NARRATIONNARRATION

The second component forThe second component forLanguage as DiscourseLanguage as Discourse

ConversationConversationNARRATIONNARRATION

Narration Narration TopicsTopics– 1. Definition1. Definition

– 2. Importance2. Importance– 3. As language: Discourse3. As language: Discourse

ConversationConversation NarrationNarration

personal narrativespersonal narratives expository narrativesexpository narratives

– 4. Taxonomies4. Taxonomies– 5. Evaluation5. Evaluation

macroanalysis: narrative structuremacroanalysis: narrative structure microanalysis: phonology, semantics, microanalysis: phonology, semantics,

syntaxsyntax– 6. Intervention6. Intervention

Pre-Lecture QuestionsPre-Lecture Questions 1. Define narration1. Define narration 2. Why is narration important?2. Why is narration important? 3. What are the two pre-mature narrative” taxonomies3. What are the two pre-mature narrative” taxonomies 4. Whose taxonomy has 2 event narratives? Why is this taxonomy 4. Whose taxonomy has 2 event narratives? Why is this taxonomy

important for minimally verbal children?important for minimally verbal children? 5. What are the components of Story Grammar?5. What are the components of Story Grammar? 6. Where and How is narrative assessed?6. Where and How is narrative assessed? 7. Should you, as a clinician, address narratives in writing our 7. Should you, as a clinician, address narratives in writing our

goals? Why not? goals? Why not? 8. In a language sample, why should you prepare for at least two 8. In a language sample, why should you prepare for at least two

narrative types?narrative types? 9. How do you teach narratives for9. How do you teach narratives for

– a. 2-4 year oldsa. 2-4 year olds– b. preschoolb. preschool– b. 3rd-4th gradeb. 3rd-4th grade– d. middle schoold. middle school– e. high school TMH classroom?e. high school TMH classroom?

NarrationNarration

1. Narration definition:1. Narration definition: 2. Importance2. Importance

– considered as a bridge from oralacy considered as a bridge from oralacy to readingto reading

– narration development begins narration development begins around 2.6 years of age for normally around 2.6 years of age for normally developing childrendeveloping children

– By the age 3, all children appreciate and By the age 3, all children appreciate and use ALL forms of narration. use ALL forms of narration.

– By the time most children begin school, By the time most children begin school, they are familiar with all forms of they are familiar with all forms of narrationnarration

NarrationNarration

In the classroom, children are In the classroom, children are expected to use these formsexpected to use these forms

This expectation, however, is This expectation, however, is unrealistic for children from low-unrealistic for children from low-print homes and print homes and bidialectic/bilingual children bidialectic/bilingual children

At around age 4, children’s stories At around age 4, children’s stories begin to contain more explicitly begin to contain more explicitly physical and mental states.physical and mental states.

By age 6, children’s stories By age 6, children’s stories describe motives for actionsdescribe motives for actions

Grice’s 4 Discourse Rules Grice’s 4 Discourse Rules

1. 1. QuantityQuantity- provide a sufficient - provide a sufficient but not excessive amount of but not excessive amount of information to the listenerinformation to the listener

2. 2. QualityQuality- be truthful- be truthful 3. 3. RelationRelation- Make your utterances - Make your utterances

relevant to a conversationrelevant to a conversation 4. 4. MannerManner- have your message - have your message

organized, clear and conciseorganized, clear and concise

Development of NarrationDevelopment of Narration

starts through Routine--Scripts--starts through Routine--Scripts--ProtonarrativesProtonarratives– BETWEEN 2-2.6 NUMBER OF BETWEEN 2-2.6 NUMBER OF

PROTONARRAIVES DOUBLEPROTONARRAIVES DOUBLE– Example: ‘it yuckie, Example: ‘it yuckie, – use two strategies by age 3use two strategies by age 3

Centering-linking of entities to form a story Centering-linking of entities to form a story nucleus (2 yr olds typically use)nucleus (2 yr olds typically use)

Chaining-sequence of events that share Chaining-sequence of events that share attributes and lead directly from one to anotherattributes and lead directly from one to another

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3. Personal Narratives types3. Personal Narratives types– 1. Recounts tell about past experiences in 1. Recounts tell about past experiences in

which the child participated or observed or which the child participated or observed or about which the child readabout which the child read

Ex: talking about a field tripEx: talking about a field trip

– 2. Accounts Spontaneous narratives in 2. Accounts Spontaneous narratives in which children share their experiences. which children share their experiences. Listener does not share the accounted Listener does not share the accounted experiencesexperiences

ex.: A family camping tripex.: A family camping trip

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– 3. Eventcasts: an explanation of some 3. Eventcasts: an explanation of some current or anticipated eventcurrent or anticipated event

ex. Planing a field tripex. Planing a field trip

– 4. Stories: fictionalized , having a 4. Stories: fictionalized , having a known and anticipated pattern or known and anticipated pattern or structure. Language is used to create structure. Language is used to create the story with the listener playing an the story with the listener playing an interpretive functioninterpretive function

ex: a child’s fantasy story, play-doh or with ex: a child’s fantasy story, play-doh or with blocksblocks

Expository narrativesExpository narratives

– unique expectations and FRAME unique expectations and FRAME for telling and writingfor telling and writing

– 4 types4 types 1. Explanation/Description1. Explanation/Description

– use adjectives of quality, use adjectives of quality, quantity, actionsquantity, actions

2. Compare/Contrast2. Compare/Contrast 3. Sequence3. Sequence 4. Argumentative4. Argumentative

TaxonomiesTaxonomies– 1. Applebee's1. Applebee's– 2. High Point2. High Point– 3. Stein and Glenn Story Grammar3. Stein and Glenn Story Grammar

– Taxonomy use is determined by the Taxonomy use is determined by the ‘maturity of the narrative.‘maturity of the narrative.

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Applebee’sApplebee’s– Developmental SequenceDevelopmental Sequence

HeapsHeaps SequencesSequences Primitive narrativesPrimitive narratives Unfocused ChainsUnfocused Chains Focused ChainsFocused Chains True NarrativesTrue Narratives

–

High point High point – Devcelopmental SequenceDevcelopmental Sequence

One event narrative……….below 3.5One event narrative……….below 3.5 Two event narrative………3.5Two event narrative………3.5 Miscellaneous narrative…low frequencyMiscellaneous narrative…low frequency Leaping narrative…………4Leaping narrative…………4 Chronological narrative..present all ages Chronological narrative..present all ages End-at-high-point Narrtive..5End-at-high-point Narrtive..5 Classic narrative………………6 Classic narrative………………6

Stein and Glen’s Story GrammarStein and Glen’s Story Grammar– ElementsElements

Setting statementSetting statement Initiating eventsInitiating events Internal ResponsesInternal Responses Internal PlansInternal Plans AttemptsAttempts Direct consequencesDirect consequences ReactionsReactions

Narrative TypesNarrative Types

PersonalPersonal

1. Accounts1. Accounts 2. Recounts2. Recounts 3. 3.

EventcastsEventcasts 4. Stories4. Stories

ExpositoryExpository

1. Descriptive1. Descriptive 2.2.Compare/ContrastCompare/Contrast 3. Sequential3. Sequential 4. Argumentation4. Argumentation

Expository NarrativesExpository Narratives

Types:Types:– unique expectations and FRAME for unique expectations and FRAME for

telling and writingtelling and writing– 1. Sequence1. Sequence– 2. Compare Contrast2. Compare Contrast– 3. Explanation/Description3. Explanation/Description

use adjectives of quality, quantity, actionsuse adjectives of quality, quantity, actions

– 4. Argumentation4. Argumentation

Expository Frames for Oral Expository Frames for Oral and Writing Useand Writing Use

Visual Organizer for Visual Organizer for Descriptive AnalysisDescriptive Analysis Topic ___________Topic ___________ DescriptorsDescriptors

– 1.1.– 2.2.– 3.3.– 4.4.– 5.5.

or

Compare/ContrastCompare/Contrast

Topic ATopic A Topic B Topic B And And ThenThen

Same

Characteristics Characteristics

Expository Frames for Oral Expository Frames for Oral and Writing Use: and Writing Use:

SequenceSequence

TopicTopic FirstFirst And ThenAnd Then And ThenAnd Then And ThenAnd Then FinallyFinally

Expository Frames for Oral and Expository Frames for Oral and Writing Use: ArgumentativeWriting Use: Argumentative

State propositionState proposition Reasons for positionReasons for position Reasons for propositionReasons for proposition

explainedexplained examplesexamples

Reasons for other perspectiveReasons for other perspective– reasons counteredreasons countered

Reasons for MY positions, summarizedReasons for MY positions, summarized SummarySummary

Evaluation RationaleEvaluation Rationale

Evaluation: it’s DISCOURSEEvaluation: it’s DISCOURSE– in the Language Sample, plan for at least in the Language Sample, plan for at least

one, hopefully MORE narrative ‘invitationsone, hopefully MORE narrative ‘invitations– use more than one type:use more than one type:

accountaccount recount, usually the most productiverecount, usually the most productive eventcastseventcasts storiesstories

– record the samplerecord the sample

Narrative Analysis: Narrative Analysis: MacroanalysisMacroanalysis

MarcoanalysisMarcoanalysis– def. Analysis of the narrativedef. Analysis of the narrative– AnalysisAnalysis

1. Narrative genre1. Narrative genre– personalpersonal– expositoryexpository

TaxonomyTaxonomy– High PointHigh Point– Applebee’sApplebee’s– Stein & Glenn’s Story GrammarStein & Glenn’s Story Grammar

Applebee’s and High Point: measures bothApplebee’s and High Point: measures both– macrostructure-macrostructure-eventevent statements statements– microstructure-MLUmicrostructure-MLU

Narrative Analysis: MicroanalysisNarrative Analysis: MicroanalysisPragmatics/ PhonologyPragmatics/ Phonology

Pragmatics using Roth & SpekmanPragmatics using Roth & Spekman– Communication Intention: informingCommunication Intention: informing– Presupposition: Listener & TopicPresupposition: Listener & Topic– Organization of Discourse: RepairOrganization of Discourse: Repair

PhonologyPhonology– intelligibility- transcribe sounds in errorintelligibility- transcribe sounds in error– organize errors byorganize errors by

distinctive features: place, manner, voicingdistinctive features: place, manner, voicing Phonological processesPhonological processes

Narrative Microanalysis:Narrative Microanalysis:Semantics/ SyntaxSemantics/ Syntax

SemanticsSemantics– T/TRT/TR– Class Analysis (nouns, verbs, adjectives, Class Analysis (nouns, verbs, adjectives,

prepositions, pronouns, etc)prepositions, pronouns, etc)

SyntaxSyntax– 14 Grammatical morphemes14 Grammatical morphemes– MLUMLU– T-Units or C-units T-Units or C-units and Sentence Typesand Sentence Types

Narrative Analysis: Narrative Analysis: MetalinguisticsMetalinguistics

– Primary clinical interest is in the child’s Primary clinical interest is in the child’s SKILL in using different narrative genreSKILL in using different narrative genre

– Metalinguistics is a factor when asking a Metalinguistics is a factor when asking a child to ANLAYZE the story forchild to ANLAYZE the story for

MacroanalysisMacroanalysis- why do you think - why do you think this this setting is setting is importantimportant

MacroanalysisMacroanalysis- why did you use the - why did you use the word ‘fuzzy’ to describe the bear? word ‘fuzzy’ to describe the bear?

– Metalinguistics is frequently used to Metalinguistics is frequently used to analyze writing samples.analyze writing samples.

Narration Case StudiesNarration Case Studies

#1. A child is 24 months with an MLU #1. A child is 24 months with an MLU of 2.4. What macroanalysis taxonomy of 2.4. What macroanalysis taxonomy should you use? Why? Which one should you use? Why? Which one shouldn’t you use?shouldn’t you use?

#2 A child is 48 months old with an #2 A child is 48 months old with an MLU of 3.6. Her typical utterance MLU of 3.6. Her typical utterance sequence for a narrative attempt is sequence for a narrative attempt is two statements. Which macroanalysis two statements. Which macroanalysis taxonomy should you use? What taxonomy should you use? What would the language goal be?would the language goal be?

Narrative Case Studeus, #2Narrative Case Studeus, #2 3. An 8 year old is telling ‘stories.’ 3. An 8 year old is telling ‘stories.’

What taxonomy would you use? What taxonomy would you use? Which one would you not use and Which one would you not use and give two reasons.give two reasons.

4. A non-verbal 7 year old is using 4. A non-verbal 7 year old is using sign telegraphic utterances. Is sign telegraphic utterances. Is narration a consideration? If it was, narration a consideration? If it was, which taxonomy would be most which taxonomy would be most appropriate?appropriate?

NarrationNarration InterventionIntervention

– should be a GOALshould be a GOAL– plan as a integral part of therapyplan as a integral part of therapy– part of Emergent Literacy and book readingpart of Emergent Literacy and book reading– techniquestechniques

story boardsstory boards play centersplay centers characterscharacters drawingdrawing acting-outacting-out

Intervention IdeasIntervention Ideas

DiscourseDiscourse ConversationConversation Curriculum topicsCurriculum topics Questioning, Informing, Questioning, Informing,

NegatingNegating NarrationNarration ExplainingExplaining

Visual Organizers for Visual Organizers for NarrativesNarratives

Semantic WebsSemantic Webs Semantic MapsSemantic Maps Resource: Resource: Inspiration, KidspirationInspiration, Kidspiration website: www.Inspiration.comwebsite: www.Inspiration.com

QuestionsQuestions 1. Define narration1. Define narration 2. Why is narration important?2. Why is narration important? 3. What are the two pre-mature narrative” taxonomies3. What are the two pre-mature narrative” taxonomies 4. Whose taxonomy has 2 event narratives? Why is this taxonomy 4. Whose taxonomy has 2 event narratives? Why is this taxonomy

important for minimally verbal children?important for minimally verbal children? 5. What are the components of Story Grammar?5. What are the components of Story Grammar? 6. Where and How is narrative assessed?6. Where and How is narrative assessed? 7. Should you, as a clinician, address narratives in writing our 7. Should you, as a clinician, address narratives in writing our

goals? Why not? goals? Why not? 8. In a language sample, why should you prepare for at least two 8. In a language sample, why should you prepare for at least two

narrative types?narrative types? 9. How do you teach narratives for 2-4 year old9. How do you teach narratives for 2-4 year old 10. How do you teach narratives for preschool at risk children10. How do you teach narratives for preschool at risk children 11. How do you teach narratives for 3rd-4th grade?11. How do you teach narratives for 3rd-4th grade? 12. How do you teach narratives for middle school students?12. How do you teach narratives for middle school students? 13. How do you teach narratives for high school TMH classroom?13. How do you teach narratives for high school TMH classroom? 14. What is the connection between narratives and social stories?14. What is the connection between narratives and social stories? 15. What is the link between narration and the Authoring Cycle?15. What is the link between narration and the Authoring Cycle? 16. What is the difference between personal narratives and 16. What is the difference between personal narratives and

expository narratives? Why is this differentiation important for expository narratives? Why is this differentiation important for school SLP’s? school SLP’s?

End Narration DiscussionEnd Narration Discussion