Core Verb - go - Minspeak


Using  Core  Verbs  –  Unit  1  /  “go”   by  Christina  Dal  Santo,  Annette  O’Connor,  and  Malia  Vigil,   Speech  Language  Pathologists,  Albuquerque,  New  Mexico     Core  verbs  are  critical  to  our  daily  communication.    These  core  verbs  are  frequently  used  and   capture  the  key  part  of  our  messages.      Because  of  their  natural  frequency  in  everyday   communication,  it  is  imperative  that  they  are  targeted  during  intervention.      There  are  many   opportunities  throughout  the  day  to  practice  and  use  these  verbs.    Here  are  some  ideas  and   activities  for  use  at  home  or  school  to  practice  using  core  verbs.         The  verb  “go”  is  stored  in  the  Unity®  programs  under  the  frog  icon.      

45-­‐  and  60-­‐sequence:        






The  Pixon®  is:                         Treasure  Hunt   Preparation:   1. Hide  a  “treasure”  in  what  will  be  the  final  location.       2. Using  the  PASS  software  with  the  student’s  customized  vocabulary,  create   visual  support  materials  with  clues  to  locate  the  treasure.    For  example,  the   first  card  says,  

“Go  bathroom”               then  the  second  card  (found  in  the  bathroom)  says,    

“Go  playground”             Activity:   1. Have  the  device  user  tell  the  class  where  to  go  for  the  clues,  continuing  until   the  treasure  is  found!       2. Have  the  student  direct  the  activity  at  his  or  her  language  level  (i.e.,  using   one  to  three  word  utterances).       3. Expand  the  responses,  both  verbally  and  with  device  modeling,  by  adding   another  word  to  the  utterance  (e.g.,  “Go  outside.”)  

      Red  Light,  Green  Light   Preparation:   1. Print  out  and  trim  the  red  light  and  green  light  (see  end  of  lesson  plan).     Activity:   1. Have  a  group  of  students  along  the  wall  on  one  side  of  the  classroom.    The   device  user  is  on  the  opposite  side  and  gives  the  command  to  “go!”  (The   adult  can  provide  cueing  with  the  ‘go’  sign  if  necessary  to  control  and/or   balance  the  movement).    The  adult  gives  the  command  to  “stop!”    Any   student  still  moving  after  the  command  to  stop  must  return  to  the  wall.    The   first  student  to  cross  the  room  wins.         Toy  Race   Preparation:   1. Collect  two  toys  that  spin,  roll,  or  move  from  a  causal  action  (e.g.  tops,   balls,  toy  cars  with  ramps,  etc.)   2. Using  the  PASS  software  with  the  student’s  customized  vocabulary,  create   visual  support  material.         Activity:   1. Create  opportunities  for  the  student  to  direct  the  interacting  partner  to  “go”   (i.e.  start)  items  to  race  the  two  items.    Have  students  guess  which  item  will   go  the  longest.       2. Have  the  student  direct  the  activity  at  his  or  her  language  level  (i.e.,  using   one  to  three  word  utterances).       3. Expand  the  responses,  both  verbally  and  with  device  modeling,  by  adding   another  word  to  the  utterance  (e.g.,  “Go  car.”)     Storytime   Preparation:   1. To  use  as  a  PowerPoint  activity,  download  the  Go  Go  Go  Go  animated   PowerPoint  show  from  the  Teaching  Materials  Exchange  (Core  Verbs).       2. To  use  as  a  printed  book,  print  the  Go  Go  Go  Go  book  from  the  Teaching   Materials  Exchange  (Core  Verbs).     Activity:   1. With  the  adult  controlling  the  mouse/click,  proceed  through  the  animated   PowerPoint  show  activity  by  having  the  student  direct  the  interacting  adult   to  make  the  item  “go.”   2. Have  the  student  direct  the  activity  at  his  or  her  language  level  (i.e.,  using   one  to  three  word  utterances).       3. Expand  the  responses,  both  verbally  and  with  device  modeling,  by  adding   another  word  to  the  utterance  (e.g.,  “Go  star.”).    

Daily  Applications   1. Look  for  ways  throughout  the  day  to  provide  opportunities  for  the  student  to  use  the   verb  “go.”       a. Consider  having  a  student  leader  who  directs  the  class  to  go  to  the  next  location   (e.g.,  “Go  library”  or  “Let’s  go  outside”).       b. Prior  to  reinstating  any  activity,  consider  pausing  to  create  the  opportunity  for   the  student  to  request  “go”  before  continuing.     2. Read  the  story,  Go  Dog.  Go!  by  P.D.  Eastman  and  talk  about  the  animals  going  and   stopping.       3. If  you  have  an  iPad  available,  consider  using  several  of  the  apps  listed  below  for  the   student  to  indicate  his  or  her  choice  of  items  to  put  in  the  scene  or  put  on  the  character.       a. Stop  and  Go!  HD  (Shortstack)   b. Lego®Duplo®  Jams™  (The  Lego  Group)      


Red  Light/Green  Light  Template  





Core Verb - go - Minspeak

Using  Core  Verbs  –  Unit  1  /  “go”   by  Christina  Dal  Santo,  Annette  O’Connor,  and  Malia  Vigil,   Speech  Language  Pathologists,  Albuqu...

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