School-Aged Language: Narratives Flashcards
Narratives are the link between ______ and ______ language development
oral and written
Children who orally produce true narratives have a foundational skill that contributes to ________
literary skills, reading and writing
What is a “True Narrative”
Focuses on an incident around a story and consists of:
- A true plot
- Character development
- True sequence of events
- Problem in the story that is resolved by the end
When is typical development for a child to be able to tell a “True Narrative” ?
4 1/2 - 5 years
The three goals for understanding narratives are:
Increase:
1. Following and understanding of other’s stories
2. Auditory Comprehension
3. Reading Comprehension
What is a preparatory set in relation to narratives in school-aged kids?
An activity or interaction that links the student’s background knowledge and experience to what they are about to read or hear
Prior to reading a story with school aged kids, some practice the STEWS Questions, this is:
S- Skim through the pages- what clues do they give you?
T- Title, What does the title clue you into?
E- Examine pictures, headings, maps for clues, What predictions can be made?
W- Words. What words might be important to the story?
S- Setting. Think about/express the stories setting
What is Literature Webbing? We use it as a Preparatory Set
- Writing key events of a story on cards
- Present to children in random order
- Allow them to organize as a prediction
- read and reorganize
- discuss changes and why
While reading a story with school- aged kids, what are some things you can do to help facilitate understanding of the narrative?
- Insert Questions/focus the student within the reading
- Initiate discussion
- Authors’ message: what do they want us to know?
- Link information to the client
- Make inferences, stop and think about/share conclusions - Ask the child to summarize as you/they read
- stop and ask questions about the narrative - Explain and define new words together
- Clarify pronoun reference
- Link cohesive ties
After reading with school aged children, what are some things you can do to facilitate narrative understanding?
- Provide questions around story grammar elements
- Use visuals to aid understanding and support questions around the story elements
- Question- Answer relationship techniques
Break down the Question- Answer relationship technique used after a story with school-aged kids to facilitate narrative understanding into it’s different types of questions
Type 1: “Right there”
- A can be found easily
- Words for the q and a can be found in the same sent.
Type 2: “Think and Search”
- A can be found but need info from more than 1 sent. or par.
Type 3: “Author and you”
- A is not in the story
- Student has to think of what they know and combine it with info from the story
Type 4: “On my own”
- Inferential q that encourages students to search their knowledge
- A is relavent to text but does not appear in it
In Composing Narratives, school aged children need narrative microstructure skills, those are:
- Use of complex syntax
- Use of decontextualized language
- Descriptive vocabulary
Narrative Macrostructure, in the context of narrative composition, rely on the skills of:
- Overall story organization
- Story episode: initiating event, attempt, consequence
To support a “beginning writer” (before they reach true narratives), what strategies can you use assist them?
- Changing words in a story
- Pictography
- draw or find pictures on computer, student “reads” it back, seems to increase length and quality of early narratives, and allowing a greater focus on content
To support Intermediate Writers (at the true narrative stage), what strategies can be used?
- Focus on specific elements/parts of the story
- Characters, setting, problem, actions
- Visual supports: story maps or webs - Generating stories from own experiences
- Computer or iPad story builders
