Literacy Night: “Letting Swift Rive Go” Timelines, Problem/Solution, Perspective-Taking, Opinion, & Argument.

ASHA 2014 Orlando
November 22, 2014, 4:00pm
Literacy Night: “Letting Swift Rive Go” Timelines,
Problem/Solution, Perspective-Taking,
Opinion, & Argument
Presenters:
Maryellen Rooney Moreau, M.Ed., CCC-SLP
Linda Lafontaine, M.A. CCC-SLP

Disclosures
• Maryellen Rooney Moreau, M.Ed. CCC-SLP,
President & Founder, MindWing Concepts, Inc., Springfield, MA
– Financial: Maryellen has ownership interest in MindWing Concepts,
holds intellectual property rights and patents. Maryellen is employed as
president of MindWing Concepts. In that capacity, she writes books,
creates materials, consults, trains and presents.
– Nonfinancial: No relevant nonfinancial relationships exist.
• Linda M. Lafontaine, M.A. CCC-SLP,
Speech Pathologist and Principal at The Curtis Blake Day School at
American International College, Springfield, MA
– Financial: Consultant for Mindwing Concepts, Inc., Springfield, MA
– Non-Financial: Linda has been a friend and colleague of Maryellen
Moreau, owner of MindWing Concepts, Inc. for 20 years.
© Lafontaine & Moreau 2014 - www.mindwingconcepts.com - 888.228.9746

Since we only have an hour
together today…
• This presentation is available on www.mindwingconcepts.com
• Go to this link for the presentation:
– http://mindwingconcepts.com/presentations.htm
© Lafontaine & Moreau 2014 - www.mindwingconcepts.com -
888.228.9746

The Methodology
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What is the
Story
Grammar
Marker®?
A hands on, multisensory
tool that has colorful,
meaningful icons that
represent the organizational
structure of a story. The
tool itself is a complete
episode, the basic unit of a
plot.
Character
Setting
Kick-off
Feeling
Plan
Planned Attempts
(Actions)
Direct © Lafontaine & Moreau 2014 - www.mindwingconcepts.com -
888.228.9746

Building Blocks of Language
CCSS
COLLEGE AND CAREER
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Persuasion
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A narrative is a story. It involves
the telling or re-telling of events
and experiences orally and in
writing. A story can be true or
fictitious and takes into account
one or more points of view.
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Narrative Defined…

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Expository Defined…
Expository or informational text is found in text books such as history,
geography, social studies, science and technology. Expository text is
particularly important for organizing and comprehending information in: news
articles, textbook chapters, science experiments, research papers,
advertisements, content area texts, the Internet and even in everyday life.
The basic expository or informational text structures are: description, list,
sequence, cause/effect, problem/solution, compare/contrast and persuasion.
(Rooney Moreau & Fidrych, 2008, p. 18).
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As the curriculum becomes more complex…
EXPOSITORY TEXT IS INTRODUCED AND BECOMES
MORE PREVALENT. IT IS:
TECHNICAL ABSTRACT DENSE
COMPLEX ALIENATING
Technical Vocabulary
Embedded Clauses
Fang, Z., and Schlippegrell, M. (2010). Disciplinary Literacies Across Content Areas: Supporting
Secondary Reading Through Functional Language Analysis. Journal of Adolescent & Adult Literacy
53(7). International Reading Association.
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Building Background Knowledge
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Common Core State Standards
Writing Standard 6.1
Write relevant arguments to support claims with
clear
reasons and relevant evidence
a. Introduce claim(s) and organize the reasons and
evidence clearly.
b. Support claim(s) with clear reasons and relevant
evidence, using credible sources and
demonstrating an understanding of the topic or
text.
c. Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons.
d. © Establish Lafontaine & Moreau and 2014 maintain - www.mindwingconcepts.a formal com -
style.
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e. Provide a concluding statement or section that

Scaling/Lexical Array from
Persuade to Argue
 Practice with a familiar sequence from least to
greatest
Meander Stroll Walk Run
 Construct an array from persuade to argue
 Chosen words-persuade, argue, convince, think
about, influence, discuss and debate
 Discuss differences between the words and when
you would use them
 Have students physically form the array from
least to greatest given words on large index
© Lafontaine cards.
& Moreau 2014 - www.mindwingconcepts.com -
888.228.9746

Under Quabbin Video
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LITERACY NIGHT
CURTIS BLAKE DAY
SCHOOL
Linda M. Lafontaine, M.A., CCC-SLP

Quabbin Resevoir Video
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Gradual Release of
Responsibility Model (GRRM)
 Demonstration “I do”
 Teacher model of writing paragraph using graphic
organizer
 Revise in front of students
 Shared Demonstration “We do”
 Give students many opportunities to first express
their ideas orally without the fear of writing
 Focus on academic vocabulary on argument map
(specifically, for example, as a result, more
important)
 © Complete Lafontaine & Moreau map 2014 - as www.a mindwingconcepts.group and com write -
piece
888.228.9746
together

GRRM continued
 Guided Practice “Y’all do”
 Review anchor chart and graphic organizer
completed in class
 Guided writing/partner writing
 Independent Practice “You do”
 Sustained independent writing in school
 Conferences with students
Routman, R. (2005) Writing essentials: raising expectations and results while
simplifying teaching. Portsmouth, NH: Heinemann. © Lafontaine & Moreau 2014 - www.mindwingconcepts.com -
888.228.9746

Follow-up Lessons
 Complete argument graphic organizer and
write summary using mapped information.
 Write a letter to the editor from the perspective
of the Boston residents or the Swift River
Valley residents.
 Read additional picture books on the same
topic, complete compare/contrast graphic
organizer and write a summary.
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Sample Letter to Editor
Dear Editor:
State your reason for writing here.
State your case here. Include facts, references, or research
here to establish credibility.
Include a call to action, asking readers to follow up with some
activity, such as joining in calling on policymakers to address
the issue. >
End with a strong, positive statement in support of your case.
Sincerely,
Writer’s Signature
Name of Writer
Writer’s Title
Writer’s Organization
extensionpartners.org/upload_files/Template%20for%20LTTE.888.228.9746
org

 Speaking and Listening Standard 6.1
Engage effectively in a range of collaborative
discussions with diverse partners on grade 6
topics, texts and issues, building on others’
ideas and expressing their own clearly.
 Speaking and Listening Standard 6.3
Delineate a speaker’s argument and specific
claims, distinguishing claims that are
supported by reasons and evidence from
claims that are not.
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 Language Standard 6.1
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
 Language Standard 6.6
Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases; gather vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
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 Writing Standard 6.5
With some guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, editing,
rewriting, or trying a new approach.
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Additional Texts on Theme of
Leaving
 Fiday, B. and D. (1990). Time to go. San
Diego: Gulliver Books, Harcourt Brace
Jovanovich Publishers.
 Provensen, A. and M. (1987). Shaker lane.
New York: Viking Kestrel
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References
 Hillocks, Jr., G. (2011). Teaching argument
writing. Portsmouth, NH: Heinemann.
 Rivard, L. (2014). Melvin fargo writes to argue
and persuade. Northville, MI: Ferne Press.
 Routman, R. (2005) Writing essentials: raising
expectations and results while simplifying
teaching. Portsmouth, NH: Heinemann.
 Sedita, J. (2011) The key vocabulary Routine.
Rowley, MA: Keys to Literacy.
 Yolen, J. (1992) Letting swift river go. New York:
Little, Brown and Company.
888.228.9746

CONTACT US!
Maryellen
mrmoreau@mindwingconcepts
.com
Linda
linda.lafontaine@aic.edu
888.228.9746

Thank you for attending our
presentation!
ASHA 2014 Orlando – Discount:
10% off through December 31, 2014
Use code: ASHA14 in our online store
check-out
http://mindwingconcepts.com/store.htm,
call 888.228.9746 or fax a PO to
413.734.7476
888.228.9746

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