5 months ago

READING LEVEL 1 | Teacher manual

  • Text
  • Ralphie
  • Categories
  • Beasties
  • Bedtime
  • Quail
  • Comprehension
  • Vocabulary
  • Passage
  • Category
  • Forword
Teacher manual Reading level 1 Fast ForWord

Sample Learning Station

Sample Learning Station Here is a sample configuration of a learning station: Stereo Y-adapter Computer Partition Clutter-free desk or table Non-swivel chair 2 sets of stereo headphones for student and teacher Fast ForWord Reading Level 1 | 13

Product Overview Task/Theme Contents Targeted Skills Bear Bags — Phonemic Awareness Sort words into phoneme-based categories. Flying Fish — Decoding Click the written word that matches the spoken word. Quail Mail — Decoding Sort words into different categories. Initial consonants, final consonants, short and long vowels • Top 200 high frequency words from Francis & Kucera norms • Top 200 from Reading Teacher’s Book of Lists (+49) • All K-1st grade level Dolch sight words (+28) Basic thematic, linguistic and descriptive categories of words. • Memory—working memory • Attention—focused attention • Processing—build auditory processing skill by distinguishing speech sounds and learning to recognize their differences • Memory—working memory and long-term memory • Attention—sustain attentional focus while monitoring a stream of possible answers for the correct word • Processing—auditory and visual processing • Memory—hold a spoken word in working memory while forming associations between picture, spoken word, and written word and recalling semantic information to categorize the word • Attention—focused attention • Processing—auditory and visual processing Bedtime Beasties — Sentence Comprehension Select correct word and corresponding picture to complete the sentence. Buzz Fly — Paragraph Comprehension Answer questions relating to each passage read aloud by the computer. • Core set of common nouns • Punctuation • Capitalization of initial words, names, and the pronoun “I” • K-2 level fiction & non-fiction passages • What, Where, Who, When and Why questions • Memory—hold an incomplete sentence in working memory while recalling vocabulary and punctuation rules from long-term memory • Attention—sustained attention • Processing—auditory and visual processing • Sequencing—using word order to comprehend sentences and help identify the missing parts • Memory—use both working memory and long term memory to integrate and comprehend passage segments, and to recall the gist and details to answer questions • Attention—use divided attention to listen while reading along; sustain attention across multiple passage segments and questions • Processing—coordinate the auditory and visual processing of two perceptual streams: speech and written text • Sequencing—track temporal and causal event sequences in passages 14 | Fast ForWord Reading Level 1