Linking the Strands of Language and Literacy

1. Linking the Strands of Language and Literacy Linking the Strands of Language and Literacy Presented by Katie R. Lambert M.S., SLP/LIC-CCC Candace L. Goldsworthy PhD. SLP/LIC-CCC NSSLHA Conference California State University Sacramento February 2011

2. Outline • We have about ONE hour to talk about: • The rationale for the Strands Approach • How to use books for a variety of language goals within the Strands Approach • Evaluate various oral narration tools, their purposes and uses • Learn how to use the Oral Narration Outlines as presented in Linking the Strands of Language and Literacy: A Resource Manual (Goldsworthy & Lambert, 2010) It may get exciting in here today, but please try to keep your questions until the very end.

3. Books and Language-Literacy GoalsWorking the Strands • You go into therapy, you read a fantastic book, like The Very Hungry Caterpillar, and…now what?! • There are MANY Language-Literacy Goals that can be established by using one simple, yet very clever tool, a book! • Through the use of one book you can address: • Listening skills (phonological awareness, cloze sentences, ect.) • Play (acting out the story-maybe even change it) • Oral language (grammar, syntax, narrations, etc.) • Written language (print awareness, alphabet, decoding, patterns) • Problem Solving-Critical Thinking (wh- questions, what if…? ,etc.) • Why not work on the ALL a little together, versus one and then the other and then the other…they ALL tie into each other!

4. The Reading/Language Loop Broca’s Area Inferior Frontal Gyrus (needed for articulation/word analysis-word knowledge) Parieto-Temporal Lobe (needed for word analysis, phonological awareness, auditory processing) Occipito-Temporal Lobe (needed for recognizing visual stimulus of word form) References: Maskel, S. EDu. 2010 International Dyslexia Association Convention. Phoenix, AZ. Wolf, M. Ph.D 2010 International Dyslexia Association Convention. Phoenix, AZ.

5. Assessment/Therapy Tools for Oral Narratives • Story Grammar Model Stein & Glenn, (1979) • Narrative Toolbox Hutson-Nechkash (2001) • Dynamic Assessment and Intervention Miller, Gillam & Pena (2001) • Story Grammar Marker Moreau-Rooney & Fidrych (2002) • Test of Narrative LanguageGillam & Pearson (2004)

6. Oral Narration Outlines Linking the Strands of Language and Literacy (Goldsworthy & Lambert, 2010) • The purpose of the Oral Narration Outline is: A. Use books as the main therapy tool B. Intertwine as many strands as possible into one therapy session (remember: NOT mutually exclusive) C. Have fun while learning! • Story Grammar Elements Used: character, setting, feelings (internal response), story starter (initiating event), stair step/transition words (episodes) and resolution • These are the most basic story grammar elements. The interventionist is encouraged to increase, decrease and/or expand the story grammar per student’s needs.

7. Beginning Story Board • What is the Strand here? Listening/Play/Oral/Written/Problem Solving-Critical Thinking Elements • Characters/Setting/Feelings/Story Starter/Stair Step Words/Ending Layout • Generic icons • Pictures from the book How to • Read and discuss book • Lily pads/sticky notes/Story Boards

8. Beginning Story Board Example The Very Hungry CaterpillarEric CarleDownload pictures from the story book, clipart or other image software Characters Setting Story Starter Feelings Stair Steps First Then Then Then Then Then Then Then Finally

9. Intermediate/Advanced Story Board • What is the Strand here? Listening/Play/Oral/Written/Problem Solving-Critical Thinking Elements • Character/Setting/Problem/Solution/Plan/Story Starter/Transition Words/Ending Layout • All icons are generic How to • Students are encouraged to either create their own story with the elements OR retell a familiar story with the elements

10. Intermediate/Advanced Story Board Example Solution Problem Characters Setting Stair Step Through the Story! Wrap it up Nicely! Story Starter Plan

11. Beginning Writing • What is the Strand here? Listening/Play/Oral/Written/Problem Solving-Critical Thinking Elements • Copying simple pictures • Copying Tier 1 and Tier 2 words Layout • Level 1: Copy the simple pictures • Level 2: Copy the vocabulary words • Tier 1 (basic words and rarely require instructional attention in school and highly frequent in life: clock, baby, ball, happy, walk, run, etc.) • Tier 2(High frequency use for mature language users and found across a variety of knowledge domains: coincidence, absurd, industrious, fortunate, etc.) How to • Use discretion, what level is appropriate for your student? • Solidify story grammar elements: character/setting/feelings, etc.

12. Beginning Writing-Level 1 Copy Simple Pictures

13. Beginning Writing – Level 2 Copy Tier One/Tier Two Vocabulary Words

14. Intermediate Writing • What is the Strand here? Listening/Play/Oral/Written/Problem Solving-Critical Thinking Elements • Copy the sentence • Cloze sentences Layout • Level 1: Copy the sentence • Level 2: Complete the cloze sentences How to • Again, use discretion for the level of your students. • Use the vocabulary words to discuss possible patterns in the words, meaning of the words, use them verbally in sentences. • Cloze sentences can be used for written or oral comprehension skills and listening skills.

15. Intermediate Writing: Copy the Sentence The caterpillar turned into a butterfly. ________________________________________________________ -------------------------------------------------------------------------------------------- ________________________________________________________ ________________________________________________________ -------------------------------------------------------------------------------------------- ________________________________________________________

16. moon apple stomachache egg four caterpillar swiss leaf three cocoon Intermediate Writing: Complete the Cloze Sentences The Very Hungry Caterpillar Complete these sentences using the words from the word bank. • After the sun came up, the caterpillar popped out of the ________. • On Monday he ate on________________________________. • He ate one slice of ___________________________ cheese. • He ate ________________________________ strawberries • The egg lay in the light of the _______________________. • That night he had a ___________________________. • He ate _______________________________ plums. • He ate through one green ____________________________________. • The _________________________________ ate one pickle. • He built a small house called a __________________.

17. Advanced Writing • What is the Strand here? Listening/Play/Oral/Written/Problem Solving-Critical Thinking Elements • Characters/Setting/Problem/Solution/Plan/Story Starter/Stair Step Words/Ending Layout • Visual outline with generic icons How to • Level 1: Student verbally tells a story (re-creation or original) while interventionist writes it in outline-student writes story using outline • Level 2: Student completes outline by his/herself (re-creation or original) and independently writes the story based on the outline

18. Advanced Story Writing/Telling Outline

19. Extras • Comprehension Questions • Story Talk Binder Templates • Wall Posters • Paper Dice • Pocket Chart Images • Basic Story Outlines • Story Starters and Transition Words

20. Tie It All Together