MC13 Intervention Overview
Using the SHAPE CODING™ System Time Adverbials using time prep + N (before/after/ during/ until) Intervention Outline
- Large individual shapes
triangle with orange conjunction line
- Timetable or schedule
template with daily activity pictures e.g. washing, cooking, fixing the
- Large individual shapes
- Lay out a timetable for a day’s activities and establish where ‘lunchtime’ is on the schedule.
Select some images of activities the learner might do in the morning/afternoon and during lunchtime and lay these on the timetable.
- Introduce the time triangle write before on the orange line and then lunch.
Model a sentence to
match the schedule e.g. We wash the car before lunch. Use a black line under the activity that
comes before lunch. Label this with a no. 1 to show it happens first and the
triangle with a 2 to show it is second.
Show how the time
triangle can go at the end or beginning of the sentence. The whole time
triangle moves to the beginning of the sentence (i.e. Before lunch we wash the
car) to keep the meaning the same.
3. Repeat with multiple
examples. Do not change the orange word. If the learner, inserts a clause
after the orange word accept this as correct e.g. We wash the car before
we have lunch , even if it isn’t quite accurate e.g. we wash the car
before have lunch.
4. Introduce a different time
triangle e.g. until. Remove all the
activities from the morning schedule except one and explain ‘until’ means
the first activity continues for a long time right up to whatever is in
the triangle. Use a squiggly line or arrow or other symbol to represent
making sentences such as ‘We wash the car until lunch’. ‘We watch the TV until
lunch’ by swapping individual activities on the morning schedule. Do not change the orange word.
how the whole triangle can be moved to the front of the sentence and keep the
meaning the same.
the ‘after’ triangle and its coding. Focus on new afternoon activities. Do not
change the schedule. This time explain
the second event goes on the black line and ‘lunch’ happens first.
sentences to match the schedule e.g. We sleep after lunch. We go for a walk
after lunch. Show how the whole time triangle can move to the front of the
sentence but the meaning stays the same.
Practice making lots of sentences using the ‘after’ triangle. If the learner, uses a clause within the
triangle accept it even if it is inaccurate .e.g. We go for walk after eat
at all the activities done during ‘lunch time’ in the school day. E.g. wash
hands, use the loo, eat meal, play outside.
Introduce the ‘during lunchtime’ triangle and explain ‘during’ means at
the same time. Use another symbol or icon to represent this.
Explain you can move the whole triangle to the front of the sentence without changing the meaning. Practice making sentences such as
‘We eat our dinner during lunchtime’.
Strictly, during is not an orange word but it fits this pattern.
However, if the learner tries to use a clause in the triangle e.g. I visit the loo during have lunch, you need to correct this and explain that during always
has a noun phrase (rectangle) with it.
7. Consolidation: At the end of each session, review time triangles and sentence patterns used. Mix up patterns. Reduce the shape support, encourage learner to build sentences including ‘time adverbials’ these to explain their routines and in their retells.
Complete written tasks to practice selection of appropriate time phrases smple her