1. Presenter: Maryellen Rooney Moreau, M.Ed., CCC-SLP Narrative Development with Story Grammar Marker New York City Board of Education January 2015 2. Beginning Middle End Name:__________________________ Date:____________ Story Graphic Organizer 3. Beginning Middle End 4. Setting Solution Name:__________________________ Date:____________ Story Graphic Organizer Problem Character Events 5. Narratives offer opportunities to support language use, emotional expression and social cognition in an integrated social and academic context. Carol Westby in Way, et. al. (2007). Understanding alexithymia and language skills in children: implications for assessment and intervention. LSHSS, 38, 128-139. 6. We dream, remember, anticipate, hope, despair, love, hate, believe, doubt, plan, construct, gossip and learn in narrative. Westby, C. (1985, 1991). Learning to talk, talking to learn: Oral-literate language differences. In C. Simon (Ed.), Communication skills and classroom success. Eau Claire, WI: Thinking Publications, Inc. 7. We think in terms of stories. Not only do we understand the world in terms of stories weve heard, our interpretation of personal problems and relationships is influenced by stories of others who have experienced similar situations. In fact, we understand-and explain-just about everything in life through stories. Schank, R. (1990). Tell me a story: A new look at real and artificial memory. NY: Macmillan. 8. The Intersection of Research and Practice 4 Current Areas of Narrative Development Applications: Response to Intervention (RtI) Autism Spectrum Disorders and Related Social Learning Challenges Common Core State Standards for ELA and Literacy Emotions, Mental States and Plans to Facilitating Comprehension, Problem Solving and Conflict Resolution 9. The following quote was in an article in the most recent publication of The ASHA Leader. It truly supports the uses of narrative development beyond story grammar. Reading this exemplifies the work that I began 20 years ago and even 40 years ago! Oral narratives are a natural bridge between oral and literate language. Narrative skills and the language skills needed to produce quality narratives are interspersed throughout the Common Core Standards. One effective RTI approach for SLPs is to provide intervention focusing on narratives. The SLP provides Tier 1 supports in the classroom through modeled lessons with the whole class. In Tier 2/3, the SLP provides small group intensive intervention that simultaneously targets the story grammar and deficient language skills. Using oral narratives in an intervention model builds a foundation for the development of listening, speaking reading and writing. How to Fit Response to Intervention into a Heavy Workload, The ASHA LEADER, August 30, 2011 Vol. 16, No. 10. Response-to-Intervention 10. Story-based Intervention was cited as one of eleven established treatments for Autism: the only non-behavioral intervention cited. . National Standards Project: www.nationalautismcenter.org Evidence-Based Practice and Autism in the Schools (2009) 11. The two social communication skills or competencies impacted are: Self regulation: tasks that involve the management of ones own own behaviors in order to meet a goal. Interpersonal skills: tasks that require social interaction with one or or more individuals Why do story-based interventions work? Story-based interventions include treatments that involve a written description of the situations under which specific behaviors behaviors are expected to occur. Stories may be supplemented with additional components (e.g., prompting, reinforcement, discussion, etc.). Social Stories are the most well known story-based interventions and they seek to answer the who, what, when, where, and why questions in order to improve perspective taking. taking. Story-based interventions arose from the Theory of Mind Standards Project: www.nationalautismcenter.org Evidence-Based Practice and Autism in the Schools (2009) STORY-BASED INTERVENTION 12. Emotions, Mental States and Plans to Facilitate Comprehension, Problem Solving and Conflict Resolution Social Communication refers to the language and communication occurring in actual social situations. Social Communication is the intersection of language and social behaviors observed during peer interactions. The ability to comprehend stories and literature is influenced by the capacity to anticipate the emotions that specific scenarios might elicit and to infer how characters feel within such scenarios. Brinton and Fujiki, Emotion Talk: Helping Caregivers Facilitate Emotion Understanding and Emotion Regulation Topics In Language Disorders, 2011, Vol. 31 July - September 13. COMMON CORE STATE STANDARDS English Language Arts & Literacy in History/Social Studies, Science and Technical It is obvious when looking at the progression through the grades of just one of the Core Standards, that narrative development is essential. Reading, Key Idea and Detail #3 : Kindergarten RL.K.3. With prompting and support, identify characters, settings, and major events in a story. Grade 1 RL.1.3. Describe characters, settings, and major events in a story, using key details. Grade 2 RL.2.3. Describe how characters in a story respond to major events and challenges. Grade 3 RL.3.3. Describe characters in a story (traits, motivations, feelings) and explain how their actions contribute to the sequence of events Grade 4 RL.4.3. Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text (characters thoughts, words, actions) Grade 5 RL.5.3. Compare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the text (how characters interact) Grade 6 RL.6.3. Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. 14. Common Core State Standards are A Guide But NOT a How To CCSS sets grade-specific standards but does not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations SLPs, Teachers, Reading Specialists, Literacy Coaches, Special Educators and Interventionists can Provide oral language development interventions Support interrelationships among reading, writing, speaking, listening, and language Collaborate with each other, families and administrators Bolster RTI initiatives 15. No set of grade-specific standards can fully reflect the great variety inabilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students. What is Not Covered by The Standards, www.corestandards.org For two decades, the Story Grammar Marker and ThemeMaker help SLPs provide supports, conditions, environment and structure to students of diverse ages, abilities and cultures, helping them to reach academic and social goals. 16. What ASHA Says Based on their focused expertise in LANGUAGE, SLPs offer assistance in addressing the linguistic and metalinguistic foundations of curriculum learning for students: with disabilities other learners who are at risk for school failure those who struggle in school settings http://www.asha.org/docs/html/PS2010-00318.html http://www.asha.org/docs/html/PI2010-00317.html 17. Speaking and Listening Standards K-5 Presentation of Knowledge and Ideas #4 1 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. K Describe familiar people, places, things and events and, with prompting and support, provide additional detail. 2 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. 3 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace. 4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Please note: If a child cannot take perspective in the narrative, then he/she will have difficulty using evidence to argue a point or present an opinion. 18. How does narrative link language development to literacy? 19. Without discourse there is no efficient connection between language development and literacy. 20. We help children develop literate oral language by assisting them in progressing along the oral literate continuum (discourse). CONVERSATION NARRATION EXPOSITION The Oral-Literate Continuum The Here and Now.The There and Then 21. What is literate oral language? It is the combination of: Macro-structure The overall organization of a story or expository text selection & Micro-structure The linguistic complexity of sentences that make up the macro-structure Elements of micro-structure connect the elements of macro-structure. 22. The dynamic synchronicity between language, thoughts and world experience - which provides the basis for students to tell the events of their life while also learning to understand others experiences - is best described as using narrative language. At times lacking in coherence, demonstrating an over focus on detail, failing to sequence events in a manner that makes sense to the reader and/or exhibiting a weakness in conveying an emotional voice, may be some of the elements weak or missing in the narrative of our students. ~ Michelle Garcia Winner, Foreward, Its All About the Story & Making Connections, MindWing Concepts (2010) 23. Strands of Language Pragmatics Phonology Semantics Syntax & Morphology Discourse Metalinguistics 24. PRAGMATICS Social Uses of Language 25. PHONOLOGY The Sound System 26. SEMANTICS Meaning 27. SYNTAX and MORPHOLOGY From Simple to Complex Sentences 28. DISCOURSE Spoken and Written Communication 29. METALINGUISTICS The Conscious Awareness of Language 30. Without discourse there is no efficient connection between language development and literacy. 31. Two broad classes of language skills have been identified as important for later reading performance (literacy): Code related skills: Phonological Awareness, Letter naming, Decoding, Emergent writing Oral language processes: The skill sets of vocabulary (receptive and expressive); Syntactic knowledge Semantic (schema/script) knowledge, and Narrative discourse processes (memory, comprehension and storytelling). NICHD Early Child Care Research Network (2005). Pathways to Reading: The Role of Oral Language in the Transition to Reading. Developmental Psychology, 41,2. 32. We help children develop literate oral language by assisting them in progressing along the oral literate continuum (discourse). CONVERSATION NARRATION EXPOSITION The Oral-Literate Continuum The Here and Now.The There and Then 33. Broad Oral Language Skills should be an integral part of reading instruction beginning in preschool and throughout elementary school. If comprehensive language skills directly feed nascent reading, then interventions and assessments that focus only on phonemic awareness and vocabulary development will prove too narrow to support later academic achievement Storch, S. & Whitehurst, G. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal model. Developmental Psychology, 38, 934-947. 34. Narrative retelling is a useful task for predicting which children may be at risk for later literacy problems. Based on the results of this study, narrative macro-structure appears to play an especially important role in the development of later literacy skillsLanguage intervention involving oral narratives may boost childrens reading comprehension as well as carry over to later written language skills. Wellman, et. al. (20011). Narrative ability of children with speech sound disorders and the prediction of later literacy skills. LSHSS, 42, 561-579. 35. How do we know whether a person has comprehended a text? Sadly, more often than not, at least in school, the answer is that the person can complete short-answer questions about the text that he or she has read. It was true before the last three decades of research and remains true today (Pressley et al 1998): Comprehension gets tested more than students get taught how to comprehend! Cathy Collins Block, Linda Gambrell & Michael Pressley (Eds.) (2002). Improving Comprehension Instruction: Rethinking research, Theory, and Classroom Practice. San Francisco: Jossey-Bass Written Expression and Comprehension: How literacy progress is monitored and how achievement is measured in the classroom 36. Internalizing the Structure Of Stories Understanding Characters Motives Identifying Themes Struggling Comprehenders have problems: Improving Comprehension Instruction: Rethinking Research, Theory, And Classroom Practice Edited By: Cathy Collins Block, Linda B. Gambrell And Michael Pressley ISBN: 0-87207-458-7 37. Deep Comprehension The reader needs to: construct a global meaning that integrates multiple sentences. take perspectives and infer, thus combining the individual sentence meanings across the text into a coherent structure. to fill in missing information and build a coherent mental model that incorporates all the information in the text. Deep comprehension requires more than the mere interpretation of individual sentences. Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, MA: Cambridge University Press. Reading comprehensions new look: Influences of theory and technology on practice. Topics in language Disorders, 25, 2. 38. Lovestruck/Blissful (happy) Proud/Satisfied (happy) Enraged/Infuriated (mad) Shocked/Flabbergasted (surprised) Joyous/Elated (happy) Disappointed/Mortified (mad) From The Paper Bag Princess by Robert Munsch.SOCIAL EMOTIONS: facial expressions body language real-life experience motivation of people/characters words of characters social situation 39. The Narrative Developmental Sequence: Where It All Comes Together! 40. Copyright 2007, MindWing Concepts, Inc. 1-888-228-9746 Web: www.mindwingconcepts.com 41. Copyright 2007, MindWing Concepts, Inc. 1-888-228-9746 Web: www.mindwingconcepts.com 42. A Real Life Example of Scaffolding for Child Telling a Personal Narrative (Story) using the Sequence of Narrative Development 43. This explanation of the Narrative Developmental Sequence was taken from: 44. Lauren, Age 6, Kindergarten (June of 2008) Using Braidy as a manipulative to Scaffold the Stages of Narrative Development and using Braidy for Expository Text (listing) 45. Narrative Development Correlated to the CCSS for Reading, Key Idea and Detail #3 Using Cliffords Pals Clifford and his pals At the work site in the cement pit playing, jumping and barking. Clifford, a big, red dog and his furry pals At the work site in the cement pit playing, jumping and barking. The work crew starts to pour cement on Susie, Lenny & Nero. Clifford pushes the cement chute aside. Clifford, a big, red dog and his furry pals At the work site in the cement pit playing, jumping and barking. All of a sudden, Clifford sees the work crew start to pour cement on Susie, Lenny & Nero. So, Clifford pushes the cement chute aside. CCSS Kindergarten RL.K.3. With prompting and support, identify characters, settings, and major events in a story. CCSS Grade 1 RL.1.3. Describe characters, settings, and major events in a story, using key details. CCSS Grade 2 RL.2.3. Describe how characters in a story respond to major events and challenges. Narrative Development Stage 1: Descriptive Sequence Narrative Development Stage 2: Action Sequence Narrative Development Stage 3: Reactive Sequence 46. Clifford, a big, red dog and his furry pals At the work site in the cement pit playing, jumping and barking. All of a sudden, Clifford sees the work crew start to pour cement on Susie, Lenny & Nero. He is worried about his pals, because they could get hurt. Clifford knows that his pals will get hurt if the cement fills the pit, so decides to save them. Clifford pushes the cement chute aside. As a result, Cliffords pals are safe. Clifford is relieved. Clifford, a big, red dog and his furry pals At the work site in the cement pit playing, jumping and barking. All of a sudden, Clifford sees the work crew start to pour cement on Susie, Lenny & Nero. He is worried about his pals, because they could get hurt. So, Clifford pushes the cement chute aside. Narrative Development Stage 4: Abbreviated Episode Narrative Development Stage 5: Complete Episode CCSS Grade 3 RL.3.3. Describe characters in a story (traits, motivations, feelings) and explain how their actions contribute to the sequence of events. CCSS Grade 4 RL.4.3. Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text (characters thoughts, words, actions). 47. Narrative Development Correlated to the CCSS for Reading, Key Idea and Detail #3 Using Chapter 1 of Charlottes Web Fern, her parents, the Piglet In the kitchen at home and outside at the hog house, Fern is arguing with her parents about killing a runty piglet (exploration of the setting using questions and pictures in important) Fern, an eight year old, strong willed, caring girl, her parents, a thin, sickly Piglet In the kitchen at home and outside at the hog house, Fern is arguing with her parents about killing a runt pig Fern shrieks at her mother Fern struggles with her father to get the ax away from him Fern, an eight year old, strong willed, caring girl, her parents, a thin, sickly Piglet In the kitchen at home and outside at the hog house, Fern talks to her mother about the new litter of piglets All of a sudden, Fern notices her father has an ax and means to kill the runty Piglet So, Fern shrieks at her mother and struggles with her father to get the ax and argues with him to let the runty piglet live.CCSS Kindergarten RL.K.3. With prompting and support, identify characters, settings, and major events in a story. CCSS Grade 1 RL.1.3. Describe characters, settings, and major events in a story, using key details. CCSS Grade 2 RL.2.3. Describe how characters in a story respond to major events and challenges. Narrative Development Stage 1: Descriptive Sequence Narrative Development Stage 2: Action Sequence Narrative Development Stage 3: Reactive Sequence 48. Fern, an eight year old, strong willed, caring girl, her parents, a thin, sickly Piglet In the kitchen at home and outside at the hog house, Fern talks to her mother about the new litter of piglets All of a sudden, Fern notices her father has an ax and means to kill the runty Piglet! Fern is outraged and worried about the piglet. Fern KNOWS that the runt of litter is not valuable on a farm, she REALIZES that her father needs to kill the runt, she REMEMBERS that her father has empathy, she THINKS it is a case of injustice to kill a runty piglet just because it is born too small She intends to prevent her father from killing the piglet and to convince him to let it live. First, Charlotte shrieks at her mother Then, she struggles with her father to get the ax Finally, she argues with her father to convince him to let the runty piglet live. As a result, Charlottes father lets her feed and care for the runty piglet as if it were a baby and she names it Wilbur. Fern was relieved that she had saved the piglet, thrilled to be able to care for him, and triumphant that she had overcome an injustice. Fern, an eight year old, strong willed, caring girl, her parents, a thin, sickly Piglet In the kitchen at home and outside at the hog house, Fern talks to her mother about the new litter of piglets All of a sudden, Fern notices her father has an ax and means to kill the runty Piglet! Fern is outraged and worried about the piglet. So, Fern shrieks at her mother and struggles with her father to get the ax and finally convinces him to let the runty piglet live. Narrative Development Stage 4: Abbreviated Episode Narrative Development Stage 5: Complete Episode CCSS Grade 3 RL.3.3. Describe characters in a story (traits, motivations, feelings) and explain how their actions contribute to the sequence of events. CCSS Grade 4 RL.4.3. Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text (characters thoughts, words, actions). 49. CCSS Grade 5 RL.5.3. Compare and Contrast two or more characters, settings or events in a story or drama drawing on specific details in the text (e.g., how characters interact). What would a student have to include in the retell of Charlottes Web Chapter 1 to achieve this Reading Standard? What Narrative Development Stage is this? 50. January Chinese New Year In the Year of the Dog, 4645, there lived halfway across the world from New York, a girl called Sixth Cousin. Otherwise known as Bandit. Once winter morning, a letter arrived at the House of Wong from her father, who had been traveling the four seas. On the stamp sat an ugly, bald bird. The paper was blue. When Mother read it, she smiled. But the words made Grandmother cry and Grandfather angry. No one gave Sixth Cousin even the smallest hint of why. 51. A letter arrived from Bandits father. A letter arrived from Bandits father. A letter arrived from Bandits father. Mother felt happy (smiled). Grandmother felt sad (cried). Grandfather felt angry. On the first page of In the Year of the Boar and Jackie Robinson, there is an initiating event that causes 4 different feelings in 4 different characters. Because of the mental states of each character, this kick off made each of them feel a certain way. Each character will have a different plan and different motivation based on these different feelings and mental states. This example makes it clear to see how important the foundation of narrative development is in perspective-taking when reading novels (and this is just page 1!!). A letter arrived from Bandits father. Bandit felt confused and concerned. 52. Please Note: In Rosies Walk, Rosies perspective of the story is at Stage 2 the Action Sequence. The Fox has a PLAN (to eat Rosie) so he makes many ATTEMPTS to catch her so that he can eat her. Therefore, from the Foxs perspective this is a STAGE 5, The Complete Episode. 53. What is literate oral language? It is the combination of: Macro-structure The overall organization of a story or expository text selection & Micro-structure The linguistic complexity of sentences that make up the macro-structure Elements of micro-structure connect the elements of macro-structure. 54. Narrative Macro-structure is the global organizational structure or story grammar of a narrative (story) independent of content. 55. Micro-structure: Gluing the Sentences Together 1. Micro-structure, as defined by Justice (2004), is the internal linguistic organization of the narrative. 2. Micro-structure is commonly referred to as story sparkle (Westby). It focuses on vocabulary and sentence development as well as cohesive ties (see page 39-40 of SGM manual.) 3. Micro-structure is the elaboration and cohesion that makes a story (narrative) meaningful. (SGM manual page 39-44.) 4. Micro-structures literate language features: Elaborated noun phrases (ex. The big, scary fish) Verb phrases (tense use & adverb use, ex. The big, scary fish swam slowly.) Mental State verbs (the character may: remember, know, think, realize, etc.) Linguistic verbs (whispered, yelled, asked, etc.) Conjunctions (and, but, so, because, first, then, next, finally, etc.) 56. Cohesive Tie Activity A Differentiated Instruction Activity Focused on Micro-Structure, Fluency and the Semantics, Syntax & Morphology Strands of Language C O H E S I V E #1 #2 #3 57. Large Group Activity: Analyzing Childrens Literature at Each Stage of Narrative Development 58. The Boston Tea Party Story Grammar Marker Style 59. The King was desperate. 60. How to reach Maryellen: Call her (toll free): 888.228.9746 Email her: mrmoreau@mindwingconcepts.com