Deliver at ASHA Denver 2015 by Linda Lafontaine and Maryellen Rooney Moreau.

1. Presenters:
Linda Lafontaine, M.A. CAGS, CCC-SLP
Maryellen Rooney Moreau, M.Ed., CCC-SLP
Talking About Writing an Argument:
Oral Language Strategies
ASHA 2015 Denver
November 12, 2015

2. Visit
http://mindwingconcepts.com/pages/presentations
For the full handout version of
this presentation.
2

3. 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.
Linda M. Lafontaine, M.A. CCC-SLP
Speech Pathologist and Principal at The Curtis Blake Day School of Children’s Study Home,
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

4. 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

5. A quick review of
Story Grammar Marker®
& ThemeMaker® methodologies
and the Common Core State
Standards.

9. CCSS are Broken Down into categories…
• Speaking and Listening
• Reading Literature
• Reading Foundational Skills
• Reading Information Text
• Writing
• Language
www.corestandards.org/about-the-standards
…and these categories are interrelated.

10. Speaking and Listening Standards K-6
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
understandabl
e 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.
6
Present
claims and
findings,
sequencing
ideas
logically and
using
pertinent
descriptions,
facts, and
details to
accentuate
main ideas or
themes; use
appropriate
eye contact,
adequate
volume, and
clear
pronunciation.

11. 1. Expanded focus on Expository (information) text
2. Teachers of history, science and technology literacies must think about the 10
components of the Writing Strand within their academic discipline.
3. Collaboration among professionals is a necessity. Process not content only is
a focus.
4. Grades 6-12 use similar terms in the CCSS but complexity from grade to grade
is the difference.
5. All elements of the Writing Standards are contained within the Speaking and
Listening Standards. Speaking about and discussing narrative, expository
and opinion/argument is necessary.
Shifts With The New Common Core State Standards

12. Grade 3:
Write opinion pieces on
topics or texts, supporting
a point of view with
reasons:
•Introduce topic or text,
state an opinion, create
an organizational
structure that lists
reasons. (List
Expository Text
Structure)
•Provide reasons that
support the opinion
•Use linking words and
phrases such as
because/therefore/
since/for example to
connect opinion and
reasons.
•Provide concluding
statement or section.
Grade 2:
Write opinion pieces in
which they introduce the
topic or book they are
writing about supply
reasons to support
opinion using “linking
words” such as
(because/also) to
connect
opinion/reasons.
Provide concluding
statement/section.
Grade 1:
Write introduction
to topic/book and
state an opinion,
supply a reason
and closure.
Kindergarten:
Draw/Dictate/
Write topic or
book name and
state an opinion
or preference
about it; ex.
My favorite book
is____________.
Text Types and Purposes Standards:
ELA CCSS for Writing

13. Grade 6: Write arguments to
support claims with clear
reasons and relevant evidence
•Introduce claim(s) and
organize the reasons and
evidence clearly
•Support claim(s) with clear
reasons and relevant evidence,
using credible sources and
demonstrating an
understanding of the topic or
text.
•Use words, phrases, and
clauses to clarify the
relationships among claims
and reasons
•Establish and maintain a
formal style
•Provide a concluding
statement or section that
follows from the argument
presented.
Grade 5: 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. (Tenents
of Argument)
•Provide logically ordered
reasons that are supported by
facts and details
•Link opinion and reasons
using words, phrases and
clauses such as
consequently/specifically
•Provide a concluding
statement or section related
to the opinion presented.
Grade 4: 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 related
ideas are grouped to support
the writer’s purpose.
(Multiple Expository Text
Structures)
•Provide reasons that are
supported by facts and
details.
•Link opinion and reasons
using words and phrases such
as for instance/in order to/ in
addition.
•Provide a concluding
statement or section related to
the opinion presented.
Big changes!Big changes!

14. What is argument?
ar·gu·ment (noun) är-gy -m ntˈ ə ə
•a statement or series of statements for or against
something
•a discussion in which people express different
opinions about something
•an angry disagreement

16. The purpose of argument:
•To change the readers’ point of view through logic
•To bring about some action on the part of the
reader
•To convince the reader to accept the explanation or
evaluation of a concept, issue or problem

17. “They’re so much cooler that way” is Calvin’s
opinion. As a six-year-old, his version of a
“debate” or “argument” is really an opinion.

18. No one would analyze Calvin and Hobbes like
a Speech Language Pathologist would…;)
http://www.scholastic.com/teachers/article/dinosaurs-t-rex
https://en.wikipedia.org/wiki/Scavenger
http://science.howstuffworks.com/environmental/earth/geology/t-rex-predator-or-
scavenger.htm

19. Compare &
Contrast a
Scavenger &
vs. a
Predator.
Describe a
Tyrannosauru
s Rex.
List
What were the eating
habits of T-Rex?
List
What were the
physical attributes
of a T-Rex?
Sequence
What was the
T-Rex’s process
for finding food?
Cause/Effect
How did the T-
Rex’s physical
attributes
impact their
eating habits?
The Goal.
Problem/Solution
How did a T-Rex get food in the
most efficient way?

20. • In life, all humans have likes and
dislikes. (See our SGM® Character
Map). These give rise to opinions.
Think about Vanilla/Chocolate,
McDonald’s/Burger King,
Buying/Renting, or
Democrat/Republican! Everybody
has an opinion about something.
• Opinions are thoughts we have about
things, people’s behavior, ideas or
situations that we like or dislike and
agree or disagree within our lives.
Let’s start from the beginning:
From the Character Map to Argument - The Process!

21. • Opinions ( as in The Important Book by Margaret Wise Brown) may be stated. “The important
thing about a daisy is that it is white.” Other things about daisies are listed here, as descriptive
elements, but the author has chosen one to be the “important thing” (IHO).
• Opinions may be backed by listing reasons: I like daisies. Daisies are yellow in the middle.
Yellow makes me feel happy.
• Opinions, supported by listed reasons, are written using more advanced syntax incorporating
cohesive ties: I like daisies because daisies are yellow in the middle and that makes me feel joyful.
C
O
H
E
S
I
V
E

22. Perspective Taking with the
Critical Thinking Triangle®
“We must be able to stand in the shoes of other, see the world
through their eyes, empathize with what they are feeling, and
attempt to think and react to the world in the same way that
they think and react to the world.”
-Moskowitz, Lehigh University, Social Cognition 2005
Please note: Children with social cognition and social communication problems have
difficulty taking perspective and therefore will have difficulty formulating an argument.
One of the uses of the Critical Thinking Triangle® is to help children to visualize
different perspectives in literature, history and social situations.

23. Another person (or people) may have an opinion that is
different from your opinion. This is their “point of view” or
perspective. Perspective-taking is the ability to see a point of
view in addition to one’s own.
Look at the photo to the right…
•What do you see?
•What is the point of view of the
couple?
•What might another perspective
reveal?
Opinion and Perspective-Taking/Point of View

24. Narrative Selection Expository Selection
Children’s Literature for Perspective-Taking

25. Building Background Knowledge

27. 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

30. 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

39. 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

40. 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 e sse ntials: raising e xpe ctatio ns and re sults while
sim plifying te aching . Portsmouth, NH: Heinemann.

47. Under Quabbin Video

55. LITERACY NIGHT
CURTIS BLAKE DAY
SCHOOL
Linda M. Lafontaine, M.A., CCC-SLP

59. Quabbin Resevoir Video

72. 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

73. 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 e sse ntials: raising e xpe ctatio ns and re sults while
sim plifying te aching . Portsmouth, NH: Heinemann.

75. In the late 1880’s it was clear that the residents of Boston
would shortly not have enough water for their homes and
businesses. The city was growing rapidly and their water
supply from their current reservoirs was not enough. The
legislature believed it would be best to flood the Swift River
Valley to make a reservoir to provide water for the people of
Boston. However, 2400 people lived in the valley who did not
believe they should have to move. The Legislature had to
convince them to sell their property for the “greater good” of the
people of Boston. They explained to the residents that Boston
did not have enough water. They argued that the 750,000
people of Boston contributed greatly to the economy. While
they agreed that 2400 people lived in the valley would be
affected, that was a small number of people compared to the
Boston population. In addition, they would be paid for their
homes and property. So while 2400 people would have to
move, the legislature voted to flood the valley. By the year
1938, the towns had been flooded and the Quabbin Reservoir
was created. The people of Boston were happy at the expense
of the residents of the Swift River Valley.

77. Argument Topic Suggestions
 Is homework helpful or harmful?
 Should students be allowed to chew gum at
school?
 Should hats be allowed to be worn at school?
 Should children read more or less for
homework?
 Is watching television better than reading
books?
 Should children be required to do chores?
 Should children be paid for doing chores?

78. Argument Topic Suggestions
 Video games are beneficial for children.
 Fast food provides good nutrition.
 The school day should be shortened or
lengthened.
 It is important for children to have gym class.
 Every child should have a cell phone.
 Should children be allowed to wear whatever
they want outside of school?
 TVs are beneficial in children’s bedrooms.

79. Argument Topic Suggestions
 Bicycle helmets are not necessary when riding
a bike.
 Children should choose their own bedtime.
 Cats make better pets than dogs.
 Children as young as ten should be allowed to
stay home by themselves.
 Sports are more important than homework.

95. Common Core State Standards
 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.

96. Common Core State Standards
 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.

97. 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

98. Common Core State Standards
 Writing Standard 6.5
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.

99. Additional Texts on Theme of
Leaving
 Fiday, B. and D. (1990). Tim e to g o . San
Diego: Gulliver Books, Harcourt Brace
Jovanovich Publishers.
 Provensen, A. and M. (1987). Shake r lane .
New York: Viking Kestrel

100. References
 Hillocks, Jr., G. (2011). Te aching arg um e nt
writing . Portsmouth, NH: Heinemann.
 Rivard, L. (2014). Me lvin farg o write s to arg ue
and pe rsuade . Northville, MI: Ferne Press.
 Routman, R. (2005) Writing e sse ntials: raising
e xpe ctatio ns and re sults while sim plifying
te aching . Portsmouth, NH: Heinemann.
 Sedita, J. (2011) The key vocabulary Routine.
Rowley, MA: Keys to Literacy.
 Yolen, J. (1992) Le tting swift rive r g o . New York:
Little, Brown and Company.

101. Questions?
Comments?

102. CONTACT US!
Linda
llafontaine@studyhome.org
Maryellen
mrmoreau@mindwingconcepts.co
m
www.mindwingconcepts.com

103. Connect with Maryellen:
• Join our EMAIL list:
http://mindwingconcepts.com/contactus.htm
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