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Narrative Structure Handout Narrative Intervention Teresa A. Ukrainetz, Ph.D. University of Wyoming The Plan Narrative Structure: 1. Why narratives matter Teaching 2. What a narrative is – and is not “Once Upon a Time” 3. Three ways of looking at narrative 4. Teaching through literature 5. Pictography as a representation tool 6. Some tx activities and procedures Teresa A. Ukrainetz, Ph.D., S-LP(C) 7. A whole-part-whole tx framework University of Wyoming And some stories! Narr Tx 1 Narr Tx 2 Language Intervention Contextualized “Provides a model for how to clearly connect theory, research, and clinical application. It is readable and well organized, and the topics covered are timely, relevant, comprehensive, and For importantMore for clinical practice, especiallyIdeas with regard to provision and of services in educational environments…The contributors are recognized as leaders in their areas of expertise.” Vicki A. Reed, EdD, CCC-SLP Information James Madison University “A beginning clinician who is using this book in a graduate-level language course will go into the school setting equipped not only with excellent tools (RISE), but also with a better understanding of how to work toward helping students achieve standards or benchmarks.” Contextualized Skill Janet C. S. Harrison, PhD, CCC-SLP Purdue University “I was mesmerized…An incredible collection of top-notch intervention!” Judy K. Montgomery, PhD, CCC-SLP Chapman University Intervention Dr. Ukrainetz has selected an outstanding corps of contributors to develop a cutting-edge reference on theory and practice in language and literacy intervention. Contextualized Language Intervention lives up to its promise by grounding practical intervention strategies in sound theory and research. Chapter Topics Contributing Authors Contextualized skill framework Teresa A. Ukrainetz, PhD, S-LP(C), Editor Literature-based units Anthony S. Bashir, PhD, CCC-SLP Vocabulary Bonnie Brinton, PhD, CCC-SLP Grammar Sarita Eisenberg, PhD, CCC-SLP Narrative Helen Ezell, PhD, CCC-SLP hierarchical/stimulation discrete skill tx Exposition Martin Fujiki, PhD, CCC-SLP Ukrainetz Peer interaction Ronald B. Gillam, PhD, CCC-SLP Classroom discourse Laura M. Justice, PhD, CCC-SLP Emergent literacy Susan B. Leahy, EdD Phonemic awareness Nickola Wolf Nelson, PhD, CCC-SLP Fluency and motivation Catherine L. Ross, MS, CCC-SLP contextualized skills/hybrid tx Text comprehension Bonnie Singer, PhD, CCC-SLP Self-regulated writing Lori Skibbe, MA Adelia Van Meter, MS, CCC-SLP Carol Westby, PhD task assistance or enrichment COMMUNICATION SOLUTIONS THAT CHANGE LIVES® P.O. Box 163 • Eau Claire, WI 54702-0163 ISBN 1-932054-47-2 1.800.225.GROW (4769) • Fax 1.800.828.8885 • www.ThinkingPublications.comFor books: Pro-Ed, http:// www.proedinc.com/ (NOT Amazon) For qns: [email protected] For conference handouts: http:// www.uwyo.edu/comdis/faculty-staff/ Text Compreh Tx ukrainetz.html 3 Framework 4 Contextualized Skill Intervention Why Narratives? • Context = how tx links to purposeful use; using simplified but whole communication events • Way of thinking – Linked with the classroom • Maintaining community – Through skills, topics, purposes, and activities • Understanding people • Look for context links • Bridge between orality and literacy – Observe classroom; talk to teachers and students; • Teaching language and literacy through stories look at academic standards; look at lessons, • The magic of story interactions, materials… • Then engineered to systematically treat particular skills The landscapes of action and of consciousness (Bruner, 1986) – Not just language enrichment Narr Tx 5 Narr Tx 6 Natrona County School District Casper, WY August, 2016 1 Narrative Intervention Teresa A. Ukrainetz, Ph.D. University of Wyoming Narratives and School Success Everything in a Story • Focused, elaborated talk about experiences è larger 1. The world: scripts and specific understandings vocabularies and longer, more complex, and informative narratives (e.g., Peterson & al., 1999; McCabe & Peterson, 1991) 2. Words and grammar for effective sentences • Narrative structure and quality deficits in ch w/ language and 3. Linking sentences into coherent, cohesive discourse learning disorders (e.g., Boudeau & Hedberg, 1999; Fey et al., unit 2004; Gillam & Johnston, 1992; Gillam & Carlile, 1997; Liles, 1985, 4. Communication in context: why story told and what 1987; McFadden & Gillam, 1996; Newman & McGregor, 2006; Roth & Spekman, 1986; Ukrainetz & Gillam, 2009) audience needs to know for narrator’s purpose • Language in narrative tasks better predictor of persistent LI and future academic difficulties than in word and sentence tasks Plus sufficient cognitive processing capacity for all (e.g., Bishop & Edmundson, 1987; Fazio et al., 1996; Wetherell et al., demands simultaneously 2007) • Narratives show capacity limitations of ch w/ LI: poor content but grammatical adequacy OR elaborated content but grammatical errors (Colozzo et al., 2011) Narr Tx 7 Narr Tx 8 A narrative is ... a story A narrative is not... Yesterday, I really messed up... • A narrative may be based on a mental script, Once upon a time, a beautiful princess... but it is not a script nor a procedure X Typically, people mess up when… X The way you avoid messing up is… • A recapitulation of a past event • Real or imaginary • A narrative is more than an event commentary or a historical annal... • Told with speaker perspective X He shoots, he scores… • With episodic organization X In 1932, he did this, this, this, then that Narr Tx 9 Narr Tx 10 Using Narratives in Tx Why Tx Narrative Structure? • As a goal or target of treatment • How to put words and sentences together in an − Narrative structure organized monologic discourse unit − Storytelling 1. Episodic structure or story grammar − Literature study 2. Cohesion or how sentences link 3. Expressive elaboration or story art • As a context or vehicle for other tx goals • Fits with SLP emphases – Vocabulary, grammar, verbal fluency – Developmental progression – Phonemic awareness, spelling, reading comprehension – Oral composition and sharing – World knowledge… – All levels of language – Memory, knowedge, and metas Oral (& written) language skill with a developmental pattern – Teachable/learnable involving print and literacy, part of school curriculum, and fun to teach! – Classroom and academics priorities Narr Tx 11 Narr Tx 12 Natrona County School District Casper, WY August, 2016 2 Narrative Intervention Teresa A. Ukrainetz, Ph.D. University of Wyoming Common Core State Standards (2010) for K-4 Narrative Structure GR 1 Write narratives which recount two or more sequenced events, with some details regarding what happened, K Use a combination of drawing, dictating, and writing to temporal words to signal event order, and some sense of narrate a single event or several loosely-linked events, in the closure. order in which the events occurred, and provide a reaction GR 2 Write narratives which recount a well-elaborated event or to what happened. short sequence of events, with details of actions, thoughts, National Governors Assoc Ctr for Best Practices & Council of and feelings; and temporal words and closure. Chief State School Officers (2010) http://www.corestandards.org/ Narr Tx 13 Narr Tx 14 GR 3 Write narratives to develop real or imagined events using effective technique, descriptive details, and clear event sequences. Introduce a situation and a character, use 1. Episodic or Story Grammar dialogue, actions, thoughts, and feelings to show character Structure reponse, along with temporal words and closure. GR 4 Write narratives like above with added aspects of a variety of Learning more about a familiar transitional words and phrases, concrete and sensory details to narrative analysis convey experiences precisely, and a coherent conclusion. Narr Tx 15 Narr Tx 16 1. Story Grammar Analysis An Episode Narrative = Setting + Episodes • One type of episodic analysis • How propositions related for goal-directed Episode = Problem + something to show agent is trying problem-solution units to solve it + Solution • Describes an agent's goals, the efforts to 1. The rock fell onto my leg ⇒ Then I was free ? achieve goals, and the outcomes 2. The rock fell onto my leg ⇒ I tried to push it off ⇒ Then I was free • Originally a description of mental schema for 3. I lost my earring ⇒ I was so upset ⇒ I never found representing and retrieving events (Mandler & it Johnson, 1977; Stein & Glenn, 1979) Narr Tx 17 Narr Tx 18 Natrona County School District Casper, WY August, 2016 3 Narrative Intervention Teresa A. Ukrainetz, Ph.D. University of Wyoming Elements of an Episode Each Story Grammar Element Causes the Next and the Next… 1. Complication or Problem = Initiating Event that needs to be resolved Complications cause motivating states 2. Motivating State = Emotional response to which cause plans complication; feelings which cause attempts 3. Plan = Cognitive response to complication; thoughts which cause consequences 4. Attempt = Behavior to resolve complication which cause reactions, which are the end of the story... 5. Consequence or Resolution = Outcome of attempt to resolve complication OR 6. Reaction = Emotional response to resolution; more consequences cause other complications which cause... feelings And so the story continues...stay tuned! Narr Tx 19 Narr Tx 20 Story Grammar Elements Non-Episodic Elements Functionally Defined • Setting = Person, Place, Time, Conditions I was so sad. • Actions or States = isolated emotional or cognitive states and physical actions;
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