For many of us, the beginning of September means returning to our classrooms, our learners, and our core words!
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 interactive, engaging and flexible sessions, the programme covers the first core words that a neurotypical child would learn. It has recently changed to a subscription model, allowing for easier and faster use and means that all content is within your login. No need to navigate to external sites such as YouTube, yay! To read more about the changes, please see this blog post.
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, Makaton, it is suitable for all.
*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 1: Want
It is week 1 of my programme, and we are learning “want” - a fundamental word allowing for autonomy and expression. In these sessions, your learners will explore “want” through a variety of engaging and interactive activities. Read on to see what we cover and how I will be using the programme in my classrooms.
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Click the image above to watch my core word 'want' session in video format and see how I would lead this week's session.
When starting on a new core word, the activities are split into saying, finding, hearing, watching, playing, reading, learning, practising and writing each 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 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 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.
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.
Next, we read it. The sensory story that I have chosen for my classroom is "I Want My Potty" by Tony Ross. This book is a classic for a reason: it has warm characters, humour for both children and adults to enjoy, with fun illustrations.
Each weekly core word session includes a few story suggestions to turn into sensory stories. 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-led children. Through stories, we can support learners to build understanding and context to put with the language they are hearing.
I have a video here about how I plan to make this week's story a more sensory and engaging one.
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 part of my "Week 1: Want" session here
Notice how I model the core word using speech and AAC, my staff 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:
1: Regulation & Reconnection
I plan to regulate and connect with our learners at the start of the session. Using soft translucent fabrics, calming music, bubbles, deep pressure squeezes and “hanging out” together
2: Invitation
I plan to create intrigue and safe opportunities to observe and come and join the group through dying the rice rainbow colours then spinning it on the rice spinning wheel into a tuff tray *video above
3: Shared Experience
I plan to explore a shared sensory experience together. This could be as a whole class, small group or 1:1. *after the rice is spun we would freely explore it, being led by my learners
4: Ending
It’s important not to rush the ending. I plan to play calming tidy up music as we gather the rice back into the jar. The learners can help if they want to or continue to explore as the rice gets tidied. They can also choose to move on if desired.
*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 our this session, if you do please let me know how it goes!
Other communication ideas for 'Learn it':
This week I will be using a light-up, flashing unicorn wand, a handheld fan and a sound button to demonstrate "Want". I will show my learners what it does, and then, when it stops, say "I want more!" I will then start up the toy again.
Another activity that I will be using is toy box choosing. (You can download the choosing sheet from the programme to print and use with your learners). I will show my class the big box of toys that we have and the choosing board. I'll read aloud "I want" from the board, and then spend some time thinking before I choose the toy that I want. I'll demonstrate selecting the toy and moving it to complete the sentence on the board - "I want cactus".
Grabbing the cactus toy out of the box, and showing how it copies what I say and dances, I will then say "Your turn! Which one do you want?", and my learners can have a turn.
In each of my play sessions, there are multiple opportunities for modelling the core word. 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.
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.
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.
There is an interactive game included each week. This week, the game will show different people who are saying "I want" various common items, and my class have to give them the item that they are asking for.
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.
In the game this week, learners need to listen to the audio instruction "I want..." and read the symbolised visuals to know what the child wants. Then, drag that item to them. There are lots of commonly liked items included, helping our learners feel motivated to play. The game is easy to play, so is accessible for all, regardless of motor planning ability. The audio is great for reinforcing our core word for GLPs who often repeat this phrase themselves.
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 game. If you plan to use the printed sheets then having those alongside the "practise it" section would work better.
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.
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.
