AAC Language Lab

Target Vocabulary:

1. on
2. off
3. turn
4.water
5.light
6.head
7.my
8.your
9.hand
10.get
11.foot
12.nose
13.table

Target Language Skill: Combining words to make phrases

Suggested Objectives:

1.The person will show that he or she understands the meaning of "on."
2.The person will show that he or she understands the meaning of "off."
3.The person will use the phrase "turn off" to direct someone else to turn off an appliance or toy.
4.The person will use the phrase "turn on" to direct someone else to turn on an appliance or toy.
5.The person will use the phrase "water on" to direct someone else to turn on the water.
6.The person will use the phrase "water off' to direct someone else to turn off the water.
7.The person will use the phrase "on head" to tell another person to put something on his head.
8.The person will use the phrase "off head" to tell another person to take something off his head.
9.The person will use the phrase "on table" to tell someone else to put something on the table.
10.The person will use the phrase "off table" to tell someone else to take something off of the table.

Teaching Activities:

A. Speaking

1.Use the word "on" frequently to discuss locations. Allow your child to direct you or peers to sit "on" a chair, put something "on" a table or shelf, or stand "on" a stool. Your child could take a turn giving directions during a game of Twister (e.g., "foot on red").
2.Allow your child to direct you or make choices about art activities:
color "on" the paper, put glitter "on" the page, and paint "on" the canvas.
3.The word "on" can be used to describe traveling - we can ride "on" a bus, "on" a train, "on" an airplane, "on" a bike, "on" a horse or even "on" someone's shoulders
4.Let your child help set the table at mealtimes by putting plates and utensils "on" the table, food "on" the plates and salt "on" the food.
5.Have fun being silly while learning about body parts by putting play-doh or stickers "on" your child's nose, knee or elbow. Continue with silly dress-up games and put "on" shoes, dresses, wigs, hats and even make-up or face paint.
6.Many things in your child's environment have on/off switches:
computers, lights, toys, flashlights, kitchen appliances, TVs, radios, cars, fans, water faucets. Use these motivating and routine activities to teach the word "on." As your child's language grows, add some more core words to say "turn it on."
7.During cleaning routines, you and your child can take items "off" the table, sweep "off" the floor, and clean "off" or wipe "off" the tables.
8.When arriving at school, model using the word "off" while directing your child to take "off" his/her coat and backpack.
9.At the end of the day, talk about getting undressed by describing taking "off" socks, shoes, pants and shirts.
10.After dress-up games or cold winter days, there are even more things to take "off:" coats, gloves, headbands, hats, wigs and even nail polish!
11.Your child can ask for help to access preferred foods, drinks or toys by asking for a lid to be taken "off" or by asking for items to be taken "off" a high shelf.
12.Many items and activities in your child's daily life can be turned "off." Have your child direct you or peers to turn "off" the water, turn "off" the lights, turn "off" the car, turn "off" the music and turn "off" the TV.
13.The word "off" can be empowering for a child who is easily overwhelmed by sensory stimuli ; if your child can ask for bright lights to be turned "off" or for loud music to be turned "off," he/she can take control of regulating his/her environment.
14."Off" is a relevant word in many leisure and therapy activities. We can get "off" a bike, swing or horse. Because movement can be motivating to many children, we can talk about jumping "off" a step or falling "off" the bed. Wind-up toys can also fall or jump "off" surfaces.

List "off" your favorite ideas and share how you have used this versatile word!

B. Reading

1.Find books with simple phrases that use "on" and "off". You read the book, stopping when you come to the target words. Let the person say the word, then continue reading.
2.Take pictures of the person or others sitting "on" or getting "off" of something. Write your own book, and put captions under the pictures. Do a shared reading experience as in the directions above.

C. Writing

1.Connect the person's device to a computer via USB cable or BlueTooth. If you need help with computer access, go to http://support.prentrom.com and do a search for computer access articles.

Encourage the person to write the words "on" and "off" on the computer. If the person is able, he or she can write captions for a picture book of people or things that are "on" or "off."
2.If the person is able, encourage writing the words "on" and "off" on paper.

D. Generalization

1.Play a game - give the person a token for each time that he or she says the word "on" or "off" during the game. (Just hitting the display to repeat words doesn't count!)
2.Ask the person to listen to what other people are saying. When the person hears the word "on" or "off," he or she may give a token.
3.Make "on" and "off" posters and word cards for a word wall.
4.Cut out pictures from catalogs and magazines to make a collage - a boy on a bike, a bird on a nest, a farmer on a tractor, children on the bus, a rocket blasting off into space, a plane taking off, a person taking off a hat, a person turning the stove off, etc.
5.Make up a silly song (to the tune of London Bridge is Falling Down). Sing "Now your hat is going on, going on, going on. Now your hat is going on, on your head." "Now your boots are coming off, ........off your feet."
6.Build a block tower. Put a small toy on top. Say "on". Knock the small toy off the tower. Say "off".

© 2009 Prentke Romich Company
Prentke Romich Co., 2011