JCPSLP
Volume 16, Number 2 2014
65
Appendix. An example of a typical intervention week for PC3
Monday
Whole
class
Vocabulary
Objectives:
• Highlight key words within the context of the text (e.g., marvellous, underneath, worried)
• Provide student friendly definitions
• Teacher provides examples of the word within different context
• Students build receptive knowledge of the word by identifying correct or incorrect examples of situations that teacher reads
out
• Word is continually repeated and a class action is created.
Small
group
Group 1: Story grammar
• Sequencing pictures of
the book
• Modelled retell
• Students retell parts of the
story
Group 2: Phonological
awareness
Objectives: use words,
phrases and pictures from
the book to target:
• Syllables
• Rhyme
• Segmenting
• First and last sound
identification
Target two skills at the
groups level
Group 3: Vocabulary
Objectives: students
participate in a variety of
interactive activities:
• Choose which of two
alternatives illustrates the
target word (e.g., which
is marvellous? Winning a
race OR losing a race)
• Students answer complex
questions (e.g., what
might make you worried
when you are looking
after a dog?)
Group 4: Sentence
structure
Objectives:
• Select two pictures and
form a sentence using
AND sentence strip
• Create simple past tense
sentences with visuals
from the book.
Tuesday
Whole
class
Sentence structure
Objectives:
• Use “and” to join sentences from the book (e.g., bear stomped his feet AND moose pointed his finger)
• Discuss regular past tense endings using actions from the book (e.g., she clipped off her wool)
• Complete activities using visuals (e.g., Board maker icons for Who, What and sentence strips)
Small
group
Group 1: Sentence
structure
(plan as per Monday small
group)
Group 2: Story grammar
(plan as per Monday small
group)
Group 3: Phonological
awareness
(plan as per Monday small
group)
Group 4: Vocabulary
(plan as per Monday small
group)
Thursday
Whole
class
Phonological awareness
Objectives: practise identifying syllables in words
• Use target words from the book (e.g., bear, marvellous)
• Whole body movements to increase engagement (e.g., jumping on bear prints)
Small
group
Group 1: Vocabulary
(plan as per Monday small
group)
Group 2: Sentence
structure
(plan as per Monday small
group)
Group 3: Story grammar
(plan as per Monday small
group)
Group 4: Phonological
awareness
(plan as per Monday small
group)
Friday
Whole
class
Story grammar
Objectives:
• Read the story – highlighting specific story grammar elements as you read.
• Discuss require all the parts to make a complete story
• Focus on characters identification and description
Small
group
Group 1: Phonological
Awareness
(plan as per Monday small
group)
Group 2: Vocabulary
(plan as per Monday small
group)
Group 2: Sentence
Structure
(plan as per Monday small
group)
Group 2: Story Grammar
(plan as per Monday small
group)
Note:
Whole class: teacher led; 30 minutes
Small group: 1 adult facilitator (classroom teacher or teacher aide) leads each group, 30 minutes, class splits into 4 groups, 4–6 students
in each.
