PrAACtical Thinking December Core Word PrAActice

Published on November 29th, 2013 | by Robin Parker

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December Core Word PrAACtice Ideas

December core word prAACtice ideas are here. The best way to TEACH core words is to first provide  Aided Language Input- ALI in Meaningful Language Experiences.  Then give the learner a chance to be an active participant by having many (many, many) opportunities to USE the core words to request, question, complain, tell, negotiate, explain, refuse, tattle, greet, ask, vent, and discuss.

There is a lot of  holiday spirit this month. Here are some ideas of activities that can go with the core word words, phrases and sentences:

  • Play Holiday Music- All holidays can be represented.  Model “hear it louder”, “surprise us” for the next song, or even wear “silly hats” while singing.
  • Cook & Eat Fun Holiday Food- As you are creating/cooking holiday treats, everyone can take a turn saying “mix it this way” or “add it this way“. Have each learner say “these next” or “please one more” or even “I want a piece of that”
  • Take Pictures & Make Photo Albums, Collages, Stories- You can make a “silly” picture collage. The camera can be “used” in a variety of views. Rating scales can be used to decide a “favorite” item. Routines can be established at the end of a photo story with a picture of the learner(s) saying “goodbyeDecember Core Words Final

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About the Author

Robin Parker

Robin Parker Robin Parker is a professor of speech language pathology who has loved supporting the communication and language of children and adults with autism spectrum disorders for more than 20 years. One of her professional passions is spreading the word about PrAACtical AAC. “Alone we can do so little, together we can do so much." Helen Keller

4 Responses to December Core Word PrAACtice Ideas

  1. Valerie West says:

    Thank you for the ideas and resources :)

  2. Pam McCord says:

    I work with very low functioning students. Have you used core words with this level. Are they able to learn the printed words?? The teacher is not good at following through with any suggestions I give her to implement AAC devices.
    Any advice?

    • Cate says:

      I am a teacher of students with severe disabilities with a few different types of AAC devices. We work on core words in a lot of ways! Some of my students have vision and use their eye gaze to communicate on the MyTobii, others have low vision and rely on auditory scanning. I find that students definitely can learn core words and then demonstrate an understanding of them, and benefit from all types of input and exposure to and practice using these words! Whether it’s exposure to and using them on their device, in cooking activities, math, literature…finding motivating ways of incorporating core words (paired with visual supports when appropriate…at least in my classroom!) into activities will promote student engagement and perhaps increase the likelihood of their wanting to use those words to communicate, and to make a more meaningful connection to that core word. Sometimes it’s fun to set up activities where students can make mistakes that create funny teachable moments, like “do we add MORE water or do we STOP?” and see if students have some fun with seeing what happens to an already full cup of water when someone says to add MORE.

      Not sure if this is helpful! But I hope in some way, it is! Perhaps you can share this website with your teacher or an idea you thought would work :)

  3. Cate says:

    I also find that for my group of students, choosing about 3-5 core words to focus on for a unit that we can take data on and monitor is more helpful and less overwhelming than thinking of taking data on ALL core words. While exposure to core words when possible is important, for the sake of monitoring student progress, selecting 5 that may be most meaningful to a student based on where he/she is at in his/her AAC use may help in making data collection less overwhelming! Thoughts anyone?

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