Narrative Flashcards
(31 cards)
What are several ways we can assess narration?
narrative retell
SALT
Test of Narrative Language (TNL)
CUBED
Rubrics
What should we look for when assessing narration?
story grammar
sequencing
explanations
compare/contrast
Supporting Knowledge in Language and Literacy (SKILL): WHAT
intervention approach that helps students develop narrative language skills
WHY: SKILL promotes long term memory schemas by..
explicitly teaching and practicing the hierarchical goal structures among story grammar components
gradually teaching language and structure to express causal and temporal connections
HOW: what is phase 1 of SKILL?
teach story elements in the context of a wordless picture story
-macrostructure
what are some examples of phase 1?
practice identifying, defining, giving examples, representing on a storyboard
practice answering questions about story elements
HOW: what is phase 2 of SKILL?
make the story sparkle; connecting and elaborating stories
what are some examples of phase 2?
focus on the microstructure:
create stories using more complex temporal and causal relationships
make stories more interesting using expressive verbs, and include complicating events and/or internal response
teach linguistic structures, using dialogue, answering iteral and inferential comprehension questions about stories
HOW: what is phase 3 of skill?
Write the story; creating and editing stories
-writing supports language
-goal is to help students get more independence
What are the key components of narrative interventions?
use of story structure models
graphic organizers
explicit instruction
clinician-child discussions about comprehension and memory strategies
practice answering questions about, retelling, and generating stories
define macrostructure
overall structure of a story; story elements
character, setting, feelings, plan, action, wrap-up
organization of story
define microstructure
language-specific characteristics including complexity of words and sentences, lexical diversity
using more complex temporal and causal relationships
use expressive verbs
include complicating events, internal response
dialogue
Describe Strategic and Interactive Writing Instruction (SIWI) for students who are DHH: STRATEGIC
teach writing strategies, use visual aids, explicitly consider the audience
Describe Strategic and Interactive Writing Instruction (SIWI) for students who are DHH: METALINGUISTIC
direct instruction on linguistic structures, support acquisition of new vocab by chaining multimodal representations
Describe Strategic and Interactive Writing Instruction (SIWI) for students who are DHH: INTERACTIVE
invite students to take active roles in constructing and monitoring the text
provide support by asking open questions, thinking aloud, modeling, explaining
5 common patterns of informational/expository discourse organization are..
- time order sequence
- cause & effect
- compare & contrast
- problem & solution
- description
What are several reasons that children’s narrative language skills are important?
socially culturally relevant
linked to literacy (reading & writing)
linked to reading comprehension
academically relevant and academic achievement tells us a lot about cognition
Narrative development: What do we typically expect by PRE-K?
not a lot, description but not cohesive
Narrative development: What do we typically expect by age 4-5?
more structure, a little more macrostructure
Narrative development: What do we typically expect by age 5-6?
story structure including episode (event, plan, attempt, consequence)
Narrative development: What do we typically expect by age 7-8?
multiple episodes
Narrative development: What do we typically expect by age 10-11?
complications
Narrative development: What do we typically expect by age 11?
embedded episodes
True or false: with age and time, we want more and more narrative components
true
