11/6/2023 0 Comments Imovie export zero bytesThere are 3 regular past tense verb patterns. Have the student master a verb group before moving onto the next. ɪd/ or /əd/: waited, pretended, guarded, tested, acted, edited, ended, started, invited, expected, tasted, decided, needed, wanted, floated, painted, landed, decided IRREGULAR PAST TENSE VERBS t/: walked, worked, dropped, finished, stopped, laughed, coughed, watched, kicked, asked, licked, looked, talked, worked, fixed, danced, passed d/: closed, opened, moved, stayed, traveled, arrived, sneezed, pulled, turned, warned, cried, glued, carried, hugged, robbed, borrowed, entered, remembered, listened The graphic below explains when the past tense verb ends in /d/, /t/, or /ɪd, əd/. Irregular past tense verbs are much more difficult and don’t have a clear explanation for their verb patterns. Below are the most common irregular verb forms. I teach them roughly in the order presented. Long /o/: spoke, drove, woke, broke, awoke, wrote, rode, froze t: slept, felt, left, spent, met, spent, kept, swept ought/-aught: taught, brought, caught, bought, fought, thought Unchanged: cut, put, quit, burst, hit, shut, bet, hurt, let, cost, burst In addition to teaching in verb patterns, focus on common verbs.Introduction – Discuss what irregular verbs are and give examples using words in error, like, “I goed to the store”, “He drinked his milk”, “She eated a sandwich”, etc. This will hopefully get your students attention and they may be able to correct you. If you know your student uses some irregular verbs correctly, try to take note of this, jot a few of their correct words down, and use these words as your example so they have the ability to correct you. This will help build their confidence and understanding by leading with their strengths. It’s also a good segue into the teaching portion of the lesson. TEACH, TEACH, TEACH – Irregular verbs need to be memorized or acquired through a lot of modeling/exposure. There’s no one-stop-shop for teaching these and one single strategy won’t work for all students. – Child-Directed ( Implicit) – recasting, using natural context, following the interest of the child – Hybrid – Imitation, modeling/focused stimulation – Clinician Directed ( Explicit) – discrete trials, presented targets, manipulation of input You’re going to spend A LOT of time teaching, maybe more than practicing for a while. Auditory bombardment at the end of the session has been proven to be slightly more beneficial compared to auditory bombardment in the beginning (Plante et al.*Use all these approaches together for the best outcome.
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