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The Savvy Teacher's Guide: Reading Interventions That Work Jim Wright ( www.interventioncentral.org) 22 Advanced Story Map Instruction Description: Students are taught to use a basic 'Story Grammar' to map out, identify and analyze significant components of narrative text (e. g., fiction, biographies, historical accounts). Reserve at least a full instructional session to introduce this comprehension strategy. (For effective-teaching tips, consult the guidelines presented in "Introducing Academic Strategies to Students: A Direct-Instruction Approach"). Materials: Overhead transparencies of short stories or other narrative texts, transparency markers Student copies of Advanced Story Map Worksheet, and practice narrative passages (optional) or reading/text books Preparation: • Prepare overheads of sample narrative passages. Intervention Script: 1. Introduce the concept of a Story Grammar to students and preview main elements. (Refer to the Advanced Story Map Worksheet as a guide.) Tell students that a Story Grammar can help them to better understand a story's characters and events. 2. Set aside at least four successive instructional days to introduce the major components of the Story Grammar: (A) Identifying important characters and their personalities and motivation, (B) Identifying main problem and significant plot developments, (C) Noting characters' attempts to solve problems, and (D) Identifying a narrative's overarching theme. . Interactive Instruction: Make the instruction of each story component highly interactive, with clear teacher demonstration and use of examples. 'Think aloud' as you read through a story with the class to illustrate to students how you arrive at your conclusions. Elicit student discussion about the story. As you fill out sections of the Advanced Story Map Worksheet on the overhead, have students write responses on their own copies of the worksheet. 3. Error Correction: When students commit errors, direct them to the appropriate section of the narrative to reread it for the correct answer. Use guiding questions and modeling as necessary to help students to come up with an appropriate response. 4. After students have been introduced to the key Story Grammar elements, the group is DOW ready to use the Grammar to analyze a sample narrative passage. Have students

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Page 1: Advanced Story Map Instruction - West Branch High School Story Mapping.pdfAdvanced Story Mapping Progress Monitoring The next pagesare an easyway to record &graph your reading comprehension

The Savvy Teacher's Guide: Reading Interventions That Work Jim Wright ( www.interventioncentral.org) 22

Advanced Story Map Instruction

Description: Students are taught to use a basic 'Story Grammar' to map out, identify andanalyze significant components of narrative text (e. g., fiction, biographies, historicalaccounts).

Reserve at least a full instructional session to introduce thiscomprehension strategy. (For effective-teaching tips, consult theguidelines presented in "Introducing Academic Strategies toStudents: A Direct-Instruction Approach").

Materials:• Overhead transparencies of short stories or other narrative

texts, transparency markers• Student copies of Advanced Story Map Worksheet, and practice narrative passages

(optional) or reading/text books

Preparation:• Prepare overheads of sample narrative passages.

Intervention Script:1. Introduce the concept of a Story Grammar to students and preview main elements.

(Refer to the Advanced Story Map Worksheet as a guide.) Tell students that a StoryGrammar can help them to better understand a story's characters and events.

2. Set aside at least four successive instructional days to introduce the majorcomponents of the Story Grammar: (A) Identifying important characters and theirpersonalities and motivation, (B) Identifying main problem and significant plotdevelopments, (C) Noting characters' attempts to solve problems, and (D) Identifyinga narrative's overarching theme. .

Interactive Instruction: Make the instruction of each story component highlyinteractive, with clear teacher demonstration and use of examples. 'Think aloud' asyou read through a story with the class to illustrate to students how you arrive at yourconclusions. Elicit student discussion about the story. As you fill out sections of theAdvanced Story Map Worksheet on the overhead, have students write responses ontheir own copies of the worksheet.

3. Error Correction: When students commit errors, direct them to the appropriate sectionof the narrative to reread it for the correct answer. Use guiding questions andmodeling as necessary to help students to come up with an appropriate response.

4. After students have been introduced to the key Story Grammar elements, the group isDOW ready to use the Grammar to analyze a sample narrative passage. Have students

Page 2: Advanced Story Map Instruction - West Branch High School Story Mapping.pdfAdvanced Story Mapping Progress Monitoring The next pagesare an easyway to record &graph your reading comprehension

The Savvy Teacher's Guide: Reading Interventions That Work JimWright (www,interventioncentral.org) 23

read independently through a story. Pause at pre-determined points to ask the groupkey questions (e.g., "Who is the main character? What is she like?"). Afterdiscussion, encourage students to write their answers on the Advanced StOlY MapWorksheet while you fill out the same worksheet as an overhead. Give specific praiseto students for appropriately identifying Story Grammar elements.

5. When students are able to use the Story Grammar independently, have them readthrough selected stories and complete the Advanced Story Map Worksheet on theirown. Check students' responses and conference individually with those studentsrequiring additional guidance and support.

Tips:Edit student creative writing using the Story Map Worksheet. Students can use theAdvanced Story Map Worksheet to check the structure of stories that they have written.Peer editors can also use the worksheet to give feedback to students about the clarity oftheir story structure.

Consider the Story Grammar as a tool for analyzing historical narratives. Manyhistorical accounts are structured as dramatic narratives-with central characters takingpart in key events. Students can productively use elements of a Story Grammar toanalyze these historical narratives.

Troubleshooting:Students do not seem motivated to use the Story Grammar framework. To make aStory Grammar analysis more inviting, consider screening a video of a popular movie ortelevision program. At key points, stop the tape, have students complete relevant sectionsof the Advanced Story Map Worksheet, and discuss the results. This exercise can behighly motivating and also makes clear to students that a Story Grammar is a universaltool that help us understand narratives presented in any medium.

Some students do not appear to be successful in using the Story Grammarindependently. Pull aside individuals or small groups of students who might be havingsimilar problems mastering the Story Grammar. As you read together through a story,have students "think aloud" the strategies that they follow to identify Story Grammarelements. If you discover that a student is using a faulty approach (e.g., rotely selectingthe first character named in the story as the main character) you can gently correct thestudent by modeling and demonstrating more appropriate strategies.

References:Gardill, M.e. & Jitendra, A.K. (1999). Advanced story map instruction: Effects on thereading comprehension of students with learning disabilities. The Journal of SpecialEducation, 28, 2-17.

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The Sawy Teacher's Guide: Reading Interventions That Work JimWright (www.interventioncentral,org) 24

Advanced Story Map Worksheet (Adapted from Gardill & Jitendra, 1999)

Student: Date: Class: _

Story Name: _

1. Who is the central character? --------------------------------2. What is the main character like? (Describe his/her key qualities or personality traits).

3. Who is another important character in the story? _

4. What is this other important character like? _

5. Where and when does the story take place? _

6. What is the major problem that the main character is faced with? _

7. How does the main character attempt to solve this major problem? -------

8. What is the twist, surprise, or unexpected development that takes place in the story?

9. How is the problem solved or not solved?

10. What is the theme or lesson of the story?

Page 4: Advanced Story Map Instruction - West Branch High School Story Mapping.pdfAdvanced Story Mapping Progress Monitoring The next pagesare an easyway to record &graph your reading comprehension

Solution:

Setting:(

L

Characters:

Problem:

( Event #1:x.;

Event #2:

Event #3:

Page 5: Advanced Story Map Instruction - West Branch High School Story Mapping.pdfAdvanced Story Mapping Progress Monitoring The next pagesare an easyway to record &graph your reading comprehension

t

y Detail:

Beginning: Detail:

Middle: Detail:yy Detail:

-

IEnd: Detail:y

-

Detail:

J

Page 6: Advanced Story Map Instruction - West Branch High School Story Mapping.pdfAdvanced Story Mapping Progress Monitoring The next pagesare an easyway to record &graph your reading comprehension

Advanced Story Mapping Progress Monitoring

The next pages are an easy way to record & graph your reading

comprehension progress monitoring data. Here are the stepsto use them:

1. Collect 3 samples of the student's number of wordscircled correctly on a three minute probe (DAZEorMAZE). Circle these three numbers in the gray "baseline"section (one per column).

2. Begin intervention.

3. One time weekly, collect a sample of the student'snumber of words circled correctly on a three minuteprobe and circle that number in the white "intervention"section.

Tips:

Date each data point in the first row of the table.

You may also record the number of errors along with the number of wordscircled correctly. This can be done on the same recording sheet anddifferentiated using a different colored pen or shape (e.g., triangle insteadof circle).

Page 7: Advanced Story Map Instruction - West Branch High School Story Mapping.pdfAdvanced Story Mapping Progress Monitoring The next pagesare an easyway to record &graph your reading comprehension

('-,

Progress Monitoring: Frequency

Student Name: _Data Collected by: _

Grade Level: ------------------School Year: ----------------

Area Targeted: __ -'-- _

Goill: __

25 25 25 25 25 25 25 25 25 2524 24 24 24 24 24 24 24 24 2423 23 23 23 23 23 23 23 23 2322 22 22 22 22 22 22 22 22 2221 21 21 21 21 21 21 21 21 2120 20 20 20 20 20 20 20 20 2019 19 19 19 19 19 19 19 19 1918 18 18 18 18 18 18 18 18 18

I \_I 17 17 17 17 17 17 17 17 17 17\ 16 16 16 16 16 16 16 16 16 16

15 15 15 15 15 15 15 15 15 15~ 14 14 14 14 14 14 14 14 14 14UZ 13 13 13 13 13 13 13 13 13 13~;::> 12 12 12 12 12 12 12 12 12 120~ 11 11 11 11 11 11 11 11 11 11r.. 10 10 10 10 10 10 10 10 10 10

9 9 9 9 9 9 9 9 9 98 8 8 8 8 8 8 8 8 87 7 7 7 7 7 7 7 7 76 6 6 6 6 6 6 6 6 65 5 5 5 5 5 5 5 5 54 4 4 4 4 4 4 4 4 43 3 3 3 3 3 '") 3 " ..,

_) .J .J

2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 1 1 1

0 0 0 0 0 0 0 0 0 0

I "---" Intervention\,