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FOUNDATIONS I Teacher Manual

  • Text
  • Overview
  • Syllables
  • Vocabulary
  • Autoplay
  • Processing
  • Struggling
  • Facilitate
  • Encourage
  • Content
  • Manual
STERK Engels Teacher Manual Foundadions !

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 Hoop Nut 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 Hoop Nut. Does the student understand the exercise goal/task? If necessary, demonstrate how the exercise works by using your hands to simulate the acorns on the screen. 1. Hold up your closed hands with your palms facing the student. 2. Say /bah/ without opening either hand. 3. Next, say /dah/ while briefly opening then closing your right hand. 4. Finally, say /bah/ while briefly opening then closing your left hand. 5. Ask the student to point to the hand that opened when you repeated /bah/. Try this a few times, changing which hand you open when you repeat the target syllable. Have the student explain back to you what they need to do to get a correct answer. Can the student hear the syllables clearly? Check the headset, volume controls, and background noise level. Is the student staying focused on the task? Discuss the importance of not making errors. Provide a challenge to pique interest, or strategies to support attention. This task puts heavy demands on sustained attention, so students may benefit from taking periodic brain-breaks or turning off Autoplay. 26 Hoop Nut Teacher Manual

Facilitate and Encourage Does the student struggle to stay engaged? Emphasize the importance of streaks—the highest number of correct responses in a row. Have the student use the Foundations I Streaks and Completion Chart to track their highest streaks and review to see which days were higher or lower. Encourage the student to self-monitor and improve their accuracy. The sooner they complete the exercise the sooner they can move forward to something new. Is the student aware that this exercise uses the 3-Forward/1-Back Rule to make forward progress? Is the student aware that this exercise uses the 3-Forward/1-Back Rule to make forward progress? Explain that accuracy is the key to moving through the content in this exercise. Students make progress based on the 3-Forward/1-Back Rule: they move forward when they get 3 answers in a row correct, but they move back when they get 1 answer incorrect. Because streaks record the number of correct answers in a row, charting this can help the student self-monitor by providing visual feedback of their number of correct answers in a row. Students can use the Three-in-a-Row Worksheet. Can the student hear the difference between the syllables? Hold your hand over your mouth to slightly muffle the sound and have the student identify whether you are saying /ba/ or /da/, /be/ or /de/, /va/ or /fa/. If the student is having problems, continuing on with this exercise will help them. Their struggle now will pay off later! Does the student hear something different than what is shown on the screen? At early speech processing levels, what the student hears may seem different from what they see on the screen (the syllables written near the Go button). For example, they may see “ba da” but hear something that sounds like /ra/ /ya/. This is OK. Reassure the student that the exercise is working correctly. Have the student focus on listening to and remembering the first syllable they hear, and then identifying its match in the next two syllables they hear. Hoop Nut Teacher Manual 27