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Mrs. Sparks’ Classroom Edit display name

  • Philo T Farnsworth Elementary School
  • West Valley City, UT
  • More than half of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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Students must read and respond to a written text within their general education classrooms. Research shows that students with speech and language disorders respond well when their goals are targeted using books. Students benefit from and participate in classroom activities better and connect to their classroom peers better when they can create oral narratives. Comprehension is improved when students understand the episodic structure (the macrostructure) of stories. They also learn about the microstructure (vocabulary, grammar, complexity of sentences) of stories. A variety of goals can be targeted through narrative intervention - basic concepts, categories, following directions, vocabulary, multiple meanings, answering questions, retelling/creating stories, grammar and sentence structure, idioms, and inferences. Access to good-quality literature and stories is essential to my students' success. This project will fund picture books to teach macro and microstructure, wordless picture books to help with narrative creation, vocabulary cards to help teach the words that they encounter in these stories, and sequencing cards to help students understand why recounting details in order is important. I've also included reinforcing activities because all of that hard work needs to be rewarded!

About my class

Students must read and respond to a written text within their general education classrooms. Research shows that students with speech and language disorders respond well when their goals are targeted using books. Students benefit from and participate in classroom activities better and connect to their classroom peers better when they can create oral narratives. Comprehension is improved when students understand the episodic structure (the macrostructure) of stories. They also learn about the microstructure (vocabulary, grammar, complexity of sentences) of stories. A variety of goals can be targeted through narrative intervention - basic concepts, categories, following directions, vocabulary, multiple meanings, answering questions, retelling/creating stories, grammar and sentence structure, idioms, and inferences. Access to good-quality literature and stories is essential to my students' success. This project will fund picture books to teach macro and microstructure, wordless picture books to help with narrative creation, vocabulary cards to help teach the words that they encounter in these stories, and sequencing cards to help students understand why recounting details in order is important. I've also included reinforcing activities because all of that hard work needs to be rewarded!

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About my class

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