{
 "model": "openai/gpt-oss-120b",
 "provider": "Groq API (free tier)",
 "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.",
 "system": "You are helping a school-based speech-language pathologist (SLP). Produce ready-to-use material.",
 "temperature": 0.3,
 "max_tokens": 3000,
 "ran_at": "2026-10-16T07:57:31-0700",
 "output": "## ONE\u2011WEEK AAC CORE VOCABULARY MODELING PLAN  \n**Student:** 2nd\u2011grade (\u22487\u20118\u202fyr) \u2013 uses a robust symbol\u2011based speech\u2011generating device (SGD)  \n**Goal:** Increase spontaneous use of high\u2011frequency \u201ccore\u201d words across classroom routines.  \n**Important:** The student gets immediate access to the device; no prerequisite language skills are required before modeling.\n\n---\n\n### 1.  What is **Aided Language Modeling (ALM)?**\nAided Language Modeling is a teaching strategy in which an adult **talks while simultaneously using the learner\u2019s communication system** (the SGD). The adult:\n\n1. **Speaks a natural, complete utterance** (e.g., \u201cI want a snack.\u201d)  \n2. **Presses the same symbols on the device** at the same time, so the device \u201csays\u201d the exact words the adult is saying.  \n3. **Provides a clear visual\u2011symbol reference** for the student to notice the connection between spoken language, symbols, and meaning.  \n\n**Why it works:**  \n- Shows the student *how* the device can be used in real\u2011time conversation.  \n- Links the visual symbols to the spoken word, reinforcing comprehension and production.  \n- Can be done in any natural activity\u2014no special \u201clesson\u201d time needed.  \n\n**Key ALM tips for staff**\n\n| Tip | What it looks like |\n|-----|--------------------|\n| **Model in short, meaningful chunks** (3\u20115 words) | \u201cIt\u2019s time to line up.\u201d |\n| **Use the same voice tone & facial expression** you would with a peer | Warm, enthusiastic tone. |\n| **Pause after the model** to give the student a chance to imitate or respond. | 2\u20113\u202fsec pause. |\n| **Keep the device visible** (on a lap tray, desk, or mounted) so the student can see the symbols being pressed. | Device on the student\u2019s desk. |\n| **Follow the student\u2019s lead** \u2013 if they look at a symbol, expand on it. | Student points to \u201cmore\u201d; you say, \u201cYou want more juice?\u201d |\n| **Celebrate every attempt** \u2013 even a single press or a look counts. | \u201cGreat try!\u201d |\n\n---\n\n### 2.  Core Vocabulary for the Week  \nThese five words are high\u2011frequency, functional, and can be used in many contexts.  \n\n| Core Word | Symbol (description) | Why it matters | Sample Sentence (spoken + device) |\n|-----------|----------------------|----------------|-----------------------------------|\n| **more** | A plus sign or \u201c+\u201d | Requests for additional quantity or continuation. | \u201cI want **more** juice.\u201d |\n| **all done** | A check\u2011mark or \u201c\u2714\u201d | Signals completion of an activity. | \u201cI am **all done** with my work.\u201d |\n| **help** | A hand\u2011out icon | Requests assistance. | \u201cCan you **help** me?\u201d |\n| **again** | A circular arrow | Requests repetition. | \u201cLet\u2019s try that **again**.\u201d |\n| **nice** | A smiling face | Gives positive feedback or describes something pleasant. | \u201cThat picture is **nice**.\u201d |\n\n*All symbols are generic; staff can use the student\u2019s existing icon set.*\n\n---\n\n### 3.  DAILY ROUTINES & MODELING OPPORTUNITIES  \n\n| Day | Routine (Time) | Core Word(s) Modeled | Example ALM Script (spoken + device) | Modeling Tips |\n|-----|----------------|----------------------|--------------------------------------|---------------|\n| **Monday** | **Morning Meeting (8:15\u202fam)** \u2013 attendance roll & weather | **more**, **nice** | \u201cWe have **more** friends joining us today.\u201d (press *more*) <br>\u201cYour weather picture is **nice**!\u201d (press *nice*) | Use a large visual schedule; point to the symbols on the device while speaking. |\n| | **Snack Time (10:30\u202fam)** \u2013 handing out fruit | **more**, **help** | \u201cDo you want **more** banana?\u201d (press *more*) <br>\u201cI\u2019ll **help** you open the bag.\u201d (press *help*) | Place the device on the snack table so the student can see the symbols as you hand out food. |\n| **Tuesday** | **Math Warm\u2011up (9:00\u202fam)** \u2013 counting objects | **more**, **again** | \u201cLet\u2019s count **more** blocks.\u201d (press *more*) <br>\u201cWe\u2019ll try that **again**.\u201d (press *again*) | Model while moving a pointer over the counting mat; pause for the student to imitate. |\n| | **Recess Transition (12:00\u202fpm)** \u2013 lining up | **all done**, **help** | \u201cWhen you are **all done**, we\u2019ll line up.\u201d (press *all done*) <br>\u201cI\u2019ll **help** you put your backpack away.\u201d (press *help*) | Use a visual cue (e.g., a \u201cfinished\u201d picture) next to the device. |\n| **Wednesday** | **Reading Circle (9:30\u202fam)** \u2013 sharing a favorite book | **nice**, **again** | \u201cThat illustration is **nice**.\u201d (press *nice*) <br>\u201cLet\u2019s read that page **again**.\u201d (press *again*) | Hold the device near the book so the student sees the symbols linked to the story. |\n| | **Art Activity (11:00\u202fam)** \u2013 painting | **more**, **help** | \u201cDo you want **more** paint?\u201d (press *more*) <br>\u201cI\u2019ll **help** you clean the brush.\u201d (press *help*) | Model while actually adding paint to the palette; keep the device on the art table. |\n| **Thursday** | **Science Inquiry (10:00\u202fam)** \u2013 experiment steps | **again**, **all done** | \u201cWe\u2019ll pour the water **again**.\u201d (press *again*) <br>\u201cWhen the experiment is **all done**, we\u2019ll write our observations.\u201d (press *all done*) | Use a step\u2011by\u2011step picture chart; point to the symbol as you model each step. |\n| | **Lunch (12:30\u202fpm)** \u2013 choosing food | **more**, **nice** | \u201cWould you like **more** carrots?\u201d (press *more*) <br>\u201cYour sandwich looks **nice**!\u201d (press *nice*) | Keep the device on the lunch tray; model after the student selects food. |\n| **Friday** | **Social Skills Game (9:15\u202fam)** \u2013 \u201ccompliment\u201d round | **nice**, **help** | \u201cYou are **nice** for sharing.\u201d (press *nice*) <br>\u201cCan I **help** you with the next turn?\u201d (press *help*) | Use a \u201ctalking stick\u201d or token; model while handing it over. |\n| | **End\u2011of\u2011Day Wrap\u2011Up (2:45\u202fpm)** \u2013 packing up | **all done**, **again** | \u201cWhen you are **all done**, put your things in the cubby.\u201d (press *all done*) <br>\u201cTomorrow we\u2019ll do the same activity **again**.\u201d (press *again*) | Use a visual \u201cend of day\u201d schedule; model while the student packs. |\n\n**How to use the table:**  \n- **Pick two routines** each day (already listed).  \n- **Model the core word** at least **once** per routine, using ALM.  \n- **Pause** after each model to give the student a chance to imitate (press a symbol, point, or look).  \n- **Record** (quick note) any spontaneous uses for later data collection.\n\n---\n\n### 4.  QUICK\u2011REFERENCE HANDOUT  \n*(One\u2011page handout for the classroom teacher & paraprofessional)*  \n\n---\n\n#### A.  What You Need\n- Student\u2019s SGD (on a lap tray, desk, or mounted where everyone can see it).  \n- A set of \u201ccore\u2011word\u201d symbols (more, all done, help, again, nice) already programmed.  \n- A printed copy of today\u2019s routine schedule (optional).  \n\n#### B.  Aided Language Modeling in 3 Simple Steps\n1. **Speak** the exact sentence you want the student to hear.  \n2. **Press the same symbols** on the device **while you speak** (the device will \u201csay\u201d the words).  \n3. **Pause** 2\u20113\u202fseconds for the student to respond (press a symbol, point, or look).  \n\n*Example:* \u201cCan you **help** me open the box?\u201d (press *help* while saying it).  \n\n#### C.  Daily Checklist (fill out each day)\n\n| Routine | Core Word Modeled | Sentence Used | Student Response? (\u2713/\u2013) |\n|---------|-------------------|---------------|--------------------------|\n| Morning Meeting |  |  |  |\n| Snack Time |  |  |  |\n| \u2026 (add as needed) |  |  |  |\n\n#### D.  Tips for Success\n- **Stay natural.** Talk as you normally would with peers; the device is just an extra voice.  \n- **Keep it short.** 3\u20115 word utterances are easiest for the student to notice.  \n- **Use the student\u2019s interests.** If they love dinosaurs, model \u201cmore\u201d while talking about \u201cmore dinosaur cards.\u201d  \n- **Celebrate every attempt** \u2013 even a glance at the symbol is a learning moment.  \n- **Consistency matters.** Try to model each core word **at least twice per day** (the schedule above guarantees this).  \n- **Don\u2019t wait for a \u201cprerequisite.\u201d** Modeling can begin immediately; the student will pick up the connections over time.  \n\n#### E.  Sample Sentences (copy\u2011and\u2011paste!)\n- \u201cI want **more** juice.\u201d  \n- \u201cI am **all done** with my work.\u201d  \n- \u201cCan you **help** me?\u201d  \n- \u201cLet\u2019s try that **again**.\u201d  \n- \u201cYour drawing is **nice**.\u201d  \n\nFeel free to adapt the wording to fit the exact activity\u2014just keep the core word and its symbol together.\n\n#### F.  Quick FAQ\n| Question | Answer |\n|----------|--------|\n| *What if the student doesn\u2019t respond?* | Keep modeling in other routines; the skill builds over repeated exposure. |\n| *Can I model more than one core word in a sentence?* | Yes, but start with **one** core word per utterance for clarity. |\n| *Do I need to wait for the student to press the symbol before moving on?* | No. Give them a pause, then continue the activity. The goal is exposure, not perfect imitation every time. |\n| *How do I know it\u2019s working?* | Track spontaneous uses on the checklist; look for an upward trend over weeks. |\n\n---\n\n### 5.  What to Do Next (for the SLP)\n1. **Introduce the plan** to the teacher & paraprofessional in a short 10\u2011minute meeting.  \n2. **Demonstrate** one routine (e.g., snack time) live, showing ALM.  \n3. **Provide the handout** and a laminated copy of the weekly schedule.  \n4. **Set a data\u2011collection point** (e.g., Friday afternoon) to review spontaneous uses and adjust the next week\u2019s core words if needed.  \n\n---  \n\n**You now have a ready\u2011to\u2011use, day\u2011by\u2011day plan, clear explanations of aided language modeling, and a concise handout for the classroom team.**  \nHappy modeling! \ud83c\udf89",
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