1. 1 Comprehension of Narrative Text

2. 2 NRP Comprehension Recommendations 1.Comprehension monitoring 2.Instructional strategies: multiple strategies, question answering, question generation, story structure, and summarization. 3.Instructional supports: graphic organizers cooperative learning

3. 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. 4 Comparisons of Text Types Instructional Considerations NarrativeExpository Purposeto share a story with the reader to inform the reader Concepts and vocabulary familiar (family, friends, common experiences) less familiar (science or social- studies-type information) Text structurefamiliar story structure: setting, initiating event, goals, attempts, outcomes less familiar and multiple text structures: descriptive, sequence, compare/contrast, cause/effect, and problem/solution Text featuresoften familiar: illustrations to support text, dialogue less familiar and multiple text features: typographic, organizational, and graphic aids

5. 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. 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. 7 Read Aloud Listen as the story, Little Red: A Fizzingly Good Yarn, by Lynn Roberts (2005), is read aloud.

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

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

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

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