NP4 plural pronouns / subject vs. object

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

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.

3. 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.

2. Introduce
   we for groups, including the learner/yourself.
1. Give examples changing between e.g. Your name/learner’s name and we.
2. Practise
   changing between these.
3. 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.
4. 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.  

4. 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.
5. 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.
6. 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.