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!
©-Saltillo Corporation-09/2014
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.
©-Saltillo Corporation-09/2014
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)
©-Saltillo Corporation-09/2014
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
©-Saltillo Corporation-09/2014
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)
©-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)
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
©-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)
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)
©-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)
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)
©-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)
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)
©-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! 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