Some easy ones to do in your room are hide, draw, write, take, read, stand, speak, go, bring, blow, bend, sit, etc. Then you watch it together and have your student explain the video using that irregular verb like “I hid under the table”. For example, you hit record, say “hide” and your student can hide under the table. Make Videos Modeling Irregular Verbs – My students LOVE doing this! Record short videos on an iPad (if you have one) or your work laptop and have students act out certain irregular verbs while you record. This is a great way to look at improvements over time and give the student something that they can listen back to.
#Teachpast tense free
For language samples, I like the use the free app Voice Recorder & Audio Editor, then I save the sample and email it to myself so I can save it to the student’s digital file on my work laptop. If possible, it’s best to get a combination of data.
Progress Monitoring – You can use premade data sheets or probes like the one pictured above, take qualitative data, use cloze tasks, or collect language samples. Click here to check out a resource that has everything you need to teach verbs grouped by pattern of change. I keep data and monitor their progress to see how they are doing and if there are certain groups they are doing better or worse with. If they know ride changes to r ode, it can help trigger their memory to recall drive changes to dr ove. For example, a student might remember drive and ride are in the same group. This helps them memorize words faster and start linking words together. I teach all the words in each group together. Target patterns – One thing that has helped my students TREMENDOUSLY has been grouping words by pattern of change. Click here for a great free handout on different intervention approaches.Explicit teaching resulted in better outcomes in grammar teaching (Finestack & Fey, 2009) & (Finestack, 2018).2018) Pairing auditory bombardment with conversational recast produced significant effects for children with DLD. 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. – 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. There’s no one-stop-shop for teaching these and one single strategy won’t work for all students. TEACH, TEACH, TEACH – Irregular verbs need to be memorized or acquired through a lot of modeling/exposure. It’s also a good segue into the teaching portion of the lesson. This will help build their confidence and understanding by leading with their strengths.
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 hopefully get your students attention and they may be able to correct you. 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.
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