the tool & methodology - mindwing concepts, inc

11/13/2013

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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

http://www.corestandards.org/about-the-standards

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

http://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

http://www.youtube.com/watch?v=yzD7zzsRw_k

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Sir Winston Churchill Video

Google Images

http://www.youtube.com/watch?v=eL78M9yw8kM

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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

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

http://www.youtube.com/watch?v=taNTnxtgWTc&feature=player_embedded

http://explore.org/#!/live-cams/player/polar-bear-tundra-buggy-cam

http://www.polarbearsinternational.org/myplanetmypart

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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


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.


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

[email protected]

[email protected]

Visit Linda and Maryellen at

ASHA 2013

Booth # 1822

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

http://www.mindwingconcepts.com/

mailto:[email protected]

mailto:[email protected]

the tool & methodology - mindwing concepts, inc

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