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L a n g u a g e A n d L i t e r a c y :

S t o r y G r a m m a r M a r k e r E x p a n d i n g E x p r e s s i o n s T o o l

M O N I K E G A R A B I E TA , M S , C C C - S L P

T O D A Y ’ S G O A L S- What i s the Stor y Grammar

Marker (SGM) and Expanding Express ion Tool (EET)?

- Determine the importance of narrat ive text to language development

- Determine the importance of vocabular y development

- Research behind the tools… YAY! ! ! ! !

- Ideas to use the tools

W h a t a r e t h e S t o r y G r a m m a r M a r k e r ( S G M ) a n d E x p a n d i n g

E x p r e s s i o n s T o o l ? ( E E T )

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STORY GRAMMAR MARKER (SGM)- A tool used to help a student connect oral comprehension and retell to the parts of a story with a physical, kinesthetic and visual connection that increases memory and retell ability

3 LITTLE PIGSCharacter?

Setting?

Problem?

PLAN AND SEQUENCEPlan: Make a good houseFeelings?

What do they do?

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TIE UP AND MORAL

Did the plan work?

Did the character learn anything?

EXPANDING EXPRESSIONS TOOL (EET)- A tool used to help a student increase connections to known and novel vocabulary with categorical, descriptive, locative, composition, and function parameters.

EET PARTS

Green – Group

Blue – Do

What does it look like?

What is it made of?

Pink – Parts

White – Where

What else do you know?

Group: What category? (Music, instrument)

Blue:What is the function? (Make music)

Look like: Physical (Brown, long, oblong)

Made of: Material (Wood, nickel)

Pink: Parts (Neck, body)

White: Where (Guitar store, home)

What else do you know: Personal connection (I can’t play guitar!)

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Importance Of Narrat ive DevelopmentT H E S TO RY G R A M M A R M A R K E R

R e s e a r c h :M a n i p u l a t i v e s a n d O r a l

L a n g u a g e

• Neural network: Norris and Hoffman (2005)

• Importance of a multi-sensory approach: Robles, et al (2003)

• Oral language as a precursor for writing

• Increasing memory and retention allows for greater comprehension

Research:Merritt and Li les (1987)

• Study: TD and LI students

• Children that are not typically developing have difficulty making connections to text and using cohesive ties (story grammar)

• When appropriate retell grammar is absent, decreased comprehension follows

• Specific deficits: Linking items of story together

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Research:Johnston (2008)

• Specific literacy intervention de-contextualizes language from here and now to there and then

• Narrative retell is a imperative marker for processing disorders (communicative, linguistic, etc.)

• Stories help children relate to themselves and others

• Giving foundational skills increases predictability, listening, and comprehension

N a r r a t i v e D e v e l o p m e n t

• Carol Westby, 1985, 2003

• Narratives as a way to think of information and remember information (p. 99)

• Creating a construct for narrative telling and retelling involves understanding of sequencing, vocabulary, inferencing, and the cohesive words that bring elements of a story together

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Vocabulary: Word Power(EET)

E X PA N D I N G E X P R E S S I O N S TO O L

ResearchLucas and Norbury (2015)• Study: Children diagnosed with ASD, LI, and TD

(normative) peers

• Knowledge of vocabulary allows greater inferencing skills

• Increasing direct vocabulary instruction increases comprehension skills

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Research:L o v e l a c e a n d S t e w a r t ( 2 0 0 9 )

• Study: Increasing vocabulary in African American children with limited vocabulary

• Storybook foundations were utilized to increase functional understanding of vocabulary

• “Robust Vocabulary Instruction”

• Maintained and understood words 2 weeks after study

Research - EET

Tools in Intervention

U S E O F TO O L S

I N T E R V E N T I O N I D E A S

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Intervent ion Structure : Language Only

• Warm-up – Written (5 minutes)• Narrative review WITH tool (5 minutes) • Instruction (7 minutes) – Reading story, specific review

of one part (character, etc.)• Activity (7 minutes) – Hands-on• Review/Inference and Homework (5 minutes)• Transfer to classroom (1 minute)

Warm-up: KWL

- Enhances comprehension

- Starts the “cogs” for listening

Warm-up: Kick-off

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Warm-up: Character Review

Abbreviated Episode: Description• Description of character

– What is the character’s name?

– Is it a boy or a girl? Young or old? Animal or human?

– What does it look like?

– What are some personality traits?

– Joining personality to likes and dislikes

• Description of setting

– Describing setting by using 5 senses (5 points of star)

Character Map

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Meat of the story: Critical Thinking Triangle

• Problem

– What happens that is unusual?

• Feelings

– How does the character feel about the plan or problem?

• Plan

– What does the character decide to do about it?

• Causal relationships

– Using “because,” “so,” “therefore,” “and” to join the parts

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Sequence: Relating to “How-To”

•Using sequence words– “First, next, then, after that, finally”

• Relating the sequence to the plan

– A sequence of actions is determined by the plan

Tie-Up and Moral

•Tie-Up– Did the plan work?

•Moral– Did the character learn something?

– How did he or she feel at the end of the story?

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Review of Stories

Interact ive SGM Ideas

• Retell Race

• Create tools with beads

• Create your own story

• Re-write specific elements of story

• Show and tell (use recorder)

• Student-rated retell (give rubric and help them listen)

• Allocate specific parts to specific kids in your group

Tools

- Keep them easily and visually accessible at all times

- Do not label – allow students to remember

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Rete l l Race

Homework Example

Use the EET and SGM in Inc lus ion Classrooms

• Warm up: Story review with tool (5 min)

• Use picture cards for nouns/verbs/people (7 min)

– Identify in various fields

• Use pictures for retell with tool

• Draw verbs

• Use story for crafts

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More EET Sugges t ions

• Vocabulary tree

• Identify feelings with visuals

• Identify function with pictures in various fields

• Compare and contrast characters with parts

Compare and Contrast Characters

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More Ideas

• Roll dice on the EET, who can name it?

• Use cards to rapid name based on pairs of pictures

How do I ge t s tar ted?

• Create a visual in your room (DO NOT LABEL)

• Buy or make story grammar marker tools

• Come observe speech

• LOTS and LOTS of visuals

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BibliographyDeward, M. J. (2009). Expanding Expression. Retrieved January 15, 2016, from

http://www.expandingexpression.com/data_research.htmlJohnston, J. R., PhD. (2008). Narratives: Twenty-Five Years Later. Top Lang Disorders, 28(2), 93-

98. Retrieved January 15, 2016.Lovelace, S., & Stewart, S. R. (2009). Effects of Robust Vocabulary Instruction and Multicultural

Text on the Development of Word Knowledge Among African American Children. American Journal of Speech-Language Pathology, 18, 168-179. Retrieved January 15, 2016.

Lucas, R., & Norbury, C. F. (2015). Making Inferences From Text: It's Vocabulary That Matters.Journal of Speech, Language, and Hearing Research, 58, 1224-1232. Retrieved January 15, 2016.

Merritt, D. D., & Liles, B. Z. (1987). Story Grammar Ability in Children With and Without Language Disorder: Story Generation, Story Retelling, and Story Comprehension. Journal of Speech, Language, and Hearing Research, 30, 539-552. Retrieved January 15, 2016.

Moreau, M. R., MS, CCC-SLP M.Ed. (2016, January). About MindWing Concepts. Retrieved January 31, 2016, from http://mindwingconcepts.com/pages/about-us

Moreau, M. R., MS, CCC-SLP M.Ed. (2016, January). Evidence. Retrieved January 31, 2016, from http://mindwingconcepts.com/pages/research

Surovec, Y. (2012, May 3). Cat versus human. Retrieved January 31, 2016, from http://www.catversushuman.com/2012/05/for-older-cat-story-comics-just-click.html