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The material provides practical ways to use “he/she” across routines and schedules, play, young adult activities, reading, social interactions with video modeling, sensory-motor action, and structured chart writing.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/heshe-core-vocabulary-descriptive-teaching-model-and-classroom-activities/429690/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/heshe-core-vocabulary-descriptive-teaching-model-and-classroom-activities/429690.png","ImageObject",300,407,{"name":42,"@type":43},"Well Done","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-05","2026-09-29",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How does the Descriptive Teaching Model help learners use “he/she” vocabulary?","Question",{"text":62,"@type":63},"It helps learners describe target concepts and nouns using core vocabulary. Open-ended questions and aided language stimulation support expression even when the exact device vocabulary is not available.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What are some routine activities where adults can teach “he/she”?",{"text":67,"@type":63},"Adults can use “he/she” during circle time, washing hands, exercise, and snack. Students respond with full sentences and practice pronouns while describing actions and food.",{"name":69,"@type":60,"acceptedAnswer":70},"How can video modeling support pronoun use in social interactions?",{"text":71,"@type":63},"Adults can prompt students to comment on peers sharing toys, taking turns, and conflict resolution. They model “he” and “she” usage while students respond to what is happening and whether they agree or disagree.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},429690,1791210978,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},7,40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":106,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":89,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","CORE WORD: He/She  \nFor Educators, Related Service Providers and Parents  \nThe Descriptive Teaching Model is a strategy used by many teachers and therapists to help individuals with complex communication needs, learn to use core vocabulary to describe topic or curricular specific vocabulary or nouns.(Van Tatenhove, 2009) . By providing open-ended questions to foster the expression of ideas, individuals can learn to use core vocabulary more flexibly to answer questions by describing words if they do not have the specific vocabulary word programmed on the device. By focusing on the use of core vocabulary to express the concepts, ideas and features of the target word, this can build more flexible use of core vocabulary and lead to increased communicative competence.  \nWAYS WE CAN USE THE WORD  \nSHARE INFORMATION: He/She went to the movies yesterday and saw  NEGATION/DENY: He/She can’t do that  \nCOMMENT: He/She did a great job.  \nGOSSIP: He/She told everyone about it.  \nASK A QUESTION: Did he/she get back from the store yet?  \nANSWER A QUESTION: He/She ate the rest of the pizza.  \nGET HELP: He/She needs help  \nGAIN ATTENTION: Here he/she is!  \nINITIATE: She/he is here, at last!  \nDIRECT ACTION: He/she can open the window.  \nDISAGREE: He/she can’t do that.  \nROUTINES AND SCHEDULES  \nCircle Time: During morning meetings, adults can point to each student's name and then ask others,“Is he/she here today?” Students can respond using a full sentence,(“He/she is or is not here.”)  \nWashing hands: Adults can have students line up and indicate who will be washing their hands next, using pronouns, and referring to students as he/she. working in pairs and can model helping each other with proper hand washing. Students can follow directions by having adults provide directions and aided language stimulation by modeling, ‘give   to him’ or her, when providing the materials and supplies.  \nExercise: During exercise, students can find opportunities to comment on what other students are doing. Provide opportunities to use the AAC system to comment and describe what is happening using pronouns he/she and modeling production of complete sentences.  \nSnack: During snack, students can comment and describe/talk about what their friends were eating, using pronouns, (he/she) . Adults can use Aided Language Stimulation to ask about what students were eating and then commenting using complete sentences. (e.g. He/she is eating goldfish) .  \nPLAY  \nUsing puzzles or color forms to dress a girl or boy figure, students can have the opportunity to use pronouns: he/she, to comment on what each was wearing,(e.g. He/she is wearing pants, shirt, shoes) .  \nDress up: While playing dress-up or playing ‘house’ in a preschool classroom, students can comment using he/she to state what others are wearing or doing.(The key-to associate such pronouns to gender) .  \nRecess: While out at recess, adults can ask students what some of their peers are doing. Adults can model use of the pronouns, he/she to respond to such questions to make comments. This would not only address focusing on pronouns, but also action words.  \nYoung Adults  \nVideo games: Young adults can comment on how their peers are doing and performing in the game, referring to them by he/she.  \nBoard Games, Cards or Online (Board-type Games or Card games: While playing a board or online game, adults and students can comment on who will go next, whose turn it is or indicate where he/she is on the board or who is winning.  \nREADING  \nHere are some suggested books on YouTube that can assist in teaching the core words He/She:  \nCorduroy Animated Children's Book  by Don Freeman. Courtesy of the Fairy Fable. Students can talk about the main characters in the book, Corduroy and the little girl who wanted him, (and referring to them as he/she) .  \nThe Elves and the Shoemaker read by Chrissy Metz, retold from the Brothers Grimm, By StorylineOnline  \nSOCIAL INTERACTIONS AND VIDEO MODELING  \nVideo Modeling | Responding to Pe","cbCaidzKuq4YrUqF","https://ap.wps.com/l/cbCaidzKuq4YrUqF","pdf",1153991,"English","# He/She Core Vocabulary Strategy\n## Descriptive Teaching Model and Purpose\n## Ways to Use He/She\n## Routines and Schedules\n## Play and Young Adults\n## Reading\n## Social Interactions and Video Modeling\n## Sensory Motor and Structured Activities\n## Videos, Music, and Animated Shorts","[{\"question\":\"How does the Descriptive Teaching Model help learners use “he/she” vocabulary?\",\"answer\":\"It helps learners describe target concepts and nouns using core vocabulary. Open-ended questions and aided language stimulation support expression even when the exact device vocabulary is not available.\"},{\"question\":\"What are some routine activities where adults can teach “he/she”?\",\"answer\":\"Adults can use “he/she” during circle time, washing hands, exercise, and snack. Students respond with full sentences and practice pronouns while describing actions and food.\"},{\"question\":\"How can video modeling support pronoun use in social interactions?\",\"answer\":\"Adults can prompt students to comment on peers sharing toys, taking turns, and conflict resolution. They model “he” and “she” usage while students respond to what is happening and whether they agree or disagree.\"}]","He/She - Core vocabulary descriptive teaching model and classroom activities | PDF",1790650872,202]