I know we have been on an EET kick for the past several weeks, but people who received the kit through last year’s Crusade grant were asked to send in information about how they have been using their kit. They have submitted such great information, it is too good not to share! Today we will hear from 2 SLPs about their different methods and results with the EET kit.
Here is what Karen Reynolds has to say:
All of my students have learned the Expanding Expression Chant. 85% of them can say it on their own. We use lummie sticks to put the chant to a beat. They LOVE this. They have learned the individual descriptors and can state those attributes in isolation (i.e group, parts, do, etc.) and with question prompts with at least 80% accuracy for my older students (2nd and 3rd grade). They are struggling with stating critical attributes without question prompts. Some will look at the chart for a visual cue but I still get functions primarily. When they use the describing rope (that’s what we call it), they do better but it is SLOW going!
Krista Rice shares this:
I have been using EET with my elementary and middle school aged students. My elementary students love to sing the chant when they come into my room. I have a 4th grade student that has been working on labeling specific attributes to describe given vocabulary words- this student always had difficulty generating specific details. Now that I have incorporated EET into our sessions, this student is able to go through the chant and is more successful at labeling specific attributes for a given vocabulary word.
I had another student (3rd grader) that was working on formulating categorical labels for presented items. He demonstrated difficulty formulating names on his own and consistently required visual cues to formulate names. After using EET, the student said “I get it now!” and is much more successful in labeling categories for presented objects/vocabulary.
For my middle school aged students, we have used EET to describe/define science and social studies vocabulary. The students work together to label each component of the EET to define given content vocabulary. The students search the unfamiliar terms on the internet to help fill in components.
Have you had similar experiences using EET? Do your activities and or results resemble one scenario more than the other or have you seen similarities to both? Maybe you have had a completely different experience? Please share in the comments below!