{
 "model": "qwen/qwen3.8-27b",
 "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": 1500,
 "ran_at": "2026-10-16T08:01:20-0700",
 "output": "# One-Week AAC Core Vocabulary Plan: \"The Power of Five\"\n\n**Student Profile:** 2nd Grade\n**Device:** Robust Symbol-Based Speech-Generating Device (SGD)\n**Goal:** Increase incidental acquisition and spontaneous use of 5 core words through Aided Language Modeling (ALM).\n**Philosophy:** Access is immediate. No prerequisite skills (e.g., pointing accuracy, motor planning) are required before the student can use the device. The SLP and team model the language; the student observes, imitates, or uses the device as ready.\n\n---\n\n## Part 1: What is Aided Language Modeling (ALM)?\n\n**Aided Language Modeling (ALM)** is a communication support strategy where a communication partner (SLP, teacher, paraprofessional) uses the student\u2019s AAC device to model language *while* speaking.\n\n**Key Principles:**\n1.  **Model, Don\u2019t Prompt:** You are not asking the student to \"say it\" or \"point to it.\" You are showing them how language works by using the device alongside your voice.\n2.  **Natural Integration:** Model words in the context of what is happening *right now*.\n3.  **Consistency:** Use the same core words repeatedly across different contexts.\n4.  **No Pressure:** The student is not required to respond. They are learning through observation.\n\n**Why it works for 2nd Graders:**\nSecond graders are developing complex syntax and social pragmatics. ALM helps them see that AAC is a *tool for thinking and expressing*, not just a backup for speech. It builds vocabulary, syntax, and confidence without the pressure of performance.\n\n---\n\n## Part 2: The 5 Core Words for This Week\n\n| Word | Why This Week? |\n|------|----------------|\n| **Want** | High-frequency request word. Essential for agency and initiating interactions. |\n| **More** | Critical for turn-taking, play, and classroom routines (e.g., \"more time,\" \"more paper\"). |\n| **Help** | Builds social connection and independence. Encourages the student to ask for support rather than shutting down. |\n| **Done** | Signals completion of tasks. Supports task closure and transition readiness. |\n| **I** | First-person pronoun. Essential for self-expression, opinions, and identity. |\n\n---\n\n## Part 3: Daily Classroom Routines for Modeling\n\n*Note: The SLP or trained staff should model these words using the student\u2019s device during natural interactions. Do not wait for the student to initiate. Model proactively.*\n\n### **Monday: Focus on \"Want\"**\n*Theme: Choice and Preference*\n\n1.  **Morning Choice Board:**\n    *   *Context:* Student chooses between two activities (e.g., reading vs. art).\n    *   *Modeling:* As you present the options, say: \"You can pick reading **or** art. Do you **want** reading? Do you **want** art?\" Tap \"want\" on the device while saying it.\n    *   *Variation:* \"I **want** to see what you pick!\"\n\n2.  **Snack Time:**\n    *   *Context:* Distributing snacks.\n    *   *Modeling:* Hold up a cracker. \"Do you **want** a cracker?\" Tap \"want.\" If they say yes/no or point, respond: \"You **want** a cracker. Here you go.\"\n    *   *Variation:* \"I **want** some juice too.\"\n\n### **Tuesday: Focus on \"More\"**\n*Theme: Quantity and Continuation*\n\n1.  **Art Center (Glue/Paint):**\n    *   *Context:* Student is painting or gluing.\n    *   *Modeling:* As you hand them more glue, say: \"You need **more** glue. Here is **more**.\" Tap \"more.\"\n    *   *Variation:* \"Do you want **more** time to paint?\"\n\n2.  **Recess/Playground:**\n    *   *Context:* Playing with peers or using equipment.\n    *   *Modeling:* If they are playing with blocks, say: \"You have **more** blocks. Do you want **more**?\" Tap \"more.\"\n    *   *Variation:* \"We have **more** time to play.\"\n\n### **Wednesday: Focus on \"Help\"**\n*Theme: Social Support and Problem-Solving*\n\n1.  **Writing Center (Pencil/Eraser):**\n    *   *Context:* Student is writing.\n    *   *Modeling:* If they look frustrated, say: \"Do you need **help** with the pencil?\" Tap \"help.\" If they nod, say: \"I can **help** you hold the pencil.\"\n    *   *Variation:* \"I can **help** you find your eraser.\"\n\n2.  **Group Work/Partner Activity:**\n    *   *Context:* Working with a peer.\n    *   *Modeling:* \"Your partner can **help** you. You can **help** your partner.\" Tap \"help.\"\n    *   *Variation:* \"Ask for **help** if you are stuck.\"\n\n### **Thursday: Focus on \"Done\"**\n*Theme: Task Completion and Transitions*\n\n1.  **Math Worksheet:**\n    *   *Context:* Finishing a worksheet.\n    *   *Modeling:* As they finish the last problem, say: \"You are **done** with math.\" Tap \"done.\"\n    *   *Variation:* \"Are you **done** with your work?\"\n\n2.  **Transition to Lunch:**\n    *   *Context:* Cleaning up desk.\n    *   *Modeling:* \"When you are **done** cleaning up, we can go to lunch.\" Tap \"done.\"\n    *   *Variation:* \"I am **done** with my lesson. Now it is your turn.\"\n\n### **Friday: Focus on \"I\"**\n*Theme: Self-Expression and Identity*\n\n1.  **Morning Meeting/Share Time:**\n    *   *Context:* Sharing something about the weekend.\n    *   *Modeling:* \"I had a fun weekend. **I** went to the park. What did **I** do?\" Tap \"I.\"\n    *   *Variation:* \"**I** am happy to see you.\"\n\n2.  **Free Choice Time:**\n    *   *Context:* Choosing an activity.\n    *   *Modeling:* \"**I** want to read. **I** want to draw. What do **I** want?\" Tap \"I.\"\n    *   *Variation:* \"**I** like this book.\"\n\n---\n\n## Part 4: Handout for Classroom Teacher & Paraprofessional\n\n**Title: How to Support AAC Core Words This Week**\n\n**Goal:** Help [Student Name] learn to use 5 core words: **Want, More, Help, Done, I",
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 "retry_note": "ran with a 1,500-token budget: Groq's free tier now rejects Qwen3.8 27B requests whose expected output exceeds its 1,000 output-tokens-per-minute limit"
}