example of a lesson incorporating technology
DESCRIPTION
TRANSCRIPT
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Example of Integrating High
Tech and Low Tech Into a Lesson
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Literacy Night: Interactive Lesson Supporting Common Core State
Standards Using Children’s Literature, Articles & Multimedia
Presented by:Linda Lafontaine, M.A. CCC-SLP
Maryellen Rooney Moreau, M.Ed. CCC-SLPLesson Designed By: Sheila M. Moreau
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Copyright © 2012, MindWing Concepts, Inc. • 1-888-228-9746 • Web: www.mindwingconcepts.com
The Tool & Methodology
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Copyright © 2012, MindWing Concepts, Inc. • 1-888-228-9746 • Web: www.mindwingconcepts.com
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
Resolution
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Copyright © 2012, MindWing Concepts, Inc. • 1-888-228-9746 • Web: www.mindwingconcepts.com
The Critical Thinking Triangle®:It’s what is missing from
traditional graphic organizers!
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The Research & Evidence Base
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Student Disability
Results
Objective
Abstract
Objectives
Copyright © 2010. MindWng Concepts, Inc. All rights reserved. Toll Free 1-888-228-9746 • www.mindwingconcepts.com
Effects of Story Grammar Marker®: Listening Comprehension & Oral Expression
Linda M. Lafontaine, M.A. CCC-SLP, Curtis Blake Day School of American International CollegeMaryellen Rooney Moreau, M.Ed. CCC-SLP, MindWing Concepts, Inc.
This study examined the effect of narrative intervention utilizing the Story Grammar Marker® methodology on listening comprehension and oral expression abilities of 28 school-aged children diagnosed with language impairment.
The Story Grammar Marker®, by MindWing Concepts, Inc. (www.mindwingconcepts.com) is an effective tool in increasing listening comprehension and oral expression of narratives. The SGM® is a visual, tactile and kinesthetic iconic manipulative designed to help students recall and sequence story details, think critically about the characters’ motivation, feelings, plan and mental states, infer information not directly stated, and predict future events in literature and life. A significant difference will be found between pretest and posttest measures in students who have a specific learning disability in reading and/or language who receive the Story Grammar Marker® intervention.
Grade LevelOf Participants
Significant Outcomes of the Story Grammar Marker Assessments (n=28) Paired dependent t test were conducted comparing pretest and posttest scores for 11 components of the SGM® Assessments. Of the eleven components there were eight statistically significant outcomes and three non-significant outcomes. Participants scored significantly higher on posttest measures of oral retellings. Additionally, students had a significant increase in posttest scores in listening comprehension as measured by their answers to the SNAP comprehension questions. Finally, as of grade 2, the expectation is that students are solid in the three narrative macrostructure elements of character,action sequence and resolution, therefore,no significant difference was noted between thepretest and posttest of those elements.
Pair M SD t Significance (p<.01)
Pre- Post Comprehension -28.930 22.50 -6.804.000
Pre- Post Setting -1.643 .559 -15.559.000
Pre- Post Initiating Event -1.393 1.315 -5.605.000
Pair M SD t Significance (p<.01)
Pre- Post Plan -1.857 .705 -13.934.000
Pre- Post Critical Thinking -.607 .994 -3.232.003
Pre- Post Planned Attempt -2.500 1.202 -11.007.000
Pre- Post Direct Consequence -2.571 1.069 -12.728.000
Conclusions
Reading Comprehension
postIcomppreIcomp
Mea
n
90
80
70
60
50
Listening Comprehension
Setting
postSEpre
Mea
n
2.0
1.5
1.0
.5
0.0
SettingInitiating Event
postIEpreIE
Mea
n
3.0
2.5
2.0
1.5
1.0
.5
Initiating EventPlan
postPpreP
Mea
n
2.5
2.0
1.5
1.0
.5
0.0
PlanCritical Triangle
postCTTpreCTT
Mea
n
2.2
2.0
1.8
1.6
1.4
1.2
Critical Thinking Triangle®
Planned Attempt
postPAprePA
Mea
n
3.0
2.5
2.0
1.5
1.0
.5
0.0
Planned AttemptDirect Consequences
postDCpreDC
Mea
n
3.0
2.5
2.0
1.5
1.0
.5
0.0
Direct Consequence
ConclusionThe results of this study provide efficacy for the Story Grammar Marker’s® developmental methodology as well as the use of the manipulative tool to increase both listening comprehension and oral expression. The information presented in this study is beneficial to educators seeking effective intervention for students who perform poorly on listening comprehension of narratives, oral expression of narratives and answering questions related to narratives.
The results of this study indicate that after receiving the SGM® intervention, students were more aware of how stories were structured and were able to use the structure to increase their listening comprehension levels as measured by comprehension questions and narrative retellings.
Of the 28 students at a school in Western Massa-chusetts, 61% were male and 39% were female.
Statistically significant outcomes were revealed. Usage of the Story Grammar Marker® Progress Monitoring tools for diagnostic and intervention purposes is discussed.
ReferencesCatts, H. W., & Kamhi, A.G. (Eds.). (2005), Language and reading disabilities. Needham, MA: Allyn & Bacon.Swanson, J., Harris, K., & Graham, S. (2003) Handbook of learning disabilities. NY: Guilford Press.Moreau, M. & Fidrych, H. Moreau, M. (1994,1998, 2008) The Story Grammar Marker® Teachers Manual,
MindWing Concepts, Inc. Springfield, MA
Methods & Materials
Intervention Story Grammar Marker® manipulative tool 16 weeks 35 minutes of daily direct instruction
Students also answered factual and inferential comprehension questions about the story content that were provided in the administration manual of the SNAP
Narratives were independently analyzed by two certified Speech and Language Pathologists for sentence and narrative complexity using the SGM® Progress Monitor and Instructional Planner (Moreau, 2009).
Assessment Pre and Post oral narrative retellings were
collected and transcribed utilizing selectedstories from the Strong Narrative Assess-ment Program (SNAP, Strong, 1998)
2
3
4
5
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Copyright © 2012, MindWing Concepts, Inc. • 1-888-228-9746 • Web: www.mindwingconcepts.com
The Common Core State Standards
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Common Core State Standards• Provide teachers and parents a clear and consistent
understanding of what students are expected to learn
• Are designed to be robust and “real world” and to provide students:– Knowledge and skills– College readiness– Career readiness
www.corestandards.org/about-the-standardsCopyright © 2012, MindWing Concepts, Inc. • 1-888-228-9746
• Web: www.mindwingconcepts.com
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What Researchers Say…
“The Common Core State Standards are here, and school-based SLPs are in a prime position to help students.”
Core Commitment by Barbara J. Ehren, Jean Blosser, Froma Roth, Diane R. Paul and Nickola W. Nelson, The ASHA Leader, April 3, 2012.
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What ASHA Says…• Based on their focused expertise in LANGUAGE, SLPs offer
assistance in addressing the linguistic and metalinguistic foundations of curriculum learning for students:– with disabilities– other learners who are at risk for school failure– those who struggle in school settings
http://www.asha.org/docs/html/PS2010-00318.html http://www.asha.org/docs/html/PI2010-00317.html
Copyright © 2012, MindWing Concepts, Inc. • 1-888-228-9746 • Web: www.mindwingconcepts.com
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A Guide – But NOT a “How To”• CCSS sets grade-specific standards but does not define the
intervention methods or materials necessary to support students who are well below or well above grade-level expectations
• SLPs, (in collaboration with Parents, Teachers, Reading Specialists, Literacy Coaches, Special Educators and Interventionists) can…– Provide oral language development
interventions– Support interrelationships among reading,
writing, speaking, listening, and language– Collaborate with each other, families and
administrators– Bolster RTI initiatives
Copyright © 2012, MindWing Concepts, Inc. • 1-888-228-9746 • Web: www.mindwingconcepts.com
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Where Story Grammar Marker® and related
tools fit in:
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The CCSS: A Focus on the Discourse Level of Language
It’s About Helping Students Develop “Communicative Competence”
Putting together words, phrases, and sentences to create conversations, speeches, email messages, articles and books.
www.nclrc.org/essentials/goalsmethods/goal.htm
Copyright © 2012, MindWing Concepts, Inc. • 1-888-228-9746 • Web: www.mindwingconcepts.com
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Without Discourse There No Efficient Connection from Oral Language Development to Literacy
CCSS
COLLEGE AND CAREER
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http://blog.nwf.org/2013/02/10-things-you-may-not-know-about-polar-bears/5
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Excerpt from Sir Winston Churchill’s Speech of June 4, 1940
“We shall defend our island whatever the cost may be; we shall fight on beaches, landing grounds, in fields, in streets and on the hills. We shall never surrender …”
http://history.hanover.edu/courses/excerpts/111chur.html
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CompareWinston of Churchill toSir Winston Churchill List some causes of GlobalWarming
What did Winston know about the tourists to enable him to persuade them?
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http://blog.nwf.org/2013/02/10-things-you-may-not-know-about-polar-bears/5
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Polar Bear Tundra Buggy Cam
Polar Bear TV
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Parent’s
Session
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To help children develop literate oral language by assisting them in progressing along the oral literate continuum.
CONVERSATION NARRATION EXPOSITION
The Oral-Literate Continuum
The “Here and Now”………………………………….The “There and Then”
Story Grammar Marker® Purpose
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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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Narrative Macro-structure is…
…the global organizational structure or “story grammar” of a narrative (story) – independent of content.
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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.)
Copyright © 2010, MindWing Concepts, Inc. • 1-888-228-9746 • Web: www.mindwingconcepts.com
Micro-structure: Gluing the Sentences Together
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Best Bang for the Buck!• Winston of Churchill is narrative picture book
containing informational text.
• Fictional character(s), set in a scientific/historical place with a growing conflict as the result of a problem that needs to be solved.
• Winston of Churchill, the main character, has many attributes paralleling the Great British Statesman Winston Churchill.
• This picture book can be used to build a deep understanding of several concepts across disciplines.
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Common Core State Standards“The standards set requirements not only for English Language Arts (ELA) but also for literacy in history/social studies, science, and technical subjects.”
“Developed out of need for students who wish to be college and career ready, to be proficient in reading complex informational text independently in a variety of content areas.”
Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011
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Common Core State Standards“Students who meet the standards can undertake close, attentive reading complex works … and perform the critical reading necessary to pick carefully through the staggering amount of information available in print and digitally. “
“Student writing must reinforce three writing capacities: writing to persuade, to explain, and to convey real or imagined experience.”
Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011
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Common Core State Standards
Reading Standard for Literature 5.6
Describe how a narrator’s or speaker’s point of view influences how events are described.
Reading Standard for Informational Text 5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in an historical, scientific, or technical text based on specific information in the text.
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Common Core State StandardsReading Standard for Informational Text 5.5
Compare and contrast the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Speaking and Listening Standard 5.4
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.
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Common Core State StandardsWriting Standard 5.2
Write information/explanatory texts to examine a topic and convey ideas and information clearly.
(Winston of Churchill did this!!!)
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Questions?
Comments?
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References• Okimoto, J.D. and Trammal, J. (illustrator). (2007)
Winston of Churchill: One Bear’s Battle Against Global Warming. Sasquatch Books, Seattle.
• http://blog.nwf.org/2013/02/10-things-you-may-not-know-about-polar-bears/5
• http://www.youtube.com/watch?v=yzD7zzsRw_k
• http://www.youtube.com/watch?v=eL78M9yw8kM
• http://www.youtube.com/watch?v=taNTnxtgWTc&feature=player_embedded
• www.mindwingconcepts.com