AAC Language Lab

Target Vocabulary:

1. drinking
2. learning
3. looking
4. making

Target Language Skill: production of -ing verb forms within simple, 1-3 word utterances.

Suggested Objectives:

1. The individual will provide an appropriate -ing verb form (i.e. learning, drinking, making, looking) when prompted to do so within a structured learning activity.
2. The individual will produce a simple, agent + action sentence (i.e. Lion drinking or She drinking) when prompted to do so within a structured learning activity.
3. The individual will spontaneously produce appropriate -ing verb forms, as needed, while speaking.

Teaching Activities:

A. Speaking

1. First make sure that the person understands the meaning of the root word, for example be sure he or she knows what "look" means before teaching "looking."
2. Describe and model each target word on the device. If possible you may want to act out the word.
3. Model two word phrases that include the target words, for example "he looking" and "I drinking". Prompt the person to say simple "-ing" verbs.
4. At this stage, the person may not be using linking verbs yet. It is OK to first teach phrases that do not include a linking verb. Then model and teach the phrase including linking verb, for example, "He is looking." and "I am drinking."

B. Reading

1. Download the supplemental material from the link at the end of this lesson. This is a Power Point slide show about Lola the Lion learning to do things in the jungle. First review the words in the word bank. The text of the story is included here:

Word Bank for Lola Learning: looking, learning, making, drinking
Her name is Lola. She is a lion. She is the daughter of a king.
Today Lola is learning about the jungle with her mother.
First, she practices drinking from a water hole.
Then, she practices making a loud roar.
Finally, Lola practices looking for a good place to rest.
When Lola and her mother return home, father lion says "Tell me what you have been learning today, Lola?"
Lola says:
Today, I practiced _____ from the water hole.
Then, I practiced _____ a loud roar.
Finally, I practiced _____ for a good place to rest.
When the king lion heard all the wonderful things Lola had learned, he smiled, and gave her a big hug.
The End

2. Read the complete story to the person.
3. As a shared reading activity, read the story again, stopping to let the person fill in the blank with an "-ing" verb from the word bank. The blanks are to prompt the child to complete the sentence using the correct "-ing" verb.
4. If he/she finds this activity to be too easy then remove the word list from the top of the page.
5. If he/she gets an answer wrong, model the response they gave and show how it is incorrect. Allow the child to try again.

C. Writing

1. Connect the device to a computer with a USB cable or Blue Tooth module. Let the person practice writing the target words into a word document.
2. Read the same story about Lola Learning. Stop when you come to a target "-ing" word. Ask the person to write the word on the computer.
3. Make a picture book by importing graphics into a word document. Ask the person to write captions using "-ing" verbs. For example, bring in a graphic of a person or animal looking. Ask the person to add a caption. Bring in a graphic of a person or animal doing another action. Let the person create a caption. Print the picture book when you are finished.

D. Generalization

1. Model and teach other "-ing" verbs. Make sure that the person knows the meaning of each root word before teaching the '-ing" form.
2. When children are first learning -ing verb forms, they may leave out the linking verbs (i.e. "I drinking" or "he playing"). If that is what the person does, it's okay. Later on, model the correct use of "is" or "was" or "are".

© 2009 Prentke Romich Company
jem 08/06/09