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Common Core vs. Core
Created by Christine Kramlich, M.Ed and Kimberly Thompson, M.S./OTR-L
Who Am I?
How to Discover Core Words
20 words in each category
Any common words?
What words for all 3 activities?
pick the core?
Apply across environments
Include a variety of parts of speech
Ex. Sight words, I, like, more
Apply to limited environments
Ex. Test tube, movie, line,
300 words make up 75-85% of the words we say.
Same words across Gender
The Vocabulary of Toddlers
Banajee, DiCarlo & Stricklin, (AAC 2003)
50 toddlers between the ages of 2 & 3 years
Toddler Vocabulary Arranged by Frequency Words Percentage I 9.5 No 8.5 Yes/yea 7.6 my 5.8 the 5.2 want 5.0 is 4.9 it 4.9 that 4.9 a 4.6 go 4.4 mine 3.8 you 3.2 what 3.1 on 2.8 in 2.7 here 2.7 more 2.6 out 2.4 off 2.3 some 2.3 help 2.1 all done/finished 1.0
96.3% Banajee et al.
26 core words
shown at left
percent of the total
words used by
toddlers in this
Create sentences using 100 most frequently
used word list.
Challenge yourself with longer sentences.
Introducing Core Vocabulary
High interest activities
Multiple meanings of words
Caution with academics initially
Balloons! How can these same words
transfer to more academic activities?
Natural Language Development
AAC Language Lab
Life is about the Nouns, right?
Referential vs. descriptive teaching
Alternate Ways to Assess
What is Referential Teaching?
Questioning with an expected response of
noun, date, or place.
Generally requires only one word answer
Often used with AAC users
Often used with those who have limited
Lots of temporary word programming
What is Descriptive Teaching?
Emphasizes use of core vocabulary
Uses permanent words
Words cross curriculum
Words generalize to a variety of
Teach concepts in vocabulary words
Use core words to describe these
Shifting Mindset: Core vs. Target
Referential vs. descriptive questions
Common Core: S4P3. Students will demonstrate the relationship between the application of a force and the resulting change in position and motion on
Ref: What is the force that slows or stops motion?
Desc: What did you learn about friction?
Answer: It stops things. It slows things.
Reframe this one: What is the measure of speed in
a certain direction? Answer: Velocity
Friction: Where does the car go fastest?
Vinyl, wood, carpet, ice, pavement
Core words: fast, slow, go, stop, my, turn, I,
want, get, it, big, little, you, more, like, dont,
work, make, need, come, put, help (look at 60
Simplify Definitions with Core
Identify key vocabulary
Simplify key vocabulary
Model core words to describe key words
Civil Rights Movement
SS8H11 The student will evaluate the role of Georgia in the modern civil rights movement.
Identify key vocabulary: Jim Crow Laws,
Ku Klux Klan, Rosa Parks, segregation,
Plessy v. Ferguson, etc.
Simplify Key vocabulary: segregation,
Rosa Parks, Jim Crow Laws
Simplify Key Vocabulary
Segregation: enforced separation of
whites/blacks (whites sit there, blacks sit here)
Ku Klux Klan: secret organization in the south
which aimed to suppress the newly acquired
powers of blacks (bad people, mean to black
people, dont like black people)
Rosa Parks: African American woman whose
arrest sparked the Montgomery Bus Boycott
(good lady, sat on bus with white people)
Middle School Science
(1, 2, 3 words)
More Proficient Communicator (3-6
Mars First one; hottest It is the first one. It is the hottest.
Venus Second one; like Earth It is the second one. It is like Earth.
Orbit Go around something Go around something in a circle.
Tide Water up down Water goes up and down (because
earth pulls on the moon)
Crater Big opening (in ground) Big opening in the ground made by
something big falling
Earth We live; third one We live here. It is the third one.
Eclipse Hides another One thing in the sky hides another
Model Core Vocabulary
Need to know the device
Be familiar with the words
Use the same words across curriculum
Make cheat sheets
Touch the device!
Alternate Ways to Assess
ELACC1RL1 Ask and answer questions
about key details in a text
Want to assess whether a student can
name a concept, try this:
More Alternate Ways to Assess
A, B, C, D
1, 2, 3, 4
Spelling/What does it start with?
Elementary Language Arts
Compare: What same
Contrast: What different
Plot: Story about
Conflict: Problem in story
Author: Person who writes
Comparing decimals (more, less, big,
small, first, next, last)
Reading graphs (high, low, more than,
less than, most, least, up, down, hot, cold)
Math games (have, can, I, you, do)
Teaching Core and Having Fun
Pretend Play or Academic Activity
Cooking: What words would you typically
associate with the activity?
What are some better words?
Traditional vs. Core
Door = go, out, in
Light = turn, on, off
Chair = sit
Desk = I sit here or you, he, she sits here
What do the standards say?
Core Curriculum Standards: Emphasize ability to
answer open-ended questions
National Core Curriculum Standards: Expect
students to explain, make connections,
compare/contrast, analyze, etc.
There is no need to say a particular word, but
rather tell about and talk about a topic
Vocabulary of life dominated by core
Flexible words, express any idea
State Standard Curriculum can be
addressed using core words
Time and energy saved by avoiding
adding unnecessary words to device
Why I do what I do
Wants/needs became communication
Power of a voice
My name is Kyleigh. I am nine years old. I am in 3rd grade. This is my
talker. It helps me speak. I like when my friends play with me. I feel happy.
We play tic tac toe and cards at school. We listen to my MP3 player at
home. I like Girl Scouts. The girls say hi to me and talk to me. They know I
am observant. I work hard at math. My teachers dont know how hard it is.
That makes me mad. Sometimes people ask me why I am disabled. I dont
know what to say. I wish they would laugh and joke with me. I would like
you if you would like me. Thank you for listening.
Assist with implementation
Assist with getting a devicemailto:Cyk.firstname.lastname@example.org