Wordless picture narration is used to obtain higher expressive elaboration over fictional stories in formal testing contexts (Ukrainetz, 2015).
Using the below pictures that form a short story similar in theme to Framed!, create a parallel story using story grammar and target language skills.
on READING:
“I always loved writing but was not a strong reader growing up. Because of this, I assumed that I just couldn’t write a book. I majored in screenwriting in college and began my career as a scriptwriter in children’s television.”
on Writing:
“In film school, it was drilled into us to write with pictures. 'Show don’t tell' was the mantra. We also learned the three-act structure of feature films and the need for cliffhangers before every commercial break in television. Invariably, these techniques work their way into my books...”
Pictography allows quick and easy representation of events and story elements for recall (Ukrainetz, 2015). It also offers the benefit to older students of improving their note taking.
The below pictogram drawn by a student maps the interaction (in the pages directly below) between Nic the Knife and Florian Bates:
Reciprocal reading involves a structured sequence of prompting involving reading the first chapeter of the book Framed! aloud and pausing at moments for a Cloze response (finishing adult sentences[Ukrainetz, 2015]). With repetitions, the Cloze response involves progressively longer segments of text until the student can retell the story in its entirety (and eventually move to creating parallel stories).
Complete the sentence that Florian says to his kidnapper in Romanian in the pages shown above:
Complete the phrase Nic the Knife says to his kidnapper in Romanian:
After making predictions about the rest of the story, based on the first chapter, the SLP reads the story once. Story grammar elements (including the who, what and where of the first chapter) are then reviewed and the student is asked to make predictions about what happens beyond the first chapter. After reading the whole story, major elements including the climax or High Point are charted visually.
Below is an example using a five act structure, hover over each of the numbers:
Hover over each number in the interactive graphic above. Stories with multiple characters provide opportunities for less than clear pronoun reference (Ukrainetz, 2015). The above high point analysis intentionally uses confusing pronoun reference.
Using the basic strategy of moving backwards to the latest noun mentioned before the pronoun. Try to determine to whom the pronouns are referring in the interactive graphic. For each number, paraphrase the paragraph provided with the confusing references eliminated (write your version of each plot point down using paper and pencil). Before summarizing the plot of Chapter 1 , answer the following questions to see if you are able to identify the most accurate summary below (then summarize the plot so far using your own words):
Finally, we'll use what we know already to fill out the setting box in the worksheet chart (print it, write on it, and save your work since we'll add more to it later):
Standard: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
IEP Goal:
By 5/12/2024, when provided with grade-level narrative text, the student will independently summarize a particular story's plot by identifying at least three key events and their sequencing in a series of episodes in 70% of opportunities, improving from 0% of opportunities independently, as measured by a speech-language pathologist.''
Measurable Objectives:
Objective: By 12/12/2023, when provided with grade-level narrative text, the student will independently identify at least two key events in an episode, improving from 0% of opportunities independently to 70% of opportunities, as measured by a speech-language pathologist.''
Objective: By 2/12/2024, when provided with grade-level narrative text, the student will independently identify at least two key events and their sequencing in a series of episodes, improving from 0% of opportunities independently to 70% of opportunities, as measured by a speech-language pathologist.''
Objective: By 5/12/2024, when provided with grade-level narrative text, the student will independently summarize a story's plot by identifying at least three key events and their sequencing in a series of episodes, improving from 0% of opportunities independently to 70% of opportunities, as measured by a speech-language pathologist.''
Reference
Ukrainetz, T. A. (2015). School-Age Language Intervention: Evidence-Based Practices. PRO-ED, Austin.