MindWing Concepts Blog

Maryellen Rooney Moreau '68 is one alumna who has turned her undergraduate thesis into a lifelong career.

Over 40 years ago, Moreau completed an honors thesis on language development in the department of communication arts and sciences, which is now known as communication disorders.

Her thesis prompted a continued interest in researching the link between oral language development and literacy, turning Moreau into an entrepreneur whose business has changed the way educators teach. In 1994 she began MindWing Concepts, Inc., a company that develops and patents teacher manuals and educational tools for language and literacy, including the patented Story Grammar Marker ©.

MindWing develops research-based products that aid students in building the oral language skills necessary to be competent in retelling stories, reading comprehension, writing, and critical thinking. Located in Springfield, MA, only 25 miles from UMass Amherst, the local business has grown into a worldwide corporation. In classrooms across the globe, over a million children are using MindWing's visual, kinesthetic and tactile tools to assisting them with oral and written expression.

Even decades after graduating with honors, Moreau continues to conduct research, building on her undergraduate thesis. "I have just completed a new manual and game called the Autism Collection to show teachers and parents of children with autism how my tools and methodology relate to that disability," she said.

Typically completed in their senior year, the comprehensive, research-intensive Capstone thesis or project of original scholarship gives Honors students a chance to delve more deeply into an academic subject of their interest. Students build on the knowledge and skills they’ve acquired by pursuing research, creating art, engaging the wider community in action efforts, or by working diligently on one of a variety of other academic projects. The Capstone is designed to provide all Commonwealth Honors College students with the opportunity to integrate their undergraduate experiences and prepare for their careers—professional or academic.

For Honors students like Moreau, the Capstone Experience can not only culminate an academic career but also commence a professional path.

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I am going to open this post with a language sample obtained from a fifth grade student in 2006, an attempt to retell an episode of the series Full House.

And um something that happened was when this girl named Michelle and this guy Jesse, it was Michelle’s birthday. And Jesse and Michelle got stuck in a gas station and she missed her party.
And um they were there all day, but then finally it opened the next- no it opened a lot later. So um they went back to the house and they had their party and she got an elephant and she got to ride it and all her friends and she got, she felt better. And that’s it.

I collected and analyzed many samples like this over my years in the school setting, narratives that clearly attended to character, setting and “Kick-Off,” but lack cohesion, complexity and maturity due to their reliance on a simple action sequence structure. Do you have a lot of students like this?

I really began to understand how to help students with this type of narrative (who comprised a good chunk of my caseload, and still) when I first worked through Mindwing’s A Day in the Park Student Activity Booklet (and its accompanying lesson plans in the Talk to Write, Write to Learn manual). Many students sort of get stuck at the action sequence level, and don’t generalize the structures needed for a reaction sequence (character, setting, Kick-Off and reaction to the kickoff) or more advanced episodes that detail character responses, feelings and plans, along with complex sentences that link these story elements. A Day in the Park helped me see how I could break down these levels of formulation for students, and as a result I was able to identify other activities that could provide additional practice and skill-building.

One of my favorite recent discoveries is the Zimmer Twins website (based on the Qubo animated series), which allows you to make animated stories from pre-created starters or from scratch! The starters are naturally complex in structure and work really well with Mindwing’s Story Maps as you help students complete the story on a higher level of narrative organization. I found the site to be a great context to focus on moving students from an action to a reaction sequence; here’s one reaction sequence movie I created with a group. Before you get nervous, I can tell you that the Zimmer Twins site is really simple to use!

First, you can view the story starters and pick one that will work for your students.

After clicking “Make Movie From [your chosen title],” you can simply click, drag and modify the rest of your story.

By clicking on the elements in the sentence, you can change character, setting, and other features of the clip. Word and thought balloons can be modified- just click and type. The tabs allow you to add different elements such as actions, reactions and feelings!

Click here to see another way I finished the starter “Surprise!” I hope you enjoy Zimmer Twins, I know the kids I work with really did. Here’s a great tutorial on using the site if you’d like more information before diving in. Be sure to create a free account when you start using the site.

Sean J. Sweeney, M.S., M.Ed., CCC-SLP is a speech-language pathologist and instructional technology specialist working in the public schools and in private practice at The Ely Center in Newton, Massachusetts. He has presented on the topic of technology integration in speech and language at the ASHA convention and is the author of the blog SpeechTechie: Looking at Technology Through a Language Lens, which won the 2010 Best New Edublog Award. He can be contacted at sean@speechtechie.com.

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I always love finding resources that serve as a context for addressing many speech and language-related skills. The wonderful book Edwina- The Dinosaur Who Didn’t Know She was Extinct by Mo Willems is one of those resources; it can be used to target narrative and expository formulation, as well as social thinking skills in several areas.

To begin with, Edwina is a story that will engage and delight children from early to late elementary ages, beginning with its title and the name of the main character, Reginald Von Hoobie-Doobie. Reginald has a problem: everyone around him is enthralled by Edwina, the friendly town dinosaur, and no one heeds his increasingly emphatic pleas to accept that Dinosaurs! Are! Extinct! The structure of the story is perfect for mapping as a complete episode using Braidy or Story Grammar Marker, as can be seen below:

Though this story has the twist of having the main character be both strangely right and wrong at the same time, it also provides a great context for building skills essential for children with autism spectrum disorders and other social pragmatic issues. The key problem in the story is mainly one of perspective, and could be visualized for students using the SGM Universal Magnets, Perspective Taking Maps (with icons down the middle and competing perspectives on either side), or Critical Thinking Triangle as discussed in the Making Connections volume of Mindwing’s Autism Collection to develop perspective taking skills.

Edwina also is a nice teaching tool if you are using Michelle Garcia Winner and Stephanie Madrigal’s terrific Superflex program, which reviews Social Thinking skills in the context of a comic book world. We can all relate to the ongoing battle between Superflex, who helps us use flexible thinking and problem solving skills, and the Team of Unthinkables, characters who try to force the citizens of Social Town to act in certain “Unexpected” ways. One of the leaders of the Unthinkables is Rock Brain, who gets us “stuck” in patterns of rigid thinking and on our own wants and ideas. Although Reginald does exhibit some flexible thinking in the varied ways he approaches his problem, the fact that he views Edwina’s existence as a problem at all is an example of a “Rock Brain Moment,” one you can analyze with students using that program’s “Find the Unthinkable Rock Brain” activity. One illustration in Edwina provides a perfect stopping point and discussion of Rock Brain thinking, as Reginald protests Edwina’s distribution of cookies in the park by carrying a sign that reads “This is NOT happening!!!”

Finally, Edwina can be used to target expository language in several ways. Try researching extinct animals and make a list (BrainPop’s clip on Extinction is a great place to start if you have a subscription or free trial) using Thememaker’s List Map, or perhaps a sequence of how a particular animal died out. As we only see a bit of Reginald’s presentation on “Things that are Extinct,” perhaps your students could continue his project in PowerPoint form! The story also has several embedded lists, such as the ways Edwina helped the townspeople, and cookies play a key role, so why not work on writing and completing the sequence of making actual cookies!

Sean J. Sweeney, M.S., M.Ed., CCC-SLP is a speech-language pathologist and instructional technology specialist working in the public schools and in private practice at The Ely Center in Newton, Massachusetts. He has presented on the topic of technology integration in speech and language at the ASHA convention and is the author of the blog SpeechTechie: Looking at Technology Through a Language Lens, which won the 2010 Best New Edublog Award. He can be contacted at sean@speechtechie.com.

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Help them ask Who, What, When, Where & Why Using the Story Grammar Marker®

Children often “don’t know” what they “don’t know!” Using the Story Grammar Marker® manipulative, parents, teachers and specialists can give children the ability to ASK AND ANSWER “Wh” questions such as: Who, What, When, Where and Why. Development of these abilities improves children’s oral language, writing, critical thinking and comprehension. It also especially can help children in social situations and conversations.

In this video Maryellen demonstrates how the Story Grammar Marker® can be used to scaffold “Wh” questions. The Character is the “Who.” The setting is the “Where/When.” The Planned Attempts are the “What.” The Critical Thinking Triangle™ elements of the SGM® (kick-off, feeling, plan) are the “Why.”

In literature, television, movies, plays and in real life often we are left to infer the “Why:” motivations, feelings and plans of characters and people. Using the SGM® provides an organizational structure for children (and even adults) to “hang on to” while telling or listening to a story and observing or participating in a social situation. The SGM® is a tool for “inference,” thus helping children comprehend and express what they “don’t know.”

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It’s really exciting when a speech-language material is published that provides clinicians with a ready-to-go resource that jibes well with strategies we already have been teaching. Such is definitely the case with the excellent We Can Make it Better program recently released by Think Social Publishing and written by Speech-Language Pathologist Elizabeth Delsandro. We Can Make it Better is a set of 20+ stories in which social interactions go quite wrong due to “unexpected behaviors” by one of the characters. The materials and activities unfold in a very logical therapeutic structure that challenges students to “make it better” by deciding alternative actions for the characters, “rewrite” the story as a more positive “Second Edition” and act it out, thus providing a great context for teaching social problem solving.

To be quite honest, social problem solving has been an area that, when providing a rating each semester in my private practice’s progress notes, I have wondered if I adequately assessed or addressed. Of course we have “teachable moments” in sessions where problems arise between students, and discussions of problems in the real world, but I have been wanting for a fun material that could foster some take-home skills in this area!

It is wonderful how We Can Make It Better perfectly compliments some of the programs I am using already with students, namely, of course, Story Grammar Marker and Social Thinking. In using the program over the past several weeks, I have found the narrative context in which stories are presented is motivating and amusing to my students, and it is very easy to weave in use of the SGM as we recap the presented stories, analyze the actions of characters, and develop an alternative story script and outcome. Many Social Thinking concepts, such as “Expected/Unexpected” behaviors, “guessing plans” and “smart guesses” are also natural targets within discussions of the stories.

The picture below illustrates a simple modification to the program- using the Mindwing Universal Magnet Set as a way to plan “Act it Out” activities that follow story presentation and discussion. The character, setting, action and wrap-up icons (though you could use more complex structures also) also fit well with activities in the program such as completing the “Not So Good Board,” in which kids brainstorm what went wrong in the story.

The program’s generous number of stories (and tips on how to write your own) make it ideally suited for classroom and group programming, and the accompanying CD-ROM with stories and forms in electronic format opens many possibilities. For example, I have been able to use an LCD projector to show the stories “writ large” on the wall, an attention-grabber for our students, and PDF files on the CD can be easily inserted into programs such as PowerPoint so I can annotate our group discussions (i.e. inserting text boxes to display alternative actions that kids suggest, then making the best choice, after discussion, appear in green font). Additionally, using a Flip Video camera to record the role-plays has been a great motivator for kids in the “Act it Out” portion, and provides great feedback on scripting, body language and other nonverbals.

Even if you are only in the early phases of using the SGM, I highly recommend We Can Make It Better as a great context for developing early learners’ storytelling and problem solving skills.

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