Title: EA Tricks and Tips
1EA Tricks and Tips
2On Computer/Off Computer The trick is to
know What you need to do. Be creative. Get the
tools. And then hope it all works!
3What is happening here?
John is working in his reading workbook. The
directions to one item say to draw a line to the
red ball. John guesses. The teacher reminds him
not to be careless.
4Another Story
Tommy ordinarily seems to enjoy reading aloud.
Today, however, he doesn't volunteer and balks
when the teacher calls on him to read. The poem
in the reader is printed in blue on a purple
background.
5And
The kindergarten teacher notices the kids during
art class teasing Jimmy. The other kids think it
is funny that Jimmy's stick people have green
faces.
6What is happening?
7What is the impact?
8Colour Blindness
Deuteranope
Tritanope
Protanope
Very rare!
9Are you colour blind?
10If you are you may see
11What do you see?
This is a test for non readers.
12Why arent more women colour blind?
XY
XX
If this one has the colour blindness gene, this
guy is colourblind.
If this one has the colour blindness gene and the
other one doesnt, this woman is not colourblind.
13- 8 of males and .5 of women
- are colourblind to some degree.
14Tritanope
RED BLUE GREEN
RED BLUE GREEN
Most of us
RED BLUE GREEN
Deuteranope
15What can you do?
- Only use clear primary colours
- red, yellow/green, blue
- Avoid using
- red with green
- yellow with green
- yellow with red
- purple with blue
- brown with green or yellow
- purple with red
- Stick with black with almost anything except blue
and purple.
16Go to www.vischeck.com/vischeck/
17(No Transcript)
18Left and Right
- Slap right, pinch left
- Identification
- Raspberry right
- Lemon left
- Colour the keyboard keys.
19Photocopy or take a picture of a keyboard.
20What isthe Studentss Name
21Helping Students with Sequence of Events
- If something is written in the order in which it
occurred, or sequential order, students will - have an easier time understanding what they are
reading. - will be able to recall the events more
accurately. - be more likely to remember how events or steps
are related.
22What terms should students understand?
- Before
- begins/beginning, earlier, first
- After
- after, ends/ending, finally, last, later, next,
second, third, then - At the same time
- during, meanwhile, while
23Start simply Have students match your block
pattern.
24What comes next?
25Drag the pictures into the correct order.
26Help the child create an organization schedule.
27Put the sentences in order.
- Tom gets home from school.
- Tom gets to school on time.
- School is over.
- Tom gets up at 8 in the morning.
- Tom works on math problems.
28Inference
- Inference means reading
- all the clues and making
- your best guess!
29Look in Clicker Examples, Story Writing
30(No Transcript)
31Making decisions can be difficult!
32(No Transcript)
33A cloze text is an exercise in which you have to
fill in gaps with an appropriate word.What are
the missing words?
34A cloze text is an exercise in which you have to
fill in gaps with an appropriate word.What are
the missing phrases?
35For more advanced special needs students
36Other students may need help making sentences.
37(No Transcript)
38Accessing the Story
39Use Multimedia
- Show a media clip.
- Listen and watch several times.
- Look at some text that goes with the clip.
- Read the text with the clip.
- Read the text without the clip.
- Use the text for doing cloze activities.
- Use the text for finding rhyming words.
40Movie
41Watch I Will Survive and answer the questions.
I Will Survive
How many fingers does the alien have? What colour
was the aliens shirt? Did the shirt have
sleeves? What picture was on the shirt? What
colour were the aliens tights? Did the alien
wear a belt? How many fingers did the alien
have? Describe the aliens head.
42How many did you get right?
43Cloze for Older Students
http//www.cssmi.qc.ca/carrefour_educatif/ressourc
es_pedagogiques/robertt/clozetexts.htm
44I Will Survive
- First I was afraid.
- I was petrified.
- Kept thinking I could never live
- without you by my side.
- But then I spent so many nights
- thinking how you did me wrong,
- And I grew strong.
- And I learned how to get along
- And so you're back
- from outer space.
- I just walked in to find you here
- without that look upon your face.
- Weren't you the one who tried to hurt me with
goodbye. - You think I'd crumble .
- You think I'd lay down and die.
- Oh no, not I!
- I will survive!
45I Will Survive
Find the words that rhyme with the selected words.
- First I was afraid.
- I was petrified.
- Kept thinking I could never live
- without you by my side.
- But then I spent so many nights
- thinking how you did me wrong,
- And I grew strong.
- And I learned how to get along
- and so you're back from outer space.
- I just walked in to find you here
- Without that look upon your face.
- I should have changed my stupid lock.
- Weren't you the one who tried
- to hurt me with goodbye.
- You think I'd crumble .
- You think I'd lay down and die.
- Oh no, not I!
- I will survive!
Find all the two syllable words.
How many times do you see the work think.
46Alien Song Activities
- Draw the alien. Compare your drawing with the
graphic in the movie. Count the differences. - How would you have ended the movie? Draw a new
ending.
47Yellow Submarine
48Yellow Submarine
- In the town where I was born,
- Lived a man who sailed to sea,
- And he told us of his life,
- In the land of submarines,
- So we sailed up to the sun,
- Till we found a sea of green,
- And we lived beneath the waves,
- In our yellow submarine,
- We all live in a yellow submarine,
- Yellow submarine, yellow submarine,
- We all live in a yellow submarine,
- Yellow submarine, yellow submarine,
49Listening/Comprehension
- Listen to the words of the song.
- Pose questions.
- Listen again.
- Answer questions.
- If they are not correct, read or listen again.
- Pose the question again.
- Wait for the answers.
50Yellow Submarine
Count the beats.
- In the town where I was born,
- Lived a man who sailed to sea,
- And he told us of his life,
- In the land of submarines,
- So we sailed up to the sun,
- Till we found a sea of green,
- And we lived beneath the waves,
- In our yellow submarine,
- We all live in a yellow submarine,
- Yellow submarine, yellow submarine,
- We all live in a yellow submarine,
- Yellow submarine, yellow submarine,
7 7 7 7 7 7 7 7 10 10 10 10
51Inference
- Tom and Jason were hot and sweaty. They sat
outside the principals office. Dirt was on both
of their faces. They could hear their
teachers voice as she told the principal what
happened. Tom gave Jason an angry look and
Jason returned the angry stare. As Miss Brown
left the principals office, the boys hung their
heads so they wouldnt have to look her in the
eye.
52Inference
- ASK
- What do you know?
- Reread the paragraph.
- Do you know anything else?
- Read a sentence at a time.
- Have the student repeat the sentence in their own
words. - Have them tell the story.
- Dont help! Dont give hints.
- This may be painful for you.
53Dyscalculia
- Trouble with basic math skills like
- counting, ? - ? ?
- knowing when to ? - ? ?
- organizing objects in a logical way
- measuring, telling time, using money
- estimating number quantities
- self-checking work
- finding alternate ways to solve problems.
54Overcoming Dyscalculia
- Start with concrete examples
55Count Blocks
Count blue blocks. Count cubes. Count curved
blocks. Which colour do we have the most
of? Which colour do we have the least of? Which
is the longest block? Which is the smallest?
56Count Blocks
Were there any orange blocks? What colour was
the top block? Can you draw the structure? The
two turrets were the same colour. What colour
were they? About how many blocks do you think
that there were?
Yes
Red
Purple 46
57Counting
Estimate the number. Count the bars. What words
do you recognize? Which bar is the
smallest? Which bar is the largest? Line them up
from smallest to largest.
58Overcoming Dyscalculia
- Start with concrete examples
59Learn about Patterns
For students with considerable fine motor control
issues, please use very large graph paper.
60EASIER TO COUNT EASIER TO ADD EASIER TO MULTIPLY
61Using Graph Paper
Count the dots and fine motor
62Using Graph Paper
Organize math problems.
Draw a line from dot to dot.
63Overcoming Dyscalculia
- Start with concrete examples
- Explain the math e.g. 8 groups of 2 items 16
64Estimating
65Estimating
66Overcoming Dyscalculia
- Start with concrete examples
- Explain the math e.g. 8 groups of 2 items 16
- Encourage students to ask questions.
- Provide a workplace with few distractions.
- Have pencils, erasers etc. on hand.
67Use the ComputerMath Circus Acts 4
68Use the ComputerMath Circus Act 4
69Use the ComputerMath Circus Act 4
70Use the ComputerMathville Middle School
71Use the ComputerMathville Middle School
72Use the ComputerMathville Middle School
73Use the ComputerMathville Middle School
74Use the Computeran AppleWorks File
75Use the ComputeranotherAppleWorks File
76GO
77Free Stuff on the Web
- http//www.apples4theteacher.com/java/dots-and
squares/index.html
78Free Stuff on the Web
www.apples4theteacher.com/coloring-pages/index.htm
l
79Questions?