9/15/2015
Disclosure Statement
Oral Expression,
Comprehension,
Writing and
Study Skills
Relevant 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.
• Honorarium
• 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.
Using the EET to
facilitate vocabulary and
speaking across the
curriculum
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
What group does he/she belong?
Before we begin:
What does he/she like to do?
What does he/she look like?
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.
What is he/she made of? Describe
character attributes.
Important parts of his/her life.
Oral language- Introduce your person to the
group.
Where is he/she from? Live now?
Teach? etc.
What else should we know about
him/her?
Overview
Learning Objectives
• 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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• 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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(see bibliography attached)
• What we know about vocabulary
- SES and vocabulary
- IQ and academic performance
- Aristotelian style for defining
- Norms for how children define
Central
Control
Info
enters via
the
senses
Sensory
Filter
Immediate
Memory
Audio-Visual
Sketchpad
Working
Memory
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Literature Review
Adapted from David Sousa’s Information Processing Model
Phonological
Loop
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Long
Term
Memory
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Where is the oral language?
(Biemiller and Slonim 2001)
Many studies indicate oral language has been neglected in the classroom
(Holbrook, 1983).
ASSUMPTIONS
Vocabulary acquisition
Predicts reading
comprehension
What
teaching is…
• Many visualize teacher
doing all the talking
• Decreased oral
language by kids
Oral
language is
a primary
learning task
• May see the two major
aspects of literacy as
writing and reading
• Oral language is left
out
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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.
• Common type of definition:
– Aristotelian style
X is a Y that Z
word defined
superordinate
category term
1 or more
characteristics
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.
Consider what vocabulary is pertinent to each student to
facilitate academic success
Discussion
• 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.?
• 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 ACADEMY
EET Writing Program Helps Improve MEAP Scores at White
Pine Academy
White 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.
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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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Developing ideas into sentences
(A writing specialist sent this sample from a first grade class she was working with. Here
they were describing snow. She helped them develop their ideas into sentences).
• TAKE A BASELINE
EET PROGRESSION
1
2
3
• Oral or written
• TEACH THE EET AND
HAVE STUDENTS USE
IT FOR DESCRIBING
• COMPLETE POST
DATA ANALYSIS
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NSNS NS
Tina
Tina
NSNS NS
Tina with the EET
Oral Language Ideas and some reminders too
Oral Expression
Using the EET to
facilitate vocabulary and
speaking across the
curriculum
• Show
and Share Bags
• Secret Object Guessing Game
• Dice Game
• EET Hot Potato
• EET Obstacle Course
• Steppers
• Step across
• Baseball
• Musical Chairs
COMPREHENSION THEN EXPRESSION
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Common Core Standard
Comprehension
• Demonstrate understanding of
figurative language, word relationships
and nuances in word meanings (6-8)
–Use the relationship between
particular words (e.g.,
synonym/antonym, analogy) to better
understand each of the words.
Using the EET to
facilitate understanding
in the classroom
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Comprehension
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Common Core Standard
• Acquire and use accurately
conversational, general
academic, and domain specific
words as found in grade
appropriate texts…
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Goal(s)
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EET note taking
• Given direct instruction and use of a graphic
organizer, student will identify 3-5 key points
about a given topic.
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Goal(s)
• Identify 2-4 similarities and differences between
words in the curriculum.
• Use the relationship between
particular words to better
understand each of the words.
(8)
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Written Expression
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Common Core Standard
• CCSS.ELA-Literacy.W.6.2
Write informative/explanatory
texts to examine a topic and
convey ideas, concepts, and
information through the
selection, organization, and
analysis of relevant content.
The Grand Canyon
Goal(s)
• The student will use /x/
sentences (or paragraphs) to
describe a topic, given a
multisensory organizer.
Sentences will be
grammatically correct and
support the topic.
The 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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Common Core Standards
Goal(s)
• Recall relevant information from experiences or
gather relevant information from print and digital
sources; take notes and categorize information and
provide a list of sources. (comprehension and writing3-5).
• Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
– Develop a topic with facts, definitions, concrete details,
quotations, or other information and examples related to the
topic.
– Use precise language and domain-specific vocabulary to
inform about or explain the topic.
• Student will use an organizer to summarize topics
in the curriculum providing 3-5 details.
• Using a multi-sensory approach, the student will
include 5-6 language elements (including
category, function, appearance, composition,
parts, and location) when describing items in the
curriculum.
Group Activity
Putting it all together
• Create a lesson plan outline for
the given topic. Decide how to
alter the EET prompts to fit your
assignment needs as a group.
• 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
Expanding Expression:
 General descriptions, writing
from prior knowledge,
biographies/autobiographies
 Categorization, functions,
appearance, composition,
location, associated parts
 Introducing, baseline,
supporting, hierarchical
approach
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




Conclusion:
 Summary of today’s presentation
 Final Reflection Questions
 Questions and Answers
 Evaluation
Bibliography
Biemiller, A. & Slonim, N. (2001). Estimating root word vocabulary growth in normative and advantaged populations: Evidence
for a common sequence of vocabulary acquisition. Journal of Educational Psychology, 93, 498-520.
For more information
or seminar related
materials, find us at
www.expandingexpression.com
or [email protected]
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.
Holbrook, Hilary Taylor (1983). "ERIC/RCS Report: Oral Language: A Neglected Language Art?" Language Arts, 60(2), 25558.
Levine, M. (2002). A Mind at a Time. New York, NY: Simon and Schuster.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core
State Standards. Washington, DC: Authors
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
Hearing Services in Schools, 26, 320-325.
Word Definition, Language, Speech, and
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.
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