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Therapy Ideas and Information
The following is a collection of therapy ideas and information that parents may find helpful. The information is provided for
parent education and use at your own discretion. The information is not necessarily endorsed by Speech Check or it founder.
Please note that the conversion of the documents to "nice" html layout is ongoing. You can also view this information in the
more "readable" .doc and pdf formats.
The following is a collection of therapy ideas and information that parents may find helpful. The information is provided for
parent education and use at your own discretion. The information is not necessarily endorsed by Speech Check or it founder.
Please note that the conversion of the documents to "nice" html layout is ongoing. You can also view this information in the
more "readable" .doc and pdf formats.
NEED: To improve use of irregular past tense verbs.
1. Normally when we use a verb to refer to a past event we add an "ed" ending to the verb (Examples: "Yesterday I
walked", "I listened to some music"). These are called REGULAR VERBS.
With IRREGULAR VERBS the past tense form does not follow this rule - each
has to be learned individually by the child.
Listen to your child talking about past events. Record below what s/he says for
past tense verbs. (Example: "fighted" instead of "Fought").
PRESENT PAST NOTES
as WAS
are WERE
bite BIT
blow BLEW
break BROKE
bring BROUGHT
build BUILT
catch CAUGHT
come CAME
cut CUT
dig DUG
do DID
draw DREW
drink DRANK
drive DROVE
eat ATE
fall FELL
feed FED
feel FELT
fight FOUGHT
fly FLEW
forget FORGOT
freeze FROZE
get GOT
give GAVE
go WENT
has HAD
is WAS
keep KEPT
know KNEW
leave LEFT
light LIT
lose LOST
make MADE
put PUT
read READ
ride RODE
ring RANG
run RAN
say SAID
see SAW
sing SANG
sit SAT
sleep SLEPT
slide SLID
stand STOOD
take TOOK
tell TOLD
throw THREW
wear WORE
win WON
write WROTE
2. To improve X grammar and sentence structure in both oral and written activities try to focus on one grammatical
form at a time. Provide corrective modelling regularly in conversation. (Example: "Him goed to store. Model: "Yes, he
went to the store. And what did he do next?") It may also be appropriate to directly teach X some of the grammatical
rules directly. (Example: "When it's a girl we call her a 'she', so we start the sentence with 'She...") Reading stories with Y
and helping Y to compose Y own is an excellent way to expose X to specific grammatical forms.
3. Indirect correction is one of the best ways to encourage good grammar. When X makes a mistake restate back to
Y what Y has said using the correct format. Child: "Me goed to the store." Adult: "You went to the store? What did you
do there?" If you find indirect correction is not effective, use direct - "You goed to the store or you went to the store?"
Also provide direct and clear feedback - "I like how you said that. You said I, instead of me. That's a better way of
saying that."
1. Normally when we use a verb to refer to a past event we add an "ed" ending to the verb (Examples: "Yesterday I
walked", "I listened to some music"). These are called REGULAR VERBS.
With IRREGULAR VERBS the past tense form does not follow this rule - each
has to be learned individually by the child.
Listen to your child talking about past events. Record below what s/he says for
past tense verbs. (Example: "fighted" instead of "Fought").
PRESENT PAST NOTES
as WAS
are WERE
bite BIT
blow BLEW
break BROKE
bring BROUGHT
build BUILT
catch CAUGHT
come CAME
cut CUT
dig DUG
do DID
draw DREW
drink DRANK
drive DROVE
eat ATE
fall FELL
feed FED
feel FELT
fight FOUGHT
fly FLEW
forget FORGOT
freeze FROZE
get GOT
give GAVE
go WENT
has HAD
is WAS
keep KEPT
know KNEW
leave LEFT
light LIT
lose LOST
make MADE
put PUT
read READ
ride RODE
ring RANG
run RAN
say SAID
see SAW
sing SANG
sit SAT
sleep SLEPT
slide SLID
stand STOOD
take TOOK
tell TOLD
throw THREW
wear WORE
win WON
write WROTE
2. To improve X grammar and sentence structure in both oral and written activities try to focus on one grammatical
form at a time. Provide corrective modelling regularly in conversation. (Example: "Him goed to store. Model: "Yes, he
went to the store. And what did he do next?") It may also be appropriate to directly teach X some of the grammatical
rules directly. (Example: "When it's a girl we call her a 'she', so we start the sentence with 'She...") Reading stories with Y
and helping Y to compose Y own is an excellent way to expose X to specific grammatical forms.
3. Indirect correction is one of the best ways to encourage good grammar. When X makes a mistake restate back to
Y what Y has said using the correct format. Child: "Me goed to the store." Adult: "You went to the store? What did you
do there?" If you find indirect correction is not effective, use direct - "You goed to the store or you went to the store?"
Also provide direct and clear feedback - "I like how you said that. You said I, instead of me. That's a better way of
saying that."