“Learning is social and emotional. Decades of research in human development, cognitive and behavioral neuroscience, and educational practice and policy have illuminated that major domains of human development—social, emotional, cognitive, linguistic, academic—are deeply intertwined in the brain and in behavior. Moreover, all are central to learning and success.” (www.aspeninstitute.org/, 2018) The Story Grammar Marker® is a cognitive-linguistic-social-emotional-academic approach with the goal of giving children the ability to be successful in school and in life.
Narrative Development provides the structure needed for children to “tell their story,” self-regulate emotions, and achieve goals—paving the way for problem solving and conflict resolution—all aspects of social emotional development. “Social and emotional learning (SEL) is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.” (casel.org)
Narrative Language Competence using the SGM® Approach fosters:
Responsibility for own well-being
Playing well with others
Empathy; feelings of self and others
Responses to others’ feelings and perspectives
The materials included in this set assist teachers SLPs and specialists with help children with the Social Emotional Learning processes. It’s All About the Story and the use of the Teacher Story Grammar Marker® Manipulative focus on the components of the narrative episode. Making Connectionsand The Critical Thinking Triangle in Action! Set fleshes out the elements of the Critical Thinking Triangle (kick-off, feelings, mental states, plans) necessary for perspective-taking, empathy building, and problem solving. Facilitating Relationships focuses on building central coherence, social problem solving, conversation initiation and repair, and social cognition. The SGM® Removable Stickers can be used to make bookmarks for each student or for student journal entries, depending on age and ability.
The components of a narrative episode enable children to:
Notice the characters present
Describe the setting and the expected script
Recognize internal states/feelings (butterflies in stomach, etc.), body language, facial expression “affect” of others, awareness of Six Universal Feelings: Happy, Sad, Angry, Scared, Surprised, Disgusted
Determining the cause (initiating event/kick-off) or the CAUSE of the FEELING
Analyze thoughts and mental states
Notice the Reactions of others to the kick-off
Make a plan: intent, relative to the kick-off/feeling—what does the child want?
Sequence steps (attempts, actions) to accomplish the plan: Generation of possible solutions
Carry out the attempts
Note the Consequence or result of the chosen attempts