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

http://mindwingconcepts.com/presentations.htm




Beginning

Middle

End

Name:__________________________ Date:____________

Story Graphic Organizer

Beginning

Middle

End

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)

Direct

Consequence

Resolution

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

What makes the SGM® Unique?

CCSS

COLLEGE AND CAREER

Building Blocks of Language


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”

Persuasion

Copyright © 2014, MOREAU, www.mindwingconcepts.com 14

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!

http://www.google.com/url?sa=i&rct=j&q=charlotte's+web&source=images&cd=&cad=rja&docid=PBZ0hS2WsE7USM&tbnid=0WLZ9kOqtvj8xM:&ved=0CAUQjRw&url=http://www.mysouthlakenews.com/2013/01/carroll-isd/jes-students-get-caught-in-charlottes-web&ei=_bECUfPgKILp0gGL34CIAw&bvm=bv.41524429,d.dmQ&psig=AFQjCNGIoSJO49Oh6-e2iz2aE7wVQ38Sbw&ust=1359217534113335

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


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 1RL.1.3. Describe characters, settings, and major events in a story, using key details.

CCSS Grade 2RL.2.3. Describe how characters in a story respond to major events and challenges.

Narrative DevelopmentStage 1: Descriptive Sequence

Narrative DevelopmentStage 2: Action Sequence

Narrative DevelopmentStage 3: Reactive Sequence



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.



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.

Narrative Development Stage 4: Abbreviated Episode

Narrative Development Stage 5: Complete Episode

CCSS Grade 3RL.3.3. Describe characters in a story (traits, motivations, feelings) and explain how their actions contribute to the sequence of events.

CCSS Grade 4RL.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 5RL.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?

JanuaryChinese 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.



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 felt confused and concerned.


41

“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.

Islands and

Peninsulas


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 Purposeshttp://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

Tigers

Copyright © 2015, MindWing Concepts, Inc. 60

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.


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 preydisappeared.Thus, no food.






Cause:Natural preydisappeared.Thus, no food.

Effect:Tigers beganto hunt closer

topopulated

areas.






Cause:Natural preydisappeared.Thus, no food.

Effect:Tigers beganto hunt closer

topopulated

areas. Cause:Tigers beganto hunt closer topopulated 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 PracticeEdited 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 PracticeEdited 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: KingfisherFang, 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: KingfisherFang, 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 OTHERDiscover- Discovery genome library featsInstruct-Instructions gene readBegin- beginning DNAReveal- revelations biology Achieve-achievementSignificant-significance

SYNTACTIC DENSITY WITHIN THE MICROSTRUCTURE OF THE TEXT:

TEXT #1It 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 #2In 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”…

Headlines

Missing Kayakers

MISSING KAYAKERS FOUND ON ISLAND OFF CAPE CODBoston (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…


129

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


130

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


131




132

Polar Bear Video

Google ImagesCopyright © 2014 • Maryellen Rooney Moreau • 1-888-228-

9746 • www.mindwingconcepts.com133

http://www.youtube.com/watch?v=yzD7zzsRw_k


134


135


136


137


138


139


140

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.


141


142


143


144

Sir Winston Churchill Video

Google ImagesCopyright © 2014 • Maryellen Rooney Moreau • 1-888-228-9746 • www.mindwingconcepts.com

145

http://www.youtube.com/watch?v=eL78M9yw8kM

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 Copyright © 2014 • Maryellen Rooney Moreau • 1-888-228-


http://history.hanover.edu/courses/excerpts/111chur.html


147

CompareWinston of Churchill toSir Winston Churchill List some causes of GlobalWarming

What did Winston know about the tourists to enable him to persuade them? Copyright © 2014 • Maryellen Rooney Moreau • 1-888-228-



149


150

polar bear video


151

http://www.youtube.com/watch?v=taNTnxtgWTc&feature=player_embedded

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


152

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


153

Common Core State Standards

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.


154

Common Core State StandardsReading 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-


Common Core State StandardsWriting Standard 5.2

Write information/explanatory texts to examine a topic and convey ideas and information clearly.

(Winston of Churchill did this!!!)


156


157


158


159


160


161


162


163

MORE WAYS of

Blending Narrative and Expository Text

Activating Prior KnowledgeMatching…

History or Scientific Evidence

List #1 List #2

Toronto PadresSan Diego MapleleafsHouston CelticsUMASS Orioles Miami DodgersBrooklyn Huskies UCONN DolphinsMilwaukee AstrosBaltimore Minutemen Boston Brewers

The Boston Tea Party

Story Grammar Marker® Style

The King was desperate.

BostonCeltics↓

Irish Immigration = Historical Event

↓Patrick McGonnigal O’Brien = The Great Molasses Explosion of 1919

Episode From:

Patrick AndThe 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 DISASTERInformation 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: [email protected]

192

Discount Code for ONLINE STORE at www.mindwingconcepts.com

NYC15 For 20% off online orders though

February 16th.

http://www.mindwingconcepts.com/

new york city day 2, january 2015 - narrative development with story grammar marker

Education

literate oral language

oralliterate continuum

story grammar marker

elements of macrostructure

organizational structure

language development

crocodile tooth

maryellen rooney moreau