Students develop core classroom language skills with cut-and-paste story sequences that guide them to answer questions and construct and tell their own stories.
- Answer wh- questions
- Develop narrative language
- Problem solve, predict, and draw inferences
Bring some innovative techniques and tools to your therapy room! Teach question skills and narrative language with:
- amusing, illustrated story sequences
- hierarchy of wh- question difficulty
- student cut-and-paste activities to create their own stories
- guided lessons help students transition to story-telling
- personalized application questions help students use prior knowledge to expand language usage
Use the activities to meet goals for these classroom language skills:
- wh- question comprehension and answering
- story comprehension
- thinking and problem-solving
- predicting and inferring
Each of the 45 lessons progress in this order:
- Activity 1—Children listen to a three-part story and follow along by looking at the story illustrations. Then, they answer wh- questions about the story. There are three levels of question difficulty:
- Level 1—basic content questions
- Level 2—inference questions
- Level 3—problem-solving, predicting, and expansion questions
- Activity 2—The child constructs his own story loosely based on the story in the first activity. Wh- questions are provided to help him plan his narrative. The child chooses pictures included in each lesson to illustrate his story.
- Activity 3—The child sequences the pictures he selected in Activity 2 to make a three-, four-, or five-part story and glues them on the activity page. He tells his story with the therapist providing question prompts as needed. Personal application questions give the child practice in relating information and experiences. Use these question prompts to delve deeper into complex wh- question forms and develop skills for problem solving, memory, inferencing, and predicting.
Copyright © 2012
- Researchers found six strategies that improve reading comprehension, including answering questions. Questions help children focus on the story, giving readers a purpose for reading and encouraging them to scrutinize what they are reading (Armbruster, Lehr, & Osborn, 2003).
- The Committee on Early Childhood Pedagogy substantiated many issues that contribute to positive outcomes in reading achievement (Bowman, Donovan, & Burns, 2001).
- What happens at home is as important as what happens in the classroom.
- Asking questions, engaging children in conversations, and expanding children's language contribute to the development of language skills.
- Listening comprehension, the ability to understand oral language, is a necessary skill for children to have as they get older.
- Children who are developing normally understand and respond to wh- questions very early. Ask a toddler, "Where's Mommy?" and he will look for his mother. This is not the case for children with language delays. These children need specific intervention strategies that teach the semantic, syntactic, and grammatical aspects of questions (Wilson, Fox, & Pascoe, 2010).
- Both comprehension and production should be considered in all areas of grammar. Particular attention should be paid to syntactic movement, especially of wh- questions (Taylor-Goh, 2005).
No-Glamour Junior Answering Questions incorporates these principles and is also based on expert professional practice.
Armbruster, B.B., Lehr, F., & Osborn, J. (2003). A child becomes a reader: Birth through preschool. Retrieved March 9, 2012, from www.nichd.nih.gov/publications/pubs/birth_to_pre.cfm?renderforprint=1
Bowman, B.T., Donovan, M.S., & Burns, M.S. (Eds.). (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press.
Taylor-Goh, S. (2005) Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.
Wilson, M.S., Fox, B.J., & Pascoe, J.P. (2010). Developing question asking and answering: Theory & research based intervention. Winooski, VT: Laureate Learning Systems.