NP4 plural pronouns / subject vs. object
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.
Intervention steps:
Subject pronouns
- Remind how you can
use he/she/it instead of a male/female character and objects in the
oval. - Give examples
changing between, e.g. the boy/man and he. - Explain that you can do
the same with groups of people/objects, e.g. the
boys/men/girls/women and they.
- 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.
- Introduce
we for groups, including the learner/yourself. - Give examples changing between e.g. Your name/learner’s name and we.
- Practise
changing between these. - 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. - 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
- Check
the
child knows how to use SVO sentences (information here). - Remind how you can use him/her instead of a male/female
character in the rectangle. - Explain you can do the same for
groups of people/things, e.g. the girls/men. - Give examples
changing between, e.g. the boys/men/girls/cats and them. - 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.
- Introduce
us for groups including the learner/yourself - Give examples
changing between, e.g. Your name/learner’s name and us. - Practise changing
between these. - 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. - 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
- 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. - 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. - Create
SVO sentences,
using the shapes with the words written on to ensure correct use of
pronouns: - Create
sentences to describe pictures. - Adult creates sentence
and child acts it out using the correct figure to match whether the
learner/facilitator is involved or not. - Child creates sentence
for adult to act out (either orally or on app – get the app to read the
sentence and child to repeat). - 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. - 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?” - 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?” - If still not correct,
ask the child to imitate the sentence: “We have to use we. Can you say we
pushed the car?” - Aim for 20 correct
productions in a session. - If a child produces 9/10
correct sentences, leave this structure and move onto another target - 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.
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Additional Resources

