The beginning of a new week means it is time for a new Core Word!

Through 36 sessions of speech and language content, my Core Word Programme covers the 40 first core words that a neurotypical child would learn. Designed by myself, it is tailored to how Gestalt Language Processors and neurodiverse children learn best. 

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.

We are going into week 25 in my sensory classrooms, and will be looking at the word 'that'. Whether expressing preference, making choices, or directing attention, 'that' is a powerful word for our learners repetoires. Additionally, it builds on our core word from last week, which was 'this', helping us to teach our learners to differentiate.

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 the Makaton, using sound buttons or any other methods of communication.

Once we have practised communicating it, we move on to hearing it with the included film, TV and music clips that feature 'that'. 

Always a favourite in my classrooms, my learners now 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, suits how a Gestalt Language Processor learns literacy, through whole sentences.

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 phrase 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-lead children. Through stories we can support learners to build understanding and context to put with the language they are hearing.

This week, I plan to read 'The Train Ride' by June Crebbin. This beautiful, simple book features rhymes, repetition and simple, engaging illustrations. 

Then, we will head to the group area for some play activities! There are suggestions for group activities and differentiated tasks for learners working at different levels, so that all can get involved. 

In the interactive game this week, my learners will hear "I want that", and then be able to give the child the item that they want. They also see the symbols for the phrase "I want that" alongside hearing it, so they are learning the symbols as well as the words, and being motivated to use the phrase or symbols to communicate their wants. This game is great for Gestalt Language Processors, as it embeds that whole phrase and provides context to the core word. 

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.

There are differentiated 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. 

If you think your learners would benefit from learning language this way, we would love to have you join! It is always a great time to join. 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 25 - "that"

My core word programme's weekly sessions include Attention Autism ideas for stages 1 - 4. This week in my classrooms I'll be using the activities: bucket time, colour mixing magic, colour mixing bag and teaching table. These allow me to model our core word, 'that' in a fun and interactive way. 

Stage 1 - Bucket Time 

I love to start with the bucket time song - it encourages attention and provides familiarity and routine for my learners. 

First up out of the bucket will be a spray bottle. As I am misting the space in front of me, I'll say "That is wet!" The wonderful thing about Attention Autism is it provides such fabulous opportunities for repetition of our core words. 

Next, is a jiggly ball! As it is wiggling, and making its funny noises, I'll say "That is so silly!"

Finally out of the bucket will be a handheld fan. As it whirrs and spins, I'll confirm "That is a fan" 

Stage 2 - Colour mixing magic 

I will show my learners and announce, 'Yellow water,' 'Red water,' and 'Empty cup.' Then, I’ll demonstrate by adding red water to the empty cup, followed by yellow water. Amazed, I’ll announce, 'That is orange!' and show them the new colour in the cup.

Stage 3 - Colour mixing bag

I will show and describe to my learners a "sandwich bag" with yellow paint in it, "blue paint", and "put in", adding the paint to the bag. We then close it up nice and tight and give it a good shake - always a fun part of the activity! Once shaken, the mixture in the bag will be green. "Yellow and blue, that makes green!"

Stage 4 - Teaching table

Beginning with my turn, I will get a sensory tray, and let my learners know that there are lots of pictures inside it, and I need to match them. Rummaging through, I will demonstrate matching up the symbols, saying and signing the words as I go, to reinforce their knowledge of those words. When I match two up I will say "That is the same!" Then, it is their turn, and my learners go off to the teaching table, with my supporting adults, to complete their independent tasks. Once complete, they will come back to the group area to show me.

In each stage of my Attention Autism session, there are multiple opportunities for modelling of 'that'. 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