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Comprehension of Narrative Text

Comprehension of Narrative Text. NRP Comprehension Recommendations. Instructional strategies: multiple strategies, question answering, question generation, story structure, and summarization. Comprehension monitoring. Instructional supports: graphic organizers

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Comprehension of Narrative Text

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  1. Comprehension of Narrative Text

  2. NRP Comprehension Recommendations • Instructional strategies: • multiple strategies, • question answering, • question generation, • story structure, and • summarization. • Comprehension monitoring • Instructional supports: • graphic organizers • cooperative learning

  3. Kansas State Reading Standards • Standard 2: Literature • The student responds to a variety of text. • Benchmark 1: The student uses literary concepts to interpret and • respond to text. • Indicators: • Kindergarten: Identifies and discusses problem and solution. • First grade: Follows events in a plot. • Second grade: Retells the plot of a story. • Third grade: Identifies plot sequence. • Fourth grade: Identifies or describes the major conflict in a story and how it is resolved. • Fifth grade: Identifies and describes the major conflict in a story and major events related to the conflict (e.g., problem or conflict, climax, resolution). • (Kansas State Department of Education, 2003)

  4. Comparisons of Text Types

  5. The History of Narrative Comprehension Research • 1932: Barlett • 1975: Rumelhart • 1977: Thorndyke, Rumelhart • 1977: Mandler and Johnson • 1979: Stein and Glenn • 1985: Trabasso and van den Broek

  6. Narrative Text • The story-structure elements for narrative text • include: • Setting • Characters • Initiating event • Goal(s) • Attempts to reach the goal(s) • Outcome • Story ending • Adapted from Mandler & Johnson (1977); Rumelhart (1977); Thorndyke • (1977); Stein & Glenn (1979); and Trabasso & van den Broek (1985).

  7. Read Aloud • Listen as the story, • Little Red: A Fizzingly Good Yarn, • by Lynn Roberts (2005), • is read aloud.

  8. Initiating event I.E. Main character(s) Character Relationships Goal(s) Attempts to reach goal(s) Outcome(s) Goal-Structure Mapping Symbols (Sundbye, 1998)

  9. To have Grandma for a tasty snack To have Little Red for a tasty snack Not to get eaten by the wolf No No Yes Yes Goal-Structure Map of Little Red enemy • Little Red (Thomas) Wolf I.E.: Little Red leaves for Grandma’s house. Visit grandma and bring her treats Dressed up like Grandma Offered Wolf ginger ale Stole Little Red’s coat Skipped along the path to Grandma’s house Went to Grandma’s house Threw empty ginger-ale keg at the Wolf Told Little Red he wanted to eat him Stopped to pick apples Swallowed Grandma Offered Wolf all the ginger ale he wanted

  10. Goal-Structure Mapping • How did the teacher integrate: • comprehension monitoring, • instructional strategies, and • instructional supports into the read aloud?

  11. Kansas Reading Academy • Laurie Leiker Winter • Project Coordinator • llwinter@ku.edu

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