(copy) Core Words-UDL-Savvy Signing

Chalkboard

Place little finger side of left A, thumb up, in right palm. Raise right palm up.

Cross index fingers &amp; pull apart so that fingers point outward. Repeat.

Right one shape, palm down, tip out. Point at person(s) addressed.

Right E, palm out, knuckles up. Place at right cheek &amp; move forward to the right a few inches.

* High Frequency words that can be used in a variety of situations AND with a variety of communication partners * They make up about 75-80% of the words that we use daily * You cannot form a sentence without a core word * You can create a sentence with only core words, for example: I look. I want help. You can do it. * Core words include I, she/he, like, play, have, on, open, help, more, can, do, it * They are more difficult to visualize * They are some of our more functional words This little book is providing you with the most common 36 Core Words

A shape RH knuckles left, thumb extended. Place thumb under chin and move out.

One shape both hands, palms in, tips up. Arc down &amp; out ending with palms up, tips out.

Right I, palm left, tip up. Place thumb side on centre of chest.

Right E, palm out. Place on right temple &amp; move out a few inches slightly to the right.

Right five shape, palm in, tips left. Place tips of middle finger &amp; thumb on chest, then draw out &amp; close finger &amp; thumb.

Curved five shape both hands, palms up, tips out. Draw back to body.

Left one shape, palm right, tip up. Right one shape, palm down, tip left. Circle just in front of left index (palm side) with right index &amp; then move right tip to touch left tip.

LH open B palm up, tips out. Strike little finger side of right open B down on left palm.

B shape both hands, palms down, tips out, indexes touching. Arc apart ending with palms facing &amp; tips out.

Claw shape both hands, palms &amp; tips down. Swing back &amp; forth away from each other.

Open B both hands, left palm open &amp; tips right. Right palm down &amp; tips left. Hold right palm over left palm &amp; circle right hand forward &amp; around left hand ending with back of right on left palm.

LH open B palm down. Hit little finger side of right bent V against back of LH. 

Open B both hands, left pal up, tips out, right palm in, tips up. Place right tips on chin &amp; arc down ending with back of right hand on left palm.

Flat O shape both hands, palms &amp; tips facing. Tap tips together at least twice.

Right open B, palm in, tips up. Place tips on forehead &amp; movie out changing to Y shape.

Right one shape, palm in, tip pointing at mouth. Circle mouth clockwise. 

*Fringe vocabulary refers to vocabulary that is specific to a topic, environment, place or person. *It may not likely be used across a number of settings or with all communication partners. For example, a student may want to talk about what is happening at school with school friends, staff and parents but not while at the park. A student may want to order a coffee at the restaurant, but won't need to talk about it in the washroom. ***Vocabulary should always be accessible and available, but it is not necessary to have it always visible.

Left open B, palm up, tips out. Right I shape, palm in, tip down. Place right little finger tip on left palm.

Open B both hands, palms up, tips out. Circle away from each other &amp; return to original position.

Left C palm &amp; tips right. Right flat O, palm &amp; tips down. Place right tips in left C.

Open B both hands, palms down. Place palm of right on back of left.

Teaching core vocabulary words is important as it allows for flexibility across settings and communication partners. It provides a student the opportunity to communicate for a variety of functions and does not limit a student to a topic.

*Core vocabulary words need to be taught *Use core vocabulary teaching strategies for the learner to practice using them in fun and authentic situations *Create communication opportunities-ensure that there are may opportunities for the student to USE the words in a variety of settings and for different functions (reasons) such as : requesting, commenting, protesting, chatting, conversation, gossiping, jokes and humour, etc... *Use Aided Language Input or Modelling *Model, Model, Model and then Model some more *Many of the strategies and activities are part of general vocabulary teaching.

Right V, palm in, tips up. Point to eyes with tips, then twist hand &amp; point out.

Right L, palm down, index tip out. Turn to right ending with palm up.

S shape both hands, palms down. Move down once in a forceful motion,

Five shape both hands, palms in, tips up. Turn both hands quickly to palms out.

Flat O both hands, palms &amp; tips down. Move both hands forward &amp; down.

One shape both hands, palms down, tips out. Bring index fingers together.

Right one shape, palm out, tip up. Wave left to right from wrist.

Left five shape, palm right, tips out. Draw tip of right one shape across left fingers from thumb to little finger.

When using a core word, consider how in how many instances it can be used For example, 'go'

consider contexts or situations that can be set up in order to support the student in using the word

The Fitzgerald Key is a colour coding system that can be used consistently with picture communication symbols (PCS). It can be used to support a student in learning the different parts of a sentence using a consistent visual/colour.

Who? pronouns-people subject of a sentence

Little words prepositions articles

Left open B, palm up, tips out. Right Y, palm down, tips left. Place Y on left palm.

C shape both hands, palms &amp; tips facing. Sweep in towards body, closing to S shapes &amp; ending with right on top on left.

S shape both hands, palm facing. Place right on top of left. Twist both hands in towards body.