GAMES Learners of all ages enjoy game-based learning. Embedded instruction can occur in familiar games (Bingo, Monopoly, Wheel of Fortune) or by creating your own games. Survey your students to identify preferred game experiences. Some games require adaptation to make accessible but the overall idea is to allow for embedded instruction to occur naturally within the context of a game. Your learners may not realize you are working on letter identification or recognizing specific letters in print during all the fun!
Chain Reaction game on Powerpoint targeting the initial letter g.
If you have a learner who enjoys computer-based games, you could use a PowerPoint game template such as Chain Reac- tion (https://www.rusnakcreative.com/gameshows) to identify action words that begin with the letter g. Providing embedded experiences with the use of first letter cueing is a helpful repair strategy for individuals who use AAC. NAMES Learner names provide authentic and personalized embedded alphabet instruction. Think about your current setting. How many times do your learners read, identify or spell their names? Erickson and Koppenhaver (2020) share, “there is no other single word that is more personally relevant” for our learners to have access to in print. Use names to point to letters as you read (both individual, peer or staff names), identify the uppercase letter at the beginning or initial letter-sounds. The number of opportunities we have access to leaner names can provide endless access to embedded letter identification.
Bingo game targeting uppercase letters using template from Lessonpix.
Interactive name graphic using Canva.
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