AAC CORE Words BUNDLE Big Little

AAC CORE Words BUNDLE Big Little
AAC CORE Words BUNDLE Big Little
AAC CORE Words BUNDLE Big Little
AAC CORE Words BUNDLE Big Little
AAC CORE Words BUNDLE Big Little
AAC CORE Words BUNDLE Big Little
AAC CORE Words BUNDLE Big Little
AAC CORE Words BUNDLE Big Little
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34 MB|80 pages
Product Description
Big and Little “2 Words for 2 Weeks,” a series of instructional activities and suggestions for using target core vocabulary words with our students.

This is part of a Growing BUNDLE, click here to check out the entire set

[ P R O D U C T • I N C L U D E S ]
This packet is HUGE! It provides a full 2 weeks of instructional materials if you are completing tasks daily on developing the focus fords "big" and "little".

With CORE language the focus is on getting students to truly develop their language, by understanding the words and how they are used across multiple settings and environments.

Everything you need to get started is included in this packet! :) Happy teaching!

Big Little BINGO
Big / Little Matching Game (2 options- big / little to pictures/ words)
Growing Up: Little to Big (core vocabulary book)
Get Big, Get Little (core vocabulary book)
Big or Little (core vocabulary book)
11 Print and Go Literacy (sight word) practice Worksheets: Big / Little (11 pages)

Information about CORE language, and where to find support to begin the process of going CORE with your students.

This packet is based on a selection of core vocabulary, or the highest frequency words in speech and writing. Remarkably, these seemingly simple words make up roughly 80% of what we say! They can be used and combined for a full variety of communicative functions (such as initiation, termination, commenting, requesting, asking, interjecting and directing others). Teaching core vocabulary allows students the chance to do more than just get their needs and wants met, but to develop authentic language skills!

Modeling and repetition are important parts of core vocabulary learning and instruction. You may notice that some products contain repetitive refrains or frequent repetitions of the same core words. This is done with the intent of getting the most repetition and practice possible while still having fun!

Great for Independent Work Station

[ R E C O M M E N D A T I O N S ]
Suggestions for using core vocabulary communications boards/ AAC Devices:

1) It’s okay to be slow! Your students will need the extra time to find icons and follow your models, so going slow is only beneficial!

2) Model, model, model. Students learn by watching you use the core board/ device and hearing you speak the words. If your student is hesitant about touching the board at first, then for now you can settle for letting them attend to you using the board. This can be a nice introduction to the idea that the boards are there for communication.

3) You are NOT limited to only using the words “stop” and ‘go.” These words should be the focus of the next two weeks, but feel free to be modeling words and phrases as appropriate in all settings. Also, when you are modeling use of the board you do not need to touch an icon for every single word that you say. For example, you may tell a student “Look at your work,” but the only icon you touch might be “look.”

4) Everybody should be on board. All staff members who interact with the students should get familiar using the core board. This is now a way that we can all communicate with each other.

Keywords: CORE language, AAC, augmentative and alternative communication, CORE words, CORE vocabulary, speech therapy, CORE language, aided language stimulation, 1:1 therapy, functional skills, special education, autism, adapted book, adapted story, sight words, augcomm, aided language simulation, sight words, literacy, reading
Total Pages
80 pages
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