literacy night: “letting swift rive go” timelines, problem/solution, perspective-taking,...

Presenters:

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

Linda Lafontaine, M.A. CCC-SLP

Literacy Night: “Letting Swift Rive Go” Timelines,

Problem/Solution, Perspective-Taking,

Opinion, & Argument

ASHA 2014 Orlando

November 22, 2014, 4:00pm

• 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 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.

© Lafontaine & Moreau 2014 - www.mindwingconcepts.com - 888.228.9746

Disclosures

• This presentation is available on www.mindwingconcepts.com

• Go to this link for the presentation:

– http://mindwingconcepts.com/presentations.htm

© Lafontaine & Moreau 2014 - www.mindwingconcepts.com -

888.228.9746

Since we only have an hour

together today…

http://www.mindwingconcepts.com/

http://mindwingconcepts.com/presentations.htm


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The Methodology

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 © Lafontaine & Moreau 2014 - www.mindwingconcepts.com -

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CCSS

COLLEGE AND CAREER

Building Blocks of Language


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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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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…


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As the curriculum becomes more complex…

EXPOSITORY TEXT IS INTRODUCED AND BECOMES

MORE PREVALENT. IT IS:

TECHNICAL ABSTRACT DENSE

COMPLEX ALIENATING

Technical Vocabulary

Embedded 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.


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Building Background Knowledge


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Common Core State Standards

Writing Standard 6.1

Write relevant arguments to support claims with clear

reasons and relevant evidence

a. Introduce claim(s) and organize the reasons and evidence clearly.

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from the argument presented.


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Scaling/Lexical Array from

Persuade to Argue

Practice with a familiar sequence from least to

greatest

Construct an array from persuade to argue

Chosen words-persuade, argue, convince, think

about, influence, discuss and debate

Discuss differences between the words and when

you would use them

Have students physically form the array from

least to greatest given words on large index

cards.

Meander Stroll Walk Run


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Under Quabbin Video


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http://video.wgby.org/video/2365046325/


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LITERACY NIGHT

CURTIS BLAKE DAY

SCHOOL

Linda M. Lafontaine, M.A., CCC-SLP


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Quabbin Resevoir Video


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http://www.youtube.com/watch?v=CE4Q5LOK2ec


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Gradual Release of

Responsibility Model (GRRM) Demonstration “I do”

Teacher model of writing paragraph using graphic

organizer

Revise in front of students

Shared Demonstration “We do”

Give students many opportunities to first express

their ideas orally without the fear of writing

Focus on academic vocabulary on argument map

(specifically, for example, as a result, more

important)

Complete map as a group and write piece

together


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GRRM continued

Guided Practice “Y’all do”

Review anchor chart and graphic organizer

completed in class

Guided writing/partner writing

Independent Practice “You do”

Sustained independent writing in school

Conferences with students

Routman, R. (2005) Writing essentials: raising expectations and results while

simplifying teaching. Portsmouth, NH: Heinemann.© Lafontaine & Moreau 2014 - www.mindwingconcepts.com -

888.228.9746

Follow-up Lessons

Complete argument graphic organizer and

write summary using mapped information.

Write a letter to the editor from the perspective

of the Boston residents or the Swift River

Valley residents.

Read additional picture books on the same

topic, complete compare/contrast graphic

organizer and write a summary.


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Sample Letter to Editor

Dear Editor:

State your reason for writing here.

State your case here. Include facts, references, or research

here to establish credibility.

Include a call to action, asking readers to follow up with some

activity, such as joining in calling on policymakers to address

the issue. >

End with a strong, positive statement in support of your case.

Sincerely,

Writer’s Signature

Name of Writer

Writer’s Title

Writer’s Organization extensionpartners.org/upload_files/Template%20for%20LTTE.org


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Speaking and Listening Standard 6.1

Engage effectively in a range of collaborative

discussions with diverse partners on grade 6

topics, texts and issues, building on others’

ideas and expressing their own clearly.

Speaking and Listening Standard 6.3

Delineate a speaker’s argument and specific

claims, distinguishing claims that are

supported by reasons and evidence from

claims that are not. © Lafontaine & Moreau 2014 - www.mindwingconcepts.com -

888.228.9746


Language Standard 6.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Language Standard 6.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.


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Write relevant arguments to support claims with clear

reasons and relevant evidence

a. Introduce claim(s) and organize the reasons and evidence clearly.

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from the argument presented.


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With some guidance and support from peers

and adults, develop and strengthen writing as

needed by planning, revising, editing,

rewriting, or trying a new approach.


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Additional Texts on Theme of

Leaving

Fiday, B. and D. (1990). Time to go. San

Diego: Gulliver Books, Harcourt Brace

Jovanovich Publishers.

Provensen, A. and M. (1987). Shaker lane.

New York: Viking Kestrel


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References

Hillocks, Jr., G. (2011). Teaching argument

writing. Portsmouth, NH: Heinemann.

Rivard, L. (2014). Melvin fargo writes to argue

and persuade. Northville, MI: Ferne Press.

Routman, R. (2005) Writing essentials: raising

expectations and results while simplifying

teaching. Portsmouth, NH: Heinemann.

Sedita, J. (2011) The key vocabulary Routine.

Rowley, MA: Keys to Literacy.

Yolen, J. (1992) Letting swift river go. New York:

Little, Brown and Company. © Lafontaine & Moreau 2014 - www.mindwingconcepts.com -

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CONTACT US!

Maryellen

mrmoreau@mindwingconcepts

.com

Linda

[email protected]


888.228.9746

mailto:[email protected]

mailto:[email protected]

Thank you for attending our

presentation!

ASHA 2014 Orlando – Discount:

10% off through December 31, 2014

Use code: ASHA14 in our online store

check-out

http://mindwingconcepts.com/store.htm,

call 888.228.9746 or fax a PO to

413.734.7476


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literacy night: “letting swift rive go” timelines, problem/solution, perspective-taking,...

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