NARRATION The second component for Language as Discourse ConversationNARRATION

Narration Topics –1. Definition –2. Importance –3. As language: Discourse n Conversation n Narration n personal narratives n expository narratives –4. Taxonomies –5. Evaluation n macroanalysis: narrative structure n microanalysis: phonology, semantics, syntax –6. Intervention

Pre-Lecture Questions n 1. Define narration n 2. Why is narration important? n 3. What are the two pre-mature narrative” taxonomies n 4. Whose taxonomy has 2 event narratives? Why is this taxonomy important for minimally verbal children? n 5. What are the components of Story Grammar? n 6. Where and How is narrative assessed? n 7. Should you, as a clinician, address narratives in writing our goals? Why not? n 8. In a language sample, why should you prepare for at least two narrative types? n 9. How do you teach narratives for –a. 2-4 year olds –b. preschool –b. 3rd-4th grade –d. middle school –e. high school TMH classroom?

Narration n 1. Narration definition: n 2. Importance –considered as a bridge from oralacy to reading –narration development begins around 2.6 years of age for normally developing children –By the age 3, all children appreciate and use ALL forms of narration. – By the time most children begin school, they are familiar with all forms of narration

Narration n In the classroom, children are expected to use these forms n This expectation, however, is unrealistic for children from low-print homes and bidialectic/bilingual children n At around age 4, children’s stories begin to contain more explicitly physical and mental states. n By age 6, children’s stories describe motives for actions

Grice’s 4 Discourse Rules n 1. Quantity- provide a sufficient but not excessive amount of information to the listener n 2. Quality- be truthful n 3. Relation- Make your utterances relevant to a conversation n 4. Manner- have your message organized, clear and concise

Development of Narration n starts through Routine--Scripts-- Protonarratives –BETWEEN NUMBER OF PROTONARRAIVES DOUBLE –Example: ‘it yuckie, –use two strategies by age 3 n Centering-linking of entities to form a story nucleus (2 yr olds typically use) n Chaining-sequence of events that share attributes and lead directly from one to another

Narration n 3. Personal Narratives types –1. Recounts tell about past experiences in which the child participated or observed or about which the child read n Ex: talking about a field trip –2. Accounts Spontaneous narratives in which children share their experiences. Listener does not share the accounted experiences n ex.: A family camping trip

Narration –3. Eventcasts: an explanation of some current or anticipated event n ex. Planing a field trip –4. Stories: fictionalized, having a known and anticipated pattern or structure. Language is used to create the story with the listener playing an interpretive function n ex: a child’s fantasy story, play-doh or with blocks

Expository narratives –unique expectations and FRAME for telling and writing –4 types n 1. Explanation/Description –use adjectives of quality, quantity, actions n 2. Compare/Contrast n 3. Sequence n 4. Argumentative

n Taxonomies –1. Applebee's –2. High Point –3. Stein and Glenn Story Grammar –Taxonomy use is determined by the ‘maturity of the narrative.

Narration n Applebee’s –Developmental Sequence n Heaps n Sequences n Primitive narratives n Unfocused Chains n Focused Chains n True Narratives –

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

n Stein and Glen’s Story Grammar –Elements n Setting statement n Initiating events n Internal Responses n Internal Plans n Attempts n Direct consequences n Reactions

Narrative Types n Personal n 1. Accounts n 2. Recounts n 3. Eventcasts n 4. Stories n Expository n 1. Descriptive n 2. Compare/Contrast n 3. Sequential n 4. Argumentation

Expository Narratives n Types: –unique expectations and FRAME for telling and writing –1. Sequence –2. Compare Contrast –3. Explanation/Description n use adjectives of quality, quantity, actions –4. Argumentation

Expository Frames for Oral and Writing Use n Visual Organizer for Descriptive Analysis n Topic ___________ n Descriptors –1. –2. –3. –4. –5. n or

Compare/Contrast n Topic A n Topic B And Then Same Characteristics

Expository Frames for Oral and Writing Use: Sequence n Topic n First n And Then n Finally

Expository Frames for Oral and Writing Use: Argumentative n State proposition n Reasons for position n Reasons for proposition n explained n examples n Reasons for other perspective –reasons countered n Reasons for MY positions, summarized n Summary

Evaluation Rationale n Evaluation: it’s DISCOURSE –in the Language Sample, plan for at least one, hopefully MORE narrative ‘invitations –use more than one type: n account n recount, usually the most productive n eventcasts n stories –record the sample

Narrative Analysis: Macroanalysis n Marcoanalysis –def. Analysis of the narrative –Analysis n 1. Narrative genre –personal –expository n Taxonomy –High Point –Applebee’s –Stein & Glenn’s Story Grammar n Applebee’s and High Point: measures both –macrostructure-event statements –microstructure-MLU

Narrative Analysis: Microanalysis Pragmatics/ Phonology n Pragmatics using Roth & Spekman –Communication Intention: informing –Presupposition: Listener & Topic –Organization of Discourse: Repair n Phonology –intelligibility- transcribe sounds in error –organize errors by n distinctive features: place, manner, voicing n Phonological processes

Narrative Microanalysis: Semantics/ Syntax n Semantics –T/TR –Class Analysis (nouns, verbs, adjectives, prepositions, pronouns, etc) n Syntax –14 Grammatical morphemes –MLU –T-Units or C-units and Sentence Types

Narrative Analysis: Metalinguistics –Primary clinical interest is in the child’s SKILL in using different narrative genre –Metalinguistics is a factor when asking a child to ANLAYZE the story for n Macroanalysis- why do you think this setting is important n Macroanalysis- why did you use the word ‘fuzzy’ to describe the bear? –Metalinguistics is frequently used to analyze writing samples.

Narration Case Studies n #1. A child is 24 months with an MLU of 2.4. What macroanalysis taxonomy should you use? Why? Which one shouldn’t you use? n #2 A child is 48 months old with an MLU of 3.6. Her typical utterance sequence for a narrative attempt is two statements. Which macroanalysis taxonomy should you use? What would the language goal be?

Narrative Case Studeus, #2 n 3. An 8 year old is telling ‘stories.’ What taxonomy would you use? Which one would you not use and give two reasons. n 4. A non-verbal 7 year old is using sign telegraphic utterances. Is narration a consideration? If it was, which taxonomy would be most appropriate?

Narration n Intervention –should be a GOAL –plan as a integral part of therapy –part of Emergent Literacy and book reading –techniques n story boards n play centers n characters n drawing n acting-out

Intervention Ideas n Discourse n Conversation n Curriculum topics n Questioning, Informing, Negating n Narration n Explaining

Visual Organizers for Narratives n Semantic Webs n Semantic Maps n Resource: Inspiration, Kidspiration n website:

Questions n 1. Define narration n 2. Why is narration important? n 3. What are the two pre-mature narrative” taxonomies n 4. Whose taxonomy has 2 event narratives? Why is this taxonomy important for minimally verbal children? n 5. What are the components of Story Grammar? n 6. Where and How is narrative assessed? n 7. Should you, as a clinician, address narratives in writing our goals? Why not? n 8. In a language sample, why should you prepare for at least two narrative types? n 9. How do you teach narratives for 2-4 year old n 10. How do you teach narratives for preschool at risk children n 11. How do you teach narratives for 3rd-4th grade? n 12. How do you teach narratives for middle school students? n 13. How do you teach narratives for high school TMH classroom? n 14. What is the connection between narratives and social stories? n 15. What is the link between narration and the Authoring Cycle? n 16. What is the difference between personal narratives and expository narratives? Why is this differentiation important for school SLP’s?

End Narration Discussion