In my story, Clifford crushed everything and the

people ran away home. Clifford is the most terrible dog

ever. He is going to eat the whole place. He looks like a
big giant dog. He is going to eat everyone up. Then he
ate all the food and all the other dogs. He destroyed the
whole place up. He got really mad and really destroyed
up. He is going to beat everyone up.
Sentence 1
In my story, Clifford crushed everything and the people ran away home.
!"oun #erb sentence $Clifford $noun% crushed $verb%%, where & group $In my
story%, and where adverb $everything%
#erb tense simple past
Sentence '
!"oun #erb sentence $&eople $noun% ran $verb%%, and where & group $away home%.
#erb tense simple past
Sentence (
Clifford is the most terrible dog ever.
!&redicate nominative sentence $Clifford $noun% is $verb% dog $noun%%, ad)ective
before the ob)ect noun $terrible%.
#erb tense simple present
Sentence *
He is going to eat the whole place.
!+irect ,b)ect sentence $He $noun% eat $verb% place $noun%%, &ronoun in the sub)ect
position $He%, and a present verb phrase $is going to eat%.
#erb tense present progressive
Sentence -
He looks like a big, giant dog.
!"oun verb sentence $He $noun% looks $verb%%, pronoun in the sub)ect position
$He%, How.why & group $like a big, giant dog%, and ad)ective in the ob)ect phrase
$big, giant%.
#erb tense simple presents
Sentence /
He is going to eat everyone up.
!+irect ob)ect sentence $He $noun% is $verb% everyone $noun%%, present verb phrase
$is going to eat%, pronoun in the sub)ect position $He%, and pronoun in the ob)ect
position $everyone%.
#erb tense present progressive
Sentence 0
Then he ate all the food and all the other dogs.
!+irect ob)ect sentence $he $noun% ate $verb% food $noun%%, con)oiner before basic
sentence pattern $Then%, pronoun in the sub)ect phrase $he%, con)unction used in the
middle of the sentence $and%, deletion of the '
nd
sub)ect noun $and all the other
dogs%, noun $dogs%, and how many determiner $all%.
#erb tense simple past
Sentence 1
He destroyed the whole place up.
!+irect ob)ect sentence $He $noun% destroyed $verb% place $noun%%, pronoun in the
sub)ect position $He%, ad)ective before the ob)ect noun $whole%, and incomplete
where adverb $up%.
#erb tense simple past
Sentence 2
He got really mad and really destroyed up.
!&redicate ad)ective sentence $He $noun% got $verb% mad $ad)ective%%, &ronoun in
the sub)ect position $he%, how.why adverb $really%, con)unction in the middle of the
sentence $and%, deletion of '
nd
sub)ect noun $and really destroyed up%, another
how.why adverb $really%, verb $destroyed%, and where adverb $up%.
#erb tense simple past
Sentence 13
He is going to beat everyone up.
!"oun #erb sentence $He $noun% beat $verb%%, pronoun in the sub)ect phrase $He%,
present verb phrase $is going to beat%, pronoun in the ob)ect position $everyone%,
and a where adverb $up%.
#erb tense present progressive
Summary of ,ral 4anguage Sample
In the oral language sample that I retrieved from 5van, whose chronological age is 13!(, I
calculated that 5van spoke 0( words, in ten different sentences. The average words per sentence
was calculated to be appro6imately 0.(. 7ased on the 4oban Scale 5van should be speaking the
same amount of words in a sentence as the age that he is. This would mean that 5van would be
at a typical level of development if he was speaking about ten words per sentence, but 5van
displayed that he averages about 0.( words per sentence. 5van8s syntactical age is about a 0 year
old level.
5van was able to voice his understanding of the book he read with enough clarity that I
was able to take an oral language sample from him. 5van showed a great strength with using
pronouns in his sentences, and he did use a lot of them throughout the sample. 5van was able to
use pronouns in the sub)ect position and in the ob)ect position. 9or instance 5van stated :He is
going to eat the whole place,; where he used <he8 in the sub)ect position. =nother e6ample was
:He is going to eat everyone up,; where he used <everyone8 as pronoun in the ob)ect position.
>ithin the oral language sample that was provided by 5van, I noticed that he used all the
sentence types e6cept for an indirect ob)ect one. 5van is able to appropriately word sentences in
various ways, and he favored using noun verb sentences and direct ob)ect sentences. He used
one predicate ad)ective sentence, and one predicate nominative sentence, which gave him a little
more of a variety in his sentence types. = weakness for 5van was that he did not use an indirect
ob)ect sentence in his oral language sample.
5van displayed strength in his ability of language by accurately using a con)oiner in a
sentence. In this sentence, :Then he ate all the food and all the other dogs,; he was able to
accurately use a con)oiner before a basic sentence pattern. I think that I would want to know if
5van is able to use a con)oiner in the middle of a basic sentence pattern in the future as well,
because he did not use that in his own sample.
I did notice that 5van spoke in present progressive verb tense at some parts when he was
telling about the story he read. =s this is a story he read in the past I believe he should have been
talking of it in past verb tenses, because it is not actively occurring at this time. 5van was able to
use some past verb tenses as well in his oral language sample though, but could show
improvement with this.
>hen working with 5van, I would begin =!, lessons with him on level I set -, because
in the oral language sample that was given 5van did not use an indirect ob)ect sentence, and so I
believe that is one sentence type that would benefit him in his language if he were to practice it
more. I think that before moving on to any other levels though each sentence type should be
mastered first, so that he can be more successful with the other levels. I would then work on
4evel II set 1, because it begins the focus on a whose determiner for a direct ob)ect sentence. I
would then proceed to do 4evel II sets 2, 13, 11, 1', 1(, and 1* to have him practice with each
sentence type using the whose determiner with them.
5van also did not use a how.why p!group within his oral language sample, and so I think
that it would be important to address that when practicing =!, with him. I would work with him
on 4evel III set / for that which begins a how.why p!group following a noun verb sentence. 9or
more practice with the how.why p!group skill I would also have him do lessons in 4evel III sets
0, 1, 2, and 13 for the various sentence types. 5van also did not use a when p!group in his oral
language sample so I do believe it would be beneficial for him to work on this starting a 4evel III
set 11. I would practice the when p!groups by working with him on 4evel III sets 1'!1-
following set 11. I think that this would help 5van establish more of a time understanding about
the stories he has read, and how to e6plain them.
I also believe that in 4evel I# it would be helpful for 5van to have a lesson on set ',
because he did not use this type of sentence structure in his oral language sample. This would
help introduce the word :but; to con)oin to sentences that have no common elements. I would
then proceed on to 4evel I# set ( to assist 5van with using :and; to con)oin sentences with
pronominali?ation of the second common sub)ect noun, because it was not evident in his sample
if this is a part of his typical language. I think that it would be beneficial to continue through
4evel I# for 5van, with e6ception to set 0 and set 13, because it was clear that he understands
how to use these based on his sample.
>orking on these =!,8s will help e6pand 5van8s e6perience with oral language so that he
will be able to learn the different forms of it. Hearing the language through the =!, lessons will
also benefit him with understanding more about proper verb tenses to use and when to use them.
7y hearing the instructor say the verbs in the sentences through the commands and @uestions
during the =!, lessons, the student will be able to imitate the way the teacher said it in their
statement. 5van will benefit greatly from additional support with =!, lessons, and his oral
language with grow which will help him move the Ayklebust hierarchy for reading and writing
better as well.