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-SLP
Lesson Designed By: Sheila M. Moreau

The Tool & Methodology

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

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!

Copyright © 2012, MindWing Concepts, Inc. • 1-888-2289746 • Web: www.mindwingconcepts.com

The Research &
Evidence Base


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.

Abstract

Significant Outcomes of the Story Grammar Marker Assessments (n=28) Paired dependent t test were conducted

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.
Grade Level
Of the 28 students
Of Participants
at a school in
2
Western Massa3
chusetts, 61% were
male and 39%
were female.

1.315

Critical
Thinking
Critical Triangle
Triangle®

Plan

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.

-2.500
.000

Planned
-2.571
.000
Attempt

Pre- Post Direct Consequence

1.202

-11.007

Direct
-12.728
Consequence

1.069

Direct Consequences

Planned Attempt

2.5

2.0

1.5

3.0

2.5

2.0

2.0

3.0

2.5

2.0

2.0

90

2.0

1.8

1.5

80

70

1.0

60

Conclusions

1.5

.5

1.5

1.0

1.5

1.6

1.0

1.0

preIcomp

postIcomp

pre

postSE

.5
preIE

postIE

0.0
preP

1.2

.5

preCTT

postP

Methods & Materials

Assessment
Pre and Post oral narrative retellings were
collected and transcribed utilizing selected
stories from the Strong Narrative Assessment Program (SNAP, Strong, 1998)
 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).

postCTT

Mean

0.0

.5

Mean

50

1.4

.5

Mean

1.0

Intervention
Story Grammar Marker® manipulative tool
16 weeks
35 minutes of daily direct instruction

Objective

Pre- Post Planned Attempt

2.2

2.5

3.0

.003

-5.605 .000

Plan

Initiating Event

Setting

Reading Comprehension

-1.393

Initiating Event

Setting

Mean

Objectives

Listening
Comprehension

Mean

Student Disability

Statistically
significant
outcomes were
revealed. Usage of
the Story Grammar
Marker® Progress
Monitoring tools for
diagnostic and
intervention
purposes is
discussed.

Pre- Post Initiating Event

Mean

4

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
Pair
M
SD
t
Significance
Pair
M
SD
t
Significance
macrostructure elements of character,
(p<.01)
(p<.01)
action sequence and resolution, therefore,
Pre- Post Comprehension
-28.930 22.50
-6.804 .000
Pre- Post Plan
-1.857
.705
-13.934
no significant difference was noted between the
.000
Pre- Post Setting
-1.643 .559
-15.559
.000
Pre- Post Critical Thinking
-.607
.994
-3.232
pretest and posttest of those elements.

Mean

5

Results

0.0
prePA

postPA

0.0
preDC

postDC

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.

References
Catts, 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

Copyright © 2010. MindWng Concepts, Inc. All rights reserved. Toll Free 1-888-228-9746 • www.mindwingconcepts.com

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-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

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

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

Without Discourse There No Efficient Connection from
Oral Language Development to Literacy
COLLEGE AND CAREER
CCSS


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

Polar Bear Video

Google Images

Sir Winston Churchill Video

Google Images

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
…”

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?

Polar Bear Tundra Buggy Cam

Polar Bear TV

Story Grammar Marker® Purpose
To help children develop literate
oral language by assisting them
in progressing along the oral
literate continuum.
The Oral-Literate Continuum
CONVERSATION

NARRATION

EXPOSITION

The “Here and Now”………………………………….The “There and Then”

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.


Micro-structure: Gluing the
Sentences Together
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.)

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

Common Core State
Standards set requirements not
“The standards
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

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

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
Standards for Informational Text 5.5
Reading Standard
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
Standards
Writing Standard 5.2
Write information/explanatory texts to
examine a topic and convey ideas and
information clearly.

(Winston of Churchill did this!!!)

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-notknow-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&feat
ure=player_embedded
• www.mindwingconcepts.com

Example of a Lesson Incorporating Technology

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