9 months ago


  • Text
  • Chart
  • Task
  • Facilitate
  • Sentences
  • Content
  • Encourage
  • Struggling
  • Comprehension
  • Vocabulary
  • Manual
Teacher Manual Reading comprehension

Exercise Overview

Exercise Overview 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 content. 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 the student back on track, so they can continue making progress. One type of intervention, the Challenging Category intervention, is used when the student has made errors on multiple sentences with the same language structure. The student will see 2 or 3 sentences with that language structure in bold, and hear a brief explanation of how the structure works. Each of these sentences uses a prepositional phrase to add extra information to the sentence. The prepositional phrases are shown in bold. Prepositional phrases usually say where or when something happened. 8 Art Walk Teacher Manual

Introduce Engage Facilitate and Encourage To introduce the exercise to your students, say: Today we are going to focus on reading comprehension. Reading comprehension means that you can understand what is being read or what you are reading. We are going to work on this by building sentences about pictures. To build student engagement, display a picture of an engaging scene that will increase student interest. Consider using a picture from a popular or current book, comic, or movie. Say: First, we will practice looking at a picture and identifying the details together. Display a picture of an engaging scene. Think aloud as you describe the details of what is occurring in the picture. Include the setting, characters, and events. Note that as you are thinking aloud, you will build the answer using pre-printed or pre-written sentence fragments. Display the sentence that describes the detail you are discussing where all students can see it. Repeat this process as you build sentences about the picture. Demo 1. Say: Today, we’re going to practice building sentences that describe pictures. Together, we’ll work on an exercise called Art Walk. I’ll get us started, then I’d like for you to try. 2. Project the “Introduction – English or Spanish demo” for Art Walk. 3. Follow along with the demo, which explains how the exercise works. • Describe the details you see in the pictures. • Explain which one is the best match and how you ruled out the other options. • Choose an answer. • Correct answer: a “ding” sound effect plays, the answer is highlighted, and the answer appears in the sentence. • Incorrect answer: a “thunk” sound effect plays, the correct answer appears in the sentence, and the incorrect answer is dimmed. 4. Demo the keyboard shortcuts: • Go button = Space bar • Possible answers (top to bottom) = Number keys 1 - 4 Direct students to log in and work individually on the Art Walk 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. Art Walk includes instructional audio for the exercise introduction and instructions. 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. Art Walk Teacher Manual 9