core Word of the Week
CORE WORD: RIDE
Our core word of the week this week is ride. We are talking about transportation this week. We can model "ride" to request a ride on a bike or scooter. For example, you might say, "you want to ride..." We can model "ride" each time we go somewhere in a vehicle to mark changes in the schedule (e.g., time to ride to school."
Model & Sing Along: Transportation
core word: WE
"We" is our core word of the week this week. This pronoun is easy to model across activities, especially starting sentences. You can verbally model "we" as you complete steps in a schedule or as you complete an activity (e.g., "We will eat lunch, then we will go outside, we will read, we will turn the page"). You can also use "we" when modeling how to share opinions, which is another function of communication (e.g, "We both like mac n cheese!"). You can model "we" during motor activities. For example, you could say, "we are putting on, we did it!"
Read & Model Along: We All Belong
Sing & Model Along: The More We Get Together
core word: some
Our core word of the week this week is some. Here are some examples of how we can use and model this word for different communicative functions:
Requesting: I want some, have some, Can I have some?
Refusing: not some
Simple commenting: look some, some here
Quantitative concepts: all, some, none
Discuss/comments/directions: let's play some, let's make some, here come some, keep some/all, put it all/some here
core word: that
Our core word of the week this week is "that." It is one of the most frequently used words in our vocabulary. It can used for nouns and requesting. You can help your child request by using the word "that" by modeling the word verbally and on the core board, along with teaching a point or gesture towards the preferred item. You can expand an utterance to two-words when a child communicates a request with a core word such as "EAT" or "PLAY" you can expand by modeling "you want to eat THAT," or "you want to play with THAT?" We can also model questions. For example, when you hear a loud noise or someone knocks at the door, you can model "what is that? I wonder who that is?" We can also use this word to share opinions (E.g, "did you like that or not like that?" "That was good/bad.")
CORE WORD: FAST
Our core word of the week is "Fast." We will also work on "slow," to teach opposites and the concepts of fast/slow. These words describe speed. We can apply them to movement, music, and toys. We can walk, run, go down the slide, or swing fast or slow. Children can be given the power to direct actions by telling you "Fast" or "slow" (using verbal communication or AAC). A toy car or train can go fast and crash or go slow over a bridge. We can dance or play music or musical instruments at different speeds (e.g., play + fast/slow).
Sing Along and Model: Fast & Slow Super Simple Songs
core word: put
Our core word of the week this week is put. We can use and model it when giving directions (e.g., put away, put in). It can be generalized to almost any activity a student shows interest in. Children can put things in a bowl during a cooking activity or while helping you prepare their own food or drinks (e.g, put it in the cup!) If a child is drawing or putting stamps or stickers on a page you could easily model "put it here" or "where will you put that? What will we put on the page next?" Here are some phrases you can use to model "put:" put it on, put it in, put that there, put it away please, let's put some on, put more in.
CORE WORD: LITTLE
3/29-4/2/21 Our core word of the week this week is little. The following information on how to target big/little is from the Center for AAC and Autism, "Core Word of the Week" (p. 28): “So big!” “I want the little one!” “Little bubbles!” “Big dog!” The descriptive words “big” and “little” are some of the first to develop in a child’s speech and are some of the most frequently used. The words “big” and “little” can be used to describe the size of almost anything in a child’s environment. Many children play a “so big!” game with their parents. This is a great time to model this vocabulary word on a communication device. Balls, bubbles, balloons, cars, dolls, books and other toys all come in many different sizes. Your child may have a preference of a larger or a smaller size. While playing with your child, let him or her make choices between the “big” ones and the “little” ones."....."Snack time is another great opportunity to teach the words “big” and “little.” Give your child the option of big and little cups, fruits or even chairs. Try breaking a cookie or cracker into pieces and let them ask for the “big” or “little” pieces." - Source: The Center for AAC and Autism p. 28
CORE WORD: WORK
3/22-3/26/21 Our core word of the week this week is "work." We are talking about community helpers and occupations. When talking about "work" people do, it provides many opportunties to model our core word "work." You can model "work" when doing chores around the house. You can model "work" when talking about a schedule (first work, then play).
CORE WORD: OUT
3/15-3/19/21 Our core word of the week this week is out. This word can be taught in conjunction with how the core word "in" was taught, since these two words are opposites. For example, we can pour water in, and pour it out of the jug. We can get in and out of a car. We can put a doll in the stroller then take it out. We can model and teach these words while giving directions. These core words can be used to direct actions of others and answer "where-" questions (E.g., where should the doll go? in or out?). Please refer to our previous post on how to teach "in" and you can easily translate the abundance of these ideas over to teaching "out."
Sing & Model IN and Out: Hokey Pokey
CORE WORD: IN
3/15-3/19/20 This information is directly quoted from the Center for AAC and Autism: "In is another frequently-used preposition that can be used in so many contexts. We can go “in” a room, put our foot “in” our shoe, pour juice “in” a cup, crawl “in” a tunnel, and get “in” bed. During transitions around school or in the community, talk about getting “in” the car, going “in” the doctor’s office, walking “in” the store, going “in” the classroom, sitting “in” the chair. While getting dressed, you can play a silly game while learning about body parts; put your child’s hand “in” his /her shoe instead of his/her foot, then have him/her correct you and tell you to put his/her foot “in.” Do the same thing with your child’s arm “in” pants, leg “in” a shirt and even head “in” underwear! During clean-up time, “in” is a very frequently used word. Have your child direct you or peers to put toys, clothes, dishes, etc. “in” a box, “in” the drawer, “in” the bag, “in” their backpack or “in” the closet. Let your child participate at mealtimes by helping you pour juice “in” the cup or pour cereal “in” the bowl." ... "Direct your child to put toys or letters "in" the bins, then put his/her hands "in" to find them again. Many of your child’s favorite leisure and therapeutic activities can incorporate the word “in.” Put pieces “in” a puzzle and shapes “in” the shape sorter. Many preschool toys are manipulated by putting a ball, car or figure “in” the toy. Use “in” during evening routines; talk to your child about getting “in” the bath, putting his/her toothbrush “in” his/her mouth, spitting “in” the sink and finally getting “in” bed. - The Center For AAC and Autism
core word: like
3/1-3/5/20 Our core word of the week this week is like. We can use this word to target the communicative function of sharing opinions. Core words "like" and "not like" can be modeled when talking about preferred and non-preferred items. You could present your child with food or toys that he or she likes and does not like, and then model based on how the child communicates which one they want. For example, if the child pushes the food item away, you can model that they did "not like" the food and then honor their communication by taking the item away. If the child is reaching for a preferred toy that you are holding, you could model "like" with "want" or "play" while saying "you would like to play." We also target opinions by asking what a child thought of an activity by pausing during or after the activity to reflect what they thought about it. "Like" can also be modeled when giving positive verbal reinforcement (e.g., I like how you are sitting, looking, etc.).
CORE WORD: mINE
2/22-2/26/21 Our core words of the week are MINE and MY. This information is directly quoted from the Center for AAC & Autism: "'Mine” indicates possession, most children begin using these words to comment that something belongs to them or to dissuade someone from taking their belonging. While sometimes the use of “my…” or “mine” sounds selfish, developing a sense of ownership is a precursor to learning to share. Also, being able to communicate that sense of ownership may reduce the tendency to express it in a negative manner such as grabbing or crying. Teach “mine” my modeling the word while picking up and playing with a preferred toy or eating a food. Encourage the learner to say “mine” on their device and hand them the item. You can repeat this several times unless the learner becomes very agitated in losing the item they just claimed. Or take a second item and encourage them to say “mine” again to obtain it. “My” works well in a two-word phrase. Take turns in a fun activity and encourage the learner to say “My” turn. Encourage your child to protest when a peer takes his/her belongings. Try teaching phrases like, “it’s my toy,” “my food,” or “my toy.” Be silly and let the child tell you where to put a sticker, “my nose” or “my hand.” - The Center for AAC & Autism Source: https://www.aacandautism.com/assets/uploads/Core_Word_of_the_Week.pdf
CORE WORD: FEEL
2/15-2/19/21 Our word of the week is "feel." We are talking about feelings and the zones of regulation. We can talk about feelings in relation to our emotions (e.g., happy, sad, scared, sick, tired, etc). "Feel" can also relate to physical touch concepts. For example, we can talk about if a surface feels rough/bumpy/smooth, or hard/soft.
Sing & Model Along: The Feelings Song
Sing & Model Along: Feelings & Emotions
CORE WORD: lOVE
2/8-2/12/21 Our core word of the week this week is love. Use LOVE in context and try to explain it at the learner’s level. There are so many ways you can use and model the word love. Here are some examples: Love means to like someone or something a lot. "You love Mom, Dad, etc.," "Don't you just LOVE that?," "I LOVE it when you listen, you LOVE skittles," "Do you love it or hate it?" "I LOVE that! Great job!" (Source: Saltillo)
Sing A-long and Model: Skidamarink
Sorting things you LOVE vs. things you don’t LOVE
core word: up
2/1-2/5/21 Wake up Mr. Groundhog! Our word of the week this week is up. We can teach and model the word up by directing actions of others, sorting things that are up vs. down (the sky is up, grass/ground is down, balloons go up). We can model these words while giving directions or empowering the students by letting them direct our actions, by telling us "up," or "down" (e.g., stand up/sit down).
CORE WORD: LIVE
1/18-1/22/21 "Live" is our word of the week this week. We are talking about arctic animals and where they live. We are learning about animals that live in the cold, including arctic hares, narwahls, polar bears, penguins, and more. We can teach students functional communication skill such as sharing personal information including address, type of home (apartment, home, etc), and town. For our older students, we can learn and talk about different environments in which animals live (forest, ocean, beaches, cold vs. warm climates). We can sort about living things (e.g., dog, person) and non-living things (e.g., pencil, ball) to teach the word live has multiple meanings.
Sing-a-long and model: Where do you live? Song
Animal Homes Song: Where do they LIVE?
CORE WORD: WEAR
1/11-1/15/21 Our word of the week this week is "wear." We can model this word as we get dressed for winter (e.g., "we wear gloves, a hat, a coat . . ."). We can also talk about functions of clothing, which is a goal for many students (e.g., what do you do with a hat? wear it on your head). We can also ask and answer questions (E.g., where do you WEAR mittens? On your hands or your feet?). We are also talking about wearing masks at school and students are learning how to wear masks, which provides many opportunities to model the word wear.
Wear A Mask Song (To tune of If You're Happy)
Why Do People Wear Masks? Song
core word: new
1/3/22 Our core word of the week this week is "new." We can use and model this word talking about the new year, new gifts from the holidays, and new goals. We can also teach this word by working on the opposite concepts, "old" and "new." We also have a story where you can teach modeling and identifying the word "new" in Happy New Year Spot.
core word: help
12/14-12/18/20 Our core word of the week this week is help. One of the first communicative functions we learn is to request help from other. Some examples of requesting help may be opening a box, reaching a toy, or turning something on. Requesting help using multi-modal communication may be saying help or help please verbally, with word approximations, modified signs, pictures, on the communication board or device, and even something as simple a a gesture for help. You can model help by saying "you need help" and "I will help you," with emphasis on the word help as you say it verbally and model it on a communiction board or other form of aac.
CORE WORD: TO
12/7-12/11/20 Our core word of the week this week is "to." We can use this work in lots of ways including to/from. Giving gifts and writing to/from on the gift tags or Christmas cards. We can use "to" when talking about places we are going to. For example, we are going to wash our hands, to sleep, to the store, to the bathroom, to the swing set, etc. We can also model when a child is requesting an activity (e.g., "What do you want to do? You want to go/eat/play/ect.")
core word: good
11/30-12/4 Our core word of the week this week is good! We can also work on the opposite of good, "bad" this week. We can use this frequently when teaching behavior (e.g., good job, good work). However, it is also important to use the word in a variety of other ways to truly teach the meaning. You can pay attention to when you say the word good and then model it at those times throughout the day. For example, GOOD morning! Good bye! Good thinking. Good to see you! What did you think about it (was it good or bad?) How does that taste? Do a taste test and talk about what is good and what tastes bad.
Watch this video about the core word good: Let's Learn! Core Word: Good
CORE WORD: ALL
11/22-11/27/20 Our core word of the week this week is all. You can use this word across activities- talking about toys (E.g., put them all in!), saying we are "ALL done." You can use it when working on quantitative concepts (take them all, do you want all or some?). We can also work on "ALL" when working on basic directions, such as putting away toys or stacking blocks (e.g., "put them all in," "stack them all!")
core word: turn
11/16-11/20/20 Our core word of the week this week is turn. There are over 100 different definitions and uses of this word in the dictionary! Turn can be used to talk about any toy or activity that involves spinning or rotating. When dancing, the child can play with you by dancing and then suddenly stopping with the music or singing. Children can be spun on the swing and direct your actions by saying "turn it," " turn me," or " turn swing." You can practice turning on/off lights or toys that have a switch (E.g., "turn on/off"). You can model turn while turn taking (e.g. "your turn, "my turn"). This information is from the center for AAC & Autism (thecenterforaacandautism.com).
core word: please
11/9-11/13/20 We are PLEASED to share our core word of the week . . . please! The word please can be used to communicate for the communicative function of expressing manners as well as to request objects, activities, attention, permission, help and directing actions. If your child is already communicating with one word utterances such as "eat" or "help" you can expand their requests by saying "help/eat/etc. please" (both verbally and while modeling it on the core board). If they pick up please rather quickly or already use please, you can think of other ways that you can get them to use the word in situations where they are not using it to promote generalization.
Please watch this video with your child as you model the word verbally AND on the core communication board: Please - Core Vocabulary Song
CORE WORD: GET
11/2-11/6/20 The core word of the week is "get." Get is a powerful word for children to use to request items that are out of sight or out of reach/. T each your child to use "Get it" or "get that" and he or she can direct you to get preferred toys or food items. A child who loves to be chased and tickled may very quickly learn to use the 2 word combination "get me!"
Pair "get" with prepositions during movement play. Try creating an obstacle course in which your child has to "get down/up" to crowl under or over barriers, and "get in/out," of a tunnel or ball pit. Let your child direct his or her peers when it is their turn to do this activity. "Get up" is a great phrase to use after sitting on the floor, falling down, or pretending to sleep.
Get Dressed Song: Model and Sing-A-Long
This information is from LAMP AAC Strategies for Promoting the Development of Communication for individuals with Autism Spectrum Disorder from the Center for AAC and Autism.
core word: find
10/26-10/30 The core word of the week this week is "find." You can work on "find" with your student by finding items on a page or around the house. You can play "I spy" or go on a scavenger hunt by finding items that are a certain color or finding things that related to your student's goals (verbs, adjectives/concepts). When your student points to anything, even if it is to communicate a request, you can focus on the word of the week by saying, "what did you find!?" or "you found ____." You can also put several of your student's favorite items in a bag and have them "find" something by reaching in and taking one item of the mystery bag at a time, modeling "find" each time. Remember to say it verbally AND model it with the icon on the core board.
Look & Find Book: Thomas the Train
CORE WORD: LOOK
10/19-10/23/20 “Look at that!” “Look at me!” “That looks fun!” “You look silly!” “Will you look for it?” The word “look” can be used to draw attention or comment on appearances in many different contexts and is one of the most frequently used words by preschoolers. “Look” is a great word for adults and children to use when directing attention to an object, person or event. Model this word while pointing to novel things or events in your environment. This is a great word to use when attempting to elicit joint attention with your child. The phrase “look for” is a great one to model and teach when searching for lost items, friends during hide-and-seek or during a scavenger hunt. Let your child hide items for you and direct you to “look for” things. We often use the word “look” to comment on appearances. Model and teach this word during fun dress-up activities (e.g., “You look pretty,” “I look scary,” etc.).
Model and sing a long: The Look Song
(This information was from the Center for AAC and Autism at www. aacandautism.com)
core word: go
10/12-10/16/20 The word “go” has so many meanings and uses in English that it can be applied in almost any activity. The most obvious applications are those involving movement (bouncing on a ball, swinging, jumping on a trampoline, running). The word “go” also comes with a built-in socially relevant verbal prompt: “ready… set….” For children who are motivated by moving toys, bubbles, videos and music, “go” is a great word for them to ask for initiation. Many children enjoy being able to control the behavior of other people. The word “go” can empower a child to direct his peers to “go” during dancing/movement games, tell an adult to do a somersault, tap dance or make silly faces. The child using the device can direct music to “go” during a game of musical chairs or to initiate a relay race. STOP & GO – Most activities that can “go” can also “stop.” Play and pause music and videos, make a fan “stop” and “go.”
(This information was from the Center for AAC and Autism at www. aacandautism.com)
core word: big
10/5-10/9/20 Big and little are descriptive words that are some of the first to develop in speech. They are also some of the most frequently used words in language. "Big" and "little" can be used to describe almost anything in a child's environment. You can play a "so big" game with your child and model the word on a communication device or board (and verbally). You can use any toys that come in different sizes. Bubbles, books, cars, dolls, and balloons are also great activities to target size and the core words "big" and "little." You can target the words when making requests for a toy or a snack (e.g., "do you want the big one or little one?"). You can play activities on the play ground and model these words to your child (e.g., go down the big slide, then under the little bridge!".
Watch, Model & Sing Alon: Big and Small Song
(This information was from the Center for AAC and Autism at www. aacandautism.com)
CORE WORD: HEAR
9/28-10/2/20 Stop. Listen. What do you HEAR right now? We can talk about hear almost all the time as it is a sense that never goes away. We can talk about things we hear at different times of the year (e.g., "We hear birds in the spring. In the fall we hear leaves"). We can hear music. You can play different songs with your child on the radio or computer and ask them if they like what they hear? We can sort things we like to hear and things we don't. We can sort things we hear that are loud and things we hear that are quiet. Students can request "hear more" music on the communication board (or verbally) instead of simply requesting more. You can prompt your student to expand their communication by pausing the video or music and waiting. If the student signs, gestures, says more verbally or on the communication board, you can expand by saying "You want to HEAR more?," and then immediately playing more to honor their request.
core word: coloR
9/21/20-9/25/20 We can use the word color to describe nouns or an action. We can talk about various colors (e.g., "What color is this? That is the color blue"). We can also model color on the core board before coloring (a verb) (e.g., "Let's color his hat blue"). We can talk about our favorite colors using other core words to share opinions such as "I like/do not like that color _____.")
Sing Along and Identify Colors and Objects!
core word: hello
9/14- 9/18/20 Our focus this week is on greetings and using core words including hi, hello, goodbye, bye, etc. The communicative function of extending greetings and closings falls under the category of communicating for social closeness & etiquette. We extend greetings frequently in many ways throughout the day. A greeting might not always be saying a word verbally or on a communication board/device. Your child can practice using multi-modal communication to extend greetings including a wave, high-five, thumbs up, or smile.
CORE WORD: TIME
9/7-9/11/20 Our core word of the week this week is "Time." This is an easy word to model as you transition between activities. For example, you might say: "Time to eat/wake up/go/sleep/play/stop." Of course, we can also use the word "time" to describe actual time and reference a clock. We can talk about functions of items that tell time (e.g., "This is a clock/watch/etc. What does a clock do? It tells the time." We can also talk about what we do at different times of the day, such as breakfast, lunch and dinner time, as well as morning, noon, and night time, all while modeling the word "time" on the core board each time we say it verbally.
Read Along: It's About Time by Stuart J. Murphy
CORE WORD: FOLLOW
8/31-9/4/20 Our word of the week this week is FOLLOW! You can teach and verbally model this word to your child by modeling "follow" as you say it on the communication board. You can say "follow me," and play follow the leader outside. When they are leading, you can model, "time to follow you." Other ways to teach and model the word follow are by playing follow the leader and giving/following directions in any activity that is functional and/or motivating to your child. As your child listens to the "Follow Me Song" you can model "follow" on the coreboard and sing along with them.
CORE WORD: ME
8/24-8/28/20 Our first core word of the week this school year is "me." At the beginning of the year, we are all getting to know our new teachers and classmates. Our students can tell them "all about me." Have your child look in a mirror and you can ask "who is that?" and model "that's me!" We can also work on "my" this week when talking "all about me." For example, we can model and use "my" when talking with the students ahout their personal information, which is a critical and functional life skill (e.g., "My name is _____, this is my mom/dad, this is my house/pet/favorite toy/favorite color/etc"). We can prompt and encourage students to me or my/mine by asking "Who want's a turn? Who's turn is it?" There are many ways to model this core word across a variety of activities. If you find a fun and functional way to model the word me, or get your child to use the word me, please share it with us!
Sing & Model Along: This is ME!