Core Set 1: Introduction plus first

Four CoreSeptem

ber 17, 2015D

r. Ca

rolin

e M

usse

lwh

ite, C

CC

-SLP a

nd

Erin Sh

eld

on

, M. Ed

.

Webinar O

utcomes

✴Introduce the first set of Core Four: high-frequency words

✴Identify your opportunities to m

aximize your

modelling of these high-frequency words

✴Brainstorm

how to combine these high-

frequency core words with high-interest words

✴How to m

ake this modelling FUN and

involve more people!

Today’s Topic Location in the 5 STEPS

Targets

Teaching/

TasksTools

Testing

Team

How the Series is Organized

each month

Week 1

Com

munication/A

AC

Week 2

Comm

unication through reading

Week 3

Com

munication/A

AC

Week 4

Comm

unication through writing

Week 5

Bonus!

How the Series is organized: Com

munication weeks

IntroC

omm

unication/AA

CR

eviewC

orevocabulary

New

high-frequency target w

ords or messages

Categories/

pragmatics

branch

Combining new target words with

high-interest low-frequency wordsExtension

Opportunities to use the words

Wrap-up

Core words

✴A sm

all set of words used frequently in m

any different contexts✴

Easily combined and re-com

bined with m

any other words✴

A term used to describe a way to organize

AAC vocabulary: core vs. fringe✴

Strong overlap between “core words” and the first words that kids learn to speak, read, and spell (“sight words”)

7D

ynam

ic Le

arning

Ma

ps

Set 1: Four CoreFind these in your system

✴I✴Like✴Not✴W

ant

9K

ate

Ahe

rn, PrAA

Ctic

al A

AC

10

Ga

il Va

n Tate

nhove

1112

Targets: core words

✴Strengthen concept knowledge of specific core words by associating these words with m

eaningful activities across the day✴

Learn how to automatically access those core

words for expressive purposes✴

Increase the frequency of how often we, and our student, uses, com

bines, and re-combines

these words in different contexts across the dayTeaching: M

odeling✴

Model: indicate the sym

bol when you speak the word

✴Describe: use the sym

bol to talk about som

ething✴

Reflect: use the symbol to reflect what the

student is comm

unicating✴

Expand: use the symbol to build on what

the student is comm

unicating

1st word: “I”

✴The value of “I”: com

mon sentence starter

✴High-frequency: when in doubt, m

odel “I”!✴Expand on verbs with “I”✴Pronouns build on the social interest of our students with AS

Teaching: Modeling

✴M

odel: indicate the symbol when you

speak the word✴

Describe: use the symbol to talk about

something

✴Reflect: use the sym

bol to reflect what the student is com

municating

✴Expand: use the sym

bol to build on what the student is com

municating

2nd word: Like

✴The value of LIKE: comm

on m

essage✴High-frequency✴Socially interactive✴Reflect back the student’s interest in the world

Let’s define “like”

Like✴

verb: I LIKE that✴

adjective: I felt LIKE, it is LIKE that✴

noun: put LIKE with LIKE✴

uncertainty: it was sort of LIKE✴

filler: she was LIKE, “what is his problem?”

Teaching: Modeling

✴M

odel: indicate the symbol when you

speak the word✴

Describe: use the symbol to talk about

something

✴Reflect: use the sym

bol to reflect what the student is com

municating

✴Expand: use the sym

bol to build on what the student is com

municating

3rd word: Not

✴The value of NOT: negate, opposite

✴Concept of NOT develops before

concept of the opposite: not hot vs. cold✴Doubles the num

ber of messages

available on a symbol display!

✴Powerful word to replace some

challenging behaviors: be emphatic!

Teaching: Modeling

✴M

odel: indicate the symbol when you

speak the word✴

Describe: use the symbol to talk about

something

✴Reflect: use the sym

bol to reflect what the student is com

municating

✴Expand: use the sym

bol to build on what the student is com

municating

4th word: W

ant✴The value of W

ANT: com

mon m

essage to meet

needs✴High-frequency✴Allows students to have m

ore control

Want

✴verb: I W

ANT that✴

noun: her WANTS and needs

✴W

ANT usually comes across as a dem

and✴

re-direct WANT for social interaction:

you are reaching for the cookie, you LIKE cookies! I LIKE cookies too! Cookies are yum

my!

Teaching: Modeling

✴M

odel: indicate the symbol when you

speak the word✴

Describe: use the symbol to talk about

something

✴Reflect: use the sym

bol to reflect what the student is com

municating

✴Expand: use the sym

bol to build on what the student is com

municating

Combining the Four Core

✴I LIKE✴I W

ANT✴I do NO

T WANT

✴I do NOT LIKE

✴you LIKE her✴you do NO

T LIKE that!✴it is NO

T LIKE that✴you W

ANT your iPad, you LIKE it!

Expansion on the Four Core

✴Ordinary fun contexts:

mealtim

e, play-dough✴Shared reading✴W

ord play

Tools we will use

282930

31

Like,&Not&Like

Reed&A.&Booke

Look!

I&do&like&this.

Look!

I&do&not&like&that.

Look!

I&do&like&this.

Look!

I&do&not&like&that.

Look!

I&do&like&this.

Look!

I&do&not&like&that.

Look!

I&do&like&this.

Do&you&like&this?

I&do&not!

Not&not!

Not&not,&not&not,&not&not&not!

We&Like&Each&O

therReed&A.&Booke

I Like Girls

Tyler

I like Nadja.

I like Sydney.

I like Nikki.

I like pretty girls.

I like this girl.

I like this pretty girl.

Eww

w!

Gross!

Not pretty!

Not a girl!

I like pretty girls!

Word Play

Sp

eech S

ou

nd

Gam

es:

Fu

n W

ith R

hy

mes!!

What Is S

ound Play?

•Rhym

ing (nursery rhymes, books, poem

s, songs, hand claps)

•Tongue Twisters (Peter Piper & alliteration books)

•Playing with Letters (ex: alphabet song, BIN

GO song)

Why Is S

ound Play Im

portant?

•Helps Children Explore Language

- ‘Talking in the crib’

- ‘M

omm

y bomm

y’

•Supports Literacy D

evelopment

– Knowing nursery rhym

es when entering school is a predictor of literacy success by the end of 2

nd grade

Sound P

lay With the C

ore Four!•

We will pick one or two words from

each set for sound play

•This week, the words are: LIKE and N

OT

•They have ‘word fam

ily’ endings – they can be used to m

ake lots of words! •

LIKE – bike, trike, Mike, m

ike, hike, strike •

NO

T – hot, rot, lot, pot, got •

Note: I used two words so students can

compare! It helps to see the difference

between words in the way they sound and look!

We C

an Support T

his for Children

Who S

truggle with S

ound Play!

•Videos

- Building an ’ear print’ for rhym

es and words that start the sam

e

- Can make a rap for older students

•Books –

We can help students ‘predict’ rhym

ing words!

• Poem

s and Songs –

We can use rhythm

and melody to help learning

Like / NO

T! V

ideo

Like / NO

T! B

ook

•Black background (digital book)

Like / NO

T! B

ook

•W

hite background (book to print)

Next C

ore Set:

Tongue Tw

isters!

•Tag m

e on FB with your child’s first name

•I’ll use as m

any as possible across the year •

Next tim

e, we’ll talk about actions, so . . . •

Think of actions that start with the same

letter as your child’s first name!

•Ex: M

aggie makes or m

arches, etc •

Ex: Lily likes or licks or leaps, etc

Word Study

Possible Next Steps✴

Share the handouts✴

Share the webinar link✴

Read FB posts✴

Look for some of the practice key words on

FB etc.✴

Plan to attend/view next week’s webinar!

Questions?

The ASF Comm

unication Training Series is m

ade available by the Angelm

an Syndrome Foundation

and a generous grant from

The Foster Family Charitable Foundation,

a family foundation established in Central

California.

Thank Y

ou!