the tool & methodology - mindwing concepts, inc
TRANSCRIPT
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Literacy Night: Interactive Lesson Supporting Common Core State
Standards Using Children’s Literature, Articles & Multimedia
Presented by:
Maryellen Rooney Moreau, M.Ed. CCC-SLP
Linda Lafontaine, M.A. CCC-SLP
ASHA Convention Chicago 2013
• 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 writes books,
creates materials, consults, trains and presents.
– Nonfinancial: No relevant nonfinancial relationships exist.
• Linda M. Lafontaine, M.A. CCC-SLP,
Speech Pathologist and Assistant Principal at The Curtis Blake Day School
at American International College, Springfield, MA
– Financial: Consultant for Mindwing Concepts, Inc., Springfield, MA
– Non-Financial: Linda has been a friend and colleague of Maryellen
Moreau, owner of MindWing Concepts, Inc. for 20 years.
Disclosures
The Tool & Methodology
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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
Resolution
The Critical Thinking Triangle®:
It’s what is missing from
traditional graphic organizers!
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The Research &
Evidence Base
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 College
Maryellen 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 Level
Of 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 the
pretest 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
Mean
90
80
70
60
50
Listening
Comprehension
Setting
postSEpre
Mean
2.0
1.5
1.0
.5
0.0
Setting
Initiating Event
postIEpreIE
Mean
3.0
2.5
2.0
1.5
1.0
.5
Initiating Event
Plan
postPpreP
Mean
2.5
2.0
1.5
1.0
.5
0.0
Plan
Critical Triangle
postCTTpreCTT
Mean
2.2
2.0
1.8
1.6
1.4
1.2
Critical
Thinking
Triangle®
Planned Attempt
postPAprePA
Mean
3.0
2.5
2.0
1.5
1.0
.5
0.0
Planned
AttemptDirect Consequences
postDCpreDC
Mean
3.0
2.5
2.0
1.5
1.0
.5
0.0
Direct
Consequence
Conclusion
The 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 inferentialcomprehension 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
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-standards
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.
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
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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
Where Story Grammar
Marker® and related
tools fit in:
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
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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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Polar Bear Video
Google Images
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Sir Winston Churchill Video
Google Images
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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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Compare
Winston of
Churchill to
Sir Winston
Churchill
List some
causes of Global
Warming
What did
Winston know
about the
tourists to
enable him to
persuade them?
http://blog.nwf.org/2013/02/10-things-you-may-not-know-about-polar-
bears/5
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polar bear video
Polar Bear Tundra Buggy Cam
Polar Bear TV
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
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.
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.)
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
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
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.
Common Core State Standards
Writing 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?
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
Visit Linda and Maryellen at
ASHA 2013
Booth # 1822