MindWing Concepts Blog
Tech Tuesday: Build a Story with LEGO, Part 2
In last month’s Tech Tuesday post, we discussed the potential of LEGO® products in interventions for social cognition and language development. The post focused on the uses of real, hands-on LEGOs for building stories, specifically, using baseplates to collaboratively build a Setting with minifigure characters, with blocks setting the stage for discussion of Actions, Kick-Offs, and Reactions. At the same time, multifunction LEGO blocks provide students with opportunities to apply the Social Thinking® concepts of “sharing imagination” and “adding thoughts” as they build together. In this post, let’s look at some (mostly) tech-based opportunities to capitalize on students’ interest in LEGO....
Mini-Lesson Video for 8th Grade Science Topic with ThemeMaker for Expository Text
Yesterday, we had a great question on our Official Story Grammar Marker Professional Learning Community. This is a closed group on Facebook and it is virtual community of professionals who love SGM®! Members have the opportunity to share ideas, post photos, ask questions, tell success stories, get help with challenges and basically post anything that might inspire colleagues regarding the use of Story Grammar Marker® and related MindWing Concepts’ products. Join our Facebook group today. The question asked was regarding using Story Grammar Marker® methodology with 8th grade science. We shared a sample of a Science Experiment Map that was used by an 8th grader for the Science Fair project...
Series of Lessons with The Little Red Hen
One of my favorite series of lessons which I taught at the former Juniper Park School in Westfield, Massachusetts, involved the folktale The Little Red Hen. I used three versions of this folktale; one retold by Paul Galdone, one by Margot Zemach and the third by Alan Garner. The use of these books supports the six CCSS standards listed in this blog...
Using Data Collection and Collaboration to Enhance Instruction
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...
Tech Tuesday: Build a Story with LEGO
For many years, I had viewed my students’ interest in LEGO® products as having some potential for instruction in social skills and language development. I mean, anything that spurs that much engagement from children can be leveraged for learning, right? However, I struggled around how to structure the use of actual LEGO blocks to create a situation where students were practicing language and social interaction together rather than just doing their own thing. The solution came with a realization that LEGO can be used to have students build and interact around one scene or story, and the essential piece, literally and figuratively, is as simple as a baseplate...
Write a Response!
Writing a question or statement on a whiteboard and having students respond during the school day is becoming increasingly popular. It can be used as way to check in with students about a current topic and initiate discussion. Shown is one way to bring in the SGM® icons. Put this board in view after lunch on the first day of school. You may also post the SGM® Feelings Poster. Ask the students to write one word to describe how they were feeling before coming to school and one to describe how they currently are feeling...