Module: Communication Across the Day for Complex Learners Using AAC - Activity: Let's Get to the Core

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04/16/2025 Added

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Activity: Let's Get to the Core

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[00:00:00.000]So what we are going to do is one of the things that Megan emailed you is a sample core word
[00:00:16.700]board, which we have just talked about.
[00:00:18.200]We've looked at a lot of examples of those.
[00:00:20.020]This specifically is one from Symbol Sticks.
[00:00:24.120]And so that is was linked to that was in your email.
[00:00:28.860]It's also in the slide deck.
[00:00:30.520]It is also in the let me just look before I say this in the participant
[00:00:35.120]slide deck on slide 24.
[00:00:36.840]So what you are going to do in your group is to choose a common children's
[00:00:42.840]book. So a book that we've all read, we've all heard of.
[00:00:45.280]And you're going to describe or tell that story using words from the core
[00:00:50.900]board, plus your 20% fringe vocabulary.
[00:00:54.140]And so if we look real quick at.
[00:00:57.300]This, this will be the core word board.
[00:01:01.780]And then you have six spots along the edge for whatever you want your fringe
[00:01:06.620]vocabulary to be for that book. So then you will describe that story,
[00:01:10.380]tell that story using these 36 words,
[00:01:14.020]plus the other six that you can pick as your fringe vocabulary,
[00:01:18.020]excuse me for that activity. So here's an example,
[00:01:22.300]actually an example from the last time we did this training with this
[00:01:27.280]steps group. So here's our,
[00:01:31.540]the example of the book. Whoops.
[00:01:36.340]I don't see. Oh, there it is.
[00:01:44.280]The, the way that someone, a team described the very hungry caterpillar.
[00:01:51.020]So they decided for this book,
[00:01:52.860]the fringe words were eat candy fruit, caterpillar, butterfly hungry.
[00:01:57.260]And the retelling of this story that they did is up.
[00:02:02.460]He go, he hungry caterpillar, eat fruit. He eat more and more fruit.
[00:02:06.340]So double more because that in that book, he eats like a lot of fruit, right?
[00:02:11.380]Caterpillar want more fruit. He hungry caterpillar want candy.
[00:02:14.860]He get more candy. He not hungry finished. He different, not same.
[00:02:19.240]Look open. He turned butterfly.
[00:02:21.900]So there's an entire retelling of that story.
[00:02:27.240]I'm using these core words. And so I think that was a great example,
[00:02:32.380]better than the example I had. So we stole, stole their example.
[00:02:35.880]So you will go to your group, choose your book,
[00:02:40.460]choose what your fringe vocabulary words are going to be.
[00:02:44.240]And there's a spot in your group slide to
[00:02:48.340]list what those fringe words are off to the right.
[00:02:52.860]And then a place for your story summary off to the left. Okay.
[00:02:57.220]So we are going to spend about 10 minutes doing that.
[00:03:01.920]And the purpose of this is just to give you guys some practice and some
[00:03:06.580]understanding and some experience in how you can use those different words in
[00:03:11.740]different ways and really can rely on that like 80, 20%.
[00:03:15.940]Also if you have a learner who would be, you know,
[00:03:19.860]your target learner for today is a young child.
[00:03:23.960]This also be just like a nice little database of,
[00:03:27.200]of how you might be modeling and practicing core words in some shared
[00:03:32.140]reading time with that child too.
[00:03:34.160]So any questions about that?
[00:03:39.980]You'll be in the same groups and work together.
[00:03:45.700]together list your fringe words give your story summary and then we'll kind of look at those share
[00:03:50.660]out and then we'll take a break when we come back okay Megan whenever you are ready
[00:03:56.700]you'd be good to go
[00:04:00.540]gene vocabulary over and over and over and so books um like Bromber that have the same
[00:04:11.200]question the same statement I see somebody use chicka chicka boom boom too
[00:04:15.480]um give lots and lots of opportunities for practice to use the vocabulary word see or look
[00:04:24.360]or what and there's a video we have later where they're targeting um the question word what using
[00:04:31.100]the the book Bromber Bromber um chicka chicka boom boom again if you can give a learner um you
[00:04:38.400]know a button on their device that says boom or a single message device that says boom like that's
[00:04:43.920]super fun super
[00:04:45.260]fun word for for a young kid um I also just shout out to group number two who used room on the broom
[00:04:52.960]that is my two-year-old's most favorite book in the entire world right now so I was happy um to
[00:04:59.540]see that but hopefully you guys take a minute to to look through those um and see what other groups
[00:05:05.420]did um and also get some ideas of things you might use and so there are a lot of a lot of ways to um
[00:05:15.040]use vocabulary in different and flexible ways and that's something we're talking about um later
[00:05:21.460]this afternoon I also love the book dragons love tacos so thank you group seven yeah great job on
[00:05:30.980]those it was fun to watch you guys um and it said it says team Gordon Rushville we found the hardest
[00:05:37.880]part finding the story as we were thinking about concepts and motivation for our specific student
[00:05:44.820]I could not agree more where uh Jessica's little Linden love love loves room on the broom right
[00:05:52.800]um I have students that are scared to death of witches and they would not be willing to hang in
[00:05:59.800]there and and have to look at this book and so I love that you said I have to really take into
[00:06:06.960]consideration my students likes and what they're motivated for too so um 100% be thinking of
[00:06:14.600]your students and we are we will be talking about preferences here in a little bit and then thank
[00:06:20.200]you so much Brooke for um sharing that resource is that is that something that you have used quite a
[00:06:28.340]bit no I came across it with some different research so very cool thank you so much we
[00:06:38.660]incorporate more just because sometimes it's so hard to think of ideas within a therapy session
[00:06:44.380]some of those words so just kind of keeps the kiddos attention maybe a little bit more
[00:06:49.160]yeah and I love that that is sorted by like books that target the word whatever and so if you are
[00:06:57.140]really looking at our target word this week is help like here are some books you can incorporate
[00:07:02.980]there well I love the fact that can even be used uh within like school-wide you know introduction
[00:07:10.400]of the words you know like just fun way for our
[00:07:14.160]younger learners yeah
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[00:07:26.600]Thank you.

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Module: Communication Across the Day for Complex Learners Using AAC - Activity: Let's Get to the Core

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