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ISAAC 2012 Zangari & Paiva Preconference Workshop Handout
 

ISAAC 2012 Zangari & Paiva Preconference Workshop Handout

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    ISAAC 2012 Zangari & Paiva Preconference Workshop Handout ISAAC 2012 Zangari & Paiva Preconference Workshop Handout Document Transcript

    • 7/28/2012 Focal Points Look Who’s Talking: A Curricular Approach to Core Strategies for young children learning AAC & core vocabulary in preschool Language Instruction for • Shared reading lessons Prekindergarten Children with • Shared writing lessons AAC Needs • Infusing core vocabulary instruction into preschool routines, learning, and play activities Carole Zangari, Ph.D., CCC-SLP zangaric@nova.edu • Involving families in the vocabulary Tathiane Paiva, B.S. learning process tp96@nova.edu Nova Southeastern University Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 2 T Teaching Special Thanks To: • Lori Wise: Curriculum co-developer E Early – Parts of this presentation based on Zangari & Wise, 2011 • Nova Southeastern University SLP Program, L Language and Abraham S. Fischler School of Education • Univ of Miami NSU CARD: Drs. Michael L Literacy Alessandri, Dr. Robin Parker • TLC Staff: Nina Bellomo, Tara Dettle, Kelly Moll, Through Catty Ramirez, Amy Nguyen, Stacy Kalafer Developed • TLC Children & Families M Multimodal by Carole • ACE Lab Assistants: Hira Dar, Raquel Garcia, Zangari & Lizzie Feldman E Expression Lori Wise, • NSU Graduate Student SLPs 2010-2012 • Dr. Gloria Soto, SFSU Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 3 Wise, 2010-2012 4 A curricular framework The Impetus & Challenge offers: • Focus on core vocabulary • A structured means of embedding • Frequent opportunities for practice language teaching in: • Activities appropriate for children – Shared reading & writing of different ability levels – Typical preschool classroom routines • Different AAC tools and strategies – Classroom centers • Group and individual activities • A systematic approach to teaching • Interface with literacy activities basic core vocabulary to children • Make it easy on staff with little or no functional speech • Involve families • Predictability: 10-day sequence • Truly feasible Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 5 Wise, 2010-2012 6Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 1
    • 7/28/2012 Our Goal for Today Quick Tour … Share a framework that you can replicate with your own books and vocabulary set Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 9 Wise, 2010-2012 10 Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 11 Wise, 2010-2012 12Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 2
    • 7/28/2012 Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 13 Wise, 2010-2012 14 Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 15 Wise, 2010-2012 16 Core Word Selection • Available research & scholarship (e.g., Banajee; Van Tatenhove) • Developmental patterns • Supports a solid linguistic base – Different types of words (e.g., pronouns, verbs, modifiers; locatives; WH questions) – Good base for later lexical diversity (e.g., good) • Opportunities for frequent use in preschool classroom • Important for other teaching strategies (e.g., first-first/then, story sequencing, list-making) • Teacher input Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 17 Wise, 2010-2012 18Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 3
    • 7/28/2012 • Pronouns: I, my/mine, you, it Book Selection • Verbs: can, come, do, go, eat, feel, get, • Predictable and repetitive sentences give, have, help, like, know, play, read, see, show, sing, stop, tell, walk, write • Pictures support the text • Nouns: boy, brother, father, friend, girl, • Not too much print per page hand, head, mother, sister • Interesting and appealing to the • Modifiers: again, angry, bad big busy, again angry bad, big, busy children hild different, good, happy, little, messy, sad • Readily accessible books; Teacher • Time & Place: first, front, here, later, preference now, there, today. • Other: all gone, and, away, down, on, • Book should be “follow-up friendly” no/not, ready, what, where • Filled with opportunities to engage children in core word practice Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 19 Each book has a set of Lessons Learned core words & a Begin with the designated letter. familiar. o ‘o’ Bad, come, Use predictable messy, structures. no, now, play Provide opportunities to Zangari & Paiva (ISAAC-2012) based on the work of Zangari & 21 catch up. 22 Wise, 2010-2012 Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 23 24Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 4
    • 7/28/2012 Key Principles Why focus on core vocabulary? • Language and literacy learning happen all day • High frequency words long. • Children learning AAC need high-quality • Appropriate for any activity instruction to learn and use basic vocabulary. – There are many opportunities for • Children learning AAC need frequent opportunities teaching & practice. for learning and p g practice. They need dozens of y carefully planned opportunities to use their new • Builds a foundation for real progress words each day. in language development • The focus is on core words which are infused in all • This is where teachers & SLPs learning activities. • It is based on repeated reading using each book say they need guidance. for 2 weeks. 10-day sequence that repeats. – They do well with activity-specific vocabulary (e.g., bubbles, blow, pop) Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 25 Wise, 2010-2012 26 Sample Core Vocabulary Sample Core Word Board Verbs have, give, see Pronouns Descriptors I, you, it busy, good, little “Function Other Words” away, here, what and, not, on Nouns boy, friend, hand Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 27 Wise, 2010-2012 28 Book-specific Communication Boards (From Head to Toe) Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 29 30Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 5
    • 7/28/2012 How do we typically teach new words? Planning Core Vocabulary Instruction Explain it How do we Strategies Experiential (Color typically teach yp y Activity Coding) New Ne new words? Word Specific Play Tasks Activity What strategies & activities do we usually use? Model it 32 Teaching Core Words Teaching Core Words • 4-6 new words each week for all children • Repeated reading of books – “BOW-WOW Words”: Book of the Week – 10 shared reading lessons with a predictable Words of the Week format and structure • An additional set of 2-4 words for selected • Predictable chart writing activities children – 10 shared writing lessons with predictable structure and format – “Tiger Talk Words” • Typical classroom routines, like circle • As the weeks progress, we keep using time, snack, & outside play words covered in previous books. – Activities tailored to the weekly core words • Words are shared with families. • Centers & work time – Activities tailored to the weekly core words Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 33 Wise, 2010-2012 34 Based on Zangari & Wise, 2011 T Teaching •4-6 core words + 1 letter per book E Early •Repeated reading L Language and (2 weeks per book) •Vocabulary Shared L Literacy teaching all day long g Reading Through M Multimodal E Expression Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 35Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 6
    • 7/28/2012 National Reading Panel, 1999 Core Elements of Shared Reading Scientifically Based Programs • Teacher explicitly models the strategies and skills proficient readers • Phonemic Awareness Instruction use. • Phonics Instruction (systematic and • Teachers and children read together explicit) repeatedly to explore, discuss, and • Fluency Instruction enjoy the text. • Vocabulary Instruction • The text is fully visible to both teacher • Text Comprehension Instruction and children. Shared Reading offers many opportunities to learn that… • Reading is enjoyable. But mostly, Books have pictures and print. • • The reader turns the pages shared reading • When the reader reads, she is reading the marks • on the page. The marks are letters. is i used t t d to teach h • Letters make sounds. • • Letters make up words. The words make up sentences. language. • The reader tracks print. • There are other Concepts of Print. • Print has meaning! Shared Reading Promotes Individualization Shared Reading is the For the Beginning Reader context for core word • They have had little or no experience with practice. print “want” • Learning concepts of print “like” • Learning how to use pictures to gain meaning “me” “see” “good” “help” “Oh no!” You need to look at picture to see what’s wrong. “What fun!” You need to look at picture to see what is so fun… Or, is it?Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 7
    • 7/28/2012 Shared Reading Promotes Individualization Shared Reading Promotes Individualization Continued: For the Average For the Average Reader Reader • They know something about letters and their sounds • Gaining confidence in their reading • Learning about new words skills, reading alongside their peers, rather than separated • Learning about fiction and nonfiction • Learning to make connection between • Can take part in group discussions about background knowledge and new the book (verbally or using SGDs and information visual supports) • Learning to use pictures to help decode • Developing a desire to learn to read Shared Reading Promotes Individualization SAMPLE Shared Reading Lesson: For the Advanced Reader TELL ME CURRICULUM Book 2 • Familiar with reading experiences and know some words • Begin to notice how words are different or the same • Making connections to their own experiences • Continuing to learn how to make meaning from print • Learn information about different topics Switch-accessible Books on PowerPoint Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 47 Wise, 2010-2012 48Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 8
    • 7/28/2012 Book-related Songs Sample: Book 2, Day 5 • Teacher: “Let’s sing! I like this song!” • The children and teacher sing “If You’re Happy and You Know It”. • The teacher reviews core words. “Everyone say CAN.” • Teacher: “Let’s find our special words in the book Let s book… Oh! Here’s one of our words! Let’s say IT together… CAN.” • Teacher: “I need HELP! Who CAN show me the FRONT of the book?” • Teacher: “Let’s read to find WHO was in the book.” • The teacher will support the children in creating a WHO Poster. 49 WHO Poster WHAT Poster • To teach main character identification • To teach story sequence • To focus attention on relevant • To focus attention on relevant information events/details • To build a bridge between the • T build retelling skills To b ild t lli kill characters and reader’s life • First… Then… Last Story Map Shared Reading Lessons Teach… • To practice visualizing the story and/or its details • Letter recognition • Word recognition • Using a visual structure to think about new information • Picture walks • Character • To focus on relevant details • Core word practice identification • To sort new information into familiar categories • Language • Story sequence • To build skills related to: • Idea mapping • Concepts of Print – Identifying the main idea • Fluent reading • Establishing a – Describing purpose – Retelling – Summarizing • Active participationZangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 9
    • 7/28/2012 Shared Reading Resources Shared Writing Hall, D.P. & Fuhrmann, J.M. (2002). Shared Reading With Big Books: Using building-blocks and four-blocks strategies. Greensboro, NC: Carson-Dellosa. Erickson, K, & Koppenhaver, D. (2007). Children With Disabilities: Reading and writing the four-blocks way. Greensboro, NC: Carson Dellosa. Carson-Dellosa Loman, K. (2002). Assessment & Intervention for Struggling Readers. Greensboro, NC: Carson-Dellosa. Musselwhite, C., & King-DeBaun, P. (1997). Emergent Literacy Success: Merging technology and whole language for children with disabilities. Park City, UT: Creative Communicating. Pinell, G.S. & Fountas, I.C. (2011). Literacy Beginnings: A prekindergarten handbook. Portsmouth, NH: Heinemann. Based on Zangari & Wise, 2011 In Shared Reading, we teach Shared Writing emergent readers using predictable texts. • Based on the Structured Language Experience Approach created by Patricia In Shared Writing, we teach Cunningham. • Uses predictable charts to engage ALL emergent writers using children i the writing experience. hild in h i i i predictable charts. • “I see _______.” • “At the park, I like to _____.” • Teacher and children compose text together. Teacher supports and writes as children dictate. Predictable Chart Shared Writing Lessons Teach… • Teacher chooses a topic. • Core word review • Fluent reading • Teacher chooses a structure/predictable pattern for the • Letter recognition • Use of technology as children to follow. (“I feel happy when • Word recognition an alternate p presentation mode ____”)). • Letter activities • Name recognition • Using the predictable structure, • Expressive writing children learn (dictation) – That they can dictate their sentences. • Reading – That they can read their sentences. • Listening in a group – A lot about letters, words, and conventions activity of print.Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 10
    • 7/28/2012 Predictable Chart Writing is the context for core word But mostly, practice. “want” shared writing is “like” used t t d to teachh “me” “see” “good” “help” language. SAMPLE Shared Writing Lesson: TELL ME CURRICULUM Book 2 Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 64 Sample: Book 2, Day 2 • Teacher: “Let’s WRITE about how we CAN move. Ms. 10-day sequence of Amy, your turn.” • The teacher reads the first part, “I like to ____,” shared reading & pausing so that the child/adult can finish the sentence with an SGD. shared writing lessons. • The teacher transcribes the response. “I like to jump. jump ” (Amy) --- • Teacher: “Let’s READ WHAT we wrote.” The teacher will read the chart line by line pointing to each word Literacy activities used as she reads it. She will pause at certain points when the children can read along using their SGDs. to teach language. • The teacher leads the children in singing the letter song. • Children participate in a Letter Activity.Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 11
    • 7/28/2012 Classroom activities are the Infusing Core Word context for core word practice. Practice into the “want” “like” Preschool Dayy “me” “see” “good” “help” Why Infusion Activities? Arrival Time To provide for multiple opportunities to • Sign announcing Book of the Week practice core words • Songs for segmentation, rhyming, “I can letter-sound correspondence, etc. do it.” it. • S Search arrival area for the Special h i l f th S i l Letter. “I see that.” To give teachers the flexibility to select what works for their classrooms Circle Time Outside Time • Introduce core words • Monkey See/Monkey • Say & Repeat Do • Modify songs to allow for children to – Animal Action with say ( use SGDs) core words (or SGD ) d Puppets – Blow Bubbles • Search for Special Letter in Circle Time • Froggie Find (scavenger hunt)Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 12
    • 7/28/2012 Quick Quack Questions • During Snack Time – Beyond requesting • Questions that give practice with book- related concepts and/or additional p practice on core words Who has fruit in their snack? “I do” with chart of fruit/no fruit • Beyond choice-making Who has an animal at home? “I do” with chart of – Build conversation skills by noticing and animal/no animal talking about other people/things WHAT is your snack in? “I have bag/lunch box” with chart of bag/lunchbox WHAT are YOU drinking? “I drink ___” with beverage chart Centers: Buried Treasure Centers: Theme Table Bury animal story toys in rice/sand/shaving cream table. Prompt children to find the toys and practice saying core words. “I found ______.” “YOU found _______.” “I SEE a ____.” “WHAT DO YOU HAVE?” Encourage children to say: 1. I smell ____. 2. I see ____. 3. I hear ____. Centers: Vocabulary Sort Centers: Vocabulary Bingo • Children sort pictures • Core words are made into laminated Bingo- or objects of story- type game board. related concepts • All Turn It spinner is set up with the same • They are asked to sort y vocabulary. the pictures into their appropriate categories. • Children can be helped to activate the Two shallow boxes, spinner, say the word that they get, and cover labeled with symbols it on the game board. representing each • They can label each word again at the end concept, can be before finishing the activity. provided for the sort.Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 13
    • 7/28/2012 Centers: Microphone Activity Centers Children are given an opportunity to practice • Art core words, communication skills, and social – Picture directions skills while using a microphone during a fun planned activity. • Cooking Go!  G ! – Pi t Picture recipes i Go! • Dramatic Play Go! Here Are My Hands: Flower Craft Art Symbols for activity-specific words that get added to the AAC system, used in conjunction with core word boards, SGDs, etc. Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 81 Wise, 2010-2012 82 The Lunch Box Surprise: Cat Puppet & Caterpillar Egg Carton Cooking Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 83 Wise, 2010-2012 84Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 14
    • 7/28/2012 From Head to Toe The Lunch Box Surprise: Noodle Name & Fruit Salad Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 85 Wise, 2010-2012 86 Pretend Play Core Language Matching – Using the symbol set/system from their SGD, children can match symbols-to- symbols for core words. Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 87 Here Are My Hands: Centers: Alphabet Book Lotto Game • Prepare a small alphabet book for the letter ‘s’ for each child. Title: S is for ______________ . • Have a place on the title page where the children can write their names as authors. They can use stickers, symbols, or write their names. , y , • Have a set of small pictures that begin with that sound. The children pick pictures using their core words and glue them into the book. • Have them glue the symbol for their word into their alphabet book. • Read the book back when finished creating it.Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 15
    • 7/28/2012 Centers: Collage Building Reading: Direct Instruction • Children are provided with a prepared set of • Letter Sound Correspondence magazine pictures (related to book and core • Sound Blending words) to be glued onto paper. • These can be reviewed later and sent home • Phoneme Segmentation for further discussion about core words. • Decoding • Guided Reading • Sight Word Reading Based on Cunningham, 2000; Erickson & Koppenhaver, 2003; Light & McNaughton, 2008 Goodbye Time Parental Involvement • Review the sign announcing book of the week core words. • Review QUICK QUACK QUESTIONS Chart. Working with • Assist children in using their core words as Families to Support appropriate. • Search the signs in this classroom area for Carryover the Special Letter; Talk about the sound it makes. Thoughts About Carry-Over Acceptance Acceptance Knowledge & Relationship w/ Carry- Information Teacher & SLP over Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 95 Wise, 2010-2012 96Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 16
    • 7/28/2012 Conversations to Build It can help to: 1. Assess their level of understanding and Acceptance “TELL ME A LITTLE ABOUT YOUR acceptance CONCERNS.” Listening to families to discern: 2. Explore and acknowledge feelings - What they know and don’t know 3. Provide accurate AAC information & - Misinformation appropriate resources - Their priorities; What is important to 4. Be redundant on key points them 5. Re-assess their level of understanding and - How they feel about technology, AT acceptance - Level of trust 6. Open the door for further dialogue Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 97 Importance of Giving Clear Why Use Picture Symbols? Rationales E.g., Why Use Symbols? 1. Learnability: Picture symbols are relatively concrete. They allow us to communicate: 2. Time: The symbols are static. In a way most people understand 3. Assistance: Responses can be About more abstract concepts fully prompted. About the past & future 4. Memory Demands: Recall vs. In a fashion that supports literacy recognition learning Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 99 Wise, 2010-2012 100 Curriculum-specific Share Packets information • Weekly materials that include: – Info on the book and core words Carryover at Home – Word cards – Suggested strategies and activities Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 102Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 17
    • 7/28/2012 Packets for Weeks 1 & 2 Week 1: Awareness • Introduction to the curriculum • Building awareness of how the child • A list of core words for the book; Symbols for communicates using multiple the core words modalities • Activities to do at home • Differentiating between what the child • A short note from the teacher ‘CAN’ do & what he/she ‘DOES’ . CAN DOES – How the child is making/using manual signs – Where the new vocabulary is on his/her AAC • Skill Building: device – Introducing the concept of modeling the – Word approximations the child uses for the BOW AAC system WOW or Tiger Talk words – Basic concepts in eliciting language – Things that you would like families to know or do that are highly specific to this child. • Teacher note Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 105 Week 2: Skill Building • Continuing to focus on modeling core words. • Using the AAC symbols for core words • B ildi l Building language f ilit ti skills facilitation kill • Specific activities – Collage, mini book • Teacher note Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 107Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 18
    • 7/28/2012 Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 109 Wise, 2010-2012 110 BOW WOW Words BOW WOW Words W W BOW WOW Words BOW WOW Words W WZangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 19
    • 7/28/2012 Tiger Talk Words k Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 116 Using a Range of AAC Incorporating Technology Communication Need to add a Aids symbol Vocabulary Organized by Sample Core Word Board Part of Speech • Modified Fitzgerald Key – Agent, action, modifier/descriptor, preposition, conjunctions, objects, social • Motor planning and automaticity: Try to give words a permanent homeZangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 20
    • 7/28/2012 Shared Classroom The Lunch Box Surprise Communication Devices Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 121 Shared & Personal SGDs Mobile Devices & Apps Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 124 A Curricular Approach • Framework you can replicate to meet your own needs for core vocabulary instruction with Thank you! – Your own books, set of words, types of AAC, types of learners, age group, etc. Carole Zangari – Ideas for group and individual zangaric@nova.edu instruction that is systematic and intense www.PrAACticalAAC.info --- – Your preferences for activities – Flexibility to work within another more Tathiane Paiva comprehensive curriculum tp96@nova.edu Zangari & Paiva (ISAAC-2012) based on the work of Zangari & Wise, 2010-2012 125Zangari & Paiva (ISAAC-2012) based onthe work of Zangari & Wise, 2010-2012 21