{"model": "copilot-web", "provider": "Microsoft Copilot web app (copilot.microsoft.com), signed-in personal account, Auto mode, default settings; plan not verified", "task": "aac-core", "prompt": "Write a one-week plan for modeling AAC core vocabulary with a 2nd-grade student who uses a robust symbol-based speech-generating device. Pick 5 core words for the week, explain what aided language modeling is, give 2 classroom routines per day where each word can be modeled, and include a short handout for the classroom teacher and paraprofessional (no device brand required). Do not require the student to show prerequisite skills before getting access.", "ran_at": "2026-10-17T14:28:06-0700", "output": "Microsoft Copilot\n\nBelow is a practical one-week AAC core vocabulary modeling plan for a 2nd-grade student who uses a robust symbol-based speech-generating device (SGD). The plan assumes the student has full access to their AAC system throughout the day and does not require demonstrating any prerequisite skills before receiving access to communication supports.\n\nAAC Core Vocabulary Modeling Plan (1 Week)\nStudent Profile\nGrade: 2nd grade\nCommunication: Robust symbol-based speech-generating device\nGoal: Increase exposure to, understanding of, and opportunities to use core vocabulary through aided language modeling across natural classroom activities\nApproach: Presume competence and provide access to AAC at all times\nWhat Is Aided Language Modeling?\n\nAided Language Modeling (also called aided language stimulation) is when communication partners speak naturally while simultaneously selecting symbols on the student's AAC device. The adult is not testing the student or requiring imitation. Instead, the adult demonstrates how language can be expressed using the AAC system.\n\nFor example, during cleanup, the teacher might say:\n\n\"We put the markers away.\"\n\nWhile speaking, the teacher selects the symbol for PUT on the student's AAC system.\n\nJust as children learn spoken language by hearing it thousands of times before speaking it, AAC users benefit from seeing symbols modeled repeatedly in meaningful situations before being expected to use them independently.\n\nKey Modeling Guidelines\nModel more than you question.\nDo not require the student to repeat or imitate.\nKeep speech natural.\nModel 1-3 words at a time.\nHonor all communication attempts.\nProvide access to the AAC system all day.\nAssume understanding is developing even when expressive use is limited.\nCore Words for the Week\nGO\nSTOP\nMORE\nHELP\nLIKE\n\nThese words are highly versatile and can be used across academic, social, and classroom contexts.\n\nMonday\nFocus Word: GO\nRoutine 1: Morning Arrival\n\nModel:\n\n\"Time to go inside.\"\n\"Let's go to our seat.\"\n\"We go to breakfast.\"\nRoutine 2: Transition to Specials or Recess\n\nModel:\n\n\"We go to PE.\"\n\"Class, let's go.\"\n\"Go with your partner.\"\nAdditional Opportunities\nLine up\nMoving between centers\nStarting activities\nFocus Word: MORE\nRoutine 1: Snack\n\nModel:\n\n\"Do you want more crackers?\"\n\"I have more juice.\"\n\"You can get more if you're hungry.\"\nRoutine 2: Read-Aloud\n\nModel:\n\n\"Let's read more.\"\n\"One more page.\"\n\"We want more of the story.\"\nTuesday\nFocus Word: STOP\nRoutine 1: Hallway Walking\n\nModel:\n\n\"Stop at the door.\"\n\"We stop and wait.\"\n\"The line will stop here.\"\nRoutine 2: Classroom Games\n\nModel:\n\n\"Stop when the music stops.\"\n\"Ready, go... now stop.\"\n\"Cars stop at the red light.\"\nAdditional Opportunities\nSafety routines\nEnd of an activity\nFreeze dance\nFocus Word: HELP\nRoutine 1: Independent Work\n\nModel:\n\n\"I need help.\"\n\"Can someone help me?\"\n\"Teacher can help.\"\nRoutine 2: Art Activity\n\nModel:\n\n\"Need help opening that?\"\n\"I'll help you.\"\n\"Friends can help each other.\"\nWednesday\nFocus Word: LIKE\nRoutine 1: Morning Meeting\n\nModel:\n\n\"I like soccer.\"\n\"You like dinosaurs.\"\n\"We like different things.\"\nRoutine 2: Lunch\n\nModel:\n\n\"I like pizza.\"\n\"Do you like apples?\"\n\"You like chocolate milk.\"\nAdditional Opportunities\nOpinion writing\nSharing time\nSocial conversations\nFocus Word: MORE\nRoutine 1: Small Group Instruction\n\nModel:\n\n\"One more problem.\"\n\"Let's do more reading.\"\nRoutine 2: Recess\n\nModel:\n\n\"Want more swings?\"\n\"Let's play more.\"\nThursday\nFocus Word: GO\nRoutine 1: Science Activity\n\nModel:\n\n\"Let's go explore.\"\n\"The water will go down.\"\n\"The car can go fast.\"\nRoutine 2: Centers\n\nModel:\n\n\"You can go to the math center.\"\n\"Where should we go next?\"\nFocus Word: HELP\nRoutine 1: Writing Workshop\n\nModel:\n\n\"I need help spelling.\"\n\"Ask for help if needed.\"\nRoutine 2: Technology Time\n\nModel:\n\n\"Need help with the computer?\"\n\"Someone can help.\"\nFriday\nFocus Word: LIKE\nRoutine 1: Weekly Reflection\n\nModel:\n\n\"I like reading.\"\n\"I like recess.\"\n\"What did we like this week?\"\nRoutine 2: Choice Time\n\nModel:\n\n\"I like blocks.\"\n\"You like drawing.\"\n\"We like games.\"\nFocus Word: STOP\nRoutine 1: Cleanup\n\nModel:\n\n\"Stop working.\"\n\"Stop and clean up.\"\n\"Time to stop.\"\nRoutine 2: End-of-Day Routine\n\nModel:\n\n\"Stop at your cubby.\"\n\"We stop and listen.\"\n\"The day will stop soon.\"\nWeekly Data Collection (Optional)\n\nFocus on communication opportunities rather than correct responses.\n\nTrack:\n\nNumber of times adults modeled target words\nContexts in which modeling occurred\nStudent communication attempts (spoken, gestural, AAC, facial expression, approximation, etc.)\n\nExample:\n\nDay\tGO\tSTOP\tMORE\tHELP\tLIKEMon\t12\t3\t10\t2\t1\nTue\t5\t11\t4\t9\t2\nWed\t4\t2\t8\t5\t10\nThu\t9\t3\t2\t11\t4\nFri\t2\t8\t3\t2\t10\nQuick Handout for Teacher and Paraprofessional\nAAC Modeling Reminders\nWhat To Do\n\n✅ Keep the AAC system available all day.\n\n✅ Model words on the student's device while speaking.\n\n✅ Use natural activities and routines.\n\n✅ Accept all communication attempts.\n\n✅ Pause briefly after modeling to allow participation.\n\n✅ Model frequently without expecting imitation.\n\nWhat To Avoid\n\n❌ Don't take away the device for \"misuse.\"\n\n❌ Don't require matching, requesting, pointing, or other prerequisite skills before access.\n\n❌ Don't make the student prove readiness before using AAC.\n\n❌ Don't turn AAC into a test with constant quizzing.\n\n❌ Don't require eye contact before communication.\n\nEasy Modeling Formula\n\nTalk + Touch a Symbol + Keep Moving\n\nExample:\n\n\"Need HELP?\" (touch HELP)\n\"Let's GO.\" (touch GO)\n\"Want MORE?\" (touch MORE)\nRemember\n\nThe goal is not perfect production. The goal is language exposure. Students learning AAC need many meaningful examples of language used on their system before they are expected to use words independently.\n\nPresume competence, provide access, and model throughout the day.\n", "bytes": 5823, "plan_note": "Personal account, Auto mode"}