Example of a Lesson Incorporating Technology

Example of Integrating High

Tech and Low Tech Into a Lesson

Literacy Night: Interactive Lesson Supporting Common Core State

Standards Using Children’s Literature, Articles & Multimedia

Presented by:Linda Lafontaine, M.A. CCC-SLP

Maryellen Rooney Moreau, M.Ed. CCC-SLPLesson Designed By: Sheila M. Moreau

Copyright © 2012, MindWing Concepts, Inc. • 1-888-228-9746 • Web: www.mindwingconcepts.com

The Tool & 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 Consequence

Resolution


The Critical Thinking Triangle®:It’s what is missing from

traditional graphic organizers!


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 CollegeMaryellen 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 LevelOf 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 thepretest 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

Mea

n

90

80

70

60

50

Listening Comprehension

Setting

postSEpre

Mea

n

2.0

1.5

1.0

.5

0.0

SettingInitiating Event

postIEpreIE

Mea

n

3.0

2.5

2.0

1.5

1.0

.5

Initiating EventPlan

postPpreP

Mea

n

2.5

2.0

1.5

1.0

.5

0.0

PlanCritical Triangle

postCTTpreCTT

Mea

n

2.2

2.0

1.8

1.6

1.4

1.2

Critical Thinking Triangle®

Planned Attempt

postPAprePA

Mea

n

3.0

2.5

2.0

1.5

1.0

.5

0.0

Planned AttemptDirect Consequences

postDCpreDC

Mea

n

3.0

2.5

2.0

1.5

1.0

.5

0.0

Direct Consequence

ConclusionThe 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 inferential comprehension 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

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-standardsCopyright © 2012, MindWing Concepts, Inc. • 1-888-228-9746

• Web: www.mindwingconcepts.com

http://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.asha.org/docs/html/PS2010-00318.html

http://www.asha.org/docs/html/PI2010-00317.html

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

Without Discourse There No Efficient Connection from Oral Language Development to Literacy

CCSS

COLLEGE AND CAREER


http://blog.nwf.org/2013/02/10-things-you-may-not-know-about-polar-bears/5



Polar Bear Video

Google Images

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

Sir Winston Churchill Video

Google Images

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

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

CompareWinston of Churchill toSir Winston Churchill List some causes of GlobalWarming

What did Winston know about the tourists to enable him to persuade them?

polar bear video

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

Polar Bear Tundra Buggy Cam

Polar Bear TV

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

http://www.polarbearsinternational.org/myplanetmypart

Parent’s

Session

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.


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

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.

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

Common Core State Standards

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.

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.

Common Core State StandardsWriting Standard 5.2

Write information/explanatory texts to examine a topic and convey ideas and information clearly.

(Winston of Churchill did this!!!)

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



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

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



http://www.mindwingconcepts.com/

Example of a Lesson Incorporating Technology

Education

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