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Before
you begin teaching Academy of Reading, experience the program
as a student
Enroll
yourself and experience the program as a student. Be sure to
assign yourself both phonemic awareness and subskills from the
staff room. You may find it more difficult than you think to
hear the subtle sound in phonemic matching or score consistently
three times in a row in the subskills section. This experience
will improve your teaching ability and understanding for the
frustration many students go through while learning the program.
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If
students have trouble understanding the concept of pacing
or rhythm,
try these methods:
Have
your students sing a song or clap hands or bounce a ball
to explain the concept of rhythm. You can then sing, clap
your hands, or bounce a ball with them at an inconsistent
or whacky rhythm. Hopefully the students will thing you
are silly and see how your rhythm was off beat. Use your
example to show how the computer does not like students
who complete their subskills at a whacky rhythm. Emphasize
how a consistent pace is the key to success.
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Windows Metronome
Windows
Metronome Setup |
If
students have trouble with consistent pacing,
try using a metronome to help with pacing
A metronome played in the background from the computer
station during the subskill exercises can help improve
pacing. Have students turn off the metronome during phonemic
awareness exercises. You can download a freeware metronome
from the internet. Click on either the windows or mac
icon or link to the left.
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Macintosh Metronome
Macintosh
Metronome Setup |
Directions
for installation:
Click on the Windows Metronome or Macintosh Metronome link
depending on the platform you use. This will open a download
dialog box. Save the file to your desktop. Once on your
desktop, double-click the file to open it. Mac computers
will decompress or unstuff the file. For either program,
you can put a shortcut on your desktop for convenience.
PCs:
The Music Utilities folder should be saved in your programs
file. If you use windows XP, give full permissions to the
student user.
Macs:
Save the Metronomo folder in your applications folder. |
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If
students do not understand when you say three in a row,
use your fingers to model three yellow bars in a row
Use
your hand to model that the graph needs to have three yellow
bars of the same length next to each other. Hold your thumb
and pinky finger together with your three middle fingers
straight and touching (sort of like how scouts say their
pledge). Make sure you let them know this means three times
in a row at the same pace or the same speed for three consecutive
trials. Accuracy counts too don't forget! |
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If
students are unable to pace themselves consistently,
focus on accuracy before speed or pacing.
If
a student is having difficulty passing the subskills exercises,
slow them down and have them first find a comfortable pace where
they can complete the trials within the accuracy criteria. Then,
have them focus on increasing speed. Manually change or modify
the accuracy and pacing criteria for student in the assignments
section of the staff room ONLY if the student is unable to succeed
after your have exahausted all of your teaching and coaching
tricks.
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Motivate...motivate...motivate! |
Post
Awards
Print
and post every award students earn. Make a big deal about
their progress.
Post
the Progress Chart
Use the Academy of Reading poster to document progress. |
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Use
Raffel Tickets for behavior and progress incentive
Give students raffel tickes for progress, behavior, and
effort. Have a grab bag of items they can draw from with
a number of tickets you designate. If your school has
a program for rewarding students, use the same method
to encourage them. This will help them understand that
afterschool work is an extension of the school day and
also important.
Call
Home to comment on both good and bad
Call home to recognize students who show great effort
and/or progress. Also use the phone to call a parent or
guardian if improvement in behavior or attendance is required.
Roam
the room and catch the teachable moment
Constantly walk around your classroom and look at results
with students as they finish a skill. They will appreciate
the attention and recognition and you can capitalize on
important teachable moments.
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