![]() If you want specifics on how I teach story grammar and the materials I show throughout this blog post, click here to check out my story grammar packet. Below I’ll outline 8 steps that I generally follow. I complete pre and post-testing at each level to show progress for IEPs and progress notes. So, how do I teach it? How do I start with really young students or older students who are completely unfamiliar with this vocabulary? I generally teach these skills in three levels. STORY GRAMMAR ELEMENTS TEACHING STRATEGIES AND IDEAS: This is good news because these are all great strategies and tools that are in “our wheelhouse” and are perfect for pull out lessons, push in or carryover, and for students in preschool through high school. They also state that modeling strategies and graphic organizers (e.g., story mapping) are both effective when teaching story grammar and reading comprehension strategies. You can read their findings here, but overall, they state that “the findings suggest that story grammar treatments improve the reading comprehension skills of children with learning disabilities.” There is a systematic review of studies on teaching story grammar as a reading comprehension strategy for students with learning disabilities on the ASHA website. I’ve also seen HUGE success in using visuals and graphic organizers in class (when I do push in) to help with writing. I’ve personally seen huge gains in my students abilities to understand and tell their own narratives using this structure. #SLPwinīefore I get into ideas for teaching story grammar, I’ll share some research that gives a base for why teaching story grammar elements is an effective strategy to increase reading comprehension. One of my students told me that a visual I gave him for use in the classroom with information about story grammar, story structure, and transition words was so helpful that he felt like he was cheating. When teaching story grammar elements, especially with older students, I almost always include direct teaching about story structure (e.g., beginning/middle/end) and transition words (e.g., first, in the beginning, finally) as I think they really help solidify my student’s understanding of how stories work. ![]() It can also include things like plot, climax, or suspense. What it exactly includes varies depending on what program or teaching protocol you’re using, but it often includes things like character, setting, problem, solution, or feelings. Story grammar is the parts or elements of a story. What exactly is story grammar? What do I include when teaching story grammar? Let’s start with the basics so we’re all on the same page. One skills I’ve targeted at all of those settings and levels is understanding and sharing narratives. Those of you who’ve been around here for a while know that I’ve switched jobs/settings quite a few times, working in an outpatient setting, a preschool, an elementary school, a high school, and now I’m full time in a middle school (and love it!!).
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