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ELEMENTS I Teacher Manual

STERK Engels Teacher Manual Elements I

Facilitate and Encourage

Facilitate and Encourage Introduce Engage To introduce the exercise to your students, you can start by explaining to students that they will be listening to two syllables that sound almost alike. Say: In this exercise, you will be asked to choose between two syllables that sound almost alike, such as /ba/ and /da/. This seems like it should be very easy but these types of syllables can be difficult for our brains to tell apart, especially in some listening situations like in a noisy room, or when listening to someone who mumbles SOUND SETS Target Syllable /gi/ /chu/ /si/ /ge/ Alternate Syllable /ki/ /shu/ /sti/ /ke/ or who talks very quickly. If you don’t hear these sounds clearly, you might misinterpret what someone is saying. For example, if you don’t hear the difference between “my friend’s bad” instead of “my friend’s dad” you could be very confused about a situation. /do/ /to/ Students will encounter easily confusable pairs /ba/ /da/ of syllables in SonoLab, so it will be helpful to have students practice the sounds prior to working on the exercise. Explain how the exercise works. Say: You will hear a series of syllables, and you will click an image on the screen when you hear the syllable change. We are going to practice listening to these sounds before you work on this exercise. 1. Ask students to close their eyes and listen to you say the two sounds /ki/ and /gi/. 2. Have them repeat the sounds with you. Talk about changes in the shape of their mouth and jaw when they say each of the two sounds. 3. Block your mouth with your hand or a piece of paper (so that students can’t guess an answer by reading your lips), or ask students to keep their eyes closed and listen carefully while you say /ki/. Ask the student to raise their hands when they hear the syllable change to /gi/. 4. Practice this same routine with the other sound sets. Demo 1. Say: Today, we’re going to practice listening for small changes in sounds. Together, we’ll work on an exercise called SonoLab. I’ll get us started, and then I’d like for you to try. 2. Project the SonoLab Introduction (English or Spanish) demo. 3. Follow along with the demo, which explains how the exercise works. 4. Click the bubble when you hear a different syllable: • Correct Answer: the bubble pops, you hear a “ding” and the bubble disappears. • Incorrect Answer: if the bubble is clicked too early or too late, you hear a “thunk” and the bubble remains on the screen. 5. Keyboard shortcuts: • Go button: Space bar • Answer: Down arrow Direct students to log in and work individually on the SonoLab 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 that they have questions about. SonoLab 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. 38 Elements I Teacher Manual

Facilitate and Encourage Monitor Student Progress Review SonoLab reports regularly to monitor student progress. Use the data to determine which students are succeeding and which students might be struggling to make progress. Where to look... PROGRESS: Elements I Exercise Progress - SonoLab The colored line shows student progress and their percent complete. Each dot indicates a day the student worked on the exercise. What to look for... what it means Is the line going up? The student is completing content accurately and making progress. Is the line flat across several dots? The student may be struggling and you need to find out why. Are there long lapses between dots? The student may be skipping this exercise. USAGE: Usage Details - Schedule Do you see gray circles partially filled? The student is working on this exercise, but not meeting the scheduled time. Make sure that they have time to complete their daily schedule. If fatigue is an issue, taking breaks is okay. Do you see red circles? The student is skipping this exercise. Provide support to help them re-engage. USAGE: Usage Details - Minutes/Trials Are many days highlighted in red? The student is not meeting their daily schedule. Check the Schedule tab in this report to investigate further. Is the student answering fewer questions than usual? They may be distracted or losing focus. In comparison to their previous activity, a low number of trials to minutes may indicate that the student is not applying themselves to the task. Is the student answering more questions than usual? They may be rushing. In comparison to their previous activity, a high number of trials to minutes may indicate the student is trying to amass points, or to progress more quickly, but rushing can result in mistakes. Ask them to turn Autoplay off. Remind them that making progress depends on accuracy, not speed. Elements I Teacher Manual 39