Cause-Effect Story Elaboration
Expand narratives by adding cause-effect relationships between events.
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
Do the so stems first. Predicting forward from a cause is easier than reasoning backward from an effect, and mixing the two before the first is solid produces a lot of confused answers. Push for plausibility rather than novelty — She forgot her lunch, so she was hungry is a good answer, and so she went to Mars is not. When you get to the because stems, ask for two different explanations for the same effect, which is where inference really lives. Twelve minutes covers the set.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentPresent the item and wait 5 seconds of quiet before helping.Log as correct
- Question promptAsk a story-grammar question: who, where, what was the problem, what happened next?Log as cued
- Two choicesOffer two possible next parts of the story and let the student pick and say it.Log as cued
- ModelTell that part yourself; the student tells it back in their own words.Log as cued
Adjust it
Use fewer parts, and keep a first-next-last visual on the table.
Ask for the retell without the pictures, with a feeling or a reason added to each part.
Matching IEP goal
Given a picture or story prompt, Student will tell a story that includes a character, setting, problem and ending in 4 of 5 opportunities across 3 consecutive sessions, given no more than one question prompt.
Send it home through the parent portal →About this activity
Twelve open sentence stems that go both directions: It started to rain, so…; She forgot her lunch, so…; He dropped the glass, so…; and then the reversal — The cake burned because…; Everyone cheered because…; She started to cry because… The so stems ask for a consequence and the because stems ask for an explanation, which are different cognitive moves that look similar on paper.
What to listen for
Listen for reversed causality on the because stems. A student who completes The cake burned because it was ruined has restated the effect rather than supplying a cause, which is the most common error here and easy to accept by accident. Watch for one-word completions: so hungry is not a clause, and the target is a clause.
Carrying it home
Sentence stems work well in a car because they need nothing. Start one — it started raining, so — and let the child finish it, then let them start one for you. Taking a turn as the asker is more engaging and just as useful.
What's in this activity
- It started to rain, so...
- She forgot her lunch, so...
- The dog barked loudly, so...
- He dropped the glass, so...
- The power went out, so...
- She studied hard, so...
- The ice was slippery, so...
- He missed the bus, so...
- The cake burned because...
- Everyone cheered because...
- +2 more
Questions
- What grades is it for?
- Second through fifth, matched to when complex sentences and causal reasoning are expected in narrative writing.
- Is it free?
- Yes, no account needed. Signing in adds assignment and goal tracking.
- How is this different from the because-clauses board?
- That one gives the whole sentence to be produced; this one gives a stem and asks the student to generate the second half. Generation is harder and closer to what narrative writing asks for.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.