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Written Narrative Language Skills for the Common Core State Standards

Written Narrative Language Skills for the Common Core State Standards
Monica Gordon Pershey, EdD, CCC-SLP
September 17, 2014
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This text-based course is a transcript of the webinar, “Written Narrative Language Skills for the Common Core State Standards,” presented by Monica Gordon Pershey, EdD, CCC-SLP. 

Introduction and Objectives

>> Monica Gordon Pershey: Today, I will provide an overview of the developmental narrative language capabilities needed for students to meet the common core English/Language Arts Standards in Writing.  The topics I plan to cover will give you some general information that can be used to construct informal assessments of written narrative and give you a place to start for interventions to prepare students with language needs to achieve the standards. 

We will discuss how to help students develop a process in their writing so they can produce content that is expected by the Common Core State Standards.  It is not like teaching grammar, vocabulary, or social studies, or anything like that and helping students to achieve in those areas.  It is helping them learn how to become better writers.  There are some suggestions for curricular and instructional accommodations and modifications as well, and I specifically welcome your input regarding any kind of intervention strategies. 

After this course, I hope that you will know more about oral and written narrative development and how they tie together.  You should be able to pinpoint what children should be able to do so that you can identify the difficulties in oral and written narration that are found in K-12 students with language needs who receive mainstream Language Arts instruction. 

We are looking to address the needs of students who are higher functioning, but still need services. 

We will be progressing from some general information about development to more specific behaviors and skills, looking at what the Common Core has to say, and then putting it all together at the end. 

The Author and Her Research

I have been an SLP for almost 30 years, and 20 years ago I defended my dissertation.  I earned a doctorate in education in language arts and literacy instruction.  I have been a faculty member at Cleveland State since 1995.  Most of my academic work relates to language and literacy, and to the pre-professional and professional development of SLPs and teachers.  Today, I am sharing with you the instructional implications that have come out of three large studies that I completed over the past several years. 

In the first study, I looked at how 75 first-graders spoke for story characters.  You know that children are excited when they are read to, and they may speak out in the voices of the characters.  I looked at how children get to the point of being able to take on the character's voice and point of view.  That is certainly a pragmatic skill involving perspective taking, theory of mind and knowing another speaker's pragmatic purpose.  I will talk more about these skills later. 


monica gordon pershey

Monica Gordon Pershey, EdD, CCC-SLP

Monica Gordon Pershey, Ed.D., CCC-SLP is an Associate Professor in the School of Health Sciences at Cleveland State University (CSU), Cleveland, OH. Since joining CSU in 1995, she has taught a variety of courses in communication sciences and disorders, with a focus on language and fluency, as well as graduate, undergraduate, and professional development courses in literacy and language arts.

Dr. Gordon Pershey has authored over 120 articles, chapters, and presentations on language and literacy and the pre-professional and professional development of speech-language pathologists and teachers. She is a frequent reviewer and editor of publications in literacy studies and speech-language pathology. She is a member of the editorial committee of Perspectives in Language Arts and Literacy, a publication of the International Dyslexia Association, and co-edited an issue on syntax. She has served ASHA as a mentor, and on the SIG 10 (Higher Education) Coordinating Committee, and as a site visitor for the Council on Academic Accreditation. Her co-authored study funded by ASHA SIG 11 (Administration and Supervision) that explored supervisory practices in university clinical practica was published in SIG 11 Perspectives. She is engaged in a grant-funded study of artists with autism spectrum disorders that can be found on Facebook as “Autism and Art.” She provides clinical services at University Hospitals Case Medical Center and in private practice. 



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