Narrative Oral Texts
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Transcript of Narrative Oral Texts
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Narrative: Oral Texts
Statewide Speech & Language Service& Aboriginal Education Directorate
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Outcomes Learn about oral narratives & the
important role they play in language & literacy development
Review narrative Macrostructure & Microstructure
Develop a bank of strategies for teaching oral narrative
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What is Narrative?
| Essentially it is story-telling| The ability to organise events and
thoughts so we can talk about events that have happened to us in a way that makes sense to others
| It can be spoken (oral) or written| They can be listened to or read
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What skills are involved in narrative?| Attention: To attend and listen to the
story| Memory: To remember and recall
what happened| Organisation: To organise the
events into a structure that makes sense
| Sequencing: To sequence the events appropriately
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What skills are involved in narrative?| Comprehension: To understand what
happened, what was heard or read
| Semantics: To understand and use appropriate vocabulary, descriptive language & schema knowledge
| Story-Grammar: To understand and use the knowledge that most stories follow a particular pattern i.e. intro, problem, plan, event sequence & resolution
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What skills are involved in narrative?| Syntax: To produce & join grammatically
correct sentences
| Social Knowledge: To be aware of listener needs, the purpose of listening or telling, and be aware of the style of language required - formal or informal
| Meta-linguistic: To be aware of and be able to talk about stories
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Narrative as a Social Skill
| Everyday we listen to and provide personal recounts or narratives
| Responding to social questions | Most of conversation is taken up by people
taking turns.| Children engage in fantasy play, often make
up and act out stories
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Narrative difficulties include:
| Illogical sequences| Inappropriate detail| Insufficient information| Cause and effect relationships| Predictions| Feelings of frustration
DIFFICULTY = ACQUIRING
LITERACY
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Story structure| If a person has not had access to story structure with cause and effect,
consequence, and sequence, and lives in an environment where routine and structure are not available, he or she cannot plan. This can have a serious impact on their ability to learn.
Individuals who cannot plan, cannot predict.
If they cannot identify consequences they cannot control
impulsivity.
If they cannot predict, they cannot identify cause and effect.
If they cannot identifycause and effect, they cannot
identify consequences.
Payne, 2003
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o Being able to produce different types of narrative is an important step on a students pathway to literacy
o It is a key milestone on the oral to literatecontinuum
o Involves an understanding of formal and literate style language
o Provides a means to develop other aspects of language i.e. grammar, vocabulary and figurative language
Why is narrative important?
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Narrative as a bridge to literacy
Oral style Oral Text Literate style
Here & Now-Talking about events as they happen. E.g. Zoo (contextualised).
Retelling stories, recounting an experience, telling someone how to make a sandwich.
Writing stories, reports, debating etc. (decontextualised)
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Where the genres sit on the continuum
Oral Texts Literate
procedure/ storyexplanation generation
exposition
personal story reportrecount retell
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Cultural Considerations
| Narrative forms differ according to cultural and language backgrounds.
| For English as a second language (ESL) and English as a second dialect (ESD) students, we need to ensure that the form and purpose of Standard Australian English (SAE) narratives are explicitly taught IN ADDITION to the form used in the students home language.
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How can we effectively teach Narrative? | Provide hands on experiences for the students to
recount| Sequencing| Story Maps| Character analysis| Socio-dramatic Play Areas| Role Play / Joint Action Routines| Drama activities| Stepping it out with program| Scaffolds| Puppet theatre
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Scaffolds
| Steps| Planners| Book| Flip book| News telling chart| Description chart| Cue cards | Story Cubes Reduce
Internalise
Generalise
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The Progression of a Narrative Session
| Shared experience| Discussion/questions| Joint construction| Teacher modelling| Focus on goals| Students have a turn| Praise and give feedback| Student moves their token
along goal chart
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Narrative steps example
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Teaching genres within a theme
Procedural Recount: Cooking Crunchy Crocodiles
Week 3
Retell: Loongie the Greedy Crocodile
Recount: Visiting Broome Crocodile Park
Reptiles
Week 2
Week 1
Theme
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Why Assess Oral Narrative?
| Narrative ability is one of the best predictors of school success for children with a learning disability (LD)
| School aged children with LD have difficulty with several elements of spontaneous story generation includingz Macrostructure: story grammar developmentz Microstructure: use of cohesive ties,
grammatical sentence structure, use of past tense, vocabulary, frequency & length of sentences
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STRUCTURE
SETTING
BEGINNING, MIDDLE, END
INFORMATION
SEQUENCING
SYNTAX/ GRAMMAR
CONNECTORS
TENSE
PRONOUNS
SENTENCESTRUCTURE
SEMANTICS
CONTENT
VOCABULARY &DESCRIPTION WORDS
ADVERBIALS of PLACE
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Professional Reading
| Cortazzi, M., & Jin, L. (2007). Narrative learning, EAL and metacognitive development. Early Child Development and Care. 177 (6-7), 645-660.
| Consider the principles of EAL language development.| What are the social aspects of narrative and narrative
learning?| How is narrative connected to other language areas e.g.
semantics, comprehension?
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References
Celinska, D.K. (2004) Personal narratives of students with and without learning disabilities. Learning Disabilities Research & Practice, 19(2), 83-98.
Cortazzi, M., & Jin, L. (2007). Narrative learning, EAL and metacognitive development. Early Child Development and Care. 177 (6-7), 645-660.
Dymock, S. (2007). Comprehension Strategy Instruction: Teaching Narrative Text Structure Awareness. International Reading Association, 61(2), 161-167.
Payne. R (2003). Understanding and Working With Students and Adults from Poverty. Poverty Series. Part 1.
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Accessing Support
Statewide Speech and Language ServiceCAGE (Canning, Albany, Goldfields & Esperance)
Consultant Principal: (08) 9311 0593
Northern Alliance (West Coast, Midwest & Pilbara)Consultant Principal: (08)9343 0155
Fremantle-Peel, Narrogin, Bunbury & Warren BlackwoodConsultant Principal: (08) 9336 8920
Swan (Swan, Midlands & Kimberley)Consultant Principal: (08) 9275 5511