CC7 Intervention Outline

Using the SHAPE CODING™ System Simple Causative/Perception Non-Finite Complements Intervention Outline

You will need:

 

2 ovals – hexagon –rectangle shapes

Blue pens

A main character for the oval – someone who likes to observe e.g. lifeguard, policeman, teacher

 Toys/matching object or pictures of these e.g.  boy – paintbrush, girl – skipping rope, lady – spade

Images of different locations e.g. beach, museum, pub.

 

App settings: Turn on tense arrows / use custom rectangle (NB you will not be able to place oval inside rectangle whilst using this setting).

 

 

Intervention steps:

 

Establish CC6 first, then…

 

  1. Set up a scenario with the observer watching several other characters doing things, e.g. a boy painting, a girl skipping, a lady digging.

 

  1. Lay out the sentence oval – hexagon – rectangle as shown, below. Place/write the observer (the man) in the oval, place the skipping rope in the rectangle and write ‘sees’ on the blue verb line/arrow and ‘skip’ in black in the rectangle (as shown below).  Ask the child who the man sees skip? Answer: the girl. Write/place the girl on the second oval and place it into the rectangle (this is not possible in the app).

 

Ask questions: “Who is seeing? Who is skipping?  What does  the man see?” Establish understanding:

 

The 
man 
sees 
e gir skip

 

Repeat with the other 2 characters, e.g. “The man sees the boy paint/the lady dig.”

 

Model and ask questions to establish understanding that the person in the second oval is doing the action but that the first oval is watching.

 

  1. Switch who is doing what action around and repeat.

 

  1. Now return to the 3 original subjects and introduce images of places they like to go, e.g. girl – museum / boy – beach / lady – allotment.

 

Lay out the sentence oval – hexagon –rectangle as shown, below. Place/write the man in the oval, place the image of the museum in the rectangle. Write ‘sees’ on the blue verb line/arrow and ‘go to the museum’ in black (as shown). 

 

Write/place the girl on the second oval and move it into the rectangle: 

 

The 
man 
sees 
he gir goto a museum

 

Model and ask questions to establish understanding that the person in the second oval is doing the action but that the first oval is watching.

 

  1. Repeat with the other 2 characters, e.g. “The man sees the boy go to the beach/the lady go to the allotment.”

 

Model and ask questions to establish understanding that the person in the second oval is doing the action but that the first oval is watching. 

 

 

  1.  Now introduce pronouns in the second oval. Set up one of the original scenarios and explain that the observer is going to watch what one character is doing.

 

Start with a simple SVO, e.g. “The man sees the girl”. Then remind the child how we can change ‘the girl’ to ‘her’ for the following sentences:

 

The 
man 
sees 
the

 

The 
man 
her

 

Explain that the same thing can happen in the new sentences – we can change ‘the girl’ to ‘her’ inside the rectangle as shown:

 

The 
man 
The 
man 
sees 
her skip 
her go to a museum

 

  1. Repeat with the other 2 characters – changing ‘the boy’ to ‘him’. Work through multiple examples, singular and plural, ensuring the child selects an objective pronoun (her, him, them, me, you, us) to start the phrase in the rectangle, e.g.

“The man sees us play. The man sees them draw. The man sees me fall over.”

 

  1. Change the observer, e.g. “I see him play. We see them talk.”

 

 

  1. When the construction is established using ‘to see’, repeat the above using different perception verbs (e.g. watches, notices). Then repeat using other verbs that work in the same way, e.g. make:  “The man makes/made her smile.”

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