Oral language development is at the “core” of the Common Core State Standards because it provides the foundation for literacy. Through collaboration, SLPs, teachers and specialists can bridge the gap for those students with identified disabilities or for those “at risk” of not meeting grade level standards. This workshop is designed to be hands-on and practical with small & large group as well as individual activities directly related to supporting specific CCSS.
With the adoption of the Common Core State Standards, how do educators provide effective interventions to help students with identified disabilities, learning challenges, who are at risk, or on IEPs to meet grade level standards?
At the “core” of the Common Core State Standards (CCSS) is oral language development because oral language provides the foundation for literacy. The CCSS were designed to prepare students for success in college & careers and ultimately to be able to compete in a global, technology-driven economy. In order to ensure this success, students must be literate – or, competent in speaking, listening, reading, writing and thinking. The link between literacy and language development is the “discourse” level of language which is made up of narration, conversation and exposition. It is within discourse that the Story Grammar Marker® (narratives), Six-Second-Stories® (conversation) and ThemeMaker® (expository text) can provide the most effective intervention to bridge the gap for those students with identified disabilities or for those at risk of not meeting grade level standards. The CCSS call for students to develop “Communicative Competence” which is putting together words, phrases, and sentences to create conversations, speeches, email messages, articles and books. Students are required throughout ALL standards to (using academic language) interpret, argue, analyze, organize, conclude and persuade through conversation, discussion, writing and debate. There is also a strong emphasis on critical thinking, problem solving and collaboration with peers. In order for students to meet these requirements, oral language development – particularly at the discourse level is essential.
Speech/Language Pathologists are uniquely prepared to provide intervention in the area of language development. However, it is in their collaboration with teachers and specialists that will impact student progress and academic & social success the most!
This workshop is designed to be hands-on and practical with small & large group as well as individual activities directly related to supporting specific standards. Using selections from narrative and expository text as well as real life social situations, the presenter will show specific examples from Grades K-5 CCSS and how to provide differentiated instruction and intervention to help students meet these specific Standards using Story Grammar Marker®, Six-Second-Stories® and ThemeMaker®. The presenter will also provide demonstrations and model effective interventions for Reading, Writing, Speaking & Listening, facilitate targeted discussions and conduct practice sessions for narrative & expository writing, oral language and reading & listening comprehension strategies. All of this will be interactive and involve several “make and take” activities.
The goal is for ALL students (including those with identified disabilities, those who are English Learners, those who are “at risk” and those children with Autism) to receive the most effective interventions to help them to develop the communicative competence necessary to meet grade level standards, achieve academic & social success and be prepared for college and/or career. Through collaboration among SLPs, teachers and specialists all using Story Grammar Marker®, Six-Second-Stories® and ThemeMaker® methodologies to provide intervention in oral language development; this goal can be attained.
As a result of attending this workshop, participants will be able to...
Maryellen Rooney Moreau, M.Ed. CCC-SLP is the Founder and President of MindWing Concepts. Her forty year professional career includes: school-based SLP, college professor, diagnostician at the Curtis Blake Child Development Center and Coordinator of Intervention Curriculum and Professional Development at the Curtis Blake Day School for children with language learning disabilities. She created the Story Grammar Marker® after years of research and practice and was awarded 2 United States Patents. Last October, Moreau received the Boise Peace Quilt Project Award for her work with children in the area of conflict resolution and social communication. Moreau is an internationally recognized professional development presenter.
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 writes books, creates materials, consults, trains and presents. Nonfinancial: No relevant nonfinancial relationships exist.
MindWing's professional development includes in-depth, interactive workshops, consultations and demonstrations focused on MindWing's cognitive-linguistic methodology using MindWing's child-friendly materials including Braidy the StoryBraid™, Story Grammar Marker®, Talk to Write, Write to Learn™, ThemeMaker® & MindWing's Data Collection & Progress Monitoring Process™, East Meets West™ 1 & 2 and additional MindWing supplemental materials. Workshops are based on learning how to use MindWing's research based methodology and tools for narrative development and content area text. The presenter uses MindWing's tools as well as children's literature, chapter books, novels and content area articles and textbook chapters. Participants will learn hands-on strategies for intervention in the areas of oral language development (with a focus on re-telling), critical thinking skills, listening and reading comprehension, writing, and social emotional skills. REQUEST HERE A PROFESSIONAL DEVELOPMENT PROPOSAL
Each MindWing workshop is a combination of
Each MindWing workshop is designed with the following staff professional development goals in mind. Participants will
We have provided workshops that include participants who are in the following positions:
The participants can either be a mixture of ALL of these staff positions, one particular position or "teams" of participants.
All of our workshops focus on the link between language and literacy. All workshops are interactive and incorporate lecture, discussion, activities, video, modeling and guided practice using MindWing's materials to increase student achievement. However, the combination of the participants dictates the style and focus of the workshop. Here are five examples of these styles (Remember: these are just examples, we customize the workshops to fit your needs and goals!):
All participants are Speech Language Pathologists - the workshop is designed for the ever broadening role of the SLP; from therapy to the classroom setting. This workshop focuses on oral language development “ from narrative to expository discourse and builds upon the existing knowledge base and experience of the SLP. Participants find this workshop rejuvenates their therapy and give them a way to get into the classroom, using MindWing's tools to impact student achievement.
All participants are Pre-K teachers, the specific focus is narrative development and the oral language base for comprehension, writing and critical thinking for that age/grade level (same if all participants are Kindergarten-1st Grade or 2nd-3rd or 4th- 5th grade, etc.)
All participants are Middle and High School Special Educators teaching science & social studies - “ the workshop will use ThemeMaker® and have a focus on older students working with content area (expository) text, critical thinking skills, conflict resolution
All participants are in teams of 2 who work with each other in their school - Due to Response-to-Intervention (RtI) initiatives, we have seen an increase over the past 18 months of school districts employing the "team" style of workshop participation. These teams can be comprised of a Classroom Teacher & an SLP, an SLP & a Literacy Coach, a Special Educator & a Classroom Teacher, etc. Here there is a synergistic approach to bringing this methodology back to the school. During the workshop, there is a focus on RtI, collaboration, curriculum goals, small and large group activities and collaborative models for lesson planning & sharing.
All participants are in problem-solving teams of 5-6 who work in the same school - " a very effective plan that has been used in school districts to kick-off use of MindWing's methodology. The teams are comprised of a general education teacher, a special educator, an SLP, a Reading Specialist, School Psychologist and a Literacy Coach. They all work in the same school. The district sends 10-12 schools. This way, the principals can purchase additional materials for staff members, and have these 5 colleagues to in-service, team-teach, assist and mentor them. This is the path to whole district implementation that a district might take. REQUEST HERE A PROFESSIONAL DEVELOPMENT PROPOSAL
Over the past 14 years of providing professional development to thousands of educators in the U.S. and Canada, we have developed and perfected various styles of workshops to meet the needs of the educators with whom we work. We are very flexible and can design your professional development to fit your needs regarding participants, release time & budget constraints.
Two day (10 hour) initial workshop and One day (5 hour follow up) approximately 6 months later, then annually or semi-annually coming back to the district for additional training and support. This professional development design is most effective due to the proven fact that a strong foundation as well as ongoing training and support yields the most success. It is recommended for all school districts but especially for large school districts and those who wish to train a variety of grade levels, disciplines and staff positions.
One Day (5 hour) initial Workshop is appropriate for school districts that wish to train a specific grade level, discipline or staff position and for whom release time and/or budget constraints are an issue. (For example, a one day workshop is appropriate for training either All Pre-K teachers on Braidy the StoryBraid™ only OR all middle school educators teaching social studies OR all SLPs in a school district.)
To read more, click Our Customized Sessions in which we incorporate Trainer/Mentor Programs, Classroom Demonstrations & Consultation and/or the Home Connection (mini-session with Parents/Guardians). REQUEST HERE A PROFESSIONAL DEVELOPMENT PROPOSAL
There are several different topics or combinations of topics for workshops that you may choose. Many school districts prefer a combination of two, for example a workshop with a focus on narrative development could include both Braidy the StoryBraid™ and Story Grammar Marker® or one on expository can include both Story Grammar Marker® and ThemeMaker® or any of the workshop topics with MindWing's Data Collection and Progress Monitoring Process™. Here are several samples of topics/agendas for workshops:
MindWing's Braidy the StoryBraid™ an emergent literacy tool, is an exciting, child-friendly way to introduce MindWing's Braidy the StoryBraid the patented icons of the Story Grammar Marker®. Designed for use in early childhood settings, Braid is a child-size puppet. Braid is developmental in nature, with removable parts, to scaffold stages of narrative development for young children. Braidy™ helps children to develop literate oral language abilities by incorporating story grammar structure and sentence building, the foundations of comprehension and thinking skills that all lead to social-emotional growth. It can be used with students from Pre-School through grade 2, in regular education settings as well as those working with children with language learning disabilities, English Language Learners, children with ASD and those who have been victims of trauma, neglect and/or abuse. This workshop includes a Braidy the StoryBraid™ Kit and East Meets West™ Volume I.
Braidy the StoryBraid™ Topics/Agenda
MindWing’s Story Grammar Marker® is for narrative development: re-telling, telling, writing and The Story Grammar Markercomprehending stories. The SGM incorporates MindWing’s patented icons to give children a visual, kinesthetic tool for help with “WH” questions and common graphic organizers. The SGM® delves into the “why” question: motivations, feelings, plans – all necessary for the development of critical thinking skills. This colorful, hands-on tool enables children to externalize the macrostructure of the story so they can concentrate on literate language features (microstructure). It can be used with students from second to fifth grade, in regular education settings as well as those working with children with language learning disabilities, English Language Learners, children with ASD and those who have been victims of trauma, neglect and/or abuse. This workshop includes a Story Grammar Marker® Kit and East Meets West™ Volume I.
Story Grammar Marker® Workshop Topics/Agenda
MindWing’s Talk to Write, Write to Learn™ is a critical intervention necessary for the development of oral language and literacy skills as they relate to teaching writing. Talk to Write, Write to Learn™ (TTW, WTL™) was designed for use within your existing writing program to develop the oral language skills necessary as a Talk to Write, Write to Learnfoundation for writing of both narrative and expository text. It was also designed to develop the writing skills necessary for success in content area subjects such as science and social studies. “A Day In the Park” Student Activity Booklet™ is the hands-on, activity-based approach of TTW, WTL™. The Booklet contains self-paced activities and art that instruct students in the beginning stages of narrative development and writing. TTW, WTL™ helps children strengthen the relationship among oral language, comprehension and writing. It can be used with students from grades two through six, in regular education settings as well as those working with children with language learning disabilities, English Language Learners, children with ASD and those who have been victims of trauma, neglect and/or abuse. This workshop includes a Talk to Write, Write to Learn Kit™.
Talk to Write, Write to Learn™ Workshop Topics/Agenda
MindWing’s ThemeMaker® is a uniquely designed approach to help students visualize, organize, comprehend and write non-Theme Makerfiction/informational material. This workshop focuses on high level narratives (novels/chapter books) and content area (expository) text (ie. Social Studies and/or Science). ThemeMaker® focuses on the 7 primary expository text structures: description, listing, sequencing, cause/effect, problem/solution, compare/contrast and persuasion. ThemeMaker® helps to develop students’ skills in comprehension, writing, perspective-taking, conflict resolution, problem solving and “making connections.” It can be used with children in late-elementary school through high school in regular education settings as well as those working with children with language learning disabilities, English Language Learners, children with ASD and those who have been victims of trauma, neglect and/or abuse. This workshop includes a ThemeMaker® Kit and East Meets West Volume™ II.
ThemeMaker® Workshop Topics/Agenda
MindWing’s Data Collection & Progress Monitoring Process: Linking MindWing’s Tools To the Teaching-Learning Cycle. MindWing’s tools such as SGM®, Braidy™, TTW, WTL™ and ThemeMaker® provide the intervention necessary for oral language development, comprehension, writing, critical thinking, and pragmatics. Now that States are mandating Response-to-Intervention initiatives and the necessity of schools to make AYP, there is a strong focus on tracking student progress & collecting data inform instruction. It is the analysis, interpretation and use of the data that ultimately makes the difference for the child!
MindWing’s Data Collection and Progress Monitoring Process™ was created for use with MindWing’s tools and it includes Assessment Protocols such as: progress monitoring forms & charts, narrative sampling guides, checklists & rubrics for pre-school through middle school, goals & benchmarks and MindWing Concepts’ Authentic Assessment. These protocols include observation of dramatic play scenarios, simple picture walks, personal narratives and children’s drawings, telling, retelling, and writing stories and answering literal and inferential questions. These assessment/data collection tools will add to your language sampling toolbox, thus strengthening your expertise in making connections between language assessment and the language/literacy applications required for academic and social success in the general education classroom.
Data Collection & Progress Monitoring Process can be used with children in pre-K through high school in regular education settings as well as those working with children with language learning disabilities, English Language Learners, children with ASD and those who have been victims of trauma, neglect and/or abuse. This workshop includes a MindWing’s Data Collection & Progress Monitoring Process™: Linking MindWing’s Tools To the Teaching-Learning Cycle Set and your choice of a Braidy Kit™, and SGM® or ThemeMaker®. * Please note: This workshop is meant for a follow up after participants have attended another MindWing workshop such as: Braidy™, SGM®, TTW, WTL™ and/or ThemeMaker®.
MindWing’s Data Collection & Progress Monitoring Workshop Topics/Agenda