Fast ForWord Language v2 Student Success Guidehelp.scilearn.com/toolbox-docs/FFW_LAv2_Student_Success_Guide.pdf · Language v2 Student Success Guide ... Appendix 22 10 in a Row

Fast ForWord®Language v2Student Success Guide

For educators and providers using the Fast ForWord® programs

September 2017

Copyright

© 1996 through 2017 Scientific Learning Corporation. All rights reserved. This document is supplied subject to the terms of the Scientific Learning Corporation license agreement. Information in this document is subject to change without notice. Names, data, and other information used in examples and exercises herein are fictitious.

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Contents

Contents

Contents 3

More help 4

About Fast ForWord interventions 5

Fast ForWord alerts 5Resolve the alerts 5Exercise specific interventions 6Resolve the alerts 6Exercise specific interventions 6

Language v2 exercise interventions 7

Sky Gym 8Moon Ranch 10Hoop Nut 12Whalien Match 14Robo-Dog 16Ele-Bot 18Space Commander 20

Appendix 22

10 in a Row Worksheet 23Beat the Teacher Worksheet 24Space Commander Sample Shapes 25Whalien Match Memory Helper 26Robo Dog Sample Words 28

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More help

More helpMySciLEARN provides several methods for getting help.

Visit MySciLEARN HelpUse the Help link at the top of any page in MySciLEARN to access help, which provides user-specific help topics and downloadable PDF guides.

Download the PDF manualsScientific Learning provides user guides, specifications and teacher manuals in PDF format. Use the Get Help link within MySciLEARN to download them.

Access MySciLEARN ToolboxGet access to all program training materials, including video tutorials, teacher materials, and more. Log in to MySciLEARN and click the Resources tab to access it.

Search our knowledge baseOur knowledge base provides up-to-date troubleshooting articles and tips on using the software, along with release notes. To search the knowledge base, go to https://scilearn.force.com/Support.

Contact Customer SupportIf you need further assistance or have more questions, contact Scientific Learning Customer Support.

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About Fast ForWord interventions

About Fast ForWord interventionsAs a teacher or coach working directly with your students, you play a crucial role in their success. The resources in this section will give you an overall framework for working with students individually as well as specific interventions.

Fast ForWord alerts When a student does not make expected gains over time, you will see a red Intervene alert appear next to the student’s name on the Implementation Success report. You will also see a red Intervene alert appear next to each exercise percentage on the Percent Complete report. Both of these reports are located on the Results pages in MySciLEARN.

Resolving intervene alerts are key to your students' success. Intervene alerts will prevent students from receiving a switch or complete status and a follow up RPI assessment (while using Auto Assign). Motivation may become an issue for students with Intervene alerts.

Resolve the alertsTo resolve the alerts, look at the Implementation Success report and click the alert to see which exercise(s) the student is having trouble with. You may also select the Percent Complete report to view all the Intervene alerts by product. Once you have determined which exercises your students are having trouble with, follow the steps below to determine why those students are getting Intervene alerts and use the exercise-specific interventions to help them move forward. Once the students improve their performance in these exercises, the Intervene alerts will disappear.

Check the equipment

l Ensure that headphones are working properly.

l Check volume level.

l Is the mouse working correctly?

l Are keyboard shortcuts working correctly?

Check for understanding

Ask student to explain the exercise to you.

l Do they understand the expectations of the exercise?

l Do they understand how to use the mouse or keyboard?

l Ask: “Can you tell me what this exercise wants you to do?”

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About Fast ForWord interventions

Listen with the student

Listen in with student. We recommend using a stereo audio splitter that enables you to plug in two headsets into the computer.

l Listen to what they hear.

l Ask the student to tell you what they hear.

l Naming sounds can be helpful as well.

l Help students understand the difference between sounds that are the same and those that are different.

Monitor for success

Verify your students are following the protocol (you can use the Daily Usage Record from the student level reports to check this). Let them work on the exercise for a couple of days. Review the group level Percent Complete report to see if your students are showing improvement. Congratulate your students on their hard work.

Exercise specific interventionsUse the exercise-specific interventions as needed within the Fast ForWord program. Make the interventions easy for the student to understand. Work with your students until they start experiencing success. If one intervention doesn’t work, try another one.

Resolve the alerts

Exercise specific interventions

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Language v2 exercise interventions

Language v2 exercise interventionsMake sure the student clearly understands the task of the exercise. Ask the student to explain the exercise to you. Does he or she understand the expectations of the exercise and how to use the mouse or keyboard? Ask: “Can you tell me what this exercise wants you to do?”

Once the student demonstrates an understanding of the task, use the interventions below as a way to build the skills necessary to succeed in this exercise. If the difficulty appears to be motivation, please consult the Fast ForWord motivations in the MySciLEARN Toolbox under Teach.

Additionally, If you are working with ELL students, you may want to use the Fast ForWord Offline Resources for English Learners, available in MySciLEARN Help. This document contains resources for individual, leveled lessons for the Fast ForWord programs that provide targeted instruction for English Learners. Note that because Reading Readiness teaches early literacy skills such as phoneme/grapheme identification and onset-rime, it is not included in the offline resources.

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Sky GymThe Fast ForWord Language v2 exercise Sky Gym helps improve the speed at which the student identifies and understands rapid, successive changes in sound (listening accuracy), and the ability to recognize and remember the order in which a series of sounds is presented (auditory sequencing). The object of Sky Gym is to help Gymbo the athlete train and generate power for the gym by correctly identifying a sequence of two sound sweeps. See MySciLEARN Help to review the complete Sky Gym description.

Slow students down with “Say it, Touch it, Click it”

Resources: Post It Notes and a Y-jack splitter attached to the student’s headset and a second headset so you can listen in as the student works.

Activity: “Say it, Touch it, Click it” slows down a struggling student who may be clicking erratically and helps him/her to focus before selecting a response. Ask the student to name the up and down tones. For example, call the UP sound “wheep” and the DOWN sound “whoop.” (Some coaches have also used other names – me/jo, bird/frog for the two tones. Use whatever works best for your students.)

After naming the sounds, write down the names on two sticky notes and place them next to the corresponding arrows on the screen. Have the student click the yellow planet to listen to a pair of tones. After carefully listening to the tones, ask the student to repeat the sounds out loud. If the order was an UP tone followed by a DOWN tone, the student would SAY “wheep/whoop” or the names of the tones the student came up with. Then have the student SAY “wheep/whoop” while TOUCHING the stickers labeled “wheep” and “whoop.” Finally, have the student SAY “wheep/whoop” while clicking the arrows with the mouse.

Use the help mode

Once students are above zero percent complete, the help mode becomes available (while at zero percent, there are other forms of assistance such as arrows that light up to provide a visual cue and tones that are farther apart). Have the student click on the question mark symbol to enter the help mode which will present all four combinations of sounds along with the corresponding arrows (Up/Up, Down/Down, Up/Down, Down/Up). Have the student click each pair of arrows to hear an example of those tones. The tones presented correspond to the level the student is working in. Once the student becomes more familiar with the sounds, click the question mark again to return to the normal level.

Challenge students to “Beat the Teacher”

Resources: A sheet of paper to record responses and a Y-jack splitter attached to the student’s headset and a second headset so you can listen in as the student works. You may also print out the Beat the Teacher Worksheet in the Appendix.

Activity: In this intervention activity, students compete with you, the teacher, to earn more points by being consistently accurate. Exercise progress is based on the “3 - Up, 1 - Down” rule. Under this rule of

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progression, students take one step forward every time they get three answers in a row correct. If they miss one answer, they will go down a step in the exercise. Using this progression rule you can create an engaging activity for students. On the sheet of paper, make two columns and put your name on the top of one column and the student's name on the top of the other column.

1. Use a y-jack splitter to listen in with the student during the exercise.

2. When the student gets three in a row correct, mark down one point for the student.

3. When the student makes an error, mark one point for yourself.

4. At the end of the intervention, total the points for each column.

5. Calculate the number of student points earned minus the number of teacher points earned. This number represents the total number of steps forward the student has progressed. Consider setting a goal for the number of net points earned; this will help the student strive for even greater consistency and progress more quickly.

Challenge students to "10 in a row"

Resources: Y-jack splitter attached to the student’s headset and a second headset so you can listen in as the student works. Print out the 10 in a row intervention in the Appendix.

Activity: The goal is for a student to achieve a minimum of 10 correct answers in a row. Place an X in each circle when the student gets a correct answer. When the student answers incorrectly start on a new row and encourage the student to remain consistent and to try and get another 10 in a row correct. The worksheet in this document provides the visual feedback that some students need to register the number of correct responses in a row.

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Moon RanchThe Fast ForWord Language v2 exercise Moon Ranch helps improve the ability to identify and manipulate speech sounds in a quick and efficient manner (phonological fluency), the ability to remain focused on a given task while ignoring distractions and refraining from impulsive behavior (sustained attention), and the capacity for holding speech sounds in memory (phonological memory). The object of Moon Ranch is to correctly identify when a new pronounced syllable interrupts a repeated pronounced syllable. See MySciLEARN Help to review the complete Moon Ranch description.

Target syllables

Resources: Y-jack splitter attached to the student’s headset and a second headset so you can listen in as the student works.

Activity: Listen with the student as he or she completes the Moon Ranch exercise. The syllable pair is shown on the screen and the student will listen to the following pairs: gi ki, chu shu, si sti, ge ke, do to, ba da, de be, and bi di. When the student clicks the yellow planet, one of the syllables above will be repeated. When the syllable changes the student must click the animal immediately to register a correct response. Timing is critical to success. Encourage the student to pay close attention so he or she is ready to click when the second syllable is presented.

Keyboard shortcut

Resources: Y-jack splitter attached to the student’s headset and a second headset so you can listen in as the student works and computer keyboard.

Activity: Some students respond better to this exercise by using the keyboard instead of the mouse. The down arrow or space bar starts the series of syllables. When the sound changes, the student will immediately click the up arrow. Using the keyboard may help students who find the mouse distracting or have trouble clicking directly on the character.



Activity: In this intervention activity, students compete with you, the teacher, to earn more points by being consistently accurate. Exercise progress is based on the “3 - Up, 1 - Down” rule. Under this rule of progression, students take one step forward every time they get three answers in a row correct. If they miss one answer, they will go down a step in the exercise. Using this progression rule you can create an engaging activity for students. On the sheet of paper, make two columns and put your name on the top of one column and the student's name on the top of the other column.

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Ki and Gi (one-on-one activity or small group/classroom activity)

Resources: List of sounds in the exercise: ki/gi, shu/chu, sti/ si, ke/ge, to/do, da/ ba, be/de, di/bi

Activity: For those students struggling to hear the difference between ‘ki’ and ‘gi’ and/or other combinations in the sound list, say each sound slowly. Ask the students to close their eyes and listen to you say the two sounds again. Ask them to repeat the sounds with you. Talk about changes in the shape of their mouths and jaws when they say the two sounds. Next, ask the students to keep their eyes closed and listen carefully while you say ‘ki’. Then ask the students to raise their hands the second time you say ‘ki’. The third time you say ‘ki’ ask the students to say the sound with you while their hands are raised. Introduce the ‘gi’ sound and ask the students to listen to the sound with their eyes closed. Keeping their eyes closed, ask the students to place their hands down towards the floor when they hear the ‘gi’ sound. Next, ask the students to say the ‘gi’ sound with you while placing their hands towards the floor. Explain to the students that you will say a series of ‘ki’ sounds and then sneak in a ‘gi’ sound. Ask them to keep their eyes closed while you do this. Each time they hear the ‘ki’ sound, ask them to raise their hands. When they hear you sneak in the ‘gi’ sound, ask them to place their hands towards the floor. Other sound pairs can be substituted for the ki-gi group.

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Hoop NutThe Fast ForWord Language v2 exercise Hoop Nut helps improve the ability to make correct distinctions based on individual phonemes (phonological accuracy), the ability to identify and manipulate speech sounds in a quick and efficient manner (phonological fluency), and the capacity for holding speech sounds in memory (phonological memory). The object of Hoop Nut is to identify a target pronounced syllable when presented in a sequence of two pronounced syllables. See MySciLEARN Help to review the complete Hoop Nut description.

Target syllables


Activity: Listen with the student as he or she completes the Hoop Nut exercise. The syllable pair is shown on the screen and the student will listen to the following pairs: aba ada, ba da, be de, bi di, and va fa. After the student listens to the trial, ask him or her what the target syllable was (the first syllable presented) and if this syllable came first or second when the pair was presented. The student will then select the appropriate character who pronounced the target syllable.

Activity: Have the student listen to the target syllable and the pair of syllables. When the first character pronounces the syllable, the student will place the mouse cursor on that character. If the syllable was the same as the target syllable, keep the mouse there and click the character after the sounds are done being pronounced. If the syllable from the first character was different from the target syllable, then click on the second character.

Challenge students to "10 in a row"

Resources: Y-jack splitter attached to the student’s headset and a second headset so you can listen in as the student works. Print out the 10 in a row intervention in the Appendix.

Activity: The goal is for a student to achieve a minimum of 10 correct answers in a row. Place an X in each circle when the student gets a correct answer. When the student answers incorrectly start on a new row and encourage the student to remain consistent and to try and get another 10 in a row correct. The worksheet in this document provides the visual feedback that some students need to register the number of correct responses in a row.



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Activity: In this intervention activity, students compete with you, the teacher, to earn more points by being consistently accurate. Exercise progress is based on the “3 - Up, 1 - Down” rule. Under this rule of progression, students take one step forward every time they get three answers in a row correct. If they miss one answer, they will go down a step in the exercise. Using this progression rule you can create an engaging activity for students. On the sheet of paper, make two columns and put your name on the top of one column and the student's name on the top of the other column.






Target syllables (One-on-one activity or small group/classroom activity)

Resources: 8X10 cardboard sheets; large colorful markers

Activity: For those students experiencing difficulty distinguishing syllables that differ by an individual phoneme, use the “ba” and “da” syllables to practice listening for differences. On one 8x10 cardboard, write the syllable “ba”. On the second sheet, write “da”. Show the “ba” card to students. Ask them to listen carefully while you say the syllable. Speak the “ba” syllable very slowly, drawing out the sounds. While you are saying the syllable, point to the “b” and then move your finger to the “a”. Next, ask the students to close their eyes and listen to you say “ba”. Then ask them to repeat “ba” with you with their eyes closed. With their eyes closed, ask the students to say “ba” with you again, and then write the “b” in the air with their hands. Do the same steps with “da”. Talk about the difference in sound between the “b” and the “d” in the syllables. The remaining syllables can be pre-taught or intervened with this method: aba-ada, be-de, bi-di, va-fa.

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Whalien MatchThe Fast ForWord Language v2 exercise Whalien Match helps improve the ability to accurately identify spoken words by relying on sound cues alone, without the aid of visual or context cues (auditory word recognition). It also helps develop the capacity for holding speech sounds in memory (phonological memory), the ability to identify and manipulate speech sounds in a quick and efficient manner (phonological fluency), and the ability to make correct distinctions based on individual phonemes (phonological accuracy). Whalien Match displays a pod of shipwrecked aliens (or whaliens) in grids of four, eight, and sixteen. Each whalien has a syllable or word associated with it. The object of Whalien Match is to match all the syllables and words into pairs using the fewest attempts. See MySciLEARN Help to review the complete Whalien Match description.

Teach students a pattern


Activity: Listen with the student as he or she completes the exercise. Teach the student to move through these exercises in the same pattern we use to read – left to right, top to bottom. Clicking in a pattern will usually help the students remember the sound for each location. Additionally, you may want the student to try and remember the first tile he or she clicked on and find the matching pair. Early on, the student may forget the original sound he or she is trying to find. Have the student click the location again to commit it to memory. It is also important to stress that the student needs at least one point remaining once all the matches have been made in order to advance to the next level. The student begins with a set number of points and each click reduces the number of points. Clicking randomly will decrease the number of points more quickly than developing a pattern.

Additionally, have the student repeat the sounds aloud until the matching sound is located. Have the student click the first location and whisper the sound or word out loud softly. Continue to click in the pattern above until the sound matches the sound the student is whispering softly. When the student finds the match to the sound he or she is whispering, go back and click the original location to complete the match. Repeat this process with the next sound. Eventually, the student will be able to remember the sounds of several tiles which will make the matching task much easier.

Whalien Match lists (One-on-one activity or small group/classroom activity)

Resources: Create Whalien Match Sound/Word Lists: (Set 1: big, bit, dig, dip, kick, kid, kit, pick, pig, pit, tick, tip), (Set 2: buck, bud, but, cup, cut, duck, dug, pub, pup, tub, tuck, tug), (Set 3: back, bag, bat, cab, cap, cat, gap, pack, pat, tack, tag, tap), (Set 4: ba, cha, da, ga, ka, la, pa, ra, sa, sha, ta, za)

Activity: To help a student hear and identify correct sounds and words, pre-teach sounds and words. Display a large word list created from the sets above. These words can be placed on a wall chart, bulletin board, or large flash cards. Repeat each word slowly and ask the students to repeat the word with you while they view the word on the chart. Then ask them to close their eyes, say the word “big” with you again

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and picture how the word starts and ends. Next, have the students write “b” in the air as they say “big” with you again. Vary the activity as you work through the list with the students. This activity can be expanded over a period of several days until students feel confident in working with the sounds and words.

Whalien Match memory helper

Resources: Print out the Whalien Match Memory Helper from the Appendix

Activity: For the student who can hear the differences in sounds, but is having trouble with auditory memory, use the blank grids. When the student clicks on a Whalien to listen to the sound/word, have him or her write down the sound/word in the corresponding space on the blank grid. This will help the student locate the original sound/word when he or she finds the second match. After a couple of days using this system, have the student try the exercise without the blank grids.

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Robo-DogThe Fast ForWord Language v2 exercise Robo-Dog helps build knowledge of the phonological structure and meaning of words (vocabulary), and helps develop the ability to accurately identify spoken words by relying on sound cues alone, without the aid of visual or context cues (auditory word recognition). Robo-Dog also improves the ability to make correct distinctions based on individual phonemes (phonological accuracy), and the ability to identify and manipulate speech sounds in a quick and efficient manner (phonological fluency). The object of Robo-Dog is to identify the picture that represents a pronounced target word. See MySciLEARN Help to review the complete Robo-Dog description.

Use the help mode


Activity: The student will listen to a word and select the picture that best represents the word from four options.

Listen in during this exercise. Ask the student to repeat the target word back to you and say the word for each picture. This will help you identify if the student is having trouble with the beginning and ending sounds of the words and/or vocabulary. Use the Help Mode if necessary. To access the Help Mode, have the student click on the question mark symbol on the screen. Once in the Help Mode, all four pictures are pronounced prior to the student making the selection. This will help the student learn the vocabulary and to distinguish the beginning and ending sounds of the words. Please note, the student will not advance to the next level while in the help mode. To exit back to the normal level, the student must click the question mark again.

After listening to all four words, the target word is presented. Ask the student to repeat the word, then ask him or her to think which picture was shown with that word spoken in the Help Mode. If the student asks what a word means, define the word only in the Help Mode. Remember even if the student chooses the incorrect picture, the student will come to understand which picture is correct. Try this on a few trials and then let the student work independently.

Understanding the Error reports

Resources: MySciLEARN reports and Robo-Dog Sample Word List from the Appendix

Activity: The Error reports provide a wealth of information to help you pinpoint areas a student needs to work on. Go to the Results page in MySciLEARN, select All Students or a specific group, and click on the student’s name to pull up the Progress History report. Below the Completion History Graph you will find the section on Error reports which contains a record of the initial and final sounds the student has missed. Identify the letters the student has missed consistently. This record is based on the date range. If a student has worked for longer than four weeks, you will need to expand the date range to include all days worked if you wish to see all the errors since the student started working.

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After you have identified the initial and final sounds the student has missed most often, go to the Robo-Dog Sample Word List and select the words that correspond to the beginning and final letters the student is having trouble with (please note these are practice words and are not the same words presented in the exercise). These Word Lists provide several minimal pairs (words that differ by a single sound) for each target sound, covering all of the sound contrasts that are presented in Robo-Dog. The first set of word lists covers initial sounds, while the second set covers final sounds. Within each set, the lists are in alphabetical order, based on the target sound. Each list includes “targets” (words that start with the target sound) in the left column and “foils” in the right column. The word pairs within a list are not alphabetized, but are arranged to provide variety in vowel and foil sounds. As you work with the lists, we recommend changing the order, occasionally, to ensure that students are listening carefully, rather than relying on a learned pattern. You may have the student practice pronouncing or spelling these words for extra practice. You may also have the student define these words to help with vocabulary.

Build sound discrimination skills

Resources: Robo-Dog Sample Word List from the Appendix

Activity: Create a quiz or practice set by taking the words from one list and putting targets and foils into a random order (words can be repeated to make the set longer). Identify the target sound such as, “I want you to listen for words that begin with the /b/ sound, like ball and big.” Tell the student how to respond, for example, “Raise your hand each time you hear a word that begins with the /b/ sound.” Read the words aloud to the student and make note of any errors.

You can make this task easier by speaking the words slowly, with exaggerated articulation. You can also make it easier by having the student watch your mouth as you say the words. Ultimately, the student should be able to make the distinctions when your mouth is hidden and you are speaking in a natural way.

Activity: Students are more likely to hear a sound difference if they can produce it themselves, so work with the student on saying the target sound. Say the words in your practice set and have the student repeat each one. Ask the student to think of more words that have the sound. Discuss what you do with your mouth when you make the sound. Play with alliteration or rhyme to practice using the target sound. Have the student say each word quietly to him or herself while working on Robo-Dog.

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Ele-BotThe Fast ForWord Language v2 exercise Ele-Bot helps improve the student’s understanding of the relationship between words, grammar, and meaning (language structures). It also helps increase the speed at which the student identifies and understands rapid, successive changes in sound (listening accuracy). The object of Ele-Bot is to identify the picture that best represents a sentence or answers a question. See MySciLEARN Help to review the complete Ele-Bot description.

Listen with the student during the exercise


Activity: Listen with the student as he or she completes the Ele-Bot exercise. Ask the student to repeat the sentence back to you and explain why he or she would choose one picture over the others before clicking on the picture. This will help you identify if the student is having trouble with listening comprehension and/or attention skills or if the student is not familiar with some of the grammatical concepts. Proceed with the rest of the interventions below to help the student.

Understanding the Completion Report Details

Resources: MySciLEARN reports

Activity: The Completion Report Details will tell you if the student has met the goal to advance from one level to the next. The student must answer at least 90% of the questions correctly in order to move to the next processing level.

To access this report, go to the Results page in MySciLEARN, select All Students or a specific group, and click on the student’s name to pull up the Progress History report. Below the Completion History Graph you will find the Completion Report Details. Click the yellow arrow next to Ele-Bot to see the processing level the student is working on. Red bars indicate the goal was not met. Two green bars indicate the student is currently working through the level. A checkmark indicates the student met the goal. This information is located on a key by clicking the question mark symbol to the right of the Completion Report Details.

Use this information to determine how close the student is to achieving the goal and then go to the next section below on Error reports to see which questions the student is missing.

Use Error reports


Activity: The Error reports provide a wealth of information to help you pinpoint areas a student needs to work on. Go to the Results page in MySciLEARN, select All Students or a specific group, and click on the student’s name to pull up the Progress History report. Scroll to the bottom of the screen to locate the Error

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reports. Open Ele-Bot to see a record of all the sentences the student has missed. Identify the questions the student has missed consistently. This record is based on the date range. If a student has worked for longer than four weeks, you will need to expand the date range to include all days worked if you wish to see all the errors since the student started working.

After you have identified the sentences the student has missed most often, work with the student to teach any necessary grammatical concepts (verb singular, verb plural, past/present/future tense, etc.), or help break down the complexity of the sentences. For example, have the student draw a picture illustrating, “The girl who is chasing the clown who is little is big.”

Proper word order (one-on-one activity)

Resources: Take a sentence with four words, and place each word on a card. Have three of four sentence examples such as, “The dog is brown.”

Activity: Introduce the activity by talking about the sentences we hear each day such as: This sandwich tastes good. Or, My bike is super. Switch the word order around in each of these sentences and ask the student what he or she hears when you say “sandwich good The tastes.” Explain that the order of words in a sentence helps us understand what another person is trying to tell us. Then show the student four cards (in random order), saying the word on each card. Question how the cards could be arranged to tell the listener about the dog. Try various word orders such as: dog, The, brown, is…Help the student create the sentence: The dog is brown. Discuss what the sentence is telling the student. Encourage the student to create some sample sentences with the correct word order using additional cards.

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Space CommanderThe Fast ForWord Language v2 exercise Space Commander helps improve the ability to listen to spoken directions of increasing length and complexity, comprehend them, and keep them in memory long enough to plan and carry out the required action (working memory). Space Commander also helps improve the student’s understanding of the relationship between words, grammar, and meaning (language structures), and helps increase the speed at which the student identifies and understands rapid, successive changes in sound (listening accuracy). Space Commander presents a three-dimensional flight deck with rows of colored shapes. The object of the exercise is to correctly identify or manipulate those shapes according to the instructions presented. See MySciLEARN Help to review the complete Space Commander description.

Listen with the student during the exercise


Activity: Listen with the student as he or she completes the Space Commander exercise. Ask the student to repeat back the sentence to you before clicking on the screen. This will help you identify if the student is having trouble with listening comprehension and/or attention skills.

Activity: When presented with a 2-step direction, have the student immediately move the mouse to the correct shape as soon as he or she hears the first step. Once the sentence is done, the student simply needs to click the first object and complete the second part of the sentence.

Understanding the Completion Report Details


Activity: The Completion Report Details will tell you if the student has met the goal to advance from one level to the next. In Space Commander, the student must answer at least 90% of the questions correctly in order to move to the next processing level.

To access this report, go to the Results page in MySciLEARN, select All Students or a specific group, and click on the student’s name to pull up the Progress History report. Below the Completion History Graph you will find the Completion Report Details. Click the yellow arrow next to Space Commander to see the processing level the student is working on. Red bars indicate the goal was not met. Two green bars indicate the student is currently working through the level. A checkmark indicates the student met the goal. This information is located on a key by clicking the question mark symbol to the right of the Completion Report Details.

Use this information to determine how close the student is to achieving the goal and then go to the next section below on Error reports to see which questions the student is missing.

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Use Error reports


Activity: The Error reports provide a wealth of information to help you pinpoint areas a student needs to work on. Go to the Results page in MySciLEARN, select All Students or a specific group, and click on the student’s name to pull up the Progress History report. Scroll to the bottom of the screen to locate the Error reports. Open Space Commander to see a record of all the sentences the student has missed. Identify the questions the student has missed consistently. This record is based on the date range. If a student has worked for longer than four weeks, you will need to expand the date range to include all days worked if you wish to see all the errors since the student started working.

After you have identified the sentences the student has missed most often, determine where the errors are coming from. If the student is missing a lot of sentences with 1 object and 2 properties or 1 object with 3 properties, the student may simply need to pay closer attention to following directions. If the student is missing more answers with 2 objects and 2 or 3 properties, the student may need to improve his or her working memory. Often, you will see students miss directions based on Relative Placement, Cover With Object, Exception, Touch Sequentially, or the Miscellaneous categories. Be sure to explain what each of these directions means and how the student would manipulate the object on the screen.

Following directions (one-on-one activity)

Resources: Assorted items from the classroom such as a pen, pencil, colored sheet of paper, scissors, eraser, or print the Space Commander Sample Shapes from the Appendix

Activity: If the student is having difficulty following multi-step directions, practice a few commands with him or her using the items from the classroom. For example, (1) "Touch the red piece of paper and the yellow pencil." (2) "Put the eraser on top of the scissors and the pencil on the red piece of paper." Reverse the activity by having the student say the commands and the teacher follow them, with the student acknowledging if the commands are correct.

Additionally, you may find it useful to print out the Space Commander Sample Shapes from the Appendix so you can demonstrate these directions or have the student practice sentences you have identified from the Error report.

21

Appendix

AppendixUse these printable resources to help you with your students.

10 in a Row Worksheet 23

Beat the Teacher Worksheet 24

Space Commander Sample Shapes 25

Whalien Match Memory Helper 26

Robo Dog Sample Words 28

22

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10 in a Row Worksheet

Can you get 10 correct answers in a row? Cross out the circles below to see how many you can get in a

row!


Beat the Teacher Worksheet

Exercise:

Teacher: Student:

Total Points:

Exercise:

Teacher: Student:

Total Points:

Exercise:

Teacher: Student:

Total Points:


Space Commander Sample Shapes


Whalien Match Memory Helper (page 1 of 2)


Whalien Match Memory Helper (page 2 of 2)


Robo-Dog Sample Initial Sounds

b f, v, n, m

bent vent

bin fin

bake fake

ban man

bite might

best vest

ban fan

beau no

best nest

boat vote

bite night

beau foe

ban van

bake make

beau mow

ch d, s

cheek seek

cheap seep

chose doze

cheese seize

chime dime

chap sap

chair dare

check deck

d TH, ch, s, z

dare chair

dough sew

doze chose

dent sent

dew zoo

dare there

den then

D Z

dough though

dine sign

deck check

f b, v

fan ban

find bind

fine vine

fan van

fat vat

fog bog

l vowel, r, w

lair where

late ate

leave weave

late wait

lace race

lair rare

lace ace

late rate

lair air

m b, n

make bake

man ban

mine nine

mitt knit

mow no

math bath

may bay

mow beau

messed nest

n b, m

nice mice

no beau

knit bit

nap map

now bough

knit mitt

no mow

nest best



p sh, t

pin shin

paste taste

port short

pave shave

pin tin

pan tan

pop shop

power shower

pop top

pour shore

power tower

pest test

r A, l, w, y

red led

rent went

race ace

row low

wren when

rue you

rest west

raft laughed

row woe

rain lane

rack yak

rate ate

rare air

rap lap

rot yacht

s sh, t

see tea

sew show

sort short

see she

sag tag

sew toe

seen teen

sun ton

seep sheep

sort torte

sun shun

sh p, s, t

sheep seep

short port

shine pine

show sew

share pear

short sort

shin tin

share tear

short torte

show toe

shine sign

shin pin

sheep peep

t p, sh

tear pair

ton shun

toe show

tan pan

tear share

tin shin

tall shawl

toast post

tin pin

take shake

th s, t

thank tank

thing sing

thank sank

thaw saw

thorn torn

thigh sigh

thin tin

thumb some

thick tick

thigh tie



TH d

there dare

than Dan

thee D

though dough

then den

v b, f

vat fat

vent bent

vole foal

vote boat

vest best

view few

vast fast

van ban

vat bat

van fan

vowel l, r, w

aid wade

ace race

ate late

ace lace

air ware

age rage

ate wait

air rare

ate rate

air lair

w vowel, l, r

wig rig

wag lag

walk rock

wait ate

wear air

wide ride

weave leave

went rent

west rest

week leak

wade aid

y l, r

yak rack

yip lip

yam ram

yuck luck

yes less

you rue

yip rip

yam lamb

yet let

yak lack

z d, s

zinc sink

zeal seal

zine seen

zipper dipper

zeal deal

zoom doom

Zak sack

zone sewn

zap sap


Robo-Dog Sample Final Sounds

ch sh, z, s

hatch has

beach bees

hitch his

which wish

hitch hiss

patch pass

which whiz

hutch hush

latch lass

f z, v

buff buzz

cough cause

fife five

half has

if is

life live (adj)

rife rise

half have

waif wave

whiff whiz

g k

lug luck

wig wick

pig pick

bag back

rag rack

mug muck

pug puck

j z

wage ways

rage raise

kluge clues

huge hues

stage stays

budge buzz

k g

rack rag

puck pug

back bag

pick pig

wick wig

muck mug

luck lug

l r

teal tear

roll roar

kneel near

ail air

coal core

fall far

tall tar

foal for

fail fair

m n, ng

clam clang

dim din

dime dine

grim grin

hem hen

jam Jan

Kim king

mime mine

Sam/same sang

seem seen

slim sling

whim wing

yum young



n m, ng

win wing

grin grim

hen hem

pan/pain pang

din dim

Jan jam

thin thing

dine dime

pin ping

seen seem

ran/rain rang

mine mime

kin king

ban/bane bang

ng m, n

clang clam/claim

king Kim

king kin

pang pan/pain

ping pin

rang ram

rang ran/rain

sling slim

thing thin

wing whim

wing win

young yum

r l

near kneel

core coal

far fall

roar roll

for foal

tar tall

air ail

fair fail

tear teal

s th, ch, z

hiss hitch

base bays

lass latch

tense tenth

force forth

miss myth

mass math

lace laze

house (n) house (v)

pass patch

sh ch

bash batch

hush hutch

wish which

mash match

wash watch

mush much

t th

boat both

clot cloth

oat oath

mitt myth

fort forth

boot booth

tent tenth

heart hearth

mat math

wit with



th s, t

math mat

forth force

cloth clot

hearth heart

both boat

forth fort

booth boot

tenth tense

myth miss

math mass

myth mitt

oath oat

tenth tent

moth moss

truth truce

with wit

TH z

teethe tease

lathe laze

writhe rise

lithe lies

soothe Sue's

clothe close

seethe seize

v f

five fife

have half

leave leaf

live life

wave waif

dove duff

z TH, f, j, ch, s

laze lace

tease teethe

ways wage

raise rage

bees beach

Sue's soothe

bays base

clues kluge

close clothe

bays base

faze face

house (v) house (n)

stays stage

laze lace

has hatch

hues huge

his hitch

whiz which

seize seethe

buzz budge

laze lathe

Documents

Fast ForWord Language v2 Student Success Guidehelp.scilearn.com/toolbox-docs/FFW_LAv2_Student_Success_Guide.pdf · Language v2 Student Success Guide ... Appendix 22 10 in a Row