Tag Archives: core vocabulary

An Adapted Library at Algonkian Elementary

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Megan Keller

Megan Keller, Speech Language Pathologist at Algonkian Elementary School

This blog post was written by Megan Keller, Speech Language Pathologist at Algonkian Elementary School.

This year, I have been working hard on my dream of creating an adapted library here at Algonkian Elementary! My goal is to promote inclusion by providing non-speaking students or those with emerging verbal skills with the same books that their neurotypical peers have access to. I feel that often the adapted books that are available to print from online sources lack visual stimulation, plots, and fun, well-known characters. I have adapted popular books to allow them to access the language needed to share in the same literary experience as their peers. I want teachers, assistants, and families to be able to easily use the library to foster a love of books while promoting communication and literacy skills. 

These books also align with the curriculum that the self-contained special education teachers are using. For example, during the month of May the students in K-2 Autism class are learning about transportation and so I have chosen to target the core word “go”. I used fun, colorful, books such as “Go Dog, Go” and nonfiction texts about vehicles to further target the word “go” and expand upon its meaning. Students can check these books out and families can read the book together! Students can also read to their teachers, assistants, friends, and family. Individuals who use Augmentative/Alternative Communication can use the corresponding icons on their device. or by pointing to the icons on each page. Those working with the students can, of course, expand on the words to model longer utterances. Each book also includes a folder containing comprehension activities, such as sequencing activities, visual comprehension questions, and picture sorts to further build language skills and interaction. I also suggest toys and activities to use to reinforce mastery of these core words through play. 

We plan on hosting some family coffee talks next year to discuss promoting literacy and communication at home using this library as a foundation. It’s a work in progress, but I’m excited to watch it grow!

Orange folder with a sheet of paper describing ways to help teach the word want.

Ideas for how to incorporate the Word of the Week

Buckets with core words on it and books sticking out of them

Core Word Buckets

A picture book with text, pictures, and a picture symbol for the target word

Word being practiced is placed on the page

Pop the Pig game, the eat bucket, plastic fruit, and the Hungry, Hungry Caterpillar

Games, toys, and books are all used to teach the meaning of the core vocabulary word and beyond!

Download & Print a More Core Stand

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Recently, several LCPS administrators participated in a short professional learning experience where they competed groups to see how many sentences they could generate from just a small set of the most frequently used words in English (known as core vocabulary). The winners of the competition received a 3D printed More Core Holder Stand to place a core board (or boards) for anyone to use. You’re invited to download the file named More Core Board Holder too! Once printed, place it in your office, library, cafeteria, or all of these places (and more) with an example of a core board that can be used anytime if needed.

Screenshot of a design made in Tinkercad of a dome-shaped object with a slit in it to hold up paper with the words More Core on the front.

More Core Board Holder

Educator Communication Partner Champions at Countryside Elementary School

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In October of 2023, in recognition and celebration of Augmentative/Alternative Communication Month, learners at Countryside Elementary School engaged in an experience where they explored augmentative/alternative communication. In a continuation of their commitment to helping all students learn language, the entire staff of Countryside Elementary were introduced to the fundamental tenets of Augmentative and Alternative Communication (AAC) by a team comprising their Speech-Language Pathologist, a 1st grade general education teacher, a Cross-Categorical teacher, and their Specialized Instructional Facilitator – Assistive Technology. The workshop focused on employing AAC as a support tool, defining effective communication partnership, and ensuring equitable and inclusive instruction for all students.

Feedback from the session was overwhelmingly positive, with numerous staff members expressing increased engagement and appreciation for the insights shared. This initiative marks a significant stride towards inclusivity and is part of Countryside Elementary’s ongoing efforts to integrate effective, innovative educational practices that cater to diverse learning needs. If you’re interested in leading a similar event, reach out to the Specialized Instructional Facilitator – Assistive Technology who works at your school!

Four teachers holding iPads with an AAC app on them in front of an interactive whiteboard that says Thank You

The team of presenters

8 teachers holding LAMP:WFL core boards

The staff at Countryside learning all about core vocabulary.

12 teachers holding up LAMP:WFL core boards

More staff at Countryside ES learning about how to teach language using augmentative/alternative communication

A group of teachers working with iPads at tables looking at the application LAMP:WFL

How many sentences can you make using just the words on the core vocabulary board?

Two teachers smiling and holding up LAMP:WFL on an iPad

Even more staff making sentences using AAC!

Communication Partner Buddies at Elaine Thompson Elementary School

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October was National Augmentative/Alternative Communication Month. In recognition and celebration, learners at Elaine Thompson Elementary School engaged in an experience where they explored augmentative/alternative communication. Led by speech language pathologist, Hannah Schroyer, and supported by an ensemble of other educators including resource teacher, Emily Davis, and Specialized Instructional Facilitator – Assistive Technology, Joyce Sharp, students explored the Language Acquisition Through Motor Planning: Words for Life application. The students learned how the app was organized, explored how to find words, and discussed what it meant to be a supportive communication partner to their peers who are using the application to help them learn language. What follows are actual quotes from those who participated:

The hands of two students touching an iPad with an AAC app on it

Learners work together to explore words on AAC

“I’ve never experienced this type of technology, but it was fun to learn it because I wanted to communicate more with my friends. I’ve had a lot of chances to use it. I liked how if you tapped on one thing like ‘work,’ it would bring you to this other screen with multiple words on it like ‘job’ or ‘hammer.'” -Ishanvi

Four learners collaborating at a table while using iPads with an AAC application.

Students explore how words are organized and where to find them to communicate a message to their peers.

“I loved the concept of giving every single student a voice, especially ones that aren’t able to speak. I can’t wait to further do this. I really liked how we learned and how you guys taught us like how you went into a very deep description of everything we needed to do. I loved all of the ‘who can do this the fastest’ type of stuff to get muscle memory going.” -Delilah

five students sitting at a table each with an iPad exploring the AAC

Students learn how to be awesome communication partners

“It was fun, but it was kind of difficult to see where everything was. It helped me learn a bunch about [my classmate] and how he would use the iPad to speak. My favorite part was learning where everything was so it would be easier for me to talk to [my classmate].” -Gabby

If you’re interested in leading a similar event, reach out to the Specialized Instructional Facilitator – Assistive Technology who works at your school!

Student Communication Partner Champions at Countryside Elementary School

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October was National Augmentative/Alternative Communication Month. In recognition and celebration, learners at Countryside Elementary School engaged in an experience where they explored augmentative/alternative communication. Led by speech language pathologist, Tia Freeman, and supported by an ensemble of other educators including Specialized Instructional Facilitator – Assistive Technology, Jennifer Dunstan, students explored the Language Acquisition Through Motor Planning: Words for Life application. The students learned how the app was organized, explored how to find words, and discussed what it meant to be a supportive communication partner to their peers who are using the application to help them learn language. If you’re interested in leading a similar event, reach out to the Specialized Instructional Facilitator – Assistive Technology who works at your school!

Tia Freeman standing in front of an interactive white board with images of low tech AAC displayed around the school with the text Have you seen these around the school?

Speech Language Pathologist Tia Freeman shares how paper-based core vocabulary boards are placed around the school for anyone to use.

Teacher standing in front of an interactive whiteboard with AAC displayed on it

Educators model language on AAC on the interactive whiteboard

Teacher modeling language on AAC displayed on an interactive whiteboard

Educators model language on AAC displayed on an interactive whiteboard

Interactive white board with the text Recess Equipment Valery and Ehsanullah, Promethea Patrol Andrew, Talker Assistants Elliana Jonathan

Learners assignment themselves roles related to AAC

Tia Freeman in front of an interactive whiteboard with the title of a book called Bruce and his Talkier

Ms. Freeman reads a digital book to the class about using AAC.

A slide on a interactive whiteboard with the text that reads Talker Promises. We promise... to use it as a talk, to ask Yesmi if we can use it, to use appropriate language, to treat it with respect

Learners outline promises related to a student’s AAC

Accessing Resources With Switches Through the Tarheel Gameplay Library

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Tarheel Gameplay is a website that turns videos into interactive experiences by intermittent pausing. Users search the library of activities all of which are created by other users. Once a video is selected and started, it pauses periodically. The participant then selects the button that appears on the screen either directly, by pressing a key on a keyboard (like the Enter key), or by activating a switch.

Screenshot of the Tarheel Gameplay Library

Tarheel Gameplay

More button over the top of a video of 5 Little Snowmen

More button over a video in Tarheel Gameplay.

Symbolized Text Does Not Support Literacy

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Symbols for frequently used words such as like, of, some, and know do not help someone produce a picture in their mind. Look at the examples below. If you covered up the text, could you guess the text below?

symbols for like, of, some, know

When a picture representation of a word is added to a text representation of a word, it tends to add to the complexity of visual information presented in a way that does NOT help an individual learn how to decode, recognize, or comprehend the text. The added image doesn’t actually help students make an association between the printed word and the symbol. A strategy to use instead is to present the text without an added picture. The text itself is the symbol.

Highlighting Which Words To Model During Shared Reading Experiences

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A strategy to help individuals learn language using augmentative/alternative communication (AAC) is to provide Partner Augmented Input (also known as Aided Language Stimulation). This means the communication partners model language by using the same form of AAC as the student with whom they are communicating. This short video explains the idea. 

When participating in literacy experiences, like reading a book together, it can be difficult to model every word in the story. Focusing the modeling on words which are used most frequently is a way to target meaningful vocabulary. However, for a communication partner who is just learning about AAC, it can still be difficult to know which words to model.

Highlighting frequently used words in the text, providing an alternative version with words highlighted, or adapting the book to paste in the highlighted text are strategies that can help. Highlighter tape over text or sticky notes near text can illustrate which words to model.

A sticky note with the words Make Them Play on it in a page of a storybook.

A sticky note with the words They Play Go on it in a page of a storybook.

A sticky note with the words So Cut Down Her on it in a page of a storybook.

 

 

 

 

 

 

 

Sticky notes placed on pages of a storybook to help communication partners know which words to model using augmentative/alternative communication (AAC)

Using Words in Different Ways To Teach What They Mean

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Green Light, Traffic Light, Signals, Signs, Go, SpeedRepetition with variety means teaching the same word repeatedly in various contexts and environments.

  • Time to GO outside.
  • I GO sit at the carpet.
  • Let’s watch the video, turn it on and make it GO.
  • We GO eat lunch.
  • The bus is here, time to GO.
  • It’s your turn, ready, set, GO.

A student can learn how to use a word through repeated exposure to that word being used in different ways and explicitly teaching the various ways to use it.

Learning Where The Words Are Located on AAC Through Practice

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Supporting someone learning language using augmentative/alternative communication (AAC) means modeling the use of vocabulary by use the AAC yourself. No matter the AAC being used, finding where the words are to model them takes effort, time, and practice. The following are some ideas for how to learn where the words are:

  1. While watching television together, listen for the use of core words (the most frequently used words) and practice finding them as you hear them in the show or during commercials. Try finding a few fun, high-impact, fringe words (less commonly used words) too!
  2. Get peers or siblings involved by inviting them to randomly call out words for you to find and then switch roles where they search for words. Peers and siblings make excellent communication partners!
  3. Most robust AAC applications have a search feature that helps users locate words. Use the search feature whenever stuck on where to find the sequence of buttons to press to say that particular word.
  4. Going slow is a good thing! Taking time to find the word while modeling can provide the time necessary for the AAC user to process the language.
    Word Finder on LAMP:WFL

    Use the Word Finder function on the Language Acquisition Through Motor Planning: Words For Life application to search for the location of words.

    Keyboard icon circled on LAMP:WFL

    Use the Keyboard button on the home screen of the Language Acquisition Through Motor Planning: Words For Life application to access the Word Finder function

    The Search Feature of Proloquo2go

    How to Locate the Search Feature of Proloquo2go