NP4 Intervention Overview

Using the SHAPE CODING™ System Plural Pronouns Intervention Outline

You will need:

 

  • Male and female  figures/puppets
  • Other toys / objects
  • Oval, rectangle, hexagon shapes and /or SC app
  • Red and pink pens

 

App settings: Turn on plural coding.

 

Machine generated alternative text:

 

Intervention steps:

 

Subject pronouns

  1. Remind how you can use he/she/it instead of a male/female character and objects in the oval.
    1. Give examples changing between, e.g. the boy/man and he.
    2. Explain that you can do the same with groups of people/objects, e.g. the boys/men/girls/women and they.

 

the 
irls 
ush 
the box

 

Machine generated alternative text:

 

  1. Practise changing between these. You can do this using physical shapes with the pink and double red lines on one side of the oval and a double red line on the other (flip shape over), or you could use the app. Get the child to say the sentence even if it is spoken on the app.
  1. Introduce we for groups, including the learner/yourself.
    1. Give examples changing between e.g. Your name/learner’s name and we.
    1. Practise changing between these.
  2. Act out scenarios using toy figures/puppets, asking the child to describe what is happening using either they or we. Have the written words on the ovals as a prompt.
  3. Take away the written words. If the child is using the object pronoun instead of the subject pronoun, move to the next stage so that they can see the difference between the two.

 

Object pronouns

  1. Check the child knows how to use SVO sentences (information here).
  2. Remind how you can use him/her instead of a male/female character in the rectangle.
  3. Explain you can do the same for groups of people/things, e.g. the girls/men.
    1. Give examples changing between, e.g. the boys/men/girls/cats and them.
    2. Practise changing between these. You can do this using physical shapes with the pink and double red lines on one side and a double red line on the other (flip shape over), or you could use the app. Get the child to say the sentence even if it is spoken on the app.
    3.  

Sam 
o ens 
the boxes

 

Sam 
o ens 
them

 

 

  1. Introduce us for groups including the learner/yourself
    1. Give examples changing between, e.g. Your name/learner’s name and us.
    2. Practise changing between these.
  2. Act out scenarios using toy figures/puppets, asking the child to describe what is happening using either them or us. Have the written words on the ovals as a prompt.
  3. Take away the written words. If the child is using the object pronoun instead of the subject pronoun, move to the next stage so that they can see the difference between the two.

 

 

Contrasting Subject vs Object pronouns

  1. Use laminated shapes: ovals with  they and we double underlined in red (either 2 separate ovals, or two words written on the same oval) and rectangles with them and us.
  2. Discuss how different words are used in the oval versus rectangle. You may want to explain that it and you don’t change according to whether they are in the oval or subject, but the others do.
  3. Create SVO sentences, using the shapes with the words written on to ensure correct use of pronouns:
    1. Create sentences to describe pictures.
    2. Adult creates sentence and child acts it out using the correct figure to match whether the learner/facilitator is involved or not.
    3. Child creates sentence for adult to act out (either orally or on app – get the app to read the sentence and child to repeat).
    4. If child uses the rectangle form in the subject position, point to the words in the ovals and repeat back their sentence with a questioning intonation.
    5. If they don’t spontaneously self-correct, ask: “Can you say us pushed the car? Look at the oval, us pushed the car? Is that right?”
    6. If still don’t self-correct, say: “Look, us goes in the rectangle. We can’t put us in the rectangle. We have to say we. Now can you say the sentence again?”
    7. If still not correct, ask the child to imitate the sentence: “We have to use we. Can you say we pushed the car?”
  4. Aim for 20 correct productions in a session.
  5. If a child produces 9/10 correct sentences, leave this structure and move onto another target
  6. However, come back for two more sessions and ensure they can still do this at 90% correct. If not, go back to earlier steps until production is at least 90% correct for 3 consecutive sessions.

Additional Resources