PrAACtically June: Resources for A Year of Core Vocabulary Words

May 27, 2016 by - 2 Comments

PrAACtically June: Resources for A Year of Core Vocabulary Words
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We’re ready to tear off another page of the calendar and that means we are preparing for a new set of core words to focus on. Join us in highlighting a set of core words for the month and helping our AAC learners become more fluent in using them on a day-to-day basis, Whether you are following along with the 2013 Year of Core  (Set 1-12 words/month) or the 2014 A(nother) Year of Core:  (Set 2-16 words/month; Different than the previous year’s core words), or just getting started, here are some helpful resources.

Our June words are listed below.

Set 1 (2013) List: after, am/be/is, because, can, cold, fast, fun, have, hungry, let, need, talk

Set 2 (2014) List: about, back, buy, grandmother, hand, inside, lose, move, okay, people, quiet, short, show, two, water, yellow

We can teach and model these individually, and also in sentences. Tim DeLuca shares some ideas to get us started (download here).

PrAACtically June


Reading is such a great way to build experiences with core vocabulary. Here are some book suggestions if you are looking for ways to incorporate core word practice into your storybook reading with AAC learners.

Looking for more ideas? Check out the calendar Rachael Langley shared with us last year for these words (2015 June Calendar of Core Word Ideas).

We appreciate the support of Tim DeLuca, Lisa Timm, Nancy Inman, Alison Wade, Eric Sailers, Russell Cross, Gail Van Tatenhove, Bill Binko, Rachael Langley, and all the others who created these resources and allowed us to share them.

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This post was written by Carole Zangari


  • graciela says:


  • LS says:

    I have been meaning to ask this for a while – whenever I see lists of core vocabulary for a month, I notice that opposites are never in the same month (e.g. COLD is on this month’s list but not HOT, FAST but not SLOW, etc.) I understand that we wouldn’t want students to confuse the words so spacing the months in which we introduce/focus on each word creates more of a separate concept for each, but does it matter at what communication level the student is? For instance, I feel like my students wouldn’t understand the concept of FAST without simultaneously learning the concept of SLOW. Has that shown not to be the case?

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