MiddleHigh

A recent question from a colleague on our Official Story Grammar Marker® Facebook Professional Learning Community: 

What are your recommendations for working on listening comprehension and written language for middle age students? Thanks for your question, Sarah. In the twenty five years since the first Story Grammar Marker® was used in a classroom, we, at MindWing Concepts, Inc. have created multiple manuals and materials for tweens, and teens as they struggle with the text and how to communicate their responses to it. The academic focus gradually becomes the text of information, also called “expository text.” It is the text of science and social studies and the like...

As another school year winds down, I am reminded of what I always loved about teaching: There was always another year to plan to engage children, change approaches, learn new techniques, and grow as a professional!

As you pack up supplies and begin a few weeks of rest, file this idea away with your materials to consider implementing next year. This picture is an idea that Natalia Kofman, a colleague of mine in Westfield, MA, used to organize her SGM^® materials in her fourth grade classroom...

As you sip your iced tea on a hot summer day over the next couple of months, think about saving your iced tea containers for this very cool lesson and activity. It focuses on explicitly teaching how to recognize feelings and emotions in literature and in life. The explicit teaching of recognizing feelings in literature and in our interactions with others is imperative in our schools and in life. The above standards and quotes emphasize the importance of our need to help students identify feelings, recognize them in others, and make the connection to critical thinking and inference via the Critical Thinking Triangle. The SGM iconic structure is a concrete way to develop this necessity...

This next written retell of Too Many Tamales is by Ray, a student in Grade 5. We’ve included a typed version of his writing, an analysis and a conference suggestion for use during the Writing Process. The descriptive details in Emma’s writing (see May 13 blog) and the use of story grammar components indicating advancing structure and content are evident—but to a lesser degree—in Ray’s sample.

Recent blogs showed Maryellen’s analysis of a third-grade written retelling of Too Many Tamales. Included in those blogs is a copy of the actual sample, a typed version of the sample, an analysis, and conferencing suggestions to use during the Writing Process. In this new blog, we look at another sample of a written retelling of Too Many Tamales; this time from a fifth-grade student, Ray. We invite you to analyze his writing and at the end of this week, Maryellen will provide her analysis and talking points for conferencing.

In today’s classrooms, students are being asked to comprehend more complex materials in earlier grades with a particular emphasis on expository texts. The blending of both narrative and expository texts in many reading selections make understanding these structures a cornerstone for student comprehension success. The iconic structure of the SGM^® provides a concrete visual and tactile scaffold to teach these structures to children. The expository text structures “tie in” to the narrative sequence. The “Core” of the Core manual explains this connection in detail showing how each narrative stage facilitates thinking about information (expository) structures.