Linking the Strands of Language and Literacy

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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
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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.

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Books and Language-Literacy GoalsWorking the
Strands

• You go into therapy, you read a fantastic book,
  like The Very Hungry Caterpillar, andnow 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 otherthey
  ALL tie into each other!

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The Reading/Language Loop
Brocas 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.
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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 Language
  Gillam Pearson (2004)

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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
  students needs.

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Beginning Story Board

• What is the Strand here? Listening/Play/Oral/Writt
  en/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

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

• What is the Strand here? Listening/Play/Oral/Writt
  en/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

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

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Beginning Writing-Level 1 Copy Simple Pictures



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Beginning Writing Level 2 Copy Tier One/Tier
Two Vocabulary Words
pop _________________________ -------------------------- _________________________
still _________________________ -------------------------- _________________________
ate _________________________ -------------------------- _________________________
better _________________________ ------------------------- _________________________
salami _________________________ -------------------------- _________________________
butterfly _________________________ -------------------------- _________________________
cocoon _________________________ -------------------------- _________________________
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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.

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Intermediate Writing Copy the Sentence
The caterpillar turned into a butterfly. _________
_______________________________________________ -
--------------------------------------------------
----------------------------------------- ________
________________________________________________ _
__________________________________________________
_____ -------------------------------------------
-------------------------------------------------
__________________________________________________
______
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Intermediate Writing Complete the Cloze Sentences
The Very Hungry Caterpillar Complete these
sentences using the words from the word bank.

1. After the sun came up, the caterpillar popped out
   of the ________.
2. On Monday he ate on_______________________________
   _.
3. He ate one slice of ___________________________
   cheese.
4. He ate ________________________________
   strawberries
5. The egg lay in the light of the
   _______________________.
6. That night he had a ___________________________.
7. He ate _______________________________ plums.
8. He ate through one green _________________________
   ___________.
9. The _________________________________ ate one
   pickle.
10. He built a small house called a
    __________________.

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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

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Advanced Story Writing/Telling Outline









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Extras

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

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Tie It All Together