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AAC CORE Words BUNDLE This That

AAC CORE Words BUNDLE This That
AAC CORE Words BUNDLE This That
AAC CORE Words BUNDLE This That
AAC CORE Words BUNDLE This That
AAC CORE Words BUNDLE This That
AAC CORE Words BUNDLE This That
AAC CORE Words BUNDLE This That
AAC CORE Words BUNDLE This That
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Product Rating
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29 MB|80 pages
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Product Description
Good and Bad “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

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

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

Don't Eat That! (core vocabulary book!) (class favorite!*)
Get this, Get that! (shopping list activity)
Take this, Don't take that! Beach (core vocabulary book)
Take this, Don't take that! School (core vocabulary book)
I want that! Ordering Food Activity (core vocabulary book)
11 Print and Go Literacy (sight word) practice Worksheets: This / That (11 pages)

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

Great for Independent Work Station
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[ R E C O M M E N D A T I O N S ]
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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.


[ L I N K S • T O • O T H E R • P R O D U C T S ]
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Check out our other CORE words Activities!

My FREE adapted book! I see... What Color? How Many? What is it? Phone edition


[ U S A G E ]
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Personal/ Classroom/ Therapy Use ONLY. See the full terms of use at my shop.

[ C R E D I T ]
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Krystie Bithell ; Meg Jones SLP
© AdaptEd 4 Special Ed 2017

[ A D D I T I O N A L ]
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• Do not sell these files as is, share them, or use them in freebies
• You are responsible for having the proper software to download and use these files
• By purchasing this set you agree to the terms listed above & the full terms of use

Please do not hesitate to send me a message if you have any questions about the product.

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Total Pages
80 pages
Answer Key
N/A
Teaching Duration
N/A
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