If you want a simple way to plan literacy-based therapy, this framework gives you a clear path. I use five steps: Pre-Story Knowledge Activation, Shared Reading, Post-Story Comprehension, Focused Skill Activities, and the Parallel Story. Together, these steps can guide about a month of therapy. They help me build background knowledge, keep sessions language-rich, and target multiple goals in the same group. This is one of my favorite ways to work smarter, not harder.
One thing I love about literacy-based therapy is that it gives me structure without making me feel boxed in. I am not scrambling to come up with a brand new activity every session. I am not trying to patch together random worksheets that kind of fit but do not really build on each other. I have a roadmap. My students get meaningful multiple exposures. And I can keep the focus on real language, real comprehension, and real carryover.
In this post, I am breaking down what Dr. Ukrainetz’s five steps actually look like in practice. I am also sharing the sixth grade forensic science example that really drove this home for me. If literacy-based therapy has ever felt a little fuzzy, this will help you see how the pieces fit together.
How the Five-Step Literacy-Based Therapy Framework Fits into a Month of Therapy
Before we jump into each step, it helps to look at the big picture. I think of one session as the inner part of the circle. Then I think of the five steps as the outside of the circle, representing about one month of therapy. I still use my regular session structure within each session. But when we get to the practice phase, I run through these different steps.
That is what makes this framework feel so doable. I do not have to overhaul everything. I can keep the structure that is already working in my sessions, then plug these steps into the practice portion. It creates consistency for me and for my students.
This is also what makes the framework such a good fit for mixed groups. I can use one shared text and build several sessions around it. That means less prep, more repetition, and more opportunities to target different goals in a connected way.
Step 1: Pre-Story Knowledge Activation Builds the Foundation
Pre-Story Knowledge Activation is the first step, and honestly, it can be easy to underestimate. It can feel a little fluffy at first glance. You might look at it and think, “Why would I spend therapy time on this?” But this step matters so much because it helps students build the background knowledge they need to access the text.
I learned this lesson the hard way. I was working with a group of sixth graders, and their teacher sent me the outline of all the articles they were going to read for the rest of the semester. I was so excited. I thought, “Yes, we’re ready to implement curriculum and literacy-based therapy. This is going to be amazing.”
The first article was on forensic science. I thought, “Okay, cool topic.” I printed out the article, brought it to the group, and the students were totally engaged. They were into it. The topic had their attention. Then we got to the comprehension activities, and they completely bombed it.
That was my wake-up call.
I realized I had completely skipped Pre-Story Knowledge Activation. The students were engaged, but they did not have the background knowledge they needed. They were missing key concepts and vocabulary, so they could not access the text in a meaningful way. That experience made it very clear to me that this step is not extra. It is foundational.
What Pre-Story Knowledge Activation Can Look Like
This step can be flexible. I like to pick and choose based on where my students are at and how much support they need. Some of my favorite options include:
- Pre-story discussion. I ask students what they already know about the topic.
- A KWL chart. We talk about what they know, what they want to know, and later what they learned.
- A book walk or article walk. We look at the cover, title, images, and first few pages or sections.
- A story grammar or text structure organizer. We make predictions about what the text might include.
- A virtual field trip. We watch a relevant video to help fill in background knowledge.
- Pre-teaching vocabulary. We preview important words students will need in order to understand the text.
If I am using a fiction text, I might have students guess who the characters will be, what the problem might be, and how it could be solved. If I am using nonfiction, I might pull out a summarizing organizer or match the organizer to the structure of the text. We can even guess what type of text it will be. That kind of prediction work is a great comprehension strategy all by itself.
If students have very little background knowledge, I often go straight to a virtual field trip or vocabulary preview. For my forensic science group, words like “suspect,” “victim,” and “evidence” would have made a huge difference. If I had taught those ahead of time, they would have comprehended way more of the passage.
And even though this step may not look like a typical drill activity, it is still language-rich. I can target goals strategically the whole time. That matters.
Step 2: Shared Reading Keeps the Text Short, Simple, and Engaging
The second step is Shared Reading, and this one is pretty straightforward. This is where we read the text. I like to keep it short and sweet. In SLP Now, we choose texts that are brief enough to be manageable. I usually try to stay under five minutes.
I have tried using chapter books, and they can be really fun, but I do not try to keep up with the speed of the classroom. That is usually not realistic in therapy. If I use a chapter book, I pick a short segment. Sometimes I use a picture book, a short article, or a text that is adjacent to what students are reading in class.
The goal here is not to turn reading into a stop-and-start interrogation. I want students engaged in the text. I use strategies to keep them with me, but I am not asking a lot of questions or doing a lot of extra things during this step. Shared Reading is usually the shortest part of the unit.
The Minimal-Stop Shared Reading Approach
One helpful mindset is what I think of as the Minimal-Stop Shared Reading Approach. I keep interruptions low so students can stay connected to the story or article. Then I save the deeper processing work for the next step. This keeps the reading itself cleaner and helps students build meaning across the full text.
If I do not have a physical book, I can usually find a read-aloud on YouTube. That is also helpful because I can share the link with teachers or parents. Students can get extra exposures during reading centers, at home, or any time they have a few extra minutes. Those rereadings can make a big difference.
Step 3: Post-Story Comprehension Helps Students Process What They Read
After we finish reading, we move into Post-Story Comprehension. This is where I ask literal and inferential questions, revisit organizers, and help students put the pieces together. Depending on the level of the students, I may use visual answer choices or more open-ended prompts.
This step is a great place to scaffold. I can use guiding questions. I can return to the book. I can pull back out the story grammar organizer. I can help students answer questions like who the text was about, when it happened, where it happened, what the key events were, or what the big idea was.
At first glance, this might seem like it is only for students working on WH questions or comprehension. But that is not how I use it. This step can support a wide range of goals.
The Piggyback Goal Strategy for Mixed Groups
One of my favorite parts of literacy-based therapy is how easy it is to piggyback goals. If one student is working on answering questions, great. They answer. If another student is working on past tense verbs, I can have them restate the answer in the past tense. If another student is working on describing, they can describe one of the visual answer choices or explain why an answer fits.
Same activity, different goals.
That is such a game changer in mixed groups. I am not running three separate mini sessions at the same table. I am using one shared task and adjusting the response demands based on each student’s goals. It keeps things efficient and connected.
Step 4: Focused Skill Activities is Where the Unit Gets Really Meaty
This is the step where I tend to spend the most time. We have already built background knowledge. We have read the text. We have worked on comprehension. Now we can dig into focused targets tied to the text.
This is where I pull in vocabulary, grammar, narrative, syntax, articulation, and all kinds of language-rich practice. Because everything is tied back to the same text, students are not starting from scratch each time. They already know the context. That frees up more mental energy for the actual skill work.
What Focused Skill Activities Can Include
There are so many ways to approach this step. For example, if I am targeting articulation, I might use picture cards with higher-frequency words from the text for common articulation targets. If a student is working at the word level, phrase level, or sentence level, I can adjust accordingly.
If another student has a vocabulary goal, we can use those same pictures to talk about the meaning of words. If another student is working on syntax, we can build sentences from the same materials. If I have a student working on narrative or grammar, I can tie that in too.
That is what makes this part so powerful. I am not reinventing the wheel every time. I am pulling relevant targets and layering them onto a shared context.
In SLP Now, this is where the pre-made materials can be really helpful. There are activities for articulation, vocabulary, narrative, syntax, and more. That makes it easier to move from framework to implementation without a ton of extra prep. And again, that fits the whole goal of working smarter, not harder.
Step 5: The Parallel Story Helps Students Apply What They Learned
The final step is the Parallel Story, and this is where everything comes together. Students use the structure of the original text to create something new. It is a great way to bring together the vocabulary, comprehension, organization, and language targets they have been practicing throughout the unit.
If we are using a fiction text, I usually pull out the story grammar organizer again. At that point, we may have three versions:
- our original prediction or pre-story organizer
- the organizer for the actual text
- the organizer for the new parallel story
Then students create a new story that mirrors the structure of the original. It has a similar flavor, but it is their own. That makes it meaningful and fun.
One of my favorite examples is using Snowmen at Night. One group created a parallel story about cacti at night. We used the inspiration and structure from the original story, but the students made it their own. That kind of final product is such a great way to practice language in context.
If I am working with expository text instead of fiction, I can do the same thing with a matching organizer. We might create a new informational piece, act it out, make a book, or use an app to turn it into an animation. There are lots of ways to build the final product based on student needs and interests.
Why This Framework Works so Well for School SLPs
There are a few reasons I keep coming back to this framework.
First, it is structured. I know what comes next. That reduces planning fatigue and makes it easier to map out a month of therapy.
Second, it is flexible. I can adapt the text, the supports, and the response demands based on the students in front of me.
Third, it is contextualized. Students are not practicing isolated skills with no connection to meaning. They are using language in a rich, shared context.
Fourth, it is efficient for mixed groups. I can target different goals inside the same activity. That alone can save so much planning time.
And finally, it gives students meaningful multiple exposures. We revisit the same ideas in different ways across the unit. That repetition supports comprehension and carryover without feeling boring.
If you are an SLP who has ever sat down to plan and wondered how to target sequencing, vocabulary, and articulation in the same 20-minute session, this framework can be such a relief. It gives you a system. And when you have a system, it is so much easier to show up feeling calm, prepared, and ready to teach.
A Simple Recap of the Five Steps
Here is the quick recap:
- Step 1: Pre-Story Knowledge Activation to build background knowledge and preview key concepts.
- Step 2: Shared Reading to read the text with strong engagement and minimal stopping.
- Step 3: Post-Story Comprehension to process the text and scaffold understanding.
- Step 4: Focused Skill Activities to target vocabulary, grammar, syntax, articulation, and more.
- Step 5: The Parallel Story to help students apply what they learned in a meaningful final product.
If you want a practical way to organize literacy-based therapy across about a month of sessions, this is a great place to start. It is simple. It is strategic. And it helps me create sessions that feel connected instead of cobbled together.
If you want help putting this into practice with ready-to-use materials, you can explore SLP Now. It is one of my favorite ways to streamline planning and keep therapy language-rich without adding more to my plate.
FAQ
What are the five steps of literacy-based therapy?
The five steps are Pre-Story Knowledge Activation, Shared Reading, Post-Story Comprehension, Focused Skill Activities, and the Parallel Story. I use these steps across about a month of therapy to build understanding, target goals, and give students meaningful practice.
Why is Pre-Story Knowledge Activation important?
his step helps students build the background knowledge they need before reading. When students understand the topic and key vocabulary first, they can access the text much more easily.
Can I use literacy-based therapy with mixed groups?
Yes. That is one of the biggest benefits. I can use one shared text and target different goals within the same activity, like comprehension, past tense, describing, vocabulary, or articulation.
How long should a shared reading text be in speech therapy?
I like to keep it short and sweet, usually under five minutes. That keeps students engaged and leaves more time for comprehension and focused skill work.
Transcript
[00:00:00]
Okay, so now let's dive into what this actually looks like [00:00:05] and what Dr. Ukrainetz's five steps actually are, and [00:00:10] what it would look like to implement that in therapy.
So I have this [00:00:15] visual here. and if you're watching the video, you can reference it. If not, [00:00:20] I'll have the visual in the show notes as well.
Last month we talked [00:00:25] about how to set up your session structure. If you want to listen back, those episodes [00:00:30] are on the podcast about different components of session structure.
The inner part of the [00:00:35] circle is one individual session. And then this month we're [00:00:40] talking about the five steps of literacy-based therapy. So the [00:00:45] outside of the circle represents one month of [00:00:50] therapy. We have our structure for any given session, and [00:00:55] then when we get to the practice phase, we'll run through these [00:01:00] different steps.
And so that's how it all fits together [00:01:05] with what we talked about last month.
So the first step [00:01:10] is Pre-Story Knowledge Activation. So [00:01:15] let's say we're starting off a new unit. within the session, we checked in with our students, we did [00:01:20] our assessment, we got some probe data, we filled in any teaching that our [00:01:25] students needed based on how they did on their initial [00:01:30] probe.
Now we're in the practice stage. So for Pre-Story Knowledge Activation, [00:01:35] what we would do is build students' background knowledge. [00:01:40] And I know that this can often feel like a fluffy, [00:01:45] unnecessary activity. Why would we spend our time on this? I have one [00:01:50] example from my clinical experience that really, really drove this home for me, and I hope [00:01:55] that sharing this example helps you too.
So I started implementing [00:02:00] this, and I was so excited. I was working with a group [00:02:05] of sixth graders. I connected with their teacher, and [00:02:10] she was totally on board. She sent me the outline of all the articles that they were going to be doing [00:02:15] for the rest of the semester. And I was like, "Yes, we're ready to implement [00:02:20] curriculum and literacy-based therapy. This is going to be amazing."
The first article [00:02:25] on the list was forensic science, and I was like, "Okay, cool topic." And then [00:02:30] I printed out the article and had it ready to go for my group. The students were so [00:02:35] excited about it. We read the article, and there was amazing engagement. [00:02:40] And then we got to the comprehension activities, and the [00:02:45] students completely bombed it even though they were totally engaged.
And I [00:02:50] realized that I completely skipped pre-story knowledge activation. This [00:02:55] was when I was just figuring out the framework and new to all of it. [00:03:00] And so it is really critical [00:03:05] to look at background knowledge before we dive into a unit, especially if we're [00:03:10] going to spend a lot of time on it.
And so what that can look like, [00:03:15] there's a number of activities that I like to pick and choose from depending on where the [00:03:20] students are at. We'll use this group of sixth graders as an example [00:03:25] to, illustrate the different examples of the activities.
So one [00:03:30] thing that we can do is a pre-story discussion. This is where [00:03:35] we discuss what students already know about a topic. For the example, [00:03:40] I really like to use a KWL chart. It's a piece of paper folded into three [00:03:45] parts, and the K stands for what they know, the W stands for what they want [00:03:50] to know or learn, and then the L stands for what they learn.
So that's filled in [00:03:55] retroactively, at the end of the pre-story activities [00:04:00] or at the end of the unit. For the example with the sixth graders, I would ask [00:04:05] them what they know about forensic science. And with this particular group, they probably wouldn't [00:04:10] have been able to give me much, or they would have very general kind of knowledge.
[00:04:15] Another example would be, if we were reading Snowmen at Night, we might, have a [00:04:20] pre-story discussion about what they know about snow and snowmen. And for a lot of my [00:04:25] kiddos here in Arizona , they wouldn't know a whole lot about snow and [00:04:30] snowmen. And then example I gave with my sixth graders, they didn't know much [00:04:35] about forensic science.
And so that gives us a pulse [00:04:40] on what gaps we need to fill for our students.
So some [00:04:45] additional activities that we can fill in, these are all examples of pre-story [00:04:50] knowledge activation.
We can do a book or an article [00:04:55] walk. If it's a book walk, we look at the cover, we maybe look at the first few pages, [00:05:00] and we just discuss what we're seeing.
And [00:05:05] this might not go over super well if we found that they don't have a lot of prior [00:05:10] knowledge. So this is one that may be better later in the sequence.
One activity [00:05:15] that I really like to do is fill in a story grammar organizer. and this would [00:05:20] be great one to jump to if the students already have a lot of prior knowledge.
What we would [00:05:25] do is we look at the cover and maybe a few pages and talk about what we see. We [00:05:30] could talk about the title. If it's an article, we could look at the title and maybe [00:05:35] skim a little bit of the passage and then guess what it's going to be [00:05:40] about. So if it's a fiction text, we would fill in a story grammar [00:05:45] organizer, guess who the characters will be, what the problem will be, how [00:05:50] they're gonna solve the problem, all of that good stuff.
If it's a nonfiction text, we can [00:05:55] pull out a summarizing organizer or an organizer that matches the [00:06:00] structure of the text. We could even try to identify what type of text we think it'll be. That's [00:06:05] a really good comprehension strategy for our students. And then we make a guess [00:06:10] about what the story or the article will be about and what we think we'll [00:06:15] discover as we read it.
And then this is a great activity [00:06:20] to come back to and revisit in the later steps [00:06:25] of the framework, and then we can compare and contrast and [00:06:30] revisit all of the different content, again for more meaningful exposures, but then also to [00:06:35] really expand our knowledge and our skills we're [00:06:40] targeting.
If we do find that students are missing a lot of that background [00:06:45] knowledge, we can do a virtual field trip. In SLP Now we have [00:06:50] virtual field trips linked for every single book or article that we [00:06:55] have, and it's embedded right in the unit plan, so you just click to open [00:07:00] the video and you have access to it. There's just one video, so we try to identify the [00:07:05] one that we thought would be most helpful for the most groups.
If they have a specific gap [00:07:10] in knowledge that we want to fill, you can look on YouTube for a different [00:07:15] video. There's also different sites like National Geographic and things like that. You [00:07:20] might end up finding favorite sites to use for videos or [00:07:25] information.
Maybe grab a nonfiction book from the library to help fill in the gap. You [00:07:30] can look at some pictures and read some passages. There's lots of things that we can do to [00:07:35] help fill in that knowledge, but a virtual field trip is a really fun one, where you just find a [00:07:40] relevant YouTube video.
It's fun and engaging to watch. And, [00:07:45] even though this might feel like a fluffy activity, this is, [00:07:50] one, building their background knowledge, which will help them access the text and [00:07:55] give them that knowledge for all future contexts, but it's still a language-rich [00:08:00] activity.
So even though it's not explicitly titled comprehension [00:08:05] activity or WH questions activity or a story grammar activity [00:08:10] or a past tense verb activity, we can target all of our student skills in [00:08:15] very strategic ways. SLPs are really good at taking any [00:08:20] activity and targeting any goal. but that's just something to remember. We are targeting [00:08:25] our students' goals strategically throughout these activities.
So far [00:08:30] we talked about pre-story discussions, the KWL charts. We talked [00:08:35] about the book walk, filling in a story grammar organizer or just any [00:08:40] graphic organizer to fit the structure of the text. We talked about doing [00:08:45] a virtual field trip. And then the last strategy for step one is to [00:08:50] pre-teach vocabulary. So this is what I should have done with my [00:08:55] sixth graders.
This strategy tends to work best for older [00:09:00] students. I wouldn't necessarily recommend pre-teaching basic [00:09:05] concepts or core vocabulary. I think those are best taught in [00:09:10] context. But, for my sixth graders reading the forensic science article, [00:09:15] they missed a lot of the content because they just didn't have some of those vocabulary [00:09:20] words like suspect and victim and evidence. If we had [00:09:25] taken some time to teach that vocabulary ahead of time, they would've been able [00:09:30] to comprehend way more of the passage. So that is step one, [00:09:35] Pre-Story Knowledge Activation.
Then step two is Shared [00:09:40] Reading. That one is luckily a really nice, easy, simple step. This is [00:09:45] where we read the text. In SLP Now, we choose texts that are short and [00:09:50] sweet. I try to stay under five minutes. If it's too [00:09:55] long, it's too much information to dive into.
I've tried doing chapter [00:10:00] book units, which are so cool and so fun. But if I use a chapter [00:10:05] book in therapy, I try to pick the [00:10:10] text that they're reading in the classroom and just pick a short segment. There's no way [00:10:15] we can keep up with the speed of the classroom, and we just do mini [00:10:20] segments.
I'll pick an interesting part of a chapter or whatnot, and we'll dive into [00:10:25] that. Or I'll pick a picture book or fiction article or something that's [00:10:30] adjacent to what they're reading. I don't generally try to keep up with chapter books. [00:10:35] And when we're reading, I try to keep students engaged [00:10:40] with minimal stopping.
I'm just using strategies to keep them [00:10:45] engaged in the text, and I'm not asking a lot of questions, and I'm not [00:10:50] doing a lot of extra things. Shared Reading is the shortest part of the unit. If I [00:10:55] don't have the physical book, every text I've looked for, I've been able to find on [00:11:00] YouTube.
They have teachers doing read-alouds. Even if you have the physical book, [00:11:05] you can share the link to the YouTube book with teachers or parents [00:11:10] to let them know what we're working on. They can watch the video if they have any downtime [00:11:15] or if there's, reading center time in the classroom or if the parents want to be involved.
They can just [00:11:20] play the YouTube video, and then the students get multiple exposures to the [00:11:25] text, and it's just really great. Just having those multiple rereadings, there's [00:11:30] lots of research showing the benefits of that. I love that as a quick [00:11:35] home activity that is accessible to anyone who has internet [00:11:40] access.
Okay, so that's step two.
Then step three is [00:11:45] Post-Story Comprehension. After we finish reading the text, we [00:11:50] can ask literal questions. Depending on the level of the students, I might have [00:11:55] visual answer choices. A lot of our activities in SLP Now have [00:12:00] three visual response.
You can also do inferential [00:12:05] questions. I revisit the story grammar organizer in this step [00:12:10] as well. We can answer questions like, "Who was it about? When did the story happen? Where did it [00:12:15] happen?" and that's also a great bridge into step four. but just some quick strategies [00:12:20] here.
I like to scaffold with visual supports as needed. I like to use guiding [00:12:25] questions or return to the book if students need support. Those are some of my favorite [00:12:30] strategies, to use in this step. And again, this [00:12:35] sounds like it might just be a WH questions activity, but it is not. So if [00:12:40] we do have a student working on literal or inferential questions as a goal, then [00:12:45] great, that's an easy one to target with this.
It's also easy to target other [00:12:50] students' goals. Let's say Student A is working on responding to questions. Awesome. They respond. [00:12:55] They have the opportunity to respond. Let's say Student B is working on past tense verbs.[00:13:00]
They can reproduce Student A's answer in the past tense, [00:13:05] or we can ask them a question and specifically elicit the past [00:13:10] tense. And then let's say the other student is working on describing. If we're using the [00:13:15] visual answer choices, they can describe the response and give some describing words for [00:13:20] that.
Or if it's at a higher level, we can practice describing [00:13:25] at that level. We can piggyback and target multiple goals using these types of [00:13:30] activities. And that's just one simple example, but that applies to all steps of the unit. [00:13:35] We're using rich language here, and we're able to target [00:13:40] all of those types of goals.
And then that brings us to step [00:13:45] four, which is Focused Skill Activities. This is where we spend the [00:13:50] majority of the time in the unit. We did our Pre-Story Knowledge Activation. [00:13:55] That can sometimes take a couple sessions depending on where students are at. Shared [00:14:00] Reading is super quick.
Post-Story Comprehension. Typically I do Step [00:14:05] Two and Three in one session. That's usually about how much time I spend on it, but [00:14:10] if we have a lot of comprehension goals, I might spend more time there. [00:14:15] And then Step Four is the meaty part. This is where we [00:14:20] pull in vocabulary, grammar, narrative, syntax, [00:14:25] all types of activities tied to the text And again, every [00:14:30] activity is language-rich, so we can target all of our students' goals [00:14:35] simultaneously.
Let's go through a couple examples. I mentioned articulation in [00:14:40] the first episode of this series. We have picture cards, where [00:14:45] we've identified higher frequency words in the text for [00:14:50] common articulation targets.
So you could print out those [00:14:55] cards, and then you can use that to target the student's articulation goals. If someone is at the [00:15:00] the word or the phrase or the sentence level, you can target it at whatever level using [00:15:05] those cards. If someone has a vocabulary goal, you can work on the [00:15:10] vocabulary goal in the context of those pictures.
You can work on producing [00:15:15] sentences. You can do syntax with that too. There's so many [00:15:20] ways to use any of these activities. In SLP Now we have [00:15:25] pre-made activities for articulation, like I said. We have vocabulary targets [00:15:30] identified, whether it's basic concepts, categories, tier two vocabulary, all of [00:15:35] that good stuff.
We have narrative activities in place. We have syntax [00:15:40] activities, so you can work on passive voice and all of that good stuff. In SLP Now, [00:15:45] we give you a lot of activities to help make this part easier so you don't have to reinvent [00:15:50] the wheel every time. You could easily target all of your students' goals, just by [00:15:55] pulling relevant targets and going from there. It just helps to have pre-made [00:16:00] activities for you ready to go.
And then Step Five is [00:16:05] the Parallel Story. So this is the culmination of all of the things [00:16:10] that we've been working on. So if we're doing a fiction text, [00:16:15] this is where I pull out the story grammar organizer again. At this point, we [00:16:20] would've had, like the Pre-Story Knowledge, our guess of what the story is about, [00:16:25] then we would have story grammar organizer for the actual story, which we [00:16:30] completed in step three and/or four.
And then we would have our third graphic [00:16:35] organizer for the parallel story, and this is where students create a new story that [00:16:40] mirrors the structure of the original. So it's an opportunity to [00:16:45] incorporate all of the targets that they've been working on throughout the unit. Their [00:16:50] vocabulary, their articulation words, all of that good stuff.
We're using a similar structure, so it [00:16:55] has similar flavor, but using slightly different targets. [00:17:00] And it's a great way to practice and really bring all of their targets [00:17:05] into a contextualized final product. And again, give them those really [00:17:10] meaningful multiple exposures.
There's a number of ways that this can look, but I tend [00:17:15] to create the graphic organizer first, whether it's story grammar or for any [00:17:20] type of expository text, and then we can act it out, we can make a [00:17:25] book. You can create an animation using different iPad apps. and it's [00:17:30] so cool because every group ends up having a unique story.
One example [00:17:35] of what this might look like, if we read Snowmen at Night, one of my groups made a story [00:17:40] about cacti at night, and so we used inspiration from the story, but made [00:17:45] one about what cacti do. So that's what that looks like.
A [00:17:50] quick recap of the five steps.
One is Pre-Story Knowledge Activation. [00:17:55] Two, Shared Reading. Three, Post-Story Comprehension. Four, Focused Skill [00:18:00] Activities, and five is the Parallel Story. And again, this covers [00:18:05] about a month of therapy, and that is what a unit [00:18:10] looks like.
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