Introducing a more comprehensive communication book
Stage Two is the time to begin to put together a more structured communication book with a comprehensive range of topic pages. But remember, it doesn’t all need to be there on day one!
The learner is becoming a more assertive communicator with their eyes. In a motivating activity, the learner is beginning to select single symbols using eye pointing. The learner is grasping the concept of encoding and / or is being supported to use encoded pages using listener mediated scanning. Communication is very much in the ‘here and now’.
Example Menu Pages are provided, but you will want to adapt and add to these to meet the learner’s needs. Key interests may be missing, or you may need to remove irrelevant page suggestions. The worksheet in Appendix Four may help you to identify useful pages for the learner.
Model use of the new Menu Pages showing the learner how they work by using them yourself. To help the learner understand what’s going on, talk aloud as you do this. For example, with the Menu Page in front of you, you could say, “It’s lunch time; let’s go to the food & drink page”, while pointing to the food & drink page symbol and then turning to the food page. Similarly, if you were on Page 1 chat and wanted Page 11 spelling, you could point to Menu on Page 1 chat, turn to the Menu Page, then point to the spelling page symbol before turning to Page 11 spelling, talking aloud about what you are doing.
Tabs along the bottom of the topic pages which are labelled and numbered help to facilitate quick movement through the book. If you choose to use them, dividers with side tabs can enable you to find pages within the book more quickly.
At Stage Two, you may well want to set up sub-topic pages. For example, on the demonstration Page 2 play, (click here to view) there are links to examples of sub-topics including Page 2a balloons, Page 2b Wheels on the bus, Page 2c trainset and Page 2d computer game.
Some topic or sub-topic pages may not contain enough space for all the vocabulary required. You might choose to spread the vocabulary over two pages, although it is helpful to stick with one page per topic or sub-topic if you can. If you do need an additional page, try not to go beyond two pages per topic or sub-topic.
A turn page symbol (on the first page) and a go back symbol (on the second page) enable you to move between the two pages. These symbols should always be placed to the left of the Menu symbol on a topic or sub-topic page for consistency. The use of turn page and go back can be seen on the example Page 11 spelling (replicated below). As always, model by pointing to these symbols if you need to turn a page or go back to the previous page and talking about what you are doing. When not needed, this slot can be used for a topic symbol.
Stage Two uses four colour encoding. This means there are now fifteen cells available for topic vocabulary (the sixteenth cell is always allocated to the Menu symbol). As the learner moves on to using four colours, it may feel more difficult to read the eye pointing. This is normal. Take your time and it will become easier. Placing the book directly between you and the learner may help. You can always make use of the listener mediated scanning approach discussed above if you get stuck. (In other words, you can offer each item in the group of symbols in turn until the learner indicates ‘yes’.)
VIDEO: This video (also shown at Stage One) demonstrates how listener mediated scanning can work on an encoded page.
When developing topic pages you may want to include a symbol that is used elsewhere in the book. Try and keep the position of the repeated symbol consistent. If you are unable to do this for some reason, aim to at least keep the colour of the border the same.
Stage Two introduces some additional core vocabulary symbols and you will need to introduce these new concepts:
There is now a symbol for negation not which can be used on its own, or in combination with other symbols e.g. not want.
There is a symbol for expressing a preference, like, which can also be combined with not to say not like e.g. “don’t like that”.
The symbol go gives the learner more scope for directing others.
The symbol I, me, my, mine is a very useful one. Each element conveys a different, though related, meaning. Which one is being used is determined by context so they have been merged into one symbol to save space. For example, in the Look2Talk project, one learner used this symbol with ball to tell her brother that it was “my ball” (i.e. not his!) and then the same symbol with want to communicate “I want the ball”.
Begin to use the new core symbols yourself as you chat and create opportunities for the learner to use them as well. Try and link the core symbols with the topic symbols. For example, on Page 2a balloons, you might model “let’s get more balloons.”
VIDEO: Tamsin’s mum points to symbols as she chats, linking core and topic symbols. [Note Tamsin’s book has slightly different core vocabulary to the selection now used, but the principle is the same.]
A great way to help the learner’s language develop is to add one symbol to what they say. For example, on Page 15c make up, if they select lipstick you could say, “you want the lipstick”, whilst pointing to the want and lipstick symbols, and give it to them.
When developing topic pages, ensure you include plenty of action and describing symbols, rather than simply labelling all the items involved in the activity. The worksheet in Appendix Five will help with this.
On the Menu page there is a symbol to indicate there is an issue – problem. You can model using this symbol when problems or misunderstandings arise.
The demonstration pages at Stage Two (click here to view) include Page 11 spelling. This may feel a little strange as it is unlikely that the learner will be spelling independently at this point. However, it is in fact an important page. It is there to help you promote and raise awareness about letters. By having the page as part of a communication book, you can make use of the page within lots of different activities and situations. For example, watching television together, you could draw attention to the first letter of the name of the programme. The more you can bring letters into the learner’s world, the more experience they will gain. Speaking aloud the letter names as the learner selects them further reinforces their letter knowledge.
Page 11 spelling can also be used to give experience of writing.
VIDEO: Tamsin has drawn some pictures and her mum is showing Tamsin how she can write her name on the picture using the spelling pages. [Note that her spelling pages are laid out a little differently from the four colour version we are now using at Stage Two.]
The words that are written do not have to be perfectly spelled. Writing nonsense words is a fun an important learning experience. When writing nonsense words (scribbling), speak aloud and write down whatever letter the learner selects. You can then talk through and admire the writing that you have done together.
VIDEO: This video shows how you could write nonsense words with the spelling pages.
Continue to take responsibility for getting the book out but don’t demand that the learner uses it themselves.
Encourage its use by a range of communication partners.
Extend the number of topic pages and sub-topic pages (ideally keeping to one page per topic or sub-topic but not exceeding two pages), updating the Menu Pages as necessary.
Remember to include plenty of action and describing symbols on the topic pages (see worksheet in Appendix Five)
Introduce and model the wider range of core vocabulary symbols across lots of different activities as you chat, even if you don’t have a relevant topic page.
Model how encoding works as you select symbols, pointing first to the symbol and then to the corresponding coloured dot.
Model use of the Menu Pages by pointing to the Menu page symbol (and turn page and go back symbols where used) and drawing attention to your use of the Menu Pages to locate pages.
Respond to any communication from the learner.
If something goes wrong, acknowledge this and point to the problem symbol on the Menu Page. Confusion happens in all types of conversations! You can also use this symbol to comment if you see that the learner is distressed in some way.
Avoid ‘testing’ within conversations. Try not to ask the learner to point to specific symbols just to show you that they know them.
Continue to watch the learner as they engage in an activity and comment on what they are doing e.g. if you see them smiling while looking at a person, you might comment that they like them. Model use of the new core symbols as much as you can.
Aim to link two symbols as you model e.g. on Page 2c trainset “go fast”
Wait expectantly to see if the learner joins in and respond immediately if they do. If they don’t, just carry on pointing to symbols yourself.
Help the learner’s language develop by adding one symbol to what they say.
Bring Page 11 spelling into conversation and activities.
To watch the communication partner model:
the symbols in the book, including when you add to the symbol(s) they have selected
how encoding works
the Menu Pages
Page 11 spelling
To use single symbols in activities / conversation.
To begin to link two symbols, perhaps linking a core symbol to one on a topic page.
Look2Talk Demonstration Pages contain example communication book pages that aim to bring to life the practices and principles described above. Click here to try interactive demonstration pages for Stage Two.
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