Reading

The icons and maps of the Story Grammar Marker^®, Braidy^®, and ThemeMaker^® make abstract concepts of text structure visible and concrete for students. The use of the developmental stages of narrative development (shown below) enables you to differentiate instruction within your classroom. In schools I have worked, one such way we implemented SGM^® methodology to support instruction was to establish grade level group writing conferencing sessions three formal times a year...

Setting is a key area of instruction for students on the autism spectrum not only because they tend not to observe the “expected behaviors” or script for a given setting, but also because they often leave out details about Setting when telling stories to others, thus resulting in loss of a point of reference and confusion on the part of their listener. Students in social thinking/skills groups or individual treatment would therefore benefit from building descriptive skills through the use of the Setting Map contained in It’s All About the Story and other SGM resources. Once again, as visual and kinesethetic learners, working with resources they can see and manipulate assists in building these skills...

Recently, I came across two books at my local library that both had the same Kick-Off: Hiccups for Elephant by James Preller and Clifford’s Hiccups adapted by Suzanne Weyn. In each, the main Character in the story has the hiccups. Maryellen Moreau has completed a workshop activity using the Preller book shown below. In the Hiccups for Elephant book, the hiccups that the elephant has is an Initiating Event (Kick-Off) for the animals in the forest who do not like being awakened by the hiccups, and each have a remedy to offer. The elephant, himself, is not seeking a remedy...

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 time of the school year always reminds me of the many field trips I chaperoned while teaching kindergarten. The Zoo in Forest Park, Springfield, MA, was always a favorite, with a train ride around the park as our closing activity. We were fortunate to also have a beautiful park close by to our school, Stanley Park in Westfield, MA; a popular mini-trip within walking distance. The activity I am sharing today is one of 70 mini-lessons presented in the Braidy the StoryBraid^® manual that we used when preparing for a farm trip to The Gran-Val Scoop in Granville, MA. As the name implies, the children were able to have a special treat of dairy-farm-made ice cream! Also included is a follow-up activity that we did on our return and a suggested extension activity...