DEVELOPING MEANINGFUL ORAL LANGUAGE SKILLS Focused Training for Speech Language Pathologists and Special Educators Using MindWing Concepts Methodology.

DEVELOPING MEANINGFUL ORAL LANGUAGE SKILLS

Focused Training for Speech Language Pathologists and Special Educators Using MindWing Concepts Methodology

Adapted by Kathryn BachCobb County School District

July 17, 2013

[email protected]

Essential Question

How do I use the Mindwing tools to assess and treat students with communication disorders?

How do I use the tools to improve oral narrative and writing skills?

Discussion

Table Activity: Discuss with your table mates strategies you have employed to improve retelling?

“Listening, speaking, reading, and writing are all interrelated, and development in one area supports development in all the others.”

Early Reading Strategy: The Report of the Expert Panel on Early Reading in Ontario, Canada.

Strands of Language

PragmaticsPhonologySemanticsSyntax & MorphologyDiscourseMetalinguistics

Importance of Language

Children with reading difficulties produce spoken narratives that are shorter, have fewer words, undeveloped story grammar….and the weaknesses extend to written narratives. Justice, 2004

Once behind in language development, it is difficult to catch up. Hart and Risley

Relationship between oral and written language is reciprocal-reading and writing are initially dependent on oral language…..Flood and Lapp, 1987

Tools for SLPs and Special Educators

Provide consistency across the district Addresses CC standards for all grade

levels in ELA and Communication Narrative Mode of Thought

Story Grammar Elements Linguistic Elements Critical Thinking Literary Elements Expository Text Structures

Copyright © 2007, MindWing Concepts, Inc. • 1-888-228-9746 • Web: www.mindwingconcepts.com

Copyright © 2007, MindWing Concepts, Inc. • 1-888-228-9746 • Web: www.mindwingconcepts.com

Developmental Sequence of Narratives

Stage 1- Preschool Stage 2- Preschool Stage 3- Preschool Stage 4- Early Elementary Stage 5- Late Elementary Stage 6- Adolescent Stage 7- Adolescent

Table Activity

Form a group of three Read your group’s book Use the Teacher Analysis Sheet to

determine the stage of your book Be prepared to share

Story Grammar Elements

Usually addressed with story maps Braidy/SGM are 3-D Interactive

Story Maps Icons Generalize concepts to reading and

writing

Beginning

Middle

End

Name:__________________________ Date:____________

Story Graphic Organizer

Linguistic Elements Linguistic elements at the sentence level convey

meaning and promote critical thinking in both stories as well as information text.

Clauses Elaborated noun phrases Cohesive ties such as:

and, also, or temporal: first, next, before, last, when, while, after,

finally causal: so, because, when adversative: but, instead, actually

Mental state verbs: remember, think, know, realize Linguistic verbs: exclaimed, yelled, whispered,

shrieked, cried Adverbs: gently, slowly, happily, diligently, willfully

Critical Thinking Skills

Critical Thinking Triangle Kick-off (Initiating Event) Feelings (Internal Response) Plan

Teaches students to make connections and think critically _____ happened, so I _____ and ____to

Transfer to Expository Text

Explicit teaching of the seven informational text structures

Relies on familiar icons Based on concepts taught at

narrative level Critical thinking triangle plays

important role

Text Structures

Descriptive – describing a topic – person or place List – Author has a plan – things related to a topic Sequence – Author has a plan to put things in

order Cause/Effect – Plan is to explain the reasons Problem/Solution – Identify a problem and a

plan to solve it Persuade – opinions; point of view; plan to

convince others Compare/Contrast – describe two topics and

show both similarities and differences.

Other Applications

ESOL students Resolve conflicts Organize for writing Problem solving RTI

Assessment and Data Collection

Assessment Oral language samples Tracking Narrative Language

Progress (Gillam & Gillam) TNL-Pr Progress Monitoring Instructional

Planner – another tool to use

character

Who is the story about?

Think about: person, animal, or being

age/gender physical description

likes and dislikes personality

Character Song (Tune: Are You Sleeping)

Braidy is a character.Braidy is a character.Eyes, face and head.Eyes, face and head.Braidy is a character.Braidy is a character.Eyes, face and head.Eyes, face and head.

setting

Where and

When does the story take place?

Think about the “ho-hum” day in the setting.

Setting Song (sung to Twinkle, Twinkle Little Star)

Twinkle, twinkle little starThe setting tells where the characters areAt the mall or in the poolAt the park or in the schoolTwinkle, twinkle little starThe setting tells where the characters are.  

Kick-off

The Initiating Event: What good or bad event

happened to the Character to cause him/her to do something?

Think about a football game and how the kick-off starts the game.

The Kick-Off is the part of the story that changes the typical or “ho-hum” day.

It’s a “ho-hum” day UNTIL….

The Kick-Off is often something that one does not expect to happen.

Kick-off Song

What happened? What happened?Something suddenly happened.What happened? What happened?This must be the kick-off! What happened? What happened?To cause the character to do somethingWhat happened? What happened?This must be the kick-off!  

Large Group Activity

To make an initiating event or kick-off tangible with students I like to do the following activity:

Read the phrase and come up with an ending to share with the group.

feelings

Internal Response: What are the Characte

r’s feelings about what happened?

Emotions, goals, intentions, or thoughts.

(happy, sad, mad, surprised, disgusted, afraid, embarrassed, proud, lonely)

Feelings Song

Feelings, nothing more than feelingsFeelings that the character feels at the kick-offFeelings, oh, oh, oh feelingshappy, glad, or upsetFeelings the character feelsFeelings, oh, oh, oh feelingsFeelings that the character feels at the end of the story.Feelings, oh, oh, oh feelingsOh, oh, oh feelings are what the character feels.

Large Group Activity

Often the feeling component of a story is left out in retelling and written narratives.

I use the sentence strips to help the students generate feeling words.

I have a word splash available if they need some support.

plan

STOP - THINK What does the

Character want to do?

Think about the kick-off and the internal response?

What does the Character want to achieve?

Plan Song

Plan, plan we have a planThe plan is what the character’s gonna do nowPlan, plan we have a planThe plan is what the character’s gonna do now.(rest) Plan, Plan

attempts

What action does the Character take to achieve the plan?

Attempt 1 Attempt 2 Attempt 3 ….. May involve multiple

plans, or attempts at the plan.

The DETAILS … (To begin with, First,

Then, Next, Furthermore, Finally)

Attempts Song (sung to Pink Panther)

Attempt, attempt, Attempt, attempt, attempt, attempt, attempt

First, and second, third, and then, and next, and finally - Are the steps that the character takes to get to the resolution

Attempt, attempt, Attempt, attempt, attempt, attempt, attempt,

All the steps that the character takes to get to the end of the story.

Attempt, attempt, Attempt, attempt, attempt, attempt, attempt

Consequence

What happened as a result of the Character’s plan and attempts?

The “tie-up” As a result….

resolution

How does the Character feel about the direct consequence?

Think about… - feelings - lesson learned - moral of the story

Consequence and Resolution Song (sung to Hallelujah Chorus)

Consequence, consequence, it’s the tie-up, it’s the tie-up, the result of the plan Consequence, what happened, the result of all the attempts

Resolution, the result, it’s how the character felt at the end

Was there a complica-tion? Did everything go as planned?

Consequence, consequence, it’s the tie-up, it’s the tie-up, the result of the plan

Story Grammar Marker SGM

Face = Character Star = Setting Shoe = Kick-Off Heart = Feelings Hand = Plan Rings =

Actions/Attempts Bow = Direct

Consequence Hearts & Strings =

Resolution

Braidy/SGM

You have now learned the icons that make up Story Grammar Marker (SGM).

Use these icons to: - help you understand the elements in a story - recall information to retell a story - create / write your own story

Cohesive Ties

Stages 1-4 and, and then, then, first, next, when, after that, but, so, or, because, if  Stages 1-7 and, and then, then, first, next, when, after that, but, so, or, because, if, as a result, because, therefore, although, however, like, similarly

Cohesive ties used when retelling a story

 and, and then, then, first, next, when, after that, but, so, or, because, if, as a result, because, therefore, although, however, like, similarly 

Dialogue Dice

1- Name one strand of the “Braid”2- Name the two Mindwing manipulatives3- Name the three elements of the “critical thinking triangle”4- Name four stages of narrative development5- Name five icons6- Name six cohesive ties

Assessment: Evaluating Narrative Skills Choose a book being used for pre

and post-testing or any book appropriate for stage/structures to assess growth

Teacher reads book and student re-tells or teacher asks student to create a story using picture(s)

Use of the Braidy doll/SGM and book are permitted

Elements 0 1 2 3 4 Notes:Character No character is

statedPronoun used Main character

namedMain character named & physical description

Main character named & physical description/personality qualities.

Setting No setting stated Time OR Place stated

Place described: physical characteristics

Place described: physical & sensory verb(see, hear, touch, smell, taste)

Place described: physical characteristics & expectations for use.

Action Sequence

No actions stated within the setting

Action/events listed, not temporally sequenced.

2 Temporally sequenced series of actions

3+ temporally sequenced actions

Temporal cohesive ties used with temporally sequenced actions

Initiating Event

No kick-off stated Kick-off stated Kick-off stated in sentence/related to character and setting

Kick-off stated in sentence/related to setting and action

Kick-off stated in sentence/related to feelings OR plan

Internal Response

No internal response (IR) stated

IR stated as a descriptor“She was crying:”

IR stated as a feeling/emotion word“sad”

IR stated, named and related to the kick-off

Ir stated named and related to kick-off and plan.

Plan No Plan stated Plan is inferred Plan is stated using a planning word: want wish, decide

Plan is stated using a planning word and related to the kick-off

Plan is stated using a planning word and is related to the kick-off and IR

Critical Thinking Triangle(Kick-

off+IR+Plan)

No components are present

1 component is stated

2 components used to identify the Main Idea

Components of the Triangle are present

All components are present and related using at least 1 cohesive tie

Planned Attempts

No attempts are present (there may be action words)

Attempts rather than simple actions are stated

Attempts are sequenced

Attempts are sequenced AND relate to the Triangle

Attempts are sequenced AND related to the Triangle and Resolution

Direct Consequence

No consequence is state

Ending is stated but not a consequence of the plan (The End)

Consequence is stated AND related to the Kick-off OR Actions

Consequence is stated AND related to Kick-Off AND Plan

Consequence is stated AND related to the Plan AND the Resolution

Resolution No Resolution is stated

A feeling is stated as main character’s response to the Direct Consequence

A response to the Direct Consequence is given in a lesson learned

Lesson is related to the Direct Consequence AND the character’s participation in it

A formal moral is stated as it relates to the theme AND events

COBB COUNTY NARRATIVE RUBRICStudent: __________________________________________ DOB: __________________ SLP:

________________________________________Date: ______ Score: ______ /40 Date: ______ Score: ______/40 Date: ______ Score: _______/40 Date: ______ Score:

_______/40Retell/Create (Circle) Retell/Create (Circle) Retell/Create (Circle) Retell/Create (Circle)Developed by Cobb County SLPs 2012

Additional rubrics may be found on the speech blackboard

Trade Book Activity

In your group: Analyze the story

Draw icons/use stamps to identify the elements of the story

Determine the narrative stage of the book Be prepared to share Based on the book, what types of strategies

would you work on? What IEP goals would you emphasize?

Cohesive Ties Activity

o Using the story you just analyzed, find cohesive tie words used throughout the story.

o How can you incorporate those words in retelling, writing, other opportunities?

o Share your ideas

Dialogue Dice

1- Name one strand of the “Braid”2- Name the two Mindwing manipulatives3- Name the three elements of the “critical

thinking triangle”4- Name four stages of narrative

development5- Name five icons6- Name six cohesive ties

References

www.mindwingconcepts.com Moreau, M.R. & Fidrych, H., 1994 The Story

Grammar Marker Teachers’ Manual Moreau, M.R. & Zagula, S. 2008. Braidy the

StoryBraid Teacher’s’ Manual

Demonstrationswww.mindwingconcepts.com Free DVD Focus Areas Resources/Free Lessons Mindwing Manual Book Walk Common Core Standards Electronic hand-outs available:

Mental-Linguistic Verbs, Braidy rubrics, today’s PPTs