Using Narrative to Teach Language Dr Jane Newberry 31/5/24

Reading: Spencer and Petersen 2020

Powerpoint

Hierarchy of story telling

Oral Language – Narrative – Exposition – Persuasion

Macro Structure (how stories are stuctured)

Setting (character, ) > Episode (problem, action, solution/consequence, character reaction, end)

> Multiple episodes may ensue

 

Micro Elements

·       Vocabulary

·       Word level grammar

·       Relationships

o   Chronological order (time, sequence)...first, after..

o   Word level grammar (actions and reactions of characters or in the story)...because, therefore...

But be aware...this is generally the European structure...its important to also include other cultural story types, while also teaching European story structure. Teaching focus could be noticing and unpacking the similarities and differences.

Narrative Planning (* = compulsary to include)

Main Character *
Time/Place *
Initating Event
Internal Reaction
Internal Plan
Action *
Consequence *
Character (internal) action/reaction

 

With children....

·       Make the expectations relevant to the year and ability level e.g. developing....have less events and encourage writer to focus on the introduction, causation and connections

·       Picture based story telling....do children describe what they see (foundation level e.g. year 2-3 year

·       Start with oral story telling...have children got all elements? Prompt to add elements or expand one element as necessary

·       Use mulitple examples to teach story elements (e.g. what a setting is....etc)

·       Promote active participation / experience in story telling ... e.g. tell a story to a friend; choral story telling with whole class; small groups (e.g. reading group), giving multiple ways to retell a story e.g. picture retells, group retell where different students share each part in order (whole class), whole  class picture retells

·       Questioning to make story elements explicit e.g. what was the problem

·       Use visuals e.g. icons for each story element (important to phase them out so children don’t become dependent on them; could be useful for students with additional needs). See story champs project.

·       Individual Intervention: simple story, note key elements by drawing stick figures on post-it notes, have student retell orally using post-its

·       LOOK ON THE INTERNET: visual supports but have a clear intention for the lesson and then find a suitable resource/visual

·       Character/problem/setting cards – children make up a story orally (model then pairs) – expand orally e.g. by teacher questioning – retell multiple ways (optional) – note on planning framework – teacher workshop/check in/feedback and prompt children to include or expand any elements missed. This could be done with a whole class shared version (modelling), all write that story then the following week could involve individual story telling and each child creating and writing their own narrative (option to keep those needing support with the teacher, or buddy students together).

·       Differentiate, individualise and extend (e.g. see above)

·       Try to find other opportunities e.g. shared class book, current events.

Resources:

Evidence Based Narrative Instruction (by a NZ SLT)

Syntaxproject; writingproject

Helen Walls’ The Writing Teacher