Elements I interventions

Does the student understand the exercise goal/task?

Observe the student as they work through the exercise demo to determine where their understanding may be breaking down. Make sure the student clearly understands the task of the exercise. Ask: “Can you tell me what this exercise wants you to do?” If needed, explain how the exercise works. Say: “The computer will ask you a question or make a statement. You must click the picture that best answers the question or matches the statement.”

Listen along with the student while they work on the exercise. Say: “Repeat the sentence back to me and explain why you would choose one picture over the others.” This will help you identify if the student is having trouble with listening comprehension, paying attention, and/or understanding the vocabulary or grammatical concepts presented.

Are there words in the sentence or question that the student doesn't know?

Engage the student in an offline activity, such as flashcards, that focuses on the specific vocabulary they are struggling with.

Is the student noticing that the details in the pictures provide clues to the answers?

Discuss the importance of listening and looking closely at the details of each alternative before choosing an answer. Remind the student that before answering they can listen to the question or sentence again using the Replay button.

While viewing a set of pictures in AI Assistant, say: “It’s important to notice little things about the pictures.” Ask questions relevant to the picture, such as:

“Who are the characters?”

“What are the characters doing?”

“What objects are shown?”

“How could you describe the objects?”

“Where do you think this scene might be taking place?”

“What is happening in this picture?”

Provide students with verbal sentence frames as needed:

The character is _____.

The object is _____.

This picture is happening in/at/by/on _____.

In this picture _____ is/are _____.

Can the student eliminate any alternatives?

Listen to a sentence or question with the student. Can they identify at least one picture that does not fit the sentence or answer the question? This could help the student narrow down their choices, and it also has the benefit of making them think through their response instead of just answering impulsively.

Is the student using their memory skills?

Ask the student to repeat the sentence or question back to you. If they are having difficulty remembering, here are some games to help build memory and focused attention.

• Give your student a three letter word to spell out loud. Then ask them to spell it out loud but backwards. See if they can spell four or even five letter words backwards!
• If the student can't spell yet, play a following directions game like “Simon Says.”

Both of these games can help the student practice using their memory and attention skills while having fun, which can increase motivation and improve their progress in this exercise.

Is the student struggling with a specific language structure?

Look at the Errors section in the student's Progress Report to determine the specific language structure the student is struggling with, then provide an activity that focuses on the specific language/grammar concept.

Can the student identify unnecessary words in the question or sentence?

Listen with the student and observe them as they complete an exercise question. Remind the student that before answering, they can listen to the question or sentence again by clicking the Replay button.

1. Ask the student to identify any words that are unnecessary in a sentence they are working on, and then explain why to the student.

Example: The dog that is standing by the girl has spots.

• Explain how the clause that is provides more information about the noun dog it follows, but how it is unnecessary for understanding the sentence. Removing that is simplifies the sentence and makes it easier to understand.
2. Have the student point to the picture that best matches the reduced sentence.

Does the student understand the exercise goal/task?

Observe the student as they work through the exercise demo to determine where their understanding may be breaking down. Make sure the student clearly understands the task of the exercise. Ask: “Can you tell me what this exercise wants you to do?”

If needed, explain how the exercise works. Say: “The computer will play a sound. If you hear a single sound sweep, you must click the up or down arrow to match the sound. If you hear a pair of sound sweeps, you must click the up and down arrows in the right order to match the pattern of the sounds.”

Is the student aware that this exercise uses the 3-Forward/1-Back Rule to make forward progress?

Explain that accuracy is the key to moving through the content in this exercise. Students make progress based on the 3-Forward/1-Back Rule: they move forward when they get 3 answers in a row correct, but they move backward when they get 1 answer incorrect.

Because streaks record the number of correct answers in a row, charting this can help the student self-monitor by providing visual feedback of their number of correct answers in a row. Students can use the Three-in-a-Row Worksheet.

Does the student have the skills needed to detect the different directions and frequencies of the sound sweeps?

Use the “Early Levels” in the Ocean Explorer demos to help the student practice focusing on sweep sequence identifications.

1. Have the student close their eyes and focus on listening to each sound sweep sequence while you control the exercise.
2. In Practice mode, randomly select different sequences until the student can demonstrate a high rate of accuracy, then allow the student to work in the demo. If the student’s accuracy dips, repeat these steps before allowing them to work independently.

Does the student need help identifying the sound sweeps?

Show the student how to use Help mode within the exercise. Using Help does not affect the student’s standing in the exercise.

1. Have the student click the Help button at the top of the exercise to see all four possible sequences of sound sweeps at the current frequency (Hz), duration (length of each sound sweep), and ISI (time between sound sweeps).
2. When Help opens, have the student click a Go button to hear the corresponding sequence of sound sweeps.

Is the student struggling to differentiate between tones?

Listen with the student and observe them as they complete the task.

1. Ask the student to name the two sounds that change their pitch: one goes from low to high (an UP sweep or Weep), and one goes from high to low (a DOWN sweep or Woop). You can use other names for the two sounds—me/jo, bird/frog—whatever works best for the student.
2. Write the sound names on two sticky notes and place them on the screen next to the corresponding arrows.
3. Have the student click the Go button and listen carefully to a pair of sounds.
4. Ask the student to repeat the sounds out loud. If the order was an UP sound followed by a DOWN sound, the student would say, “Weep, Woop” (or the names of the sounds the student came up with).
5. Have the student say, “Weep, Woop” while touching each sticky note with those labels.
6. Finally, have the student say, “Weep, Woop” while clicking the arrows on the screen.

Does the student have basic sequencing skills?

1. Start by using pairs of words, such as orange-apple, big-little. Say the word pair and have the student repeat it back to you in the same order. Vary the order of the words in the pair: orange-apple, apple-orange, apple-apple, orange-orange.
2. Switch to “Weep-Woop” as the word pair, and randomly speak one of the four possible variations with the student repeating the sequence for you.
3. Using a small sheet of paper, draw an arrow pointing up and a downward pointing arrow below. Again, say the “Weep-Woop” variations and have the student point at the appropriate arrow sequence.

In later levels, as the sound sweeps get shorter with less time in between sweeps, is the processing load greater than what the student can handle?

An extended flat line on a student’s progress graph is evidence that they may not yet be able to handle the increased processing load.

• Encourage the student by reminding them that they have made excellent progress and that many students hit a plateau just like this in Ocean Explorer.
• Remind the student of the best practices for making progress in this exercise: focus, listen intently, and identify the sequence BEFORE clicking the answer.
• If Autoplay is on, have the student turn it off so that they can choose when to start each question. This can help prevent students from getting incorrect answers, feeling discouragement, and giving in to frustration.
• Encourage the student to use the Replay button to get their ears used to the shorter and closer together sound sweep sequences.

Is the student not progressing because they are inconsistent in getting 3 correct answers in a row?

Challenge the student to “Beat the Teacher." The goal of this activity is to achieve accuracy and get streaks of correct answers. Students make progress based on the 3-Forward/1-Back Rule: they move forward when they get 3 answers in a row correct, but they move backward when they get 1 answer incorrect.

1. On a sheet of paper, make two columns. Put your name on the top of one column and the student's name on the top of the other column. (You can also use the Beat the Teacher Worksheet.)
2. Listen along with the student during the exercise.
3. When the student gets three in a row correct, record one point for the student. When the student makes an error, record a point for yourself.
4. At the end of the intervention, total the points for each column. 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.
5. Have the student set a points goal to help them strive for even greater consistency and faster progress.

Does the student understand the exercise goal/task?

Observe the student as they work through the exercise demo to determine where their understanding may be breaking down.

1. Have the student click the Go button.
2. The student should watch the pulsating image (for example, a bubble) while listening to a syllable being repeated in rapid succession.
3. When the repeated syllable is interrupted by a different syllable, the student must quickly click the picture again.

This activity can help determine if the student is experiencing difficulty with timing, which is critical for success in this exercise. Encourage the student to pay close attention so they are ready to click when the second syllable is presented.

Does the student frequently “miss” the answer because they have difficulty with timing and rhythm?

Unlike many of the other exercises, this one requires a fast response time--so timing is everything! Ask the student to tap their foot every time they hear the syllable repeated to help them improve their timing. You may also suggest the student close their eyes.

If the student has trouble using a mouse or iPad consider switching to a keyboard and use the keyboard shortcuts:

1. Have the student press the Space bar key (Go button).
2. The student should watch the pulsating image (for example, a bubble) while listening to a syllable repeated in rapid succession.
3. When the repeated syllable is interrupted by a new syllable, the student must press the Down Arrow key to select the image.
4. If the image is selected too early or too late, the answer is counted as incorrect and the image remains on the screen.

Is the student aware that this exercise uses the 3-Forward/1-Back Rule to make forward progress?

Explain that accuracy is the key to moving through the content in this exercise. Students make progress based on the 3-Forward/1-Back Rule: they move forward when they get 3 answers in a row correct, but they move backward when they get 1 answer incorrect.

Because streaks record the number of correct answers in a row, charting this can help the student self-monitor by providing visual feedback of their number of correct answers in a row. Students can use the Three-in-a-Row Worksheet.

Does the student easily lose focus?

1. Choose an object near the student to focus on and ask if they can hold their eyes on the object for 3 seconds without looking away. Have the student prove that they can.
2. Now ask the student if they can hold their eyes on the same object for 5 seconds. If they can, have them focus for 7 seconds. Affirm the student’s ability to concentrate for that amount of time.
3. Then explain that one answer in this exercise rarely takes more than 7 seconds of concentration.
4. Finally, ask the student to turn off Autoplay so they can determine when their 7 seconds of concentration begins. When the student has the discipline to resume with Autoplay, allow them to do so.

Does the student need help identifying the syllables?

Show the student how to use Help mode within the exercise. Using Help will not affect the student’s standing in the exercise.

1. Have the student click the Help button in the exercise to see 3 streams of syllables at the current set and stage.
2. When Help opens, have the student click the Go button to hear the corresponding syllable streams:
• 2 repeated syllables + new syllable
• 4 repeated syllables + new syllable
• 3-6 repeated syllables + new syllable

Is the student having difficulty discriminating between the target syllable and the alternate syllable?

Practice a “live” version of the exercise with an individual student or a small group.

1. Ask the student to close their eyes and listen to you say the two sounds “ki” and “gi” (pronounced “key” and “ghee”). Have them repeat the sounds with you. Talk about changes in the shape of their mouth and jaw when they say each of the two sounds.
2. Next, ask the student to keep their eyes closed and listen carefully while you say “ki” (key). The second time you say “ki” have them raise their hand. The third time you say “ki” have them say the sound with you while raising their hand.
3. Now, introduce the “gi” (ghee) sound to the student. Ask them to listen carefully with their eyes closed. The second time you say “gi” have the student place their hand down toward the floor. The third time you say “gi” have them say the sound with you while placing their hand down toward the floor.
4. Finally, explain that you will now say a series of “ki” sounds and then sneak in a “gi” sound. Ask the student to keep their eyes closed and listen carefully. Have them raise their hand each time they hear the “ki” sound, and then lower their hand when they hear you sneak in the “gi” sound.
5. Practice with the other sound pairs, if necessary:
• shu/chu – “shoe” and “chew”
• sti/si – “stee” and “see”
• ke/ge – “cay” and “gay”
• to/do – “toe” and “doe”
• da/ba – “dah” and “bah”

Is the student unable to consistently get 3 correct answers in a row?

Challenge the student to “Beat the Teacher." The goal of this activity is to achieve accuracy and get streaks of correct answers. Students make progress based on the 3-Forward/1-Back Rule: they move forward when they get 3 answers in a row correct, but they move backward when they get 1 answer incorrect.

1. On a sheet of paper, make two columns. Put your name on the top of one column and the student's name on the top of the other column. (You can also use the Beat the Teacher Worksheet.)
2. Listen along with the student during the exercise.
3. When the student gets three in a row correct, record one point for the student. When the student makes an error, record a point for yourself.
4. At the end of the intervention, total the points for each column. 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.
5. Have the student set a points goal to help them strive for even greater consistency and faster progress.

Does the student understand the exercise goal/task?

Observe the student as they work through the exercise demo to determine where their understanding may be breaking down. Make sure the student clearly understands the task of the exercise. Ask: “Can you tell me what this exercise wants you to do?”

If needed, explain how the exercise works. Say: “Click the object, listen to the sounds, and match them together to clear the screen.”

Can the student repeat the word or sound they are trying to find?

When the student can hold the word or sound in their working memory it will increase their success with this exercise.

Is the student attempting to find matches in a haphazard way?

The student has a limited number of clicks to find a match. The more they click around randomly looking for a sound match, the more clicks they lose and the less progress they will make. Clicking randomly will decrease the number of available clicks more quickly than using a strategy. Guide the student in using the following strategies:

• Teach the student to use a left-to-right, top-to-bottom strategy. After clicking the first object, the student should hold that sound in their memory while they go left-to-right seeking the matching sound. Clicking in a pattern can help the student remember the sound for each location on the screen.
• Have the student remember the first sound and then click until they find the matching sound. If the student can’t remember the first sound, have the student click the location again to commit it to memory.
• Have the student continually whisper the first sound until they locate the matching sound. When the student finds the match to the sound they are whispering, have them go back and click the original location to complete the match. Repeat this process with the next sound.

Is the student confused by the speech processing?

Work with the student to listen for “sounds” vs. “words.”

1. Simulate environmental sounds (beep of a horn, moo of a cow, roar of a lion, and so on) and have the student repeat what they hear. The student will almost always be good at this. Go through several examples.
2. Then, transition to the kinds of sounds students hear at the earliest levels of the exercise. For example, when the word cap is heard at processing level 1, the student will usually hear it as cowp.
3. At this point, ask the learner to repeat the sound 5 times. This gives the student the opportunity to refocus and use repetition as a strategy for improving their working memory.
4. Transition the student to working in the demos and have the student repeat the first sound they hear 3 to 5 times before clicking other objects on the screen.