CC5 Intervention Overview

Using the SHAPE CODING™ System Non-Finite Complements (Infinitival) With Different Subject Intervention Outline

You will need:

2 sets of Oval – hexagon –rectangle shapes

Blue/Red pens

Toys/objects or pictures such as cat with wool, dog holding stick, boy holding a ball

Adult figure/puppet.


App settings: Turn on tense arrows / use custom rectangle.


Machine generated alternative text:


Intervention steps:


Review CC2, then:


  1. Show the adult and one of the pictures/toys with their object, e.g. boy with ball. Ask the child what the boy wants Mum to do, e.g. “Mum to play ball.”


  1. Lay out the sentence oval – hexagon – rectangle as shown, below. Write ‘the boy’ in the oval, ‘Mum to play ball’ in the rectangle and ‘wants’ on the blue verb line/arrow.


Mum to play ball


Model this sentence. Help the child repeat it back. If the child says: “The boy wants to play ball with his Mum”, say: “Yes, that’s right. We can say that another way by putting ‘Mum’ as the first word in the rectangle and then using the blue words ‘to play’ next.” Point to these on the rectangle as you explain. Model the sentence again.


Repeat with the other 2 ovals, e.g. “The dog wants Mum to play fetch/with the stick. The cat wants Mum to play with the wool”. Ask what does each subject want. Make sure the child answers using just the phrase in rectangle.


  1. Now ask the child what the subjects/ovals want Mum to do with the objects, e.g. throw, roll, kick, hit . Rub out the verb in the rectangle and make new sentences with these doing words, e.g.:


The cat wants Mum to hide the wool. 

The dog wants Mum to throw the stick.

The boy wants Mum to kick the ball.


Give explicit feedback on any errors the child makes, e.g. if the child drops the ‘to’ say: “I heard ‘The boy wants Mum kick the ball’. You put Mum first but forgot the little word ‘to'”. Show this on the rectangle. Help the child to correct the sentence.


If the child uses a verb ending, e.g. -ing , say: “I heard ‘The boy wants Mum to kicking the ball.’ We don’t need an ending on the blue word in the rectangle because we have ‘to’ “. Show this on the rectangle. Help the child to correct the sentence.


  1. Now ask the child if there is anything else these subjects want Mum to do, e.g.  go for a walk, make a snack, read a book. Use these responses to build sentences using  the child’s ideas. Support the child with the sentence template to help generate lots of ‘wants to verb’ examples.  Show how some rectangles can have lots of information and others will just have the verb.


Mum to give him some food 
Mum to help



  1. Repeat steps 1-4  with a different person inside the rectangle and subjects in the oval.  For example, move Mum to the oval and make a list of chores she wants people in the house to do.


Using multiple templates make a list of these chores and who Mum wants to do them, e.g. “Mum wants Sam to clean the kitchen. Mum wants Dad to iron the clothes. Mum wants Polly to wash up.  Mum wants me to do my homework.” (NB the child might get stuck with this objective pronoun and say something like: “Mum wants I  to do my homework.”  If this is the case, practise changing Dad to him (not he), Polly to her (not she) etc separately.


  1. Ask the child about what they want you to do . Help them to change the oval to ‘I’ and ‘wants’ to ‘want’ and create rectangles to show what they want you to do, e.g.: “I want you to clap your hands. I want you to pat your head. I want you to stand outside.”


Take turns in giving instructions in this pattern.


Complete written tasks to reinforce the structure of these sentences sample here


  1. Repeat steps 2-6 with the verbs ‘like’ and ‘prefer’ . Explain that the person at the start of the rectangle is the subject’s favourite person for each action, e.g.: “The cat likes Dad to tickle him but the cat prefers Mum to feed him.”


  1. Repeat steps 2-6 with the verb ‘need’. Explain this means the same as has to/must but uses this sentence pattern.



  1. Mix and match these verb constructions in short narratives, e.g. about what a lazy member of the family likes to get people to do: “My sister likes Mum to wake her up. My sister wants Dad to drive her to school. She asks Michael to walk the dog.  She needs me to do her homework!”

Additional Resources