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NarrativeExpository Peer InteractionReadingWritingPre-SchoolEarly ElementaryUpper ElementaryMiddle/High SchoolTechnologyParent and Professional Information
We look at an exciting piece of research from last summer (July/August 2019), Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial* (full article available at link). In this article, Joffe, Rixton and Hulme describe a randomized controlled trial (RCT) involving both narrative and vocabulary intervention for secondary students in the UK. It is notable because RCTs in language intervention are relatively rare, and considered a high level of evidence. ASHA, on a scale of evidence quality, rates “well designed randomized controlled trials” as level 1b, 2nd on a 6-point scale of evidence; these are research studies in which intervention groups are compared to a control group in which no intervention was provided. Additionally, interventions for adolescents with persistent language problems are less researched, so this study is an important one!...
Today I want to show how authors always include information in their stories. We should look for it as we read. For instance, the information for the setting is a time and a place…BUT…what is happening at that time in that place is the important part for a story! The timing of a kick-off and how characters in the setting respond to the kick-off through feelings, thoughts, words and actions is finalized when the character makes a plan. How things turn out as a consequence depends on the actions (attempts) to carry out the plan and whether the plan is realized. I used the book, Are You Ready To Play Outside? by Mo Willems. This book is part of a series starring Gerald the Elephant and Piggy, the pig! I noted in my mini-lesson that you might want to look at this book for the concept that kick-offs (the rain) often occur gradually in many situations...
Facebook Live with Maryellen
In our daily mini-lessons during these uncertain times, we, at MindWing Concepts, Inc., are providing book titles, many available online, to read to children about the not-so-huge situations that make us feel “not so great,” as well as those that contribute to feelings of well-being. We have provided “feeling bookmarks” for talking about the names of feelings to help us talk about some of these big and smaller situations that we call “kick-offs.” There are many ideas in the handouts provided during these mini-lessons that will help to show relationships of characters’ feelings to kick-offs and the thinking and planning necessary to deal with them. Using the icons to bolster listening comprehension will spur and organize our discussions. Everyone needs to talk! We just have to think about how to do it during these times!...
Maryellen Rooney Moreau of MindWing Concepts reads Talk and Work It Out for purpose of Problem-Solution analysis and discussion with students.
Our talented colleague Danielle Cooper, M.S. CCC-SLP, of Baltimore City Schools gave us permission to share this wonderful lesson using the “There was an Old Lady Who Swallowed A…” series. This series of books, written by Lucille Colandro and illustrated by Jared Lee, shows a woman who swallows random items. Each story rhymes. At the end of each story, those objects are used to create a bigger product aligned with a particular theme. Some of the themes available for the books are Fall, Winter, Thanksgiving, Spring, Halloween, Valentine’s Day, St. Patrick's Day, Beach, Back to School, Birthdays, etc. Each book has the same format: introduction of the character with a sequence of events. These stories are useful for mini rhyming lessons and building thematic vocabulary. They are perfect for introducing the Braidy® Methodology and focusing on Character, Setting, and Sequence of Events (Action Sequence Stage of Narrative Development)...
This past week my 5-year-old daughter Casey went to camp. On the first day, I suggested that she wear a T-shirt that depicts something she likes (LOL: Dolls, Unicorns, JoJo Siwa, Mermaids, Teenage Mutant Ninja Turtles, etc.) so that when she is meeting new friends, they can immediately know something she likes and ask her about it. She chose a T-shirt with a picture of “JoJo Siwa,” who is a young, popular performer. By wearing that, new friends will know a little about her as a “character” in a social setting. Upon arriving at camp, within 30 seconds, a Dad and daughter walked in and the Dad said, “You like Jojo Siwa? Avery and her mom saw Jojo Siwa in a concert this summer!”...
As you know, March 2nd is the birthday of Dr. Seuss. He was born right around the corner from our MIndWing office here in Springfield, MA. Yesterday, I visited the Springfield Library to get a copy of The Cat and The Hat so I could share a lesson suggestion related to feelings. Along with that book, I found a copy of Horton and the Kwuggerbugs and Other Lost Stories. These stories were originally published in Redbook magazine between 1950-1955. Charles Cohen, a collector of all things Seuss, put together four of these selections in this book. Following The Cat and The Hat activity is an SGM analysis of one of those stories: “Marco Comes Late”...
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