A brand new week means a new core word to learn in my sensory classrooms!

If you're new to my Core Word Programme, it was designed (by me!) to teach speech and language in a way that suits how Gestalt Language Processors and neurodiverse children learn. Through 36 sessions, it covers the first 40 core words that a neurotypical child would learn.

The sessions are delivered in 9 fun, interactive 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 planning, sensory story suggestions, phrase examples, interactive games and more.

The sessions are completely flexible and adaptable to any communication method or classroom needs, so your learners can get the most from the content. The programme includes three different symbol languages, so whether you use Boardmaker, Symbolstix or Widgit, it is suitable for all.

We are going into week 33 in my sensory classrooms, and our core word opens up a world of curiosity, independence and action. We are looking at 'open'!

Whether asking someone to open a container, inviting play or interaction, 'open' is a functional, motivating word for sensory AAC learners of all ages.

Click the image above to watch my core word 'open' session in video format and see how I would lead it.

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 Makaton, using sound buttons or any other method of communication.

Next, we find the new core word on our AAC core board. This can be either on the printable core boards provided or on 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 each week, it doesn’t become overwhelming.

After saying and finding it, we move on to a favourite activity in my classroom - hearing and watching the core word through links to 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.

This is a really beautiful and errorless way of absorbing the core word and learning its meaning through different contexts. As Gestalt Language Processors learn through whole phrases, watching and listening to media is a great way for them to develop language. 

These clips can be played on iPads or interactive whiteboards. The songs provide a great opportunity for a movement break. As each one 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. 

The sensory story that I will be reading this week is the wonderful "Slinky Malinki, Open the Door" by Lynley Dodd. Fun, silly and full of mischief, this book features our core word lots. 

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 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.

The core word programme includes weekly play ideas that reinforce our core word. These allow me to model our core word, 'open,' in a fun and interactive way. 

First up this week will be a jar full of beads. I will first use it as a shaker, then press 'open' on my core board, and say 'open', whilst opening it. Then, I can take the beads out of the jar. This is a great activity for sensory learners because it involves the noise of the beads being shaken inside the jar and the noise of pulling them out of the jar. I will also wiggle the beads, which are fun to look at. 

Next up will be my Jack in the Box. As I'm winding it up, I will stop to press 'open' on my core board and say it out loud. 

Lastly, will be my prank crisp tube. The other supporting adults and I will communicate 'open' in various ways, before I open the crisp tube, and get a shock as a snake pops out! 

Confetti box 

In this activity, I'll use an empty cardboard box full of confetti. I'll communicate 'open', and then show my learners the colourful confetti. I'll start with small handfuls, and then tip out the whole box. 

Open, shut them 

In open, shut them, I will demonstrate first. Using my hands to cover and open my eyes, I will sing "Open, shut them, open, shut them, give a little (* clap, clap, clap *). Open, shut them, open, shut them, put them in your lap, lap, lap." Then, it is my learner's turn! One student will come up first, and we will sing the song whilst I stand behind them and cover/open their eyes, and then it is the next pupil's turn. 

  Teaching Table

In the teaching table this week, it will be my turn first. I will have a present, wrapped up, and communicate 'open' in various ways. Then, I will open my present and show the toy to the class. Then it is their turn to open a present! 

Separate from the Core Word Programme, you can also get four years' worth of fun play planning ideas linked to twelve popular topics here. 

Next, I've got some teaching table task planning and activity ideas. There are differentiated table tasks so that wherever your learners are working at from 0- 4 years (cognitively), 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.  

Interactive games are included in each week's sessions. This week's game is one of my favourites! Based on the lovely book "Dear Zoo" by Rod Campbell, it asks my learners to open presents and find out which animal the zoo has sent. 

 These games are super interactive, allow our children to learn without even realising it, and give us supporting adults a useful chance to assess their learning.

Lastly, writing tasks are included, which 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.

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 blog posts here to see what I've done during previous weeks of the programme, or my TikTok, YouTube, Facebook or Instagram for lots more Core Word content. You can buy the Core Word Programme or access a free Week 1 trial by tapping the image below.