Hover to see how factors connect to Narrative Skills. Then click connected factors to explore strategies related to multiple factors.
Telling stories requires a complex set of Narrative Skills, from using vocabulary to organizing sentences in meaningful ways. The ability to create stories supports successful reading comprehension, allowing readers to apply their Narrative Skills to understanding the stories in what they read.
Narrative Skills rely on elements of macrostructure and microstructure:
The development of strong Vocabulary and Syntax skills at a young age (~2 years old) can be a good predictor of Narrative Skills in kindergarten, and Narrative Skills in kindergarten are a good predictor of reading comprehension skills in later grades.
Advance graphic organizers link prior knowledge to upcoming learning to help students anticipate and understand the structure of new information.
Audiobooks allow students to hear fluent reading and to experience books above their reading skills.
Students activate more cognitive processes by exploring and representing their understandings in visual form.
Daily review strengthens previous learning and can lead to fluent recall.
With this interactive technique, teachers help students become storytellers by listening and questioning.
When teachers provide explicit instruction in comprehension strategies and model when to use them, students learn how to flexibly apply them to make meaning of texts.
Seeing and using new words repeatedly and in many contexts is critical for Vocabulary acquisition.
When students explain their thinking process aloud, they recognize the strategies they use and solidify their understanding.
Free choice supports learner interests and allows more complex social interactions to develop.
Adding motions to complement learning activates more cognitive processes for recall and understanding.
Visualizing how ideas fit together helps students construct meaning and strengthen recall.
In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.
Spending time with new content helps move concepts and ideas into Long-term Memory.
Imagining allows students to step back from a problem or task and think about it from multiple angles.
Independent reading promotes reading development by emphasizing student choice with teacher support in selecting books, as well as by making time for free reading.
Practicing until achieving several error-free attempts is critical for retention.
Literacy centers with reading games, manipulatives, and activities support learner interests and promote the development of more complex reading skills and social interactions.
Providing physical representations of concepts helps activate mental processes.
Creating patterns for remembering classroom processes, narrative structures, etc.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
Teachers sharing text-to-self, text-to-text, and text-to-world connections models this schema building.
Instruction in multiple formats allows students to activate different cognitive skills to understand and remember the steps they are to take in their reading work.
Connecting information to music and dance moves enhances Short-term and Long-term Memory by drawing on auditory processes and the cognitive benefits of physical activity.
A parent evening meeting about how to support literacy at home with one follow-up meeting with each family has shown strong results for students' reading development.
Reading aloud allows students to hear and practice reading and fluency skills.
Visuals help students recognize relationships within words and sentences to develop reading skills.
Talking with students about what they know about the topic of upcoming work helps activate their Background Knowledge or reveals gaps.
Reading aloud regularly exposes students to new and familiar vocabulary and texts.
Reading aloud books about skills children are learning provides another model for their development.
Students build their confidence and skills by reading and rereading books.
Books for vision differences support reading development for learners with visual needs.
Books of varying complexity and reading levels are necessary for all students to experience reading success.
Multicultural and diverse books are critical for supporting all students.
With rhyming and creative word use, poetry is a genre that supports the development of early literacy skills in particular.
Students who have had little exposure to the school's language can benefit from having books in their Primary Language in their classroom.
Books with SEL topics, such as developing friendships and identifying emotions, help teach these skills.
Providing a story map ahead of time or having students create a map during or after reading helps learners understand and practice narrative skills.
Transforming written text into audio activates different parts of the brain to support learning.
Providing visuals to introduce, support, or review instruction activates more cognitive processes to support learning.
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On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Summary" to view your Design Summary Report.
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Report” to view your Design Summary Report.
By selecting "Show Report" you will be taken to the Assessment Summary Page. Once created, you will not be able to edit your report. If you select cancel below, you can continue to edit your factor and strategy selections.
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