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ACTIVITY: SCHOOL FIELD TRIP
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.
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NARRATIVE & EXPOSITORY QUESTIONS ACTIVITY
In today’s classrooms, students are being asked to comprehend more complex materials in earlier grades with a particular emphasis on expository texts. The blending of both narrative and expository texts in many reading selections make understanding these structures a cornerstone for student comprehension success.
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MARYELLEN MOREAU ANALYZES WRITING SAMPLE
We’ve included a typed version of her writing, an analysis and a conference suggestion for use during the Writing Process. In our conferencing points, we’ve included mapping using samples of the Story Grammar Marker® iconic maps. Below is a sampling of how I would approach conferencing with Emma.
The following is an analysis of Emma’s written expression of “Too Many Tamales.” (See previous blog, “Analyze A Narrative Written Retelling.”)
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COLLABORATION IN THE CLASSROOM
There was so much to do with the “Big Al” picture book including mapping the story out as a Complete Episode using the SGM® map, retelling the story with partners, doing a written retelling using the completed map, working on character description using the SGM® Character Map, sequencing of events in the story, and using sequence words for story cohesion...
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MORE HANDS-ON ACTIVITIES
Asking students to tell or write a story with a beginning, middle, and end is a daunting task for most. Teaching the narrative structure in a developmental fashion using the SGM methodology is a powerful tool to instruct students in language, comprehension, and writing.
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EARTH DAY
Earth Day is Friday, April 22, 2016! We have chosen five of our favorite book titles for this day to share with you. Clicking on any of the titles above will take you to a description found on Amazon. Also, please enjoy a Free Downloadable for your students’ use.
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FIFTH GRADE WRITING ANALYSIS
The descriptive details in Emma’s writing (see May 13 blog) and the use of story grammar components indicating advancing structure and content are evident—but to a lesser degree—in Ray’s sample. For ease of analysis, we have segmented Ray’s written sample into four “episodes,” as we did with Emma’s, for convenience and comparison.
This next written retell is by Ray, a student in Grade 5. We’ve included an analysis and a conference suggestion for use during the Writing Process.
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CONTINUATION ON CHAPTER BOOKS
A teacher I was collaborating with introduced me to “The SOS File” when it served as a read-aloud for her class. We planned several lessons together targeting understanding and use of the narrative elements in the story with SGM®, and I have since re-purposed the book for several other students! The classroom teacher, Mr. Magro, issues a writing challenge to his class: for extra credit, students are invited to contribute to the class’ “SOS File” a story about a time “...you needed to call 911, but didn't have a phone!”
Using chapter books, which provide richer and yet more difficult narratives older students must tackle, has been a focus of the MindWing Blog this school year.
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ANALYZE A WRITING SAMPLE
Using our story grammar analysis as a guide, we invite you to analyze third-grade student Emma’s written retelling of “Too Many Tamales.” Her original written piece is provided. For this analysis of Emma’s written expression, we will focus on two criteria: cohesive ties and story grammar components.
We recently posted an analysis of “Too Many Tamales.” Using story grammar analysis, we invite you to analyze third-grade-student Emma’s written retelling.
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STORY ANALYSIS
In keeping with Cinco de Mayo and May as Better Hearing and Speech Month, we decided to feature the picture book entitled, “Too Many Tamales” by Gary Soto and Illustrated by Ed Martinez, because of the festive nature of the book as well as the fact that it is a picture book written at the highest level of narrative development. Attention to narrative development and its temporal, causal and goal-directed structures are a focus of MindWing Concepts, Inc., for use in academic and social situations.
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FEELINGS AND REACTIONS: LESSONS, ACTIVITIES
This is an easy, enjoyable activity, which will reinforce Feelings, Reactions to Feelings, and the other SGM® icons! The Story Grammar Marker’s design reflects current research connecting language and literacy.
“If you’re happy and you know, clap your hands!” How many of us remember and still occasionally sing this old camp song? There are many versions of this song on
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NEW TECH TIE-INS to AUTISM AWARENESS
Commentary and additional tools relating to four of our back catalog of posts relating to language learning in the population of students with autism spectrum and related disorders. By Sean Sweeney
The recent blog post Autism Awareness & SGM: 31 Free Resources revisited articles related to narrative development and autism—it was itself a great resource...
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(413) 734-7476mindwingconcepts.com
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