Common Core vs. Core
Vocabulary
Created by Christine Kramlich, M.Ed and Kimberly Thompson, M.S./OTR-L
[email protected] 770-871-8434
1
Who Am I?
How to Discover Core Words
•
•
•
•
3 activities
20 words in each category
Any common words?
What words for all 3 activities?
Can you
pick the core?
4
These are
CORE
5
These are
FRINGE
6
Core Words
•
•
•
•
•
•
•
High frequency
Versatile
Universal
Apply across environments
Include a variety of parts of speech
Non-picture producing
Ex. Sight words, I, like, more
Fringe Words
•
•
•
•
•
Low frequency
Apply to limited environments
Mostly names/nouns
Picture producing
Ex. Test tube, movie, line,
Bubbles
Why Core?


300 words make up 75-85% of the words we say.
Same words across
 Gender
 Age
 Topic
 Setting
 Disability
Bruce Baker
9
The Vocabulary of Toddlers
Banajee, DiCarlo & Stricklin, (AAC 2003)
50 toddlers between the ages of 2 & 3 years
Toddler Vocabulary Arranged by Frequency
Words
Percentage
I
No
Yes/yea
my
the
want
is
it
that
a
go
mine
you
what
on
in
here
more
out
off
some
help
all done/finished
96.3%
9.5
8.5
7.6
5.8
5.2
5.0
4.9
4.9
4.9
4.6
4.4
3.8
3.2
3.1
2.8
2.7
2.7
2.6
2.4
2.3
2.3
2.1
1.0
26 core words
shown at left
comprise 96.3
percent of the total
words used by
toddlers in this
study.
Banajee et al.
Your Turn
Create sentences using 100 most frequently
used word list.
Challenge yourself with longer sentences.
Share.
12
Introducing Core Vocabulary
•
•
•
•
High interest activities
Generalize words
Multiple meanings of words
Caution with academics initially
• Balloons! How can these same words
transfer to more academic activities?
Natural Language Development
•
•
•
•
•
•
AAC Language Lab
Apps
Ibooks
www.hubbardscupboard.org
www.rigby.com
Speech therapist
Life is about the Nouns, right?
•
•
•
•
Curriculum
Flash cards
Board books
Target vocabulary
23
Strategies
•
•
•
•
•
Referential vs. descriptive teaching
Engaging Activities
Simplify definitions
Alternate Ways to Assess
Modeling
What is Referential Teaching?
• Questioning with an expected response of
noun, date, or place.
• Generally requires only one word answer
• Often used with AAC users
• Often used with those who have limited
language exposure/experience
• Lots of temporary word programming
What is Descriptive Teaching?
•
•
•
•
Emphasizes use of core vocabulary
Uses permanent words
Words cross curriculum
Words generalize to a variety of
environments
• Teach concepts in vocabulary words
• Use core words to describe these
concepts
Shifting Mindset: Core vs. Target
• Referential vs. descriptive questions
Common Core: S4P3. Students will demonstrate the relationship between
the application of a force and the resulting change in position and motion on
an object.
Ref: What is the force that slows or stops motion?
Answer: Friction
Desc: What did you learn about friction?
Answer: It stops things. It slows things.
Reframe this one: What is the measure of speed in
a certain direction? Answer: Velocity
27
Engaging Activities
• Friction: Where does the car go fastest?
– Vinyl, wood, carpet, ice, pavement
– Core words: fast, slow, go, stop, my, turn, I,
want, get, it, big, little, you, more, like, don’t,
work, make, need, come, put, help (look at 60
1-hit)
Simplify Definitions with Core
Words
• Identify key vocabulary
• Simplify key vocabulary
• Model core words to describe key words
Simplify Definitions
• Civil Rights Movement
SS8H11 The student will evaluate the role of Georgia in the modern civil
rights movement.
• Identify key vocabulary: Jim Crow Laws,
Ku Klux Klan, Rosa Parks, segregation,
Plessy v. Ferguson, etc.
• Simplify Key vocabulary: segregation,
Rosa Parks, Jim Crow Laws
Simplify Key Vocabulary
• Segregation: enforced separation of
whites/blacks (whites sit there, blacks sit here)
• Ku Klux Klan: secret organization in the south
which aimed to suppress the newly acquired
powers of blacks (bad people, mean to black
people, don’t like black people)
• Rosa Parks: African American woman whose
arrest sparked the Montgomery Bus Boycott
(good lady, sat on bus with white people)
Middle School Science
Emerging Communicator
(1, 2, 3 words)
More Proficient Communicator (3-6
words)
Mars
First one; hottest
It is the first one. It is the hottest.
Venus
Second one; like Earth
It is the second one. It is like Earth.
Orbit
Go around something
Go around something in a circle.
Tide
Water up down
Water goes up and down (because
earth pulls on the moon)
Crater
Big opening (in ground)
Big opening in the ground made by
something big falling
Earth
We live; third one
We live here. It is the third one.
Eclipse
Hides another
One thing in the sky hides another
Model Core Vocabulary
•
•
•
•
•
•
•
Need to know the device
Be familiar with the words
Use the same words across curriculum
Make cheat sheets
Touch the device!
Laser pointer
Flashlight
Alternate Ways to Assess
• ELACC1RL1 Ask and answer questions
about key details in a text
• Want to assess whether a student can
name a concept, try this:
More Alternate Ways to Assess
•
•
•
•
•
Post Its
A, B, C, D
1, 2, 3, 4
True/False
Spelling/What does it start with?
Elementary Language Arts
•
•
•
•
•
•
•
Compare: What same
Contrast: What different
Character: Person
Plot: Story about
Setting: Where
Conflict: Problem in story
Author: Person who writes
Math examples
• Comparing decimals (more, less, big,
small, first, next, last)
• Reading graphs (high, low, more than,
less than, most, least, up, down, hot, cold)
• Math games (have, can, I, you, do)
43
Teaching Core and Having Fun
• Pretend Play or Academic Activity
– Cooking: What words would you typically
associate with the activity?
– What are some better words?
• Turn on/off
• Get that
• Put in
44
Labeling Classroom
• Traditional vs. Core
•
•
•
•
Door = go, out, in
Light = turn, on, off
Chair = sit
Desk = I sit here or you, he, she sits here
50
What do the standards say?
• Core Curriculum Standards: Emphasize ability to
answer open-ended questions
• National Core Curriculum Standards: Expect
students to explain, make connections,
compare/contrast, analyze, etc.
• There is no need to “say” a particular word, but
rather “tell about and talk about” a topic
Summary
• Vocabulary of life dominated by core
• Flexible words, express any idea
• State Standard Curriculum can be
addressed using core words
• Time and energy saved by avoiding
adding unnecessary words to device
Why I do what I do
• Wants/needs became communication
• Power of a voice
•
“My name is Kyleigh. I am nine years old. I am in 3rd grade. This is my
talker. It helps me speak. I like when my friends play with me. I feel happy.
We play tic tac toe and cards at school. We listen to my MP3 player at
home. I like Girl Scouts. The girls say hi to me and talk to me. They know I
am observant. I work hard at math. My teachers don’t know how hard it is.
That makes me mad. Sometimes people ask me why I am disabled. I don’t
know what to say. I wish they would laugh and joke with me. I would like
you if you would like me. Thank you for listening.
Questions/Comments
• [email protected]
• 770-871-8434
•
•
•
•
Loan devices
Assist with implementation
Technical support
Assist with getting a device