Download Making Connections: The Critical Thinking Triangle of the

ASHA EXHIBITOR PRESENTATION
November 19, 2011
Making Connections:
The Critical Thinking Triangle®
of the Story Grammar Marker®
Presenter:
Maryellen Rooney Moreau, M.Ed., CCC-SLP
A Brief History of the Narrative Research that Influenced
The Development of the Story Grammar Marker®
1928…Vladimir Propp in Russia wrote The Morphology of the Folktale (philologist: lover of words, form and meaning: analyzes written
text). A structural analysis to identify the simplest irreducible narrative elements (from structural analysis of the sentence).
1975…Rumelhart organized Propps research into story grammar elements.
1977… Mandler and Johnson discussed relationships among the elements.
1978…work of Applebee “The Child’s Concept of a Story” provided a structure for my teaching…there were stages to the development of a
story based on something called Story Grammar: According to Applebee a true narrative has at least five story grammar elements including
an initiating event, an attempt and a consequence.
1979….Stein and Glenn extended the research on story grammar.
1985…Communication Skills and Classroom Success edited by Charlann Simon had a chapter in it written by Carol Westby which discussed
something called the oral literate continuum and that oral narrative development formed a bridge between conversational dyads and literacy
(between oral and written language styles)
1986….Roth and Spekman studied narrative discourse.
1987….Merritt and Liles researched multiple episodic structures of narratives
1991….Moreau created Story Grammar Marker®
1992….Moreau and colleague Carolyn West, school psychologist, presented the new Story Grammar Marker® to teachers, SLPs and
special educators in Western Massachusetts
1993….Moreau and colleague Holly Fidrych CCC-SLP field tested the Story Grammar Marker® at the Curtis Blake Day School at
American International College in Springfield, MA as well as in the Ludlow and Springfield, MA public schools
1994…Moreau was awarded a United Stated Patent for Story Grammar Marker® and incorporated MindWing Concepts to produce the tool
and provide professional development beyond Massachusetts
Copyright © 2011 •
“We dream, remember,
anticipate, hope, despair, love,
hate, believe, doubt, plan,
construct, gossip and learn in
narrative.”
Westby, C. (1985, 1991). Learning to talk, talking to learn:
Oral-literate language differences. In C. Simon (Ed.),
Communication skills and classroom success.
Eau Claire, WI: Thinking Publications, Inc.
Copyright © 2011 •
Why is this fuzzy, flexible, colorful tool called the Story Grammar Marker®?
The Story Grammar Marker® is an engaging, child-friendly tool.
At first glance it may look like a simple tool for retelling or naming the parts of a story
using our unique, meaningful icons and a hands-on approach.
However, 20 years of experience, research and collaboration with colleagues throughout
the globe, has confirmed that the Story Grammar Marker® takes us far, far…
BEYOND
STORY
GRAMMAR.
Copyright © 2011 •
Beyond Story Grammar
4 Current Areas of Application for Narrative Development are:
•
•
Response to Intervention (RtI)
•
Autism Spectrum Disorders and
Related Social Learning Challenges
•
Common Core State Standards for ELA and Literacy
Emotions, Mental States and Plans to Facilitating
Comprehension, Problem Solving and Conflict Resolution
Copyright © 2011 •
Response-to-Intervention
The following quote was in an article in the most recent publication of The ASHA Leader. It
truly supports the uses of narrative development beyond story grammar. Reading this
exemplifies the work that I began 20 years ago and even 40 years ago!
“Oral narratives are a natural bridge between oral and literate language. Narrative skills and
the language skills needed to produce quality narratives are interspersed throughout the
Common Core Standards. One effective RTI approach for SLPs is to provide intervention
focusing on narratives. The SLP provides Tier 1 supports in the classroom through modeled
lessons with the whole class. In Tier 2/3, the SLP provides small group intensive intervention
that simultaneously targets the story grammar and deficient language skills. Using oral
narratives in an intervention model builds a foundation for the development of listening,
speaking reading and writing.”
– How to Fit Response to Intervention into a Heavy Workload, The ASHA LEADER, August
30, 2011 Vol. 16, No. 10.
Copyright © 2011 •
Standards Project: www.nationalautismcenter.org, “Evidence‐Based Practice and Autism in the Schools” Story-based Intervention was cited as
one of eleven established treatments
for Autism: the only non-behavioral
intervention cited.
Furthermore, the National Standards Report stated
that stated that story-based intervention influenced
their targeted skills of:
•
Self regulation: Tasks that involve the management
of one’s own behaviors in order to meet a goal
•
Interpersonal skills: Tasks that require social
interaction with one or more individuals.
Copyright © 2011 •
COMMON CORE STATE STANDARDS
English Language Arts & Literacy in History/Social Studies, Science and Technical
It is obvious when looking at the progression through the grades of just one of the Core Standards, that narrative development is essential.
Reading, Key Idea and Detail #3 :
Kindergarten
RL.K.3. With prompting and support, identify characters, settings, and major events in a story.
Grade 1
RL.1.3. Describe characters, settings, and major events in a story, using key details.
Grade 2
RL.2.3. Describe how characters in a story respond to major events and challenges.
Grade 3
RL.3.3. Describe characters in a story (traits, motivations, feelings) and explain how their actions contribute to the sequence of events
Grade 4
RL.4.3. Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text (character’s thoughts, words, actions)
Grade 5
RL.5.3. Compare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the text (how characters
interact)
Grade 6
RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot
moves toward a resolution.
Copyright © 2011 •
Emotions, Mental States and Plans to
Facilitate Comprehension,
Problem Solving and Conflict Resolution
“Social Communication refers to the language and
communication occurring in actual social situations. Social
Communication is the intersection of language and social
behaviors observed during peer interactions.”
“The ability to comprehend stories and literature is influenced by
the capacity to anticipate the emotions that specific scenarios
might elicit and to infer how characters feel within such
scenarios.”
Brinton and Fujiki, “Emotion Talk: Helping Caregivers Facilitate Emotion Understanding and Emotion Regulation” Topics In
Language Disorders, 2011, Vol. 31 July - September
Copyright © 2011 •
Name:__________________________
Date:____________
Story Graphic Organizer
Beginning
Middle
End
Copyright © 2011 •
Name:__________________________
Date:____________
Story Graphic Organizer
Setting
Character
Problem
Events
Solution
Copyright © 2011 •
Copyright © 2011 •
Knowing the relationship among the
kick-off, feelings, mental states and
plans of a character in a story or a
person in a social situation is essential
for academic and social success.
The Critical Thinking Triangle® help students improve…
•
Comprehension and expression of feelings, plans and thoughts of characters, themselves and others
•
Perspective-Taking/Theory of Mind for ASD and Deaf & Hard of Hearing
•
Problem Solving/Conflict Resolution
•
Comprehension and expression expository text structures of cause and effect, problem/solution and persuasion
•
The ability to plan for conversation and social interaction
•
Cognitive-academic language proficiency for English Language Learners
•
Sentence structure for temporal and causal relationships using conjunctions
•
Recognition of the “main idea” & plot development
•
Episodic thinking
•
Social Communicaton
Copyright © 2011 •
We think in terms of stories. Not only do we
understand the world in terms of stories we’ve
heard, our interpretation of personal problems
and relationships is influenced by stories of
others who have experienced similar situations.
In fact, we understand-and explain-just about
everything in life through stories.”
Schank, R. (1990). Tell me a story: A new look at real and artificial memory. NY: Macmillan.
Copyright © 2011 •
January
Chinese New Year
“In the Year of the Dog, 4645, there lived halfway across the
world from New York, a girl called Sixth Cousin. Otherwise
known as Bandit.
Once winter morning, a letter arrived at the House of Wong
from her father, who had been traveling the four seas. On the
stamp sat an ugly, bald bird. The paper was blue. When
Mother read it, she smiled. But the words made Grandmother
cry and Grandfather angry. No one gave Sixth Cousin even
the smallest hint of why.”
Copyright © 2011 •
On the first page of In the Year of the Boar and Jackie Robinson, there is an initiating event that causes 4 different feelings in 4 different
characters. Because of the “mental states” of each character, this “kick off” made each of them feel a certain way. Each character will have a
different plan and different motivation based on these different feelings and mental states. This example makes it clear to see how important the
foundation of narrative development is in perspective-taking when reading novels (and this is just page 1!!).
A letter arrived from
A letter arrived from
Bandit felt confused and
concerned.
sad (cried).
A letter arrived from
A letter arrived from
(smiled).
Grandfather felt angry.
Copyright © 2011 •
Personal Narrative Perspective #1
Maryellen and Sheila
Portland International Airport taxi cab on the way to the hotel
Phone call from Delta
Representative saying that we had
the wrong luggage
•
Remembered seeing our three bags in
a row, so we probably didn’t check
the tags
•
Knew that our luggage was filled
with Braidy® and Books
•
Realized that if we didn’t get our
luggage, we would not be able to do
our workshop
•
Believed that the Delta rep would
help us find our luggage
Wanted to get back to the
airport as soon as possible to
hopefully exchange the luggage
with another passenger
Panic
and
embarrassment
Copyright © 2011,
Personal Narrative Perspective #2
Passenger on Delta flight from Minneapolis
Portland International Airport baggage carousel
Noticed that her luggage had not
arrived, but that a similar bag was
the only one left on the carousel
•
Knew she had the wrong luggage
•
Realized that someone else had
mistakenly taken her luggage
•
Believed that if Delta could contact
the person whose luggage she had,
they probably had hers and could
bring it back
•
Knew that she was heading to China
the next day for a presentation and
needed her clothes and materials
Wanted to find a Delta Rep to
help her to make contact with
the people who had her luggage
and get them to come back to
the airport to exchange the bags
Worried
and
Frantic
Copyright © 2011,
Personal Narrative Perspective #3
Delta Representative
Portland International Airport baggage claim office
A frantic passenger approached who had
gotten the wrong luggage off the carousel and
was leaving for China in the morning
•
Deduced that if the bags looked alike,
another passenger might have taken her bag
by mistake
•
Thought that since “the bag” had a Gold
Medallion tag, Delta must have contact
information for the passenger who had
taken this woman’s bag
•
Realized that he could call the other
passenger and they may still be close to the
airport & could quickly come back
•
Believed that if he (Delta) quickly
contacted the other passenger, they could
all meet up and exchange the luggage to
solve this problem
Intended to reach the passenger(s) who owned
the luggage that was left in the airport to see if
they had mistakenly taken this woman’s
luggage & to get them to return to the airport
to exchange luggage
Concerned
and
determined
Copyright © 2011,
Using the Narrative
Developmental Sequence
To Build Central Coherence/
Information Processing
21
The Critical Thinking Triangle® is fully developed at the Complete
Episode level of Narrative Development.
Copyright © 2007, MindWing Concepts, Inc. • 1-888-228-9746 • Web: www.mindwingconcepts.com
22
Copyright © 2011 •
Copyright © 2011 •
Copyright © 2011 •
Clifford’s Pals told at each stage of Narrative Development
Please Note: Even though the text is written at the Reactive Sequence Level (Stage 3), it can be re-told at 5 different stages
of Narrative Development.
Stage 1: Descriptive Sequence
Stage 2: Action Sequence
Stage 3: Reactive Sequence
Clifford and his pals
Clifford and his pals
Clifford and his pals
At the work site in the cement pit
playing, jumping and barking.
At the work site in the cement pit
playing, jumping and barking.
At the work site in the cement pit
playing, jumping and barking.
The work crew starts to pour cement on
Susie, Lenny & Nero.
All of a sudden, Clifford sees the work
crew start to pour cement on Susie,
Lenny & Nero.
Clifford pushes the cement chute aside.
So, Clifford pushes the cement chute
aside.
Copyright © 2011 •
Stage 4: Abbreviated Episode
Stage 5: Complete Episode
Clifford and his pals
Clifford and his pals
At the work site in the cement pit playing,
jumping and barking.
At the work site in the cement pit playing,
jumping and barking.
All of a sudden, Clifford sees the work
crew start to pour cement on Susie, Lenny
& Nero.
All of a sudden, Clifford sees the work
crew start to pour cement on Susie, Lenny
& Nero.
He is worried about his pals, because they
could get hurt.
He is worried about his pals, because they
could get hurt.
So, Clifford pushes the cement chute
aside.
Clifford knows that his pals will get hurt if
the cement fills the pit,
so decides to save them.
Clifford pushes the cement chute aside.
As a result, Clifford’s pals are safe.
Clifford is relieved.
*Please note, at this point you could go on to tell this story from the perspective of the “Work Crew” and of “Clifford’s
Pals,” Susie, Lenny & Nero.
Copyright © 2011 •
Perspective Taking ~
Theory of Mind ~ Community of Minds
Central Coherence (Frith, 1989):
“Children with ASD often do not recognize the whole, they
see parts, therefore they do not get the full context of
books/experiences…they do not have the ability to derive
overall meaning from a mass of details. They see each
individual tree and do not “see the forest.” They do not get
the big picture but are great at the parts. Details are a
favored topic of children with ASD.”
Information Processing (Minshew and Williams, 2008)
Minshew and Williams suggested this term to extend the definition of Central Coherence to accommodate the sensory,
motor, or memory impairments of individuals with autism, as well as the expressive deficits in the areas of:
•
prosody,
•
use of and comprehension of facial expressions,
•
telling a logical story,
•
detecting the inherent structure in material to be able to remember it or
•
forming signs for sign language
28
What is Cumulative Narrative Chunking™?
Cumulative Narrative Chunking™ facilitates the development of coherence and linguistic
cohesion.
In Facilitating Relationships, the stages of narrative development are presented as “cumulative
chunks” guiding our thinking and informing our instruction and intervention. Since the narrative
is the social situation in life or storybook, the use of this cumulative structure assists us in
deciding upon…
•
a place to begin instruction or intervention
•
a sequence of steps within the student’s Zone of Proximal Development
(Vygotsky, L., 1978)
•
a specific area of focus, within a “chunk” for targeted lessons
.
29
Just as the Stages of Narrative Development are useful for language/literacy assessment and
intervention, Cumulative Narrative Chunking™ is powerful in the realm of social cognition as
we assist children to gradually understand, express and discuss the elements of the “Big Picture.”
Narrative language is also a vehicle to understand and express life’s events. These “narrative
chunks” are designed to help students build the situation or story up in units rather than isolated
details. As students progress, they are building competency in narrative language and thought.
Simultaneously, they are building competency in both central coherence (Big Picture) and
linguistic cohesion (Cohesive Ties).
Through the use of Cumulative Narrative Chunking, we are attempting to provide a concise way
to:
…learn narrative structure,
…note your students’ ability levels,
…inform your instruction,
…track and keep track of progress
30
Selection from Cumulative Narrative Chunking™ ‐ found in Facilitating Relationships!
Six-Second-Stories™ Method for Teaching
Conversation Repair
created by Gwynne McElhinney, M.S. CCC-SLP
32
Me and Mommy
The Mall
Child sees the teacher
Excited/compelled
to tell the teacher
about her weekend
trip to the mall.
•
Knows the teacher will be accepting
of her
•
Thinks that the teacher will like the
story
•
Believes that the teacher would be
excited too
Wants to tell the teacher and so the child says:
“Me and Mommy went to the mall.” This
statement is very vague and could cause a
conversational breakdown between the girl and
the teacher. Using the Six-Second-Stories™
technique, an effective start to the conversation
would be:
Who
Is Doing What
Where
When
My Mom and I ate a giant sundae at the mall on Saturday.
33
My mom lost her purse at the mall on Saturday.
What Are Six-Second-Stories™?
A kernel sentence containing the 4 Wh’s…
Who?
Did What?
Where?
When?
…that creates a springboard for a balanced conversational exchange, like:
“My parents (
) took me to see the movie “Hop” (
)
at the Mall (
)on Saturday night (
).”
…instead of: “They took me to the movie.”
…which is sentence that could easily cause a conversational breakdown
34
Exemplar of an Adult Six-Second-Story™
I realized that she didn’t know
At lunchtime one Monday in
August, a few weeks after the school year
much about me yet, since we had just been
started, a 4th grade teacher, new to our
introduced in a faculty meeting a few days
faculty, asked me, “Gwynne, what did
earlier.
you do over the weekend?”
So, I decided to tell her about myself
I felt pleased that she expressed
in a way that would Kick-Off a brief
interest in getting to know me,
conversation that might eventually lead to
because I was hoping that she would
a mutually-
be open to the idea of co-teaching
satisfying,
I planned to
collegial
tell her relationship.
that I was
with me in her classroom.
married and to whom, and then
describe one of the special interests
we share as a married couple. I wanted to see if she liked this activity too, and then
quickly find out what other things we might have in common for future reference. So I
said, “My husband, Bob, and I went to the Idaho Ballet performance at the Morrison
Center on Saturday night.”
Story Grammar Elements
Who?
Did What?
Where?
When?
Who is the story about?
Name the character.
What did the character do
in the story?
Where did the character do
this action/activity?
When did the character do
this action/activity?
Story #1
Six-Second-Stories™ Conversation Connector Sheet
“My husband, Bob
and I
Story #3
Story #2
went to the Idaho Ballet
at the Morrison Center
performance
36
on Saturday night.”
Story Grammar Elements
Who?
Did What?
Where?
When?
Who is the story about?
Name the character.
What did the character do
in the story?
Where did the character do
this action/activity?
When did the character do
this action/activity?
Story #1
Kathy
ran
to the
playground
last
Saturday
Story #2
Ronald
Morgan
played
baseball with
his team
in the park
after school
Story #3
Six-Second-Stories™ Conversation Connector Sheet
John
walked
to the store
last night
37
Communication Skills
Oral Language
(Listening and Speaking)
Literate Language
(Reading and Writing)
38
PRAGMATICS
Non-Linguistic
Social Conventions
Eye Contact
Do you watch the speaker’s mouth and eyes?
Noise
Are you making extra noise?
Space
How do you use the space around you to communicate?
Are you a space invader?
Linguistic Narrative
Related Components
Feedback
Are you giving the speaker feedback to indicate interest?
(Non-verbal nods, smiles, knitted brows, and verbal
comments such as “okay,” “yes,” “I’ve been there.”)
Turn Taking
Is it your turn to talk or listen?
Topic Maintenance
Are you talking about what I’m talking about?
Body Language
Do you show interest in what is being said?
Do you use gestures?
Tone of Voice
What message is your voice giving?
Comments
Can you make suggestions in a positive way?
Clarification
Can you ask the speaker to explain what s/he means?
Can you, as the speaker, repair your message so your
communication partner can understand it?
39
Can you, as the listener,
ask your communication partner to explain
what s/he means if you’re confused?
Can you, as the speaker,
prepare your message so your communication partner
can understand it the first time?
Can you, as the speaker,
repair your message so your communication partner
can understand it if s/he is confused?
40
Exemplar of an Receptive Repair by an Informed Student
I was over at my cousin’s house last
Sunday, when the doorbell rang. My aunt
I realized that she must think I was
my cousin—we do look a lot alike!
asked me to answer the door because the
baby was crying and she needed to go
upstairs. On the step was a
teenager I didn’t recognize.
She said, “Time to go—come
get in the car!” That sure was
Unexpected Behavior!
I felt confused because I
didn’t
my aunt what was happening. First, I
asked
know what she was talking
about!
I needed to find out the facts so that I could go tell
the teenager, “Who are you here to pick
up?” Then, I asked, “What are you
planning to do?” and Finally, I
asked, “Where are you going?” She
we’re going to our weekly youth group activity at St.
Michael’s
Church.”
I replied,
said,
“I’m here
to pick up
John, and
“Wait right here while I go tell my aunt what you want, OK?” She did, and I did, and
then my cousin came to the door and left with his ride, as scheduled. I felt good about
myself because I helped my relatives solve a problem!
Exemplar of an Expressive Repair by an Informed Student
On the playground, during recess
From the look on his face, I thought
one day, my buddy asked me, “What did you
my friend might be confused, so I asked him,
do after school yesterday?” and I replied,
“Have I lost you?” to find out for sure. He
“Oh, we went out.” He just stared at me,
said, “Yes, I don’t know who you went out
without saying anything back.
with or what you did.” Uh-oh! When he told
me that, I realized that my speaking behavior
was “Unexpected,” and it created a problem
for me and my friend.
I wanted to “fix-up” our communication breakdown
I felt worried because we
so could get on with our conversation. So
weren’t talking anymore. Our
said, “I’m sorry! I should have told you
conversation was “stalled!”
that my Mom and I went bowling at
Westy’s last night.” He said, “Oh,
that’s where my family likes to
bowl, too. Maybe we can all meet up
some time! Why don’t we ask our parents if they
therecould make arrange it for us?” I
said, “Great!” to him and to myself, “I’m sure glad that we solved that problem!
Now we’re going to have lots of fun together!”
Visit us at Booth #624!
Copyright © 2011 •
The Autism Collection Item # 04 000
Materials for
Social Communication
& Social Learning
EW
N
r
ou
g ,
g !
r in o k
n
u
i
o
t
b
a
at ips
t
Fe
i
l
h
ci ons
a
F ti
la
e
R
Copyright © 2010,