New York City Day 2, January 2015 - Narrative Development with Story Grammar Marker

Presenter: Maryellen Rooney Moreau, M.Ed., CCC-SLP
New York City
January 2015
Narrative Development with
Story Grammar Marker®

HANDOUT:
http://mindwingconcepts.com/presentations.htm

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

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

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

CCSS
COLLEGE AND CAREER
Building Blocks of Language

Copyright © 2014 • Maryellen Rooney Moreau • 1-888-228-9746
Without “discourse” there is no efficient connection between
language development and literacy.
CCSS
COLLEGE AND CAREER

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.

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”

Copyright © 2014, MOREAU, www.mindwingconcepts.com 13
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…

“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.

Crocodile's Toothache
Oh the Crocodile
Went to the dentist
And sat down in the chair,
And the dentist said,
"Now tell me, sir,
Why does it hurt and where?"
And the Crocodile said, "I'll tell you the truth,
I have a terrible ache in my tooth,"
And he opened his jaws so wide, so wide,
That the dentist, he climbed right inside,
And the dentist laughed, "Oh, isn't this fun?"
As he pulled the teeth out, one by one.
And the crocodile cried, "You're hurting me so!
Please put down your pliers and let me go."
But the dentist just laughed with a Ho Ho Ho,
And he said, "I still have twelve to go --
Oops, that's the wrong one I confess,
But what's one crocodile tooth, more or less?"
Then suddenly, the jaws went snap,
And the dentist was gone, right off the map,
And where he went one could only guess......
To North or South or East or West......
He left no forwarding address.
But what's one Dentist more or less?

Crocodile's Toothache
Oh the Crocodile
Went to the dentist
And sat down in the chair,
And the dentist said,
"Now tell me, sir,
Why does it hurt and where?"
And the Crocodile said, "I'll tell you the truth,
I have a terrible ache in my tooth,"
And he opened his jaws so wide, so wide,
That the dentist, he climbed right inside,
And the dentist laughed, "Oh, isn't this fun?"
As he pulled the teeth out, one by one.

And the crocodile cried, "You're hurting me so!”
(INFERRED: To make the dentist stop pulling his teeth
and causing him pain)
Please put down your pliers and let me go."
But the dentist just laughed with a Ho Ho Ho,
And he said, "I still have twelve to go --
Oops, that's the wrong one I confess,
But what's one crocodile tooth, more or less?"
Then suddenly, the jaws went snap,
And the dentist was gone, right off the map,
And where he went one could only guess......
To North or South or East or West......
He left no forwarding address.
But what's one Dentist more or less?

Expository or informational text is found in text books such as history,
geography, social studies, science and technology.
Expository text structures are 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…

The American crocodile is considered an endangered species in nearly all parts of its North,
Central, and South American range. [DESCRIPTION] Survey data, except in the United States,
is poor or nonexistent, but conservationists agree that illegal hunting and habitat depletion
[CAUSE AND EFFECT] has reduced populations of this wide-ranging reptile to critical levels
[PROBLEM/SOLUTION].
A small, remnant population lives in southern Florida, but most are found in southern Mexico,
Central America, the Caribbean, and northern South America [LIST]. Their habitat of choice is
the fresh or brackish water of river estuaries, coastal lagoons, and mangrove swamps [LIST].
A prehistoric-looking creature [DESCRIPTION], it is distinguishable from its cousin, the
American alligator, by its longer, thinner snout, its lighter color, and two long teeth on the lower
jaw that are visible when its mouth is closed [COMPARE/CONTRAST].
This species is among the largest of the world's crocodiles, with Central and South American
males reaching lengths of up to 20 feet (6.1 meters). Males in the U.S. population rarely exceed
13 feet (4 meters), however [DESCRIPTION].
Their diet consists mainly of small mammals, birds, fish, crabs, insects, snails, frogs, and
occasionally carrion. [LIST] They have been known to attack people, but are far more likely to
flee at the sight of humans [DESCRIPTION].
Most countries in the American crocodile's range have passed protection laws, but unfortunately,
few governments provide adequate enforcement [ARGUMENT/OPINION/PERSUASION].
http://animals.nationalgeographic.com/animals/reptiles/american-crocodile/

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…

But, first:
A complex picture book at the
highest level of narrative
development to quickly
demonstrate the Narrative
Aspects of this methodology

Lovestruck/Blissful
(happy)
Proud/Satisfied
(happy)
Enraged/Infuriated
(mad)
Shocked/Flabbergasted
(surprised)
Joyous/Elated
(happy)
Disappointed/Mortified
(mad)
From The Paper Bag Princess by Robert Munsch….SOCIAL EMOTIONS:
facial expressions ● body language ● real-life experience ●
motivation of people/characters ● words of characters ● social situation

The Narrative
Developmental Sequence:
Where It All Comes Together!

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,
settings, and major events in
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.
Narrative Development
Stage 1: Descriptive Sequence
Stage 2: Action Sequence
Stage 3: Reactive Sequence

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).

CCSS Grade 5
RL.5.3. Compare and Contrast two or more
characters, settings or events in a story or drama
drawing on specific details in the text (e.g., how
characters interact).
• What would a student have to include in
the retell of Charlotte’s Web Chapter 1 to
achieve this Reading Standard?
• What Narrative Development Stage is
this?

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.”

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.

40
“Using informational text to teach social
studies [and science] is crucial in
developing content area knowledge and
reading comprehension skills in
elementary students.”
Pennington et al. (2014). Reading informational Texts: A Civic Transactional
Perspective. The Reading Teacher, 63(7), 532..

It is imperative that more attention be given to the discourse
features of this type of language…without an understanding
of features of this type of text, students will be severely
handicapped in reading and permanently left behind in
schooling.
Fang, Z. (2008). Going Beyond the Fab Five: Helping Students Cope with the
Unique linguistic Challenges of Expository Reading in Intermediate Grades.
Journal of Adolescent and Adult Literacy, 51:6.
Expository language is a key
medium through which school
(“academic”) knowledge is
constructed. It is also the
primary means through which
students’ academic literacy is
demonstrated and assessed at
the intermediate-grade level
and beyond.

Copyright © 2007, MindWing Concepts, Inc. • 1-888-228-9746 • Web: www.mindwingconcepts.com
The Paper
Bag Princess
is at Stage 7

“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:

Tigers
Copyright © 2015, MindWing Concepts, Inc. 59
Once, many different types of tiger roamed throughout Asia. Today,
three types are extinct and several others are rare. Wild tigers can still be
found only in some parts of Southeast Asia and Siberia. Two main factors have
caused the decline of tiger populations. One factor is the destruction of tiger’s
habitats. In central Asia, for example, farmers burned wooded areas along
waterways to clear the land for farming. Thousands of acres of forest were also
set on fire. As a result, much of the tigers’ natural prey disappeared. Without
enough food to support their roughly four-hundred-pound bodies, the tigers
have disappeared as well. Hunting is the second factor that has caused the
decline of tiger populations. With the loss of their habitats and natural prey,
tigers began to hunt closer to people. Farmers shot them to protect their
livestock. Others hunted them for sport or for their fur. Today, efforts are being
made in many regions to protect wild tigers. India and Nepal have set aside
reserves for them. Many countries have outlawed the import or sale of tiger
skins. Successful captive breeding programs in zoos are also helping to ensure
the survival of these great cats continues.

Copyright © 2015,
MindWing Concepts,
62
Cause:
— Wooded areas
were burned along
waterways by
farmers to clear land
for farming.
— Thousands of
forests were burned
as well to create
space for farming.
Effect:
Natural prey
disappeared.
Thus, no food.

Copyright © 2015,
MindWing Concepts,
63
Cause:
— Wooded areas
were burned along
waterways by
for farming.
— Thousands of
forests were burned
as well to create
space for farming.
Effect:
Natural prey
disappeared.
Thus, no food.
Cause:
Natural prey
disappeared.
Thus, no food.
Effect:
Tigers began
to hunt closer
to
populated
areas.

Copyright © 2015,
MindWing Concepts,
64
Cause:
— Wooded areas
were burned along
waterways by
for farming.
— Thousands of
forests were burned
as well to create
space for farming.
Effect:
Natural prey
disappeared.
Thus, no food.
Cause:
Natural prey
disappeared.
Thus, no food.
Effect:
Tigers began
to hunt closer
to
populated
areas.
Cause:
Tigers began
to hunt closer to
populated areas.
Effect:
Farmers shot
them to
protect
livestock from
them.
It became
easier for
other hunters
to hunt them
for sport/fur to
sell.

Tiger Population
Decline in tiger populations
Protect tigers to ensure survival
India and Nepal have tiger reservations.
Tiger skin imports/sales are outlawed in many
places.
Zoos established captive breeding programs.

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
• Expository texts present additional
comprehension obstacles for
struggling comprehenders…
…Because…
• Expository genres are written to
provide information versus to tell a
story
• The patterns in which authors
organize their ideas and information
differ depending on their purpose and
the specific content area

Simply providing students with access to quality
expository books is a necessary, but often
insufficient condition for improving students’
ability to handle the more advanced expository
texts.
Students do not just “get used to” the seemingly
“foreign language” of expository texts through
exposure and Immersion. They need strategies for
unpacking this languge and for developing a keen
awareness of its unique Characteristics.
Fang, Z. (2008). Going Beyond the Fab Five: Helping Students Cope
with the Unique Linguistic Challenges of Expository Reading in
Intermediate Grades. Journal of Adolescent and Adult Literacy, 51:6.

OLDER STUDENTS NEED SPECIFIC INSTRUCTION
AND PRACTICE WITH THE LANGUAGE DEMANDS
OF EXPOSITORY TEXT:
The problem of learning through science and other expository
texts is fundamentally a problem of translating the patterns of
written language into those of spoken language.
Spoken language is the medium through which we reason
ourselves and talk our way through problems to an answer. It is,
for the most part, the medium in which we understand and
comprehend.

EXPOSITORY TEXT IS OFTEN
 TECHNICAL,
 DENSE,
 ABSTRACT, AND
 IMPERSONAL
ALL AT THE SAME TIME.
SO…. STUDENTS NEED TO TALK IN THEIR OWN LANGUAGE ABOUT
THE TOPIC IN ORDER TO UNDERSTAND AND BE ABLE TO EXPRESS
WHAT THEY UNDERSTAND.
Lemke, J. (1989). Making text talk. Theory Into Practice, 28, 136-141.

The language that is used to construct specialized knowledge (science, social studies, math) is
different from the language that is used to construct the commonsensical knowledge of everyday
ordinary life. (Ho-hum days!)
EXPOSITORY TEXT VOCABULARY:
• TECHNICALITY: Specific to the content area: ie., genome, liberty
Common words used in uncommon ways in the text.
• ABSTRACTION: Certain types of Nouns (or adjectives) derived from verbs:
NOMINALIZATION
Instruct: Instruction
Begin: Beginning
Discover: Discovery
Significant: Significance (incredible significance)
• DENSITY: Many content words per sentence (especially nouns and their modifiers;
many clauses, subordinate and embedded, as well)

• Core knowledge
• Use of higher level vocabulary
• Advanced grammar and sentence structures
• Text- level structures
Cain, K., & Oakhill, J. (1998). Comprehension skill and inference-making ability: Issues and causality. In C. Hulme & R.
Joshi (Eds.), Reading and spelling: Development and disorders. London: Erlbaum.
With students having reading disabilities, it is reasonable to
suspect that “matthew effects” will create further language
problems for them as they struggle with learning to read.
As these students with reading disabilities get older and
continue to struggle with written language, they often wind
up with deficits in:

It is not enough, however, to tell students
about a strategy that would be helpful for
them to use. It is important that teachers:
• explain how to use the strategy
• Model its use
• Require students to use the strategy in
relation to their content assignments.
Ehren, B., Lenz, B., & Deshler, D. (2007). Enhancing literacy Proficiency
with Adolescents and Young Adults.

Thinking out loud during a shared reading of a content area passage
models for students how a proficient reader grapples with the
problems of:
• unfamiliar vocabulary,
• new concepts,
• text features and
• expository text structures that can seem quite foreign- even
after years of success with narrative reading.
Lapp, D., Fisher, D., & Grant, M. (2008). You can read this text---I’ll show you how:
Interactive comprehension instruction. Journal of Adolescent & Adult Literacy. 51(5).

Many young and poor readers fail to identify and follow the
organizational text structure and the explicit expository
cues so that the following academic tasks become
extremely difficult:
– Identifying main ideas
– Distinguishing important information/details
– Noting inconsistencies
– Recalling and summarizing information
– Monitoring comprehension
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

Using ThemeMaker™ Maps
for Explicit Instruction of
Academic Expository Text
Selections

DENSITY EXAMPLE:
DNA: THE MOLECULE OF LIFE
A time span of 50 years is insignificant compared to the billions of years that life has
existed on Earth. But the 50 years between 1953-2003 are of incredible significance to
biology because it was during that half of a century that many of the secrets of life were
revealed. The trigger for these revelations was one of the great science feats of all time-
the discovery of the structure of DNA, the material from which genes are made. Once
DNA’s structure was known scientists were able to figure out how it provides a library
of instructions that control the cells that make up our bodies and those of all other living
things. At the beginning of this century the Human Genome Project made another great
leap forward by completing the enormous task of reading the letters that make up the
instructions contained in our DNA. This achievement marks the start of a process that
one day will allow humans to understand completely how DNA makes us all human
beings but also makes us unique individuals. (Page 25).
Walker, R. (2003). Genes and DNA. NY: Kingfisher
Fang, Z. (2008). Going Beyond the Fab Five: Helping Students Cope with the Unique Linguistic Challenges of
Expository Reading in Intermediate Grades. Journal of Adolescent and Adult Literacy. 51:6.

DENSE TEXT
EXAMPLE: #1: TASK
At the beginning of this century the human genome
project made another great leap forward by completing
the enormous task of reading the letters that make up
the instructions contained in our dna.
The task (determiner)
The enormous task (determiner plus adjective)
Task of reading the letters (modified by a prepositional phrase).
Of reading the letters that make up the instructions contained in our DNA
(embedded clause within the prepositional phrase).

DENSE TEXT (cont.)
EXAMPLE: #2: LIBRARY (Uncommon use of the word)
Once dna’s structure was known, scientists were able to figure out
how it provides a library of instructions that control the cells that
make up our bodies and those of all other living things.
Prepositional Phrase:
Embedded Clause:
Embedded Clause:
Walker, R. (2003) Genes and DNA. NY: Kingfisher
Fang, Z. (2008). Going Beyond the Fab Five: Helping Students Cope with the Unique linguistic Challenges of
Expository Reading in Intermediate Grades. Journal of Adolescent and Adult Literacy, 51:6.

VOCABULARY
ABSTRACT TECHNICAL MULTIPLE MEANINGS OTHER
Discover- Discovery genome library feats
Instruct-Instructions gene read
Begin- beginning DNA
Reveal- revelations biology
Achieve-achievement
Significant-significance

SYNTACTIC DENSITY WITHIN THE MICROSTRUCTURE OF THE TEXT:
TEXT #1
It had already been known that DNA was the molecule of which genes are made when
two young scientists, James Watson and Francis Crick, took on the challenge of figuring
out its structure.
ANALYSIS:
Passive Voice: It had already been known….
Subordinate Clauses: “been known that”…
“been known when”…
Embedded Clause: (within the subordinate clause): “molecule of which”…
TEXT #2
In 1953 they constructed a model that showed that each DNA molecule
consisted of two long chains that spiraled around each other in a twisted ladder shape -
a double helix.
ANALYSIS:
Embedded Clause: “ a model that”…
Subordinate Clause: “showed that”…
Embedded Clause: “two long chains that”…

MISSING KAYAKERS FOUND ON ISLAND OFF CAPE COD
Boston (AP) –
Searchers found a Connecticut couple who used their 18 foot kayak for shelter
during a wind and rain swept night on an island off Cape Cod.
Harry Smith, 41, and his wife Pat, 29, of Connecticut were found at 6:15 a.m.
Thursday, on unoccupied Monomoy Island off Chatham.
They were vacationing in Chatham and had been reported missing by relatives
at 7:25 p.m. Wednesday.
“It’s a pretty big area they were lost in. Full of narrow channels, shifting shoals
and sand,” Coast Guard watch supervisor William Donahue told the Boston
Herald. “Winds were gusting to 35 knots with driving rain. It was just a filthy
night,” He said.
The weather was so bad, it interrupted a 10 square mile search for the couple
for several hours.
Officials said the couple carried their kayak to a small dune, tipped it on its side
and covered it with wooden signs they found.
“They put seaweed and grass around it. They turned it into a little shelter,” said
Matthew Flynn, a firefighter who, with the harbormaster, found the couple.
The Smiths were wearing wet suits, jackets and flotation devices which helped
keep them warm.
(Used with permission of the Daily Hampshire Gazette, Northampton, MA. The
couple’s names were changed to preserve anonymity).

The Couple (The Smiths)
• Characters: Smiths
• Setting: Chatham, Cape Cod, kayaking off the shore wearing wet suits and having “the right” gear.
• Kick-off: a severe storm
• Feeling: nervous/confident that they were prepared
• (Mental States: knew they were prepared; realized they had family ashore who would notify authorities if they did not
return)
• Plan: to get to safety and build a shelter.
• Attempt: rowed to a nearby deserted island
• Attempt: secured their kayaks
• Attempt: gathered wood/debris
• Attempt: constructed a make-shift shelter
• Consequence: got in the shelter to await rescue.
• Resolution: felt safe and knew they would be rescued…
The Smiths were nervous as they saw the sky above the Chatham waters turning grey then black as they attempted to return to
shore in their new kayaks. The clouds came in rapidly and the wind and waves forced the shoals to shift, stranding them near
a small island. When they got to the island, they were confident because they were prepared with the know how to build a
shelter out of wood and debris they found on the island. Also, they had on their wet suits which would protect them while
waiting to be rescued…a rescue that they knew would be initiated as soon as their relatives, back on the Chatham mainland
discovered that they were missing. In order to weather the storm, they…

The Relatives• Characters: Smith Relatives, adults and children
• Setting: vacation spot at Chatham, celebrating the elder Smith’s fiftieth wedding anniversary…plans to go out to eat at a fancy restaurant
that evening. A severe storm warning was broadcast about 4:30 for the area .
• Kick-off: The younger Smiths did not return in a timely manner from an early afternoon kayaking trip off the Chatham shore.
• Feeling: nervous at first but confident that the couple was well prepared.
• They knew that their son had won awards as a kayaker, but wondered about the sailing ability of his wife.
• Plan: to wait a limited amount of time before reporting the missing couple to the harbor master/coast guard…
• Attempt: went out to the front to look down the street. (no luck)
• Attempt: called a local Pub where the couple may have gone in the storm (no luck)
• Attempt: called the fancy restaurant to see if the couple went directly there
• (Feelings were heightened to “alarm”)
• Consequence: Called the Coast Guard to report the couple missing.
• Resolution: Felt comfortable with the situation, awaiting word from the Coast Guard.
The relatives were on the deck of the very expensive cottage rented for the occasion of Mr. Smith’s parent’s fiftieth wedding
anniversary. All were happy to be on vacation and to be celebrating the anniversary. The entire family had reservations at the
Chatham Bars Inn restaurant for 7:00 sharp!
It was already 5:00 and the younger Smith’s hadn’t returned from an afternoon of kayaking. The family members were a bit upset
but knew that the couple was well prepared as far as safety and had the latest equipment. The elder Mr. Smith noted that the
weather report was showing a severe storm over the Chatham waters, the very place that the couple had left from at noon.
Furthermore, other relatives remembered how long it took the younger Mrs. Smith to get ready for an evening out. Because of the
hour, the storm and the projected length of time to get ready, the relatives tried to call then text the couple. Neither mode resulted
in a connection. Now, pitch dark, pelting rain and 5:45 pm, the relatives became alarmed…

The Coastguard/Rescuers
• Characters: Coast Guard/rescuers
• Setting: a stormy afternoon/evening at Chatham, Cape Cod; in the station playing cards and noting that it had been a “slow” day in terms
of rescuing tourists.
• Kick-off: a call from a nervous Mr. Smith to report his son and the son’s wife, kayacking off shore, missing.
• Feeling: confident, a bit perturbed that the weather report (beginning with last evening’s news)…
• “If they were so well prepared, they should have paid attention to the weather!!!”, one said to another.
• Plan: to set their well oiled procedure for a storm rescue in motion.
• Attempt: put on rain gear
• Attempt: secured the station
• Attempt: studied maps of the area, bearing in mind the shifting shoals and their danger.
• Attempt: got into boats…etc…
The rescuers, including a harbor master and crew, were playing cards at the Chatham station . They were remarking on
how the day had been slow in terms of having to rescue those “crazy” vacationers, venturing out when the weather reports
were forecast severe storms in the mid to late afternoon.
Just as they finished the third hand, the phone rang… A nervous sounding Mr. Smith, was calling to report his son and the
son’s wife missing after an afternoon of kayaking off the Chatham shore. One of the men wondered aloud how
professional these kayakers were, not to have taking the weather forecast into consideration.
Being the professionals that they were, they didn’t dwell on their negative feelings and suited up for a rescue amidst high
seas and shifting shoals…

128
Narrative development, history,
science, civics in one text!

129

http://blog.nwf.org/2013/02/10-things-you-may-not-know-about-polar-
bears/5
130

131

Polar Bear Video
Google Images
132

133

134

135

136

137

138

139
SGM® Ipad App can be
used for re-telling. Part of
the process here is to search
for images on the internet
that relate to the parts of the
story and save them to the
Ipad camera roll to use in
the SGM App. For images
that you cannot find, you
can type text or draw your
own. This process enables
exploration of science,
history and civics by being
brought to websites on
various topics connected to
the theme in their search.

140

141

142

143

Sir Winston Churchill Video
Google Images
144

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
145

146

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? Copyright © 2014 • Maryellen Rooney Moreau • 1-888-228-9746
147

148

149

polar bear video
150

Why books like Winston are effective for engaging
students in deep thinking?
• 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.
• Organization of citizens to effect change
151

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
152

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.
153

Reading 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.Copyright © 2014 • Maryellen Rooney Moreau • 1-888-228-9746
154

Writing Standard 5.2
Write information/explanatory texts to examine
a topic and convey ideas and information
clearly.
(Winston of Churchill did this!!!)
155

156

157

158

159

160

161

162

MORE WAYS of
Blending Narrative and Expository Text

Activating Prior Knowledge
Matching…
History or Scientific Evidence
List #1 List #2
Toronto Padres
San Diego Mapleleafs
Houston Celtics
UMASS Orioles
Miami Dodgers
Brooklyn Huskies
UCONN Dolphins
Milwaukee Astros
Baltimore Minutemen
Boston Brewers

The Boston Tea Party
Story Grammar Marker® Style 

BostonCeltics
↓
Irish Immigration = Historical Event
↓
Patrick McGonnigal O’Brien = The Great Molasses Explosion of 1919

Episode From:
Patrick And
The Great Molasses Explosion
By Marjorie Stover
Boston, Massachusetts
January 15, 1919

Expository Paragraphs for Practice
The Boston Molasses Disaster occurred on January 15, 1919 in the North End neighborhood of
Boston at 529 Commercial Street, now named Evereteze Way in Cambridge.
A large molasses tank burst causing a wave of molasses to rush through the streets, killing 21 and
injuring 150. Its force also caused the collapse of an elevated train structure lifting a train off the
tracks. Also, there were reports of trucks being hurled into Boston Harbor. The stickiness also
slowed the rescue efforts. One of the most problematic health problems of survivors was coughing
and lung problems. The event has entered local folklore, and residents claim that on hot summer
days the area still smells of molasses.
In 1919, molasses was a valuable commodity in the United States and had many uses. Molasses was
the Standard sweetener for cooking. It could be fermented to produce ethanol, an ingredient in
making liquor, and was a key component in manufacturing of munitions.
As the wave rushed through the town, observers noted that there was first a loud rumbling sound
followed by gunshot-like sounds, as the rivets shot out of the tank. After that, the ground shook as if
a train were passing by. Finally as the tank actually fell, an immense wave of molasses between 8
and 15 feet high moving at 35 mph, was released into the streets.
BOSTON MOLASSES DISASTER
Information adapted from: wikipedia)

In 1919, molasses was a valuable commodity in the United States
and had many uses. Molasses was the Standard sweetener for
cooking. It could be fermented to produce ethanol, an ingredient in
making liquor, and was a key component in manufacturing of
munitions.

As the wave rushed through the town, observers noted that there
was first a loud rumbling sound followed by gunshot-like sounds,
as the rivets shot out of the tank. After that, the ground shook as if
a train were passing by. Finally as the tank actually fell, an
immense wave of molasses between 8 and 15 feet high moving at
35 mph, was released into the streets.

A large molasses tank burst causing a wave of molasses to rush
through the streets, killing 21 and injuring 150. Its force also
caused the collapse of an elevated train structure lifting a train off
the tracks. Also, there were reports of trucks being hurled into
Boston Harbor. The stickiness also slowed the rescue efforts. One
of the most problematic health problems of survivors was coughing
and lung problems. The event has entered local folklore, and
residents claim that on hot summer days the area still smells of
molasses.

Maryellen & Sheila Moreau
Attendees listening to Maryellen’s presentation
Gerry (Maryellen’s husband), Maryellen, Bill Noss
(MindWing’s brilliant graphic designer), Linda Lafontaine
(principal of Curtis Blake Day School), Linda’s husband
Ray Lacourse

How to reach Maryellen:
Call her (toll free): 888.228.9746
Email her:
mrmoreau@mindwingconcepts.com
191

Discount Code for ONLINE STORE
at www.mindwingconcepts.com
NYC15
For 20% off online orders though
February 16th.

New York City Day 2, January 2015 - Narrative Development with Story Grammar Marker

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