Join Our Forum Today! - Click Here

Call 866.851.2415

info@mindwingconcepts.com

HomeOur MethodologyFocus AreasProducts & ServicesRequest ProposalResearchResourcesStoreBlogContact
About Us
Our People
Features
Benefits
Alliances & Associations
Response to Intervention (RtI)
Differentiated Instruction
Language and Literacy
IEP Goals and Benchmarks & Special Education
English Language Learners
Autism Spectrum Disorders
Communication Skills for Traumatized, Abused or Neglected Children
Early Childhood Education
Workshop Calendar
Summer Workshops
Professional Development Workshops
Instructional Materials
Customized Sessions
Success Stories
Research Evidence & Feedback
Explicit, Systematic Instruction
Free DVD
Free Lessons
What's New
Funding Sources
FAQs
Videos
Presentations
Games
Shopping Spree Contest
All Products
Featured Items
MindWing's Ultimate Collection
Braidy the StoryBraid™
Talk to Write, Write to Learn™
Story Grammar Marker®
ThemeMaker™
Data Collection and Progress Monitoring
Activity-Based Enhancements
Books
Posters
Narrative
Expository Text
Grade Levels
Autism
Workshops
Common Core
APP
KITS

Get e-mail notifications of new blog posts! Enter email address below.


Delivered by FeedBurner

 

Language, Literacy, RTI Blog

RSSGrab MWC Feed

The Importance of Narrative Development in School and in Life

- Friday, July 30, 2010

The Importance of Narrative Development in School and in Life ... by Maryellen Rooney Moreau

Having worked within the dual fields of speech/language pathology and reading/writing disabilities for the past 35 years, I see the ability to comprehend and/or express a story as vital to both academic and social success. Our conversations with family and friends are made up of stories, about ourselves, and others. We take perspectives of others through stories, we are asked to analyze the actions of characters and even notice their facial expressions and feelings in stories (books and TV) and in life as we strive to understand human nature: why people do what they do.

In short, the ability to comprehend and express stories is as vital to life as it is to academic success!

When working with children surrounding this topic, we frequently use questions to determine their understanding of the story. Who, Where, When, What happened, Why and How are the most common question words we use. However, I have often noticed that the very students who can answer these “Wh” questions still have great difficulty expressing what they have seemingly comprehended to others orally and more so, in writing. These students seem to get the action but not “make connections.” Some can answer Who, Where, When and What happened, but “Why and How” seem too complex. I have found that I must continue to probe with questions in order to motivate my students. In conversations with peers who do not usually persist in asking these questions, my students have often become silent onlookers within the conversational group.  They also can never “think of anything to write!”

Do you recognize your students in these scenarios? If so, you may want to try using a linguistic structure known as story grammar to facilitate retelling, telling and writing stories. Story grammar is the organization of a story. Children are exposed to story organization through graphic organizers. One type of graphic organizer calls for the beginning, middle or end. The other common graphic organizer calls for a character, setting, problem, events and solution.  Neither of these provides the in-depth organization that story grammar structure does. Many children need an explicit scaffold to assist them along the often “scary” road to writing. There is a large body of research on story grammar and its broader category, narrative discourse.   

When looking at story grammar, we encourage children to think about the following components:

  • Character (Who)
  • Setting (Where, When, What usually happens there?)
  • Initiating Event: A happening or situation that caused a change in feeling on the part of the character? Or, a happening that was not expected in the Setting?
  • Feeling: How did the character feel about the Initiating Event? It is important to explain to the children that all Initiating Events are not problems. Many times, these happenings are events that cause feelings that are positive. For instance, a surprise party causes joy; a flat tire causes concern, maybe anger!
  • Plan: What does the character want to accomplish? Desires and intents are words to use.
  • Attempts:  Attempts are planned actions that are done to carry out the intent of the character.
  • There may be many.
  • Direct Consequence: The outcome or result.
  • Resolution: A simple resolution is a statement of the feeling that the character now has.  In most instances the resolution will be different from the original feeling that motivated the character to make a plan. A more complex resolution is a “lesson learned” or a “moral.”

These components comprise an entity known as an “Episode.” According to the National Reading Panel Report (2000), an episode is the basic unit of a plot.  A plot is a series of episodes.
Try the following lesson to get started:

Choose a picture book, such as Rosie’s Walk. Read the book to the child. Ask the child to retell the story to you using the pictures (a book walk). Notice what the child includes in the retelling.  For instance, does the child mention:

  • Rosie, (the main character)
  • The farm, (the setting)
  • Where Rosie went (actions in a sequence at the setting)
  • The fact that there is a fox (character) awaiting Rosie, (an “initiating event”/problem)
  • The Fox’s plan (what the Fox wants; needed to be inferred)
  • What the Fox did (his planned actions/attempts)
  • The outcome or result for Rosie  (consequence/result of actions)
  • The outcome or result for the Fox.  (consequence/result of planned attempts)

Rosie got home after having a pleasant walk. She had no intent other than to walk (a series of actions). The fox did not have a positive outcome. He did not achieve what we inferred that he had planned:  to eat Rosie! Prior knowledge about the relationship between foxes and hens needed to be understood. Actually, there are two episodes here, Rosie’s and the Fox’s.

Maryellen Rooney Moreau M.Ed. CCC-SLP, is the founder and president of MindWing Concepts, Inc.


Recent Posts


Tags

defeating GlassMan Support Learning Challenged Students recipient Story Patch app oral langugage development the incredible 5-point scale by kari dunn baron and mitzi curtis Bamba Burger Impossible Present App SGM® IPAD App social communication Gift Wrap App summer workshops Meeting Grade-Level Standards interactive resources story grammar marker Using Kerpoof for Digital Storytelling and Narrative Development Story Grammar Marker App Mindwing’s Thememaker Maps Adventureland a day in the park student activity booklet think social publishing speech language therapist Free Apps emotions color wheel stories and social problem solving PBL Social emotions Disney's Parks Sotry Grammar Marker Maryelle Rooney Moreau The Importance of Narrative Development in School and in Life ASHA 2012 ipod app iTunes Speech Language Pathologists Speech Techie mindwing feeling poster narratives Social Detectives language intervention narrative development QR Codes The Ely Center in Newton, Massachusetts natick, ma language development East Meets West Braidy, The Story Braid digital pictures IEPs sesame workshop Adult Child Interaction Story Grammar Marker Teacher Manual maryellen rooney moreau participation scale new england workshops kick-off unexpected behaviors The Worrywarts Talk to Write, Write to Learn Teacher Manual Story Grammar Marker® Charcter Map ThemeMaker think social earthquakes lesson ideas mitzi curtis beyond story grammar new england vacation speech-language pathologist Braidy® develop storytelling skills The Core of the Core Director’s Pass national autism center spooky narrative development drawing april MindWing Concepts ASHA intervention materials familiar SGM icons Mindwing's narrative maps MindWing’s Critical Thinking Triangle® scared braidy the story braid autism spectrum webinar mindwing autism collection story or information Social Thinking® Common Core State Standards oral language Using Story Grammar Marker ASHA Atlanta CCSS talk to write, write to learn disgusted comprehension maryellen critical thinking narrative and expository text happy Mindwing Tools animation importance of comprehending speech language pathologist pinky dinky doo gingerhouse bread template Sequencing karen ogen thinking about skills hartford, ct tornadoes American International College Critical Thinking Triangle® autism animated stories story-based interventions Use Google Search Stories tool to develop narrative and expository language, mindwing concepts speech and language pathologist social problem solving prompts five card flickr sequence cards Common Core State Standards Implementation ToonTube free lessons, mindwing concepts, st patricks day digital storytelling autism awareness month surprised FREE webinar Frontierland it's all about the story Simple Machines offer Language Learning Opportunities, MindWing Concepts GlogsterEDU ASHA Convention Sprint's The Gingerbread Man with Everything site MindWing Concepts and Instructional Technology, Kerproof Mindwing’s language maps therapyapp411 SGM® App for Story Grammar Marker® better hearing and speech month Common Craft sad mindwing concepts inc writing Tantalizing Adjectives Webquests SGM® screencast American Speech-Language Hearing Association storybraid Puppet Pals You are a Social Detective the incredible 5-point scale SGM® Summer Study Series autism, autism collection, mindwing concepts Braidy the Storybraid Manual SGM App Braidy® tools mad narrative structure Braidy Fantasy Land Story Grammar Marker Manual hurricanes Mind Wing Concepts langugage interventions make it better story telling interactive poetry generator recipes zimmer twins kick-offs Bamba Post Office ipad app april is autism awaremess month professional development Boise Peace Quilt Project gingerbread holiday season kinesthetic NARRATIVE PRACTICE HYPOTHESIS story patch ipad app kerpoof language development interventions hurricane irene Bamba Pizza umass oral language development social thinking development and literacy MakeBeliefsComix grade level standards SpeechTechie: Looking at Technology Through a Language Lens iBooks App make belief comix therapy resource valentine's day Simon's Cat Channel iPad illustrations toontastic Smart Apps for Kids written expression ASHA leader Critter Country Special Educators Braidy, the StoryBraid™ Van that Dad Cleaned Setting Description Map Sean J. Sweeney Disney details Mindwing Universal Magnets Speech and Language Pathologists popular mechanic Lifetime Achievement Award summer new england vacation Character, Social Thinking, and the Avatar Mindwing’s tools Incredible 5-Point Scale technological tools The Blog of the American Speech-Language Hearing Association Story-based Intervention for Children with Autism Spectrum Disorders Maryellen Moreau intuitive interface of the iPad Braidy the StoryBraid Mindwing's Settings Map SpeechTechie autism related disorders six universal feelings festival of lights audio mindwing Blabberize developmental level narrative mindwing universal magnet set easy-to-use apps umass amherst story patch tactile tools Tomorrowland teacher account StoryBird elementary school level dunn baron we can make it better thanksgiving kinesthetic tools universal magnet set teachers Making Connections Bamba App skill-building story grammar Disneyland Explorer iPad App Theh Speech Guy, Jeremy Legaspi weather Webquest Create A Story video summer get-away staged production Project-Based Learning Character Social Thinking, MindWing Concepts SLPs iOS digital storytelling app google sketchup Braidy the StoryBraid® Six-Second Stories ThemeMaker® SGM Newton, Massachusetts real life situations

Archive