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Improving Expression and Comprehension(Extension Session)

Using the EET to facilitate vocabulary and speaking across the curriculum

Disclosure StatementRelevant financial relationship(s), no relevant nonfinancial relationship(s)

• I have the following relevant financial relationship(s) in the products or services described, reviewed, evaluated or compared in this presentation.

• Expanding Expression

• Presenter will be discussing and showing samples using the Expanding Expression Tool (EET) that she developed (ownership interest. I have no relevant nonfinancial relationship(s) to disclose.

Copyright 2005, 2014

No part of this material may be reproduced or utilized in any form or by any means

electronic or mechanical including photocopying, recording, or by any information

storage or retrieval systems without the prior permission of the copyright

Before we begin:

Partner up with someone you do not know

well. Using the EET biography prompts, ask

questions and take notes to find out more

about that person.

Oral language- Introduce your person to the

group.

What group does he/she belong?

What does he/she like to do?

What does he/she look like?

What is he/she made of? Describe character attributes.

Important parts of his/her life.

Where is he/she from? Live now? Teach? etc.

What else should we know about him/her?4

Overview• Review brain based learning strategies.

• Discuss the importance of vocabulary in the classroom setting and the norms for how kids define.

• Visit our role in helping to promote language in the classroom across the curriculum.

• Identify ways to facilitate oral expression, comprehension, writing and study skills while targeting the standards and our language goals.

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Learning Objectives

• Explain strategies to target the following areas: categorization, function, appearance, composition, associated parts, location and similarities and differences.

• List three to four ways to target standards during language sessions.

• Explain to teachers and parents new ways to build language skills in the classroom and at home.

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Literature Review

• What we know about the brain and learning

- Multisensory strategies reach more students

effectively.

- Most students don’t use strategies that could

help them achieve meaningful learning.

- Immediate use of the knowledge/teaching

others aids in information reaching LTM

- Form engrams through repetition

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Adapted from David Sousa’s Information Processing Model(see bibliography attached)

Central

Control

Audio-Visual

Sketchpad

Phonological

Loop

Info

enters via

the

senses

Sensory

Filter

Immediate

Memory

Working

Memory

Long

Term

Memory

Literature Review

• What we know about vocabulary

- SES and vocabulary

- IQ and academic performance

- Aristotelian style for defining

- Norms for how children define

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Vocabulary

acquisition

Predicts reading

comprehension

(Biemiller and Slonim 2001)

Where is the oral language?

• Many visualize teacher doing all the talking

• Decreased oral language by kids

What teaching is…

• May see the two major aspects of literacy as writing and reading

• Oral language is left out

Oral language is a primary learning task

Many studies indicate oral language has been neglected in the classroom

(Holbrook, 1983).

AS

SU

MP

TIO

NS

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Biemiller and Slonim

•Students behind in

vocabulary knowledge in 3rd

grade would remain behind

throughout the duration of

schooling

•Lower quartile children could

be brought up to grade level

but it would take extensive

vocabulary instruction

•Most schools don’t promote

such programs.

Literature Review: Defining

How can we provide direct vocabulary instruction using the EET

EET

EET

• Common type of definition:• Aristotelian style

Nippold, Mariyn A; Hegel, Susan L. Sohlberg, McKay Moore Schwarz, Lisa E. (1999).

Defining abstract entities: Development in pre-adolescents, adolescents, and young

adults. Journal of Speech, Language, & Hearing Research, V42n2, 473-481.

superordinate

category term

1 or more

characteristics

X is a Y that Z

word defined

Consider what vocabulary is pertinent to each student to facilitate academic success

• What are the state standards?

• What specific curriculum material are your students completing

• What are your students required to do on benchmark tests, state tests, etc.?

EET Writing Program Helps

Improve MEAP Scores at

White Pine Academy

Discussion

•In your EET families, share what each member is currently doing with the EET. What success have you had?

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PRESS RELEASE FROM WHITE PINE ACADEMYEET Writing Program Helps Improve MEAP Scores at White

Pine AcademyWhite Pine Academy in Leslie is in its second full year of using the Expanding

Expression (EET) Writing Program, and it has proved to be a success according to the schools MEAP results in writing. The third grade improved from the 2007-2008 results by 7%, the fourth grade improved by 32% going from 18% in 2007 to 50% in 2008, and the fifth grade improved by 22% going from 26% in 2007 to 48% in 2008.

“The EET writing program is amazing. It gives the students a multi-sensory tool that targets both oral and written expression. I have seen huge improvements in the quality of my students’ writing,” says Elana Waugh, fourth grade teacher and facilitator of the program at White Pine Academy.

The EET program was created by Sara Smith, a Speech and Language Pathologist from

Bay City. For more information about the program, visit www.expandingexpression.com or contact Elana Waugh at White Pine Academy.

Discussion

•In your EET families, discuss what you hope to get from today. What questions do you have and where do you need help?

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EET PROGRESSION • TAKE A BASELINE• Oral or written1

• TEACH THE EET AND HAVE STUDENTS USE IT FOR DESCRIBING

2

3 • COMPLETE POST DATA ANALYSIS

TinaNSNS NS

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TinaNSNS NS

Tina with the EET

Student Samples and Activites

Using the EET to facilitate vocabulary and speaking across the curriculum

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2nd Grade

(5 paragraph

animal report)

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Oral Language Ideas and some reminders too

• Show and Share Bags

• Secret Object Guessing Game

• Dice Game

• EET Hot Potato

• EET Obstacle Course

• Steppers

• Step across

• Baseball

• Musical Chairs

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EET Symbol

PromptDragonfly Bean Plant

Green-Groupinsect plant

Blue-Do Grows and changes in lifecycle Grows and changes in lifecycle

What does it look

like?

What does it come

from? Or start as?

Starts as an egg Starts as a seed

Pink-Parts1. Egg

2. Nymph

3. Grows wings and becomes an

adult

1. Seed with seed coat

2. Germinates and grows roots

3. Seedling with stem

4. Adult plant

Starts in water, crawls to land, and

then flies

Usually in the ground

?

What else do I

know?

Looks different from adult dragonly

when it is born (doesn’t have

wings)

Young bean plants usually look like the

parent plant in shape and color. Other plants

look different than the parent plant.

?

HOW LIVING THINGS GROW AND CHANGE- 2ND GRADE SCIENCE

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The Grand CanyonThe Grand Canyon is located in northwest Arizona, and is

one of the seven natural wonders of the world. In 1908 the Canyon became a national monument and in 1919 it became the Grand Canyon National Park. This gorge of the Colorado River is one mile deep, 4 to 18 miles wide, and 217 miles long. It is made up of layers of rock that change color in the sunlight. It has a northern and southern rim with lookouts and trails. There is lots of wildlife and different types of plants. People go to the Grand Canyon to see how beautiful it is and to go hiking, rafting and take boat rides. American Indians have lived around the Canyon for years. The Hualapai tribe operates the skywalk. The skywalk stretches over the Grand Canyon and has a glass floor. I would really like to visit the Grand Canyon someday.

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EET Symbol

Prompt

GREEN GROUP Describe how the drug is classified. For example, Ecstasy is an illegal Schedule 1

drug.

BLUE DO How is the drug used?

WHAT DOES IT LOOK LIKE? A visual description of what the drug looks like or a clip art picture.

WHAT IS IT MADE OF? OR COME FROM?

What is the drug made of (i.e., cocaine is extracted from coca leaves) and/or where does it come from/originate from?

PINK PARTS A description of the important parts/facts about the drug. In this section you may

include the short term and long term effects, misconceptions, research about the drug, etc. This should be your longest section.

WHITE WHERE This could be where do you go to get help or find more information about the drug,

where do we find the largest amounts of that drug use, etc.

WHAT ELSE DO I KNOW? You could include a personal belief, experience or discussion of God’s view on

drugs. God made us the way we are, to function the way we do - naturally, not artificially. (Psalm 139) God should be in control of our lives (present and future). We are not 'our own'. He created our bodies as places where he could dwell. We need to be 'fit dwellings'. ( 1 Corinthians 6 verses 19-20 ) /taken from http://www.watton.org/drugsinfo/biblicalview/index.shtml

?

How-to with the EET

•Expository Writing•Inform, explain, describe or define a subject

•Text books, encyclopedias, online•“How to”… explain how to do, build or make something

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How-to with the EET

Subjects:

make a pizza

make a smore

brush your teeth

blow a bubble

build a snowman

make hot chocolate

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How-to with the EET

G- What group were you with? /or topic/

D- What did you do?

- What will it look like? Clip art picture or drawing

M- Made of? List ingredients or materials

P- List all the parts/steps to complete the task (first, next, then, last, finally)

W- Where? Answers vary depending on task

?- Summary or closing, interesting facts, etc.

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Group Activity

•Create a lesson plan outline for the given topic. Decide how to alter the EET prompts to fit your assignment needs as a group.

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Describing People• Green-Group

• - In which group does he/she belong (i.e., George Washington was the first president of the United States)

• Blue-Do

- What did he/she do? Why is he/she famous?

• What did it look like?

• - What did he or she look like? Describe his or her appearance/physical attributes.

• What is the person made of?

• - Describe personality traits and character attributes in this section (i.e., noble, heroic, brave, etc.)?

• Pink-Parts

- Describe important parts and events of the person’s life.

(In 1975, she…)

• White-Where?

• - Where do you need to make changes? Look back at your writing. Does it flow in a logical order? Edit your text.

- You may also use this section to describe where the person is from.

• What else do I know?

• - Is there anything else you need to add? Provide a summary or closing.

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Group Activity

•Read the scenario on the notecard given to you. Plan lessons and work with the information on the card in order to facilitate student success.

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Putting it all together

• Make a list of different writing assignments your students must complete during the year

• Identify the EET prompts that correlate with that assignment

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Literature Review:

3 styles of learning

Multisensory = reach more

students

Teach strategies- not content

specific/transferable

Aristotelian definitions are

preferred

Reflect:

Curriculum relevant practices

Targeting written expression

Service delivery models

Ways targeting semantic

language skills

Where to begin with EET for tx

Language in the classrooms

Expanding Expression:

General descriptions, writing

from prior knowledge,

biographies/autobiographies

Categorization, functions,

appearance, composition,

location, associated parts

Introducing, baseline,

supporting, hierarchical

approach

Conclusion:

Summary of today’s presentation

Final Reflection Questions

Questions and Answers

Evaluation

For more information or seminar related

materials, find us at www.expandingexpression.com

or eetsmiths@gmail.com

Bibliography

Ehren, B. J. (2000), Maintaining a therapeutic focus and sharing responsibility for student success: keys to in

classroom speech-language services. Language, Speech, and Hearing Services in Schools, 31, 219-229.

Ehren, B. J., Blosser, J., Roth, F. P., Paul, D. R., & Nelson, N. W. (2012, April 03). Core commitment. The ASHA Leader.

Levine, M. (2002). A Mind at a Time. New York, NY: Simon and Schuster.

Nippold, Mariyn A; Hegel, Susan L. Sohlberg, McKay Moore Schwarz, Lisa E. (1999). Defining abstract entities:

Development in pre-adolescents, adolescents, and young adults. Journal of Speech, Language, & Hearing

Research, V42n2, 473-481.

Nippold, M (1995). School-Age Children and Adolescents: Norms for Word Definition, Language, Speech, and

Hearing Services in Schools, 26, 320-325.

Robles, Teresita del Rosario Caballero & Uglem, Craig Thomas Chase. 2003. Multisensory Instruction in Foreign

Language Education.

Sousa, D. (1995). How your brain learns. Reston, VA: NASSP.

Tomlinson, C. (1999). The Differentiated Classroom. Alexandria, VA. ASCD.