3. Disclosures
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.
3
4. 4
Two of my ASHA presentations
from the past couple of years…
5. How do we get there?
Build Oral Language
Competence and
Allow Children
to THINK and TALK!
“Oral language development precedes and is the foundation
for written language development; in other words, oral
language is primary and written language builds on it.
Children’s oral language competence is strongly predictive
of their facility in learning to read and write: listening and
speaking vocabulary and even mastery of syntax set
boundaries as to what children can read and understand no
matter how well they can decode.”
— Catts, Adolf, & Weismer, 2006; Hart & Risley, 1995; Hoover & Gough, 1990: Snow, Burns, & Griffin, 1998 — 5
6. CONVERSATION NARRATIVE EXPOSITION
The Oral-Literate Continuum
The “Here and Now”………….The “There and Then”
CONTEXTUALIZED………..DECONTECTUALIZED
The Oral-Literate Continuum
Westby, 1991 6
11. National Reading Panel Report
National Institute of Child Health and Human Development (2000). Teaching children to read: An evidence-based
assessment of the scientific research literature on reading and its implications for reading instruction. NIH Publication No.
004769 Washington, DC. US Government Printing Office
11
12. Cervetti, G. & Hiebert, E. (2015). The sixth pillar of reading instruction: knowledge
development. The Reading Teacher, 68, 7, 548-551.
“One of the most significant changes
of the CCSS/ELA is a focus on
knowledge development as part of
literacy development and focus on
the acquisition of literacy skills
specific to different disciplines.
KNOWLEDGEKNOWLEDGE
DEVELOPMENTDEVELOPMENT
The Sixth Pillar of Reading
12
13. The Sixth Pillar of Reading
•Knowledge is a critical component of the reading process, which has a
tremendous impact on what students understand and learn from
reading.
•Knowledge influences comprehension, especially inference
•Prior knowledge (background knowledge) helps students fill in gaps
in texts, easing comprehension.
•Students with more knowledge about the content are better able to use
the context of the text to make sense of new information and better
able to make connections across different parts of the text.
Gina Cervetti & Elfrieda Hiebert (2015). The Sixth Pillar of Reading instruction: Knowledge
Development. The Reading Teacher, 68(7). International Literacy Association 13
14. • The Common Core (CCSS) “foregrounds” knowledge development
as a focus of ELA instruction: Integration of knowledge and Ideas
• Information Text is a focus of the CCSS
• Focus is on the why and how questions to make connections across
text and help students monitor their comprehension.
• Students engage with texts for thinking through the development of
knowledge through engagement with multiple related texts in order to
delineate problems and construct arguments.
• Deeper and more integrated understandings of texts are created
through interaction with multiple related texts.
14
Gina Cervetti & Elfrieda Hiebert (2015). The Sixth Pillar of Reading instruction: Knowledge
Development. The Reading Teacher, 68(7). International Literacy Association
15. 15
CCSS Anchor Standard
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.1
CCSS.ELA-LITERACY.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-LITERACY.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order
to build knowledge or to compare the approaches the authors take.
16. “CCSS/ELA calls for increases in
the proportion of informational
texts at all grade levels and indicate
that “by reading texts in
history/social studies, science, and
other disciplines, students build a
foundation of knowledge in these
fields that will also give them the
background to be better readers in
all content areas.”
Cervetti, G. & Hiebert, E. (2015). The sixth pillar of reading
instruction: Knowledge development. The Reading Teacher, 68(7),
548-551. 16
Foundation of Knowledge
17. Rather than inspiring children to think more expansively
about the texts they are reading, prompts for “text
evidence” often require only literal recall, and children
resort to plucking words, phrases, or sentences from
texts to satisfy the prompt.
Example:
Explain how an author uses reasons
and evidence to support particular
points in a text, identifying which
reasons and evidence support which
points.
CCSS: RI.4.8; RI.5.8
Stahl, K. (2014). What counts as evidence? The Reading Teacher, 68(2), 103-106. 17
Think more expansively
18. • Evidence is not static or tangible.
• Evidence is created by people in their efforts
to create knowledge claims
about the world. Evidence
changes as knowledge is
created.
• The objective is how students might use their
minds to think and communicate about the
topic.
Kirch, S. (2015). Teaching and learning the purpose of evidence for
knowledge and knowing. The Reading Teacher, 69(2), 163-167. 18
Think and Communicate
19. Learning is a consequence of
thinking. Retention,
understanding, and the active use of
knowledge can be brought about
only by learning experiences in
which learners think about and
think with what they are learning…
19
Knowledge Comes from Thinking
Far from thinking coming after knowledge, knowledge
comes on the coattails of thinking. As we think about and
with the content that we are learning we truly learn it.
Perkins, D. (1992). Smart Schools: From training memories to educating minds. NY:
FreePress
20. Certain kinds of thinking are essential in aiding our
understanding:
•Observing closely and describing what’s there.
•Building explanations and interpretations
•Reasoning with evidence
•Making Connections between “new” and “known”
•Considering different view points and perspectives
•Capturing the heart and forming conclusions
•Wondering and asking questions
•Uncovering complexity and going below the surface of
things
Ritchhart, R. et al (2011) Making thinking visible: How to promote engagement,
understanding and independence for all learners. San Francisco: Jossey-Bass
20
Thinking Aiding Our Understanding
21. Learning is a mediated activity (external scaffolds)
The Zone of Proximal Development
(ZPD) which is the distance between
the actual developmental level as
determined by independent problem solving and the
level of potential development as determined through
problem solving under adult guidance or in
collaboration with more capable peers.
Iddings, A. et al (2009). When you don’t speak their language: Guiding English-language learners through
conversations about text. The Reading Teacher 63(1), 52-61.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge,
MA.: Harvard University Press 21
Learning is Mediated
23. What is student engagement?
– How do I feel?
– Am I interested?
– Is this important?
–Can I do this?
- Marzano, R. (2011). The highly engaged classroom
23
Definition of Student Engagement:
“Willingness to participate in routine school activities.”
- Newman and Davies, 2005
24. Student Engagement Indicators
24
1. The ability to question, contribute, and/or collaborate
throughout the lesson.
2. The ability to actively listen, rephrase, agree/disagree and
offer rationales in order to understand each other.
3. The ability to sustain interaction, often in small groups in
order to complete academic tasks that include speaking,
listening, reading and writing or other means of expression.
4. The ability to cite and use evidence and/or data to analyze,
interpret, synthesize or evaluate information.
25. 5. The ability to express thoughts through
demonstration, discussion, debate and multimedia in
order to share their ideas and defend their positions.
6. The ability to formulate questions, make predictions,
and perform strategies with increased confidence.
7. The ability to assess their own performance and set
appropriate goals for what they need to do to meet lesson
objectives or move to the next level of proficiency.
25
26. If we are trying to understand something, we
have to notice its parts and features, being able
to describe it fully and in detail. Identifying
and breaking something down into its parts
and features is also a key aspect of analysis.
The process of understanding is integrally
linked to our building explanations and
interpretations.
Ritchhart, R. et al (2011) Making thinking visible: How to promote
engagement, understanding and independence for all learners. San Francisco:
Jossey-Bass
26
Noticing Details
28. 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 28
30. 30
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. 31
33. 33
Expository or informational text is found in text books such as history,
geography, social studies, science and technology. Expository text is
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…
34. 34
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.
35. 35
Several investigations have demonstrated
that successful expository writing
depends on sensitivity to informational
text structures and an ability to predict or
organize ideas on the basis of one’s
knowledge of the topic.
Ward-Lonergan, J. (2010). Expository discourse in school-age children and adolescents with language disorders:
Nature of the Problem. In M. Nippold & C. Scott. Expository Discourse in Children, Adolescents, and Adults:
Development and Disorders
40. 40
Webb’s Depth of Knowledge (DoK) was “employed to
analyze the cognitive expectation demanded by
standards, curricular activities and assessment tasks”
(Webb, 1997).
Ultimately the DoK level describes the kind of
thinking required by a task, not whether or not the task
is “difficult.” (Webb, 2009).
Webb’s Depth of Knowledge
41. 41
Webb’s Depth of Knowledge Levels are:
LEVEL 1:
Recall & Reproduction
LEVEL 2:
Working with Skills & Concepts
LEVEL 3:
Short-Term Strategic Thinking
LEVEL 4:
Extended Strategic Thinking
Reference: Webb’s Depth of
Knowledge (DoK) Guide: Career
and Technical Education
Definitions, 2009, based upon
Webb’s DoK was “employed to
analyze the cognitive expectation
demanded by standards, curricular
activities and assessment tasks”
(Webb, 1997).
56. 56
Quadrant #1 of the
Discourse and Thought
Development Chart
Recognition of the General Situation
In order to describe, order, label and
recall, one needs to be aware of basic
situations in life and the world
(characters/settings) and the routine
actions/procedures that occur.
Think about: recalling, routines,
descriptions.
57. 57
*Boelts, Maribeth. Those Shoes. Somerville, MA: Candlewick Press, 2009.
*Chesanow, Neil. Where Do I Live? New York: Garron’s Educational Series, Inc., 1995.
Lamia, Mary. Understanding Myself. Washington: Magination Press, 2011.
Ritchie, Scot. Follow That Map! A First Book of Mapping Skills. New York: Kids Can Press
Ltd., 2009.
*Sterling, Kristin. Living in Rural Communities. Minneapolis: Lerner Publication Group, Inc.,
2008.
*Sterling, Kristin. Living in Suburban Communities. Minneapolis: Lerner Publication Group,
Inc., 2008.
*Sterling, Kristin. Living in Urban Communities. Minneapolis: Lerner Publication Group, Inc.,
2008.
Woodson, Jacqueline. The Other Side. New York: G.P. The Penguin Group (USA) Inc., 2001.
Woodson, Jacqueline. This Is the Rope. New York: The Penguin Group (USA) Inc., 2013.
Quadrant #1 - REFERENCES
59. 59
Quadrant #2 of the
Discourse and Thought Development
Chart –Identification of the Causal Chain
Cause/Effect is the hallmark of these narrative
stages: physical and psychological. It is
important for students to know that many
causes are psychological, in one’s mind,
memories or background knowledge. The
formation of the causal chain enables students to
begin to infer using their own unique background.
For example, if we know the kick-off and the
reaction (action/feeling) we are more able to use
the elements of the narrative episode to go beyond
a prediction and infer. This is a building block
toward our ability to problem solve, form
opinions, persuade and argue with evidence.
Think about: Major narrative events, patterns,
60. 60
*Boelts, Maribeth. Those Shoes. Massachusetts: Candlewich Press, 2009.
Havill, Juanita. Jamaica’s Blue Marker. Boston: Houghton Mifflin Company, 1995.
*Hord, Colleen. Need It Or Want It? Minnesota: Rourke Publishing, Inc.,
2012.
Jackson, Ellen. It’s Back to School We Go! First Day Stories from Around the World.
Minneapolis: Millbrook Press, 2003.
*Larson, Jennifer. Do I Need It? Or Do I Want it? Minnesota: Lerner Publishing Group, Inc.,
2010.
Sember, Brette McWhorter. The Everything Kids’ Money Book. Massachusetts: Adams Media,
2008.
Williams, Vera. A Chair For My Mother. New York: William Morrow & Company, Inc., 1982.
Woodson, J. & Lewis, E.B. (2012). Each Kindness NY: Nancy Paulsen Books
Reference: Unicef Canada. Rights, Wants & Needs. globalclassroom@unicef.ca, 2001.
Quadrant #2 - REFERENCES
62. 62
Quadrant #3 of the Discourse
and Thought Development
Chart
Problem Identification/Solving
…As students gain experience with the problem
solving process, they will be able to see multiple
characters’ motivations for their actions in terms of
emotion, mental states (thought processes) and plan
making. Such training enables students to prepare
for argument/persuasion from the point of view of
the opposition: strong and convincing arguments
are made if the arguer knows the opposition/s point
of view as well as his/her own. Theory of Mind
building of the gestalt and development of a
Situation Model are important.
Think about: Evidence, vocal register, issues,
63. 63
*Boelts, Maribeth. Those Shoes. Massachusetts: Candlewich Press, 2009.
Chinn, Karen. Sam And The Lucky Money. New York: Lee & Low Books Inc., 1995.
*DeBell, Susan. How do I stand in your shoes? South Carolina: YouthLight, Inc.,
2012.
*McBrier, Page. Beatrice’s Goat. New York: Aladdin Paperbacks, 2004.
Pransky, Jack and Amy Kahofer. What is a Thought? (A Thought is a Lot).
California: Social Thinking Publishing, 2012.
*Sornson, Bob. Stand in My Shoes. Michigan: Nelson Publishing & Marketing, 2013.
Williams, Karen Lynn and Mohammed, Khadra. Four Feet, Two Sandals. Michigan:
Wm. B. Eerdmans Publishing Co., 2007.
Reference: Canadian Teachers’ Federation. Poverty, What Is It? Immagineaction
www.imagine-action.ca, 2014.
Quadrant #3 - REFERENCES
65. 65
Quadrant #4 of the Discourse
and Thought Development Chart
Synthesis of Problem Solving &
Development of Argument
In the Interactive Episodic Structure, there is another
active character who is receiving the effects of
another’s plan as a kick-off for him/her. This is an
advanced causal chain in that changes of emotion are
noted. He or she may think about the motivations of
the other character and the plans the other has made.
He or she may form an opinion, point of view, or
perspective that will facilitate the ability to argue
based on evidence.
Think about: analysis and synthesis from multiple
sources, common themes.
66. 66
*Boelts, Maribeth. Those Shoes. Massachusetts: Candlewich Press, 2009.
Choose one of these, or your preference, to begin:
Hunsicker, Kelley. Chinese Immigrants in America, An Interactive History Adventure.
Minnesota: Capstone Press, 2008.
Miller, Kirby and Miller, Patricia Mulholland. Journey of Hope, The Story of Irish
Immigration to America. San Francisco: Chronicle Books, 2001.
Otfinoski, Steven. The Child Labor Reform Movement, An Interactive History
Adventure. Minnesota: Capstone Press, 2014.
Raum, Elizabeth. Irish Immigrants in America, An Interactive History Adventure.
Minnesota: Capstone Press, 2008.
Williams, Mary. Brothers In Hope, The Story of the Lost Boys of Sudan. New York:
Lee & Low Books Inc., 2005.
Quadrant #4 - REFERENCES
68. 68
“A strategy is a deliberate attempt to use the
knowledge and skills we have effectively. For
example, deciding to summarize a passage we
read in order to remember its content is a
reading comprehension strategy…
Practicing learning strategies with curriculum
related material is an important role of the
speech/language pathologist.”
- Ehren (2002)
A Strategy Is A Plan.
70. 70Taken From MindWing’s Oral Discourse Strategies Kit http://mindwingconcepts.com/products/oral-discourse-strategies-kit
71. 71
“Focus on Text Structures as a
starting point: Text structures
serve as mental flags to help
students organize and therefore
predict incoming information.”
HOW DO WE DO THIS?
72. 72Taken From MindWing’s Oral Discourse Strategies Kit http://mindwingconcepts.com/products/oral-discourse-strategies-kit
73. 73Taken From MindWing’s Oral Discourse Strategies Kit http://mindwingconcepts.com/products/oral-discourse-strategies-kit
74. 74Taken From MindWing’s Oral Discourse Strategies Kit http://mindwingconcepts.com/products/oral-discourse-strategies-kit
75. 75Taken From MindWing’s Oral Discourse Strategies Kit http://mindwingconcepts.com/products/oral-discourse-strategies-kit
76. 76Taken From MindWing’s Oral Discourse Strategies Kit http://mindwingconcepts.com/products/oral-discourse-strategies-kit
77. 77Taken From MindWing’s Oral Discourse Strategies Kit http://mindwingconcepts.com/products/oral-discourse-strategies-kit
78. 78Taken From MindWing’s Oral Discourse Strategies Kit http://mindwingconcepts.com/products/oral-discourse-strategies-kit
79. 79
The Colorado State Capitol in Denver was designed by Elijah E. Myers‘ whose
"Corinthian" proposal was selected in 1886. It took another twenty-three years to complete
the building. While the "guts" of the building were modern, the exterior used ancient ideas.
As Myers stated in 1886, "The great temples of the most advanced nations of antiquity -
Egypt, Greece, Persia and Rome - all these were built in the classic style of architecture…
of which Corinthian was the latest and most perfect and beautiful."
The Goal of the Sixth Pillar is Knowledge
at the “Corinthian Pillar” Level
81. 81
Selected References
Beers, K. & Probst, R. (2013). Notice & note: Strategies for close reading. Portsmouth, NH:
Heinemann
Cervetti, G. & Hiebert, E. (2015). The sixth pillar of reading instruction: Knowledge
development. The Reading Teacher, 68(7), 548-551.
Hess, K. (2004). Applying Webb’s DoK levels in reading. Available online:
http://www.nciea.org/publications/DoKreading_KH08.pdf
Iddings, A. et al (2009). When you don’t speak their language: Guiding English-language
learners through conversations about text. The Reading Teacher 63(1), 52-61.
Kirch, S. (2015). Teaching and learning the purpose of evidence for knowledge and knowing.
The Reading Teacher, 69(2), 163-167.
National Reading Panel Report. National Institute of Child Health and Human Development
(2000). Teaching children to read: An evidence-based assessment of the scientific research
literature on reading and its implications for reading instruction. NIH Publication No. 004769.
Washington, DC. US Government Printing Office
82. 82
Pennington, et al. (2014). Reading informational texts: A civic transactional perspective. The
Reading Teacher, 63(7), 532.
Perkins, D. (1992). Smart Schools: From training memories to educating minds. NY: FreePress
Ritchhart, R. et al (2011). Making thinking visible: How to promote engagement, understanding
and independence for all learners. San Francisco: Jossey-Bass
Roth, F., and Spekman, N. (1989). Higher-order language processes and reading disabilities: In
A. Kamhi and H. Catts (Eds). Reading disabilities: A developmental language perspective.
Boston, MA: College-Hill.
Stahl, K. (2014). What counts as evidence? The Reading Teacher, 68(2), 103-106.
Stein, N. & Glenn, C. (1979). An analysis of story comprehension in elementary school children.
In R. Freedle (Ed.). New directions in discourse processing (2), Norwood, NY: Ablex
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes.
Cambridge, MA.: Harvard University Press
Westby, C. (1991). Learning to talk-talking to learn: Oral-literate language differences. In C. S.
Simon (Ed.). Communication Skills and Classroom Success. San Diego: College-Hill Press
83. Call her (toll free): 888.228.9746
Email her: mrmoreau@mindwingconcepts.com
More… 83
VISIT
BOOT
H 943
How to reach Maryellen:
84. Connect with Maryellen:
• Join our EMAIL list:
http://mindwingconcepts.com/contactus.htm
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grammar-marker/
• Connect with Maryellen Rooney Moreau on LinkedIn 84
Notes de l'éditeur
Note the omission of Discourse…There is not an efficient connection to literacy. If discourse skills are not modeled and taught early in life, the child is often dependent upon others to prod and ask questions to facilitate communication of stories, thoughts and information. It is vital to the success of the CCSS to explicitly teach discourse language in the oral mode.
Oral language is the foundation for the development of other language skills. For most children, from the perspective of language development, oral language provides a literacy learning process which actually begins with speaking: talking about experiences, talking about themselves…The neglect of oral language in the classroom will destroy that foundation and severely hinder the development of other aspects of language.
Zhang, H & Alex, N. (1995). Oral Language Development across the Curriculum, K-12. ERIC Digest.
Tell a personal narrative here – make sure to have a clear kick off, feeling and plan
This Critical Thinking Triangle® is what makes the Story Grammar Marker stand out from typical graphic organizers (beginning, middle, end etc…)
Its inclusion is indicative of the history of story grammar research because it is where the problem, feelings, thoughts and plans of the character are thought about and could be discussed. If the graphic organizer says:
Character, Setting, Problem, Events and Solution, as is common, then there is no place for students to explicitly focus on the responses of the character (Feeling/thoughts. Memories, realizations (mental state). It is the response of the character to a problem (kick-off) that allows the reader/listener/observer of a situation to think deeply about WHY characters do what they do….to think about their feelings and mental states.
Also, notice that there are conjunctions written on the arrows connecting the icons. These conjunctions are “academic” vocabulary words to use to connect components of the story. When telling or writing a story, or when reading one, the creator does not always follow the Setting/Character introduction with the kick-off. Sometimes the feelings comes first as in the following sentence:
Beginning with the feeling: “Mom and I felt upset because we had no money to pay for our meal so, after remembering that dad was home and could bring us the money, we decided to call him.”
Beginning with the kick-off: “Mom and I didn’t have any money to pay the bill at the restaurant so we felt upset and decided to call dad because we remembered he was home and could bring us money to pay.”
The conjunctions on the arrows of the Critical Thinking Triangle® were the result of a collaborative effort between Maryellen Moreau, the creator of the SGM, who was consulting to the teachers of English language learners in the Springfield, MA. Public Schools in the mid-ninties. Karen Droy, Ph.D. was in charge of the collaboration and noted that although students had begun to use all the icons within the Critical Thinking Triangle® in their stories or problem solving activities, they were not using the academic vocabulary words to tie the icon information together and formulate sophisticated sentences. This focus was a success!