Fast ForWord Reading Level 4 Student Success Guide. For educators and providers using the Fast ForWord programs

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1 Fast ForWord Reading Level 4 Student Success Guide For educators and providers using the Fast ForWord programs September 2017

2 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. Trademarks Fast ForWord and SciLEARN are registered trademarks of Scientific Learning Corporation, registered in the U.S. and certain other countries. MySciLEARN and Reading Assistant are trademarks of Scientific Learning Corporation. Third-party trademarks Other brands and their products are trademarks of their respective holders. Trademark symbols are used only in the first occurrence of a trademarked name. Contact us Scientific Learning Corporation 1956 Webster Street, Suite 200 Oakland, CA (fax) Customer Support (US & Canada) (International)

3 Contents Contents Contents 3 More help 4 About Fast ForWord interventions 5 Fast ForWord alerts 5 Resolve the alerts 5 Exercise specific interventions 6 Resolve the alerts 6 Exercise specific interventions 6 Reading Level 4 interventions 7 Understanding the Completion Report Details and Error Reports 7 Hoof Beat 8 Jitterbug Jukebox 9 Stinky Bill's Billboard 10 Lulu's Laundry Line 11 Book Monkeys: Book Two 12 Goat Quotes 13 3

4 More help More help MySciLEARN provides several methods for getting help. Visit MySciLEARN Help Use 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 manuals Scientific Learning provides user guides, specifications and teacher manuals in PDF format. Use the Get Help link within MySciLEARN to download them. Access MySciLEARN Toolbox Get 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 base Our 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 Contact Customer Support If you need further assistance or have more questions, contact Scientific Learning Customer Support. Customer Support Web Phone Hours (US & Canada) (International) Monday - Friday 5 AM - 5 PM PT 4

5 About Fast ForWord interventions About Fast ForWord interventions As 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 alerts To 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 Ensure that headphones are working properly. Check volume level. Is the mouse working correctly? Are keyboard shortcuts working correctly? Check for understanding Ask student to explain the exercise to you. Do they understand the expectations of the exercise? Do they understand how to use the mouse or keyboard? Ask: Can you tell me what this exercise wants you to do? 5

6 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. Listen to what they hear. Ask the student to tell you what they hear. Naming sounds can be helpful as well. 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 interventions Use 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 6

7 Reading Level 4 interventions Make 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. Understanding the Completion Report Details and Error Reports Unless otherwise noted in the exercises below, all of the exercises in the Reading Level products require the students to answer 90% of the trials correctly to advance to the next level. If the goal is not met after three attempts, the student goes to the next level and will eventually come back to any level that was not mastered. The Completion Report Details will tell you if the student has met the goal to advance from one level to the next. To access the Completion Report Details, 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 any of the exercises below to see which levels have not been completed. 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 which level(s) the student is having trouble with. Next, scroll down to the bottom of the Progress History report to the Error reports and click the yellow arrow next to the exercise in question to see the specific trials the student is missing. The Error reports provide a wealth of information to help you pinpoint areas a student needs to work on. Based on the information from the Completion Report Details above, you will know which level(s) the student is having trouble with. Identify the specific trials the student has missed consistently in this level. For example, if the trial was presented three times and the student missed it all three times, you will see 0 out of 3 next to the trial. 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. Once you have an idea of the types of trials the student is having trouble with, try the interventions below to help the student move forward. You may also share the Error reports with the classroom teachers or other staff members working with the students to help teach or reinforce the concepts presented in the Reading Level series. 7

8 Hoof Beat The Fast ForWord Reading Level 4 exercise Hoof Beat helps develop decoding skills, vocabulary, sentence comprehension, and the understanding of semantics (meaning), syntax (part of speech), phonology (sound structure), morphology (word structure), and orthography (spelling and alphabetizing). It also introduces the student to homophones (words that sound the same) and homographs (words that are spelled the same). The object of Hoof Beat is to help the KPAW reporter decide which answer to broadcast by selecting the most accurate response to her interview question. See MySciLEARN Help to review the complete Hoof Beat description. Using Completion Report Details and Error reports Based on the information from the section Understanding the Completion Report Details and Error reports in the first part of the guide, you'll have a record of the questions the student missed in the following categories: Semantic Phonological Morphological Syntactic Alphabetizing Work with the student to teach and reinforce these concepts. 8

9 Jitterbug Jukebox The Fast ForWord Reading Level 4 exercise Jitterbug Jukebox helps develop spelling, letter-sound correspondences and phonological awareness as the student spells words that are pronounced. The object of Jitterbug Jukebox is to select tunes on the diner s old jukebox by spelling pronounced words. See MySciLEARN Help to review the complete Jitterbug Jukebox description. Using Completion Report Details and Error reports Based on the information from the section Understanding the Completion Report Details and Error reports in the first part of the guide, you'll have a record of the trials the student missed. Work with the student regarding any rules he or she is not familiar with or memorizing words with exceptional spellings. Walk and spell (one-on-one activity) Resources: List of problem words from the Error report Activity: The student should look at a word for a few seconds, then say it and spell it. After each word, he or she should walk to the other side of the room and write or type the word. Remembering the word while walking across a room will help the student memorize it. Spelling relay (small group/classroom activity) Resources: Jitterbug Jukebox word list from Reading Level 4 Teacher Manual in MySciLEARN Toolbox under Docs or list of curricular spelling words Activity: Divide students into teams and give each a spelling list. After they have the opportunity to practice and learn the words in groups, have a spelling relay race. Each team member must run up, spell a word correctly, then run back to tag the next player. Each team must correctly spell a set number of words, and the fastest team is the winner. The teams will really study hard and help all those on their team to learn the words for the relay. 9

10 Stinky Bill's Billboard The Fast ForWord Reading Level 4 exercise Stinky Bill s Billboard helps develop sentence comprehension while reinforcing the links between word meaning and sentence structure. The exercise also focuses on decoding, which helps build a foundation for further vocabulary growth and a better understanding of word structure. The object of Stinky Bill s Billboard is to help Bill put up his billboard by selecting the correct word to complete the sentence. See MySciLEARN Help to review the complete Stinky Bill s Billboard description. Using Completion Report Details and Error reports Based on the information from the section Understanding the Completion Report Details and Error reports in the first part of the guide, you'll have a record of the sentences the student missed. After you have identified the sentences the student has missed most often, work with the student to on the vocabulary words needed to finish the sentences. Stinky Bill s Billboard reading drill (one-on-one activity or small group/classroom activity) Materials: Stinky Bill s Billboard word list from the Error reports. Activity: This exercise introduces some challenging reading words; make sure the students can read these words aloud. Have students make up sentences using these words. 10

11 Lulu's Laundry Line The Fast ForWord Reading Level 4 exercise Lulu s Laundry Line helps develop capitalization and punctuation skills as the student edits sentences and short paragraphs. This exercise also helps the student understand the links between words and sentences, and builds a foundation for better sentence and paragraph comprehension. The object of Lulu s Laundry Line is to help Lulu sort the laundry by correctly selecting the word or punctuation mark that belongs in the displayed paragraph. See MySciLEARN Help to review the complete Lulu s Laundry Line description. Using Completion Report Details and Error reports Based on the information from the section Understanding the Completion Report Details and Error reports in the first part of the guide, you'll have a record of all the punctuation symbols and Capitalization rules the student has missed. Use this information to help the student to understand when to use certain punctuation symbols or capitalize words. Punctuation and capitalization practice (one-on-one activity or small group/classroom activity) Resources: Writing materials, lists of punctuation marks to be practiced with point values Activity: Hand out keys showing point values for using capitals or punctuation marks (e.g., Capital letter = 2, period = 1, question mark = 2, quotation marks = 3 ) and direct learners to write a story, essay, or letter containing at least 50 points worth of punctuation and capitalization. Have pairs of learners check each others work. Alternatively, have learners compete to see who can write the highest-scoring sentences. Talk it through punctuation and capitalization (one-on-one activity or small group/classroom activity) Resources: Short stories or excerpts (use texts that provide many examples of punctuation and capitalization) on a large display or copied onto handouts Activity: Use the Error reports to identify rules these learners are struggling with. Choose a rule (e.g., capital letters or apostrophes) and have learners take turns finding these in the selected passage. Every time the learners find an example, teach/test on the rule that applies. For example: The [t] in "then" was capitalized because "then" was the first word in the sentence. 11

12 Book Monkeys: Book Two The Fast ForWord Reading Level 4 exercise Book Monkeys: Book Two helps develop paragraph comprehension, working memory, and vocabulary. It also helps expand the understanding of cause and effect, and exercises the ability to make inferences. The object of Book Monkeys: Book Two is to help the librarian sort the books in the library by reading paragraphs, tables, and schedules, and then answering questions about them. See MySciLEARN Help to review the complete Book Monkeys: Book Two description. Using Completion Report Details and Error reports Based on the information from the section Understanding the Completion Report Details and Error reports in the first part of the guide, you'll have a record of the questions the student missed. Identify the comprehension question types that are problematic for this student. Take turns reading the short stories aloud or analyzing the tables, schedules, or instruction texts, using questioning and discussion to strengthen the targeted aspects of comprehension. For example, students who struggle with literal questions should practice retelling sections of the story with as much detail as possible. Students who struggle with inferential or causal questions should make predictions about what is about to happen, and discuss characters feelings and motivations. Pronoun filler race (one-on-one activity or small group/classroom activity) Resources: Short stories or text passages at an appropriate reading level (displayed so that everyone can see, or copied for each student); writing materials Activity: Select a short story and have the students locate and write all the pronouns and the persons, places or things referred to by the pronouns. For example: she = Susan; it = plant; they = Susan and Susan s mother. 12

13 Goat Quotes The Fast ForWord Reading Level 4 exercise Goat Quotes helps develop sentence and paragraph comprehension as the student learns to paraphrase short paragraphs. Working memory, logical reasoning, decoding, syntax (grammar), and vocabulary are also strengthened in this exercise. The object of Goat Quotes is to find the sentence that accurately represents the newsstand headline. See MySciLEARN Help to review the complete Goat Quotes description. Using Completion Report Details and Error reports Based on the information from the section Understanding the Completion Report Details and Error reports in the first part of the guide, you'll have a record of the sentences the student missed. Identify the sentences (these are the original headlines). Have the student write new sentences that paraphrase these headlines. Sentence splitter (one-on-one activity or small group/classroom activity) Resources: List of complex sentences (e.g., The boy was very hungry, and so was his dog.) Activity: Have students identify each idea in the sentence and either say or write a simple sentence for each idea (e.g., The boy was very hungry. The boy had a dog. The dog was very hungry.) Alternatively, students can be paired up and given different lists. They can exchange their simple sentences and the partner can try to recreate the complex sentences. 13

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