Presenter: Maryellen Rooney Moreau, MEd. CCC-SLP Oral Language, the Original Foundational Reading Skill Massachusetts Branch
Jul 07, 2015
Presenter:
Maryellen Rooney Moreau, MEd. CCC-SLP
Oral Language, the Original Foundational
Reading Skill
Massachusetts
Branch
• The full presentation is available on my website.
• Go to this link for the presentation:
– http://mindwingconcepts.com/presentations.htm
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If you are interested in the
slides in the presentation,
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1937
Reading, Writing and Speech
Problems in Children:
A Presentation of Certain Types
of Disorders in the Development
of the Language Faculty
- Samuel Orton
Copyright © 2014 • Maryellen Rooney Moreau • 1-888-228-9746
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UMASS & PENN State
School-Based Speech
Language Pathologist in the Hartford
Public Schools
Assistant Principal in
Hartford
Assistant Professor at American
International College (AIC)
Diagnostician at the Curtis Blake Child
Development Center
Coordinator of
Intervention Curriculum
and Professional Development at the Curtis Blake Day
School
Created & Patented the Story Grammar
Marker®
Founded MindWingConcepts,
Inc.
Travels throughout North America training
educators, getting SGM® into the hands of
millions of children world-wide
40 Years?!
Career Timeline – And What is Beneath the Timeline
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Children who do not develop strong oral language skills during
preschool, will fall behind even before they start school.
Hart & Risley, 2003
Snow, Burns & Griffin, 1998
Teachers who are aware of oral language development will be more
effective in raising children’s oral language development to new and
higher levels as the children progress through school and the demands
for oral communication increase.
Snow, Griffin & Burns, 2005
National Early Literacy Panel report (NELP, 2008) showed that children
need to learn the building blocks of oral language foundations for and
beyond the alphabetic code. Higher level oral language skills develop
long before a child learns to read.
CCSS
COLLEGE AND CAREER
Building Blocks of Oral Language
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Without “discourse” there is no efficient connection between
language development and literacy.
CCSS
COLLEGE AND CAREER
Discourse Level of Oral Language
It’s About Helping Students Develop “Communicative Competence”
Putting together words, phrases, and sentences to create
conversations, speeches, email messages, articles and books.
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Strands of Oral Language
Pragmatics
Phonology
Semantics
Syntax & Morphology
Discourse
Metalinguistics
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PRAGMATICS
Social Uses of Language
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PHONOLOGY
The Sound System
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SEMANTICS
Meaning
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SYNTAX and MORPHOLOGY
From Simple to Complex Sentences
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DISCOURSE
Spoken and Written Communication
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METALINGUISTICS
The Conscious Awareness of Language
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What is literate oral language?It is the combination of:
Macro-structure
The overall organization of a narrative (story) or
expository text (information) selection
&
Micro-structure
The linguistic complexity of sentences that
make up the macro-structure
Elements of micro-structure connect
the elements of macro-structure. Copyright © 2014 • Maryellen Rooney Moreau • 1-888-228-9746
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Two broad classes of language skills
have been identified as important for
later reading performance (literacy):
Code related skills:
• Phonological Awareness,
• Letter naming,
• Decoding,
• Emergent writing…
Oral language processes:
• The skill sets of vocabulary (receptive and expressive);
• Syntactic knowledge
• Semantic (schema/script) knowledge, and
• Narrative discourse processes (memory, comprehension
and storytelling).
NICHD Early Child Care Research Network (2005). Pathways to Reading: The Role of Oral Language in the Transition to Reading. Developmental Psychology,
41,2. Copyright © 2014 • Maryellen Rooney Moreau • 1-888-228-9746
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“Broad Oral Language Skills should be an
integral part of reading instruction
beginning in preschool and throughout
elementary school.”
“If comprehensive language skills directly feed
nascent reading, then interventions and
assessments that focus only on phonemic
awareness and vocabulary development will
prove too narrow to support later academic
achievement…”
Storch, S. & Whitehurst, G. (2002). Oral language and code-related precursors to
reading: Evidence from a longitudinal model. Developmental Psychology, 38, 934-947.Copyright © 2014 • Maryellen Rooney Moreau • 1-888-228-9746
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“Narratives offer opportunities to support
language use, emotional expression and
social cognition in an integrated social and
academic context.”
Carol Westby in Way, et. al. (2007). Understanding alexithymia and language skills in children: implications for assessment and
intervention. LSHSS, 38, 128-139.
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Copyright © 2014 • Maryellen Rooney Moreau • 1-888-228-9746
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“Children’s narrative abilities have been
measured by tasks requiring recalling details
from stories, retelling stories, and generating
stories. Performance on all three of these
tasks has been prospectively linked to
reading ability.”
(Benson, 2009, p. 176).
“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.
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Copyright © 2014 • Maryellen Rooney Moreau • 1-888-228-9746
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“The largest body of work in the area of
narrative intervention has focused on explicit
teaching of the story grammar structure, with
evidence of improved narrative performance
in both preschool-aged and school-aged
children with and without language and
learning difficulties.”
(Boudreau, 2008, p. 110).
Beginning
Middle
End
Name:__________________________ Date:____________
Story Graphic Organizer
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Beginning
Middle
End
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Setting
Solution
Name:__________________________ Date:____________
Story Graphic Organizer
Problem
Character
Events
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Copyright © 2014 • Maryellen Rooney Moreau • 1-888-228-9746 • 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
25
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Copyright © 2014 • Maryellen Rooney Moreau • 1-888-228-9746
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Copyright © 2014 • Maryellen Rooney Moreau • 1-888-228-9746
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One well-known narrative researcher, Carol Westby (Word of Mouth,
2003) described the impact of Story Grammar Marker®:
“When children tell a story, they must keep in mind the overall gist of
the story they are telling, while simultaneously organizing each
utterance, linking the utterances together in a temporal/causal
sequence, and making certain that all utterances link to the theme and
overall organization of the story. The Story Grammar Marker®
reduces load on working memory by externalizing the global structure
and sequence of components in stories. This allows students to
concentrate on translating their ideas into words and sentences to
convey the content of each element of the story” (p. 12).
Why Use the Story Grammar Marker®?
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Conversation
(home,
activities,
classroom)
Expository
(information,
science,
social studies)
SOCIAL COGNITIVE DEPTH
Critical Thinking Triangle®
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The Narrative
Developmental Sequence:
Where It All Comes Together!
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Lauren, Age 6, Kindergarten (June of 2008)Using Braidy™ as a manipulative to Scaffold the Stages of Narrative Development
and using Braidy™ for Expository Text (listing)
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Deepening of Thought and Knowledge
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Copyright © 2014 • Maryellen Rooney Moreau • 1-888-228-9746
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Narrative Development Correlated to the CCSS for
Reading, Key Idea and Detail #3 Using Clifford’s Pals
Clifford and his pals
At the work site in the cement
pit playing, jumping and
barking.
Clifford, a big, red dog and his
furry pals
At the work site in the cement
pit playing, jumping and
barking.
The work crew starts to pour
cement on Susie, Lenny &
Nero.
Clifford pushes the cement
chute aside.
Clifford, a big, red dog and his
furry pals
At the work site in the cement
pit playing, jumping and
barking.
All of a sudden, Clifford sees
the work crew start to pour
cement on Susie, Lenny &
Nero.
So, Clifford pushes the cement
chute aside.
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
Narrative Development
Stage 2: Action Sequence
Narrative Development
Stage 3: Reactive Sequence
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Clifford, a big, red dog and his furry pals
At the work site in the cement pit playing,
jumping and barking.
All of a sudden, Clifford sees the work
crew start to pour cement on Susie,
Lenny & Nero.
He is worried about his pals, because
they could get hurt.
Clifford knows that his pals will get hurt if
the cement fills the pit,
so decides to save them.
Clifford pushes the cement chute aside.
As a result, Clifford’s pals are safe.
Clifford is relieved.
Clifford, a big, red dog and his furry pals
At the work site in the cement pit playing,
jumping and barking.
All of a sudden, Clifford sees the work
crew start to pour cement on Susie,
Lenny & Nero.
He is worried about his pals, because
they could get hurt.
So, Clifford pushes the cement chute
aside.
Narrative Development
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).Copyright © 2014 • Maryellen Rooney Moreau • 1-888-228-9746
• www.mindwingconcepts.com
Copyright © 2014 • Maryellen Rooney Moreau • 1-888-228-9746
• www.mindwingconcepts.com
How to reach Maryellen:
Call her (toll free): 888.228.9746
Email her: [email protected]