This narrative unit is meant to be used as the mini-lessons or “parts” of a whole-part-whole approach*. In the Whole-Part-Whole approach, the therapist pre-teaches the story to the students, showing the pictures and talking about what might happen in the story. The story is then read to the students, with the therapist taking time to ask questions and highlight vocabulary/story elements. After reading the story, use the following activities to highlight and practice language targets (e.g. pronouns, complex sentences, past tense verbs). After completing the language activities, have the student retell the story with or without the pictures. You can even read a parallel story and have the students practice telling that story. A search of your local library will generate several nice potential parallel stories.
Included in this unit:
Pronoun Activity pg. 4-5
Story Retell w/ Pictures pg. 6-10
Creating Complex Sentences pg. 11-15
Vocabulary/Using Semantic Gradients pg. 16-21
Character Describing Mats pg. 22-26
Story Elements Chart pg. 27-29
Past Tense Activity pg. 30-31
*The Whole-Part– Whole approach is adapted from the work of Teresa Ukrainetz.
Ukrainetz, T. A. (2007). Teaching narrative structure: Coherence, cohesion, and captivation. In Ukrainetz, T. A. (Ed). Contextualized language intervention: Scaffolding prek-12 literacy achievement. (195-246). Pro-Ed, Inc.: Austin, TX.
Further information regarding sematic gradients can be found at http://www.readingrockets.org/strategies/semantic_gradients
This activity is based on the version of the Three Little Pigs by Heather Amery and Stephan Cartwright. This version can be found in the book:
Amery, H. & Cartwright, S. (2004). The usborne book of fairy tales. London: Usborne Publishing Ltd.
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