AAC CORE Words Here There Set- Books, Games + Word Work

AAC CORE Words Here There Set- Books, Games + Word Work
AAC CORE Words Here There Set- Books, Games + Word Work
AAC CORE Words Here There Set- Books, Games + Word Work
AAC CORE Words Here There Set- Books, Games + Word Work
AAC CORE Words Here There Set- Books, Games + Word Work
AAC CORE Words Here There Set- Books, Games + Word Work
AAC CORE Words Here There Set- Books, Games + Word Work
AAC CORE Words Here There Set- Books, Games + Word Work
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Product Description
Here and There “2 Words for 2 Weeks,” a series of instructional activities and suggestions for using target core vocabulary words with our students. Why “here” and “there”? These words are powerful for our students because here/ there can be used for many communicative functions.


[ 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!

Core Vocabulary Language Books

Come Here! (12 pages) - this adorable book has your students finding dogs making not the best choices, their job is to tell the dog to "Come here!" before he creates more of a mess!

Where is it? Here it is? Find the Elf (22 Pages)- Your students can partner up with this book having one of them practice reading/ asking the question "Where is it?" while the other finds the elf and says "Here it is."

Look There Fairy- (25 pages) Another look and find book, but this time your student will practice saying "Look there" to direct another person's attention to the location of a fairy hidden in the images.

I Want to go... There. (13 pages) Your student will be able to express their desire by choosing a location they'd rather go. The question is asked, "Where do you want to go," and they can respond with, "I want to go there" and indicate their choice. The later pages in the book show something/ someone and 2 habitats, your student will indicate where it should be. (ex: a baby: in a crib or on a rollercoaster)



Here/ There Game- (13 Pages)

Where does it go? Practice putting everyday household items away with this Here/ There Mat Game. Students draw a card and place it on the mat where it belongs. (ex: plate goes in the kitchen). When they place it down they should say "here" or "there."

11 Word Work No Prep 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
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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.


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
101 pages
Answer Key
N/A
Teaching Duration
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