Linking the Strands of Linking the Strands of Language and LiteracyLanguage and Literacy

Presented byPresented by

Katie R. Lambert M.S., SLP/LIC-CCCKatie R. Lambert M.S., SLP/LIC-CCC

Candace L. Goldsworthy PhD. SLP/LIC-CCCCandace L. Goldsworthy PhD. SLP/LIC-CCC

NSSLHA ConferenceNSSLHA Conference

California State University Sacramento February California State University Sacramento February 20112011

We have about ONE hour to talk about:We have about ONE hour to talk about: The rationale for the Strands ApproachThe rationale for the Strands Approach How to use books for a variety of language goals within How to use books for a variety of language goals within

the Strands Approachthe Strands Approach Evaluate various oral narration tools, their purposes and Evaluate various oral narration tools, their purposes and

usesuses Learn how to use the Oral Narration Outlines as Learn how to use the Oral Narration Outlines as

presented in presented in Linking the Strands of Language and Linking the Strands of Language and Literacy: A Resource ManualLiteracy: A Resource Manual (Goldsworthy & Lambert, (Goldsworthy & Lambert, 2010)2010)

It may get exciting in here today, but please try to keep It may get exciting in here today, but please try to keep your questions until the very end.your questions until the very end.

You go into therapy, you read a fantastic book, like The Very Hungry Caterpillar, and…now what?!

There are MANY Language-Literacy Goals that can be established by using one simple, yet very clever tool, a book!

Through the use of one book you can address:

Listening skills (phonological awareness, cloze sentences, ect.) Play (acting out the story-maybe even change it) Oral language (grammar, syntax, narrations, etc.) Written language (print awareness, alphabet, decoding,

patterns) Problem Solving-Critical Thinking (wh- questions, what

if…? ,etc.)

Why not work on the ALL a little together, versus one and then the other and then the other…they ALL tie into each other!

The Reading/Language The Reading/Language LoopLoop

Broca’s AreaBroca’s Area

Inferior Frontal GyrusInferior Frontal Gyrus

(needed for articulation/word (needed for articulation/word analysis-word knowledge)analysis-word knowledge)

Parieto-Temporal LobeParieto-Temporal Lobe

(needed for word analysis, phonological (needed for word analysis, phonological awareness, auditory processing)awareness, auditory processing)

Occipito-Temporal LobeOccipito-Temporal Lobe

(needed for recognizing (needed for recognizing visual stimulus of word form)visual stimulus of word form)

References: References:

Maskel, S. EDu. 2010 International Dyslexia Association Convention. Phoenix, AZ.Maskel, S. EDu. 2010 International Dyslexia Association Convention. Phoenix, AZ.

Wolf, M. Ph.D 2010 International Dyslexia Association Convention. Phoenix, AZ.Wolf, M. Ph.D 2010 International Dyslexia Association Convention. Phoenix, AZ.

Story Grammar Model Story Grammar Model Stein & Glenn, (1979)Stein & Glenn, (1979)

Narrative Toolbox Narrative Toolbox Hutson-Nechkash (2001)Hutson-Nechkash (2001)

Dynamic Assessment and InterventionDynamic Assessment and Intervention

Miller, Gillam & Pena (2001)Miller, Gillam & Pena (2001)

Story Grammar Marker Story Grammar Marker Moreau-Rooney & Fidrych (2002)Moreau-Rooney & Fidrych (2002)

Test of Narrative LanguageTest of Narrative Language Gillam & Pearson (2004)Gillam & Pearson (2004)

Assessment/Therapy Tools for Oral NarrativesAssessment/Therapy Tools for Oral Narratives

The purpose of the Oral Narration Outline is:The purpose of the Oral Narration Outline is:A. Use books as the main therapy toolA. Use books as the main therapy toolB. Intertwine as many strands as possible into one B. Intertwine as many strands as possible into one

therapy session (remember: NOT mutually therapy session (remember: NOT mutually exclusive)exclusive)

C. Have fun while learning!C. Have fun while learning!

Story Grammar Elements Used:Story Grammar Elements Used:character, setting, feelings (internal response), character, setting, feelings (internal response), story starter (initiating event), stair story starter (initiating event), stair step/transition words (episodes) and resolutionstep/transition words (episodes) and resolution

These are the most basic story grammar These are the most basic story grammar elements. The interventionist is encouraged to elements. The interventionist is encouraged to increase, decrease and/or expand the story increase, decrease and/or expand the story grammar per student’s needs. grammar per student’s needs.

What is the Strand here? What is the Strand here? Listening/Play/Oral/Written/Problem Solving-Critical ThinkingListening/Play/Oral/Written/Problem Solving-Critical Thinking

ElementsElementsCharacters/Setting/Feelings/Story Characters/Setting/Feelings/Story

Starter/Stair Step Words/EndingStarter/Stair Step Words/Ending

LayoutLayoutGeneric iconsGeneric iconsPictures from the bookPictures from the book

How toHow toRead and discuss bookRead and discuss bookLily pads/sticky notes/Story BoardsLily pads/sticky notes/Story Boards

CharactersCharacters

SettingSetting Story StarterStory Starter FeelingsFeelings

Stair StepsStair Steps

FirstFirst ThenThen ThenThen

ThenThen ThenThen

ThenThen ThenThen ThenThen

FinallyFinally

Beginning Story Board ExampleBeginning Story Board Example

What is the Strand here? What is the Strand here? Listening/Play/Oral/Written/Problem Solving-Critical ThinkingListening/Play/Oral/Written/Problem Solving-Critical Thinking

ElementsElementsCharacter/Setting/Problem/Solution/Plan/Character/Setting/Problem/Solution/Plan/

Story Starter/Transition Words/EndingStory Starter/Transition Words/Ending

LayoutLayoutAll icons are genericAll icons are generic

How toHow toStudents are encouraged to either create Students are encouraged to either create

their own story with the elements OR retell their own story with the elements OR retell a familiar story with the elementsa familiar story with the elements

Intermediate/Advanced Story BoardIntermediate/Advanced Story Board

CharactersCharacters SettingSetting ProblemProblem SolutionSolution

PlanPlan Story Story StarterStarter

Stair Step Stair Step Through Through the Story!the Story!

Wrap it up Wrap it up Nicely!Nicely!

Intermediate/Advanced Story Board Intermediate/Advanced Story Board ExampleExample

What is the Strand here?What is the Strand here? Listening/Play/Oral/Written/Problem Solving-Critical ThinkingListening/Play/Oral/Written/Problem Solving-Critical Thinking

ElementsElements Copying simple picturesCopying simple pictures Copying Tier 1 and Tier 2 wordsCopying Tier 1 and Tier 2 words

LayoutLayout Level 1: Copy the simple picturesLevel 1: Copy the simple pictures Level 2: Copy the vocabulary wordsLevel 2: Copy the vocabulary words Tier 1Tier 1 (basic words and rarely require instructional attention in school and highly

frequent in life: clock, baby, ball, happy, walk, run, etc.) Tier 2Tier 2 ((High frequency use for mature language users and found across a variety of

knowledge domains: coincidence, absurd, industrious, fortunate, etc.)

How toHow to Use discretion, what level is appropriate for your student?Use discretion, what level is appropriate for your student? Solidify story grammar elements: Solidify story grammar elements:

character/setting/feelings, etc.character/setting/feelings, etc.

Beginning Writing-Level 1Beginning Writing-Level 1

Copy Simple PicturesCopy Simple Pictures

poppop__________________________________________________

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stillstill__________________________________________________

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ateate__________________________________________________

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betterbetter__________________________________________________

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salamisalami__________________________________________________

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butterflybutterfly__________________________________________________

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cocooncocoon__________________________________________________

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Beginning Writing – Level 2Beginning Writing – Level 2

Copy Tier One/Tier Two Vocabulary WordsCopy Tier One/Tier Two Vocabulary Words

What is the Strand here?What is the Strand here? Listening/Play/Oral/Written/Problem Solving-Critical ThinkingListening/Play/Oral/Written/Problem Solving-Critical Thinking

ElementsElements Copy the sentenceCopy the sentence Cloze sentencesCloze sentences

LayoutLayout Level 1: Copy the sentenceLevel 1: Copy the sentence Level 2: Complete the cloze sentencesLevel 2: Complete the cloze sentences

How toHow to Again, use discretion for the level of your Again, use discretion for the level of your

students.students. Use the vocabulary words to discuss possible Use the vocabulary words to discuss possible

patterns in the words, meaning of the words, use patterns in the words, meaning of the words, use them verbally in sentences.them verbally in sentences.

Cloze sentences can be used for written or oral Cloze sentences can be used for written or oral comprehension skills and listening skills.comprehension skills and listening skills.

The caterpillar turned into a butterfly.The caterpillar turned into a butterfly.________________________________________________________________________________________________________________

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------________________________________________________________________________________________________________________________________________________________________________________________________________________________________

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------________________________________________________________________________________________________________________

Intermediate Writing: Copy the SentenceIntermediate Writing: Copy the Sentence

The Very Hungry CaterpillarThe Very Hungry Caterpillar

Complete these sentences using the words from the word bank.Complete these sentences using the words from the word bank.

moonmoon appleapple stomachachestomachache eggegg fourfour

caterpillar caterpillar swiss swiss leaf leaf threethree cocooncocoon

1.1. After the sun came up, the caterpillar popped out of the ________.After the sun came up, the caterpillar popped out of the ________.

2.2. On Monday he ate on________________________________.On Monday he ate on________________________________.

3.3. He ate one slice of ___________________________ cheese.He ate one slice of ___________________________ cheese.

4.4. He ate ________________________________ strawberriesHe ate ________________________________ strawberries

5.5. The egg lay in the light of the _______________________.The egg lay in the light of the _______________________.

6.6. That night he had a ___________________________.That night he had a ___________________________.

7.7. He ate _______________________________ plums.He ate _______________________________ plums.

8.8. He ate through one green ____________________________________.He ate through one green ____________________________________.

9.9. The _________________________________ ate one pickle.The _________________________________ ate one pickle.

10.10. He built a small house called a __________________.He built a small house called a __________________.

Intermediate Writing: Complete the Cloze SentencesIntermediate Writing: Complete the Cloze Sentences

What is the Strand here?What is the Strand here? Listening/Play/Oral/Written/Problem Solving-Critical ThinkingListening/Play/Oral/Written/Problem Solving-Critical Thinking

ElementsElements Characters/Setting/Problem/Solution/Plan/Story Characters/Setting/Problem/Solution/Plan/Story

Starter/Stair Step Words/EndingStarter/Stair Step Words/Ending

LayoutLayout Visual outline with generic iconsVisual outline with generic icons

How toHow to Level 1: Student verbally tells a story (re-creation Level 1: Student verbally tells a story (re-creation

or original) while interventionist writes it in or original) while interventionist writes it in outline-student writes story using outlineoutline-student writes story using outline

Level 2: Student completes outline by his/herself Level 2: Student completes outline by his/herself (re-creation or original) and independently writes (re-creation or original) and independently writes the story based on the outlinethe story based on the outline

Advanced Story Writing/Telling OutlineAdvanced Story Writing/Telling Outline

Comprehension QuestionsComprehension QuestionsStory Talk Binder TemplatesStory Talk Binder TemplatesWall PostersWall PostersPaper DicePaper DicePocket Chart ImagesPocket Chart ImagesBasic Story OutlinesBasic Story OutlinesStory Starters and Transition WordsStory Starters and Transition Words