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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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Today’s Focus:
• Story Macro & Micro Structure
• Narrative Development
• Linguistic complexity & cohesion
• Data Collection
• Progress Monitoring4
Beginning
Middle
End
Name:__________________________ Date:____________
Story Graphic Organizer
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Beginning
Middle
End
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Setting
Solution
Name:__________________________ Date:____________
Story Graphic Organizer
Problem
Character
Events
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What is the Story Grammar Marker®? A hands on, multisensory 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
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MindWing Concepts, Inc. Instructional Materials
www.mindwingconcepts.com 9
Example of the need for Narrative Intervention for Social Communication (and Writing). Page 4.2 in It’s All About the Story
This 5th grade student was diagnosed with Asperger’s Syndrome. This is his personal narra9ve in response to a wri9ng prompt.
PROMPT: Everyone has a day or an experience that they remember because they were special. Maybe you had a wonderful birthday party or a special person came to your home for a visit. Write about a day or experience that was special to you. Remember to write an exci@ng beginning and include details in your wri@ng. 10
My radio came on! “Be@er get up!”my mother shouted from downstairs. “They called and said they would be coming 15 minutes early.” I jumped up, pulled on my sweats and bolted down the stairs. I had 45 minutes leI and I had a lot to do. They came in their big SUV. We had a really good 9me. We drove home in the rain and I was really 9red aIer all that walking. I kept thinking of that thing. I will tell him about it at school. Even though I was mad, I had a great 9me. 11
What makes the SGM® Unique?
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What is Language? Lois Bloom and Margaret Lahey (1978) defined language as having three interrelated parts:
Paul, R. (2001), Language Disorders from Infancy through Adolescence: Assessment and Intervention. Mosby.
Content Form
Use
• Semantics (vocabulary); Concepts
such as synonyms, antonyms, multiple meanings, similes,
metaphors • Text type (narrative &
expository) Pragmatics (social use),
Discourse structures; how language is used
Phonology, Morphology, Syntax
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CCSS
COLLEGE AND CAREER
Building Blocks of Language
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Without “discourse” there is no efficient connection between language development and literacy.
CCSS
COLLEGE AND CAREER
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Strands of Language
Pragmatics Phonology Semantics Syntax & Morphology Discourse Metalinguistics
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PRAGMATICS Social Uses of Language
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PHONOLOGY The Sound System
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SEMANTICS Meaning
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SYNTAX and MORPHOLOGY From Simple to Complex Sentences
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DISCOURSE Spoken and Written Communication
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METALINGUISTICS The Conscious Awareness of Language
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• 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” 23
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).24
• 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)
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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.
K Describe familiar people, places, things and events and, with prompting and support, provide additional detail.
2 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
3 Report 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.
5 Report 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. 26
What is literate oral language? It is the combination of:
Macro-structure The overall organization of a story or expository text selection
& Micro-structure
The linguistic complexity of sentences that make up the macro-structure
Elements of micro-structure connect the elements of macro-structure.
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Micro-structure: Gluing the Sentences Together 1. 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.)
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We help children develop literate oral language by assisting them in progressing along the oral literate continuum (discourse).
CONVERSATION NARRATION EXPOSITION
The Oral-Literate Continuum
The “Here and Now”………………………………….The “There and Then” 29
Persuasion
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A narrative is a story. It involves the telling or re-telling of events and experiences orally and in writing. A story can be true or fictitious and takes into account one or more points of view.
Narrative Defined…
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“We dream, remember, anticipate, hope, despair, love, hate, believe, doubt, plan, construct, gossip and learn in narrative.”
Westby, C. (1985, 1991). Learning to talk, talking to learn: Oral-literate language differences. In C. Simon (Ed.), Communication skills and classroom success. Eau Claire, WI: Thinking Publications, Inc.
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“The narra)ve should be viewed as one of the most complex language acts: in producing a good narra)ve, children must conform to customary organiza)onal schemes for narra)ves and also must weave the smaller units of the narra)ve (sentences, clauses, words) together in a cohesive sequence.”
“Problems with wriDen narra)ve should not be construed as a wri)ng problem per se but rather as a language/narra)ve problem that transcends both oral and wriDen discourse.”
Jus)ce, L. (2004). The connec)on between Oral Narra)ve and Reading Problems: What’s the Story? U.Va.: Tempo Weekly Reader 34
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Next 11 slides are from It’s All About the Story (one of the 3 books in MindWing’s Autism Collection) 50
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PLANNED ATTEMPTS
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The Narrative Developmental Sequence:
Where It All Comes Together!
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Copyright © 2007, MindWing Concepts, Inc. • 1-888-228-9746 • Web: www.mindwingconcepts.com65
Copyright © 2007, MindWing Concepts, Inc. • 1-888-228-9746 • Web: www.mindwingconcepts.com66
Lauren, Age 6, Kindergarten (June of 2008) Using Braidy™ as a manipulative to Scaffold the Stages of Narrative Development
and using Braidy™ for Expository Text (listing)
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Cohesive Tie Activity A Differentiated Instruction Activity
Focused on Micro-Structure, Fluency and the Semantics, Syntax & Morphology Strands of Language
Materials Needed: 1. Old Tie
2. Stick-on letters
3. Conjunction word cards from Our Friend Braidy™ Poster
4. Clothes pin (wooden or plastic)
5. Sentence Strips (optional)
6. 3 volunteers to participate
C O H E S I V E
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Narrative Development Correlated to the CCSS for Reading, Key Idea and Detail #3 Using Clifford’s Pals
Clifford and his pals
At the work site in the cement pit playing, jumping and barking.
Clifford, a big, red dog and his furry pals
At the work site in the cement pit playing, jumping and barking.
The work crew starts to pour cement on Susie, Lenny & Nero.
Clifford pushes the cement chute aside.
Clifford, a big, red dog and his furry pals
At the work site in the cement pit playing, jumping and barking.
All of a sudden, Clifford sees the work crew start to pour cement on Susie, Lenny & Nero.
So, Clifford pushes the cement chute aside.
CCSS Kindergarten RL.K.3. With prompting and support, identify characters, settings, and major events in a story.
CCSS Grade 1 RL.1.3. Describe characters, settings, and major events in a story, using key details.
CCSS Grade 2 RL.2.3. Describe how characters in a story respond to major events and challenges.
Narrative Development Stage 1: Descriptive Sequence
Narrative Development Stage 2: Action Sequence
Narrative Development Stage 3: Reactive Sequence
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Clifford, a big, red dog and his furry pals
At the work site in the cement pit playing, jumping and barking.
All of a sudden, Clifford sees the work crew start to pour cement on Susie, Lenny & Nero.
He is worried about his pals, because they could get hurt.
Clifford knows that his pals will get hurt if the cement fills the pit,
so decides to save them.
Clifford pushes the cement chute aside.
As a result, Clifford’s pals are safe.
Clifford is relieved.
Clifford, a big, red dog and his furry pals
At the work site in the cement pit playing, jumping and barking.
All of a sudden, Clifford sees the work crew start to pour cement on Susie, Lenny & Nero.
He is worried about his pals, because they could get hurt.
So, Clifford pushes the cement chute aside.
Narrative Development Stage 4: Abbreviated Episode
Narrative Development Stage 5: Complete Episode
CCSS Grade 3 RL.3.3. Describe characters in a story (traits, motivations, feelings) and explain how their actions contribute to the sequence of events.
CCSS Grade 4 RL.4.3. Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text (character’s thoughts, words, actions).
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Narrative Development Correlated to the CCSS for Reading, Key Idea and Detail #3 Using
Chapter 1 of Charlotte’s Web
Fern, her parents, the Piglet
In the kitchen at home and outside at the hog house, Fern is arguing with her parents about killing a runty piglet
(exploration of the setting using questions and pictures in important)
Fern, an eight year old, strong willed, caring girl, her parents, a thin, sickly Piglet
In the kitchen at home and outside at the hog house, Fern is arguing with her parents about killing a runt pig
Fern shrieks at her mother
Fern struggles with her father to get the ax away from him
Fern, an eight year old, strong willed, caring girl, her parents, a thin, sickly Piglet
In the kitchen at home and outside at the hog house, Fern talks to her mother about the new litter of piglets
All of a sudden, Fern notices her father has an ax and means to kill the runty Piglet
So, Fern shrieks at her mother and struggles with her father to get the ax and argues with him to let the runty piglet live. CCSS Kindergarten
RL.K.3. With prompting and support, identify characters, settings, and major events in a story.
CCSS Grade 1 RL.1.3. Describe characters, settings, and major events in a story, using key details.
CCSS Grade 2 RL.2.3. Describe how characters in a story respond to major events and challenges.
Narrative Development Stage 1: Descriptive Sequence
Narrative Development Stage 2: Action Sequence
Narrative Development Stage 3: Reactive Sequence
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Fern, an eight year old, strong willed, caring girl, her parents, a thin, sickly Piglet
In the kitchen at home and outside at the hog house, Fern talks to her mother about the new litter of piglets
All of a sudden, Fern notices her father has an ax and means to kill the runty Piglet!
Fern is outraged and worried about the piglet.
Fern KNOWS that the runt of litter is not valuable on a farm, she REALIZES that her father needs to kill the runt, she REMEMBERS that her father has empathy, she THINKS it is a case of injustice to kill a runty piglet just because it is born too small
She intends to prevent her father from killing the piglet and to convince him to let it live.
First, Charlotte shrieks at her mother
Then, she struggles with her father to get the ax
Finally, she argues with her father to convince him to let the runty piglet live.
As a result, Charlotte’s father let’s her feed and care for the runty piglet as if it were a baby and she names it Wilbur.
Fern was relieved that she had saved the piglet, thrilled to be able to care for him, and triumphant that she had overcome an injustice.
Fern, an eight year old, strong willed, caring girl, her parents, a thin, sickly Piglet
In the kitchen at home and outside at the hog house, Fern talks to her mother about the new litter of piglets
All of a sudden, Fern notices her father has an ax and means to kill the runty Piglet!
Fern is outraged and worried about the piglet.
So, Fern shrieks at her mother and struggles with her father to get the ax and finally convinces him to let the runty piglet live.
Narrative Development Stage 4: Abbreviated Episode
Narrative Development Stage 5: Complete Episode
CCSS Grade 3 RL.3.3. Describe characters in a story (traits, motivations, feelings) and explain how their actions contribute to the sequence of events.
CCSS Grade 4 RL.4.3. Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text (character’s thoughts, words, actions).
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JanuaryChinese New Year
“In the Year of the Dog, 4645, there lived halfway across the
world from New York, a girl called Sixth Cousin. Otherwise
known as Bandit.
Once winter morning, a letter arrived at the House of Wong
from her father, who had been traveling the four seas. On the
stamp sat an ugly, bald bird. The paper was blue. When
Mother read it, she smiled. But the words made Grandmother
cry and Grandfather angry. No one gave Sixth Cousin even the
smallest hint of why.”
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A letter arrived from Bandit’s father.
A letter arrived from Bandit’s father.
A letter arrived from Bandit’s father.
Mother felt happy (smiled).
Grandmother felt sad (cried).
Grandfather felt angry.
On the first page of In the Year of the Boar and Jackie Robinson, there is an initiating event that causes 4 different feelings in 4 different characters. Because of the “mental states” of each character, this “kick off” made each of them feel a certain way. Each character will have a different plan and different motivation based on these different feelings and mental states. This example makes it clear to see how important the foundation of narrative development is in perspective-taking when reading novels (and this is just page 1!!).
A letter arrived from Bandit’s father.
Bandit felt confused and concerned.
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Please Note: In Rosie’s Walk, Rosie’s perspective of the story is at Stage 2 – the Action Sequence. The Fox has a PLAN (to eat Rosie) so he makes many ATTEMPTS to catch her so that he can eat her. Therefore, from the Fox’s perspective this is a STAGE 5, The Complete Episode.
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Large Group Activity: Analyzing Children’s Literature
at Each Stage of Narrative Development
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Progress Monitoring
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The Bear’s Toothache is used here in the workshop for assessing the stage of narrative development of children. MindWing’s Data Collection & Progress Monitoring Set contains extensive assessment and progress monitoring work with this book and the re-tellings.
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Story for Nana 10/18/15 Gerry Grade 1
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