Narrative Oral Texts

Narrative: Oral Texts

Statewide Speech & Language Service& Aboriginal Education Directorate

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

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

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

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

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

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

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

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?

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)

Where the genres sit on the continuum

Oral Texts Literate

procedure/ storyexplanation generation

exposition

personal story reportrecount retell

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.

Narrative steps example

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

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

STRUCTURE

SETTING

BEGINNING, MIDDLE, END

INFORMATION

SEQUENCING

SYNTAX/ GRAMMAR

CONNECTORS

TENSE

PRONOUNS

SENTENCESTRUCTURE

SEMANTICS

CONTENT

VOCABULARY &DESCRIPTION WORDS

ADVERBIALS of PLACE

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?

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.

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

Narrative Oral Texts

Documents

Transcript of Narrative Oral Texts