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EXPANDING EXPRESSION TOOLEET
Mikaely Schmitz
Speech and Language Pathologist
Milwaukee Public Schools
Lincoln Avenue Elementary School
According to Hart and Risely Children in welfare families hear an average of 620 words
per hour
Children in working class families hear approximately 1250 words per hour
Children in professional families hear an average of 2150 words per hour
THEREFORE Children between ages 1-3 In welfare households hear an average of 10 million words
In working class households hear an average of 20 million words
In professional households hear an average of 30 million words
Linguistic exposure before three has a huge effect on speech/language abilities and measured cognitive skills when kids were tested at age 3 and age 9
In poverty and ELL it is not unusual for people to only know the casual register
Majority of poor and ELL students do not have access to formal register at home--- but all state tests, WKCE, ACT, medical forms, case histories, etc are in formal register
Ability to use the formal register is a hidden rule of the middle class
Poor and ELL students do not have the vocabulary or sentence structure knowledge to use formal register, when talking in casual register the meaning comes not so much from word choice but from non verbal assists- when writing the nonverbal assists are taken away and the student tends to really struggle
ELL and Special Education
Milwaukee Needs Assessment 2000: 618 Students with ELL and Special Ed Needs
2012: 1391 Students with ELL and Special Ed Needs
Greatest needs in reading- ELL and Special Needs students Phonemic Awareness
Fluency
Vocabulary
ELL as a group is one of the fastest growing school age populations in the US
By 2015 approximately 30% of the school age population will be ELL
We need to teach our ELL Students….
Exploring information systematically
Using appropriate and accurate labels (vocabulary), without a strong vocabulary the ability to use or retrieve information is severely limited.
It is not enough that a student can do a task- they must be able to label the procedures and processes involved so that the task completion can be replicated.
How to systematically organize information
Define and Describe an APPLE
Red, you can eat it, kinda big, good,
http://www.expandingexpression.com/index.html
This program…
–is multisensory
–targets the way students organize language elements
–helps students give more detailed descriptions and definitions of items
Helps organize thoughts
Helps give informative descriptions
Helps identify essential and missing information
Teach strategies-not content specific/transferable
Primarily targets semantics: defining and describing
The ability to define words is important for “effective spoken and written communication in literate contexts…[such as] technical reports, informative articles, and persuasive essays. Skill in word definition is important also because it is closely associated with measures of academic achievement, verbal ability and intellectual performance in school age children and adolescents”
EET
Each ball stands for a language element for describing
Green- group
Blue- do
What does it look like?
What is it made of?
Pink – parts
White- where?
What else do I know?
Green: Group
What group does it belong to?
Blue: Do
What do you do with it? Or
What does it do?
What does it look like?
What size, shape, or color is it?
What is it made of?
What is it made of or come from?
Wood
Plastic
MetalCloth
Pink: Parts
What are its parts? What parts go with it?
LeafStem
Skin Core
White: Where
Where do you find it? Where would you use/see it?
What else do you know?
Prior KnowledgeFun facts
Apple
Green Group-Fruit
Blue Do- Eat it, bake a pie with it, bob for it
What does it look like?-Red, yellow, green, round, size of a baseball
What is it made of?- Comes from a seed, made of flesh and skin
Pink parts- Core, seeds, skin, stem,
White Where- On trees, grocery store, etc
What else do you know?- apples can be eaten cooked or raw
SHANNON REEDFIRST GRADE BILINGUAL TEACHER
SANDRA VALADEZSECOND GRADE BILINGUAL TEACHER
Overview of EET in a classroom
Most frequently used during ELA block
Content areas
Support for oral English development
(morning routine, preview/review, extension activity)
I finished my work, what can I do now?
When do I use EET in first grade?
When do I use EET in 2nd
grade?
Beginning of Year- reading
ELA Block
Reading station to refresh their minds from previous year’s experience
Spanish– describe vocabulary words
Writing station CLP Block
Pick one vocabulary word, use EET Graphic Organizer to write sentences to describe word
Objective in 1st grade:
Spanish English Develop oral and written
language
Applies to CCSS Listening and speaking
Writing
Vocabulary Classifying/sorting
Compliments grammar lessons: Nouns, verbs, adjectives,
adverbs
Develop oral language MPS kindergarten 10%
informal English instruction
First grade 30% informal English instruction (outside of ESL)
Increase academic vocab Reinforce ESL instruction
Grammar
Classifying/sorting skills
In kid friendly terms: Speak and write in complete sentences using interesting details!
Objective in 2nd grade:
Spanish English Develop oral and written
language
Create independent writers
Extend writing sentences to add more details to written work
Develop oral and written language
Second grade 40% formal English instruction (once transitioned)
Increase vocabulary usage in speaking and writing
Extend sentences to add more details to written work
Organize ideas in writing
Demonstrate differences in sentence structure between both langauges
CCSS: Literacy: Conduct short as well as more sustained research projects based on focused questions, demonstrating the subject under investigation
Developing oral language for ELLS– 1st grade
Let’s roll it out!Getting started….
1. Introduction and explanationo Exposure
Frequent use – get familiar
Informal – have fun!
2. Explicit, scaffolded instructiono In depth
Explain and practice each step
Increasing level of Bloom’s taxonomy
Formal writing
What are examples of groups or categories?
Students 1st attempt … with a little prompting
What does green group mean?What are examples of other groups/categories?Make a web of ideasPractice with examples
Common Core StandardSort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
Green group¿A qué grupo pertenece?
• Review examples of groups/categories?
• Practice with examples
• Writing assignment:
Journal entry:
Give 3 examples under each group*model how you want journal to look!
Continue with the same routine for each colored EET ball…CCSS: Define words by category and by one or more key attributes (e.g., a duck is a bird that swims;a tiger is
a large cat with stripes)
Blue do¿Qué hace? Para qué se usa?
What does it look like?
¿Cómo se mira?
• Explain blue do
• Discuss verbs/ make a web
• Students role play different actions (it moves)
• play game (run vs gallop)
• Students pick cards to place on chart
• Shared writing IMPORTANT!
• Explain what does it look like
• Make a web of what we can talk about (size, shape color what it has) *modification
• play game
• Students pick cards to place on chart
• Shared writing
Fun activity or quick assessment?!
Systematic approach
Scaffolds:
• I do (teacher model)
• We do (shared experience)
• You do (student driven)
Teacher objective
• Did they get it? Do they understand groups? Have the students reached proficiency on a common core standard
Adivina que…(this is the you do part)
teacher models activity
teacher assigns category
students think of an idea
rough draft
conference
final copy and decorate
What’s in the bag? 1st grade…moving on to Writing focus
• 4 details
Focus on writing complete sentences with interesting and specific details
Good examples vs. bad examples
Think alouds
First done in journal (model!), conference, final project
CCSS: Produce and expand
complete simple and compound
declarative, interrogative,
imperative, and exclamatory
sentences
Expanding our writing
Student-led Teacher prompted
Es comida.
Se come.
Se ve como un triangulo.
Se encuentra en una tienda
Es una comida fria.
Se lambe. Cuando hacecalor, se derrite.
Viene de muchos colores y sabores como vanilla, chocolate o fresa.
Hay que guardarlo en el congelador.
Group write of a secret object-2nd grade
Modeling the EET graphic organizer
Use the graphic organizer to write ideas, thoughts, details for each calendar
Develop ideas, thoughts, and details into sentences that give more information about the vocabulary word
avion/ airplane
Individual write about a secret object – 2nd grade
Creating independent writers
Students were given a blank EET graphic organizer
They were allowed to choose a word from Headbanz game
They were given a choice to create a descriptive writing on their word in English or Spanish
What else do I know???
I know that first graders are very capable of exceeding our expectations when given a
strong foundation, multiple opportunities to practice and a little encouragement!
Go for it all! Foundation plus structure ~ A graphic organizer
Writing: Title, introduction sentence, complete sentences, interesting details, voice, conclusion.
Shared writing: use student ideas, but model advanced work!
Student examples. Out of this world!
Astronauts- 1st grade
Community Helpers- 2nd gradeEET to create a short research project
Find a resource to gather information
Complete EET graphic organizer with details from resource
Using details, write complete sentences that provide information about the topic
Vocabulary Word Research Project
Simple sentences
One sentence per category/bead color
Lack of introductory or conclusion sentence
Extended sentences
One paragraph per category
Introductory and conclusion sentences
Extended sentences
El niño lloró.
¿Por qué?
El niño lloró porque se lastimó.
¿Cómo?
El niño lloró porque se lastimó jugando fútbol.
¿ Dónde
El niño lloró porque se lastimó jugando fútbol en el parque.
¿ Cuándo?
El niño lloró porque se lastimó jugando fútbol en el parque ayer.
Once they understand the system… ADAPT it!
Adjust graphic organizers
How many details do you want?
Manipulate order and organization of information in final draft
Flowers for Mom– 1st grade
Manipulate organizer to fit needs
Examples of interesting details
Skills and ideas transfer to writing prompt… even using a different organizer.
EET at a Glance 2014-2015
Oral practice
Classifying/sorting assignments
Written practice
Focus on writing more details
Present graphic organizer
Shared writing
Individual writing
Writing prompt
Research project
