Beach Detectives Teacher Guide AAC Core Vocabulary Series
Beach Detectives
Core Word Instruction: FIND
Target Student Population
Designed for students using Augmentative and Alternative Communication (AAC) devices, concrete learners, and language-impaired students requiring explicit, repetitive instruction with physical and visual support.
Objectives
The student will locate and activate the core word FIND on their communication system given varied prompting levels.
The student will demonstrate understanding of "finding" by placing the target tactile cards onto the corresponding book pages.
The student will generalize the core word "FIND" across 3+ sensory beach items.
Material Prep
Print: Print the Adaptive Book and the Cutout Cards pages on cardstock.Laminate: Laminate all pages for durability.Velcro: Apply hook Velcro to the gray square outlines in the book and loop Velcro to the backs of the individual cutout photo cards.Bind: Use a comb binder or metal rings on the left margin of the book to secure pages together.
Lesson Plan (4-Step Cycle)
1. Introduce & Model (5 mins)
Define "FIND" (looking for and getting something). Model "FIND" on your classroom core board/device. Hide a shell in sand or a sensory bin, locate it, and enthusiastically label: "I FIND it!"
2. Guided Book Reading (15 mins)
Open the Adaptive Book. Read the text, highlighting the highly-visible "FIND" symbol. Provide wait-time (5-10s) for the student to locate the word on their personal communication device.
3. Interactive Placement (10 mins)
Provide choices from the photo cards. Have student identify the card corresponding to the page, attach it to the velcro spot, and press the "FIND" core icon on the page/device.
4. Sensory Integration (10 mins)
Place actual items (e.g., real seashell, toy crab) into a shallow tub of sand or water. Direct student: "Let's FIND a shell!" and prompt device use.
Beach Detectives Lesson Guide Page 1 of 2
Implementation Strategies & Progress Tracker
Best practices for communication partner support and quantitative monitoring.
Prompting Hierarchy
Always begin with the least intrusive prompt to encourage independent AAC use. Pause up to 10 seconds between steps.
1
Expectant Pause: Look at device, raise eyebrows, wait 8-10 seconds.
2
Indirect Verbal: "Where is the word? We need to look."
3
Aided Language Modeling: Point to "FIND" on your system while speaking.
4
Direct Pointer: Gently point directly next to the "FIND" key.
Modeling Script
Use these expansion phrases to model language progression as the student builds fluency:
Single Word Level: "FIND" (point to icon as student points)
Two-Word Phrase Level: "FIND SHELL" or "FIND IT"
Three-Word Phrase Level: "I FIND CRAB" or "GO FIND MORE"
Performance Data Sheet Template
Photocopy this page to track multiple sessions
Date / Lesson Attempt Prompt Code (I/V/G/M/D) Target Core Phrase Produced Student Notes / Generalization e.g., 10/12 - Page 1 Model (M) "FIND" after 2 prompts Excited by sensory shell ___________________ ___________________ ___________________ ________________________ ___________________ ___________________ ___________________ ________________________ ___________________ ___________________ ___________________ ________________________ ___________________ ___________________ ___________________ ________________________
* Prompt Codes: I = Independent | V = Verbal Hint | G = Gestural | M = Aided Language Modeling | D = Direct Point
Beach Detectives Lesson Guide Page 2 of 2
Beach Find Adaptive Book Name:
Date:
Interactive Core Word Book
Beach Find
A repetitive reading book focusing on the AAC core word FIND .
How to Read: Guide the student to read each page, point to the core word FIND on their device, and match the correct beach cutout card to the empty card box.
Beach Find Adaptive Book Cover Page
Repetitive Reading Page 1
What do you find in the sand?
Attach Card Here
I FIND
a
Seashell / Starfish
Beach Find Adaptive Book Page 1
Repetitive Reading Page 2
What do you find in the water?
Attach Card Here
I FIND
a
Crab / Life Buoy
Beach Find Adaptive Book Page 2
Repetitive Reading Page 3
What do you find in the boat?
Attach Card Here
I FIND
a
Fish / Bucket
Beach Find Adaptive Book Page 3
Repetitive Reading Page 4
What do you find in the sky?
Attach Card Here
I FIND
a
Sunglasses
Beach Find Adaptive Book Page 4
Repetitive Reading Page 5
What do you find in the chest?
Attach Card Here
I FIND
a
Gold Coin
Beach Find Adaptive Book Page 5
Beach Find Cutout Cards Interactive Manipulatives
Beach Object Photo Cards
Cut along dashed lines
Laminate these polaroid-style "real-object" inspired card pairs. Apply loop Velcro to the backs to attach directly onto matching boxes in the Beach Find Adaptive Book .
🐚 PHOTO
Seashell
Sand / Page 1
🌟 PHOTO
Starfish
Sand / Page 1
🦀 PHOTO
Crab
Water / Page 2
🛟 PHOTO
Life Buoy
Water / Page 2
🐟 PHOTO
Fish
Boat / Page 3
🪣 PHOTO
Bucket
Boat / Page 3
🕶️ PHOTO
Sunglasses
Sky / Page 4
🪙 PHOTO
Gold Coin
Chest / Page 5
Beach Find Cutout Cards Page 1 of 2
AAC Desk Mats & Visuals
Core Word Communication Board
Use these desk strips and pointing cards for immediate tabletop interaction during sensory bins, direct instruction, or guided reading.
Tabletop Sentence Builder Strip (Cut Out & Laminate)
Pronoun
I
Core Word
FIND
Article
A
A
Noun
Place Card
Interactive Board A
FIND
MORE
Great for requesting further sensory bin items.
Interactive Board B
FIND
GO
Great for directing transitions to the next book page.
Beach Find Cutout Cards Page 2 of 2
Beach Find Visual Scene Interactive Visual Search
Beach Discovery Scene
Look closely at the picture. Can you FIND all the hidden beach treasures?
NAME:
DATE:
🕶️
🐟 🐟 🛟
🐚 🐚 🐚 🌟 🌟 🦀 🪣 🪙
FIND
🐚
3 Shells On Sand
🌟
2 Stars On Sand
🦀
1 Crab On Sand
🪣
1 Bucket By Castle
🐟
2 Fish In Water
🕶️
1 Glasses In Sky
🛟
1 Buoy In Water
🪙
1 Coin On Sand
Beach Find Discovery Scene Activity Page 1 of 1
Ocean Habitats Teacher Guide AAC Core Vocabulary Series
Ocean Habitats
Core Word Instruction: LIVE
Target Student Population
Designed for students using Augmentative and Alternative Communication (AAC) devices, concrete learners, and language-impaired students. This lesson targets the core word "LIVE" to explore habitats and where animals reside.
Objectives
The student will locate and activate the core word LIVE on their communication system given varied prompting levels.
The student will match animal cards to their respective habitats inside the adaptive book, reinforcing where creatures "LIVE".
The student will build two-word combinations (e.g., "LIVE HERE", "SHARK LIVE") during structured activities.
Material Prep
Print: Print the Who Lives Here Adaptive Book and the Ocean Live Cutout Cards .Laminate & Velcro: Laminate pages and cards. Apply Velcro dots to gray squares in the book and the backs of cards.Prepare Habitats: Draw or designate spaces in the classroom representing "Sand", "Water", and "Sky".
Lesson Plan (4-Step Cycle)
1. Introduce & Model (5 mins)
Discuss "LIVE" (where a person or animal has a home). Point to classroom areas or photos of a house. Model: "I LIVE in a house. Where does the crab LIVE?"
2. Repetitive Book Reading (15 mins)
Read the "Who Lives Here?" Adaptive Book. Point to the large visual "LIVE" core symbol on each page. Pause for student device location and imitation.
3. Interactive Placement (10 mins)
Prompt students to sort animal cutout cards to matching habitat pages (e.g. shark goes to water). Press the "LIVE" core key while attaching each card.
4. Group Generalization (10 mins)
Use toy animals or classroom pets. Sort them into miniature physical houses/bins while saying: "Fish LIVE here. We LIVE here!"
Ocean Habitats Lesson Guide Page 1 of 2
Implementation Strategies & Progress Tracker
Best practices for communication partner support and quantitative monitoring.
Prompting Hierarchy
Always begin with the least intrusive prompt to encourage independent AAC use. Pause up to 10 seconds between steps.
1
Expectant Pause: Look at device, raise eyebrows, wait 8-10 seconds.
2
Indirect Verbal: "Where is 'LIVE'? Show me their home."
Who Lives Here Adaptive Book Name:
Date:
Interactive Core Word Book
Who Lives Here
A repetitive reading book focusing on the AAC core word LIVE .
🦀
🐬
How to Read: Guide the student to read each page, point to the core word LIVE on their device, and match the correct animal card to its ocean home.
Who Lives Here Adaptive Book Cover Page
Who Lives Here? Page 1
Who lives in the sand?
Attach Card Here
They LIVE
here
Crab / Starfish
Who Lives Here Adaptive Book Page 1
Who Lives Here? Page 2
Who lives in the deep water?
Attach Card Here
They LIVE
here
Shark / Fish
Who Lives Here Adaptive Book Page 2
Who Lives Here? Page 3
Who lives on the rocks?
Attach Card Here
They LIVE
here
Seal / Sea Lion
Who Lives Here Adaptive Book Page 3
Who Lives Here? Page 4
Who lives in the sky?
Attach Card Here
They LIVE
here
Seagull / Pelican
Who Lives Here Adaptive Book Page 4
Who Lives Here? Page 5
Who lives in the coral reef?
Attach Card Here
They LIVE
here
Octopus / Sea Turtle
Who Lives Here Adaptive Book Page 5
Ocean Live Cutout Cards Interactive Manipulatives
Ocean Animal Photo Cards
Cut along dashed lines
Laminate these polaroid-style "real-object" inspired animal cards. Apply loop Velcro to the backs to attach directly onto matching boxes in the Who Lives Here Adaptive Book .
🦀 PHOTO
Crab
Sand / Page 1
🌟 PHOTO
Starfish
Sand / Page 1
🦈 PHOTO
Shark
Water / Page 2
🐬 PHOTO
Dolphin
Water / Page 2
🦭 PHOTO
Seal
Rocks / Page 3
🐦 PHOTO
Seagull
Sky / Page 4
🐙 PHOTO
Octopus
Reef / Page 5
🐢 PHOTO
Turtle
Reef / Page 5
Who Lives Here Cutout Cards Page 1 of 2
AAC Desk Mats & Visuals
Core Word Communication Board
Use these desk strips and pointing cards for immediate tabletop interaction during sorting, direct instruction, or guided reading.
Tabletop Sentence Builder Strip (Cut Out & Laminate)
Pronoun
THEY
Core Word
LIVE
Preposition
IN
Noun
Place Card
Interactive Board A
LIVE
HERE
Great for labeling where animals reside.
Interactive Board B
LIVE
GO
Great for transitions to the next habitat activity.
Who Lives Here Cutout Cards Page 2 of 2
