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Modifying the Curriculum with Core Janet S. Lehr, M.S., CCC-SLP
[email protected] 410-693-0887
AAC: Augmentative Alternative Communication
• No Tech – facial expression, gestures, vocalizations, sign language
• Low Tech – manual communication boards / books
• Mid Tech – voice output devices – recorded speech
• High Tech – voice output devices – text to speech Core Vocabulary
• Backed by research – most frequently used words
• Primarily pronouns, verbs, adjectives, and prepositions – very few nouns
• Words can be combined
• Trade concreteness for dramatic increase in opportunities to use, ease of teaching and learning.
• Can be used in any environment.
BCPS 50 Core Board
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Stages of Language Development
Stage 1 Talking with 1 word at a time Stage 2 Talking with 2 and 4 word phrases Stage 3 Building phrases and early sentences Stage 4 Learning grammar and sentence structure Stage 5 Using sentences and phrases with more grammar endings Stage 6 Using correct grammar and syntax www.aaclannguagelab.com
“Without communication there is nothing else.” Cathy Kenngot, MA Parent Educator International Rett Syndrome Foundation The “Why” of Communication
Purpose of communication:
• Express wants and needs
• Gain and share information
• Develop and sustain relationships
• Engage in social etiquette Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication. Augmentative and Alternative Communication, 2014; 30(1): 1-18)
I believe building relationships is the key to living a fulfilling life. In order to do that you need access to everyday language. I can say anything that I want to say, even if I do (SOMETIMES) put my foot in my mouth. Chris Klein
https://www.youtube.com/watch?v=3l7k56yErGw&feature=em-subs_digest
The “What” of Communication (Functions)
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Using Core Vocabulary in the Curriculum
If they don’t learn naturally, it must be taught explicitly. Hans Asperger Science Referential Teaching vs. Descriptive Teaching
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Language Arts
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Adding Props to Lessons (Props are Essential!)
Prop Box for Story Retelling http://www.frogstreet.com/fall-in-love-with-reading-using-classic-tales/
Learning should be FUN!
We rarely succeed at anything unless we have FUN doing it.
The Fun Theory http://www.thefuntheory.com Magnetic Core eMagnetic Poetry: 4 Ideas Across the Curriculum http://www.scholastic.com/teachers/top-teaching/2014/03/emagnetic-poetry-4-ideas-across-curriculum How it works: Students find an image of a book character, or they create their own drawing of a character and then snap a photo of the drawing. Then they brainstorm character traits and artistically collage these adjectives over the character’s portrait.
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Adapting Books and Lessons
Make it simple. Make it memorable. Make it inviting to look at. Make it fun to read.
Leo Burnett My Process to Adapt Materials: (Google, Pinterest, Teachers Pay Teachers)
• Read and understand the book / lesson. Simplify to main points.
• Look for quality pictures.
• Identify core words to talk about the book / lesson.
• Find fun activities.
• See if other people have already modified the book / lesson. Questions to Ask?
• Do my materials look interesting and fun?
• Is the vocabulary at the appropriate language level?
• Do I have fun and engaging activities?
• Is this something that can be done easily in the classroom?
• Do the materials address the curriculum goals? Your Task
• Work individually or in groups
• Choose your materials – books, lessons, etc.
• Use the planning worksheet to work through the process to modify the materials and plan your lessons.
• Be prepared to share with the group.