines and following the schedule. This is a great opportunity to model such compliments and comments on the big core board, low-tech or talker. (E.g. that’s much better. You are washing your hands much better. You are getting better waiting in line. You are listening much better. You are much better using your talkers to tell me what you’re thinking. You're better at getting your lunch and throwing away your trash. You are doing a better job hanging up your coat).

PLAY

Ask the students to choose between two toys and ask them ‘which one is better.’

READING

Here are some suggested books on YouTube and other resources that could assist in teaching the core word:

What Should DANNY Do? By Ganit & Adir Levy - Children's Books Read Aloud https://www.youtube.com/watch?v=VRQZg86O-OE (this is a book that gives students the opportunity to make choices. You can ask students, “What is the better choice?” Young Adults I Can Do Hard Things ~ Kids Book about Resilience Read Aloud (As this story is read aloud, the students can comment when the kids in the story are making BETTER choices for themselves). By Gabi Garcia, Illustrated by Charity Russell https://www.youtube.com/watch?v=CF4kQfEVJLM KidsTimeStoryTime


Gather the students and provide two choices of things to do. Ask them which is better.

Students can set up a ‘store’ of food or clothing and the other students can go shopping telling each other which things are ‘better’ than the other.

SENSORY MOTOR

Use legos with words or words and symbols taped to the blocks, which might say: Cookies are better than green beans. (You get the idea). Students can be creative and have fun putting words together. Students can experience tactile/motor input as they create phrases and sentences. (An alternative to this would be to use the talker or communication board(s).

The video below also taps into phonics and word families that can also be a branching activity.

Core word building blocks- By Educational insights

https://youtu.be/ZNYT_YzNCB0


The adults could use a writing chart, (paper, a white board or virtually on Google Slides) to ask about topics or items that are outside: (e.g. trees are better than flowers)

___________ is/are better than ___________



___________ is/are better than ___________ VIDEOS, MUSIC, ANIMATED SHORTS Simon's Cat in "Double Trouble" | Disney Favorite Animated Short https://www.youtube.com/watch?v=fEV0N6OnbTE&list=PLkqqbry9A6FvquWV0BNs_ZYuRWfTIz_ZX&index=55&t=0s (This is a great video to talk about communication and also ask, which cat did a better job getting something to eat and why?) DANIEL TIGER'S NEIGHBORHOOD | We Can Take Turns | PBS KIDS (Thinking about making better choices)https://www.youtube.com/watch?v=AEKihWud-gA

Sesame Street: Change The World https://www.youtube.com/watch?v=f9X0lI_Ol9Y

Sesame Street: Janelle Monae - Power of Yet (Model phrase- “You can do better” https://www.youtube.com/watch?v=XLeUvZvuvAs

ART OR SCIENCE ACTIVITIES Students can listen to two songs and then the adult(s) can take a vote as to which song their students liked better. They can indicate using their communication systems. This can be repeated, and the teacher can begin creating a list of the student’s favorite songs. USE OF APPS OR OTHER TECHNOLOGY Play Angry Birds app on the iPad and see who did better. Students can also play, Fruit Ninja or Tic Tac Toe. But remember, we are all winners WORD WALL- Add the word, better on the Word Wall. READING and the Word Wall: Sound out the letters together. Have the students find the word on their AAC system. WRITING and the Word Wall: Using a pencil or alternative pencil, have students try to type the word on the keyboard or write the word together.


CORE WORD: Funny For Educators, Related Service Providers and Parents Aided Language Stimulation: Say the core word or combination of words with your voice as you model/point to them on the device. Grow your student’s vocabulary by using other core words as well.





SHARE INFORMATION: (e.g. It was so funny today when ____)

COMMENT: (e.g. that’s funny)

GOSSIP: (Do you want to hear something funny?)

TELL SECRETS: ….

ANSWER A QUESTION: (e.g. I think it’s funny) ROUTINES AND SCHEDULES

For morning meetings, ask someone to do something funny, like making a funny face or telling a joke.

Choose a funny story or song for the circle.

Model the word funny, during the activity to model the comment, ‘funny’ in a natural context.

PLAY

Using puppets or figurines, act out some funny dialogues or actions. Encourage students to do or say things that make people laugh but are safe and kind.

READING

Here are some suggested books on YouTube and other resources that could assist in teaching the core word:

Harry the Dirty Dog read by Betty Whitehttps://www.youtube.com/watch?v=7j0OY3236jw&t=53s Ask the students to tell you some funny things that happened in the story.

Pete the Cat: I Love My White Shoes Story by Eric Litwin, https://www.youtube.com/watch?v=fj_z6zGQVyM, Read by Whiteboard Entertainment Studios


Put on a comedy show by telling jokes. People in the audience can make comments about the joke(s)

SENSORY MOTOR

Students are asked to find 5 things in the classroom that are funny. The adult(s) can take a picture of the items and the students can write about them later.

Belly Breathing: Sesame Street: Learn to Belly Breathe with Rosita, https://www.youtube.com/watch?v=Xq3DwzX6MUw


Predictable Chart Writing about the word, funny.

It’s funny when _________________. It’s funny when _________________. It’s funny when _________________. It’s funny when _________________. It’s funny when _________________.

VIDEOS, MUSIC, ANIMATED SHORTS "Mouse For Sale" by Wouter Bongaerts | Disney Favorite https://www.youtube.com/watch?v=UB3nKCNUBB4&t=185s CGI Animated Shorts : "Playmate" - by Sen Liu & KunZhan Tao | TheCGBros https://www.youtube.com/watch?v=2fR9HqilmKM&list=PLkqqbry9A6FvquWV0BNs_ZYuRWfTIz_ZX&index=7 Classic Sesame Street It's Funny Remake, recreated by Rohail Hashmi https://www.youtube.com/watch?v=lLTgLuChhPQ

Cute Babies and Dogs by Junkin Videos https://www.youtube.com/watch?v=ih1MhPit-Iw Young Adult Lost Voice Guy: Video of an adult using an AAC device to tell jokes on a talent show. Britain’s Got Talent. Funny https://www.youtube.com/watch?v=xsqInns6LXQ&t=12s

ART OR SCIENCE ACTIVITIES Students are asked to draw a funny face with markers, paint or a crayon or find a funny face in a magazine that they can cut out and glue on paper. USE OF APPS OR OTHER TECHNOLOGY Top Ten Sesame Street Character Laughs https://www.youtube.com/watch?v=976lqmdTjdw by Disneyfanjsg

Students are asked to pick the funniest laugh. WORD WALL- Add the word, funny on the Word Wall. READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system. WRITING and the Word Wall: Using a pencil or alternative pencil, have students try to type the word on the keyboard or write the word together.


CORE WORD: INSIDE For Educators, Related Service Providers and Parents Aided Language Stimulation: Say the core word or combination of words with your voice as you model/point to them on the device. Grow your student’s vocabulary by using other core words as well.





SHARE INFORMATION: We’re going inside

NEGATION/DENY: not inside

COMMENT: inside is fun

GOSSIP: They already went inside.

TELL SECRETS: ….

ASK A QUESTION: When are we going inside?

GET HELP: He’s inside and crying

GAIN ATTENTION: I’m here, inside

INITIATE: Come inside to play

DIRECT ACTION: Go inside


Recess: When recess is almost over, the adult can model on the student’s talker that they will go inside soon and can show a visual schedule symbol to ease the transition.

PLAY

Ask the students once recess is almost over, what is happening next inside.

READING


OUTSIDE and INSIDE: Inside Outside Upside Down Read Along- by Stan and Jan Berenstain read by (Little Readers) https://www.youtube.com/watch?v=9jM6IoMSc_Q The Cat in the Hat By Dr. Seuss https://www.youtube.com/watch?v=_uO3xX0wQQc (They had to stay inside) By Laura Miller If All The Animals Came Inside By Eric Pinder | Children's Book Read Aloud https://www.youtube.com/watch?v=GUK28NjaRRk Read by Lights Down Reading

SOCIAL INTERACTIONS

Pair up students and have each student ask what each wants to do when they go back inside after recess.

SENSORY MOTOR

Each student can be a leader indoors to form a single line of actions, (e.g. clapping, putting their hands up, putting their hands down, touching their nose). Ask them if they remembered that they did this outside, too?

The adult could provide a larger box with many smaller ones inside. The student will continue to need to open boxes and look, ‘inside.’ The adult could model the question, “What’s inside?”


The teacher could use a predictable writing chart to ask about the topic- inside fun:

Let’s do some predictable chart writing:

I like to ______________ inside.

I like to ______________ inside.

I like to _______________ inside.

I like to _______________ inside.

VIDEOS, MUSIC, ANIMATED SHORTS Let Me In! - Simon's Cat | SHORTS #2 (the cat really wants to go INSIDE) https://www.youtube.com/watch?v=4rb8aOzy9t4&list=PLkqqbry9A6FvquWV0BNs_ZYuRWfTIz_ZX&index=28&t=0s

Mystery Box #1 | Preschool Song | Super Simple Songshttps://www.youtube.com/watch?v=EULQrI3aVik

(You can have your own mystery box and place items inside)

Inside Out: Guessing the feelings. https://www.youtube.com/watch?v=dOkyKyVFnSs Guess how they are feeling INSIDE. ART OR SCIENCE ACTIVITIES

Coffee Filter Sun Catchers by Parent Magazine

Let’s use coffee filters to make sun catchers we can put inside windows. Students can color them with watercolor markers and then hang it up by a paperclip and spray it with water. Once it’s dry, put it in the window and you’ll have a sun catcher. USE OF APPS OR OTHER TECHNOLOGY Using the app, My Play Home, talk about going outside and going inside with characters/figures. Role play and use various communication functions to engage with the student. WORD WALL- Add the word, inside on the Word Wall. READING and the Word Wall: Sound out the letters together. Have the

students find the word on the AAC system. Writing and the Word Wall: Using a pencil or alternate pencil, have students try to type the word on the keyboard or write the word together.

CORE WORD: Beside

For Educators, Related Service Providers and Parents Aided Language Stimulation: Say the core word or combination of words with your voice as you model/point to them on the device. Grow your student’s vocabulary by using other core words as well.





REQUEST: Sit beside me?

DIRECT AN ACTION: Go beside them.

DESCRIBE: He is beside his mom.

ANSWER A QUESTION: That is beside the door.

ROUTINES AND SCHEDULES Arrival: when students take their seats, talk about who they are sitting beside Circle time: Students can discuss who they are sitting beside at circle time and who their friends are sitting beside.

Other ideas: After dinner, everyone can change places and adults can ask “who is sitting next to you now?”, using their voice and the talker. Use beside and next to interchangeably and talk about how they mean the same thing PLAY

Students and adults can line up stuffed animals and together with adults and the adults can model on talker, which one is beside the other.

Students can pretend they are driving a train or car. Have two students stand next to each other pretend to drive and ask, who is beside ____ (insert name).

During book reading time, students can indicate who is beside them. The adult can model use of the word and state (e.g. *Student’s name* is beside ______)

READING


For Rainbow fish, you can talk about how each fish is beside another and different scales are beside other scales. https://www.youtube.com/watch?v=Z3cmddZh6t8


During any activity throughout the day, it can be discussed who each student is sitting or standing beside.

During the circle, the adult can have a student come to the front of the circle and stand next to her. She/he can ask, “Who is beside me?” (Adult can model/ access the word, beside and have student’s find ‘beside’ on the talker”) Then have the students indicate who is sitting beside them. The adult can provide directions for the students to say, ‘hi’ to the student (s) sitting beside them.

SENSORY MOTOR

An adult can draw a box or table on paper and then uses stamps to decorate the picture. The adult can circle the stamps that are BESIDE the table.

Students can then be provided with a Table or any object drawn on the paper and then use stamps to decorate the picture. Together with an adult, they can circle the items that are beside the table.


The adults could use a writing chart, (paper, a white board or virtually on Google Slides) to ask about topics or items that are beside each other (e.g., the cat is beside the dog, the chair is beside the table).

The _________ is beside the ___________

The _________ is beside the ____________

The _________ is beside the ___________

The _________ is beside the ___________

VIDEOS, MUSIC, ANIMATED SHORTS Here are a few videos that help to model the core words of the week: Next to and Beside by Stephanie Kim https://www.youtube.com/watch?v=4AM20vOw5SQ Beside and besides by magicpathshala: https://www.youtube.com/watch?v=yLNZQP-UduQ

Preposition song by scratch garden: https://www.youtube.com/watch?v=xyMrLQ4ZI-4

ART OR SCIENCE ACTIVITIES: You can create any art project and describe how different parts of the project or different items are beside another part of the project. For example, a fish can be beside seaweed in an underwater scene. See example with steps below from simple every day mom https://www.simpleeverydaymom.com/handprint-fish-craft-for-kids/

USE OF APPS OR OTHER TECHNOLOGY: Toca Kitchen Monsters: Talk about how different foods, pans, spices, etc. are beside another object. In the app, there are different scenes. In one scene, the user is preparing food for the Monster, an adult can model “let’s get the fruit that is beside the meat”, etc. WORD WALL: Create a WordWall and add ‘beside’ to the list. READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system. Writing and the Word Wall: Using a pencil or alternative pencil, have students try to write or type the word on the keyboard or write the word together.

For specific questions or more ideas regarding this core word Activity Sheet, please contact Beth Lytle @[email protected] Thank you!

CORE WORD: Hear For Educators, Related Service Providers and Parents Aided Language Stimulation: Say the core word or combination of words with your voice as you model/point to them on the device. Grow your student’s vocabulary by using other core words as well.





GIVE INFORMATION: I hear a cat

DIRECT ATTENTION: hear that

REQUEST: Can I hear?

ASK QUESTION: do you hear that?

ROUTINES AND SCHEDULES The adult gathers toys that make sounds. Each student can take turns in circle showing each other how the toys make sounds. The adults ask and model on communication device, (“Can you hear it?). Bathroom: Adults can comment and model what they hear in the bathroom (e.g., the water in the sink, the toilet flushing, the paper towel being taken out of the hold, etc.)

Recess: It can be discussed what students hear throughout recess (e.g. do you hear Julie laughing, I can hear Brad and Trisha talking, etc.) Cooking: Adults can do a cooking project that they know will create some noise. For example, making popcorn. Put the kernels in the popper (this will create a sound to hear), turn on the air popper (this creates a loud noise that students can hear) and finally, students can hear the popcorn kernels popping as they are being cooked.

PLAY

Play zoo or safari, what animals do you hear? For example, the San Diego zoo and zoo Miami have a virtual field trip that students can take. Adults can discuss what different animals sound like and different animals that the student can hear. (e.g. do you hear the gorilla?)

PBS learning goes to zoo Miamihttps://ca.pbslearningmedia.org/resource/1abd0f5d-b482-4ded-b7fc-1e4dd01b2d83/zoo-field-trip/

Virtual Field trip to the San Diego Zoo https://www.weareteachers.com/virtual-field-trip-to-the-san-diego-zoo/

Play a game of silence with students. Everyone needs to be quiet for 30 seconds until the timer goes off. When the timer goes off, the adult can ask, did you hear anything? What did you hear? READING


I hear by Helen Oxenbury https://www.youtube.com/watch?v=K5NfaSVIqIE

The 5 senses: https://tarheelreader.org/2020/03/26/the-senses-see-hear-touch-smell-and-taste/4/

Polar Bear Polar Bear, What Do You Hear by Eric Carle read by Justin Brannick https://www.youtube.com/watch?v=ctQjLfMKinU&t=202s


Adults can role play a student whispering to another person when they talk. The student would need to say, “I don’t hear you”, adults can model and point to the communication device to help facilitate this phrase for students.

SENSORY MOTOR

An adult can use YouTube or another source to play music. The music can be played and stopped. When it is stopped, an adult can ask a student “what did you hear?” and the student can respond with “I hear a trumpet”. This can be continued into other instruments or different songs and can be continued to be discussed with the adult and student.


Adults can introduce the word hear on talker or big core board. Teacher will indicate that they will be listening to sounds in the environment (teacher can use on YouTube or sound touch app, (e.g. sink, toilet flush, lawn mower, blender, tv, radio? Students listen intently and the adult plays sound and students raise their hand to answer the question. Teacher models to assist student to expand utterance, (I hear a _____)

Play different vehicle sounds and ask student(s) what they hear (e.g. bus, car, ambulance, police car, fire truck, helicopter, airlines, etc.)

VIDEOS, MUSIC, ANIMATED SHORTS What can I hear? By Annie Kubler, read by Molly Yost https://www.youtube.com/watch?v=CCsAmToAgr4 What do you hear? By super simple songs https://www.youtube.com/watch?v=YVgv1EFJZHc ART OR SCIENCE ACTIVITIES Elephant art, adults can ask “what do elephants hear with? Elephants hear with their ears”, etc. Frist art example and steps by Rachel at https://iheartcraftythings.com/cupcake-liner-elephant-craft.html

Another Paper Plate Elephant Craft by the Crafty Morning: https://www.craftymorning.com/paper-plate-elephant-kids-craft/

USE OF APPS OR OTHER TECHNOLOGY Toca Boca Birthday: This app can be used to throw a birthday party. During the birthday party, you have a birthday song and blow out the candles on a cake. You can open the present, eat the cake, drink the juice. At the end, you clean up and wash the dishes. Adults can model the sentences “Do you hear the birthday song? Do you hear the toy?” Sound Touch: This app provides colorful photographic visuals coupled with sounds across a wide range of categories, (e.g. pets, farm animals, vehicles.) WORD WALL: Create a WordWall and add ‘hear’ to the list. READING and the Word Wall: Sound out the letters together. Have the

students find the word on the AAC system. Writing and the Word Wall: Using a pencil or alternative pencil, have students try to write or type the word on the keyboard or write the word together.

For specific questions or more ideas regarding this core word Activity Sheet, please contact Beth Lytle @[email protected] Thank you!

CORE WORD: Next to For Educators, Related Service Providers and Parents

Aided Language Stimulation: Say the core word or combination of words with your voice as you model/point to them on the device. Grow your student’s vocabulary by using other core words as well.




WAYS WE CAN USE THE WORD REQUEST: Sit next to me? DIRECT AN ACTION: Go next to them. DESCRIBE: He is next to mom. ANSWER A QUESTION: That is next to the door. ROUTINES AND SCHEDULES Arrival: when students take their seats, they talk about who they are sitting next to. Adults can facilitate this by commenting and modeling for a student who they are next to. Circle time: Students can discuss who they are sitting next to at circle time and who their friends are sitting next to. Adults can facilitate this by helping a student and modeling saying and pointing to the person next to each student

Mealtimes or discussions about school: Model the phrase, ‘Next to’ on your student’s communication system when you are involved in daily activities or tasks such eating dinner, (where you can talk about who is sitting next to one another or when talking about who they sit ‘next to’ at school. PLAY Recess: During recess, students can talk about what friends they are playing next to. For example, if students are swinging, they can talk about who is swinging next to them. Adults can also facilitate this interaction by saying “____ you are swinging next to ____” READING Here are some suggested books on YouTube that can assist in teaching the core word: Any book can be used, and it can be talked about how different things on the pages are next to each other. In Green eggs and Ham, it can be discussed how the eggs are next to the ham on the plate, etc. https://www.youtube.com/watch?v=jdotPwVJYzs SOCIAL INTERACTIONS AND VIDEO MODELING During any activity throughout the day, it can be discussed who each student is sitting or standing next to. For example, during math or reading, an adult can model “You are sitting next to ___” Video modeling: POV video modeling for autism: setting the table. In the video and with the help of an adult model, it can be discussed how the plate is next to the fork, the cup is next to the spoon, etc. https://www.youtube.com/watch?v=lAFxDo21Ebs SENSORY MOTOR Play duck, duck, goose as a class and first talk about who is sitting next to whom before each round starts this can be modeled by an adult or student with their device. For example, James is next to Anna.

STRUCTURED ACTIVITIES Cooking: During cooking, the class can talk about what ingredients are next to each other while looking at a recipe. For example, for fruit salad, apples may be next to grapes on a list of ingredients. Worksheet from mathworksheets4kids.com has different sets of objects and asks the student to circle which object is next to another object. https://www.mathworksheets4kids.com/positions/beside-next-to/circle-object.pdf VIDEOS, MUSIC, ANIMATED SHORTS Two little blackbirds song, talk about how the two birds are sitting next to each other https://www.youtube.com/watch?v=OQzeA81geZI Let’s set the table song from Big Wave English is a fun song and adults can model talking about what is next to another object. https://www.youtube.com/watch?v=U2y4irBV96E ART OR SCIENCE ACTIVITIES Paint different flowers and talk about what colors are next to each other. This particular art project is created using forks that are dipped in paint and pressed against the paper. First, have the student paint the stems and then go and paint the flowers on top of the stems. Adults can model “the orange flower is next to the red flower”, etc.

USE OF APPS OR OTHER TECHNOLOGY PBS Kids: The game “ready, jet go” can be played and it can be discussed as to how different things (e.g. the buttons on the control panel) are next to each other https://pbskids.org/readyjetgo/games/mission-control WORD WALL: Create a WordWall and add ‘next to’ to the list. READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system. Writing and the Word Wall: Using a pencil or alternative pencil, have students try to write or type the word on the keyboard or write the word together. For specific questions or more ideas regarding this core word Activity Sheet, please contact Beth Lytle @[email protected] Thank you!

CORE WORD: Run For Educators, Related Service Providers and Parents Aided Language Stimulation: Say the core word or combination of words with your voice as you model/point to them on the device. Grow your student’s vocabulary by using other core words as well.




WAYS WE CAN USE THE WORD GIVE INFORMATION: Dog runs

DIRECT ATTENTION: That cat runs

REQUEST: Can I run?

DIRECT ACTION: You run

CESSATION: stop running

RECURRENCE: more running

NEGATION: no running

ROUTINES AND SCHEDULES Recess: Adults can talk about games where student(s) run (i.e. tag, chase, etc.)to see which games the students enjoy and lead students in games that involve running (e.g. tag, kickball, red light green light, etc.) during recess and model “run.”

PLAY During imaginative play, using toys such as puppets, action figures, or stuffed animals, adults can facilitate many opportunities for students to use the word “run.” For example, adults and students can pretend to have their action figures race each other, play tag, or see how fast they can go. Students can comment on how the animals run (e.g. “run fast”).

READING Free printable books featuring run by teachingmama

https://teachingmama.org/sight-word-readers-word-run/

Going on a run from tarheel reader: https://tarheelreader.org/2020/04/03/going-for-a-run/

SOCIAL INTERACTIONS When playing outside, students can ask other students or adults to run and chase them. Adults can model by saying “you want me to run” to comment on the student’s request.

SENSORY MOTOR P.E.: Students can do any activity that involves running (e.g., basketball, racing, soccer) and adults can comment on what the student is doing. (e.g., you are running to get the basketball).

STRUCTURED ACTIVITIES Playing duck, duck, goose as a class, students and adults can comment on which students are running around the other students.

Using an animal unit, such as zoo animals, students and adults can predict which animals they think will run vs. fly vs. swim, etc. Then different videos of

animals running, swimming, flying can be shown to display the different modes of transportation

Run worksheet by primary learning: https://primarylearning.org/worksheet/in-the-orchard-sight-word-run/

VIDEOS, MUSIC, ANIMATED SHORTS Sight word run by ESL Kids world, Teaching run: https://www.youtube.com/watch?v=10yeOTPebzA Sight words run by The Early Learning Program: https://www.youtube.com/watch?v=zdA7wXVZVf0 Total sight words Run song by A is for Apps: https://www.youtube.com/watch?v=GmtH3YSNZPI ART OR SCIENCE ACTIVITIES Make a cheetah mask and talk about how cheetahs and other animals run. Students can then pretend to be a cheetah and run around. Mask directions from Kimberly on learncreatelove.com http://learncreatelove.com/cheetah-mask-craft/

USE OF APPS OR OTHER TECHNOLOGY Temple run: Adults and students can take turns using the free game temple run to run through the temple and collect different coins. Adults can model “it’s my turn to run”

WORD WALL: Create a WordWall and add ‘run’ to the list. READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system. Writing and the Word Wall: Using a pencil or alternative pencil, have students try to write or type the word on the keyboard or write the word together. For specific questions or more ideas regarding this core word Activity Sheet, please contact Beth Lytle @[email protected] Thank you!

CORE WORD: Awesome






SHARE INFORMATION (e.g. “it awesome”)

COMPLEMENT (e.g. “she awesome”)

EXPRESS A FEELING (e.g. “this awesome”)

EXPRESS OPINIONS (e.g. not awesome)

DESCRIBE (e.g. mommy awesome)


Expressing to others about routine activities completed:

For example:

Recess awesome.

Snacktime awesome.

PE awesome.

Games awesome.

Snack/Mealtimes: Students can use “awesome” to indicate that their food is awesome, good or delicious with scaffolding and support. .

Circle Time or Morning Meeting: Students/teachers can use ‘awesome’ to comment on a story or object that a classmate shares with the group with scaffolding and support. Students can also use “awesome” when a communication partner asks them “how are you?”

PLAY

During play, students can use “awesome” to comment on an activity that they are participating in (e.g. “awesome” after going down slide, “awesome” while blowing bubbles).

Adults assist students in formulating their comments through explicit teaching, role playing with another adult to demonstrate the use of awesome (e.g. “if I’m doing something that is fun, and I love it I can tell my friends “this awesome”).

READING

Here’s a suggested books on YouTube that can assist in teaching the core word:

Daddy, You're Awesome - Read aloud Laine Mitchell Renee Treml

https://www.youtube.com/watch?v=zjbkPWHjqXo

SOCIAL INTERACTIONS and VIDEO MODELING

Video Modeling- Giving a Compliment (kellbell924)

https://www.youtube.com/watch?v=pfzljiETpqI

Students can use “awesome” to complement their friends or other communication partners (e.g. you awesome).

Students can use “awesome” as a comment to something that a friend shares with or shows them (e.g. that awesome).

Students can use “awesome” when someone asks them “how are you?”

https://www.pinterest.com/pin/439452876126441488/

https://paigebessick.com/2017/01/compliment-circles-creating-kind.html

SENSORY MOTOR:

During a dance party, students and adults can take turns doing different dance moves or tricks. Students can use “awesome” to indicate that they liked their friend's dance move (e.g. that awesome, she awesome).

During motor activities (obstacle course, race, sports), students can use “awesome” to cheer on their friends (e.g. you awesome).


Adults can explicitly teach the word “awesome” using some definitions and examples (e.g. “The word awesome means we LOVE something! Something that is awesome makes us happy, we enjoy it, we think it is very good. I think dancing is awesome. My mom is awesome.”

Adults can create opportunities to practice commenting “awesome” by watching short clips (e.g. video of someone doing gymnastics, video of

someone doing art, video of a spaceship, video of a big playground, ect) and use their device, your voice, and any other communication system to model ‘That awesome!”

The Word Awesome Video - Powtoon https://www.youtube.com/watch?v=lQiEqx3kyzE Awesome - Word of the Week Video British Council | LearnEnglish Kids https://www.youtube.com/watch?v=juRqREIIqYA

Predictable Chart Writing

_______________is awesome

______________ is awesome

________________is awesome

VIDEOS AND MUSIC AND ANIMATED SHORTS

Everything is Awesome - Lego Song Marc Donis

https://www.youtube.com/watch?v=9cQgQIMlwWw

ART OR SCIENCE ACTIVITIES “Make Something Awesome” Art Project With a variety of different art supplies (stickers, glitter, different pattern paper, different color items, clip art, ect) encourage the student to pick out their favorite supplies and make something “awesome” with it. “ (Student’s name) made something awesome! Here it is.” USE OF APPS OR OTHER TECHNOLOGY

Pictello: Using paid app Pictello (or any other story generating app, google slides, powerpoint, ect) create an awesome story for the student(s). Adults can take pictures of the students doing things that they think are awesome (e.g. going down the slide, blowing bubbles, hugging mom, ect) and on each page write a sentence “_______ awesome.” If possible, include the icon sequence for “awesome” to make modeling easier for all communication partners, and so the child can visually see their systems representation of awesome in their story! Read the story with the students. WORD WALL: Create a WordWall and add awesome to the list. READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system. WRITING and the Word Wall: Using a pencil or alternative pencil, have students try to write or type the word on the keyboard or write the word together. For specific questions or more ideas regarding this core word Activity Sheet, please contact Alisa Lego @ [email protected]. Thank you!

CORE WORD: Hang




beside Next to run hear hang okay awesome

How are you?


DIRECT ACTION (e.g. hang up)

GET HELP (e.g. help hang)

NEGATION (e.g. no hang)

CESSATION (e.g. all done hang)

REQUEST (e.g. you hang, I hang)

RECURRENCE (e.g. more hang)

ROUTINES AND SCHEDULES Circle Time or Morning Meeting: Students can use “hang” to indicate that they need to hang up their backpack/jacket/lunch box at the beginning of the day. Adults can support students learning through modeling “time to hang.” Students

can also use ‘hang’ while they help each other hang their backpacks up, or wait in line to hang something up.


PLAY

During dress up, students can use “hang” to indicate it is time to hang up clothes.

During imaginative play, students can use “hang” while hanging up a phone.

READING


Mrs. McNosh Hangs Up Her Wash - Sarah Weeks Read Aloud https://www.youtube.com/watch?v=u7jF0H0M1WY


RECESS:

Students can use “hang” to hang from the monkey bars (with supervision).

Video Modeling- Hanging up clothes by Nicole Cataldo https://www.youtube.com/watch?v=YKMvJo7_LJg

SENSORY MOTOR:

Students can explore a pinata that is hanging from a tree or a bar outside (e.g. pull on the rope, hold the pinata, help teacher hang it up, ect.) and tell a friend how the pinata works (e.g. “it hang”).


Students can use hang while they decorate the classroom for a class party using any available party decorations or decorations that they make (e.g. hang streamers, party decorations, posters, ect.).

Explore all of the different places you can hang things in the classroom (e.g. door knobs, hooks, pegs, corners of tables, ribbon, ect) while pairing with their device, your voice, and any other communication system that they use.

Students can make bird seed ornaments and hang them outside around the playground. During this they can ask for help (e.g. help hang) or direct others (e.g. you hang, hang there).


VIDEOS, MUSIC, ANIMATED SHORTS

Four Ways to Hang a Pinata Tutorial Mike Rafael Channel https://www.youtube.com/watch?v=g-BaQ782Sto This what it sounds like when someone hangs up the phone! FaceTime hang up sound ART OR SCIENCE ACTIVITIES Adults and students can cut out pictures of clothing items, students can use ‘hang’ as they practice hanging the pictures up on the ribbon with clothespins (or direct adults to do it for them). Adults can gather string/ribbon and beads so that the students can make a necklace or bracelet. Students can use “hang” to hang their creations around the classroom (or direct you to do it for them). Students can decorate a hanger with art supplies (various ribbons, string, strips of construction paper, felt, ect.) and use hang when hanging it up. USE OF APPS OR OTHER TECHNOLOGY Pictello: Using paid app Pictello (or any other story generating app, google slides, powerpoint, ect) create a story for the students. In this story take pictures of the students doing any of the above activities (e.g. hanging up their backpacks, decorating a hanger, making necklaces, hanging up a phone, ect.) and on each page write a sentence about the picture (e.g. “we hang”). If possible, include the icon sequence for “hang” to make modeling easier for all communication partners, and so the child can visually see their systems representation of hang in their story! Read the story with the student. WORD WALL: Create a WordWall and add ‘hang’ to the list. READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system. WRITING and the Word Wall: Using a pencil or alternative pencil, have students try to write or type the word on the keyboard or write the word together.

For specific questions or more ideas regarding this core word Activity Sheet, please contact Alisa Lego @ [email protected]. Thank you!

CORE WORD: How are you?





WAYS WE CAN USE THE PHRASE: ‘How are you?’

ASK QUESTIONS (e.g. “how are you?”)

GREETING (e.g. “how are you?”)


CORE WORD: Okay






ASK QUESTIONS (e.g. “You okay?”)

SHARE INFORMATION (e.g. “Im okay”) COMMENT (e.g. “okay”) NEGATE (e.g. “not okay”) ANSWER QUESTION (e.g. “I’m okay”) ROUTINES AND SCHEDULES Mealtime: Students can use “okay” to talk about their food (e.g. Communication

partner: “Is your food good , bad , or okay ?” “food okay”) Circle Time or Morning Meeting: Students can use ‘okay’ when asked “how are you?” during circle time. Adults can review feelings, and model that they are okay.

PLAY Students can use “okay” to talk about the activity they are participating in

(e.g. Communication partner: “Is this game good , bad , or okay ?” “game okay”)

READING

Here are some suggested books that can assist in teaching the core word:

It's Okay to Make Mistakes - By: Todd Parr

https://docs.google.com/presentation/d/12hca-O8SVJbYB4z1wdwV6vtfoMQ7qq4H9qjxNh9tTeI/edit?usp=sharing


Students can indicate that they are okay during a conversation in which someone asks them (e.g. “how are you?”), or when someone is checking on them if they are sad/hurt (e.g. “Im okay”) Students can use okay to ask someone if they are okay if they seem upset or got hurt (e.g. “you okay?”)

RECESS:

Students can check on friends during recess if they get hurt on the playground (e.g. “you okay?”). Students can also use okay when someone asks them if they got hurt (e.g. I’m okay).


Adults can explicitly teach the word “okay” and what it means, “Okay means that we approve of something. We give it the green light or the go-ahead. Something that is just okay is not especially good but not bad.”

Predictable Chart Writing

_______________is okay

______________is okay

________________is okay

_______________is not okay

______________is not okay

________________is not okay

WORD WALL: Create a WordWall and add ‘okay’ to the list. READING and the Word Wall: Sound out the letters together. Have the students find the word on the AAC system. WRITING and the Word Wall: Using a pencil or alternative pencil, have students try to type the word on the keyboard or write the word together. For specific questions or more ideas regarding this core word Activity Sheet, please contact Alisa Lego @ [email protected].

Thank you!

Accountability Sheets

Please use the space provided below in whatever way feels the most helpful for YOU. These charts are to help you stay organized and remember all of the details that might get lost if there was no place to keep them safe.

August us

+ - ?

had + - ?

meet + - ?

went + - ?

Date(s)______ Progress: Date(s)______

Progress: Date(s)______ Progress:

Date(s)______ Progress:

funny + - ?

outside + - ?

inside + - ?

better + - ?


Progress: Date(s)______ Progress: Date(s)______

Progress: next to

+ - ?

beside + - ?

run + - ?

hear + - ?



Progress: hang

+ - ?

okay + - ?

awesome + - ?

How are you? + - ?



Progress:

Month: August What was helpful? What wasn’t helpful?

What would’ve been helpful?

Strategies

Supports

Activities

Key: Through the lens of activities

+ YES! Activity worked well, supported the learning, student’s understood what was being asked of them

- Probably not Activity didn’t work well, task was confusing, student’s did not understand what was being asked of them

? Not sure Not sure if the activity supported the students understanding of the core word/ what was being asked of them during the activity

Through the lens of a particular student/s

Key:

+ YES! Student has shown an increased understanding/use of the word

- Probably not Student has not shown an increased understanding/use of the word

? Not sure Not sure if the student understands the new word/inconsistent data

For specific questions or more ideas regarding this, please contact Alisa Lego @ [email protected]. Thank you!

mailto:[email protected]

Documents

AAC STRATEGY OF THE MONTH