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A School Year of Core Words FREE Curriculum

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A School Year of Core Words FREE Curriculum

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August may be on the way out but the words for this month are useful all throughout the year. The new Year of Core Words School Edition is in development and the plan is to get these monthly to you prior to the start of each month so that you can plan and prepare. Please bear with us for the first few posts as we get up to speed. Each of the monthly posts will highlight a selected set of words and a suggested order in which to teach them. You'll also find resources, such as Activity Sheets for each word and data collection forms, and information on a key intervention strategy.

The series authors, Michaela Sullivan, Beth Lytle, and Alisa Lego, created an introduction that you may want to review before digging into this month's target words. You can see that here.
Enjoy Month 1 of the School Year of Core Words!
A SCHOOL YEAR OF CORE WORDS

by Michaela Sullivan, Beth Lytle, & Alisa Lego

THE WORDS

Level 1 words for August: I/me, hi/hello, bye/goodbye, help, stop, go, want, play, that, out, in, more, all done, bathroom, take a break, wash

The suggested sequence for implementation is listed below.

Week 1: bye/goodbye, help, hi/hello, I/me

Week 2: go, play, stop, want

Week 3: in, more, out, that

Week 4: all done, take a break

Level 2 words for August: us, had, meet, went, funny, outside, inside, better, beside, next to, run, hear, hang, okay, awesome, How are you?

The suggested order for these words is listed below.

Week 1: had, meet, us, went

Week 2: better, funny, inside, outside

Week 3: beside, hear, next to, run

Week 4: awesome, hang, how are you, okay

THE SYMBOLS

You can download grids with the symbols for this month's words from the lists below. These handy tools can help us remember what words to focus on and be useful in our intervention and instruction. For aided language input, though, it's best to model on the AAC system that the student uses. Watching us navigate those systems to use these words in context gives AAC learners valuable information about where symbols are located and how they can be combined with other symbols, among other things.

Level 1 Words

Level 2 Words

THE ACTIVITIES

These sets of Activity Sheets are divided into weeks and can be downloaded for easy access.
Activity Sheets for Level 1 Words Activity Sheets for Level 2 Words

THE STRATEGY OF THE MONTH

This month's key strategy is 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 the expansion of language and acquisition of vocabulary in natural or more instructional contexts.

We incorporated 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.

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

Resources:
DATA COLLECTION & ACCOUNTABILITY FORMS
Taking data to measure performance and keeping track of our own modeling behavior are two things we can do to strengthen our AAC teaching. Here are some forms that you can use to support those efforts.
About the School Year of Core Vocabulary Series Authors
She has been a presenter in the field of SLP and AAC at state and national conventions. She serves as a board member and volunteer for the Michaela Sullivan is an SLP who specializes in the fields of AAC and AT. She currently works within the San Francisco Unified School District on the AAC Support Team where she supervises graduate students, works in a transition program and on special projects. Ms. Sullivan is also an AAC and AT Team member within the San Mateo Unified School District where she developed an AAC Mentorship program. Ms. Sullivan also has a private practice. Nika Project, providing services, supports, resources, training, and repurposed equipment for individuals with complex communication needs both locally and internationally.

Alisa Lego is a second-year graduate student and candidate for Master's of Science in Speech, Language and Hearing Sciences at San Francisco State University. Alisa is specializing in AAC through San Francisco State University's federally funded Project Building Bridges. Alisa is also a candidate for the Autism Spectrum Graduate Certificate. Through Project Building Bridges, she has joined the Nika project and is providing resources for individuals with complex communication needs both locally and across the globe. You can follow Alisa on Instagram at @newfriendscollective.

Beth Lytle is a second-year graduate student and candidate for Master's of Science in Speech, Language and Hearing Sciences at San Francisco State University. Beth is specializing in AAC through San Francisco State University's federally funded Project Building Bridges. Through Project Building Bridges, she has joined the Nika project and is providing resources for individuals with complex communication needs both locally and across the globe.

This post was written by Carole Zangari

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School Year of Core Vocabulary Words: AAC Resources for Month 1 (August) by Michaela Sullivan, Alisa Lego, & Beth Lytle

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August may be on the way out but the words for this month are useful all throughout the year. The new Year of Core Words School Edition is in development and the plan is to get these monthly to you...

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Descriptive Teaching Model 3 Minute Video

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Descriptive Teaching Model 3 Minute Video

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A helpful and QUICK video about this powerful strategy

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# Welcome to the AssistiveWare Core Word Classroom!
Join our classroom to get access to a range of resources designed for AAC implementation. Use these materials to teach and model core words throughout the day! You will find:

Printable core word displays

Planners for teaching core words during common activities

Core Word of the Week planners and displays

Resources and references for AAC implementation

This version of the AssistiveWare Core Word Classroom is in beta.

You can create a free account by entering your email and a password, or by signing in using Facebook, Google, or Twitter. If you create your account by entering your email, or by using Twitter, you will receive an email with a link to click to complete your registration. If you don't receive an email, check your Spam or Junk folder, as it may have been filed there. Another common reason you may not receive an email is if you misspell the email you use for registration. In this case, just register again using the correct spelling. If you have problems creating an account, or any questions about the AssistiveWare Core Word Classroom, please contact us at classroom@assistiveware.com.

For more information, see our Frequently Asked Questions list here: http://www.assistiveware.com/support/faq/26

By signing up for an account, you are also signing up for periodic email updates from the AssistiveWare Core Word Classroom. You will be able to unsubscribe by clicking the Unsubscribe link in the email. We will not use your email for anything else!

AssistiveWare Core Word Classroom - Resources for implementing core word AAC

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AssistiveWare Core Word Classroom - Resources for implementing core word AAC

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This is a great training on the strategy of using open-ended questions

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Yet another great Descriptive Teaching Model Training

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Yet another great Descriptive Teaching Model Training

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Referential and Descriptive Teaching - February 2021

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An overview of the multi-year, iterative development project to create the Project Core implementation model for teachers and classroom staff.

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Dr. Caroline Musselwhite is an assistive technology specialist with more than 30 years of experience working with children and adolescents with severe disabilities, in a variety of settings, including Head Start, developmental day programs, and the public schools. She has also taught courses at several universities, including West Virginia University, and Western Carolina University.

Dr. Musselwhite has authored a number of textbooks and "how-to" books on a range of topics, including Emergent Literacy
Success, Communication Programming for Persons with Severe Handicaps, and Reading Activities Project for Older Students (R.A.P.S.). She has also authored a number of software programs (Write to Talk, Social Scripts) and books (Learning to Work) for youth with disabilities. She has presented thousands of workshops throughout the world, and is a founding member of the Board of Directors for the International Society for Augmentative and Alternative Communication (ISAAC).

Honors include: Foundation Fellowship (West Virginia University), Educator of the Year (Association for Retarded Citizens, North Carolina), Honors of the Association, (North Carolina Augmentative Communication Association), and DiCarlo Outstanding Clinician Award (North Carolina Speech-Language-Hearing Association), and ISAAC Fellow.

Both short and long versions of Dr. Musselwhite's vita are available for download here.

Dr. Musselwhite's Vita Long Version

Dr. Musselwhite's Vita Short Version

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tools for communication with special needs kids

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Dr. Caroline Musselwhite is an assistive technology specialist with more than 30 years of experience working with children and adolescents with severe disabilities, in a variety of settings, including Head Start, developmental day programs, and the public schools. She has also taught courses at several universities, including West Virginia University, and Western Carolina University.

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Harold is an observant and active high school senior. Jade is blind and has severe intellectual disabilities. Jeffrey is an elementary student who has complex physical needs. Nathan is an enthusiastic and energetic preschool student. Do you know a Harold, Jade, Jeffrey, or Nathan?

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Project Core - A Stepping-Up Technology Implementation Grant Directed by the Center for Literacy and Disability Studies

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Harold is an observant and active high school senior. Jade is blind and has severe intellectual disabilities. Jeffrey is an elementary student who has complex physical needs. Nathan is an enthusiastic and energetic preschool student. Do you know a Harold, Jade, Jeffrey, or Nathan?

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AAC Modeling of "Go Away Big Green Monster"

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Share your videos with friends, family, and the world

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LAMP Words for Life Overview by John Halloran

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AAC informational videos for families and educational teams.