- Arts & Music
- English Language Arts
- World Language
- Social Studies - History
- Holidays / Seasonal
- Independent Work Packet
- Easel by TPT
- Google Apps
Interactive resources you can assign in your digital classroom from TPT.
Easel Activities
Easel Assessments
Unlock access to 4 million resources — at no cost to you — with a school-funded subscription..
two word combinations
All Formats
Resource types, all resource types, results for two word combinations.
- Price (Ascending)
- Most Recent
2-word Combinations with Adjectives Big and Small BUNDLE
2-word combinations with Colors | Clothing Theme
2-word combinations with Colors | Car theme
2-word combinations with Adjectives Clean and Dirty
Teaching 2-word combinations with Verbs - Open
Teaching 2-word combinations with Verbs - Cut
Two-Syllable Words with a Combination of Vowel-Consonant-e and Closed Syllables
Digital activity for 2-word combinations with location words "up" and "down"
2-word combinations with Adjectives Big and Small | Food Theme
Also included in: 2-word Combinations with Adjectives Big and Small BUNDLE
2-word combinations with Adjectives Big and Small | Farm theme
2-word combinations with Adjectives Big and Small | Vehicles theme
2-word combinations with Adjectives Big and Small | Wild animals theme
Duck for President Word Work (Two Sounds of the Vowel Combination "ea")
Phonics Worksheets and Activities Interactive Word Work BUNDLE
Decoding Multisyllabic Words | Reading Intervention | Phonics Activities
Decodable Readers to Support the Science of Reading- Bundle 2
Prefix Reading Intervention | Decoding Multisyllabic Words |Phonics Activities
Also included in: Prefixes and Suffixes | Reading Intervention | Decoding Multisyllabic Words
EDITABLE Sight Word Centers and Activities
Also included in: Print and Play Pre-K and Kindergarten Center Activities BUNDLE
Building Words Word Work Worksheets Bundle Part 2 Google Classroom
•Sentence Maps 2• Combining words, Expanding utterances, etc.
Prefixes and Suffixes | Reading Intervention | Decoding Multisyllabic Words
Secret Code CVC Words
Orton-Gillingham Word Cards- the Bundle
TPT empowers educators to teach at their best.
- We're Hiring
- Help & FAQ
- Terms of Service
- Trademark & Copyright
- Privacy Policy
- Student Privacy Policy
Keep in Touch!
Are you getting the free resources, updates, and special offers we send out every week in our teacher newsletter?
- Not For Profit Charity
- Early Childhood Language Delays
- Language & Literacy Development
- Professionals
- Our Thought Leaders
- Our Global Reach
- It Takes Two To Talk
- More Than Words
- TalkAbility
- Target Word
- Learning Language and Loving It
- ABC and Beyond
- Teacher Talk Training Series
- Program Search
- Hanen 4 “I”s to Socialize
- SPARK Communication
- Workshop Schedule
- Academic Presentation
- Workshop Notification
- It Takes Two to Talk Updated
- Make Play R.O.C.K.™ Booklet Series
- You Make The Difference
- Teacher Talk Workbooks
- It Takes Two to Talk Parent Workbook - member only
- Healthcare Professionals
- When You Are Concerned
- Parent Tips
- Language and Literacy Tips
- Fun Activities
- Inspiring Stories
- Autism Corner
- Literacy at Home
- Literacy in the Classroom
- Technology Corner
- Hanen Newsletter
- Speech-Language Pathologists
Combining Words Together: A Big Step in Language Development
By Lauren Lowry Hanen Certified SLP and Clinical Staff Writer
It’s so exciting when a child says his first word. According to the American Academy of Pediatrics, a child should say his first word by 15 months of age [1]. Parents eagerly await this milestone and proudly record their child’s first word amongst his other achievements in his “baby book”.
But another milestone which receives a lot less attention is also very important for a child’s language development – that is, a child’s ability to combine words. Children’s first word combinations express two ideas using any two words (such as “Daddy up” when the child wants to be picked up). But as children progress, their combinations start to include verbs, such as “want juice” or “car go!”. These combinations that include verbs are important as they set the stage for the child's grammar skills to develop. Children should be combining two words together by 24 months of age [1].
A recent study looked at children’s first words and first word combinations, and whether delays in either of these milestones predicted later language problems. Interestingly, children who were late to combine words were more at risk for future problems with language than children who were late with their first words [2].
As toddlers move from using single words to combining them, parents and caregivers often have questions about this stage of language development. Here are some common questions and answers about children’s early word combinations.
Common Questions about Word Combinations
Are “thank you” and “night night” examples of two-word combinations.
Some toddlers learn expressions like “thank you” and “night night” early on, and parents may think that these are evidence of two-word combinations. However, these expressions are memorized as a single “chunk” of language, as opposed to two separate words that the child has combined together. When children learn “thank you”, they are not able to combine either of these words with other words to form new combinations (such as “thank Mom” or “you go”). True two-word combinations express two separate ideas.
My child uses several single words. Is he ready to combine words together?
Before a child can combine two words together, he must be able to:
- use a variety of words – In order to combine words, children need more than just nouns (names of people, places, things) in their vocabulary. Once children can use some early verbs (action words like “go”, “pour”, “give”), adjectives (words that describe like “hot”, “big”, “fast”) and/or prepositions (location words like “on”, “in”, “off”), they have the building blocks needed to combine words together.
- express two ideas – Before children express two ideas with two-word combinations, they can usually express two ideas by using a word and a “supplementary” gesture. Supplementary gestures add additional information to the word that is spoken. For example, when a child points to the cookie jar and says “ Mommy ”, his message has two ideas: he wants Mommy to give him a cookie . Or when a child does an action for “big” with his arms while pointing to a large teddy bear, his message has two ideas: the bear is big . This shouldn’t be confused with the child’s use of gestures that match the meaning of his word (e.g. pointing to a cookie and saying “cookie”), as this only expresses one idea.
When parents and caregivers notice that a child’s vocabulary includes words other than just nouns and he starts to use supplementary gestures, he is likely ready to start combining two words together.
My child isn’t combining words together. Should I be concerned?
If your child is 24 months of age or older and not yet combining two words together, you can contact a speech-language pathologist (SLP) for advice. The SLP will assess your child’s speech and language skills and determine if your child has any other risk factors for ongoing difficulties with language.
How can I help my child learn to combine words together?
- Follow your child’s lead – Children need a lot of practice sending messages, both with and without words, before they learn to combine words. In order to encourage your child to send messages, you need to follow his lead by observing him and waiting for him to send you a message. By letting him lead the interaction, he will be motivated to communicate with you. Get down to his level, notice what he is doing, and let him send you messages about whatever captures his interest at the moment. Then respond by saying something related to his message.
- Emphasize a variety of words – When you play and interact with your child, emphasize new words that are based on his interests at that moment. Use actions and your voice to make these new words stand out. Think about highlighting words other than just nouns, such as simple verbs (e.g. “stop”, “push”, “wash”), adjectives (e.g. “small”, “soft”, “cold”), and prepositions (e.g. “in”, “on”, “down”, “up”). Verbs are especially important for building early sentences and for the development of children’s grammar skills [3]. (For more information on helping your child learn some early verbs, see our article “ Verbs Pave the Way for Language Development ”.)
- Model short, grammatical sentences – Even though children’s first word combinations lack proper grammar (e.g. “go car”, “want juice”, “me up”), it’s important that you provide your child with models that are grammatically correct. This helps your child understand how words are used together and what the words mean. For example, if your child says “go car” when he is getting in the car, you can say “You are going in the car”. Or if your child says “want juice”, you could say “You want some juice”.
- Expand your child’s words – You can expand your child’s language by using his single word in a short sentence. If your child says “fast” while pushing a car, you can turn that into a little sentence like “The car is fast!”. Or if he smiles while eating a cookie and says “cookie”, you can say “It’s a yummy cookie”.
- Add gestures to your words – When you use gestures while you speak, it shows your child how to use gestures and words at the same time. This will prepare your child for using supplementary gestures.
These ideas about promoting word combinations come from Target Word ™ - The Hanen Program ® for Parents of Children Who Are Late Talkers [4].
- Hagan, J., Shaw, J. S., & Duncan, P. M. (Eds.). (2008). Bright futures: Guidelines for health supervision of infants, children, and adolescents (3rd ed.). Elk Grove Village, IL: American Academy of Pediatrics.
- Rudolph, J. M. & Leonard, L. B. (2016). Early language milestones and specific language impairment. Journal of Early Intervention, 38 (1) 41 –58.
- Hadley, P. A., Rispoli, M. & Hsu, N. (2016). Toddlers’ verb lexicon diversity and grammatical outcomes. Language, Speech, and Hearing Services in Schools, 47, 44–58.
- Earle, C. with Lowry, L. (2015). Making Hanen Happen Leaders Guide for Target Word ™ — The Hanen Program ® for Parents of Children Who Are Late Talkers, Fourth Edition. Hanen Early Language Program: Toronto, ON.
The Hanen Centre is a Canadian not-for-profit charitable organization with a global reach. Its mission is to provide parents, caregivers, early childhood educators and speech-language pathologists with the knowledge and training they need to help young children develop the best possible language, social and literacy skills. This includes children who have or are at risk for language delays, those with developmental challenges such as autism, and those who are developing typically.
Click on the links below to learn more about how Hanen can help you help children communicate:
Share This Page
All articles.
- Encourage Conversations with Wordless Books!
- Can Children on the Autism Spectrum Learn Two Languages?
- Children Who Lead Get the Language They Need!
- “Have Fun!” – An Essential Ingredient for Children’s Language Learning
- Thinking Outside the Toy Box… Again!
- Thinking Outside the Toy Box
- Light Up Your Child’s Brain with Books!
- Take Language Learning Outside!
- Exploring Objects Helps Children Learn About Language
- Laying the Foundation for First Words
- Get Face to Face to Communicate!
- Make Your Daily Routines R.O.C.K.™!
- Masking and Beyond: What We Know About Masks and Language Development and What Matters Most Even After the Masks Come Off
- Paying Attention to Children’s Joint Attention
- It Takes Two to Talk® Helps More Than Communication, New Studies Show
- Contact Us |
- Copyright |
- Privacy Policy |
- Accessibility Policy |
- Terms of Use
You are using an outdated browser. Please upgrade your browser to improve your experience.
- I'm an Educator ?
- I'm a Referrer ?
Word combinations
Posted by Talking Matters on 21 September 2013
- Speech Pathology
We have looked in previous posts at how to help young children develop more single words. When children have developed a set of around 20 to 50 single words they begin to combine these together to express new more specific meanings such as “bye Dad”, “Mum car” and “more drink”. In typically developing children this begins at around 18 months and is well established by 2 years. Try these strategies and activities to help your child develop this stage which is a stepping stone to speaking in sentences.
What is a two word combination?
Young children use words a little differently to adults. Adults consider phrases such as “all gone” and “see you” two words, however young children tend to use them as if they are a single word. They use them in the same way each time to express the same meaning. They don’t tend to say “all over” or “lucky you” in the way an adult can combine these words in different ways, so really they don’t count in the child’s mind as two separate words put together. True two word combinations begin when the child takes two words they use alone and puts them together such as “hi Mum” or “hi Nana”. They might also take a word they know and add a new word to it such as “more banana” and “more swing”.
Two word combinations can include:
Person + object "Alex shoe"
Person + action "Alex jump"
Action + person "kiss Nana"
Action + object "kick ball"
Description + object "big ball"
Object + description "ball gone"
Questions “Where’s Dad?
To help your child develop two word combinations:
1. Build a solid base of single words. Children usually need around 50 single words before they begin this stage. Even after they begin to use two words they will need to continue to learn more single words to continue to develop their language skills. It is usually easier to learn a new word as a single word at this stage e.g. “zebra” then later combine it “baby zebra” “zebra eating” etc. Click here to download ideas and activities for developing single words.
2. Develop a variety of word types. Children begin by learning lots of names of people and things. To develop two word combinations they often need to combine these nouns with a different type of word such as an action word or a descriptive word. Action words are particularly important as they form the basis of sentences later on. Click here to download some printable activities for developing early vocabulary.
Help your child learn a range of different words including:
action words: eat, sleep, jump, dance, run;
describing words: big, funny, sad, hot, wet;
position words; up, in, under,
possessive words: mine, yours,
greeting words: hi, bye,
functional words: more, gone, no,
3. Expand the single words your child does say by adding another word. Try to repeat it a couple of times if you can.
Sometimes you might add another word you know they can say e.g. Child “bye” Adult “bye Dad, Dad’s going shopping, bye Dad”. Sometimes you might add a new word. Child “more” Adult “toast, more toast, you like the toast, more toast.”
Your child does not need to copy you, just hearing what you say will help and they will use that phrase when they are ready. If they do try to copy you though, respond positively. If what they say is not clear still be positive and say it again clearly for them. E.g. child “more toat” Adult “yes more toast”.
4. Practice games and activities where you can repeat the same word or two words over and over a number of times.
Activities could include:
Bathtime: wash + body part “wash face, wash arms, wash tummy”
Mealtime: eat + food name “eat peas, eat carrots, eat meat”
Dressing: clothing name + on “shirt on, pants on, socks on, hat on”
Ball play: action + ball “roll ball, push ball, kick ball, catch ball”
Car play: car + action/position “ car go, car stop, car up, car in, car down”
Block play "build up, more blocks, fall down"
Outside play "Alex + run/jump/climb/slide" "Alex under/over/in/out/through"
Hiding dolls or animals and finding them “hello teddy, goodbye puppy”.
Matching games “Two apples, more dog”
Click here to download information on developing speech and language through play.
When your child does produce two words together all by themselves expand them to a single sentence to keep them learning.
If you have concerns about your child's speech or language skills the Talking Matters website has information about these skills and checklists to see how your child is developing for their age. We provide individualised assessments and therapy for children with speech, language and learning difficulties and other disabilities. Our aim is to help parents help their child reach their potential. See how we can help or contact a speech pathologist in your local area.
Related Blog Posts
If you liked this post you may also like:
Verbs and conjunctions Playing together 101 2 1/2 year olds Multi-sensory words
- Prev Article
- Next Article
- Blog Categories:
- All Posts (473)
- Stuttering (3)
- Speech (66)
- Language (169)
- Literacy (68)
- Occupational Therapy (195)
- Feeding (11)
- Autism (84)
- Educator (49)
- Referrer (42)
- Speech Pathology (245)
- Community Supports (2)
- Search Blog
FREE-WORD COMBINATIONS
FREE-WORD COMBINATIONS. Definition of a word-group and its basic features Structure of word-groups Meaning of word-groups Motivation in word-groups. Word-Group. the largest two-facet language unit consists of more than one word studied in the syntagmatic level of analysis. Word-Group.
- Celine Leonidas
- word groups
- lexical meaning
- endocentric word groups
- question vital pressing urgent
- More by User
Presentation Transcript
Definition of a word-group and its basic features • Structure of word-groups • Meaning of word-groups • Motivation in word-groups
Word-Group • the largest two-facet language unit • consists of more than one word • studied in the syntagmatic level of analysis
Word-Group • the degree of structural and semantic cohesion may vary e.g. at least, by means of, take place – semantically and structurally inseparable e.g. a week ago, kind to people – have greater semantic and structural independence
Free-Word Combination • word-groups that have a greater semantic and structural independence • freely composed by the speaker in his speech according to his purpose
Features of Word-groups • Lexical Valency • Grammatical Valency
Lexical Valency (Collocability) • The ability of a word to appear in various combinations with other words, or lexical contexts e.g. question – vital/pressing/urgent/etc., question at issue, to raise a question, a question on the agenda
Lexical Valency (Collocability) • words habitually collocated in speech make a cliché e.g. to put forward a question
Lexical Valency (Collocability) • lexical valency of correlated words in different languages is different e.g. flower цветок garden flowers садовые цветы hot-house flowers оранжерейные цветы pot flowers комнатные цветы
Lexical Valency (Collocability) • different meanings of one and the same word may be revealed through different type of lexical valency e.g. heavy table, book heavy snow, rain heavy drinker, eater heavy sorrow, sleep heavy industry
Grammatical Valency • The ability of a word to appear in specific grammatical structures, or grammatical contexts
Grammatical Valency • the minimal grammatical context in which the words are used when brought together to form a word-group is called the pattern of the word-group
Grammatical Valency • restricted by the part of speech e.g. an adjective + noun, infinitive, prepositional group a kind man, kind to people, heavy to lift • limited by the inner structure of the language e.g. to propose a plan – to suggest a plan to propose to do smth -
Grammatical Valency • grammatical valency of correlated words in different languages is different e.g. enter the room - войти в комнату
Classifications of word-groups • according to the distribution • according to the head-word • according to the syntactic pattern
endocentric – central member functionally equivalent to the whole word-group e.g. red flower ( I saw a red flower – I saw a flower) exocentric – the distribution of the whole word-group is different from either of its components e.g. side by side, grow smaller, John runs Word-groups according to distribution
Word-groups according to the head word • nominal groups e.g. red flower • adjectival groups e.g. kind to people • verbal groups e.g. to speak well
predicative– have a syntactic structure similar to that of a sentence e.g.John went, he works non-predicative – do not have a structure similar to a sentence e.g. red flower, running John Word-groups according to the syntactic pattern
coordinative – elements of a word-group are coordinated with each other e.g. day and night, do or die subordinative – one member of a word-group is subordinated to the central element e.g. red flower, a man of wisdom Non-predicative and endocentric word-groups
Meaning of Word-Groups • lexical meaning • structural meaning
Lexical meaning • the combined lexical meaning of the component words • BUT the meaning of the word-group predominates over the lexical meanings of its components e.g. atomic weight, atomic warfare
Lexical meaning • polysemantic words are used only in one of their meanings e.g. man and wife, blind man • stylistic reference of a word-group may be different from that of its components e.g. old, boy, bags, fun – old boy (дружище), bags of fun
Structural meaning • meaning conveyed by the arrangement of components of a word-group e.g. school grammar – grammar school
Structural meaning • structural and lexical meanings are interdependent and inseparable e.g. school children – to school children all the sun long – all the night long, all the week long
lexically motivated - the combined lexical meaning of a group is deducible from the meanings of its components lexically non-motivated – the meaning of the whole is not seen through the meanings of the elements Motivation in Word-groups
lexically motivated e.g. red flower lexically non-motivated e.g. red tape – ‘official bureaucratic methods’ Motivation in Word-groups
Motivation in Word-groups • e.g. apple sauce – ‘a sauce made of apples’ apple sauce – ‘nonsense’
Motivation in Word-groups • Non-motivated word-groups are called phraseological units or idioms
- My presentations
Auth with social network:
Download presentation
We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
to recognize, understand the words, word- combinations when reading the text; to identify the main ideas and details of the text when reading; to develop.
Published by Camron Sutton Modified over 6 years ago
Similar presentations
Presentation on theme: "to recognize, understand the words, word- combinations when reading the text; to identify the main ideas and details of the text when reading; to develop."— Presentation transcript:
This section shows how to recognize main ideas
Feature articles are not just dry facts, it provides story and information from a unique angle. FEATURE ARTICLES.
Using reasons and evidence to support arguments
Learning Target: Analyze life in the colonies from a variety of points of view L20 Do Now: In your Source Packet analyze the image an headline for “Life.
Mass Media. mass broadcast receive mobile means of corporation news communication phone media commercial messages TV articles channels important newspaper.
Comprehension Skills and Strategies Module I: Making Predictions
Lesson Objectives 1.Learn what Expository writing is. 2.You will be able to show the structure of a Expository Writing and its features in your writing.
HOW IS THE NEWS PRESENTED? ANALYSIS OF ARTICLE LAYOUT Copyright © Digital Explorer 2010 This resource may be reproduced for educational purposes only.
Information Literacy. In a nutshell, information literacy is "the process of: accessing, evaluating, and using information to make decisions, solve.
Print media. A newspaper report is a piece of writing aimed at presenting the _______of an event in an _____________and interesting way. A good newspaper.
Task 1 House Magazine?. Task 2 1.Why should we have a House magazine? 2.How will the magazine benefit students? 3.How will the magazine benefit the school?
Broadsheet Newspapers
THE MEDIA television radio newspapers Internet more information on:
1 “The World of Mass Media”. 2 The World of Mass Media.
Newspapers Kind of mass media. Make up sentences from words. newspapers kinds there two of Britain are in.
The Internet is a large group of computers that are connected to each other. The Internet is used to send information quickly between computers around.
British people watch a lot of television, but this does not mean that they do not reading. They are the world’s third biggest newspaper buyers.
The British Press.
Mass Media Newspapers. What is a newspaper? It is a paper printed and sold daily or weekly with news, advertisements, articles about political, crime,
What are the most common types of media today?
About project
© 2023 SlidePlayer.com Inc. All rights reserved.
You are using an outdated browser. Please up grade your browser to improve your experience.
Core word teaching strategies
Strategies for teaching core words can include: planning core words based on activities or communication functions, teaching using the core word of the week, or using the Descriptive Teaching Model.
Core words are an essential part of any balanced Augmentative and Alternative Communication (AAC) system.
What are these core words? Why should we use them? And most importantly, what are some practical tools and strategies that can help us implement a core word approach?
What are core words?
While spoken language has at least 250,000 words, a list of only 200 words accounts for about 80% of the words you use every day! These words are called “core words”.
Core words are usually:
- verbs (“go”, “come”),
- adjectives (“good”, “little”),
- prepositions (“to”, “on”),
- pronouns (“you”, “that”),
- articles (“the”, “a”), and
- conjunctions (“and”, “but”).
Only about 10% of the first 200 core words are nouns, and these nouns are very general (“girl”, “house”) rather than specific (“porcupine”, “celery”).
AAC learners need quick access to these core words. It gives them a powerful and flexible tool to communicate whatever they want to say.
Some AAC learners rely on preprogrammed sentences or phrases such as “I want” and “I see”. With core words, they can choose from a small set of words to create their own sentences. Then they can express ideas, and even work on grammar .
Some AAC learners only have the chance to make choices from photos of objects. With core words, they can learn to communicate for a wide variety of reasons .
Some AAC learners are given new curriculum words for each new lesson. With core words, they can build their language skills by using flexible words to answer questions about any topic.
Don’t forget fringe words and the alphabet!
Core words are essential, it does not mean that we do not provide other important vocabulary. Core words should be within an AAC system alongside “fringe” words .
Fringe words are very specific words. They have a more narrow meaning than core words. They describe particular things.
Fringe words are usually:
- more specific verbs (“leap”, “dice”), and
- more specific adjectives (“elegant”, “delicious”)
Each individual fringe word is not used as often as a core word, so AAC systems are usually arranged with the core words on the first, or “home” page, and fringe words are located in other folders.
All fringe words are not equally important for every person. Everyone has certain subjects that they really love to talk about. The important things in our lives: favorite people, places, and thing. These words are different for each person. These personal fringe words need to be added to the AAC . We want to make sure these words are available and easily to reach in the fringe folders.
Also, all AAC systems should have access to a keyboard. This allow an AAC learner to start scribbling/writing with a keyboard as soon as possible. They can do this even if they haven't learnt to read and spell .
Core words, with easy access to fringe words and a keyboard, make up a balanced AAC system. This allows for powerful and independent communication for AAC learners.
4 challenges to teaching core words
For many years we have taught AAC users to make choices or name objects, so as an AAC community teaching the “fringe”/noun words seems to come easily.
Many people find core words harder to teach. These are our challenges:
- Core words are more abstract, and less “picturable”;
- Many core words have multiple meanings;
- When starting with a core word board , people may seem overwhelmed with all the words on one page;
- Choosing a place to start teaching core words can feel complicated.
So where do we start? The answer actually turns out to be simple - we teach core words by using them on the AAC system while we talk.
Modeling core words
Core words can be taught in the same way as any words on the AAC system. We model core words as often as we can in everyday situations. When modeling, we point to core words on our AAC system as we talk with AAC users.
Watch Amanda and Abby model core words on quick communication boards in poster.
As you start you may wonder: Which words should we model? What kind of word combinations should we model?
4 Strategies to teach core words
Here are 4 approaches to help you teach core words.
1. Choosing core words: Communication Functions
Choosing words based on different communication functions can be an effective place to start.
Often an AAC learners' communication development is restricted. This happens when we only model to request or make a choice. These are relatively easy to teach, and give learners early success. However, there is so much more to communication! What if all we could do was request? How much would we have inside that we couldn’t express?
Instead, let’s look at different communication functions! Consider all the different reasons we communicate. This helps us find many core words that will help an AAC user build language for communication.
Here are a few basic examples of using core words within some different communication functions.
Now, think about how you can put this into practice. What are the current communication functions the AAC user is using? Which different communication functions can you teach? Which core words would help achieve these?
2. Choosing core words: Activity-based
It can also be useful to select core words that are used to communicate during a specific, frequently occurring activity.
We do not need to develop an activity-specific board for this . Instead, let’s see if we can use our core words on the AAC system, with some use of fringe folders.
Again, here are some examples to get you started:
Now, think about how you can put this into practice. Think of an activity you do often. What core words could you add to your modeling? What core and fringe words could you combine for longer sentences?
For many ideas on how to integrate core words into common activities, go to the AssistiveWare Core Word Classroom . In particular, check out the Core Word Planners and Core Word 5 Minute Fillers.
3. Choosing core words: Core Word of the Week
Another way to structure the process of teaching and modeling core words is to schedule a set of words to focus on each week or month. This makes modeling more manageable. We should keep adding new words regularly. Combine these with words from previous weeks. In the end, we will teach a full vocabulary with many core words. The approach works because invariably, the team will find that any core word can be used many times throughout the day. In addition, each core word can be easily combined with other words to make many useful messages.
Core Word of the Week has recently become quite a popular approach. We can find many useful resources in this area.
Here are a few examples of core words to focus on and some example combinations that you can model:
To help you plan how to use this approach, here are a few things to consider: What core words might the AAC user already know? What additional core words would be functional and useful words to teach? Can your environment consider adopting the Core Word of the Week approach?
For many ideas on how to use the Core Word of the Week approach, check out the AssistiveWare Core Word Classroom . The Core Word of the Week Planners and Displays are designed to support this approach.
4. Descriptive Teaching Model
The Descriptive Teaching Model, developed by Gail van Tatenhove . It is a useful technique in many educational environments. It is a way of using core vocabulary to describe academic concepts, rather than programming a large number of specific fringe vocabulary words.
Often AAC users are asked to memorize specific nouns to answer academic questions. With this teaching strategy, the AAC user can combine core words to describe the concepts in the lesson.
For example, in a lesson about the life cycle of the butterfly, the teacher may ask the student about the chrysalis stage. The teacher could ask a closed question with one correct answer, such as “What is the name of the third stage of a butterfly’s life?”. To answer this question, the student has to have “chrysalis” programmed into his system, or at least have a paper choice board with the stages represented.
Using the Descriptive Teaching Model, the teacher could instead ask “What happens during the chrysalis stage?”. The student could answer using core words: “It sleeps inside.” ; “It changes to a new thing.”; “It turns pretty.” Each of these sentences shows that the student understands this stage of the life cycle. The student is also learning words they could use again.
The Descriptive Teaching Model has several advantages:
- It gives the AAC user more practice finding core words and combining them into meaningful sentences.
- Because modeling is also required, it requires the teacher to think about how to translate concepts into core words. This encourages teaching concepts at a deeper level.
- It requires the AAC user to think more deeply and creatively about a concept in order to describe it their own words.
- It saves time spent programming and learning how to find infrequently used words.
Do more with core!
All of these strategies encourage teaching core words in natural contexts . We model words to communicate during real, fun activities. This helps AAC users learn the meaning of core words and how to use them to communicate.
In the end, we all have the same goal for the AAC users – to give them the ability to communicate their thoughts clearly to anyone they need to talk to. Core words can do this!
Follow the links below for more strategies to build language and communication:
- Teach grammar
- Integrating specific literacy instruction
- Get practical ideas for building language
Links & References
- Ahern, Kate. (2015). Descriptive Teaching Model (DTM) . [Blog post]
- Ahern, Kate. (2012). Motivate, Model, and Move out of the Way! . [Blog post]
- AssistiveWare Core Word Classroom. (2016). Academic References . [Full reference list]
- Farrall, Jane. (2015). Implementation of iPads for AAC in a Specialist School . [Blog post]
- Independent Living Center WA. Core Vocabulary and Descriptive Teaching in AAC . [Handout]
- Marden, Jennifer. Teaching with Core Words: building blocks for communication and curriculum . [Blog post]
- Snodgrass, M., Stoner, J., & Angell, M. (2013). Teaching conceptually referenced core vocabulary for initial augmentative and alternative communication. Augmentative and Alternative Communication, 29, 322–333.
- Van Tatenhove, G. M. (2009). Building Language Competence With Students Using AAC Devices: Six Challenges. Perspectives on Augmentative and Alternative Communication, 18(2), 38–47.
- Van Tatenhove, Gail. (2013). Core Counts: making activity based instruction count with core vocabulary . [Video presentation]
- Van Tatenhove, Gail. Extreme Makeover: The AAC edition . [Past presentation handouts]
- Van Tatenhove, Gail. Core Vocabulary with Emergent and Context-dependent Communicators in Special Education Classrooms . [Past presentation handouts]
- Zangari, Carole. (2013). Teaching Core Vocabulary . [Blog post]
- Zangari, Carole. (2012). Vocabulary Instruction In AAC . [Blog post]
You might also like
The assistiveware core word classroom, teaching aac users grammar, do’s and don’ts of aac - core words, popular products.
- Proloquo and Proloquo Coach
- Proloquo2Go
- Proloquo4Text
- Proloquo2Go support
- Proloquo4Text support
Ideas, Inspiration, and Giveaways for Teachers
We Are Teachers
26 Fun Phonics Activities and Games for Early Readers
Phonics is the foundation for reading success.
Try Duolingo ABC , a free app for grades pre-K to 2 that includes gamified phonics, interactive stories, and more. Its curriculum is based on recommendations from the National Reading Panel.
Phonics is one of the five essential components of the science of reading , along with phonemic awareness, fluency, vocabulary, and reading comprehension. Phonics activities help young learners break words into their constituent sounds so they build their literacy skills, bit by bit. Here are some of our favorite ways to teach these key skills.
1. Sing a phonics song
Singing songs is such a fun and effective way to learn! Kids will love these phonics song videos and might not even realize they’re learning along the way.
2. Color in the beginning sounds
Most kids start learning phonics by mastering the beginning sounds of words. Have kids color in the words that start with the matching sound on these cute and free worksheets.
Learn more: The Measured Mom—Beginning Sounds Coloring Pages
3. Play a digital game
Looking for a gamified phonics activity ? Try Duolingo ABC. It’s actually a comprehensive phonics curriculum for grades pre-K to 2, based on recommendations from the National Reading Panel, but it feels like a game. Just download the free app, and your students can learn letter sounds and decoding with fun, bite-size lessons.
Learn more: Duolingo ABC (free app)
4. Use Google Slides
Google Slides has tons of fun phonics activities kids can use in the classroom or at home. Find a big roundup of our favorites here.
5. Hang some anchor charts
When it comes to phonics, there’s a lot to learn. Post anchor charts around the room to help kids remember important rules like silent E , vowel blends, and hard and soft C and G . Find all our favorite phonics anchor charts here.
6. Build words with a chart of beginning sounds
Grab this free printable chart and print out copies for your students to use with their phonics activities. There’s a version for rimes too.
Learn more: This Reading Mama—Beginning Sounds Chart
7. Learn digraphs with clip wheels
Combine fine motor skills practice with phonics work with these free beginning digraph wheels. Tip: Add small dots on the back to mark the right answers so kids can self-correct their work.
Learn more: Playdough to Plato
8. Slap the letter sounds
Sounding out words letter by letter is a lot more fun when you slap each letter with a flyswatter! This is a great idea for active learners.
Learn more: Frugal Fun 4 Boys
9. Walk the word
This one will also keep active learners moving and happy! Write words in sidewalk chalk, then walk (or hop or skip) along them, sounding the word out along the way. Simple but fun!
Learn more: Coffee Cups and Crayons
10. Fill in the missing letters
This active game combines a scavenger hunt with phonics! Hide sticky notes around the room with various vowels. Then, write CVC words with the vowels missing. Have kids hunt for the missing sounds and fill them in. Fun!
Learn more: Busy Toddler
11. Just swap one letter
As students move from box to box, they change one letter to make the new word represented by the picture. They might need to change the first, middle, or last letter, so it’s a real challenge!
Learn more: This Reading Mama—Just Swap One
12. Make magic spoons
Pick up a pack of plastic spoons at the dollar store, then use them to practice building words by combining beginning sounds with word endings.
Learn more: Education to the Core
13. Toss and blend with plastic cups
Grab a stack of plastic cups and some Ping-Pong balls for this fun phonics game! Label the cups with different letter blends and set them out (tape them down if they tend to fall over). Kids toss a ball into a cup, then come up with a word that uses that letter blend to earn a point.
Learn more: Education.com
14. Flip the pages
Divide the pages of a small notebook into thirds, then write letters on each page. Flip them to form new words.
Learn more: Tickled Pink in Primary
15. Mix and match cups to make words
If you’ve still got some cups left over, label them with more letters or letter blends, then use them to mix and match words. This is an especially fun way to work on CVC and sight words.
Learn more: Inspired Elementary
16. Hack pool noodles into phonics tools
This has got to be one of our favorite phonics activities. Cut a pool noodle into pieces and label it with letters. Then stack and spin for learning fun!
Learn more: Pool Noodle Phonics
17. Make some phonics cubes
Slide the free printable inserts into a set of photo cubes, then roll until you get the correct combination of letter and word ending.
Learn more: This Reading Mama—Phonics Cubes
18. Use paint stirrers to make word pull-outs
These clever phonics tools are easy to make using paint stirrer sticks and paper towel tubes. Simply slide the stick in and out to make new words!
Learn more: I Can Teach My Child
19. Play a flip-top phonics game
If you go through packages of wipes like most parents do, you’ll appreciate this idea. Save the flip tops and use them for DIY phonics activities.
Learn more: No Time for Flash Cards
20. Use a pocket chart for phonics activities
Here’s another reason teachers love pocket charts: They’re great for phonics centers. Sort and match cards to practice beginning sounds, blends, short and long vowels, and so much more.
Learn more: Miss Giraffe’s Class
21. Compete at Blends and Digraphs Bingo
Every kid loves a good game of bingo! Snag these free printable bingo cards and use them to practice blends and digraphs.
Learn more: The Measured Mom—Blends and Digraphs Bingo
22. Toss some phonics water balloons
This one almost seems too fun to count as learning! Tape up beginning sounds, then toss water balloons to complete the words.
Learn more: Mess for Less
23. Race to the Top with blends and digraphs
Play this free printable game to practice consonant blends. Toss a chip onto the board and say that word out loud. Then move the counter for the correct blend up one space. First to the top wins!
Learn more: This Reading Mama—Blends and Digraphs Games
24. Try locks and keys to learn phonics
This self-correcting phonics activity is also a good way to practice fine motor skills … and a lot of fun to boot! Label keys with beginning sounds and locks with word endings, then match them up and try the key to see if you’re right.
Learn more: Unlock and Learn Games
25. Play Phonogram Connect Four
Draw a word card and find an open phonogram slot on the board. Your goal is to get four in a row!
Learn more: Mrs. T’s First Grade Class
26. Teach them the Soft C & G Chant
Simple little chants like this will help kids remember some of those confusing language rules. Pair it with other favorites like “ I before E , except after C .”
Learn more: This Reading Mama—Soft C and G
Looking for more phonics activities? Learn What Makes a Good Decodable Text here.
Get all the latest teaching tips and ideas straight to your inbox when you sign up for our free newsletters .
Jill Staake is a Contributing Editor with WeAreTeachers. She has a degree in Secondary English Education and has taught in middle and high school classrooms. She's also done training and curriculum design for a financial institution and been a science museum educator. She currently lives in Tampa, Florida where she often works on her back porch while taking frequent breaks for bird-watching and gardening.
You must be logged in to post a comment.
Is 3rd grade your fave grade to teach?
- School Email Address *
- Email This field is for validation purposes and should be left unchanged.
IMAGES
VIDEO
COMMENTS
Each silent letter combination includes two worksheets and includes the following activities:1. Color it – Students color or trace
Browse two word combinations resources on Teachers Pay Teachers, ... Digital activity for 2-word combinations with location words "up"
express two ideas – Before children express two ideas with two-word combinations, they can usually express two ideas by using a word and a “supplementary”
True two word combinations begin when the child takes two words they use alone and puts them together such as “hi Mum” or “hi Nana”.
Definition of a word-group and its basic features Structure of ... free word combinations n. ... 2104 Views Download Presentation. FREE-WORD
With as many sounds as you can say With as many games as we can play ... Presentation on theme: "Let's revise word-combinations - to be fond of- to be fond
Presentation on theme: "to recognize, understand the words, word- combinations when reading the text; to identify the main ideas and details of the text
Strategies for teaching core words can include: planning core words based on activities or communication functions, teaching using the core word of the week
Slide the free printable inserts into a set of photo cubes, then roll until you get the correct combination of letter and word ending. Learn
A perfect preschool speech and language activity to work on early word combinations, syntactic structures, and simple noun/verb/adjective phrases for early