SGM Summer Reading List: Part 3, Setting - MindWing Concepts, Inc.

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SGM Summer Reading List: Part 3, Setting

by Sheila Zagula August 08, 2016 1 min read

Summer Reading ArtI hope you have been able to browse through our recent blogs: SGM Summer Reading List, Part 1 (Complete Episode) and Part 2 (Character). We have received several comments from people who thought both were so beneficial in demonstrating the depth of the Story Grammar Marker®. The SGM® is based upon research showing that strengthening oral narrative discourse skills improves comprehension and writing competency.

Language?Literacy Developmental ChecklistOur Language/Literacy Developmental Checklist (page 34, Story Grammar Marker® manual) depicts story grammar terminology within a narrative developmental sequence as each stage builds on the one before. The SGM® is your tool to directly apply this research to your classroom program. This is a tool that can be used across grade levels, pre-K through high school, and across the curriculum.

SGM Setting StarToday’s blog features past selections with the focus on the SETTING.


  1. Story Grammar and the Classroom Curriculum: The Five Senses — May 16, 2015
  2. SGM Setting Activity with Younger Students — December 17, 2015
  3. Winter’s Coming! Narrative/Expository Setting Lesson — December 4, 2015
  4. February is Black History Month, Lesson 3 — February 19, 2016
  5. Setting Activity-The Little House — January 12, 2016
  6. Understanding Novels/Chapter Books-Geographical Setting — January 14, 2016
  7. Understanding Novels/Chapter Books with SGM, Part 2 — January 21, 2016
  8. Kindergarten and First Grade Setting: Bear Feels Scared — April 8, 2016
Sheila Zagula
Sheila Zagula

Sheila Zagula works with MindWing Concepts in product development, drawing on her expertise and talents as well as many years of implementing the Story Grammar Marker® and related materials. Her teaching career spans thirty-eight years, most recently as literacy coach in the Westfield Massachusetts Public School System. Sheila has experience as an early childhood educator, a teacher of children with special needs, and a collaborative instructor within an inclusion framework serving children in grades K-5.

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