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Teacher manual 4

SOFTWARE MODULE OVERVIEW

SOFTWARE MODULE OVERVIEW Fast Modules ForWord K-12 Scope Fast ForWord & Sequence Reading Assistant Language & Pre-Reading Skills Listening Accuracy Auditory Sequencing Auditory Word Recognition English Grammar Following Directions Foundational Reading Skills Print Concepts Phonological/Phonemic Awareness Phonics/Decoding Word Structure & Knowledge High-Frequency Words Fluency Capitalization & Punctuation Vocabulary Acquisition Skills High-Frequency Words Word Learning Strategies Academic Language Comprehension Skills Listening Comprehension Key Ideas & Details Independent Reading Monitoring Comprehension Cognitive Learning Skills Memory Attention Processing Sequencing Elements I Elements II Foundations I Foundations II Reading Readiness Reading Level 1 Reading Level 2 Reading Level 3 Reading Assistant Plus STERK ENGELS Skills Definitions The ability to discriminate between sounds and to correctly identify sounds and sound sequences. The ability to understand and recall the order of sounds and words. The ability to identify spoken words and distinguish between similar-sounding words. The ability to understand the structural features of the English language, including syntactic features like word order and parts of speech, and morphological features like prefixes, suffixes, plurals, and subject-verb agreement. The ability to attend to details, and plan an appropriate sequence of steps, in order to carry out verbal instructions. The ability to approach print with a basic understanding of how it works, including the concept that text conveys a message, knowledge of how books work, which direction to read in, and how to interpret punctuation. The ability to recognize and manipulate units of sound in spoken language such as words, syllables, onset and rime, and phonemes. The ability to relate speech sounds to specific letters (phonics), along with the ability to apply knowledge of letter-sound relationships to the process of sounding out and reading words (decoding). The ability to recognize word parts such as morphemes, syllables, and spelling patterns, and to apply that knowledge when reading. The ability to quickly and automatically read common high-frequency words by sight. The ability to read texts with accuracy, appropriate rate, and expression to support comprehension. The ability to use knowledge of conventions when reading. The ability to quickly and automatically read and understand common high-frequency words by sight. The ability to clarify the meaning of unknown words using strategies such as morphemic and contextual analysis. The ability to use the language needed for success in school, including general academic words (which appear frequently in print, but rarely in social conversations), discipline-specific terms, and multiple meaning words. The ability to listen to and comprehend spoken language and derive meaning from oral texts. The ability to distinguish key ideas from supporting details. The ability to read texts independently, with minimal to no assistance. The ability of learners to recognize whether they understand what they are reading, and if necessary, to take steps to repair their comprehension before continuing to read. The ability to use both working memory and long-term memory to understand and retain information. Working memory is the capacity to keep information in mind over the short term, while integrating or manipulating it. Long-term memory is the capacity to store and retrieve information over hours, days, or years. The ability to focus on specific information, to sustain that focus, and to ignore distractions, while carrying out a task. The ability to rapidly interpret and integrate auditory and/or visual information. For example, interpreting a complex burst of acoustic information to identify a phoneme, or integrating a set of lines and curves to recognize a letter. The ability to track the order of things like the sounds in a word, the words in a sentence, the sentences in a paragraph, or the events in a timeline. Exercise Goal/Task Language/Reading Skills Cognitive Skills Coaster Houdini Hungry Tummy Inside the Tummy Packing Pig Goes to Work Packing Pig Has Lunch Build phonemic awareness and letter-sound association skills by selecting the letter that matches the initial sound of a spoken CV syllable. Build phonemic awareness and decoding skills by identifying words with a different initial, medial, or final sound than other words. Build skills in following directions and basic vocabulary by identifying objects of various colors, shapes, and sizes, in response to verbal instructions. Build fine motor skills and hand-eye coordination by matching objects by shape and/or color. Build letter recognition and naming skills for uppercase and lowercase letters by identifying uppercase and lowercase letters. Build letter recognition and naming skills for uppercase and lowercase letters by identifying and selecting matching pairs of uppercase and lowercase letters in a grid. •! Listening Accuracy •! Phonological/ Phonemic Awareness •! Phonics/Decoding •! Listening Accuracy •! Phonological/ Phonemic Awareness •! Phonics/Decoding •! Word Structure & Knowledge •! Auditory Word Recognition •! Following Directions •! Word Structure & Knowledge •! High-Frequency Words •! Word Structure & Knowledge •! High-Frequency Words •! Auditory Word Recognition •! Print Concepts •! Auditory Word Recognition •! Print Concepts •! Memory •! Attention •! Processing •! Memory •! Attention •! Processing •! Sequencing •! Memory •! Attention •! Processing •! Attention •! Processing •! Memory •! Attention •! Processing •! Memory •! Attention •! Processing 1! © 2020 Scientific Learning Corporation. All rights reserved. Updated May 12, 2020 8! © 2020 Scientific Learning Corporation. All rights reserved. 22 23 TEACHER MANUAL LEERJAAR 4 TEACHER MANUAL LEERJAAR 4