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ELEMENTS I Teacher Manual

STERK Engels Teacher Manual Elements I

Facilitate and Encourage

Facilitate and Encourage Adjust Instruction/Intervene Differentiation Activities Differentiating instruction requires continually striving to know and to respond to each student’s needs in order to maximize learning. Use the data in AI Assistant reports to adjust instruction to meet each student’s needs and respond to variance among learners. The activities below are suggestions to support students who might be struggling with their progress in AI Assistant. Does the student understand the exercise goal/task? Observe the student as they work through the exercise demo to determine where their understanding may be breaking down. Make sure the student clearly understands the task of the exercise. Ask: Can you tell me what this exercise wants you to do? If needed, explain how the exercise works. Say, The computer will ask you a question or make a statement. You must click the picture that best answers the question or matches the statement. Listen along with a student while they work on the exercise. Say: Repeat the sentence back to me and explain why you would choose one picture over the others before you click the picture. This will help you identify if the student is having trouble with listening comprehension, paying attention, and/or understanding the vocabulary or grammatical concepts presented. Are there words in the sentence that the student doesn’t know? Engage the student in an offline activity, such as flashcards, that focuses on the specific vocabulary they are struggling with. 14 Elements I Teacher Manual

Facilitate and Encourage Is the student noticing the details in the pictures that provide clues to the correct answer? Discuss the importance of listening and looking closely at the details of each possible answer before choosing. Remind students that they can hear the sentence again by clicking the “Replay” button before answering. While viewing a set of pictures in AI Assistant, say: It’s important to notice little things about pictures. Ask questions relevant to the picture, such as, Who are the characters? What are the characters doing? What objects are shown? How could you describe the objects? Where do you think this scene might be taking place? What is happening in this picture? Provide students with verbal sentence frames as needed: The character is _____. The object is _____. This picture is happening in/at/by/on _____. In this picture _____ is/ are _____. Is the student using their memory skills/capacities? Ask the student to repeat the sentence back to you. If they are having difficulty remembering sentences, here are some games to help build memory and focused attention. Give your student a 3 letter word to spell out loud. Then ask them to spell it backwards out loud. See if they can spell 4 or even 5 letter words backwards! If the student can’t spell yet, then you can play a following directions game like Simon Says. Both of these games help students to practice using their memory and attention skills while having fun which can build motivation and skills to improve progress in this exercise. Is the student struggling with a specific language structure? Look at the Error Report to determine the specific language structure and provide an activity that focuses on the specific concept with which they are struggling. Write out a sentence from the exercise and show the student how they can modify the sentence and still have the same meaning. For example, “The girl is being looked at by the tall boy.” means the same as “The tall boy is looking at the girl.” Elements I Teacher Manual 15