Expanding Expression Tool

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1 Expanding Expression Tool Teacher Guide 1

2 Table of Contents Contents What is EET?... 3 Objectives & Clusters... 4 Lesson Plan... 5 Prerequisite Assessment... 7 Pre-Instructional Assessment List of Writing Prompts The EET Device Student Writing Samples Student Organizer Sheet Paragraph Writing Space Student Check Card Post-Instructional Assessment Writing Rubric Data Table

3 What is EET? EET stands for the Expanding Expression Tool. It is described as a multisensory approach to oral and written expression. In its most basic form, it is a mnemonic device to improve depth and organization of expression. It can be used in its intended hand-held bead form or just a memorized series of colors and coordinated questions. Here is an illustration: Image courtesy of =#276,21 The purpose of this tool is to get students to remember a series of 6 to 7 questions that will help them to write more descriptively. Given a prompt, a typical student might only be able to write a one or two sentence answer. After using the EET however, answers can turn into a paragraph and possibly even into multiple paragraphs. 3

4 Objectives & Clusters Terminal Objective Given the EET device, organizer sheet, and writing prompt, students will write a detailed and organized paragraph which scores 4 or higher based on rubric. Performance Objectives I. Given the EET device, students will recite mnemonic device correctly. a. Given the EET device, students will move beads and recite corresponding phrase correctly. b. Given the EET device, students will move beads and recite corresponding phrase correctly until memorized on the first try. II. Given the EET device, organizer sheet, and writing prompt, students will write ideas down before beginning paragraph until organizer sheet is completely filled in. a. Given a writing prompt, students will generate at least 3 ideas for their writing. b. Given the EET device, writing prompt, and student organizer sheet, students will write ideas down on organizer sheet until sheet is completely filled in. c. Given the EET device, writing prompt, and student organizer sheet, students will check over organizer sheet and add any more detail until sheet is completely filled in. III. Given the EET device, writing prompt, student organizer sheet, a pencil, and paper, students will write a paragraph on topic in correct form with accuracy according to rubric (see student assessments). a. Given the EET device, writing prompt, student organizer sheet, a pencil, and paper, students will write an introductory sentence which correctly introduces topic. b. Given the EET device, writing prompt, student organizer sheet, a pencil, and paper, students will write supporting detail sentences until all details on organizer sheet have been recorded. c. Given the EET device, writing prompt, student organizer sheet, a pencil, and paper, students will add transition words when necessary. Given the writing prompt, student organizer sheet, a pencil, and paper, students will begin a new paragraph when necessary. IV. Given the EET device, writing prompt, student organizer sheet, a pencil, paper, and student check card, students will correct work when necessary. a. Given the EET device, writing prompt, student organizer sheet, a pencil, paper, and student check card, students will read over work and check for correctness until complete. b. Given the EET device, writing prompt, student organizer sheet, a pencil, paper, and student check card, students will correct errors they find until complete and correct. Clusters and Objectives Cluster Objectives Large Goal 1 Ia, Ib Know mnemonic device 2 IIa, IIb, IIc Prewriting 3 llla, lllb, lllc Writing 4 lva, IVb Check 4

5 Prior to Lesson: Make EET devices for students Make copies of student workbooks Acquire markers and pencils Lesson Plan Beginning of Lesson: Give students prerequisite (page 7) and pre-instructional assessments (page 10) Score assessments and record scores on data table (page 25) Middle of Lesson: Follow plans according to clustered chart below Gain Attention Inform Learner of Objective Stimulating Recall of Prerequisite Learning Present Stimulus Material Cluster 1: Know Mnemonic Device Ask students to explain their feelings about writing. Ask them how it would make them feel if there was an easier way to write just by memorizing a phrase. Tell students that today they will be memorizing a series of 7 things that will help them to write more organized and descriptive paragraphs in any subject area for any topic. Ask students to recall what makes a good paragraph. Give students example: if you were going to write a paragraph about your house, what kinds of things should you include to make it a good paragraph? Provide EET device and printed paper with mnemonic device (page 14). Cluster 2: Prewriting Show students before and after EET writing samples and inform students that using the EET will help them expand their writing (page 15). Show students a list of prompts and have group vote on which one they would like to write about first. Tell students that they will be prewriting before they write a paragraph about this prompt (page 13). Remind students of the mnemonic device they just memorized. Give students EET organizer sheet and pencils (page 16). Cluster 3: Writing Ask students if they could turn in their answer to the prompt the way it is right now. Tell students that they ve already done the majority of the work: prewriting. Now they just need to organize their ideas into a wellstructured paragraph. Ask students to recall what makes a good paragraph. Ask students to recall what they ve learned in the past about topic sentences, complete sentences, starting new paragraphs, and transitions. Give students blank paper. Remind them to keep EET device and organizer sheet handy (page 19). Cluster 4: Check Tell students, You re done! NOT! Inform students that the last step of the writing process is the check step and it is the one that most students skip, even though it s very important to do before you ever turn anything in. Ask students to brainstorm what they think one needs to look for during the check step. Give students the check card. Remind them to have their paragraphs handy (page 20). 5

6 Provide Learner Guidance Elicit Performance Provide Feedback Assess Performance Enhance Retention and Transfer Model for students how to move beads and say phrase at the same time. Allow time for students to practice moving beads and saying phrase aloud. Students should recognize when they have made an error. Praise students when they state phrase correctly. Instructor will observe students while they re reciting phrase. Students can continue to practice saying phrase. Instructor should give one idea of something that should be included in the paragraph to answer the prompt. Students should brainstorm some other ideas aloud. Allow time for students to fill in the organizer sheet and add more detail to what group already came up with. Students should recognize when they re finished with the organizer sheet. Instructor will approve or disapprove with the amount of detail provided under each category. Students will reread what they wrote on organizer sheet. Model for students how to organize paragraph (ex. start with Green Group as topic sentence). Prompt students to tell instructor what would come next and how to add transitions in between sentences. Give students time to write paragraph on writing prompt. Students should recognize when they ve completed the paragraph, as all parts of the organizer sheet will have been used. Student will go back through paragraph with different colored markers and mark each sentence or group of sentences, showing each part of the EET. Instructor will look over paragraph, making sure all colors have been included. Students will reread their paragraph. Show students a sample paragraph. Have students read through it and fill out their check cards. Have a group discussion on the paragraph s strengths and weaknesses. Give time for students to check their own paragraphs with their check cards and make any necessary changes to their paragraphs. Students should recognize what they did and didn t do correctly by looking at their check card (page 15). Instructor will look over students check cards. Then instructor will read paragraphs and rate them using the rubric (page 24). Students will share paragraphs with one another, discussing strengths and weaknesses and thus seeing more examples of how others write. After Lesson Give students post-instructional assessment (page 21) Record student scores in data table (page 25) Assess growth Assess areas for improvement in lesson 6

7 Prerequisite Assessment Directions Give students the following questions. Then rate their oral and written responses on the rubric below. 1. Identify the colors you see here: 2. Read through this phrase. When you think you have it memorized, tell me and recite it to me aloud: Please Excuse My Dear Aunt Sally: Parenthesis, Exponents, Multiplication, Division, Addition, and Subtraction. 3. Read this aloud to me as best as you can: Scientists describe the brain as having two halves, a left side and a right side. Each half performs special functions. The left side appears to do a better job with some activities; however, the right side is superior with other tasks. The left brain works on details, so it is used in reasoning, mathematics, and writing. The right brain is in charge of processing the entire picture instead of separate parts. For example, when you distinguish a person's face, the left half of your brain focuses on separate features such as eye color, shape of the nose or the presence of glasses. The right side of the brain looks at the whole face for recognition. 4. Write down one thing you learned about the brain from reading the paragraph above, using your own words: 5. Look at the paragraph from #3 again. Put a paragraph symbol,, where you think the writer could start a new paragraph. Scientists describe the brain as having two halves, a left side and a right side. Each half performs special functions. The left side appears to do a better job with some activities; however, the right side is superior with other tasks. The left brain works on details, so it is used in reasoning, mathematics, and writing. The right brain is in charge of processing the entire picture instead of separate parts. For example, when you distinguish a person's face, the left half of your 7

8 brain focuses on separate features such as eye color, shape of the nose or the presence of glasses. The right side of the brain looks at the whole face for recognition. 6. Read the following and rewrite it, making all necessary corrections in grammar, spelling, and punctuation: sum people are left brian dominant and are better at work that involved details others are write brian dominant and is good at activitys such as art music and poetry Rubric Question # Scoring Details Score Three or more colors incorrect 1- Three colors incorrect 2- Four or more colors correct 0- Phrase mostly incorrect 1- Phrase somewhat correct 2- Phrase correct 0- Ten or more errors 1- Five to nine errors 2- Fewer than five errors 0- Fact is not applicable to paragraph or in own words 1- Fact is either not applicable to paragraph or not in own words 2- Fact is both applicable to paragraph and in own words *Symbol should be placed between parts. and For example 0- Paragraph symbol is not present 1- Paragraph symbol is incorrectly placed 2- Paragraph symbol is correctly placed *Sentence should read, Some people are left brain dominant and are better at work that involves details others are right brain dominant and are good at activities such as art, music and poetry. 0- Five or more errors left uncorrected 1- Two to four errors left

9 uncorrected 2- One or no errors left uncorrected Score: /12 9

10 Pre-Instructional Assessment Directions Give students the list of writing prompts on page 13 then give them time to prewrite and answer the prompt. This work should be done INDEPENDENTLY. Then rate their process and response based on the rubric below and the writing rubric. Chosen Prompt Prewriting Answer 10

11 Rubric Requirement Scoring Detail Score Student included all elements of EET device: What group does it belong to? What does it do or what do you do with it? What does it look like? What is it made from? What are its parts? Where do you use it? What else do I know? Student wrote paragraph in correct form including: Has introductory sentence Has concluding sentence Paragraphs are indented Sentences are complete Paragraph is in a logical sequence Punctuation is correct 0- Four or more elements excluded 1- Two to three elements excluded 2- One or no elements excluded 0- Five or more elements are excluded 1- Two to four elements are excluded 2- One or no elements are excluded

12 Capital letters are used where necessary Spelling is correct Grammar is correct Student checked work with check card 0- Didn t check work 1- Checked over work but didn t use check card 2- Checked over work with check card Meets requirements of writing rubric See rubric Score: /12 12

13 List of Writing Prompts Describe your favorite restaurant. Describe your locker. Describe your dream house. Describe your favorite type of pizza. Describe a favorite friend or family member. Describe your favorite sport. Write about your pet(s). Write about a person who you look up to. Write about things you like about yourself. Write about your favorite book. Write about what you think the future will be like. What was your favorite birthday? What is your family like? What was a time you were most scared? What was a time you were most embarrassed? What is the biggest problem you have right now? What things do you do in your free time? 13

14 The EET Device Directions: Use this sheet and the EET devices to teach students the mnemonic device. Make sure they have it memorized before going further into the lesson. G Green-Group What group does it belong to? What group were you with? What group was involved? In what group does he/she belong? B Blue-Do What do you do with it? What does it do? What did you, it, or the people do? For what is the person famous? What does it look like? What size, color, and/ or shape is it? Describe the visual details. Paint a picture in your readers minds. What does he or she look like? Describe the physical appearance. M What is it made of? What is it made from? What does it come from? How did it make you or others feel? What is the person made of? What personality characteristics does the person have? P W Pink-Parts What are its parts? What parts go with it? What parts or details to you need to include or expand on? What important parts should you include to help your readers understand what happened? Describe important parts/events of the person s life. White-Where Where do you find it? Where would you use it or see it? Where do you need to make changes? Does your writing flow in a logical order? Edit what you just wrote.? What else do I know? List any fun facts or information that does not fit in the other sections. Is there anything else to add like a lesson learned? Give a summary or closing sentence. 14

15 Student Writing Samples Directions: Use these to show students how EET can help improve one s writing. Also use during Cluster 4 to have students practice assessing writing with a check card. Writing about football: Writing about a tree: A tree has leaves A tree has long branches Some trees can be bald A tree is a plant It gives us leaves It is green It comes from seeds It has branches Trees are in the woods Some are big Writing about spring: Spring is a season. You can plant flowers and it gets warmer. The days start to get longer. Everything starts turning green. It is made up of March, April, and May. The holidays in spring are: Cinco de Mayo, Easter, Memorial Day, Mother s Day, and April Fool s Day. Spring comes after winter but before summer. 15

16 Student Organizer Sheet Directions: Use this sheet as a model to brainstorm ideas to first selected prompt with students. Writing Prompt: Green-Group Blue-Do 16

17 What does it look like? What is it made of? Pink-Parts 17

18 White-Where What else do I know? 18

19 Paragraph Writing Space Directions: Use this sheet to show students how to write a good introductory sentence and structure a paragraph with practice prompt. 19

20 Student Check Card Directions: Use this sheet to show students how to check their work. It can be used as a model after writing practice paragraph or looking at student examples. G B M P W? Did you include an introductory and concluding sentence? Are your paragraphs indented? Did you use complete sentences? Is your paragraph in a logical sequence? Did you use correct punctuation? Did you use capital letters when necessary? Is your spelling and grammar correct? 20

21 Post-Instructional Assessment Directions To be completed after the lesson. Give students a list of writing prompts on page 13 then give them time to prewrite and answer the prompt. This work should be done INDEPENDENTLY. Then rate their process and response based on the rubric below and the writing rubric Chosen Prompt Prewriting Answer 21

22 Rubric Requirement Scoring Detail Score Student included all elements of EET device: What group does it belong to? What does it do or what do you do with it? What does it look like? What is it made from? What are its parts? Where do you use it? What else do I know? Student wrote paragraph in correct form including: Has introductory sentence Has concluding sentence Paragraphs are indented Sentences are complete Paragraph is in a logical sequence 3- Four or more elements excluded 4- Two to three elements excluded 5- One or no elements excluded 3- Five or more elements are excluded 4- Two to four elements are excluded 5- One or no elements are excluded

23 Punctuation is correct Capital letters are used where necessary Spelling is correct Grammar is correct Student checked work with check card 3- Didn t check work 4- Checked over work but didn t use check card 5- Checked over work with check card Meets requirements of writing rubric See rubric Score: /12 23

24 Writing Rubric *Taken from ODE s Holistic Rubric for the Ohio Graduation Test for Writing Directions: Use this rubric to grade written responses in the pre and post instructional assessments. 6 - This is a superior piece of writing. The prompt is directly addressed, and the response is effectively adapted to audience and purpose. It is exceptionally developed, containing compelling ideas, examples and details. The response, using a clearly evident organizational plan, actively engages the reader with a unified and coherent sequence and structure of ideas. The response consistently uses a variety of sentence structures, effective word choices and an engaging style. 5 - This is an excellent piece of writing. The prompt is directly addressed and the response is clearly adapted to audience and purpose. It is very well-developed, containing strong ideas, examples and details. The response, using a clearly evident organizational plan, engages the reader with a unified and coherent sequence and structure of ideas. The response typically uses a variety of sentence structures, effective word choices and an engaging style. 4 - This is an effective piece of writing. While the prompt is addressed and the response adapts to audience and purpose, there are occasional inconsistencies in the response s overall plan. The response is well-developed, containing effective ideas, examples and details. The response, using a good organizational plan, presents the reader with a generally unified and coherent sequence and structure of ideas. The response often uses a variety of sentence structures, appropriate word choices and an effective style. 3 - This is an adequate piece of writing. While the prompt is generally addressed and the response shows an awareness of audience and purpose, there are inconsistencies in the response s overall plan. Although the response contains ideas, examples and details, they are repetitive, unevenly developed and occasionally inappropriate. The response, using an acceptable organizational plan, presents the reader with a generally unified and coherent sequence and structure of ideas. The response occasionally uses a variety of sentence structures, appropriate word choices and an effective style. 2 - This is a marginal piece of writing. While an attempt is made to address the prompt, the response shows at best an inconsistent awareness of audience and purpose. When ideas, examples and details are present, they are frequently repetitive, unevenly developed and occasionally inappropriate. The response, using a limited organizational plan, does not present the reader with a generally unified and coherent sequence and structure of ideas. The response is exemplified by noticeable lapses in sentence structure, use of appropriate word choices and a clear, readable style. 1 - This is an inadequate piece of writing. There is a weak attempt made to address the prompt. The response shows little or no awareness of audience and purpose. There is little or no development of ideas or the response is limited to paraphrasing the prompt. There is little or no evidence of organizational structure. The response is exemplified by severe lapses in sentence structure, use of appropriate word choices and a clear, readable style. 0 - The following are categories of papers that cannot be scored: off task (complete disregard for the writing task identified by the prompt), completely illegible, in a language other than English, or no response. 24

25 Data Table Directions: Record student assessment scores in the table below to show growth. Prerequisite Pre-Instructional Student Name Assessment Score Assessment Score Post-Instructional Assessment Score 25

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