MindWing Presentation—NYC Dept. of Education, Dec. 1-3, 2015

Presenter:
Maryellen Rooney Moreau, M.Ed., CCC-SLP
President and Founder of MindWing Concepts, Inc.
Narrative & Expository
Text Development, Data Collection & Creative Therapy
NYCDOE
December 1, 2, 3, 2015

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

https://www.facebook.com/groups/StoryGrammarMarker/
Copyright © 2015 • www.mindwingconcepts.com
Please join the OFFICIAL Story Grammar Marker®
Professional Learning Community on FaceBook

Copyright © 2015 • Maryellen Rooney Moreau • 1-888-228-9746
• www.mindwingconcepts.com
• 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”

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).

• 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)

Copyright © 2015 • Maryellen Rooney Moreau • 1-888-228-9746 • www.mindwingconcepts.com
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.

Just heard last Monday:
• “What about topic development? She can’t develop a topic.”
Others:
• “He has trouble expressing himself.”
• “She can answer questions about topics if I am there to encourage her to say
more.”
• “She tells everything out of order…”
• “Her writing, no matter what the topic is, is a list, but I guess everything is
essentially a list until you elaborate.”
• “All I hear from him are really short sentences.”
• “She keeps stopping and rewording in peer groups or “turn and talk”. I think she
is nervous. She needs to look at something to help her.”
• “Her stories are disorganized and sound like “and then and then and then”.
• “He goes off track and leaves out important details when talking about a
topic…we want the facts from the text.”
Teacher comments about discourse expression

What is the
Story
Grammar
Marker®?
A hands on, multisensory
narrative development 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
http://mindwingconcepts.com/collections/story-grammar-marker

The Critical Thinking Triangle®:
It’s what is missing from
traditional graphic organizers!

Macrostructure: Narrative Structure and Organization
Microstructure: Syntax and Morphology
“A growing body of literature substantiates the efficacy of narrative
intervention, including:
• parent training,
• explicit teaching of narrative structure interactively and
meaning based and
• use of narratives as a context for addressing both linguistic
and narrative skills.”
Boudreau, D. (2008). Topics in Language Disorders 28(2)
Narrative Based Language Intervention

Analysis of Narrative
Macrostructure &
Microstructure
To prepare for
intervention and
progress monitoring

http://tinyurl.com/eggbertmovietrailer
*** “Movie Trailer” ***

Materials Used
in activities

https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-
8#q=pocket+chart+red+yellow+green&tbm=shop&spd=12175336825629874342
Pocket Chart

http://mindwingconcepts.com/products/cohesive-tie-jar-gon-kit
MindWing’s Cohesive Tie JAR-gon

http://mindwingconcepts.com/products/universal-magnet-set
MindWing’s Universal Magnet Set

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.)

• Elaborated noun phrases: a hard fall on the sidewalk; beautiful little lights;
• Verb phrase & -ly adverbs: sadly, luckily (See sentence exemplars below)
• Conjunctions: Then, but, and, just when, finally
• Mental State Verbs: thought, knew, thinking, notice, realized, notice
• Communication (linguistic) verbs: whispered; ordered
• Figurative language: caught his eye; if the truth be told; Split!; Voila!,
Scramble!, hunched
• Exemplar Sentences to demonstrate cohesion and the complexity of mental
state verbs:
• He hunched his shoulders, what little shoulders he had, and pressed
his shell together, so that the crack almost disappeared.
• All the drawers had labels, but none of them was right for Eggbert.
• But just as Eggbert was thinking he’d found the perfect place, a
potato plant happened to notice his crack.
• He realized that no matter how he painted himself, he could not hide
who he was.
Microstructure Examples and Literate Language Features from Eggbert

Sequence for the Character Mapping
& Paragraph Writing
This actual lesson was done as a whole group in grade 1.
Steps were:
1. Teacher filled out the character map on chart paper eliciting
student input. A large Character Icon Magnet can be used on
a white board or a Character Image can be used on a
Smartboard
2. Teacher put the map on a student Character Map and made a
copy for each student.
3. Teacher reviewed the map together with the students and
had them number the categories 1-4.

4. Teacher then wrote the sentences on chart paper with
student input using each item from the map and checking
off the item on the map as each item was used.
5. Teacher then read the paragraph with students from the
chart paper.
6. Teacher copied the paragraph for each student so the next
day each child received the completed class paragraph.
7. As a group, the paragraph was reread and then each child
underlined with the teacher modeling, each item from the
map.

Outcome
Students were able to visually see taking a list and
turning it into sentences, development of a paragraph
and thus…a description of our character!

Older Student
Mapping/Writing Example

3 Choices for ART PROJECTS
The art projects were done with the students of various
ages and abilities – use your discretion. There are
several opportunities for conversational discourse.

1.) Provide a paper with 2 large
ovals. Eggbert can be drawn
showing happy and sad.

2.) Eggbert is created showing a
gradual build up of an expository
sequence using google eyes, a beret
cut out from red felt and the arms
and legs. All were prepared ahead of
time. See the steps.

3.) Eggbert cut-outs with Setting
Map drawn portraying Eggbert in
a creative setting. If the child is
able, he/she can draw a picture
and write a sentence.

Expository Text

ThemeMaker Kit – Expository Text
http://mindwingconcepts.com/products/the-thememaker-kit

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…

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.

Examples of Expository Text…

http://mindwingconcepts.com/products/discourse-and-thought-development-chart-wheel

Companion Expository Text Lesson:
EGGS

Sea Turtle Eggs/Nesting/Hatching

http://tinyurl.com/seaturtlesTM

Sea Turtle Article (handout)
Sea turtles are interesting and mysterious animals. They live in both
warm and cool climates around the world. Sea turtles look like other
land turtles but they cannot pull their legs, or flippers, under their
shells for protection. The female sea turtle lays eggs. She returns to the
same sandy beach, where she, herself, was born. How she remembers
where to go is a mystery since sea turtles travel hundreds of miles in
their lifetimes. Their traveling is always in water unless it is time to
lay their ping pong ball shaped eggs.
When it is time to lay eggs, the female sea turtle travels back to her
birthplace and crawls up on the beach past the high water mark to dry,
sandy soil using her large flippers as legs. Then, she has to take a rest
since walking on land makes her extremely tired. Soon she begins to
lay her eggs.

She digs at least one deep hole in the sand and lays up to 150
eggs in it. Next, she covers the eggs with warm sand and walks
back into the sea. The sand, covering this “nest”, protects the
eggs until they hatch. The warmer the nest temperature, the more
female turtles hatch. If the temperature is balanced, there will be
a balanced number of males and females.
In a few weeks, the sandy area where the nests are located
begins to shake and hundreds of little black headed creatures
scramble out of the sand. These two inch long creatures seem to
know right away that they must go into the water. So begins a
life journey for these baby sea turtles. The males will never
return to the beach again but somehow the females will
remember the place, when it is time to lay their eggs.

Three 4th Grade Student Examples
(Sequence Passage)
TASK:
1. Teacher chunks the text
2. Talk as a group using MindWing’s magnets for Listing
Sequencing and Cause/Effect (use Maps as guide)
3. Map the sequence on Sequence Map together
4. Teacher provides Maps (in handout)
5. Write Paragraph using the Sequence/Cause-Effect/List
Cohesive Tie Words
6. Underline details

When it is time to lay eggs, the female sea turtle
travels back to her birthplace and crawls up on the
beach past the high water mark to dry, sandy soil
using her large flippers as legs. Then, she has to
take a rest since walking on land makes her
extremely tired. Soon she begins to lay her eggs.
She digs at least one deep hole in the sand and
lays up to 150 eggs in it. Next, she covers the eggs
with warm sand and walks back into the sea.

AmazingEggs_rubric for webinar.pdf

The Analysis

http://education.nationalgeographic.com/encyclopedia/weather/
http://education.nationalgeographic.com/encyclopedia/rain/

“Because expository texts are the primary
means for acquiring academic and
schooled knowledge, students’ failure to
understand and learn from expository
texts can create a cumulative knowledge
deficit as children progress through
schools.”
Improving Comprehension Instruction: Rethinking Research, Theory, and
Classroom Practice. Edited By: Cathy Collins Block, Linda B. Gambrell and
Michael Pressley. ISBN: 0-87207-458-7

Our students will almost ALWAYS
do better on multiple choice tests…
than if they have to formulate the
response on their own.
Michelle Garcia Winner (2010). Social Thinking® Across the Home and
School Day: The I LAUGH Model of Social Thinking

• Describe
• List
• Sequence
• Find cause/effect
• Identify Problem/Solution
• Interpret and write persuasive text
• Compare and Contrast
• Predict
• Summarize
• Infer
• Find the most important informational points/facts
• Know the Author’s purpose
• Find answers to “Wh” Questions within text
• Find the main idea
• Follow the pronoun referent
• Know the organization of text
• Self monitor
• Process complex sentences & abstract vocabulary words
The ThemeMaker® helps
to comprehend and
express information!
Good Readers & Writers of Expository Text can:

English Language Arts Standards » Writing » Grade 5 - Text Types and Purposes
http://www.corestandards.org/the-standards/english-language-arts-standards/writing/grade-5/
•W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
• Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically
grouped to support the writer’s purpose.
• Provide logically ordered reasons that are supported by facts and details.
• Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
• Provide a concluding statement or section related to the opinion presented.
•W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• Introduce a topic clearly, provide a general observation and focus, and group related information logically; include
formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
• Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the
topic.
• Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
• Use precise language and domain-specific vocabulary to inform about or explain the topic.
• Provide a concluding statement or section related to the information or explanation presented.
•W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear
event sequences.
• Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence
that unfolds naturally.
• Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the
responses of characters to situations.
• Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
• Use concrete words and phrases and sensory details to convey experiences and events precisely.
• Provide a conclusion that follows from the narrated experiences or events.

TOPIC SENTENCE:
CLINCHER:
Paragraph Writing Template
Details:

Deepening of Thought and Knowledge
121

123
Webb’s Depth of Knowledge (DoK) was “employed to
analyze the cognitive expectation demanded by
standards, curricular activities and assessment tasks”
(Webb, 1997).
Ultimately the DoK level describes the kind of
thinking required by a task, not whether or not the task
is “difficult.” (Webb, 2009).
Webb’s Depth of Knowledge

124
Webb’s Depth of Knowledge Levels are:
LEVEL 1:
Recall & Reproduction
LEVEL 2:
Working with Skills & Concepts
LEVEL 3:
Short-Term Strategic Thinking
LEVEL 4:
Extended Strategic Thinking
Reference: Webb’s Depth of
Knowledge (DoK) Guide: Career
and Technical Education
Definitions, 2009, based upon
Webb’s DoK was “employed to
analyze the cognitive expectation
demanded by standards, curricular
activities and assessment tasks”
(Webb, 1997).

125
Bloom’s Taxonomy:
• Remember
• Understand
• Apply
• Analyze
• Evaluate
• Create

127
A Narrative To Illustrate
Discourse and Thought
Development
Grandma
Jeremy
Antonio
Guidance Counselor

139
Quadrant #1 of the
Discourse and Thought
Development Chart
Recognition of the General Situation
In order to describe, order, label and
recall, one needs to be aware of basic
situations in life and the world
(characters/settings) and the routine
actions/procedures that occur.
Think about: recalling, routines,
descriptions.

140
*Boelts, Maribeth. Those Shoes. Somerville, MA: Candlewick Press, 2009.
*Chesanow, Neil. Where Do I Live? New York: Garron’s Educational Series, Inc., 1995.
Lamia, Mary. Understanding Myself. Washington: Magination Press, 2011.
Ritchie, Scot. Follow That Map! A First Book of Mapping Skills. New York: Kids Can Press
Ltd., 2009.
*Sterling, Kristin. Living in Rural Communities. Minneapolis: Lerner Publication Group, Inc.,
2008.
*Sterling, Kristin. Living in Suburban Communities. Minneapolis: Lerner Publication Group,
Inc., 2008.
*Sterling, Kristin. Living in Urban Communities. Minneapolis: Lerner Publication Group, Inc.,
2008.
Woodson, Jacqueline. The Other Side. New York: G.P. The Penguin Group (USA) Inc., 2001.
Woodson, Jacqueline. This Is the Rope. New York: The Penguin Group (USA) Inc., 2013.
Quadrant #1 - REFERENCES

142
Quadrant #2 of the
Discourse and Thought Development Chart –
Identification of the Causal Chain
Cause/Effect is the hallmark of these narrative
stages: physical and psychological. It is
important for students to know that many
causes are psychological, in one’s mind,
memories or background knowledge. The
formation of the causal chain enables students to
begin to infer using their own unique background.
For example, if we know the kick-off and the
reaction (action/feeling) we are more able to use
the elements of the narrative episode to go beyond
a prediction and infer. This is a building block
toward our ability to problem solve, form
opinions, persuade and argue with evidence.
Think about: Major narrative events, patterns,
causes of events.

143
*Boelts, Maribeth. Those Shoes. Massachusetts: Candlewich Press, 2009.
Havill, Juanita. Jamaica’s Blue Marker. Boston: Houghton Mifflin Company, 1995.
*Hord, Colleen. Need It Or Want It? Minnesota: Rourke Publishing, Inc.,
2012.
Jackson, Ellen. It’s Back to School We Go! First Day Stories from Around the World.
Minneapolis: Millbrook Press, 2003.
*Larson, Jennifer. Do I Need It? Or Do I Want it? Minnesota: Lerner Publishing Group, Inc.,
2010.
Sember, Brette McWhorter. The Everything Kids’Money Book. Massachusetts: Adams Media,
2008.
Williams, Vera. A Chair For My Mother. New York: William Morrow & Company, Inc., 1982.
Woodson, J. & Lewis, E.B. (2012). Each Kindness NY: Nancy Paulsen Books
Reference: Unicef Canada. Rights, Wants & Needs. globalclassroom@unicef.ca, 2001.

145
Quadrant #3 of the Discourse
and Thought Development Chart
Problem Identification/Solving
…As students gain experience with the problem
solving process, they will be able to see multiple
characters’ motivations for their actions in terms of
emotion, mental states (thought processes) and plan
making. Such training enables students to prepare
for argument/persuasion from the point of view of
the opposition: strong and convincing arguments
are made if the arguer knows the opposition/s point
of view as well as his/her own. Theory of Mind
building of the gestalt and development of a
Situation Model are important.
Think about: Evidence, vocal register, issues,
problems to solve, author’s purpose

146
Chinn, Karen. Sam And The Lucky Money. New York: Lee & Low Books Inc., 1995.
*DeBell, Susan. How do I stand in your shoes? South Carolina: YouthLight, Inc.,
2012.
*McBrier, Page. Beatrice’s Goat. New York: Aladdin Paperbacks, 2004.
Pransky, Jack and Amy Kahofer. What is a Thought? (A Thought is a Lot).
California: Social Thinking Publishing, 2012.
*Sornson, Bob. Stand in My Shoes. Michigan: Nelson Publishing & Marketing, 2013.
Williams, Karen Lynn and Mohammed, Khadra. Four Feet, Two Sandals. Michigan:
Wm. B. Eerdmans Publishing Co., 2007.
Reference: Canadian Teachers’ Federation. Poverty, What Is It? Immagineaction
www.imagine-action.ca, 2014.

148
Quadrant #4 of the Discourse
and Thought Development Chart
Synthesis of Problem Solving &
Development of Argument
In the Interactive Episodic Structure, there is another
active character who is receiving the effects of
another’s plan as a kick-off for him/her. This is an
advanced causal chain in that changes of emotion are
noted. He or she may think about the motivations of
the other character and the plans the other has made.
He or she may form an opinion, point of view, or
perspective that will facilitate the ability to argue
based on evidence.
Think about: analysis and synthesis from multiple
sources, common themes.

149
Choose one of these, or your preference, to begin:
Hunsicker, Kelley. Chinese Immigrants in America, An Interactive History Adventure.
Minnesota: Capstone Press, 2008.
Miller, Kirby and Miller, Patricia Mulholland. Journey of Hope, The Story of Irish
Immigration to America. San Francisco: Chronicle Books, 2001.
Otfinoski, Steven. The Child Labor Reform Movement, An Interactive History
Adventure. Minnesota: Capstone Press, 2014.
Raum, Elizabeth. Irish Immigrants in America, An Interactive History Adventure.
Minnesota: Capstone Press, 2008.
Williams, Mary. Brothers In Hope, The Story of the Lost Boys of Sudan. New York:
Lee & Low Books Inc., 2005.

• http://mindwingconcepts.com/blogs/news/44125889-
teaching-sgm-components
150

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MindWing Presentation—NYC Dept. of Education, Dec. 1-3, 2015

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