If you're new to my Core Word Programme, it was designed to teach speech and language (as well as all literacy) in a way that suits how many Gestalt Language Processors and Autistic children learn.
The sessions are delivered in nine fun sections, which can be covered all at once or separately, depending on your schedule and the needs of your learners. Each weekly session includes play ideas, sensory story suggestions, phrase examples, interactive games and more.
The sessions are adaptable to any communication method or classroom need, so your learners can get the most from the content. The programme offers different signed and symbol languages, so whether you use Boardmaker, LAMP, Symbolstix or Widgit, ASL, AUSLAN, NZSL, Makaton, it is suitable for all.
It is also suited to specific AAC apps such as Widgit Go, Smartbox GRID, Proloquo, Proloquo2go, TouchChat, Lamp: words for life and TD SNAP
*BSL and NZSL coming soon!
You get access to all symbol languages when you sign up, so even if you have a variety of different systems or AAC used in your classroom you can meet all needs.
*if you would like a different combination of signed languages/symbol languages that isn't available please let us know and we will see what we can do
Week 6: Help
This week, me and my learners will be starting week 6 of my Core Word Programme, learning the word 'help'. This is a powerful word that gives our children a way to ask for support, show kindness, and connect with others. It can be useful during daily routines, play and learning moments, and encourages interaction and teamwork.
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Click the image above to watch my core word 'help' session in video format and learn how I would run the programme this week.
When starting on a new core word, the activities are split into saying, finding, hearing, watching, playing, reading, learning, practising and writing that word.
My learners start by saying it. Depending on their preferred methods of communication, this could be finding it on an AAC device (high-tech or low-tech), learning sign language, using sound buttons or any other method of communication.
I bring up this section nice and big on the whiteboard with the whole team gathered around and we all practice saying it, signing it, finding it on our AAC, pressing a sound button to say it and watching the signing video. We repeat this each morning as part of the introduction to our day.
Next, we find the new core word on our AAC core board. This can be done either on the printable core boards provided or your own high-tech AAC apps. This supports the child to navigate their AAC, as well as the adults supporting them. By building up navigation week on week, it doesn't become overwhelming.
We always follow "Say it" section with the "find it" section in my classroom, as they are so interlinked. I first show the coreboard on the whiteboard and I select a learner to try to find the core word on the board. I press "reveal" and the programme will circle the core word. Next everybody else tries to find it on their low tech printed core boards that match, adults included.
If a child has their own high tech AAC app, this is a fantastic opportunity to practice navigating to find the new core word. This could even replace this section in the core word programme if you just want to focus on the layout and look of your talking app and not confuse with a different layout, as shown in the programme.
After saying and finding it, we move on to a favourite activity in my classroom - hearing and watching the core word through film, TV and music clips. My pupils love coming up to my whiteboard and selecting which song they wish to listen to, or which clip they wish to watch. It gives them ownership of their learning, and they are far more engaged and interested this way.
As many are gestalt language processors, it is also crucial for learning that they hear the phrase or new core word regularly in an engaging and motivating way. By watching the clips our learners can build context around the new core word. It gives it purpose and meaning. It tells them 'this is something that could be useful to me', and therefore they will be more likely to remember it and use it.
Whilst watching these sections, depending on the type of video, sometimes we use it as an opportunity for a movement break. Alternatively all of the adults use it as an opportunity to keep modelling the wide range of communication methods we are promoting in our room, by "saying" it whenever they hear it in the song or TV clip.
I tried hard to find a range of songs and TV clips to suit all interests and ages. If you think of any more that you feel are better than mine, please let me know!!!
These clips can be played on iPads or interactive whiteboards. The best thing about my programme is there are never any annoying YouTube adverts before the song or clips! This is a fab way of embedding the core word whilst the children are doing an activity that they enjoy. In my classroom we rarely get time to engage in this section of the programme, but it is nice to have an extra buffer activity to fall back on if needed.
This week I plan to read the wonderful "A Squash and a Squeeze"by Julia Donaldson.
Funny, silly and full of rhymes - this lovely book features a lady asking a wise old man for "help". If you don't have access to this book, I have also included videos of them being read aloud, so you can still use them for your sensory story time.
Each weekly core word session includes 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 them 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-led children. Through stories, we can support learners to build understanding and context to put with the language they are hearing.
We then learn through downloadable weekly play ideas that reinforce our core word. These are child led play activities that help embed the core word understanding, and are presented in a fun and motivating way. Additionally, they are divided into different cognitive age groups, so that whichever stage your learners are working, there are suggestions and specific objectives for them.
In the background I am also developing a play based therapy system, that I am calling RISE therapy. I will share core word- related play session ideas that you can slot in within this section also.
See my "Week 6: "Help" session here:
Notice how I model the core word using speech and AAC, my team will also be modelling using alternate methods, i.e. signing, high tech AAC, sound buttons, symbols etc.
Here is how I am planning for the session to go:
Step 1: Reconnection & Regulation
This week, we will be using stickers, and our core word "help" in this stage. Whilst playing with the stickers, we can ask each other for "help", maybe help to peel the stickers, or stick them somewhere. We can stay in this stage for as long as my children like. Some may want to move on, and if so, we move to step 2.
Step 2: Invitation
Here, an adult will step away to set up a group activity, leaving it to the children to decide whether they stay in the first step, or transition to this new group session invitation. This particular adult will struggle with opening the play box, and ask for "help!" Some learners will find this irresistible, and go over to help them to open the box.
Step 3: Shared Experience
This leads on beautifully to step 3, shared experience, where after opening the box, I will take out lots of soft toys that are injured and need "help" with bandages. A money saving tip with this activity is to use toilet roll instead of bandages! To see some of my favourite soft toys, you can check out my Amazon saved collections here.
All stages in these activities are child-lead, and the adults will follow the learners. So, if some of the children were enjoying playing with the stickers in step 1, and wanted to bring those into this stage of the activity, then this would be encouraged and validated. We could be using "help" to describe how the soft toys are ill and need bandages, or we could be using "help" to ask for support with peeling the stickers, or applying bandages to the patients.
Step 4: Ending
It’s important not to rush the ending, and I will wait until I see signs from my learners that they are ready to move on in the previous stage. In this end section, the aim is to give my learners a fun ending experience, to help them process the ending of an activity, and the transition to something new.
I will play calming tidy up music as we gather up the resources, and throw them back into the box. By making the tidy up fun, this helps ease anxiety about it finishing.
*At any step my learners will have a choice to join or not join. Each step is important and they can stay put at any part where they feel most comfortable, if they are not ready to move on to the next section. This may change week on week.
I would love to know if any of you test out this session, if you do please let me know how it goes!
I usually run these sessions every afternoon for a small group or whole group activity. They also work well to complete within lunch time if you are needing a little more guided play time.
It is also these activities that I use to suggest for parents to continue the core word work at home if they would like too. You can use this slip to send home.
Separate from the Core Word Programme, you can also get four years' worth of fun learning through play ideas, linked to twelve popular topics, within my Sensory Curriculum. You’ll find more play ideas here.
Next, I've got teaching table task planning ideas for our practise it section. There are differentiated table tasks, so that wherever your learners are working, there will be something for them. This is a more 1:1* intervention teaching opportunity for the teaching staff to continue to work on the core word understanding in a more individualised way. This is also a great opportunity to assess individual understanding.
Some weeks include printable worksheets or games to complete. Other times it is using tangible resources. Make sure to look at this section ahead of time to ensure you have everything you need to hand.
I like to display the work produced in these sessions, then send them home at the end of the week. This keeps parents/carers informed of progress and reminds them to try it at home. It also tells our learners that we are proud of them.
*if 1:1 isn't possible these activities work perfectly well in small table groups.
Included each week are fun games. This week's game is asking our learners to "help" tidy up a room by tapping the items and making them disappear.
These games are super interactive and accessible. They allow our children to learn without even realising it, and give us supporting adults a useful chance to assess their learning. These games can be accessed on a whiteboard or tablet, depending on your set up. I have used it both ways and both work well. On the IPad, I used it as an extension to my "practise it" table session once all other tasks were complete. On the whiteboard, we used it as a turn taking activity after reintroducing the word each day. The games sometimes get harder as you go through each level, so consider this when choosing order of turn.
Lastly, we have the write it section with the included writing tasks. These can be completed on iPads, on whiteboards, or printed out for mark-making. Again, there are differentiated options depending on the stage that your learners are working at, and these can be completed as a group, modelling turn-taking, or individually.
I seem to pair this session with whichever session is most similar, ie if you plan to use a whiteboard then this would fit well before or after the "play it", "say it" or "hear it" sections. If you plan to use the printed sheets then having those alongside the "practise it" section would work better. We do both in my room.
I love that about this programme, it really is flexible to suit your needs.
Core word community
In this section I will be sharing Core Word Programme users great achievements, reviews and celebrations! To join in, please use #CoreWordOfTheWeek or post reviews/achievements/photos etc the Core Word Programme Users Facebook group.
This week, we have a fab example of a learner using the core word "want", saying "I want toilet" rather than just leaving the room. Please keep sharing your wins, reviews and achievements, we really love to see them.
All celebrations chosen to be shared will get access to a one-time-use discount code of 20% off of any digital products and there is also a monthly top prize awarded to one person, which is a £15 gift voucher for the sensory classroom site.
Top winner announced at the end of each month.
All prize winners will be messaged their prize discount code at the end of each week.
**it can be whatever core word you are or have worked on! It doesn’t have to correlate to what week we’re on!**
I cannot wait for this community to continue to support, celebrate and inspire, as we start this new year together ♥️
*when using the # or when sharing to here we are taking that as permission to share on our channels.
Not a core word programme user yet?
If you think your learners would benefit from learning language this way, we would love to have you join! You can start at any time and work through the sessions at your own pace, and there is a thriving private Facebook group where you can find support, tips, ideas, and community.
Check out my other blog posts here or my TikTok, YouTube, Facebook or Instagram for lots more Core Word content. I also have a podcast that you can listen to here. You can buy the Core Word Programme by tapping the image below. To access the free trial, click here.
