monike garabieta, ms, ccc-slp - schedschd.ws/hosted_files/2017ciconference/19/sgm and eet for...
TRANSCRIPT
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L a n g u a g e A n d L i t e r a c y :
S t o r y G r a m m a r M a r k e r E x p a n d i n g E x p r e s s i o n s T o o l
M O N I K E G A R A B I E TA , M S , C C C - S L P
T O D A Y ’ S G O A L S- What i s the Stor y Grammar
Marker (SGM) and Expanding Express ion Tool (EET)?
- Determine the importance of narrat ive text to language development
- Determine the importance of vocabular y development
- Research behind the tools… YAY! ! ! ! !
- Ideas to use the tools
W h a t a r e t h e S t o r y G r a m m a r M a r k e r ( S G M ) a n d E x p a n d i n g
E x p r e s s i o n s T o o l ? ( E E T )
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STORY GRAMMAR MARKER (SGM)- A tool used to help a student connect oral comprehension and retell to the parts of a story with a physical, kinesthetic and visual connection that increases memory and retell ability
3 LITTLE PIGSCharacter?
Setting?
Problem?
PLAN AND SEQUENCEPlan: Make a good houseFeelings?
What do they do?
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TIE UP AND MORAL
Did the plan work?
Did the character learn anything?
EXPANDING EXPRESSIONS TOOL (EET)- A tool used to help a student increase connections to known and novel vocabulary with categorical, descriptive, locative, composition, and function parameters.
EET PARTS
Green – Group
Blue – Do
What does it look like?
What is it made of?
Pink – Parts
White – Where
What else do you know?
Group: What category? (Music, instrument)
Blue:What is the function? (Make music)
Look like: Physical (Brown, long, oblong)
Made of: Material (Wood, nickel)
Pink: Parts (Neck, body)
White: Where (Guitar store, home)
What else do you know: Personal connection (I can’t play guitar!)
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Importance Of Narrat ive DevelopmentT H E S TO RY G R A M M A R M A R K E R
R e s e a r c h :M a n i p u l a t i v e s a n d O r a l
L a n g u a g e
• Neural network: Norris and Hoffman (2005)
• Importance of a multi-sensory approach: Robles, et al (2003)
• Oral language as a precursor for writing
• Increasing memory and retention allows for greater comprehension
Research:Merritt and Li les (1987)
• Study: TD and LI students
• Children that are not typically developing have difficulty making connections to text and using cohesive ties (story grammar)
• When appropriate retell grammar is absent, decreased comprehension follows
• Specific deficits: Linking items of story together
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Research:Johnston (2008)
• Specific literacy intervention de-contextualizes language from here and now to there and then
• Narrative retell is a imperative marker for processing disorders (communicative, linguistic, etc.)
• Stories help children relate to themselves and others
• Giving foundational skills increases predictability, listening, and comprehension
N a r r a t i v e D e v e l o p m e n t
• Carol Westby, 1985, 2003
• Narratives as a way to think of information and remember information (p. 99)
• Creating a construct for narrative telling and retelling involves understanding of sequencing, vocabulary, inferencing, and the cohesive words that bring elements of a story together
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Vocabulary: Word Power(EET)
E X PA N D I N G E X P R E S S I O N S TO O L
ResearchLucas and Norbury (2015)• Study: Children diagnosed with ASD, LI, and TD
(normative) peers
• Knowledge of vocabulary allows greater inferencing skills
• Increasing direct vocabulary instruction increases comprehension skills
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Research:L o v e l a c e a n d S t e w a r t ( 2 0 0 9 )
• Study: Increasing vocabulary in African American children with limited vocabulary
• Storybook foundations were utilized to increase functional understanding of vocabulary
• “Robust Vocabulary Instruction”
• Maintained and understood words 2 weeks after study
Research - EET
Tools in Intervention
U S E O F TO O L S
I N T E R V E N T I O N I D E A S
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Intervent ion Structure : Language Only
• Warm-up – Written (5 minutes)• Narrative review WITH tool (5 minutes) • Instruction (7 minutes) – Reading story, specific review
of one part (character, etc.)• Activity (7 minutes) – Hands-on• Review/Inference and Homework (5 minutes)• Transfer to classroom (1 minute)
Warm-up: KWL
- Enhances comprehension
- Starts the “cogs” for listening
Warm-up: Kick-off
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Warm-up: Character Review
Abbreviated Episode: Description• Description of character
– What is the character’s name?
– Is it a boy or a girl? Young or old? Animal or human?
– What does it look like?
– What are some personality traits?
– Joining personality to likes and dislikes
• Description of setting
– Describing setting by using 5 senses (5 points of star)
Character Map
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Meat of the story: Critical Thinking Triangle
• Problem
– What happens that is unusual?
• Feelings
– How does the character feel about the plan or problem?
• Plan
– What does the character decide to do about it?
• Causal relationships
– Using “because,” “so,” “therefore,” “and” to join the parts
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Sequence: Relating to “How-To”
•Using sequence words– “First, next, then, after that, finally”
• Relating the sequence to the plan
– A sequence of actions is determined by the plan
Tie-Up and Moral
•Tie-Up– Did the plan work?
•Moral– Did the character learn something?
– How did he or she feel at the end of the story?
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Review of Stories
Interact ive SGM Ideas
• Retell Race
• Create tools with beads
• Create your own story
• Re-write specific elements of story
• Show and tell (use recorder)
• Student-rated retell (give rubric and help them listen)
• Allocate specific parts to specific kids in your group
Tools
- Keep them easily and visually accessible at all times
- Do not label – allow students to remember
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Rete l l Race
Homework Example
Use the EET and SGM in Inc lus ion Classrooms
• Warm up: Story review with tool (5 min)
• Use picture cards for nouns/verbs/people (7 min)
– Identify in various fields
• Use pictures for retell with tool
• Draw verbs
• Use story for crafts
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More EET Sugges t ions
• Vocabulary tree
• Identify feelings with visuals
• Identify function with pictures in various fields
• Compare and contrast characters with parts
Compare and Contrast Characters
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More Ideas
• Roll dice on the EET, who can name it?
• Use cards to rapid name based on pairs of pictures
How do I ge t s tar ted?
• Create a visual in your room (DO NOT LABEL)
• Buy or make story grammar marker tools
• Come observe speech
• LOTS and LOTS of visuals
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BibliographyDeward, M. J. (2009). Expanding Expression. Retrieved January 15, 2016, from
http://www.expandingexpression.com/data_research.htmlJohnston, J. R., PhD. (2008). Narratives: Twenty-Five Years Later. Top Lang Disorders, 28(2), 93-
98. Retrieved January 15, 2016.Lovelace, S., & Stewart, S. R. (2009). Effects of Robust Vocabulary Instruction and Multicultural
Text on the Development of Word Knowledge Among African American Children. American Journal of Speech-Language Pathology, 18, 168-179. Retrieved January 15, 2016.
Lucas, R., & Norbury, C. F. (2015). Making Inferences From Text: It's Vocabulary That Matters.Journal of Speech, Language, and Hearing Research, 58, 1224-1232. Retrieved January 15, 2016.
Merritt, D. D., & Liles, B. Z. (1987). Story Grammar Ability in Children With and Without Language Disorder: Story Generation, Story Retelling, and Story Comprehension. Journal of Speech, Language, and Hearing Research, 30, 539-552. Retrieved January 15, 2016.
Moreau, M. R., MS, CCC-SLP M.Ed. (2016, January). About MindWing Concepts. Retrieved January 31, 2016, from http://mindwingconcepts.com/pages/about-us
Moreau, M. R., MS, CCC-SLP M.Ed. (2016, January). Evidence. Retrieved January 31, 2016, from http://mindwingconcepts.com/pages/research
Surovec, Y. (2012, May 3). Cat versus human. Retrieved January 31, 2016, from http://www.catversushuman.com/2012/05/for-older-cat-story-comics-just-click.html