I've just posted (Teachers Pay Teachers), several sets of Dual=Representation Core Symbols. These PCS symbol sets (four versions reflecting different color coding systems) are intended for use on a classroom Facilitator/Modeling Board and would be supplemented with activity-specific fringe symbols (not included).
https://www.teacherspayteachers.com/Store/Bloom/Search:Dual-Representation+Core+Symbols/Page:2
For Example:
During the mealtime breakfast/lunch routine, a Facilitator uses the modeling board to conduct Aided Language Stimulation(ALgS) as she oversees the group mealtime routine. Added fringe symbols might include eating tools (BOWL, SPOON, KNIFE, CUP, PLACEMAT, PLATE, NAPKIN), menu-specific food items (WATER, APPLE JUICE, CEREAL, MILK, BANANA) additional verbs (POUR, CUT, SPILL/UH OH) and additional adjectives/adverbs (CAREFUL, HUNGRY, THIRSTY).
During the lunch routine, the fringe vocabulary might reflect the CHICKEN, PEAS & CARROTS, and FRUIT CUP on the menu that day.
During Arts & Crafts the fringe vocabulary would reflect the BAGGIE, PIPE CLEANER, SEQUINS, RIBBON, WINGS, BODY, ANTENNAE needed to make that BAGGIE BUTTERFLY art project.
The Core Symbols in these resources are constructed as Dual=Representation Symbols, i.e. one side of the symbol might display the picture symbol, the flip side might reflect the enlarged printed word to provide a greater literacy agenda. D=R symbols have the distinct advantage of allowing you to straddle two levels/types of representation when conducting your lesson. This is especially helpful if you are dealing with a 'mixed ability' classroom, i.e., a classroom in which student abilities span a challenging broad range.
Fringe symbols often reflect three formats: Picture Symbol=Printed Word or Picture Symbol=Photo or Picture Symbol=HC symbol.
In some classrooms there might not be a need for detachable Dual=Representation Symbols, so the core symbols on the base display are laminated permanently to the base board or alternately they have been constructed as a Staples Banner. You could also use the Staples Banner concept to create a text-based base for your detachable symbols.
(http://animatedstepbysteps.blogspot.com/2017/10/staples-banner-creating-non-electronic.html)
Aided Language Stimulation (ALgS) is conducted by pointing to these core symbols (either permanent or detachable) on the base display (using the Facilitator Board zone) and added detachable fringe symbols on the far right of that banner.
Aided Language Stimulation, however, can be conducted across four zones (Facilitator Board Zone, Facilitator Vest Zone, Hand Held Zone and Student Expressive Zone). A Facilitator differentially 'weights' these four zones, based on the developmental level(s) of students in the class. If your students are 'cognitively young' with emerging joint attention skills, you might opt to primarily use the 'hand held zone' as it allows you to place the symbol in the child's visual field. The Facilitator Board is now being used as an option for organizing the symbols for quick pull off. Eventually the Vest Display Zone might be added to accommodate two- or three- symbol phrases.
In some classrooms I am using the picture symbol, backed with its corresponding printed word. Sometimes I'm showing the printed word side first to allow students to puzzle over the word … the card is then flipped to confirm whether they were correct. In other classrooms, I am primarily using the picture symbols side, but I periodically flip to the printed word side to provide some literacy stimulation during the activity ('literacy flip').
If I have a child with a significant visual impairment … a child who might benefit from high contrast symbols … I might opt to use the regular symbols (for the benefit of the group) backed with High Contrast symbols (for the benefit of the child with VI). This allows me to periodically show the high contrast symbol (hand held) 'up close and personal' in the child's preferred visual field or to create a small phrase on a velcro receptive black board.
There certainly is a variety of color coding systems out there … and that is the reason there are 4 versions offered on Teachers Pay Teachers.
Version 1: Goossens, Crain & Elder – white figures
Version 2: Goossens, Crain & Elder - color figures
Version 3: Mayer Johnson
Version 4: No color code.
High contrast– color figures on a black background have been included with all 4 versions.
Choose the system that works best for your students and your agency.
My color coding biases have a lot to do with the ease of conducting Aided Language Stimulation:
I prefer to color code the core (rather than leaving it uncolored) as I feel the color coding helps me conduct ALgS across a field of 48 symbols. I often don't color code the fringe which does help to make a nice distinction between what is the 'unchanging core' and what is the 'changing fringe'.
I do prefer to color code the background of the card (rather than 'ringing' the symbol with color). The former makes Aided Language Stimulation easier, while the latter makes the display feel more visually busy (obviously, my bias).
Yes, yes, yes, I know .... the grammatical category of a word can vary with context (perhaps the case for not color coding), but I find the primary purpose of the color coding is to help navigate the grid more efficiently when conducting Aided Language Stimulation.
For further information on Constructing Dual=Representation Symbols, the reader is referred to a previous blog post. http://animatedstepbysteps.blogspot.com/2015/09/constructing-dualrepresentation-symbols.html
As your core symbols should be 'built to last', print these pdf files on heavy weight paper or alternately print on regular weight paper and use heavier laminate. Don't forget to leave a 1/8" border of laminate around the symbol to protect the symbol against fluids and splitting.
…’til the next post …
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©2019 Carol Goossens’, Ph.D.
Augmentative Communication Consultant
Speech-Language Pathologist
Special Educator
