The following resource targets:

Answering wh- questions

Comprehension of text and spoken paragraphs

The task and target text were chosen in response to the

English unit of study of the adolescent client
Harry Potter and the Philosopher’s Stone
 “Mr and Mrs Dursley, of number four,
Pivet Drive, were proud to say that they
Chapter 1: The were perfectly normal, thank you very
much. They were the last people you’d
Boy Who Lived expect to be involved in anything strange
or mysterious, because they just didn’t
hold with such nonsense.’
 • Used to ask about a person, people, or
character of a story
Who?
Who?
Where? • Used to ask about a place or position
Where?
Why? Used to ask about a reason
Why?
 “Mr Dursley was the director of a firm
called Grunnings, which made drills. He
was a big, beefy man with hardly any
neck, although he did have a very large
moustache. Mrs Dursley was thin and
Chapter 1: The blonde and had nearly twice the usual
amount of neck, which came in very
Boy Who Lived useful as she spent so much of her time
craning over garden fences, spying on
the neighbours. The Dursleys had a small
son called Dudley and in their opinion
there was no finer boy anywhere.”
What? • Used to ask about information
 • Used to tell the steps of something or
How? to describe something
When? • Used to ask about time
Chapter 8: The Potions Master
”There were a hundred and forty-two staircases at Hogwarts: wide,
sweeping ones; narrow, rickety ones; some that led some-where
different on a Friday; some with a vanishing step halfway up that you
had to remember to jump. Then there were doors that wouldn’t open
unless you asked politely, or tickled them in exactly the right place, and
doors that weren’t really doors at all, but solid walls just pretending. It
was also very hard to remember where anything was, because it all
seemed to move around a lot. The people in the portraits kept going to
visit each other and Harry was sure the coats of armour could walk.”
Who?
Where?
How?
Who?
What?
?
When?
 The following resource targets:
Describing people and actions using subjective
pronouns

The students provided a visual scene based on a

motivating stimuli (Fortnite). They used shading to
draw the client’s attention to parts of the image.
 The following resource targets:
“Choose your own adventure” session

For the same client who loves Fortnight. The students

used an “adventure map”. By choosing which
destination to visit next, the client was able to choose
which therapy activity they would complete next.
 The following resource targets:
Drill therapy reinforcements

This activity used the stamp function in COVIU to

provide a reward for each instance of drill practice.
The client gave themself a stamp for each production
to colour the picture.