It's time for a new Core Word in my classroom!
My Core Word Programme is based on the 40 first core words that a neurotypical child would learn, and consists of 36 sessions of speech and language content for Gestalt Language Processors.
This is week 23 in my sensory classroom, and we will focus on the practical and highly useful word 'put.'
'Put' is a fantastic action word to help our learners describe placement, follow instructions, and interact with their environment. Whether it’s "Put it in,” “Put it down,” or “Put your coat on,” this core word is key for everyday communication.
Read on to see how I plan to teach and model 'put' this week.
Each weekly session includes links to Attention Autism planning, sensory story suggestions, phrase examples, interactive games and more.
The programme includes three different symbol languages, so whether you use Board Maker, Symbolstix or Widget, it is suitable for all. The sessions are completely flexible and adaptable to any communication method or classroom needs, so that your learners can get the most from the content.
The sessions are delivered in 9 fun, interactive sections, which can be covered all at once or separately, whatever works for your schedule and your learners. When starting on a new core word, my learners and I begin by communicating it. This could be finding it on an AAC device (high tech or low tech), learning the Makaton, using sound buttons or any other methods of communication.
As we go through the week, using the activities supplied in the core word programme, the adults in my classrooms continue to model the word, giving our learners lots of examples of it in action.
Once we have practiced communicating it, we move on to hearing it with the included film, TV and music clips that feature 'put'.
In my classrooms, the children take it in turn to pick one to watch or listen to, and as it plays the adults in the room model the word by saying, signing, showing the symbol or finding it on an AAC device. This is a fab way of embedding the core word, whilst the children are doing an activity that they enjoy. This, alongside the other pre-planned tasks in the Core Word programme suit how a Gestalt Language Processor learns literacy, through whole sentences.
In my interactive game, children are asked to 'put' an amount of cookies on the plate. These interactive games are great as they allow children to play whilst learning, and give you a chance to assess their understanding of the core word as they play.
Learning through games lessens the demand on children and reduces anxiety, meaning you see their best work.
The previous two core word sessions have focused on the words 'all' and 'some', with the same game, meaning that we are building on their understanding of the concepts week on week.
Each weekly core word session includes sensory story suggestions. These stories tend to be better for autistic and Gestalt Language Processor learners as they can hold onto the meaning of the whole phrases and use in other contexts. Compared to traditional stories which focus on abstract language and can be overwhelming, sensory stories provide concrete sensory experiences which may be better suited to our sensory-lead children. Through stories we can support learners to build understanding and context to put with the language they are hearing.
This week, I will be reading one of my favourites, 'Don't Put Your Finger In The Jelly, Nelly' by Nick Sharratt. Fun, colourful and silly, this book features holes in the pages for our learners to 'put' their fingers through! It is filled with food and textures, providing lots of sensory reading opportunities.
There are writing tasks which can be printed or completed online depending on the needs and wants of your learners and on the restrictions of your environment. In one of my classrooms, we complete the game on my whiteboard as a group, and in another, we complete this 1:1 on iPads.
There are lots of opportunities and suggestions for play. We will be engaging in lots of tower and block building, "put another block on", "let's put these away."
There are suggested differentiated activities for different abilities and needs, such as using hats or scarves to "put on our heads", "put on our tummy" etc. With some children I will sing "put your finger on your nose", and then allow the children to choose where to put their finger - in the air, on their tummy, etc, in an interactive, child-led and fun way. For those who are working at a later developmental stage, we will be using positional language, such as 'put' the ball on a cup, next to a plate, in between the chairs. For this activity, I will use lots of visuals, which are included in my storage drive, which you can find on my website.
If these sessions sound like they would be useful for your learners, It is always a great time to join in with my programme. You can start at any time and work through the sessions, and there is a thriving private Facebook group where you can find support, tips, ideas and community.
Check out my blog posts here to see what I've done during previous weeks of the curriculum, or my TikTok, Facebook or Instagram for lots more Core Word content.
You can buy the full programme here, or access a free demo here.
Attention Autism for Core Word Week 23 - "put"
My core word programme's weekly sessions include Attention Autism ideas for stages 1 - 4. This week in my classrooms I'll be using Bucket Time, Hooty Owls, Hat On Song and Teaching Table to model our core word, 'put' in a fun and interactive way.
Stage 1 - Bucket Time
I always start with the bucket time song - it encourages attention and provides familiarity and routine for my learners.
First up out of the bucket is a colourful scarf! With this, I will sing "put on my...." and then name a body part, and cover it with the scarf.
Then I'll get out the magician's net, pull the colourful necklace out of it and 'put' it back in. The necklace disappears inside the net, which is always enjoyed by my learners! The last item from the bucket is a balloon and pump. I will point out how I 'put' the balloon onto the pump, and 'put' air in, before letting go of the balloon for noisy fun!
Stage 2 - Hooty Owls
With Hooty Owls, I will 'put' in the red, purple and yellow owls (which make a fun noise!), then turn them upside down to make them fall out!
Stage 3 - Hat On Song
During this game I will pick a hat from the box, 'put' it on, and then 'put' it back in the box, all whilst singing about it of course! I will then give my learners a turn to pick a hat, 'put' it on and sing the song!
Stage 4 - Teaching Table
In this activity, I will highlight that I have string and beads, and then 'put' the beads onto the string. Then I will give my learners a go, and off they go, as well as my supporting adults, off to the teaching table to complete their independent task. Once complete, they are to come back to the group area to show me.
In each stage of my Attention Autism session, there are multiple opportunities for modelling of 'put'. As we go through the activities, the other adults in the room and I will be signing, finding the word on AAC devices, pointing to symbols and saying the word. This provides a great opportunity for the children to learn whilst playing and also gives concrete, practical examples of the word in context.
To see this week's session, and previous Attention Autism sessions, head to my Instagram, Facebook or TikTok.
There is a year's worth of core word based Attention Autism ideas included in my Core Word Programme here. Separate from the core words, you can also get four years' worth of fun Attention Autism ideas for Stages 1-4 here.
Check out Attention Autism here, they've recently updated their training and I highly recommend it.