Trackingnarrative Language Progress (TNL-Pr)

TrackingNarrative Language Progress (TNL-Pr)

Gillam& Gillam (2010)

StoryGrammar
Element / Description / Examples / Description / Examples / Description / Examples / Description / Examples / Total
Character
SaltCode =CH / 0Points:Nomain characteris included,or only ambiguous pronounsare used. / “Theywere walking.”
“Sheand him were walking.”
Somebody iswalking. / 1Point: Includesat leastonemain character
usingnon- specific labels (pronouns,
nouns)WITH
adeterminer
(“the”or“a”). / “Oncethere was aboywalking.”
“Theboywaswalking.” / 2Points: Includesat least1main character usinga “name”for thecharacter.
Note:Only codeeach characteronetime. / “Oncethere wasaboy named Charles.” / 3points: Includesmore than1main character
usingspecific
(name). / “Therewas aboy named Charles,a girlnamed
Connie,and amom named Jody.”
Setting
SaltCode=S
*Settingelementsmayoccuranywhereinthestory. / 0Points:
Noreference toaspecific timeorplace. / “Theboy andthegirl were walking.” / 1Point: Includes referencetoa generalplace ortime
(*not necessarily relatedtoa“story”) / “Theboyand thegirlwere outside.”
“Thespace shipcame fromouterspace.” / 2points:
1referenceto aspecific placeortime inthesame story.
(*mustbe related specificallytothestory). / “Oncethere wasaboy andagirl walkingin CentralPark.” / 3points: Includes2or more referencesto specific placesand/or times(inthe samestory). / “Last weektherewasa boyanda girlwalking inCentralPark.They livedin Logan.”
InitiatingEvent
SaltCode=IE Eventthatmotivates/elicitsaction“startsthestory”
*Note:TheIEmustbe explicitlystatedbythechild,notinferredbythescorer. / 0Points:
Aproblemor “starting” eventisnot stated. / “Thegirl lookedat theboy. Theboy andgirl were walkingin thepark. Theboyis nexttoa car.There isatree.”
Note: Description ofpicture with no motivating event tostart the story.. / 1Point: Includesat leastone eventor problemthat doesnot
motivate/elicit anaction
fromthe character. / “Aspaceshiplandedinthe park(potential initiating event).There werealiens laughinganda dogrunning andatable and....(no action/attempts relatedto potentialIE)” / 2points: Includesat leastone eventor problemthat elicitsan active
responsefrom the character(s). / “A spaceship landedin thepark (IE). The girlran(A) outtosay “hi’tothe aliens.” / 3points:
2ormoreIE’s inonestory (complex episode). / “A spaceship landedin thepark (IE).The girlran(A) outtosay “hi’to them.They became friends(C). Then,the spaceship caughton fire(IE). Theyranto getsome water.”
InternalResponse
SaltCode=IR
(eg.,afraid,surprised, happy,excited,sad; NOT“liked”“hadfun”)
*Note:Adjectiveor adverbthatexpressesa mentalstaterelatedtoemotion / 0Points: Thereareno feelings, desiresor thoughts explicitly stated / “Thegirl andboy sawthe aliensland andthey ranoutto meet them.” / 1Point:
Wordsareused thatdescribe feelingsthatare not directlyrelatedtotheIE. / “Theboysaw aspaceship landinthe park(IE). Therewasa happydog.” / 2points:Onefeeling, desire,or thoughtofthe characterare explicitly statedand relatetotheIE.
(OnestatedIR) / “The spaceship landed (IE).The girlwas afraid(IR) ofmeeting
thealiens.” / 3points:
Twoormore feelings, desiresor thoughtsare explicitly statedand relatetothe
IE
(2ormore statedIRs). / “The spaceship landed.The girlwas excitedto meetthe aliens.She washappywhenthey greetedher nicely.”
Plan
SaltCode:P
Keywords:wanted, thought,decided, pondered,considered / 0Points:
Nostatement isprovided aboutthe character’s plantosolve theproblem. / Thealiens landed. Thegirl ranoutto
meetthem. / 1point:
Use“gonna, goingto”ora cognitive/mental stateverbNOT relatedtohow thecharacter
mayreacttothe IE.The statementis NOTdirectly
relatedtotheIE. / “Thegirl decidedto haveapicnic withher brother.” / 2points: Thereisone statement abouthowthe charactermay reacttothe
IE.The statementis directly relatedtothe IE. / “The spaceship camedown (IE).The alienscame out(A).
Thegirl wantedto go(P)meet them.” / 3points: Thereare2or more statements abouthowthe characters
mayreactto thesameor different(if complex episode)IEs. / “The aliens landed. The girl decidedtogomeet
them.Sheran overandsaid, “Hi.”Theboy thoughthe wouldsneak away.He
wenthome
andnoone sawhimgo.”
Action/Attempt
SaltCode=A
Note:Cognitivestate verbsNOTincluded (thought,decided, wanted) / 0Points:
Noactionsare takenbythe main character(s) (noaction verbs containedin thestory). Basically,a seriesof random descriptions. / “Thereis a girl. There is aboy.It issunny.” / 1point: Actionsare takenbythe main character(s)that arenotdirectly relatedtothe
IE.
(Descriptive actions) / “The spaceship landed.The boyandthe girlwere goingtoa park.” / 2Points:
Oneormore actionsis takenbythe main character(s) thatIS directly relatedtothe IE. / “The spaceship ofaliens landedin thepark (IE).The girlranout tomeet them.She wentup andsaid, “Hi.” / 3Points:
Theaddition ofa complicating actionthat interfereswith the
character’s actionsin responseto theIE. / “Thealiens landedinthe park(IE).The girlwantedto betheirfriend (P).She walkedover
tosayhi(A). Theysnarledather(Complication). Sheranhome totellher parentswhat happened
©.”
Consequence
SaltCode=CO
Outcomeof attempt/actionrelatedto IE;Actionthat“ends” theepisodeorbringsittoalogicalconclusion(mayalsobetheIEfor
afollowingepisode). / 0Points:
Nooutcome ofthe action/attempt isexplicitly stated. / “The spaceship landed(IE). Thealiens gotout(A). Theboy
wasafraid
(IR).”
*Aninternal response maynot serveasa
consequence. / 1point: One consequence withnoIE.
The consequence islinkedonly toanaction. / “Thegirlran overthere(A). Shefelland
gothurt(C).” / 2Points: One consequence directly linkedtoIE. / “The spaceship camefrom spaceand landed(IE) inthepark. Thealiens gotoutto (A)lookat theearth (A)and thenthey flewback
totheir home(C).” / 3Points:
Twoormore consequences directlylinked toinitiating events. / “The spaceship landed(IE). Thealiens gotout(A) andlooked attheearth (A)and
flewhome (C/IE).On theway, theyhita meteor(A). Theyfixed thehole(A) andflewon home(C).”
Literate
Language / Description / Example / Description / Example / Description / Example / Description / Example / Total
Coordinating
Conjunctions
FANBOYS (for,and,nor, but,or,yet,so)
Cancoordinate nouns,verbs,or clauses. / 0points: No coordinating conjunctions instory. / “Sherantothe dog.” / 1point:One coordinating conjunction usedinstory. / “Thegirl andthe boywere running.” / 2points:
Twodifferent coordinating conjunctions usedinstory. / “Thegirlandtheboywere afraidbuttheywent anyway.” / 3points:
Threeormore different coordinating conjunctions usedinstory. / “SallyandJohnran homebuttheirmom wasn’tthere sotheywent backtothe park.”
Subordinating
Conjunctions
(after,although,as,because,if,for,like,once,since, that(butthat,inthat,in orderthat,such that),unless, when,where,while.) / 0points:No subordinating conjunctions. / 1point:One subordinating conjunction usedinthe story. / “Whenthe alienslanded thegirlran.” / 2points:
Twodifferent subordinating conjunctions usedinthe story. / “Thegirlsaw thealiens whileshewas playinginthe park. Sheran homebecauseshewas afraid.” / 3points:
Threeormore different subordinating conjunctions usedinthe story. / “Afterthe alienslanded, theywalked outofthe spaceship. Johnsaid,iftheyhaveray gunstheywill killus. Sally said,Idon’t thinktheydo sincethey
looksonice.”
Mental/linguistic verbs
SaltCode:M/L
[wanted,thought, said,know, promised,decided, forgot,wished, greeted,barked, called,asked, wished,know,told / 0points:No mental/linguistic verbs. / 1point:One mental/linguistic verb. / “The boy thoughtit washot.” / 2points:
2DIFFERENT mental/linguistic verbsexplicitly stated. / “Hedecidedtogoand meetthe aliens.”
“Hesaid,“Hello.” / 3points:
3ormore different mental/linguistic verbsexplicitly stated. / “Hedecidedtogoand meetthe aliens.The girltold himhewas brave.
Hesaid,
“Thanks.”
Adverbs
SaltCode:ADV (adverbthatconveys tone,attitude,time, or manner,place,degreeorreasonandmodifiesaverb,adjective,or anotheradverb)
Note:Additional examplesbelowchart. / 0points:
Noadverbs. / 1point:
Oneadverbthat conveystone, attitude,time,
ormanner,
place,degreeor reasonand modifiesaverb, adjective,or anotheradverb. / “Sometimes, theyliketo watch aliens.”
“Theywent backhome.”
“Heisverygood.” / 2points:
Twodifferent
adverbs / “Theboy andthegirl wereveryscared. Theyleft quickly.” / 3points:
3ormore different adverbs. / “Thealiens yelled loudly,
“Don’tcome
overhere.” Surprisingly, thekids
went anyway. Afterthat, theywereall friends.”
ElaboratedNoun
Phrases
SaltCode:ENP (articles,possessives, determiners, quantifiers,wh-words,big,black,funny)
Note: Additional Examples below chart / 0points:
Nonounphrase elaboration. / “Hesaw spaceship.” / 1point:
Anounphrase containsone modifierthat precedesthe noun. / “Herbrother sawthespaceship.”
“Thedogis happy.”
“Twoaliens cameout.” / 2points:
Anounphrase thatcontains2 different modifiersthat precedesthe noun. / “Theblackdogsawthe spaceship.” / 3points:
Nounphrasesin which3or
moredifferent modifiers precedethe noun. / “Theold, blackdog wassick.” / =

Basedontheresearchandcontributionsofmanyincluding:Anderson,2010;CurentonJustice,2004;GreenhalghStrong,2001;Hughes,McGillivraySchmidek,1997;Petersen,GillamGillam,2008;Pellegrini,1985.*ContributionsfromMichelleMerrill,KarenTurnbow,BrittneyLamb,SaraHegsted,JuliseJager,AllieHancock,AbbieOlszewski,KatieSquires,andHugoSegura

Date Date: Date: 1Date: Date:

Total macrostructurescore /21 Total macrostructurescore /21 Total macrostructurescore /21Total macrostructurescore /21Total macrostructurescore /21

Total microstructurescore /15 Total microstructurescore /15 Totalmicrostructurescore /15Totalmicrostructurescore /15 Totalmicrostructurescore /15

Story used to elicit narrative:

AdditionalExamples of Microstructure elements (not an exhaustive list)

Coordinatingconjunctions:

•May include and, and then, then, for, or, yet, but, nor, and so.

•Theymaycoordinatenounsinanounphrase(Theboyandthegirl),verbsinaverbphrase(Theywererunningandplaying)orclauses(The

boyran back home but he got there too late.)

Subordinatingconjunctions:

•Include after, although, as, because, if, for, like, once, since, that (but that, in that, in order that, such that), unless, when, where, while.

•These words set up a hierarchical relationship between clauses. You must have 2 clauses to have a subordinating conjunction.

•“That” in the sentence, “I saw that.” is not subordinating. “That” in the sentence, “I saw that you really liked him.” is subordinating.

Adverbs:

•May relate to time (e.g. all of a sudden, suddenly, again, now, tomorrow, yesterday),

•Manner (e.g. somehow, well, slowly, accidentally),

Degree(e.g. very, almost, barely, much), Place (here, outside, above, right there),

•Number (first, second), and

•Affirmation or negation (e.g. definitely, really, never, not).

ElaboratedNounPhrase:AnENPisagroupofwordscomprisinganounatitsheadandoneormoremodifiersprovidingadditionalinformation aboutthenoun.Modifiersmayincludearticles(e.g.a,an,the),possessives(e.g.my,his,their),demonstratives(e.g.this,that,those),quantifiers (e.g. every, each, some), wh-words (e.g. what, which, whichever), and true adjectives (e.g. tall, long, ugly).

Simpleelaboratednounphrasesconsistofasinglemodifierandanoun.Examplesincludeoneday,bigdoggy(adjective+noun),thatgirl (determiner+noun),andthoseones(demonstrative+noun). Complexelaboratednounphrase(CENP):CENPsconsistoftwoormoremodifiers andanoun.Examplesincludebigredhouse(adjective+adjective+noun),atalltree(article+adjective+noun),andsomemeanboys(quantifier+ adjective + noun).

MentalandLinguisticVerb:Mentalverbsmayincludethink,know,believe,imagine,feel,consider,suppose,decide,forget,andremember. Linguistic verbs may include read, write, say, tell, speak, shout, answer, call, reply, whisper, and yell.