Choosing Activity First
Choosing Core: selecting activity first • We have created this tool to help you think through activities and target use of core vocabulary. • Some activities are filled out. These are just ideas, feel free to adapt to the child’s and your style/level. • You will also find a document for moving beyond one word. This will include communication scripts to help you think through the communicative functions to participate in the activities. • Steps to complete: – Pick a motivating activity/topic – Fill in words in the different sections – Think through the script: what does the communication partner need to say to elicit the targeted vocabulary? Consider the different language functions. – Have Fun!
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Scripts • Scripts are a great way to help us think through the activity. • They might help others to work with the student. (SLP, OT, PT, parents, assistants, nurse, Teacher, etc) • After we have used scripts for awhile, it will be easier to think about our communication role in other activities that are not planned out. • The first couple activity scripts are filled out as an example. We all have learning and teaching styles. Feel free to adapt to your teaching style and your clients learning style. They are started with some simple thoughts. Expand on what client knows and what you are targeting. • The goal is help foster language growth through open ended questions and statements that lead our client to a variety of language functions and vocabulary growth. This can help us to think beyond requesting and yes/no questions.
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Other tips • Place items in a container or opaque bag so student needs to ask “what” or “help” or “look” • Teach the student how to “direct” you in the activity. (What do you want me to do?) • Make comments and model the vocabulary on the device. • Respond! Respond! Even accidental hits need a response! • Have fun! ©-Saltillo Corporation-09/2014
Choosing CORE Vocabulary: “Activity-First” Approach
Associated Questions How do you feel about it?
(words to comment; interjections)
UH-OH! _____________________ LIKE IT __________________ _____________ COOL FUN
Action Words
WHERE GO? ________________________ WHAT THAT? _______________________ CAN I? _________________
(What does It do? What do you do with it?)
Motivating Item/Activity Or Lesson Topic
OPEN POP BLOW _____________________ ____________________ LOOK CHASE _________________ HELP TOUCH
BUBBLES __________
Is there a more general way to say the action? GO: blow, chase ___________________ ___________________ DO: pop, blow __________________ GET IT: chase, pop
SEE: look FEEL: touch
Who/What does the action?
I/ME ___________________ YOU ___________________ ___________________ BUBBLES/IT/THEY
Words to Initiate or Request Recurrence
GO _____________________ MY TURN _____________________ ______________ MORE
Words to Negate or Express Cessation
DON’T WANT _____________________ ALL DONE _____________________ __________________ STOP
Describing Words
Associated Nouns
BIG/LITTLE ______________________ ______________________ WET ROUND ______________________ UP/DOWN
BUBBLES _____________________ WAND _____________________ _____________________ CONTAINER/LID
(adjectives, adverbs, prepositions)
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MOVING BEYOND ONE WORD 1
bubbles ACTIVITY____________
Copy the Words from “Choosing CORE Vocabulary” Worksheet
_____________________________________________________________ Like, it, cool, fun, pop, blow, look, chase, touch, go, do, get, see, feel, where, go, what, that, can, I, me, you, my, turn, more, want, all done, _____________________________________________________________ stop, uh-oh!, open, help, up, down, round, big, wet, little, _____________________________________________________________ 3
Write what the communication partner needs to say/do in order to get the child to say the phrase on the right.
COMMUNICATION SCRIPT
____________________________ *I have something in my bag. *Bubbles! What should we do? ____________________________ *(blowing bubbles) Where should the ____________________________ bubbles go? Big or little? ____________________________ *What do you think? ____________________________ *I like little bubbles. How does they feel? ____________________________ *Should we do more or stop? ___________________________
2
Come up with as many different 2+ word combinations using the above words and write them below. Add words as needed.
PHRASES/SENTENCES
What in/side? open I look ____________________________ Open help play blow see ____________________________ Up down big bubble little ____________________________ ____________________________ I like it! Cool! This is fun. See up ____________________________ Feel wet touch more get wet ____________________________ I want touch do more my turn ____________________________
4
Review the phrases and make sure you have included several different functions of communication: Request (Object, Action, Help, Recurrence), Comment, Ask Question, Accept/Reject, Label, Exclaim, Express Feelings, Call/Greet
©-Saltillo Corporation-09/2014
Choosing CORE Vocabulary: “Activity-First” Approach
Associated Questions How do you feel about it?
(words to comment; interjections)
GOOD/BAD _____________________ LIKE IT __________________ _____________ HOT, COLD
Action Words
WHERE DRINK? ________________________ WHAT EAT? _______________________ CAN I? _________________
(What does It do? What do you do with it?)
Motivating Item/Activity Or Lesson Topic
EAT, DRINK, HELP _____________________ POUR, WANT, MIX ____________________ _________________ TASTE, CHEW
SNACK TIME __________
Is there a more general way to say the action? GO: pour ___________________ DO: pour, taste ___________________ __________________ MAKE: mix
EAT/DRINK: want
Who/What does the action?
I/ME ___________________ YOU ___________________ ___________________ FOOD/IT/THAT
Words to Initiate or Request Recurrence
GO _____________________ MY TURN _____________________ ______________ MORE
Words to Negate or Express Cessation
DON’T WANT _____________________ ALL DONE _____________________ __________________ STOP
Describing Words
Associated Nouns
BIG/LITTLE ______________________ GOOD/BAD COLORS ______________________ ______________________ STICKY, SMELLY
SNACK, TABLE _____________________ _____________________ FOOD ITEMS _____________________ CUP/PLATE/ETC.
(adjectives, adverbs, prepositions)
COLD/HOT
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MOVING BEYOND ONE WORD 1
Snack time ACTIVITY____________
Copy the Words from “Choosing CORE Vocabulary” Worksheet
good, bad, I, like, it, more, all done, hot, cold, taste, want, chew, eat, drink, sticky, smelly, make _____________________________________________________________ Mix, don’t, help, red, green, yellow, big, little, snack, cookie, pretzel, cup, plate, that, juice _____________________________________________________________ _____________________________________________________________
3
Write what the communication partner needs to say/do in order to get the child to say the phrase on the right.
COMMUNICATION SCRIPT
____________________________ *I am hungry! We should have a snack. We could have cookies or ____________________________ pretzels. Hmmm. ____________________________ *I’m thirsty! What should I do? Eat or ____________________________ drink? Are you thirsty? What do you ____________________________ need? ____________________________ *My cookie tastes good. How is your __________________________ cookie?
2
Come up with as many different 2+ word combinations using the above words and write them below. Add words as needed.
PHRASES/SENTENCES
____________________________ I want pretzels/cookies please I like cookies eat cookies ____________________________ ____________________________ You drink. You need drink. I need ____________________________ drink. Drink juice. Want cold drink. ____________________________ Want orange drink ____________________________ Like it. Taste good. Taste bad. Don’t ____________________________ like. Smelly.
4
Review the phrases and make sure you have included several different functions of communication: Request (Object, Action, Help, Recurrence), Comment, Ask Question, Accept/Reject, Label, Exclaim, Express Feelings, Call/Greet
©-Saltillo Corporation-09/2014
Choosing CORE Vocabulary: “Activity-First” Approach
Associated Questions How do you feel about it?
(words to comment; interjections)
LIKE/DON’T LIKE _____________________ BORING, FUN __________________ _____________
Action Words
WHAT DAY? ________________________ WHAT? (weather) _______________________ WHAT DO? _________________
(What does It do? What do you do with it?)
Motivating Item/Activity Or Lesson Topic
_____________________ COUNT ____________________ SING, TAKE TURN _________________ PUT ON/TAKE OFF
CALENDAR __________
Is there a more general way to say the action? GO: count, sing, ___________________ DO: count, take turn ___________________ __________________
Who/What does the action?
I/ME ___________________ YOU, HE/SHE ___________________ ___________________ IT/THAT
Words to Initiate or Request Recurrence
GO AGAIN _____________________ MY TURN _____________________ ______________ MORE
Words to Negate or Express Cessation
NOT THAT, DIFFERENT _____________________ ALL DONE _____________________ __________________ STOP
Describing Words
Associated Nouns
BIG/LITTLE, UP/DOWN ______________________ HOT/COLD ______________________ ______________________ ON/OFF COLORS
MONTHS, DAYS _____________________ _____________________ WEATHER _____________________ SEASONS
(adjectives, adverbs, prepositions)
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MOVING BEYOND ONE WORD 1
ACTIVITY____________
Copy the Words from “Choosing CORE Vocabulary” Worksheet
_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 3
Write what the communication partner needs to say/do in order to get the child to say the phrase on the right.
COMMUNICATION SCRIPT
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
2
Come up with as many different 2+ word combinations using the above words and write them below. Add words as needed.
PHRASES/SENTENCES
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
4
Review the phrases and make sure you have included several different functions of communication: Request (Object, Action, Help, Recurrence), Comment, Ask Question, Accept/Reject, Label, Exclaim, Express Feelings, Call/Greet
©-Saltillo Corporation-09/2014
Choosing CORE Vocabulary: “Activity-First” Approach
Associated Questions How do you feel about it?
(words to comment; interjections)
FUNNY. I LOVE IT _____________________ DON’T/LIKE IT __________________ _____________ UH OH
Action Words
WHAT HAPPENED? ________________________ WHERE GO? _______________________ WHAT NEXT? _________________
(What does It do? What do you do with it?)
Motivating Item/Activity Or Lesson Topic
READ _____________________ ____________________ TURN THE PAGE _________________ SEE/LOOK
READING BOOKS __________
Is there a more general way to say the action? DO: read, turn ___________________ GO: turn the page ___________________ __________________
Words to Initiate or Request Recurrence
Who/What does the action?
I/ME YOU ___________________ BOOK CHARACTER ___________________ ___________________ BOOK/IT/THAT
GO TURN IT _____________________ AGAIN _____________________ ______________ MORE
Words to Negate or Express Cessation
DON’T LIKE _____________________ ALL DONE _____________________ __________________ STOP FINISH
Describing Words
Associated Nouns
HERE/THERE ______________________ GOOD/BAD COLORS ______________________ ______________________ NUMBERS, SHAPES
BOOK, PAGE, WORDS _____________________ _____________________ PICTURES IN _____________________ THE BOOK
(adjectives, adverbs, prepositions)
IN/ON
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MOVING BEYOND ONE WORD 1
ACTIVITY____________
Copy the Words from “Choosing CORE Vocabulary” Worksheet
_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 3
Write what the communication partner needs to say/do in order to get the child to say the phrase on the right.
COMMUNICATION SCRIPT
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
2
Come up with as many different 2+ word combinations using the above words and write them below. Add words as needed.
PHRASES/SENTENCES
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
4
Review the phrases and make sure you have included several different functions of communication: Request (Object, Action, Help, Recurrence), Comment, Ask Question, Accept/Reject, Label, Exclaim, Express Feelings, Call/Greet
©-Saltillo Corporation-09/2014
Choosing CORE Vocabulary: “Activity-First” Approach
Associated Questions How do you feel about it?
(words to comment; interjections)
GOOD BAD PRETTY _____________________ LIKE IT __________________ _____________ COOL FUN
Action Words
(What does It do? What do you do with it?)
COLOR DRAW _____________________ WATCH LOOK ____________________ _________________ CUT HELP
Is there a more general way to say the action? MAKE: color, draw ___________________ ___________________ DO: color, draw, cut __________________ SEE: watch, look
WHERE GO? ________________________ WHAT THAT? _______________________ WHAT COLOR? _________________
Motivating Item/Activity Or Lesson Topic
Art __________
Who/What does the action?
I/ME ___________________ YOU ___________________ ___________________ IT/THAT/THIS
Words to Initiate or Request Recurrence
DO _____________________ MY TURN _____________________ ______________ MORE
Words to Negate or Express Cessation
DON’T WANT _____________________ FINISHED _____________________ __________________ STOP
Describing Words
Associated Nouns
RED, BLUE/ COLOR ______________________ ______________________ CIRCLE,/SHAPE ______________________ PRETTY, UGLY,
CRAYON, PAINT _____________________ PAPER, SCISSORS _____________________ _____________________ PICTURE, FLOWER
(adjectives, adverbs, prepositions)
©-Saltillo Corporation-09/2014
MOVING BEYOND ONE WORD 1
ACTIVITY____________
Copy the Words from “Choosing CORE Vocabulary” Worksheet
_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 3
Write what the communication partner needs to say/do in order to get the child to say the phrase on the right.
COMMUNICATION SCRIPT
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
2
Come up with as many different 2+ word combinations using the above words and write them below. Add words as needed.
PHRASES/SENTENCES
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
4
Review the phrases and make sure you have included several different functions of communication: Request (Object, Action, Help, Recurrence), Comment, Ask Question, Accept/Reject, Label, Exclaim, Express Feelings, Call/Greet
©-Saltillo Corporation-09/2014
Choosing CORE Vocabulary: “Activity-First” Approach
Associated Questions How do you feel about it?
(words to comment; interjections)
UH-OH! FUN _____________________ LIKE IT, DON’T LIKE __________________ _____________ EASY, HARD
Action Words
(What does It do? What do you do with it?)
COUNT ADD _____________________ MEASURE SUBTRACT ____________________ _________________
Is there a more general way to say the action? GO: count, add, ___________________ DO: add, measure ___________________ __________________ TAKE AWAY: subtract
HOW MANY? ________________________ HOW MUCH? _______________________ CAN I? _________________
Motivating Item/Activity Or Lesson Topic
Math __________
Who/What does the action?
I/ME ___________________ YOU ___________________ ___________________ IT/THAT, THIS
Words to Initiate or Request Recurrence
GO _____________________ MY TURN _____________________ ______________ MORE
Words to Negate or Express Cessation
DON’T WANT _____________________ ALL DONE _____________________ __________________ STOP
Describing Words
Associated Nouns
MANY, FEW, UP, DOWN ______________________ ______________________ A LOT, LESS, MORE ______________________ SAME, DIFFERENT
MATH _____________________ NUMBER _____________________ _____________________ BEADS, BLOCKS
(adjectives, adverbs, prepositions)
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MOVING BEYOND ONE WORD 1
ACTIVITY____________
Copy the Words from “Choosing CORE Vocabulary” Worksheet
_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 3
Write what the communication partner needs to say/do in order to get the child to say the phrase on the right.
COMMUNICATION SCRIPT
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
2
Come up with as many different 2+ word combinations using the above words and write them below. Add words as needed.
PHRASES/SENTENCES
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
4
Review the phrases and make sure you have included several different functions of communication: Request (Object, Action, Help, Recurrence), Comment, Ask Question, Accept/Reject, Label, Exclaim, Express Feelings, Call/Greet
©-Saltillo Corporation-09/2014
Choosing CORE Vocabulary: “Activity-First” Approach
Associated Questions How do you feel about it?
(words to comment; interjections)
LOVE IT, DON’T _____________________ LIKE IT __________________ _____________ COOL FUN
Action Words
WHERE GO? ________________________ WHAT THAT? _______________________ CAN I? _________________
(What does It do? What do you do with it?)
Motivating Item/Activity Or Lesson Topic
PLAY GO WATCH _____________________ ____________________ STOP CHASE _________________ TOUCH MAKE
Play ground __________
Is there a more general way to say the action? GO: play, chase ___________________ ___________________ DO: make __________________ GET: chase
SEE: watch FEEL: touch
Who/What does the action?
I/ME ___________________ YOU ___________________ ___________________ PARK/IT/THEY
Words to Initiate or Request Recurrence
GO HELP _____________________ MY TURN _____________________ ______________ MORE
Words to Negate or Express Cessation
DON’T WANT _____________________ ALL DONE _____________________ __________________ STOP
Describing Words
Associated Nouns
SLOW/FAST ______________________ ______________________ FUNNY BIG/LITTLE ______________________ UP/DOWN
SLIDE SWING _____________________ SAND _____________________ _____________________ GRASS BARS
(adjectives, adverbs, prepositions)
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MOVING BEYOND ONE WORD 1
ACTIVITY____________
Copy the Words from “Choosing CORE Vocabulary” Worksheet
_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 3
Write what the communication partner needs to say/do in order to get the child to say the phrase on the right.
COMMUNICATION SCRIPT
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
2
Come up with as many different 2+ word combinations using the above words and write them below. Add words as needed.
PHRASES/SENTENCES
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
4
Review the phrases and make sure you have included several different functions of communication: Request (Object, Action, Help, Recurrence), Comment, Ask Question, Accept/Reject, Label, Exclaim, Express Feelings, Call/Greet
©-Saltillo Corporation-09/2014
Choosing CORE Vocabulary: “Activity-First” Approach
Associated Questions How do you feel about it?
(words to comment; interjections)
HUNGRY THIRSTY _____________________ LIKE IT __________________ _____________ COOL FUN
Action Words
HOW LONG? ________________________ WHAT THAT? _______________________ HOW MUCH? _________________
(What does It do? What do you do with it?)
Motivating Item/Activity Or Lesson Topic
COOK CLEAN SMELL _____________________ ____________________ STIR MAKE LOOK _________________ TOUCH TASTE
Kitchen-cook __________
Is there a more general way to say the action? GO: cook, clean, make ___________________ ___________________ DO: cook, clean __________________ TURN: stir
SEE: look FEEL: touch
Who/What does the action?
I/ME ___________________ YOU ___________________ ___________________ IT/THEY
Words to Initiate or Request Recurrence
GO _____________________ MY TURN _____________________ ______________ MORE
Words to Negate or Express Cessation
DON’T WANT _____________________ FINISH ALL DONE _____________________ __________________ STOP
Describing Words
Associated Nouns
HOT/COLD ______________________ ______________________ GOOD/BAD ______________________ SWEET/SOUR/STINKY
THAT THIS _____________________ CUP, PLATE, DISH _____________________ _____________________ CONTAINER/LID
(adjectives, adverbs, prepositions)
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MOVING BEYOND ONE WORD 1
ACTIVITY____________
Copy the Words from “Choosing CORE Vocabulary” Worksheet
_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 3
Write what the communication partner needs to say/do in order to get the child to say the phrase on the right.
COMMUNICATION SCRIPT
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
2
Come up with as many different 2+ word combinations using the above words and write them below. Add words as needed.
PHRASES/SENTENCES
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
4
Review the phrases and make sure you have included several different functions of communication: Request (Object, Action, Help, Recurrence), Comment, Ask Question, Accept/Reject, Label, Exclaim, Express Feelings, Call/Greet
©-Saltillo Corporation-09/2014
Choosing CORE Vocabulary: “Activity-First” Approach
Associated Questions How do you feel about it?
(words to comment; interjections)
UH-OH! SWEET _____________________ LIKE IT __________________ _____________ COOL FUN
Action Words
WHERE GO? ________________________ WHAT THAT? _______________________ HOW ARE YOU? _________________
(What does It do? What do you do with it?)
Motivating Item/Activity Or Lesson Topic
COME PLAY _____________________ ____________________ LOOK LISTEN _________________ TELL TOUCH
Social __________
Is there a more general way to say the action? SAY: tell ___________________ ___________________ __________________
Who/What does the action?
I/ME ___________________ YOU ___________________ ___________________ IT/THEY
Words to Initiate or Request Recurrence
HELLO _____________________ MY TURN _____________________ ______________ MORE
Words to Negate or Express Cessation
GOOD BYE _____________________ SEE YOU LATER _____________________ __________________ STOP I HAVE A PROBLEM
Describing Words
Associated Nouns
NICE, GOOD, BAD ______________________ ______________________ EXCITED SCARED ______________________ HAPPY, SAD, MAD
PEOPLE _____________________ PLACES _____________________ _____________________ THINGS
(adjectives, adverbs, prepositions)
©-Saltillo Corporation-09/2014
MOVING BEYOND ONE WORD 1
ACTIVITY____________
Copy the Words from “Choosing CORE Vocabulary” Worksheet
_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 3
Write what the communication partner needs to say/do in order to get the child to say the phrase on the right.
COMMUNICATION SCRIPT
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
2
Come up with as many different 2+ word combinations using the above words and write them below. Add words as needed.
PHRASES/SENTENCES
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
4
Review the phrases and make sure you have included several different functions of communication: Request (Object, Action, Help, Recurrence), Comment, Ask Question, Accept/Reject, Label, Exclaim, Express Feelings, Call/Greet
©-Saltillo Corporation-09/2014
Choosing CORE Vocabulary: “Activity-First” Approach
Associated Questions How do you feel about it?
(words to comment; interjections)
DON’T LIKE, LONG _____________________ LIKE IT __________________ _____________ COOL FUN
Action Words
WHERE GO? ________________________ WHAT THAT? _______________________ WHEN? _________________
(What does It do? What do you do with it?)
Motivating Item/Activity Or Lesson Topic
GO DRIVE STOP _____________________ ____________________ LOOK _________________ MOVE
Bus __________
Is there a more general way to say the action? GO: drive, move ___________________ SEE: look ___________________ __________________
Who/What does the action?
I/ME ___________________ YOU ___________________ ___________________ DRIVER/IT/THEY
Words to Initiate or Request Recurrence
GO READY _____________________ MY TURN _____________________ ______________ MORE
Words to Negate or Express Cessation
DON’T WANT _____________________ GET OFF _____________________ __________________ STOP
Describing Words
Associated Nouns
FAST/SLOW ______________________ ______________________ HERE/THERE/AWAY ______________________ UP/DOWN, ON/ OFF
BUS _____________________ SCHOOL HOME _____________________ _____________________ SEAT WHEELS
(adjectives, adverbs, prepositions)
©-Saltillo Corporation-09/2014
MOVING BEYOND ONE WORD 1
ACTIVITY____________
Copy the Words from “Choosing CORE Vocabulary” Worksheet
_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 3
Write what the communication partner needs to say/do in order to get the child to say the phrase on the right.
COMMUNICATION SCRIPT
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
2
Come up with as many different 2+ word combinations using the above words and write them below. Add words as needed.
PHRASES/SENTENCES
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
4
Review the phrases and make sure you have included several different functions of communication: Request (Object, Action, Help, Recurrence), Comment, Ask Question, Accept/Reject, Label, Exclaim, Express Feelings, Call/Greet
©-Saltillo Corporation-09/2014
Choosing CORE Vocabulary: “Activity-First” Approach
Associated Questions How do you feel about it?
(words to comment; interjections)
_____________________ __________________ _____________
Action Words
________________________ _______________________ WHAT THAT? _________________
(What does It do? What do you do with it?)
Motivating Item/Activity Or Lesson Topic
_____________________ ____________________ _________________
__________
Is there a more general way to say the action?
Who/What does the action?
___________________ ___________________ __________________
___________________ ___________________ ___________________
Words to Initiate or Request Recurrence _____________________ _____________________ ______________ MORE
Words to Negate or Express Cessation _____________________ _____________________ __________________ STOP
Describing Words
Associated Nouns
______________________ ______________________ ______________________
_____________________ _____________________ _____________________
(adjectives, adverbs, prepositions)
©-Saltillo Corporation-09/2014
MOVING BEYOND ONE WORD 1
ACTIVITY____________
Copy the Words from “Choosing CORE Vocabulary” Worksheet
_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 3
Write what the communication partner needs to say/do in order to get the child to say the phrase on the right.
COMMUNICATION SCRIPT
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
2
Come up with as many different 2+ word combinations using the above words and write them below. Add words as needed.
PHRASES/SENTENCES
____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________
4
Review the phrases and make sure you have included several different functions of communication: Request (Object, Action, Help, Recurrence), Comment, Ask Question, Accept/Reject, Label, Exclaim, Express Feelings, Call/Greet
©-Saltillo Corporation-09/2014
