Comprehension of Narrative Text 1 NRP Comprehension

Comprehension of Narrative Text 1

NRP Comprehension Recommendations 1. Comprehension monitoring 2. Instructional strategies: • multiple strategies, • question answering, 3. Instructional supports: • question generation, • graphic organizers • story structure, and • cooperative learning • summarization. 2

Kansas State Reading Standards Standard 2: Literature The student responds to a variety of text. Benchmark 1: The student uses literary concepts to interpret and respond to text. Indicators: • Kindergarten: Identifies and discusses problem and solution. • First grade: Follows events in a plot. • Second grade: Retells the plot of a story. • Third grade: Identifies plot sequence. • Fourth grade: Identifies or describes the major conflict in a story and how it is resolved. • Fifth grade: Identifies and describes the major conflict in a story and major events related to the conflict (e. g. , problem or conflict, climax, resolution). (Kansas State Department of Education, 2003) 3

Comparisons of Text Types Instructional Considerations Narrative Expository Purpose to share a story with the reader to inform the reader Concepts and vocabulary familiar (family, friends, common experiences) less familiar (science or socialstudies-type information) Text structure familiar story structure: setting, initiating event, goals, attempts, outcomes less familiar and multiple text structures: descriptive, sequence, compare/contrast, cause/effect, and problem/solution Text features often familiar: illustrations to support text, dialogue less familiar and multiple text features: typographic, organizational, and graphic aids 4

The History of Narrative Comprehension Research 1932: Barlett 1975: Rumelhart 1977: Thorndyke, Rumelhart 1977: Mandler and Johnson 1979: Stein and Glenn 1985: Trabasso and van den Broek 5

Narrative Text The story-structure elements for narrative text include: • Setting • Characters • Initiating event • Goal(s) • Attempts to reach the goal(s) • Outcome • Story ending Adapted from Mandler & Johnson (1977); Rumelhart (1977); Thorndyke (1977); Stein & Glenn (1979); and Trabasso & van den Broek (1985). 6

Read Aloud Listen as the story, Little Red: A Fizzingly Good Yarn, by Lynn Roberts (2005), is read aloud. 7

Goal-Structure Mapping Symbols Initiating event I. E. Goal(s) Attempts to reach goal(s) Main character(s) Character Relationships Outcome(s) (Sundbye, 1998) 8

Goal-Structure Map of Little Red (Thomas) Visit grandma and bring her treats Skipped along the path to Grandma’s house Stopped to pick apples Not to get eaten by the wolf Offered Wolf ginger ale Threw empty ginger-ale keg at the Wolf Offered Wolf all the ginger ale he wanted Yes enemy Wolf I. E. : Little Red leaves for Grandma’s house. To have Grandma for a tasty snack Stole Little Red’s coat Went to Grandma’s house To have Little Red for a tasty snack Dressed up like Grandma Told Little Red he wanted to eat him Swallowed Grandma No No 9

Goal-Structure Mapping How did the teacher integrate: • comprehension monitoring, • instructional strategies, and • instructional supports into the read aloud? 10

Kansas Reading Academy Laurie Leiker Winter Project Coordinator llwinter@ku. edu 11