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ELEMENTS I Teacher Manual

STERK Engels Teacher Manual Elements I

Exercise Overview

Exercise Overview Acoustically Modified Speech Have you ever worked with a student who had modifications for additional think time, extra wait time, or for teachers to speak more slowly? All of these modifications provide the student with extra time to make sense of information, also known as processing time. For students who struggle with processing speed, and for those learning a new language, slowing down the rate of speech and emphasizing specific sounds can help them develop accurate phonological representations while increasing comprehension. Fast ForWord’s acoustically modified speech technology—sometimes referred to as “glasses for the ears”—slows and emphasizes speech sounds so that students can hear all sounds in a word. This technology can even stretch out sounds that are physically impossible for human speakers to stretch on their own. “Why does everything sound so strange?” Some speech sounds, such as the /b/ sound in the word “bat,” have very fast transitional elements. When we say them aloud, these elements are easy to miss, but slowing them and emphasizing them (by presenting them at a higher volume) helps the brain process and respond to them more quickly. The modified words and syllables in the Fast ForWord exercises may sound strange or mechanical to those who process sounds quickly. But for students who need a little extra time, the modified sounds and words will be easier to identify than natural speech. As students progress, the stretching and emphasis are reduced, pushing the brain to process at faster and faster rates until it can process natural speech. Why Does Everything Sound So Strange? (Student) in Student & Teacher Resources Why Fast ForWord Sounds the Way it Does (Teacher) in Student & Teacher Resources 10 Elements I Teacher Manual

Facilitate and Encourage Introduce Engage When you’re ready to introduce the exercise to your students, you can start by calling out how grammar impacts meaning. Say: Think of a time when you didn’t hear something that someone said to you. What happened? Give an example, like: Have you ever played Simon Says? What happens if you don’t hear or understand the instructions? Students can share what happens when they don’t hear or understand directions or commands, with the idea being that they all come to the conclusion that you might miss something important if you aren’t paying attention. Say: The same is true with this AI Assistant exercise; you have to be careful to pay attention to every word in the sentence and the order of the words. Students will encounter subject-verb agreement tasks in AI Assistant, so it will be helpful to have students practice singular/plural subject-verb agreement rules before they begin. There’s nothing like a good “Yes” question answered with a complete sentence to see if they understand subject-verb agreement. For example, ask students: Does your friend like carrots? Do your friends like carrots? Write their responses on the board: “Yes, my friend likes carrots. Yes, my friends like carrots.” Ask: Who is each sentence about? (my friend, my friends) Yes, ‘my friend’ and ‘my friends’ are the subjects of the sentences. Which is plural? Singular? What other word changes when you answer the questions and how does it change? (like > likes) Encourage students to generate similar questions and repeat the activity. Continue the activity, but this time work with examples of irregular subject-verb agreement, especially subjects that are the same in both their singular and plural forms: shrimp, salmon, squid, moose, deer, buffalo, aircraft, spacecraft, etc. Demo 1. Say: Today, we’re going to practice identifying the picture that best answers a question or matches a statement. Together, we’ll work on an exercise called AI Assistant. I’ll get us started, and then I’d like for you to try. 2. Project the AI Assistant Introduction (English or Spanish) demo. 3. Describe the details you see in each picture. 4. Find the picture that best answers the question or matches the statement. 5. Explain why this is the best match, and how you ruled out the other options. 6. Click the correct picture. • Correct answer: a “ding” sound effect plays, the rollover light is replaced by a “golden glow” and points are awarded. • Incorrect answer: a “thunk” sound plays, the correct answer is highlighted with a white light, the incorrect answers are dimmed. 7. Keyboard shortcuts: • Go button: Space bar • Possible answers (left to right): Number keys 1-4 Direct students to log in and work individually on the AI Assistant Demo for approximately 10 minutes. This time period mimics the timing of the exercise once it’s assigned. Debrief with students to ensure they understand the task and objective of the exercise. Ask, What did you notice? Have students share anything they have questions about. AI Assistant includes instructional audio for the exercise introduction, instructions, and targeted practice. By default, these are presented in English. You can, however, select Spanish instructions for all, some, or individual students on the Manage page in mySciLEARN. Elements I Teacher Manual 11