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ELEMENTS I Teacher Manual

STERK Engels Teacher Manual Elements I

Exercise Overview

Exercise Overview Content Motivational Levels After each 20% of progress through the exercise, students “level up” and the screen changes slightly. These motivational levels are not connected to specific processing levels or content, only to percent completion. Level 1 Level 2 Level 3 Level 4 Level 5 Targeted Practice This exercise uses built-in, responsive technology to detect when a student is struggling and administer targeted, inline instruction—right when the student needs it—without any external resources or assistance required. This helps reduce frustration as it quickly gets students back on track, so they can continue making progress. Space Salvage provides a variety of targeted interventions, such as: coaching, strategy walkthroughs and modeling, and motivational messages. The student’s progression in the exercise stops temporarily while working through an intervention, then resumes when the student returns to the regular exercise content. One type of intervention, Alternate Stimuli, allows students to learn how to complete the task and discover strategies for clearing the grids using number names instead of phonetically confusable syllables or words. It should be easier for students to distinguish between familiar number names and remember them. Students are provided immediate feedback as to whether their answer is correct or incorrect. The objects in this debris field are a little different. The sounds they make are numbers. Find the objects with the matching numbers. one two three 48 Elements I Teacher Manual

Acoustically Modified Exercise Overview 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 Did you know? In Space Salvage students match objects representing different, but similar sounding syllables or words together. Why did we choose the syllables and words used in this exercise? Space Salvage challenges the brain to distinguish syllables that represent common English language sound combinations and are very similar to one another—such as big, dig and pig. To do this, the brain has to be able to separate individual sounds of /b/, /i/, and /g/ that make up the word big. Space Salvage exercises students’ auditory processing ability so that they can distinguish these individual sounds and differentiate them from one another in closely related combinations. The words big, dig and pig vary by only their initial consonant sounds—/b/, /d/, and /p/—but the words have entirely different meanings. Confusing similar-sounding words impedes comprehension and can be very embarrassing. Being able to hear and absorb information clearly is essential for rapid word recognition, helping the brain to accurately store and quickly recall content. The more accurately and precisely the sounds for each word are received and transmitted in the first place, the better the brain will be able to record it and relate it to other experiences. When the brain makes an attempt to recall the information about each different word—big, dig and pig—a clear image of each word, based on its distinct sounds, meanings and other associations will enable the brain to access the information faster and more easily. The increased speed in word recognition improves the ability to remember the words practiced and generalize to other similar words that might be easily confused or misread. Elements I Teacher Manual 49