NP1 Plural Nouns
Intervention Outline

You will need:

  • red pens
  • small toys
  • images of singular and plural objects, people, e.g. single cat / group of cats
  • ovals, rectangles.

 

 

App settings: Turn on plurals.

 

Machine generated alternative text:

 

 

Intervention steps:

 

  1. Establish the child understands the concept of one and more than one by asking them to sort toys or images into two groups – single items and more than one.

 

  1. Introduce the SHAPE CODING. 

Make a written list of the single items and underline each word with a single red line. Explain that means “just one”. Do the same for the plural (same sort) items and underline each plural noun with a double line. Explain this means “more than one”.

Machine generated alternative text:

Machine generated alternative text:

 

oose

Machine generated alternative text:

 

  1. Practise adding ‘s’ to make a set of regular nouns plural, e.g.  girl/girls, dog/dogs, bike/bikes etc. Use single / double red lines to show this. Use a gesture (fingerspelling or cued articulation) to indicate the addition of the ‘s’ verbally. Use games like matching pairs to establish regular plural use at single word level. Say: “One girl / one swan”  or “Two girls / two swans” when a pair is found.
  2. Teach irregular plural nouns specifically, e.g. child/children, person/people, goose/geese.  Again use single / double red lines to show this. Use games like matching pairs to establish irregular plural use at single word level. Say: “one child / one mouse”  or “ two children / two mice” when a pair is found.
  3. Monitoring/Error detection If the child omits the plural ‘s’ reinforce using the double red line under written words and a gesture (fingerspelling or cued articulation).

If child adds plural ‘s’ to an irregular single noun, give feedback and correct, e.g. for ‘mouses’:  “Oh, you showed me it was more than one (use red lines to reinforce), but for this one we need to change the word completely. Is it mouses or mice?”

If child adds plural ‘s’ to an irregular plural noun, give feedback and correct, e.g.: “Oh, you remembered to change the word for more than one (use red lines to reinforce) but then you showed me again by adding ‘s’. You did the job twice! Is it mices or mice?”

 

  1. Consolidation: At the end of each session, review previous sessions and start to mix up a range of noun types in single words and in different sentence types.  At this point, you could add a new target including subject-verb agreement, e.g. is/are, was/were) using the diamond.
  2. Generalisation: Set up activities where the child has to give a running commentary on a video or while you act out a scene. Name a few of the characters/objects used but not all. 

Additional Resources