Hammill Institute on Disabilities

Skeleton StoriesAuthor(s): Janice FosterSource: Learning Disability Quarterly, Vol. 7, No. 2 (Spring, 1984), p. 197Published by: Sage Publications, Inc.Stable URL: http://www.jstor.org/stable/1510335 .

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-LDQ-- APPLICATION . . .

BENDABLE ANIMALS "Bendable" toy animals can be used to

motivate written and oral forms of expression in

response to the endless combinations of action and interaction poses that can be achieved by twisting the animals; bodies. When choosing toy animals (they can be found at most toy stores), try to find some with limbs long enough to be

wrapped around their heads (e.g., giraffes, monkeys). First the teacher positions the animals (two or more) and asks the students to imagine what is happening. Pick an interaction that is "thought provoking". Ask students to give the animals names.

The above process yields useful information about students (e.g., how long it takes the child to respond, types of names chosen). After students have named the animals, ask them some questions about the interaction, such as: "What do you think is happening?" "How do

you think 'Charlie' feels?" "Why does he feel that

way?" Provide lead questions that do not con- fine responses. Do not presume to know how the children perceive the interaction. They may see an interaction of sadness, violence, or hap- piness that may be different than your own. Once the interaction has been discussed orally, students may be encouraged to put their ideas in writing. Their written expression can range from a simple sentence to a complex story.

-Dorothy Ungerleider Encino, CA

SKELETON STORIES The use of "skeleton" stories can benefit a

youngster who has difficulty expressing creative ideas in writing. Initially, the teacher provides the student with a short, "bare bones" story (e.g., "The boy walked to the house. He opened the door and stepped inside..."). Students are to ex- pand the story by providing details and adding descriptions (e.g., "The small boy walked through the overgrown garden to the spooky, old house. He opened the creaky, dusty door and quietly stepped inside..."). It is helpful to have several students add details and embellish- ments to the same basic story. The stories are finally read to the entire class. In this manner students have an opportunity to experience the power and variety of diverse descriptive addi- tions.

Once accustomed to elaborating on the skele- ton stories, students are encouraged to write their own stories. Several stories may eventually be collected in a book and illustrated.

- Janice Foster Canoga Park, CA

PEN PALS A pen pal program can be an excellent way to

generate student interest in writing. For exam- ple, students may be matched with children from a class at another school according to common interests (e.g., cars, movies, boyfriends, music, sports). Students from each class write their names and interests on index cards which, subse- quently, are used to match pen pals. Class time may be devoted to writing letters. Letters can be exchanged through the mail or via teachers. The joy of sharing common interests with another child can help make writing a meaningful ex- perience.

-Deborah E. Pollack Los Angeles, CA

Volume 7, Spring 1984 197

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