Narrative - Goal Setting And Intervention

Question 1

What can be taught through narratives

Answer 1

1. Comprehension
2. Syntactic skills
3. Pragmatic skills
4. Cognitive skills
5. Literate language

Question 2

Possible narrative goals

Answer 2

1. Improve story comprehension
2. Produce different kinds of narratives
3. Improve narrative production

Question 3

Why do we do pre-story presentation

Answer 3

• For alerting or orienting students
• For bridging the gap between what the students already know and what they need to know
• Entices students to listen to the story
• Enhances their story comprehension

Question 4

Preparatory sets

Answer 4

Enhances student comprehension by encouraging reliance upon background knowledge

Question 5

How do we do in preperatory sets

Answer 5

1. Show selected book
2. Introduce vocabulary
3. Encourage students to relate their own experiences
4. Discuss what the students know about the relevant topics before reading

Question 6

This is a graphic display of word/concept relationships.
Why: Helps students understand word meanings, word relations

Answer 6

Semantic word mapping

Question 7

Encourage students to resolve difficulties they may encounter in understanding the story

Answer 7

Think Alouds

Question 8

Encourage students to anticipate outcomes, raise questions, decipher implied meanings, and think critically
and creatively about their reading/listening material.
Enhance comprehension monitoring

Answer 8

Directed reading-thinking activities

Question 9

Helps children learn language through the rhythm and lyrics of songs

Answer 9

Music

Question 10

Have significant effects on young readers’ ability to predict and retell story events

Answer 10

Literature Webbing

Question 11

Enhances story comprehension by providing a reorganization or categorization of the story information
into understandable units

Answer 11

Summarizing

Question 12

1. Maintains students’ attention
2. Focuses the students on specific information, events, or relationships within the story

Answer 12

During-story presentation

Question 13

Steps to focus students’ attention on the content

Answer 13

1. Initiate discussion
2. Focus on the author’s message
3. Link information
4. Make inferences

Question 14

Why do we do extensions

Answer 14

To clarify meanings

Question 15

Communicative reading strategies rationale

Answer 15

Improve student’s ability to retell stories – an index of story comprehension.

Question 16

How do we do CRS

Answer 16

1. Ask questions during reading to engage the students in constructing a meaningful message from the text
2. A related technique is “think-alouds” that models processing of the story during oral reading.
3. Clinician voices all the things she notices, does, visualizes, feels, and asks herself during the reading of a
   text.

Question 17

Questioning rationale

Answer 17

• To extend thinking, obtain information, or facilitate active problem solving
• Children’s misinterpretations may be revealed, and these can be resolved.

Question 18

How do we questioning

Answer 18

1. Use questioning whenever abstract words, words with multiple meanings, or idioms occur.
2. Use questioning wherever opportunities arise for making predictions, drawing inferences, classifying
   information, justifying actions, or assuming the role of the character (e.g., asking students how they would
   feel in the same situation).

Question 19

Involves teaching the story elements and the way in which the elements fit together

Answer 19

Episode/story mapping

Question 20

Post-story presentation rationale

Answer 20

• To reinforce concepts introduced within the story
• To extend students’ learning beyond the selected story
• Supports students’ story comprehension
• Enhances the development of organizational skills and language expression

Question 21

Enhances the students’ ability to answer comprehension questions after listening to a story

Answer 21

QART

Question 22

Story understanding is improved when their reading or listening instruction focuses on clarifying the story
characters’ internal states.

Answer 22

Internal states

Question 23

To teach new words that are related to words found in the storybook
How: Have students change specific words while referring to a full sentence context. The key words should be
challenging. Discuss the meanings when each word is added to the list.

Answer 23

Word substitutions

Question 24

A graphic aid that is used to support ideas during conversation about the story

Answer 24

Discussion Web

Question 25

To generate and demonstrate the relationships among ideas in a story

Answer 25

Flow charting

Question 26

To help children produce and comprehend extended language units
Promotes the development of narrative discourse skills,

Answer 26

Story retteling

Question 27

Use of a story grammar to cue students when they are retelling a story in writing.
Why: Provides a description of a story’s components

Answer 27

Story grammar cuing

Question 28

Why:
• To focus attention on the meaning and function of writing, rather than on grammatical form

Answer 28

Journals

Question 29

Provide the students with an additional means for understanding the story and for expressing that
understanding

Answer 29

Art activities

Question 30

More effective [for enhancing story comprehension] with kindergartners and first graders than it was
with older students

Answer 30

Dramatic Play

Question 31

How do we do story generation

Answer 31

1. Because construction of stories is more difficult than story retelling, story generation is a later narrative
   teaching strategy.
2. Encourage students to tell a personal or self-generated story in an interesting and understandable manner,
   using appropriate story grammar.
3. Use scaffolding to support children’s self-generated stories (interactive storytelling).
4. Reduce the use of scaffolds as the child becomes more independent at generating stories.

Question 32

Graphic organizers rationale

Answer 32

Highlight text structures to assist students in comprehension

Question 33

Visual imagery rationale

Answer 33

To increase both comprehension and retelling in primary grade children

Question 34

Why: Effective way for students to link familiar information with new information

Answer 34

Compare/Contrast Charts

Question 35

Stickwriting rationale

Answer 35

Maintains the ease of use for children with limited writing ability
• Provides a visual base for working on narrative structure and more general goals such as sequencing,
vocabulary, sentence structure, and listening comprehension.
• Uses a low-tech tool (pencil and paper) that children can use independently, quickly, and easily

Question 36

How do we do stickwriting

Answer 36

1. Simple pictographs are used in order to give young students a quick and easy method of representing
   characters, settings, and sequences of actions.
2. Call it “picture writing,” explaining the use of pictures as writing.
3. As few as three scenes (beginning, middle, and end) or as many as a dozen may be used to represent a
   story.
4. Emphasize directionality and movement through time with arrows between each action scene.
5. Prompts: “What happened first? Draw a quick picture of that. Then what? Draw that next?” After the
   stickwriting is completed, the student tells the story.
6. Give occasional reminders to keep it “quick and easy,” rather than providing artistic elaborations.

Question 37

Independent narrative production

Answer 37

Personal and fictional narratives

Question 38

Independent narrative productions

Answer 38

Personal and fictional