New York City Dept. of Education, District 75, Oct. 2015 Presentation

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
2

Today’s Focus:
•  Story Macro Micro Structure
•  Narrative Development
•  Linguistic complexity cohesion
•  Data Collection
•  Progress Monitoring
4

Beginning
Middle
End
Name:__________________________ Date:____________
Story Graphic Organizer
5

Setting
Solution
Name:__________________________ Date:____________
Story Graphic Organizer
Problem
Character
Events
7

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 8

MindWing Concepts, Inc. Instructional Materials
www.mindwingconcepts.com 9

Example of the need for
Narrative Intervention
for Social Communication (and Writing).
Page 4.2 in It’s All About the Story
This
5th
grade
student
was
diagnosed
with
Asperger’s

Syndrome.

This
is
his
personal
narra9ve
in
response
to
a

wri9ng
prompt.

PROMPT:
Everyone
has
a
day
or
an
experience
that
they

remember
because
they
were
special.

Maybe
you
had
a

wonderful
birthday
party
or
a
special
person
came
to
your

home
for
a
visit.

Write
about
a
day
or
experience
that
was

special
to
you.

Remember
to
write
an
exci@ng
beginning
and

include
details
in
your
wri@ng.
10

My
radio
came
on!

“Be@er
get
up!”my
mother
shouted
from
downstairs.

“They
called
and
said
they
would
be
coming
15

minutes
early.”

I
jumped
up,
pulled
on
my
sweats
and
bolted
down
the

stairs.

I
had
45
minutes
leI
and
I
had
a
lot
to
do.

They
came
in
their
big
SUV.

We
had
a
really
good
9me.

We
drove
home
in
the
rain
and
I
was
really
9red
aIer

all
that
walking.

I
kept
thinking
of
that
thing.
I
will
tell
him
about
it
at

school.

Even
though
I
was
mad,
I
had
a
great
9me. 11

What makes the SGM® Unique?
12

What is Language?
Lois Bloom and Margaret Lahey (1978) defined language as having three interrelated parts:
Paul, R. (2001), Language Disorders from Infancy through Adolescence: Assessment and Intervention. Mosby.
Content Form
Use
• Semantics
(vocabulary); Concepts
such as synonyms,
antonyms, multiple
meanings, similes,
metaphors
• Text type (narrative
expository)
Pragmatics (social use),
Discourse structures; how
language is used
Phonology,
Morphology, Syntax
13

CCSS
COLLEGE AND CAREER
Building Blocks of Language
14

Without “discourse” there is no efﬁcient connection between
language development and literacy.
CCSS
COLLEGE AND CAREER
15

Strands of Language
Pragmatics
Phonology
Semantics
Syntax Morphology
Discourse
Metalinguistics
16

PRAGMATICS
Social Uses of Language
17

SYNTAX and MORPHOLOGY
From Simple to Complex Sentences
20

DISCOURSE
Spoken and Written Communication
21

METALINGUISTICS
The Conscious Awareness of Language
22

•  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” 23

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).
24

•  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)
25

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.
26

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.
27

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.)
28

We help children develop literate
oral language by assisting them
in progressing along the oral
literate continuum (discourse).
CONVERSATION NARRATION EXPOSITION
The Oral-Literate Continuum
The “Here and Now”………………………………….The “There and Then”
29

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…
31

“We dream, remember,
anticipate, hope, despair, love,
hate, believe, doubt, plan,
construct, gossip and learn in
narrative.”
Westby, C. (1985, 1991). Learning to talk, talking to learn:
Oral-literate language differences. In C. Simon (Ed.),
Communication skills and classroom success.
Eau Claire, WI: Thinking Publications, Inc.
32

“The
narra)ve
should
be
viewed
as
one
of
the
most
complex
language

acts:

in
producing
a
good
narra)ve,
children
must
conform
to

customary
organiza)onal
schemes
for
narra)ves
and
also
must
weave

the
smaller
units
of
the
narra)ve
(sentences,
clauses,
words)
together

in
a
cohesive
sequence.”

“Problems
with
wriDen
narra)ve
should
not
be
construed
as
a
wri)ng

problem
per
se
but
rather
as
a
language/narra)ve
problem
that

transcends
both
oral
and
wriDen
discourse.”
Jus)ce,
L.
(2004).

The
connec)on
between
Oral
Narra)ve
and
Reading
Problems:

What’s
the
Story?
U.Va.:
Tempo
Weekly
Reader
34

Next 11 slides are from It’s All About the Story (one of the 3 books in MindWing’s Autism Collection)
50

The Narrative
Developmental Sequence:
Where It All Comes Together!
63

Copyright © 2007, MindWing Concepts, Inc. • 1-888-228-9746 • Web: www.mindwingconcepts.com
65

Copyright © 2007, MindWing Concepts, Inc. • 1-888-228-9746 • Web: www.mindwingconcepts.com
66

Lauren, Age 6, Kindergarten (June of 2008)
Using Braidy™ as a manipulative to Scaffold the Stages of Narrative Development
and using Braidy™ for Expository Text (listing)
67

Cohesive Tie Activity
A Differentiated Instruction Activity
Focused on Micro-Structure, Fluency and
the Semantics, Syntax Morphology Strands of Language
Materials Needed:
1.  Old Tie
2.  Stick-on letters
3.  Conjunction word cards from Our Friend Braidy™ Poster
4.  Clothes pin (wooden or plastic)
5.  Sentence Strips (optional)
6.  3 volunteers to participate
C
O
H
E
S
I
V
E
#1 #2 #3
68

Narrative Development Correlated to the CCSS for
Reading, Key Idea and Detail #3 Using Clifford’s Pals
Clifford and his pals
At the work site in the cement
pit playing, jumping and
barking.
Clifford, a big, red dog and his
furry pals
barking.
The work crew starts to pour
cement on Susie, Lenny
Nero.
Clifford pushes the cement
chute aside.
Clifford, a big, red dog and his
furry pals
barking.
All of a sudden, Clifford sees
the work crew start to pour
cement on Susie, Lenny
Nero.
So, Clifford pushes the cement
chute aside.
CCSS Kindergarten
RL.K.3. With prompting and
support, identify characters,
settings, and major events in
a story.
CCSS Grade 1
RL.1.3. Describe characters,
a story, using key details.
CCSS Grade 2
RL.2.3. Describe how
characters in a story respond
to major events and
challenges.
Narrative Development
Stage 1: Descriptive Sequence
Stage 2: Action Sequence
Stage 3: Reactive Sequence
70

Clifford, a big, red dog and his furry pals
At the work site in the cement pit playing,
jumping and barking.
All of a sudden, Clifford sees the work
crew start to pour cement on Susie,
Lenny Nero.
He is worried about his pals, because
they could get hurt.
Clifford knows that his pals will get hurt if
the cement fills the pit,
so decides to save them.
Clifford pushes the cement chute aside.
As a result, Clifford’s pals are safe.
Clifford is relieved.
Clifford, a big, red dog and his furry pals
At the work site in the cement pit playing,
jumping and barking.
All of a sudden, Clifford sees the work
crew start to pour cement on Susie,
Lenny Nero.
He is worried about his pals, because
they could get hurt.
So, Clifford pushes the cement chute
aside.
Stage 4: Abbreviated Episode
Stage 5: Complete Episode
CCSS Grade 3
RL.3.3. Describe characters in a story
(traits, motivations, feelings) and explain
how their actions contribute to the
sequence of events.
CCSS Grade 4
RL.4.3. Describe in depth a character, setting or
event in a story or drama, drawing on specific details
in the text (character’s thoughts, words, actions).
71

Narrative Development Correlated to the CCSS for
Reading, Key Idea and Detail #3 Using
Chapter 1 of Charlotte’s Web
Fern, her parents, the Piglet
In the kitchen at home and
outside at the hog house, Fern is
arguing with her parents about
killing a runty piglet
(exploration of the setting using
questions and pictures in
important)
Fern, an eight year old, strong
willed, caring girl, her parents, a
thin, sickly Piglet
In the kitchen at home and
outside at the hog house, Fern is
arguing with her parents about
killing a runt pig
Fern shrieks at her mother
Fern struggles with her father to
get the ax away from him
Fern, an eight year old, strong
willed, caring girl, her parents, a thin,
sickly Piglet
In the kitchen at home and outside
at the hog house, Fern talks to her
mother about the new litter of piglets
All of a sudden, Fern notices her
father has an ax and means to kill
the runty Piglet
So, Fern shrieks at her mother and
struggles with her father to get the
ax and argues with him to let the
runty piglet live.CCSS Kindergarten
RL.K.3. With prompting and
support, identify characters,
a story.
CCSS Grade 1
RL.1.3. Describe characters,
settings, and major events
in a story, using key details.
CCSS Grade 2
RL.2.3. Describe how
characters in a story respond
to major events and
challenges.
Stage 1: Descriptive Sequence
Stage 2: Action Sequence
Stage 3: Reactive Sequence
73

Fern, an eight year old, strong willed, caring girl, her
parents, a thin, sickly Piglet
In the kitchen at home and outside at the hog house, Fern
talks to her mother about the new litter of piglets
All of a sudden, Fern notices her father has an ax and
means to kill the runty Piglet!
Fern is outraged and worried about the piglet.
Fern KNOWS that the runt of litter is not valuable on a
farm, she REALIZES that her father needs to kill the runt,
she REMEMBERS that her father has empathy,
she THINKS it is a case of injustice to kill a runty piglet just
because it is born too small
She intends to prevent her father from killing the piglet and
to convince him to let it live.
First, Charlotte shrieks at her mother
Then, she struggles with her father to get the ax
Finally, she argues with her father to convince him to let the
runty piglet live.
As a result, Charlotte’s father let’s her feed and care for the
runty piglet as if it were a baby and she names it Wilbur.
Fern was relieved that she had saved the piglet, thrilled to
be able to care for him, and triumphant that she had
overcome an injustice.
Fern, an eight year old, strong willed,
caring girl, her parents, a thin, sickly
Piglet
In the kitchen at home and outside at the
hog house, Fern talks to her mother
about the new litter of piglets
All of a sudden, Fern notices her father
has an ax and means to kill the runty
Piglet!
Fern is outraged and worried about the
piglet.
So, Fern shrieks at her mother and
struggles with her father to get the ax
and finally convinces him to let the runty
piglet live.
Stage 4: Abbreviated Episode
Narrative Development Stage 5: Complete Episode
CCSS Grade 3
RL.3.3. Describe characters in a story (traits,
motivations, feelings) and explain how their
actions contribute to the sequence of events.
CCSS Grade 4
RL.4.3. Describe in depth a character, setting or event in
a story or drama, drawing on specific details in the text
(character’s thoughts, words, actions).
74

January
Chinese New Year
“In the Year of the Dog, 4645, there lived halfway across the
world from New York, a girl called Sixth Cousin. Otherwise
known as Bandit.
Once winter morning, a letter arrived at the House of Wong
from her father, who had been traveling the four seas. On the
stamp sat an ugly, bald bird. The paper was blue. When
Mother read it, she smiled. But the words made Grandmother
cry and Grandfather angry. No one gave Sixth Cousin even the
smallest hint of why.”
78

A letter arrived from
Bandit’s father.
Bandit’s father.
Bandit’s father.
Mother felt happy
(smiled).
Grandmother felt
sad (cried).
Grandfather felt angry.
On the first page of In the Year of the Boar and Jackie Robinson, there is an initiating event that causes 4 different feelings in 4
different characters. Because of the “mental states” of each character, this “kick off” made each of them feel a certain way. Each
character will have a different plan and different motivation based on these different feelings and mental states. This example makes
it clear to see how important the foundation of narrative development is in perspective-taking when reading novels (and this is just
page 1!!).
Bandit’s father.
Bandit felt confused
and concerned.
79

Please Note:
In Rosie’s Walk, Rosie’s perspective of the story
is at Stage 2 – the Action Sequence. The Fox
has a PLAN (to eat Rosie) so he makes many
ATTEMPTS to catch her so that he can eat her.
Therefore, from the Fox’s perspective this is a
STAGE 5, The Complete Episode.
81

Large Group Activity:
Analyzing Children’s Literature
at Each Stage of
83

The Bear’s Toothache is used here in the
workshop for assessing the stage of
narrative development of children.
MindWing’s Data Collection Progress
Monitoring Set contains extensive
assessment and progress monitoring
work with this book and the re-tellings.
93

Story for
Nana
10/18/15
Gerry
Grade 1
109

Connect with us!
•  Follow us on Twitter @mindwingconcept
•  LIKE us on Facebook!
https://www.facebook.com/mindwingconcepts
•  And our NEW Facebook virtual Ofﬁcial Story Grammar
Marker® Professional Learning Community
https://www.facebook.com/groups/StoryGrammarMarker/
•  Join our EMAIL list:
http://mindwingconcepts.com/contactus.htm
•  Connect with Maryellen Rooney Moreau on LinkedIn
118

How to reach Maryellen:
Call her (toll free): 888.228.9746
Email her: mrmoreau@mindwingconcepts.com
119

New York City Dept. of Education, District 75, Oct. 2015 Presentation

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New York City Dept. of Education, District 75, Oct. 2015 Presentation