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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
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
