Creating and Using Remnant Books - Face-to-Face Communication and Selected Writing

Sep 28, 2026

Uploaded by dabgoudw

Remnant books provide a visual and tactile way for students to record important events and support face-to-face communication. Students collect objects, symbols, or pictures from activities, then place them in inexpensive brag books with date and event details written in first-person language. When selecting a writing topic, learners can use the remnant book through the easiest access method, and create writing materials from selected items. If no topic is chosen, symbols on the back page support expressing preferences and asking yes/no questions. The approach includes grade 1–5 learning extensions aligned to reading, writing, comprehension, connections across oral and written language, and creating oral, written, and visual texts.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

What & Why?

How?

Adding Things to the Remnant Book

Using the Remnant Book

What Happens If the Student Doesn’t Choose Anything?

North Carolina Extensions Addressed While Creating & Using Remnant Books

Creating and Using Remnant Books for Face-to-Face Communication and Self- Selected Writing (Hanser, 2004, updated 2006) What & Why? Remnant books are a visual/tactual way of helping students record important events in their lives. Remnant books can easily be created using inexpensive “brag books” or mini photo albums. Students can pick a familiar remnant to set a topic for face-to-face communication (Beukelman & Mirenda, 2005) . Remnant books are also an excellent way for students to select a topic for writing (Musselwhite & Hanser, 2003) . How? Adding Things to the Remnant Book • Each time the student participates in some type of event, get an object, symbol or picture from that event. The student should be involved in deciding what goes in the remnant book. The events don’t have to be the student’s favorite; they can also be things the student does not like. • Examples of remnants: Movie ticket stubs, pieces of napkins or containers from fast food restaurants, pictures from parties or holidays, pamphlet or business card from doctor’s office visit… • Place the remnants in the brag book. With a post it note, briefly write the date and the key details of the event in first person language (“I got my haircut....”) . If possible, it’s important to include multiple details as this will provide more context for the unfamiliar communication partner. This will help them talk about the remnant and the event with the student, and ask more appropriate open-ended questions. • Tips: Keep extra blank post it notes in the back of the book for adding things on the fly! Using the Remnant Book • When the student chooses to write, they can use the remnant book to select a topic. Students should use whatever access method is easiest to do this (i.e. manually turning the pages, eye gaze and/or partner assisted scanning) . When an item is chosen, a copy of it can be made and placed on the writing. Consider leaving the remnants in the book, as the student may want to return to this topic and write about it again. What Happens If the Student Doesn’t Choose Anything? • When this occurs, it is important to include a way for the student to communicate this. To support this, symbols should been included on the back page to help the student indicate:“Go through my choices again, What I want is not here,” “I have my own idea,” or “Ask meyes/no questions.” • Paste these into the back of the remnant book to support topic selection: Beukelman, D. R. & Mirenda, P. (2005) . Augmentative & Alternative Communication: Supporting Children & Adults with Complex Communication Needs, 3rd edition. Paul H. Brookes: Baltimore, MD. Musselwhite, C. & Hanser, G. (2003) . Write to Talk-Talk to Write!: Supporting Language & Literacy for AAC Users, 2nd edition. Special Communications: Phoenix, AZ. North Carolina Extensions Addressed While Creating & Using Remnant Books Grade 1-5 Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write. Extension: The learner will develop and apply enabling strategies and skills to read and write. • Kindergarten: Develop book and print awareness, Attend to pictures, text, environmental print or symbols. • Grade 1: Demonstrate awareness of letters and non-letters, Demonstrate awareness of symbol/letter-sound relationships, Increase vocabulary. • Grade 2: Demonstrate awareness of symbol/letter-sound relationships, Demonstrate sustained attention to text. • Grade 3: Demonstrate sustained attention to text, Increase sight-symbol vocabulary, Connect experience and text. • Grade 4: Increase sight-symbol vocabulary. • Grade 5: Expand and refine vocabulary, Demonstrate awareness of key words in text. Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Extensions: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. •

FAQs

What are remnant books and what problem do they help solve?

Remnant books are a visual and tactile method that helps students record important life events. They support both face-to-face communication and selection of topics for writing.

How should students add items to a remnant book?

When students participate in events, they collect an object, symbol, or picture from that event. They decide what goes in the book, then place remnants in the brag book with brief date and key details written in first-person language.

What supports topic selection if a student does not choose anything?

Symbols on the back page help the student indicate options such as going through choices again, having their own idea, or asking yes/no questions. These symbols are pasted into the back of the remnant book to prompt communication.

Sep 28, 2026

Uploaded by dabgoudw