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Supporting language/literacy skills of people �who use AAC: �What’s cooking?�

Closing the Gap, 2017

Kate Ahern, M.S.Ed.

Deanna Wagner, MS/CCC-SLP

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Key LEARNING OUTCOMES

This session will use a before/during/after approach to communication and literacy learning.

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As a result of this activity,

  • Participants will list a variety of communication/language strategies that can be incorporated into cooking activities/curriculum.
  • Participants will be able to support learning core vocabulary for AAC implementation
  • Participants will be able to indicate how cooking supports language, social and descriptive vocabulary

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Thoughts with Sidney: AAC, Community Outings and Social Media

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Steps for Recipe�

  • 1. Look for Food recipe
  • 2. Find ingredients for recipe
  • 3. Watch cooking video
  • 4. Go to Store
  • 5. Cook
  • 6. Eat
  • 7. Comment
  • I like to cook because cooking food make me excited.  I love eat delicious food!  Dad cook for me.  I like Dad food sometimes.  Sometimes food delicious is, and other awful.  I like to cook for blog.  This is how.  First look for food recipe.  Next find ingredients for recipe.  Watch cooking video.  Go to store.  Next Cook.  Last eat and comment. 

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http://sidneydaswick.blogspot.com

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Sidney says…�

  • I made a burrito recipe.  I went to the grocery store with Mom.  We got cheese, lettuce, and tomato.  I run into Dad at store grocery store.  It was funny.  I make the Mexican food at home.  It was very good.

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ValleyLife Adult Day Program�Before Cooking 

  • Vocabulary practice/review
  • Vote on recipes that involve use of the blender, mixer, or food processor, so that everyone can participate.
  • Make a grocery list.
  • Items that are essential to the activity are added to devices.
    • Sometimes we talk about how similar vocabulary can be used to describe items rather than adding everything and having to learn new words

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Colorful, creative, and…

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… messy!

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Core Words

ISAAC 2016: Ahern, Daswick, Wagner, Zangari

I

like

not

want

help

it

more

different

who

she

you

he

where

up

on

in

me

make

get

look

what

need

are

is

some

put

all

this

don’t

that

go

do

when

finished

can

here

open

turn

stop

over

http://www.med.unc.edu/ahs/clds/files/dlm-core-vocabulary-40

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Everyday Descriptive Words

When we made something called “limonana”, we practiced saying “green lemonade.” This drink is different from “limonada” the Spanish word for lemonade. According to Wikipedia, Limonana (Hebrew: ‫לימונענע‎; Arabic: ليمون نعناع‎) is a type of lemonade made from freshly-squeezed lemon juice and mint leaves that is popular in Israel, the Palestinian territories, Egypt, Jordan, Lebanon, and Syria.

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Look up Recipes

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  • Google Images
    • Hint: use “easy” or “kid-friendly” recipe search
  • Allrecipes.com
    • Hint: use Facebook link to share
  • YouTube
    • Hint: subscribe to a cooking channel
  • News 2 You
    • www.n2y.com
  • Boardmaker Online
    • www.boardmakeronline.com
  • Animated Step-by-Steps (Carol Goossens)

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During Cooking

  • Pause often to reflect on the colors, texture, and smells, not just the taste. Remember core words…

Turn it on. Turn it off.  Make it go.  Stop it.

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  • Throw in a little creative stupidity – such as omitting a step or threatening to put in the wrong ingredient; or use the wrong tool.

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  • When making limonana, for example, we tasted it before adding all of the sugar, just to make sure we didn’t get it too sweet ☺.

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After Cooking

  • Talk about how all of our senses are affected: how it looks, smells, and tastes.
  • Review pictures and do mini writing lessons after cooking.
  • For those working on word-by-word sentence construction, use wordsmithing
    • e.g., 3x3 poem: 3-word starter, 3 adjectives, 3-word ending
  • For those using phrases or single words, use list poems with repetitions to add rhythm and encourage personal word choices with a resulting reflection of “author’s voice.”

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Share What You Wrote

  • Getting feedback from others can really motivate vocabulary practice. There are so may options for sharing: Facebook, Picassa, Flicker, YouTube, and many more.

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TarheelReader.org

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https://www.flickr.com/photos/33946343@N03/albums/72157614002972991

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https://aac-balancedliteracy.wikispaces.com/Student+Poetry+Corner

Smoothies

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  • I like colors.
  • Red strawberries
  • Yellow pear
  • Green kiwi
  • Orange orange
  • Pink drink
  • Golden cider
  • Could I have a drink, please?

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    • By Carl, Julie, Sara, Gilbert, Betsy

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AAC Practice After Cooking

  • Kate Ahern

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Social Media

  • Users can post about some or all of the cooking experience or the final results
  • Posts can be to Facebook, Twitter, Instagram, Snapchat or another service
  • Or the can be to Fauxbook, Tweeter, or another pretend media service

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Social Media (cont)

  • Google search "classroom Facebook", "Twitter bulletin board", "Instagram template" etc
  • Post can be made into a classroom display on a bulletin board or put into a classroom made book or put onto a class website
  • Once everyone creates posts others can react or comment

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Write about your favorite part

  • Take pictures throughout the pre-cooking and cooking experience
  • After cooking allow the individual to choose a photo as a writing prompt and write about it
  • Allow the writing to be about anything that was interesting

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Write about your favorite part

  • Options for writing are traditional and digital and everything in between you can use a variety of apps or software programs or old fashioned paper and pencils/markers
  • Writing can be done with AAC devices or the alphabet or both. Try to avoid writing only with supplies symbols in most cases.

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Likes and dislikes

  • Cooking is a great time to work on expressing preferences!
  • Individuals can do like/don't like sorts and writing activities after you cook

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Surveys and graphs

  • Using AAC devices individual can take surveys about either the cooking experience or the final product
  • Can be particularly fun if you have two groups compete making a recipe and have a taste test and survey to determine the winner

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Surveys and graphs (cont)

  • The taking of the survey can be differentiated from using a single or sequential message voice output switch to having students make a new button on their high tech device.
  • The results of the survey can be graphed using on a pocket chart, graph paper or using technology such as the Teaching Graphs app

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AAC About Shopping

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Using Describing Words

  • Five Sense Describing
    • It looked
    • It smelled
    • It sounded
    • It felt
    • It tasted
  • Each individual can do their own or you can divide them up

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Newspaper

Recipe reviews or cooking sections can be perfect for classroom, school or other newsletters

You can include the recipe, photos and reviews as well as any other writing you'd done

This pie is SWEET, but very DRY. It is funny to say it is BITTER and SPICY. By Abby

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More Websites

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Other Resources

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  • Caron & Light (2015): “Social Media has Opened a World of ‘Open communication:’” Experiences of Adults with Cerebral Palsy who use Augmentative and Alternative Communication and Social Media, Augmentative and Alternative Communication, DOI: 10.3109/07434618.2015.1052887

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  • Look ‘n Cook Cookbook and Look ‘n Cook Lesson Plans by Attainment

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  • Carol Goosens Animated Step-by-Steps

http://animatedstepbysteps.blogspot.ca/2017/05/blueberry-cobbler-anyone.html