NP4 Intervention Outline

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