Core it For Me!
Increased Student Accountability Engagement with Core Language Core How Vocabulary? Increased Least Dangerous rigor of what Assumption students should & know Assume and Competence be able to do. Core When? & Literacy www.mycutegraphics.com/graphics/.../little-girlwearing-glasses.html
What is Core/Fringe Vocabulary? Core Vocabulary Over ¾ of what we say comes from a list of 200 to 350 high frequency words Consistent across populations, activities, age and groups Small number of words that are unchanging in our vocabulary, pronouns, verbs and demonstratives General meaning Fringe Vocabulary Makes up the other 20% of what we say extended vocabulary Changes depending on the setting, topic, age Large number of words, mostly nouns Not so specific meaning
Why a School Wide Core Board? Student to teacher ratio and Therapist to student ratio Staff changes Multiple Devices Consistent Increased Communication decreased negative behaviors Having tools with the appropriate vocabulary is a big step in the right direction. But to really shatter the ceiling of language development, we have to be good at teaching the use of core language (Zangari, 2013).
CCSS s Core Vocabulary Board
Activity: Make as many phrases as you can in the next 3 minutes. Ready, Set, Go!
CCSS s Core Vocabulary Board
Where Can I Find Vocabulary Lists? Samples? Center for AAC & Autism http://www.aacandautism.com/common-words Minspeak Article by Bruce Baker Language Samples collected during research studies http://www.minspeak.com/corevocabulary.php#.vwb5ixrnutz Practical AAC Blog http://praacticalaac.org/praactical/core-samples/ http://praacticalaac.org/praactical/a-year-of-core-vocabulary-words/
Coring a Book for Communication and Literacy
Communication & Literacy 1. Introduce with Aided Language Stimulation ATIA Agreement 2016 Core Vocabulary should be taught. Carole Zangari suggests some basic principles to teach Core Vocabulary and apply teaching strategies to lists of core words. 5. Check for Understanding and Reteach 4. Repeated Exposure 3. Elaborate on new word meanings with Engaging Practices 2. Teach with Explicit Instruction Strategies (Zangari, 2013)
Communication & Literacy (cont d) Carole Zangari (2013) provides some suggestions for explicit instruction of core vocabulary: Provide Access to Core Vocabulary Good base - no tech or high tech Don t underestimate the amount of vocabulary needed, "Think of it as a ladder. If you don t provide access to the next rung, he won t be able to climb (Zangari, 2013) Keep the process fluid as they learn new words add more Frequent opportunities to practice everyday, all day Provide a lot of support don t let them fumble, support them It s not about mastery We do more harm by restricting access to vocabulary than we do by giving them too many words (Zangari, 2013). ATIA Agreement Repetition with moderate differences is important to avoid habituation ATIA Agreement Modeling (aided language stimulation) all day, every day is desired in AAC, with no requirement of a response. Zangari, C. (2013). Teaching Core Vocabulary. Retrieved March 01, 2016, from http://praacticalaac.org/strategy/teaching-core-vocabulary/
Why Should I Use Literature to Teach Core Vocabulary? Most of what we say is Core Vocabulary (Baker, Hill & Devylder). Consistent across multiple settings, activities, and demographics (Powers & Long, 2014). Learn language that can be used in all environments (Baker, Hill & Devylder). Increased rigor of what students are expected to know and be able to do Assume Competence Least Dangerous Assumption Appropriateness - Respect for the learner Literacy and Communication are interdependent
Why Should I Use Literature to Teach Core Vocabulary? (cont d) Literacy and communication are interdependent. A classroom that integrates literacy and communication has books that appeal to students interests are physically accessible to students (Parker, 2013). Practical AAC http://praacticalaac.org/strateg y/literacy-for-everyone-throughadapted-books/ Chapel Hill http://chapelhillsnippets.blogspot.com/2013/02/verbs-verbs-verbsprintable-adapted.html Baltimore City Schools http://www.baltimorecityschools. org/site/default.aspx?pageid=14 46
Choosing A Book Teaching ELA Standards & Core Vocabulary Start with the what they have to know and be able to do NCSC CCC Choose an appropriate book Rigor Comprehension Strategy Language You may want to meet with SLP to Core the Language in the book until you are comfortable Core vs. Fringe Resources Use what you already have in your classroom, text books, adapted books, etc. Use your service providers Do not, reinvent the wheel For today s purposes we used: https://www.readinga-z.com/ Wordless Books
Choosing a Book (cont d) Appropriateness Content to Standard Content for Age Grade 1 CCC - 1.RL.d1 Answer questions about key details in a story (e.g., who, what, when, where, why). Prioritized CCC Grade 3.RL.H1
Activity Use CCSS s school wide Core Board to Core the Reading A to Z book, Goldilocks and the Three Bears 1. Underline the core 2. List the Fringe 3. Organize the fringe 4. Create phrases/sentences using the core vocabulary and fringe Think about: How can I use core language to chunk the information and still keep enough language to meet the learning target and standard?
CCSS s Core Board Fringe Board Goldilocks and the Three Bears
Spoiler Alert!
Sweeney, A. (n.d.). Goldilocks and the Three Bears. Retrieved March 01, 2016, from https://www.readingaz.com/books/leveled-books/book/?id=1291 Sweeney, A. (n.d.). Goldilocks and the Three Bears. Retrieved March 01, 2016, from https://www.readinga-z.com/books/leveled-books/book/?id=1291 Goldilocks knocks on the door. She sees three bowls of porridge. She goes in.
Sweeney, A. (n.d.). Goldilocks and the Three Bears. Retrieved March 01, 2016, from https://www.readinga-z.com/books/leveled-books/book/?id=1291 She eats some from the big bowl. It is too hot. She eats some from the medium bowl. It is too cold. She eats some from the little bowl. She eats it all. Sweeney, A. (n.d.). Goldilocks and the Three Bears. Retrieved March 01, 2016, from https://www.readinga-z.com/books/leveled-books/book/?id=1291 Goldilocks sees three chairs. She sits in the big chair. It is too big. She sits in the medium chair. It is too big. She sits in the little chair. It breaks.
Sweeney, A. (n.d.). Goldilocks and the Three Bears. Retrieved March 01, 2016, from https://www.readinga-z.com/books/leveled-books/book/?id=1291 She sits in the little chair. It breaks. Sweeney, A. (n.d.). Goldilocks and the Three Bears. Retrieved March 01, 2016, from https://www.readinga-z.com/books/leveled-books/book/?id=1291 She is tired. She goes up the stairs. She looks for a bed. She gets on the big bed. It is too hard.
Sweeney, A. (n.d.). Goldilocks and the Three Bears. Retrieved March 01, 2016, from https://www.readinga-z.com/books/leveled-books/book/?id=1291 Sweeney, A. (n.d.). Goldilocks and the Three Bears. Retrieved March 01, 2016, from https://www.readinga-z.com/books/leveled-books/book/?id=1291 She gets on the medium bed. It is too soft. She gets on the little bed. She goes to sleep. The bears come home.
Sweeney, A. (n.d.). Goldilocks and the Three Bears. Retrieved March 01, 2016, from https://www.readinga-z.com/books/leveled-books/book/?id=1291 Sweeney, A. (n.d.). Goldilocks and the Three Bears. Retrieved March 01, 2016, from https://www.readinga-z.com/books/leveled-books/book/?id=1291 They do not like what they see. Someone eats their porridge. The bears see their chairs. Someone sits in their chairs. The little chair is broken
Sweeney, A. (n.d.). Goldilocks and the Three Bears. Retrieved March 01, 2016, from https://www.readinga-z.com/books/leveled-books/book/?id=1291 They see Goldilocks sleeping in the little bed. Sweeney, A. (n.d.). Goldilocks and the Three Bears. Retrieved March 01, 2016, from https://www.readinga-z.com/books/leveled-books/book/?id=1291 Goldilocks sees the bears. She gets out of bed. She goes home, not to go back.
The quality of your communication is the quality of your life. -Anthony Robbins
References Baker, B. (n.d.). How Minspeak Allows for Independent Communication by Giving Anyone Access to Core Vocabulary. Retrieved March 1, 2016, from http://www.minspeak.com/corevocabulary.php#.vwbponrnuty Baker, B. R., Hill, K., & Devylder, R. (n.d.). CORE VOCABULARY IS THE SAME ACROSS ENVIRONMENTS. Retrieved March 01, 2016, from http://minspeak.com/students/documents/2000csun.pdf [little-girl-wearing-glasses.html]. Retrieved from www.mycutegraphics.com/graphics/.../little-girl-wearing-glasses.html Parker, R. (2013) Literacy for Everyone with Adaptive Books. Retreived on March 01, 2016 from http://praacticalaac.org/strategy/literacy-for-everyone-through-adapted-books/ Powers, J & Long, L. (2014). An Introduction to Core Vocabulary use with Augmentative and Alternative Communication [PowerPoint slides]. Retrieved from http://www.fcps.edu/dss/sei/ats/ratesessions2014/anintroductiontocorevocabulary.pdf Sweeney, A. (n.d.). Goldilocks and the Three Bears. Retrieved March 01, 2016, from https://www.readingaz.com/books/leveled-books/book/?id=1291 Zangari, C. (2013). Teaching Core Vocabulary. Retrieved March 01, 2016, from http://praacticalaac.org/strategy/teachingcore-vocabulary/