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March 08, 2016

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Tech Tuesday: Using Emoji in Narrative Analysis

SnapChat Pic

A friend’s Emoji creation in the SnapChat app.

In selecting topics for Technology Tuesday, I find it helpful to “piggy back” on my own clinical work, of course, but also on topics that have recently appeared on this blog. Recently, Sheila Moreau wrote in a MindWing blog about the power of emoji for understanding narrative events, identifying emotions, and expressing empathy, particularly in relation to Facebook’s recent incorporation of a range of reactions available to use in response to others’ posts. While emoji are a narrative phenomenon changing our (and teens’) reaction to social media (note that they have always been present in the “much-cooler” Snapchat), there are also ways to use them as visual tools out of the context of social media, a place where clinicians may not “want to go” with students...

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February 09, 2016

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Opening a New Chapter: Strategies for getting the context of curriculum chapter books!

Hunger Games ScreenAs the MindWing blog has been focusing on using chapter books for older students, in conjunction with narrative and expository development tools, this Tech Tuesday post will also! In this post, we’ll take a look at technology resources that facilitate your access to chapter books. These strategies will enable you to use chapter books more easily as contexts when developing students’ sense of story and informational text structures with MindWing’s Story Grammar Marker® and Expository maps. Naturally, we’d be conducting educationally relevant interventions even if we selected our own texts for lessons. For example, take this Common Core Standard for 5th Grade Reading...

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January 18, 2016

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When the characters are a whole classroom of students: Some high and low-tech tips!

Character IconFor this first Technology Tuesday of 2016, we’ll be sharing some strategies for delivering whole-class instruction, some involving electronics and others...simpler technology such as giant sheets of paper! We recently completed a series of lessons in a classroom on a consultation basis. From our perspective, strategies such as SGM® benefit not only our students with specific needs, but also the entire classroom and teacher. For this series, we were seeking to integrate social-cognitive, language and executive function strategies for a particular student, but met an initial “Kick-Off.” Our principal raised concerns about devoting the time needed for 6 lessons and the potential impact of taking that time away from ELA instruction. This was easy to respond to, because:
  • Narrative language has many social impacts as well as listening and reading comprehension, and, of course, involves the story-based language of responding orally in class and producing writing...

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December 15, 2015

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Aligning SGM® with The Zones of Regulation, and Tech-Tie-Ins!

Zones TypeThis month we will discuss the acclaimed Zones of Regulation® program and dovetailing with narrative instruction through Story Grammar Marker®. All students must develop self-regulation skills for living and learning, an area defined by author Leah Kuypers as “the best state of alertness of both the body and emotions for the specific situation” (Kuypers, 2011). However, students with language-learning disorders and autism spectrum and related disorders can exhibit more significant struggles with managing their mind and body given their communication needs, as well as other factors such as sensory processing...

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December 08, 2015

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Reading Lessons and Blogs About the Winter Season

Winter Lessons GraphicWe recently posted a blog using the SGM® Setting Map with the four seasons:

With the official first day of the winter season right around the corner, check out some of these blogs and lessons that you may want to use with your students!

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October 13, 2015

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Adobe Voice gives “Voice” to Narrative or Expository Language

AdobeVoice2It’s Technology Tuesday, and this month we will cover a simple, free tool to practice combining visuals and oral narration to produce an engaging video! A main goal of using MindWing’s Story Grammar Marker® and ThemeMaker® tools is to provide structure for oral discourse. Narrative or expository maps provide a “plan” for the elements of discourse, along with key words to help students connect their thoughts when formulating a story or explanation. In this way, a culminating activity of using any language map can involve asking students to “connect the dots” in formulating a complete story or using expository language. Adobe Voice, a free, easy-to-use app, provides a fast and motivating way to do this!...

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September 15, 2015

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Create Visual “Explanimations” to go with your Expository Lessons

On this Technology Tuesday, our monthly post in which we describe a simple technology resource that can be useful in integrating MindWing’s tools in your work, I wanted to align with recent posts describing resources for expository language, specifically listing and describing. As these posts describe, almost any text can be used as a context for analyzing expository language (see also the many engaging expository texts in the EPIC! app). In addition to Thememaker® expository language maps, a number of apps serve as a “blank slate” for you to create a short-or more extensive—activity targeting these language structures.

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