Final Exam LDLC

Why is teaching narrative structure important for reading comprehension and oral language development?

to know how stories are organized and how they can effectively communicate their own ideas

be able to understand story structure and apply it to their writing

builds vocab and literacy development

cognition and social emotional development

priming

the frequency with which students are exposed to target syntactic patterns is important for their subset sentence to production

Western Cultures (Aristotelian Structure)

follows a linear, cause and effect structure referred to as "Three Act Structure"

Conflict is central leading to rising action, climax and resolution

Ex- Hollywood films and Shakespearean plays

Indigenous & Eastern Cultures (Cyclical Storytelling)

repetition, interconnectedness, and continuity

Focus on harmony, balance, and ongoing lessons rather than conflict

example: Aboriginal dreamtime stories

Western Narratives (Conflict-Driven)

a protagonist facing external/internal obstacles requiring a resolution

Ex- Hero's Journey

Eastern & African Narratives (Situational or Character- Driven)

Focus on character interactions, community values, or philosophical reflections rather than singular conflict resolution.

Ex: African Oral Traditions

Western Individualism

a single protagonist on a personal journey, emphasizing self-discovery and independence.

Ex: American Dream

Collectivist Cultures (Africa, Asia, Indigenous)

community, tradition, intergenerational relationships over personal ambition

Ex: Chinese and Korean folktales

African storytelling

What are the key components of a story grammar framework?

How statements are organized into problem-solution units called episodes

Basic episode

A complication

Some evidence of goal-directedness

Consequence

Episodes

Describe an animate being's motivations and goals, the efforts to achieve those goals, and the outcomes of such efforts.

Assessment tools

Test of Narrative Language 2 (TNL-2)

Strong Narrative Assessment Procedure (SNAP)

Systematic Analysis of Language Transcripts (SALT)

Index of Narrative Microstructure (INMIS)

Test of Narrative Language 2 (TNL-2)

Measures children's ability to understand and produce stories with proper cohesion, including sequencing, story grammar, and transitions

Strong Narrative Assessment Procedure (SNAP)

Analyzes children's spoken or written stories based on structure, coherence, and linguistic complexity

Systematic Analysis of Language Transcripts (SALT)

A software-based tool for analyzing language samples, including cohesion markers(e.g., pronoun use, conjunctions)

Index of Narrative Microstructure (INMIS)

Measures sentence cohesion, including the use of pronouns, conjunctions, and sentence complexity

Describe a strategy to teach children to retell narratives more effectively.

by using story art displayed tasks for which students have a sense of performance or storytelling

What are the foundational reasons for using narrative intervention with school-age children

to teach story grammar, vocabulary, inferencing, and social pragmatics

setting

characters, surrounding and habitual states and actions

characters

the people or animals in a story

initiating event

In a story, the event that sets the main conflict into motion.

internal response

Information about the main character's thoughts or feelings about the initiating event.

plan

how you are going to solve your problem

attempt

actions resulting from motivating state and leading to a consequence

consequence

successful or unsuccessful outcomes of attempts

resolution or outcomes

resolution

End of the story

Explain the difference between additive and temporal narrative structures.

Additive (in addition to, also)

Temporal (first, next)

What are the different types of narratives (e.g., scripts, personal, fictional)? Give a brief description of each.

fiction- novels short stories, plays

personal- talks about ones own life, personal essay, memoir

script- uses visual aids and auditory means

Why is cohesive language important in storytelling? List two examples of cohesive devices.

Connective cohesion develops from additive to temporal to causal relations

Cohesive use of pronouns

Cohesive use of pronouns differs from syntactic usage

At the syntactic level, correctness is the issue (the referent is a boy and the pronoun is in object position—"him")

For cohesive usage, appropriateness and clarity must be judged (is it clear who "him" refers to?)

Lexical cohesion

most basic way to cohere sentences

Involves the provision of different words that have the same referent

Children do not typically provide substitutions spontaneously and need explicit guidance and an adequate vocabulary

List three instructional strategies used to teach or support narrative structure.

visual support to make abstract concepts concert

ask questions regarding the story

have children practice retelling stories

active participation

small groups

brisk teaching pace

Why might visual supports be beneficial when teaching narrative elements?

Visual supports can be used to make abstract concepts such as story grammar and linguistic features (e.g., causal subordinate conjunctions) more tangible and concrete for children.

Give one example of how you could embed narrative instruction into classroom content.

a teacher could retell a lesson (story) to the students, provide the students with a visual image and as you go through the lesson ask the student questions about the story, then the child can write about the story

Define discrete skills and authentic approaches to grammar intervention. How do they differ?

Discrete skills—provide direct lessons on specific aspects of language in isolation from their usage in context

Authentic approaches—providing authentic opportunities for grammar facilitation...addressing syntax in context

Why is sentence combining considered more effective than grammar analysis or imitation drills?

Students are presented with 2 or more sentences and then are asked to make a single sentence

Effective in improving grammatical development in writing

Strong has suggested that classroom teachers engage in sentence combining activities 2-3 times per week while monitoring students' writing for problem sentences and transferring this practice back into actual writing

What does the research suggest about the limitations of error detection tasks in grammar instruction?

Little research to support either approach

Discrete skills—lack of generalization to outside of intervention setting

What we can assume—it is necessary to target structures within the specific contexts that call for those structures

Describe imitative modeling and how it supports syntactic development. What condition is necessary for generalization?

imitative modeling- —models alternated with production attempts

Generalization to spontaneous use during play period. This was compared to

just a straight imitation activity.

modal verbs

express possibility, necessity, ability, or permission. They are used with a main verb but don't change form. Common modals can, could, may, might, must, shall, should, will, would

Ex- You should study more.

I might go to the party

past perfect

She had left before I arrived (One past action happened before another.)

Perfect Verb Forms

Perfect verb forms show that an action is completed or has a connection to another time

Auxiliary Verbs (Helping)

Auxiliary verbs (or helping verbs) help the main verb by showing tense, voice, or mood.

Include Be, have. do

Copula Verbs (LINKING)

Copula verbs (or linking verbs) connect the subject to more information about it.

include (am, is, are, was, were)

present perfect

I have eaten lunch (the action happened at some point before but now but it is still relevant)

Future perfect

By tomorrow, they will have finished the project. (A future action will be completed before a specific time.)

Past Perfect Progressive

"She had been working on the project for several hours before she got the call." (Describes an action that started in the past, continued for a period of time in the past, and ended before another past action or event.)

direct/ object

the thing or the person that receives the action of the verb. It answer what or whom after the verb

Ex. She ate an apple.

He hugged his friend.

indirect object

the person or the thing that receives the direct object.

to who or for whom

Ex- She gave him a gift.

They told us a story.

Explicit Instruction in Reading Comprehension 4 Phases

Teacher modeling & explanation of a strategy

Guided practice during which teachers gradually give students more responsibility for task completion

Independent

practice accompanied by feedback Application of the strategy in real reading situations

Authenticity of strategies

strategies that are taught should be as much as possible like the ones actual readers use when they comprehend successfully.

Instruction should focus on the flexible application of strategies instead of a Instruction should focus on the flexible application of strategies instead of a

Demonstration

Teachers should demonstrate how to apply each strategy successfully

Guided Practice

A phase in which teachers and students practice the strategy together is critical to learning

Authenticity of texts

Students must be taught, reminded, and given time to practice comprehension strategies while reading everyday texts (not just short workbook pages)

Question- Answer Relationships (QAR)

right there

think and search

author and you

on your own

think and search

Answers require pulling together information from different parts of the text.

Example question: What happened before the main character went to school?"

Example Answer (from text): You'd need to find information about the character's life before the event of going to school and combine it to answer the question

Right There:

Answers are directly in the text.

Example Question: "What did the wolf do at the first pig's house?"• Example Answer (from text): "The wolf huffed and puffed and blew the first pig's house down."

Author and You:

Answers combine text information with prior knowledge.

Question: "How might the Watson family be similar to and different from your family?"

Example Answer: You'd need to consider what the text says about the Watson family and then compare and contrast it with your own family, drawing on your own experiences.

On Your Own:

Answers rely solely on prior knowledge.

Example Question: "What would you do if you had nothing to eat?"•Example Answer: Your answer would be based on your own experiences and knowledge, not on anything in the text.

Reciprocal Teaching:

Predicting, questioning, clarifying, and summarizing contribute to comprehension.

Predicting

Guessing what will happen next

Questioning:

Asking questions about the text

Clarifying

Resolving confusing parts

Summarizing

Restating the main ideas

What are the benefits of using think-alouds during reading instruction?

Instructors model their thought process by verbalizing thoughts while reading. This helps students understand how to make predictions, visualize, and monitor comprehension.

Describe the GIST and SWBST summarization strategies. When would each be most useful?

Somebody-Wanted-But-So-Then (SWBST)

GIST Strategy (Generating Interactions between Schemata and Text):

GIST Strategy (Generating Interactions between Schemata and Text)

Students summarize paragraphs using 10-20 words to capture the main idea

Somebody-Wanted-But-So-Then (SWBST):

Ideal for narrative texts

Somebody: Who is the main character?

Wanted: What did they want?

But: What was the problem?

So: How did they try and solve it?

Then: What was the outcome?

How can teaching students to recognize text structures (e.g., cause/effect, compare/contrast) improve comprehension?

Teaching students to recognize common text structures (e.g., cause/effect, compare/

contrast, sequence) helps them understand and organize information.

Why are think alouds are effective?

Makes thinking visible

Models effective learning

Promotes metacognition

Engages students:

Makes thinking visible:

By verbalizing their thought processes, teachers demonstrate the mental strategies they use to understand and solve problems, which can be invisible to students otherwise.

Promotes metacognition:

Students learn to think about their own thinking, which is a crucial skill for becoming an independent learner

Models effective learning:

Think alouds show students how to approach tasks, monitor their understanding, and problem-solve, which can help them develop their own learning strategies.

What is a text structure, and why is it important for reading comprehension?

Different types of informational passages have different text structures

Text structures are organizational patterns

Authors use certain text structures to help their audience better understand the information presented.

Engages students:

Think alouds can be a dynamic and engaging way to teach, as they make the learning process more transparent and interactive.

List and define five common informational text structures.

descriptive, sequence, compare/ contrast, cause/effect, problem/ solution

cause and effect

describes a reason and its effects

explains reasons why something happened

or explains the effects of something

compare

find similarities

contrast

find differences

problem and solution

describes a problem and its solution

similar to cause and effect

sequence characteristics

sequence, or order based on time

chrono= time

Social Studies and Science Texts

Most texts in SOCIAL STUDIES tend to be structured in chronological order or cause and effect

most texts in science tend to be organized in problem/ solving

Describe how SLPs can scaffold understanding of complex text structures.

SLP might add in connectors or key phrases to help students understand the cause-effect relationships among the ideas in the text

Highlighting text organization helps students make meaningful connections among key ideas.

Break into problem-solution units.

What role do graphic organizers (e.g., Cloze Maps, timelines, flowcharts) play in teaching text structures?

SLP models the retelling from the graphic representation and then provides the student with an opportunity to tell or teach the same text or content from the representation.• Once modeled, the SLP can arrange for students to talk or rewrite the text from a graphic organizer.• In retelling the text from a graphic representation ,the student can learn to differentiate between the main and supportive details

What are the criteria for selecting high-utility words?

importance, frequency of use and relevance of the words

Define Tier Two words:

high frequency words for capable language learners, important to have in one's vocab

What is the "Look, Reason, Predict, Resolve/Redo" model used for?

allows one to look at context cues and to determine what a words means

Describe two graphic organizers used in vocabulary instruction:

semantic maps

semantic webs

Why is definition-based instruction often insufficient?

it is not helpful children need lots of exposure to the words for them to be able to understand what it means

semantic maps

Children brainstorm familiar words about a topic

SLPs leads the children to group the words into categories by arranging them visually on the page

SLP read the text containing the words and helps the children to revise the map to include new things they have learned

semantic webs

Have students think of words that relate to the word using a semantic web or a Venn Diagram

Have students talk about experiences when they were

very frightened.

Have them use the word petrified to describe their experience

List two strategies to help students take ownership of vocabulary learning:

personal dictionaries, self assessment and involve children in setting goals

What criteria should guide the selection of Tier Two vocabulary words?

choose words that children will see again and again and are important to use in their vocabulary

Describe child-friendly definitions. When should you provide those to children?

it is a definition that uses simple terms and are easy to understand

always

personal dictionaries

They may draw in their dictionaries to depict their words- Write sentences to express the meanings of their words- Write their own definitions of the words (they may need some scaffolding with this)- Anything that will help them remember the meaning/pronunciation of the word!

How does the Look, Reason, Predict, Resolve/Redo model promote metacognitive strategy use in vocabulary learning?

Look- before, at, and after the word

Reason- connect what you know with what the author tells you

Predict- A possible meaning

Resolve/ redo- decide whether you know enough should try again or should consult an expert

How does semantic mapping can deepen vocabulary knowledge?

it allows them to visually connect new words withing existing knowledge

Why is repeated, meaningful exposure across contexts essential for vocabulary development, especially for students with SLI?

so that the children have many opportunities to practice the words in many different contexts, teaching new words by definition alone is not helpful

Phonological awareness:

ability to recognize and manipulate sounds in spoken words such as syllables, onsets and rimes

Phonemic Awareness

the ability to identify and manipulate individual sounds (phonemes) within words

List the hierarchy of PA task complexity (from easiest to most difficult):

1) rhyme and alliteration

2) sentence segmentation

3) syllable blending and segmentation

4) onset rime blending and segmenting

5) phoneme segmenting and blending