MindWing Presentation—NYC Dept. of Education, Dec. 1-3, 2015

Presenter: Maryellen Rooney Moreau, M.Ed., CCC-SLP

President and Founder of MindWing Concepts, Inc.

Narrative & Expository Text Development, Data Collection &

Creative Therapy

NYCDOE December 1, 2, 3, 2015

Maryellen Rooney Moreau, M.Ed. CCC-SLP, President & Founder, MindWing Concepts, Inc., Springfield, MA• Financial: Maryellen has ownership interest in MindWing Concepts, holds

intellectual property rights and patents. Maryellen is employed as president of MindWing Concepts. In that capacity, she designed Story Grammar Marker® and Braidy the StoryBraid® along with many other books and materials. She runs this business as well as consults, trains and presents on MindWing Concepts’ methodology and for this, she receives a salary. MindWing Concepts, Inc. receives speaker fees, consulting fees and honoraria as well as reimbursement for travel costs.

• Nonfinancial: No relevant nonfinancial relationships exist. • This presentation will focus exclusively on Story Grammar Marker® and will not

include information on other similar or related products.

Disclosures

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Please join the OFFICIAL Story Grammar Marker® Professional Learning Community on FaceBook

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Copyright © 2015 • Maryellen Rooney Moreau • 1-888-228-9746 • www.mindwingconcepts.com

• How do our assessment practices need to change with the Common Core State Standards?

• Changes in how we need to “examine the data”• “Standardized assessments may fail to assess the dynamic

demands of the classroom”• “We need to examine functional aspects of language through

narrative-based assessments, student work samples and the like”

How…• Know the Common Core…how do our assessments fit with them.• Read educational publications “to keep up with standards-related

developments, state and federal.”• Include narrative-based assessment:

– “Narrative skills play a critical role in accessing standards.”– “Narrative-based assessment options give insight into a student’s

ability to use complex sentences in a variety of contexts.”– “Standardized measures (TNL, Gillam; SALT) and informal

measures such as eliciting personal narratives… and retellings• Recognize vocabulary demands: understand the role different types

of vocabulary play– (PPVT; Montgomery Assessment of Vocabulary Acquisition; Tiers

of vocabulary; Academic Vocabulary).Copyright © 2015 • Maryellen Rooney Moreau • 1-888-228-

9746 • www.mindwingconcepts.com

• Gain insight into a student’s pragmatic skills (Bellini, Autism Social Skills Profile) Also, Brinton and Fujiki; Social Thinking®, Mindwing Concepts etc…)

• Include student work samples in your assessment (writing samples; children’s oral discourse/presentations)

• Familiarize yourself with Common Core Formal Assessments (Smarter Balance;….). Does the language of the test questions pose problems for your students?

“Allow yourself to admit we are all still just learning as we go, which can be unsettling for many of us. The

important part is to remain flexible and keep tweaking our current practices until we get the formula just right

for each student.” (Dodd, 2014)



Speaking and Listening Standards K-5 Presentation of Knowledge and Ideas #4

1 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

KDescribe familiar people, places, things and events and, with prompting and support, provide additional detail.

2Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

3Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace.

4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Please note: If a child cannot take perspective in the narrative, then he/she will have difficulty using evidence to argue a point or present an opinion.


Just heard last Monday:• “What about topic development? She can’t develop a topic.”

Others:• “He has trouble expressing himself.”• “She can answer questions about topics if I am there to encourage her to say

more.”• “She tells everything out of order…”• “Her writing, no matter what the topic is, is a list, but I guess everything is

essentially a list until you elaborate.”• “All I hear from him are really short sentences.”• “She keeps stopping and rewording in peer groups or “turn and talk”. I think she

is nervous. She needs to look at something to help her.”• “Her stories are disorganized and sound like “and then and then and then”.• “He goes off track and leaves out important details when talking about a topic…

we want the facts from the text.”

Teacher comments about discourse expression

Copyright © 2015 • www.mindwingconcepts.com

What is the Story Grammar Marker®?A hands on, multisensory narrative development tool that has colorful, meaningful icons that represent the organizational structure of a story. The tool itself is a complete episode, the basic unit of a plot.

Character

Setting

Kick-off

Feeling

Plan

Planned Attempts (Actions)

Direct Consequence

Resolution

http://mindwingconcepts.com/collections/story-grammar-marker




The Critical Thinking Triangle®:It’s what is missing from

traditional graphic organizers!


Macrostructure: Narrative Structure and OrganizationMicrostructure: Syntax and Morphology “A growing body of literature substantiates the efficacy of narrative intervention, including:

• parent training, • explicit teaching of narrative structure interactively and

meaning based and • use of narratives as a context for addressing both

linguistic and narrative skills.”

Boudreau, D. (2008). Topics in Language Disorders 28(2)

Narrative Based Language Intervention


Analysis of Narrative Macrostructure &

MicrostructureTo prepare for

intervention and progress monitoring


http://tinyurl.com/eggbertmovietrailer Copyright © 2015 • www.mindwingconcepts.com

*** “Movie Trailer” ***

http://tinyurl.com/eggbertmovietrailer

http://tinyurl.com/eggbertmovietrailer


Materials Used in activities


https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=pocket+chart+red+yellow+green&tbm=shop&spd=12175336825629874342

Pocket Chart




http://mindwingconcepts.com/products/cohesive-tie-jar-gon-kit

MindWing’s Cohesive Tie JAR-gon



http://mindwingconcepts.com/products/universal-magnet-set

MindWing’s Universal Magnet Set





Micro-structure: Gluing the Sentences Together1. Micro-structure, as defined by Justice (2004), is the internal linguistic organization of the

narrative.

2. Micro-structure is commonly referred to as “story sparkle” (Westby). It focuses on vocabulary and sentence development as well as cohesive ties (see page 39-40 of SGM® manual.)

3. Micro-structure is the elaboration and cohesion that makes a story (narrative) meaningful. (SGM® manual page 39-44.)

4. Micro-structure’s literate language features:• Elaborated noun phrases (ex. The big, scary fish…)• Verb phrases (tense use & adverb use, ex. The big, scary fish swam slowly.)• Mental State verbs (the character may: remember, know, think, realize, etc.)• Linguistic verbs (whispered, yelled, asked, etc.)• Conjunctions (and, but, so, because, first, then, next, finally, etc.)


• Elaborated noun phrases: a hard fall on the sidewalk; beautiful little lights;• Verb phrase & -ly adverbs: sadly, luckily (See sentence exemplars below)• Conjunctions: Then, but, and, just when, finally• Mental State Verbs: thought, knew, thinking, notice, realized, notice• Communication (linguistic) verbs: whispered; ordered• Figurative language: caught his eye; if the truth be told; Split!; Voila!,

Scramble!, hunched• Exemplar Sentences to demonstrate cohesion and the complexity of mental

state verbs:• He hunched his shoulders, what little shoulders he had, and pressed

his shell together, so that the crack almost disappeared.• All the drawers had labels, but none of them was right for Eggbert.• But just as Eggbert was thinking he’d found the perfect place, a

potato plant happened to notice his crack. • He realized that no matter how he painted himself, he could not hide

who he was.

Microstructure Examples and Literate Language Features from Eggbert















MindWing’s Cohesive Tie JAR-gon











Sequence for the Character Mapping & Paragraph Writing

This actual lesson was done as a whole group in grade 1. Steps were:1. Teacher filled out the character map on chart paper eliciting

student input. A large Character Icon Magnet can be used on a white board or a Character Image can be used on a Smartboard

2. Teacher put the map on a student Character Map and made a copy for each student.

3. Teacher reviewed the map together with the students and had them number the categories 1-4.



4. Teacher then wrote the sentences on chart paper with student input using each item from the map and checking off the item on the map as each item was used.

5. Teacher then read the paragraph with students from the chart paper.

6. Teacher copied the paragraph for each student so the next day each child received the completed class paragraph.

7. As a group, the paragraph was reread and then each child underlined with the teacher modeling, each item from the map.








OutcomeStudents were able to visually see taking a list and turning it into sentences, development of a paragraph and thus…a description of our character!

Older Student Mapping/Writing Example






3 Choices for ART PROJECTSThe art projects were done with the students of various

ages and abilities – use your discretion. There are several opportunities for conversational discourse.

1.) Provide a paper with 2 large ovals. Eggbert can be drawn showing happy and sad.



2.) Eggbert is created showing a gradual build up of an expository sequence using google eyes, a beret cut out from red felt and the arms and legs. All were prepared ahead of time. See the steps.








3.) Eggbert cut-outs with Setting Map drawn portraying Eggbert in a creative setting. If the child is able, he/she can draw a picture and write a sentence.





Expository Text


ThemeMaker Kit – Expository Text

http://mindwingconcepts.com/products/the-thememaker-kit




Expository or informational text is found in text books such as history,

geography, social studies, science and technology. Expository text is

particularly important for organizing and comprehending information in: news

articles, textbook chapters, science experiments, research papers,

advertisements, content area texts, the Internet and even in everyday life.

The basic expository or informational text structures are: description, list,

sequence, cause/effect, problem/solution, compare/contrast and persuasion.

(Rooney Moreau & Fidrych, 2008, p. 18).

Expository Defined…


As the curriculum becomes more complex…EXPOSITORY TEXT IS INTRODUCED AND BECOMES

MORE PREVALENT. IT IS:

TECHNICAL ABSTRACT DENSECOMPLEX ALIENATING

Technical VocabularyEmbedded Clauses

Fang, Z., and Schlippegrell, M. (2010). Disciplinary Literacies Across Content Areas: Supporting Secondary Reading Through Functional Language Analysis. Journal of Adolescent & Adult Literacy 53(7). International Reading Association.


Examples of Expository Text…




http://mindwingconcepts.com/products/discourse-and-thought-development-chart-wheel



Companion Expository Text Lesson:

EGGS




Sea Turtle Eggs/Nesting/Hatching

http://tinyurl.com/seaturtlesTM Copyright © 2015 • www.mindwingconcepts.com

http://tinyurl.com/seaturtlesTM

http://tinyurl.com/seaturtlesTM


Sea Turtle Article (handout)

Sea turtles are interesting and mysterious animals. They live in both warm and cool climates around the world. Sea turtles look like other land turtles but they cannot pull their legs, or flippers, under their shells for protection. The female sea turtle lays eggs. She returns to the same sandy beach, where she, herself, was born. How she remembers where to go is a mystery since sea turtles travel hundreds of miles in their lifetimes. Their traveling is always in water unless it is time to lay their ping pong ball shaped eggs.

When it is time to lay eggs, the female sea turtle travels back to her birthplace and crawls up on the beach past the high water mark to dry, sandy soil using her large flippers as legs. Then, she has to take a rest since walking on land makes her extremely tired. Soon she begins to lay her eggs.


She digs at least one deep hole in the sand and lays up to 150 eggs in it. Next, she covers the eggs with warm sand and walks back into the sea. The sand, covering this “nest”, protects the eggs until they hatch. The warmer the nest temperature, the more female turtles hatch. If the temperature is balanced, there will be a balanced number of males and females.

In a few weeks, the sandy area where the nests are located begins to shake and hundreds of little black headed creatures scramble out of the sand. These two inch long creatures seem to know right away that they must go into the water. So begins a life journey for these baby sea turtles. The males will never return to the beach again but somehow the females will remember the place, when it is time to lay their eggs.






Three 4th Grade Student Examples (Sequence Passage)TASK:

1. Teacher chunks the text

2. Talk as a group using MindWing’s magnets for Listing Sequencing and Cause/Effect (use Maps as guide)

3. Map the sequence on Sequence Map together

4. Teacher provides Maps (in handout)

5. Write Paragraph using the Sequence/Cause-Effect/List Cohesive Tie Words

6. Underline detailsCopyright © 2015 • www.mindwingconcepts.com

When it is time to lay eggs, the female sea turtle travels back to her birthplace and crawls up on the beach past the high water mark to dry, sandy soil using her large flippers as legs. Then, she has to take a rest since walking on land makes her extremely tired. Soon she begins to lay her eggs. She digs at least one deep hole in the sand and lays up to 150 eggs in it. Next, she covers the eggs with warm sand and walks back into the sea.






AmazingEggs_rubric for webinar.pdf


The Analysis





http://education.nationalgeographic.com/encyclopedia/weather/

http://education.nationalgeographic.com/encyclopedia/rain/





Islands and

Peninsulas

“Because expository texts are the primary means for acquiring academic and

schooled knowledge, students’ failure to understand and learn from expository

texts can create a cumulative knowledge deficit as children progress through

schools.”

Improving Comprehension Instruction: Rethinking Research, Theory, and Classroom Practice. Edited By: Cathy Collins Block, Linda B. Gambrell and

Michael Pressley. ISBN: 0-87207-458-7

Our students will almost ALWAYS do better on multiple choice tests… than if they have to formulate the response on their own.

Michelle Garcia Winner (2010). Social Thinking® Across the Home and School Day: The I LAUGH Model of Social Thinking

• Describe• List• Sequence• Find cause/effect• Identify Problem/Solution• Interpret and write persuasive text• Compare and Contrast• Predict• Summarize• Infer• Find the most important informational points/facts• Know the Author’s purpose• Find answers to “Wh” Questions within text• Find the main idea• Follow the pronoun referent• Know the organization of text• Self monitor• Process complex sentences & abstract vocabulary words

The ThemeMaker® helps to comprehend and

express information!

Good Readers & Writers of Expository Text can:

English Language Arts Standards » Writing » Grade 5 - Text Types and Purposeshttp://www.corestandards.org/the-standards/english-language-arts-standards/writing/grade-5/

•W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. • Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically

grouped to support the writer’s purpose.• Provide logically ordered reasons that are supported by facts and details.• Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).• Provide a concluding statement or section related to the opinion presented.

•W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. • Introduce a topic clearly, provide a general observation and focus, and group related information logically; include

formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.• Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the

topic.• Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).• Use precise language and domain-specific vocabulary to inform about or explain the topic.• Provide a concluding statement or section related to the information or explanation presented.

•W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

• Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

• Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

• Use a variety of transitional words, phrases, and clauses to manage the sequence of events.• Use concrete words and phrases and sensory details to convey experiences and events precisely.• Provide a conclusion that follows from the narrated experiences or events.

TOPIC SENTENCE:

CLINCHER:

Paragraph Writing Template

Details:

Ice Cream Sundae Activity

Copyright © 2015, MOREAU, www.mindwingconcepts.com 117

MYSTERIOUS CREATURE ACTIVITY

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Copyright © 2015, MOREAU, www.mindwingconcepts.com 118

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Persuasion

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Deepening of Thought and Knowledge

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Webb’s Depth of Knowledge (DoK) was “employed to analyze the cognitive expectation demanded by standards, curricular activities and assessment tasks” (Webb, 1997).

Ultimately the DoK level describes the kind of thinking required by a task, not whether or not the task is “difficult.” (Webb, 2009).

Webb’s Depth of Knowledge

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Webb’s Depth of Knowledge Levels are:LEVEL 1: Recall & ReproductionLEVEL 2: Working with Skills & ConceptsLEVEL 3: Short-Term Strategic ThinkingLEVEL 4: Extended Strategic Thinking

Reference: Webb’s Depth of Knowledge (DoK) Guide: Career and Technical Education Definitions, 2009, based upon Webb’s DoK was “employed to analyze the cognitive expectation demanded by standards, curricular activities and assessment tasks” (Webb, 1997).

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Bloom’s Taxonomy:• Remember • Understand• Apply• Analyze• Evaluate• Create

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A Narrative To Illustrate Discourse and Thought

Development

Grandma Jeremy Antonio

Guidance Counselor

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Jeremy’s Perspective

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Grandma’s Perspective

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Jeremy’s Perspective

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Antonio’s Perspective

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1Tuscan

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Quadrant #1 of the Discourse and Thought Development Chart

Recognition of the General Situation

In order to describe, order, label and recall, one needs to be aware of basic situations in life and the world (characters/settings) and the routine actions/procedures that occur. Think about: recalling, routines, descriptions.

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*Boelts, Maribeth. Those Shoes. Somerville, MA: Candlewick Press, 2009. *Chesanow, Neil. Where Do I Live? New York: Garron’s Educational Series, Inc., 1995. Lamia, Mary. Understanding Myself. Washington: Magination Press, 2011. Ritchie, Scot. Follow That Map! A First Book of Mapping Skills. New York: Kids Can Press Ltd., 2009. *Sterling, Kristin. Living in Rural Communities. Minneapolis: Lerner Publication Group, Inc., 2008. *Sterling, Kristin. Living in Suburban Communities. Minneapolis: Lerner Publication Group, Inc., 2008. *Sterling, Kristin. Living in Urban Communities. Minneapolis: Lerner Publication Group, Inc., 2008. Woodson, Jacqueline. The Other Side. New York: G.P. The Penguin Group (USA) Inc., 2001. Woodson, Jacqueline. This Is the Rope. New York: The Penguin Group (USA) Inc., 2013.

Quadrant #1 - REFERENCES

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2Doric

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Quadrant #2 of the Discourse and Thought Development Chart – Identification of the Causal Chain

Cause/Effect is the hallmark of these narrative stages: physical and psychological. It is important for students to know that many causes are psychological, in one’s mind, memories or background knowledge. The formation of the causal chain enables students to begin to infer using their own unique background. For example, if we know the kick-off and the reaction (action/feeling) we are more able to use the elements of the narrative episode to go beyond a prediction and infer. This is a building block toward our ability to problem solve, form opinions, persuade and argue with evidence.Think about: Major narrative events, patterns, causes of events.

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*Boelts, Maribeth. Those Shoes. Massachusetts: Candlewich Press, 2009. Havill, Juanita. Jamaica’s Blue Marker. Boston: Houghton Mifflin Company, 1995. *Hord, Colleen. Need It Or Want It? Minnesota: Rourke Publishing, Inc., 2012. Jackson, Ellen. It’s Back to School We Go! First Day Stories from Around the World. Minneapolis: Millbrook Press, 2003. *Larson, Jennifer. Do I Need It? Or Do I Want it? Minnesota: Lerner Publishing Group, Inc., 2010. Sember, Brette McWhorter. The Everything Kids’ Money Book. Massachusetts: Adams Media, 2008. Williams, Vera. A Chair For My Mother. New York: William Morrow & Company, Inc., 1982. Woodson, J. & Lewis, E.B. (2012). Each Kindness NY: Nancy Paulsen Books Reference: Unicef Canada. Rights, Wants & Needs. [email protected], 2001.


mailto:[email protected]

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3Ionic

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Problem Identification/Solving

…As students gain experience with the problem solving process, they will be able to see multiple characters’ motivations for their actions in terms of emotion, mental states (thought processes) and plan making. Such training enables students to prepare for argument/persuasion from the point of view of the opposition: strong and convincing arguments are made if the arguer knows the opposition/s point of view as well as his/her own. Theory of Mind building of the gestalt and development of a Situation Model are important.Think about: Evidence, vocal register, issues, problems to solve, author’s purpose

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*Boelts, Maribeth. Those Shoes. Massachusetts: Candlewich Press, 2009. Chinn, Karen. Sam And The Lucky Money. New York: Lee & Low Books Inc., 1995. *DeBell, Susan. How do I stand in your shoes? South Carolina: YouthLight, Inc., 2012. *McBrier, Page. Beatrice’s Goat. New York: Aladdin Paperbacks, 2004. Pransky, Jack and Amy Kahofer. What is a Thought? (A Thought is a Lot).California: Social Thinking Publishing, 2012. *Sornson, Bob. Stand in My Shoes. Michigan: Nelson Publishing & Marketing, 2013. Williams, Karen Lynn and Mohammed, Khadra. Four Feet, Two Sandals. Michigan: Wm. B. Eerdmans Publishing Co., 2007. Reference: Canadian Teachers’ Federation. Poverty, What Is It? Immagineaction www.imagine-action.ca, 2014.


http://www.imagine-action.ca/

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Corinthian

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Synthesis of Problem Solving & Development of Argument

In the Interactive Episodic Structure, there is another active character who is receiving the effects of another’s plan as a kick-off for him/her. This is an advanced causal chain in that changes of emotion are noted. He or she may think about the motivations of the other character and the plans the other has made. He or she may form an opinion, point of view, or perspective that will facilitate the ability to argue based on evidence.Think about: analysis and synthesis from multiple sources, common themes.

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*Boelts, Maribeth. Those Shoes. Massachusetts: Candlewich Press, 2009. Choose one of these, or your preference, to begin: Hunsicker, Kelley. Chinese Immigrants in America, An Interactive History Adventure. Minnesota: Capstone Press, 2008.

Miller, Kirby and Miller, Patricia Mulholland. Journey of Hope, The Story of Irish Immigration to America. San Francisco: Chronicle Books, 2001. Otfinoski, Steven. The Child Labor Reform Movement, An Interactive History Adventure. Minnesota: Capstone Press, 2014. Raum, Elizabeth. Irish Immigrants in America, An Interactive History Adventure. Minnesota: Capstone Press, 2008. Williams, Mary. Brothers In Hope, The Story of the Lost Boys of Sudan. New York: Lee & Low Books Inc., 2005.


• http://mindwingconcepts.com/blogs/news/44125889-teaching-sgm-components

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NARRATIVE AND EXPOSITORY TEXT

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