Home

Earobics Step 2 Games

1. 67 Getting Students Started incderseeacanes ZU Facilitation Techniques 72 Scope amp Sequence of Earobics Games and Skills 74 Technical Information Support 75 Minimum System Reguirements 75 Information amp Customer Service 75 Technical Support POr z ei usa servira 76 O AAA 77 Sensimetrics Copyright O1992 1993 Sensimetrics Corp Cambridge MA 02139 DIRECTOR Copyright 1993 Macromedia Inc Made with Macromedia is a trademark of Macromedia Inc All other registered trademarks are property of their respective holders For more information call 888 328 8199 Overview of the Network Software Watcome to the Earobics Step 2 Network Software Users Guide This book contains everything you need to know to set up and run the network version of Earobics An award winning literacy solution Earobics provides instruction in phonemic awareness and other early literacy skills ensuring that all students have the foundations for successful reading Earobics Step 2 Network supports both PC and Mac clients and consists of two components administration tools and Earobics games Access to both components is available from any network computer limited only by the number of simultaneous users specified in each license agreement The software allows educators and network administrators to e Provide individualized phonemic awareness instruction
2. Assign students to groups for easier tracking e Set preferences by student or group e Customize students play level and game play options e Choose from nine instructional languages e View detailed reports of student progress e View summary reports for individual students or groups e Import class lists of students e Import data from prior versions of Earobics Step 2 Earobics Step 2 Network also gives network administrators pre installed server software that features e Access to management features from any networked computer e The ability to upgrade from within the software to accommodate additional users e Additional network technical support 4 lt LoGGING IN AS A NETWORK ADMINISTRATOR 1 Open Internet Explorer 5 0 or higher from any network computer NOTE Although an Internet browser is used to access the network software Earobics Step 2 Network runs entirely within a schools network without Internet use 2 Enter the URL for the Earobics server in the address field near the top of the screen This URL was determined when the Earobics server was initialized See the Network Software Technical Guide for details 3 Mark this page as a Favorite to facilitate quicker access in the future 4 At the introduction screen select STEP 2 5 Enter the following default username and password on the Log In screen USERNAME admin PASSWORD default 6 Click
3. Hanger Schedules Write each student s name on a clothespin Identify the students to use the computer on a particular day and place their clothespins on the lower edge of a coat hanger When a student finishes with a computer session remove his her clothespin and place it in a nearby bucket or coffee can At the end of the day it is easy to see which students did or did not have a turn at the computer Popsicle Stick Schedules Popsicle sticks can help with scheduling when some students require more computer time than others Write students names on one popsicle stick per session At the beginning of the week place all popsicle sticks in an IN box As a student completes a computer session move one popsicle stick with his her name to an OUT box Students with five sticks must complete five sessions If the student is out of sticks he she refrains from play until the following week when all sticks are moved back to the IN box Computer Lab Use The computer lab is an efficient effective setting for using Earobics software It ensures that all students receive critical early literacy instruction simultaneously Ideally the entire class should be scheduled for three sessions each week in order to meet the scheduling recommendations However due to scheduling constraints in your school you might need to visit the lab less frequently and have students play for longer blocks of time Lab time can be most ef
4. QOL HOME PERSONAL INFO SCHOOLS DOWNLOAD USE CACHE BACKUP STEP 2 You are logged in as Maria Ordonez Teacher Main Screen Using the buttons above you can update your personal information and your groups as well as access DataView My Groups 1 Jaguars Early Emergent reading group Llewellyn Courtney Courtney Llewellyn Nee Cheng Cheng Nee Syed Ali Ali Syed My Students HOME PERSONAL INFO SCHOOLS DOWNLOAD USE CACHE BACKUP STEP 2 You are logged in as Carolyn Mcmanus School Administrator Specialist Main Screen Using the buttons above you can update your personal information and your groups as well as access DataView My Groups 2 Johnsons Kids 1 to 2 pm Bartasik Natalis Smith AM Group 10 to 11am Flores Asael MAIN SCREENS FOR TEACHERS AND SCHOOL ADMINISTRATORS SPECIALISTS cont On both the Teacher Main Screen and School Administrator Specialist Main Screen the following icons appear at the top of the screen y e C v Y Y HOME PERSONAL INFO SCHOOLS DOWNLOAD USE CACHE BACKUP LICENSES HELP e HOME Returns user to the Main Screen PERSONAL INFO Allows user to change his her username or password GROUPS Enables user to set up groups provided that the user has been authorized to do so by the network administrator PREFERENCES Allows user to customize for individual students or an entire group provided that the user has been authorized to do s
5. 1 Acquire the Upload Tool see previous 2 Double click the Upload Tool icon The next screen that appears will give options to find the game data file This file is named RS_0909 ear and by default is located in the same folder as the Earobics Step 2 version 3 4 or above game application Click Search to automatically find Earobics database files on your computer Or click Browse to find your RS 0909 ear file manually CANCEL BROWSE SEARCH 3 Locating the game data file There are two options for locating Earobics database files on your computer If you know the drive where your RS_0909 ear file is stored use the BROWSE button to navigate to the specific location Click on the RS_0909 ear file once it is found and then click ENTER click OPEN on Macs to proceed Click CANCEL to return to the previous screen If however youre uncertain of the drive location of your RS_0909 ear file use the SEARCH button Clicking SEARCH will bring up a list of possible local drives to search Click on the drives to be searched in the Available box as shown below then click SELECT The drive to be searched will move to the Selected box Click SELECT ALL to move all local drives to the Selected box Once a drive is in the Selected box it can be removed as a drive to be searched by clicking on it then clicking REMOVE Click OK to start a search of selected local hard drives for any files named RS 0909 ear The searc
6. Following directions short vowel sounds amp 20 linguistics concepts Following directions short vowel sounds linguistics 6 concepts amp competing noise Auditory memory for consonant sounds 8 Following directions consonant sounds amp 22 linguistics concepts LY TASK NO OF LEVELS A Current Task Task 1 Counting number of speech sounds 12 Segmenting sounds in a word with simple syllable 6 structure Segmenting sounds in a word with complex syllable 4 structure Counting and seguencing speech sounds 12 Segmenting and sequencing sounds in a word with 6 simple syllable structure Segmenting and seguencing sounds in a word with 4 complex syllable structure Manipulating speech sounds 24 TASK C C rS 10 lil ile 13 14 15 re Current Taski 2 Blending 2 syllable into a word Blending 3 syllable into a word Blending 4 syllable into a word Blending 2 sounds into a word Blending 3 sounds into a word with simple syllable structure Blending 3 sounds into a word with complex syllable structure Blending 4 sounds into a word with simple syllable structure Blending 4 sounds into a word with complex syllable structure Word closure multi syllable words with final syllable omitted Word closure multi syllabic words with initial syllable omitted Word closure multi syllabic words with medical syllable omitted
7. 3 At the introduction screen select STEP 2 4 When the Log In page appears mark it as a Favorite for quicker access to the administration tools in the future To do this select Add to Favorites under Internet Explorer s Favorites menu Cognitive Concepts Earobics Step 2 Network will be added to the list of bookmarks under the Favorites menu 5 On the Log In screen enter your username and password assigned by the network administrator Click ENTER or press ENTER on your keyboard Ca robies rn e t w o r USERNAME PASSWORD Earobics Step 2 Network User s Guide NOTE Ifan incorrect or misspelled password is entered an error message will appear Re enter the correct username and password then click ENTER If the error message appears again contact your network administrator for assistance MAIN SCREENS FOR TEACHERS AND SCHOOL ADMINISTRATORS SPECIALISTS The Main Screen is the starting point for the Earobics Step 2 Network management tools Each time a teacher or school administrator specialist logs in to Earobics Step 2 Network either the Teacher Main Screen or the School Administrator Specialist Main Screen will be displayed depending on user type These screens are similar except e The Teacher Main Screen will show both My Groups and My Students class list e The School Administrator Specialist Main Screen will show only My Groups with students drawn from any class
8. These categories are identified in the game specific Progress Charts that follow They give you a quick reference of your students level of progress within the program In addition it is helpful to know these categories when recommending the home version of Earobics Step 2 Earobics Step 2 Network User s Guide software to parents The home software allows parents to set the games at beginning intermediate or advanced levels of instruction for their children e If a student has progressed through all levels of a game 1 e earned all circles the software will continue to present items at the highest level of that game Completed games can be turned off using Preferences see page 46 e The software will continue presenting the last level of the game if the student continues to play Motivating Students Your students will enjoy completing their Progress Charts almost as much as they enjoy playing the games When a circle fills in students hear various wacky motivating effects For example students might hear a slide whistle a bell or even the smack of a kiss When all circles in the game are filled in a special musical reinforcement unique to that game plays When students complete all games another unique musical reward plays Selecting a New Game A new game is selected by clicking on the appropriate game icon located across the bottom of the screen Exiting a Game A game is exited either by selecting NO when prom
9. Three pictures appear on the sails of the pirate ship Click on the picture that corresponds to the word spoken by the parrots After three consecutive correct responses Pesky Parrots automatically advances by increasing the number of syllables in the word Pesky Parrots continues to increase in difficulty by varying the position of the omitted syllable omitting speech sounds and varying the complexity of sound patterns in the word After two consecutive incorrect responses the level of play will decrease automatically Scoring correct response 9 Incorrect response Earobics Step 2 Games Click on the picture of what the parrots are saying A Mini 2 4 5 into a VVord B Blending 2 4 Phonemes into a VVord Time Intervals The game builds auditory memory by pausing betvveen syllables or phonemes first for 25 seconds then 1 0 second and 2 0 seconds More Challenging Foils As the game progresses the response choices sound more alike challenging the student to make finer discriminations betvveen vvords before responding TASK 1 LEVEL 2 9 TASK 4 LEVEL 1 3 Word Closure The student builds word closure skills by listening to words and filling in the missing syllable or phoneme Syllable Structure As the game progresses the complexity of the syllable structure becomes more challenging b ia TASK wiere Ya E Pesky Parrots The student clicks The to p
10. We d love to hear from you We are always eager to hear your comments feedback and suggestions Please contact us by e mail at teacherfeedback earobics com or by mail at PO Box 1363 Evanston IL 60204 1363 TM MADE WITH macromedia Earobics Step 2 Network User s Guide Technical Information Support TECHNICAL SUPPORT FORM Please complete this form and have this information available when calling our technical support group To expedite the process you can fax this form prior to your call Thank you for choosing Cognitive Concepts products Fax 847 328 5881 Date of Call Best Time to Call You Name Title School District Daytime Phone E mail Address Evening Phone School Hours Time Zone Eastern Central Mountain Pacific Type of Computer Mac Windows Model of Computer Operating System Windows 95 Windows 98 Windows 2000 OS 7 9 MacOSX NT Speed Amount of Memory Virtual Memory On Off Screen Saver a N Sound Card Y N Type Earobtcs Software Title and Version Circle one Classroom Step 1 3 2 3 4 3 5 Specialist Clinician Adolescents amp Adults 1 1 Classroom Step 2 22 3 4 3 5 Specialist Clinician Step 1 Pro Specialist Clinician Step 2 Pro Plus Pl z Step 1 Netvvork Step 2 Network TO BE COMPLETED BY CCI STAFF Technical Difficulty Please provide details below Date problem was resolved Contact How problem was resolved audio replay feature turning off 46 authorizing teachers school
11. Word closure simple syllable structure words with final speech sound omitted Word closure simple syllable structure words with initial speech sound omitted Word closure simple syllable structure words with medial speech sound omitted Word closure complex syllable structure words with one sound of consonant cluster omitted NO OF LEVELS co co co Co cO Click to select player or Click to select group Click to select language for instructions Click to exit screen Click to select task Click to allovv or disallovv the listen again TASK NO OF LEVELS TASK sound function 4 A Current Task Task 1_ Current Task Task 1 NO OF LEVELS Identifying position of consonant sound in a word Earobics Step 2 Network User s Guide word 1 Discriminating vowels in minimal pair closed 30 1 Recognizing word endings open syllable rimes 8 syllables 2 Recognizing word endings closed syllable rimes 55 2 Discriminating vowels in minimal pair words with 30 3 Recognizing word endings rimes containing post 8 postvocalic vocalic 1 Click to select l Discriminating r controlled vowels in minimal 21 4 Recognizing word endings rimes containing r 4 play in rounds pair words controlled vowels 4 Discriminating consonants in minimal pair CV 7 5 Recognizing word beginnings single consonant amp 22 of 10 or syllables ba pa consonant digraph onsets continuous play 5 Disc
12. applications on the students computer should be closed Double click on the Earobics Step 2 Network icon Earobics Step 2 Network St John s Elementary Shepherdson Elementary Taylor Elementary Watson Elementary Wilson Elementary Rockwell Elementary Teacher Selection From the Choose your TEACHER S NAME screen click on the name of the classroom teacher Scroll down if the name is not initially displayed in the top part of the list The teacher s name will be displayed in the rectangle at the bottom of the screen Click on the forward arrow to continue Group Selection a AR Students if you do not Johnsons Jaguars Name Selection From the Choose your NAME screen the student clicks his her name which will then be displayed in the rectangle at the bottom of the screen Make sure students know how to scroll down if their name is not initially displayed in the top part of the list The student then clicks the forward arrow to continue School Selection From the Choose your SCHOOLS NAME screen click on the name of the school and the school s name will then be displayed in the rectangle at the bottom of the screen Click on the forward arrow to continue Corraya Baker Smith Starkley Taylor Williams Zito From the Choose your GROUP screen click on the name of the teachers or specialists group in which the student is included or click All Students if he she is
13. first and last names can be up to 30 characters Special gt or or apostrophes etc are characters such as or not accepted by the system and will be automatically removed These names will be listed alphabetically by last name first name on administrative screens and reports 3 Create Username The username is the name students will choose when they log in to the Ezrobics games A default username will be created automatically from the first and last names Teachers may choose to modify student usernames to simplify choices the students see when selecting their names e g Meyers William might be given the username Billy M NOTE Usernames can be changed without changing the First Name or Last Name fields However any subsequent change to the First Name or Last Name field will automatically revert the username to its default as detailed above NOTE It is possible to have multiple students with the same first name last name combination However the username for each must be unigue NOTE Once a unique username has been entered and saved rolling over a name in most screens will display that users unique username It is recommended that an extra player e g teachers name imaginary student name be created for use during demonstrations 4 Save Information Click SAVE INFORMATION when you are finished MODIFYING STUDENT NAMES AND STUDENT USERNAMES To change a students information sel
14. reporting the students performance under this new condition and allowing the teacher to see exactly which learning variable or condition might be affecting performance On pages 53 55 there are examples of the various progress reports including a brief interpretation of the data as well as intervention ideas Pages 56 58 feature worksheets containing sample game data for practice in data interpretation Additional assistance for interpreting the data can be found on pages 59 60 Sample Data Analysis Group Progress Summary Game Calling All Engines Observation of Performance The Group Progress Summary shows performance summaries of all students assigned to a particular group Each game is viewed separately In this example all of the students but Samantha have played between 23 and 25 days completed Tasks 1 2 3 4 and 5 and at least 64 levels of Calling All Engines Conclusions Samantha has not engaged in Calling All Engines as many days as her peers She simply may not have played this game as often or she may be having difficulty completing a task in Calling All Engines Task 4 see details in the Learning Objectives section pages 32 37 addresses auditory sequential memory for single words Samantha may need additional attention and practice in auditory memory and vocabulary tasks before she can progress to higher levels of Calling All Engines Vo get more information regarding Samanthas performance on Calling All Engines
15. specific skills This chart is designed as a general guide and should not be considered a diagnostic tool It is important for you to take into account all possible contributing factors including vocabulary knowledge fine motor skills etc when evaluating data Variable presenting challenge Indication of possible weakness in Calling All Engines Number of Stimuli Memory for sounds or words heard attention Vocabulary number knowledge or knowledge of Calling All Engines Stimulus Type sound symbol correspondence Calling All Engines Visual Display Delayed Memory for sounds or words heard Calling All Engines 1 Competing Noise Focusing on sounds in presence of background noise Task Auditory Memory Comprehension of language concepts Calling All Engines vs Following Directions following oral directions A A Syllable Structure Paint by Penguin Simple vs Complex Segmentation of consonant blends Remembering sounds heard in order concept of Paint by Penguin Sequencing Speech Sounds using symbols to represent sounds Ability to rearrange delete replace or insert phonemes concept of using symbols to Paint by Penguin Manipulation represent sounds Earobics Step 2 Network User s Guide General Guide for Evaluating Data cont Variable presenting challenge Indication of possible weakness in Pesky Parrots Segments Syllables vs Phonemes Blending speech sounds Pesky Parrots Memory for sound
16. Group Names Descriptions 15 Updating a Group Assigning Students to a GOUD ereen ea ile Delne SOM daa nda 17 This document includes information proprietary to Cognitive Concepts Inc and may not be reproduced in whole or in part without the express written permission of Cognitive Concepts Protected by U S Patent Nos 6 146 147 6 435 877 and 6 511 324 and other pending patents 1998 2004 Cognitive Concepts Inc and its licensors All rights reserved Earobics Earobics Literacy Launch the Earobics logo Solutions for Literacy and Language and Sound Foundations for Language and Literacy are registered trademarks of Cognitive Concepts Inc Cognitive Concepts is a trademark of Cognitive Concepts Inc Table of Contents Using Earobics Step 2 Network in the Classroom 18 Student Logln 18 Earobics Step 2 Games 20 General Features of Earobics Games 20 Calline All Enormes ve rea zanese 3 des 22 Pint by Penco span bua 24 E 7 26 Hippo Hoops aaa ont ap ee nee 28 Dack ener ie epa ies 30 Learning Objectives for 22 Professional Management Features 36 Progress Chart eser 38 Preferences 45 DataView o xar eu gus ue ya 48 Classroom Management 61 Scheduling with the Earobics Software 61 Motivation and Reward Ideas
17. Reproducibles section of the Earobics Classroom Connections Activity Book can be used as themes for motivational displays Create a jungle with palm trees and have students add bananas or coconuts when they meet a goal Make a class treasure chest adding a gemstone each time a student earns a circle on his her progress chart or meets a personal goal Teacher s Helper Because students enjoy rewards of responsibility have them act as librarian Alphabet Mat monitor or computer helper as recognition for the successful achievement of a goal or task Earobics Stickers and Certificates Use the Earobics stickers and certificates included in your classroom package to reward students for meeting goals You can purchase additional stickers online at www earobics com Earobics Step 2 Network User s Guide Weekly Participation Chart a 09 Completion during the week of Session 2 Session 3 Session 1 Student Name MEHMMHHHHHHH Y ll pp SRR APP PP ACLS A eee Y 1111 a tH PA HL ttt P s hl Gss 150110 111 pp ef 0111 10 11 12 Duck Luck a O a Qu T Pesky Parrot Paint by Penguin Q Calling All Engines 4 GAME KEY Do sousu IIV sured h d AZMI m son NE sdooH oddry J0IJEJ Gd umsuag Ag Jure 7 w SUEN JUIPNIS Heyo uolnedio9 ued juepnis zdajs iJejslodns
18. Save the file by navigating to the C drive Double click the estnclient exe file to unzip the files to a folder on the client hard drive default c Earobics Step 2 Network ClientPC Import Class List A class list may be imported from a comma or tab delimited database file Prepare the list without a header row and then click on the button below You must have a teacher set up in this system to assign students otherwise the students will be placed under Students not assigned to a Teacher at the bottom of the Administrator Home screen To import a comma or tab delimited class list click here IMPORT LIST Import Teacher Data A teacher list may be imported from a comma or tab delimited database file Prepare the list without a header row and then click on the button below To import a comma or tab delimited teacher list click here IMPORT LIST Database Merge Utility Use this tool to merge two like databases Import Student Data If your current version is Earobics 3 4 click the Mac or PC button below to download the Data Upload Tool Downloading Client Files to Client Computers To download files onto client computers click DOWNLOAD located at the top of the Network Administrator Screen The Download Client Files screen will appear For Macs 1 Click MAC in the middle of the Download Client Files screen A self extracting archive estnclient sea will be downloaded to the default download folder on
19. Setting Levels A teacher may choose to have students skip or repeat levels or tasks Select a starting task repeat a task or skip tasks using Preferences pages 45 47 Task and Level Counter The current task and level are displayed in the Task and Level Counter located in the lower left corner of each game screen The Task and Level Counter also indicates the number of levels remaining to be completed for the current task Collecting Data Data is collected automatically during normal game play However if the student exits using the EXIT button before a round of 10 presentations is completed no data will be recorded for that round Automatic Game Exit If no response is made on two consecutive plays within a round the game ends Data for the two plays for which the student made no response is discarded and the program prompts the player Do you want to play again Earobics Step 2 Games CALLING ALL ENGINES Calling All Engines umproves listening and reading comprehension by strengthening students auditory memory and language processing Primary Skills Auditory Sequential Memory Attention and Short Term Memory Following Oral Directions Comprehension of Linguistic Concepts Auditory Performance with Competing Signals Auditory Memory Skills Calling All Engines provides systematic skill training across 168 levels of instruction Calling All Engines builds stronger auditory sequential memory by incr
20. and take you to the Game Menu amp Progress Chart The data for the current round of play will be discarded Volume control Click on the arrow at the left of the volume control bar HI to decrease the sound volume Click on the arrow at the right of the volume control bar to increase the sound volume Resume When the Pause button Pause is selected the Pause option changes to Resume resume Selecting this button will resume play Listen Again When it is time for a student to respond during the course of a game the Speaker icon W appears in the upper right corner of the game screen This prompt signals the student that he she should respond Clicking the Speaker icon W also replays the sound or word and resets the response timer T he audio replay feature can be turned off using Preferences Cursor Availability To prevent a student from responding before the auditory presentation is complete the cursor does not appear on screen during auditory presentations Students must wait for the cursor to reappear before moving or clicking the mouse Student Response Time The response time allowed in most games is 10 seconds In Calling All Engines it is 15 seconds and in Paint by Penguin It is 10 15 or 20 seconds depending on the activity If time elapses before the student responds that response will be treated as incorrect If more time to respond is required click on the Speaker icon I to reset the timer or use the PAUSE
21. in Words Pesky Parrots teaches the student to hear subtle differences in words Initially the student chooses from three words that do not sound alike As the student s skills develop the response choices become more similar This encourages the student to listen to every sound and to make finer discriminations between words Word Closure Pesky Parrots advances to teaching word closure skills The student learns to recognize a word when a syllable or phoneme has been omitted by filling in the missing part of the word This skill training improves the students awareness of sounds and word prediction skills Increasing Auditory Memory While the student develops blending and word closure skills Pesky Parrots also helps him her build auditory memory skills Decoding words requires at least a two second auditory memory span the amount of time needed to recognize a symbol recall the sound and hold and process the sound in auditory memory Pesky Parrots provides practice with listening to sounds and holding them in auditory memory for gradually increasing amounts of time before blending them into words Pesky Parrots gradually increases the time the student must hold a sound in auditory memory until the two second goal is attained How to Play Click on the Pesky Parrot icon to help Pirate Patch get back his stolen Jewels learn to blend syllables and speech sounds into words and to complete words by filling in missing syllables or spe
22. the client hard drive The default download location is set up under Internet Explorers preferences located under Edit in the menu bar 2 Double click estnclient sea file if the browser doesn t automatically run the extract routine after download The program will unstuff the files placing the client game program in a folder called Earobics Step 2 Network Client on the root directory of the hard drive For the users convenience an alias to this program will be placed on the desktop For PCs 1 Click PC on the Download Client Files screen 2 Choose the Save this file to disk option Click OK to save the file estnclient exe to the C drive 3 Double click on estnclient exe The program will unstuff the files placing the client game program in a folder called Earobics Step 2 Network Client on the root directory of the C drive For the users convenience a shortcut to this program will be placed on the desktop UPLOADING EXISTING STUDENT DATA FROM Non NETWORK VERSIONS OF EAROBICS STEP 2 If students have used Earobics Step 2 version 3 4 or above their data is stored on the hard drive of that computer To provide continuity their data can be uploaded to the Earobics network server This is done using the Upload Tool provided on the Earobics server Acquiring the Upload Tool NOTE An Import Tool is also available to upload data from versions of Earobics software prior to version 3 4 For details call Earobics t
23. will identify the word by selecting from a set of three response choices Task 3 Discriminating r Controlled Vowels in Minimal Pair Words Learning Objective In an auditory vigilance task the student will discriminate a change in the vowel sound of minimal pair CV r syllables presented with an inter stimulus interval of 1 0 seconds Task 4 Discriminating Consonants in Minimal Pair CV Syllables ba pa Learning Objective In an auditory vigilance task the student will discriminate a change in the consonant phoneme of minimal pair CV syllables when the CV syllables are presented with an inter phonemic acoustic difference of 2 8 steps on a 9 point acoustic continuum and an inter stimulus interval of 1 0 seconds Earobics Step 2 Games Hippo Hoops cont Task 5 Discriminating Consonants in Minimal Pair CV Syllables sha sa Learning Objective In an auditory vigilance task the student will discriminate a change in the consonant phoneme of minimal pair CV syllables when the CV syllables are presented with an inter phonemic acoustic difference of 2 8 steps on a 9 point acoustic continuum and an inter stimulus interval of 1 0 seconds Task 6 Discriminating Consonants in Minimal Pair CV Syllables ra la Learning Objective In an auditory vigilance task the student will discriminate a change in the consonant phoneme of minimal pair CV syllables when the CV syllables are presented with an inter phonemic acoustic differ
24. y LZ eysHyOeT 97 Pueyo SZ eur yz PIRI Ez 2isso zz uose 12 JamduJo EAII 07 3orned 61 punupi 81 Pune ZT emne OT jerued sI 99219US L Ut AY El 10329H 71 S EPUBUV TT 22 Y yndumo ueyieuof 01 enbru2ys 6 PUPA 8 orf Z eAOT eT 9 TN epueury PPN y vuruq TSWAE z Aury T JanduoJ J9ISOY 2 n2 09s Anod quin 11 1041 51075 IY 01 SIUI UBISS Y Muy J 91 DUIPUOdSALLOI 01 IXIU SIMPU 1244227118 ut uf poroqunu 2Qnol 421 V uajnduo OE G nosgi IZ puv Z 4a1ndwov 4opun OZ Yonosg4 TT 40 1024284 T 1D UIVOD 4000 1416 OT gova not T y 07 t 404 SAIQUNU 9517 4 qndudo 202 Lapun vp 202 10 SOUT 47719 9 SUINDAP q q rv Jd sin pnis Q IIUI r ynduo joto o pousisse SIUIPNIS JO sloagndujoo Aq sse n ur SJUDPNIS EDJEN 0 SNOJEJAJ 67 SIN 87 pesy LZ gus Oe 97 auey Z eur YZ ele Z 2Isso 77 uosef TZ ED EN OE SNIJEJN 67 Sim 87 Pes y LZ BUSIUOPI 92 auey SZ BUH 97 BIR Ez 2Isso 77 uosef 12 ED EN 06 SNIP 67 Sm 87 Pes y ZZ EUSJUOPI 97 PIU YO SZ eur YZ PIR Ez 2Isso ZZ uosef 12 s u pn3 eATT OZ 21324 GI punupy 81 eunneg BINE OT prueq ST IAG up
25. 10329H S epueury vorneq punurpq purina EmeET PULJ 1 u uedy JOJ IL S epueury PAT PINE punwpq 22011124 1 BINET 91 prueq ST 1 uray El 0202 21 S pueury TT siu pni Aep u v papnpayos siuapnas 9 G g EX O kep 19d paynpayps SIUIPNIS JO 3 A Y ut skep 3 A Jad s10 s x Jandujoo Jod sjuapnis slojndulo9 iu1 614 5 0 a npayos ajdues ueyieuof 01 enbruays 6 PEPI S orf Z eAOT RT 9 TN epueuy PPN y BUBIIG JOTAE Z Awy 1 ueyieuof 01 enbruays 6 PEPI es oil eAOT RT 9 TN pucuyy PEPI y vuruq JOTAE Z Awy 1 ueyieuof 01 enbruays 6 PUPA 8 orf Z eAOT RT 9 TN epueury PEPI y BUBIIG JOTAE 2 Aury T siu pn1 07 1 221 00 1 00 6 07 8 OC 8 SUI Aepsiny T Aeps up A Aepsan IL Aepuo 66 MOTIVATION AND REWARD IDEAS The Earobics software provides exciting games that engage and challenge students Most students remain motivated to complete the program without extra support However some students require additional external motivators When creating a motivational program it is important to consider the following e Ease of use for the teacher and student e A variety of achievable student goals e Both long and short term goals The following are sugges
26. 2 From the Network Administrator Screen click the DOWNLOAD button The Download page will appear You are logged in as admin 3 Click IMPORT TEACHER LIST from the Download page Upload A Teacher File Please Note All teachers will be assigned to the school you select here with the ability tq 4 Select 2 Line Feed option from the drop down menu The default password for all teachers is 1234 please intruct teachers to change their pass The file you choose to upload must be comma or tab delimited and contain the followin Choose Windows Macintosh or Unix depending on the operating system which was used to create the teacher list LAST NAME DELIMITER FIRST NAME 5 Select the delimiter which was used to create the text file Line Feed either TAB or comma Delimiter 6 Select the format for the usernames which will be E aera created automatically from the teachers first and last ri names The choices are First Name Last Name First Initial Last Name Last Name First Name Last Name First Initial NOTE Teacher names and usernames can be changed after they are imported into the system Earobics Step 2 Network User s Guide Gap Setup by the Network Administrator ENTERING STUDENT NAMES Student users must be assigned to a teacher Create student users only after the username for their teacher has been created Creating a New Student User from the Network Administrator Screen 1 Click CREATE NEW USER found ben
27. 2 letters and or numbers press TAB then re enter the new password to confirm it Be sure to record the new username and or password and save it in a secure place When all appropriate information has been changed click SAVE INFORMATION CREATING GROUPS Creating groups of students allows a teacher or school administrator specialist to chart group progress and set preferences for several students at one time If authorized by a network administrator a teacher may create groups of students within his her class list School administrators specialists are required to name and define each group of students Creating New Groups 1 Click GROUPS at the top of the Teacher Main Screen or School Administrator Specialist Main Screen The Group Main Screen will appear O HOME PERSONAL INFO SCHOOLS DOWNLOAD USE CACHE BA Group Main Screen CREATE GROUP UPDATE GROUP DELETE GROUP Click on the Group Name to view or update the list of Student Group members My Groups Jaguars Edit Group Name Description Level 1 readers Llewellyn Courtney Courtney Llewellyn Nee Cheng Cheng Nee Syed Ali Ali Syed Tigers Edit Group Name Description Level 1 readers Flores Asael Asael Flores Johnson LaChrisha LaChrisha Johnson Earobics Step 2 Network User s Guide Cas Creating New Groups cont UPDATING A GROUP ASSIGNING 2 Click CREATE GROUP The Create New Group screen STUDENTS TO A GROUP will appear 1 Click GROUP
28. 52140 192 ue si 70 GETTING STUDENTS STARTED Below are general guidelines for getting started with Earobics Literacy Launch in the classroom Answers to questions as well as additional clarification can be found by referring to the appropriate section of the Teachers Resource Guide or by calling a Cognitive Concepts consultant at 888 328 8199 Before Students Use the Software Be sure Earobics game software has been downloaded onto the client computers see page 8 Set up class lists and group assignments using administration tools see page 16 Include an extra player on the roster for demonstration purposes e g teacher s name imaginary student name Plan a schedule for classroom use Using Preferences see page 45 customize the software to do any of the following for individual students or entire groups Select different languages for the directions Ghost out or restrict play of any games Restrict options to replay audio or exit before the end of round Recommendations for Introducing the Software to Students To orient students to the log in process e Show students how to double click the Earobics icon on the desktop Teach students to find their school s name on the Choose your SCHOOLS NAME screen explaining how to use the scroll bar if the school list extends beyond one screen Explain that they will click on the school s name then click on the forward arrow that will appea
29. 8 0 20 0 6 0 8 0 20 0 6 0 8 0 22 Engines Paint By 11 68 Tl 1215006 0 4 0 12 0 6 0 4 0 24 Pesky Parrots Parrots 42 60 9 9 EZ IA ENS ES ES ES o ES o A o ova owe s zin vaz 062 os fore 00 Group Summary Select Group Summary from the DataView screen to see how many days students in a group or class have played each game and the number of levels they have completed for each task Group Progress Summary CNA Hippo Hoops Blue Reading Group 1 1 8 EXIT Blue Completed task Green Task in progress Black Task not played se S ee eee m or or or fe er foe or Verin anes posolennjom or om or or or ow oor o Js or or or or we we or fom La Days Played Task Columns The first column of numbers in both of the summary These columns provide more detail showing how many reports shows the total number of dates the game has levels the student has completed and how many levels there been played are per task Total Completion Tot Compl The colors for task information which are explained at the The next column shows both the number of levels completed top of the screen are as follows and the total number of levels in the game For example e Blue Completed task 42 155 represents 42 levels completed out of 155 Green Task in progress e Black Task not played Earobics Step 2 Network User s Guide Adapt
30. BEFORE ADVANCEMENT Adaptive Training Criteri If the student answers three in a row correctly he she moves up one level If the student answers two in a row incorrectly he she NOTE moves back one level Chart reads from the bottom to the top left to right Progress Chart Detail Paint by Penguin 7 Tasks 68 Levels 1g phoneme sequences aencing phonemes vllable structure nting phonemes in a word Counting amp seque h complex syllable structure Segmenting phonemes in a y number of h sound with simple syllable structu NUMBER OF LEVELS BEFORE ADVANCEMENT Adaptive Training Criterta NOTE If the student achieves 80 mastery Chart reads from the he she moves up one level bottom to the top left to right Earobics Step 2 Network User s Guide Progress Chart Detail Pesky Parrots 15 Tasks 60 Levels complex syllable gment omitted Word closu with medial s simple syllable gment omitted re with medial syllable omitted losure with final syllable omitted yhonemes into a word Blending four phonemes i mple syllable structure ending with complex syllable str phonemes into a word Blending three phonemes 1 mple syllable structure ending with complex syllable str ding four syllables into a word Blending two phoneme y OO O lending two syllables into a w
31. Containing r Controlled Vowels Learning Objective When auditorily presented with a word rime word final sound pattern containing an r controlled vowel the student will select from a set of three response choices each containing an r controlled vowel rime structure a word that contains the same word rime Task 5 Recognizing Word Beginnings Single Consonants and Consonant Digraphs Learning Objective When auditorily presented with a singleton consonant sound the student will select from a set of three response choices each containing different singleton consonant word onsets and the same word rime a word that begins with the same singleton consonant sound Earobics Step 2 Network User s Guide Earobics Step 2 Games Task 6 Recognizing Word Beginnings CC Blends Learning Objective When auditorily presented with a CC phoneme blend the student will select from a set of three response choices each containing different CC word onsets and the same word rime a word that begins with the same CC phoneme blend Task 7 Recognizing Word Beginnings CCC Blends Learning Objective When auditorily presented with a CCC phoneme blend the student will select from a set of three response choices each containing different word onsets and the same word rime a word or nonsense word that begins with the same CCC phoneme blend Task 8 Learning Objective When auditorily presented with an Blending Onsets with Rimes onset word beginni
32. EBUV 11 CW pueury S epuewy I ueyieuof 01 T AIQUNU 10 4200 PEPIN P punuipy 8 enbru u 6 14DIS OZ 02024 nok sofy eueng eunneg 1 l puosas qd uo Ief Z eme 9 PUPA 8 UIUUI IJ INULJUOJ Aury 1 prueq SI orn V top 1541 qiq uo Z ALI 0Z r us Pol 9 01 y 1 404 sisquinu 1517 one 61 UB y C Kepson TN PEIN y JOW9H 21 eoJ eT 9 2021 S tputuy El tputuy pp govo uo ueyieuof 01 192 y Z S2U1 yung Z UIMVIP enbruays 6 BUBIIg Aury 1 q wp yIv od squapnys Z 9941 UPA 8 orn JOTAE Z Aury T SJUAPNIS SJUAPNIS kep 19d p ynp vu s siuspnas JO JAM y ut s ep 3 A Jad siojs x Jandujoo Jad sjuapnis Aep yoed p ynp v s siuapnas Z 09 x OZ 1 nduuo2 suo sjuapnjs OZ a npayos ojdues 64 C 1 ynduro5 ZE s3 ynduro Tz JanduoJj siuspnas siuspras siuspras Aep papnpayos syuapnas TT e kep Jod SIUIPNIS JIQUINU 3 A ay ut sAep 3 A Jod 530 5 x Jazndujoo Jad SIUIPNIS r ynduo YITI pousisse SIUIPNIS JO 5 Jo Aq ssep dy ut SIUIPNIS saojndulo9 9814 Sulnp q s Sun Aepsiny a Keps9UPaM Aepsan IL Aepuojpy 65 ED EN O SNIJEJAJ 67 Sm 87 Pes
33. ENTER or press ENTER on the keyboard USERNAME PASSWORD Earobics Step 2 Network User s Guide ENTERING PERSONAL INFORMATION Use the Update My Information screen to enter or change users first and last names usernames and or passwords For greater security change the admin password to a unique password of up to 12 letters and or numbers Record the password and keep it in a safe place for future reference The Update My Information screen will continue to appear after log in until the password for admin is changed from default to a new password NOTE The username admin never changes and is reserved for the main network administrator 1 Enter information or make changes by clicking on the appropriate field then typing in the new information As many as 30 letters and or numbers can be entered for the first or last name Special characters such as or or apostrophes etc are not accepted by the system and will be automatically removed Press TAB to move to the next field OT 2 Click SAVE INFORMATION when the administrator s information has been updated The user will then be taken to the Network Administrator Screen CO CES HOME PERSONAL INFO Ce y ele E DOWNLOAD USE CACHE E Update My Information FIRST NAME LAST NAME USERNAME ADMIN PASSWORD RE ENTER PASSWORD SAVE INFORMATION CREATING New USERS On the Network Administrator Screen click CREATE NEW USER
34. ORY MEMORY FOR DIGITS 10 The student will recall in order of presentation 1 2 3 4 or 5 digits auditorily presented with an inter stimulus interval of 1 second and simultaneous or delayed visual display of response choices TASK 2 FOLLOWING DIRECTIONS DIGITS amp LINGUISTIC CONCEPTS 20 The student will execute a verbal command requiring identification of digits and containing a linguistic modifier presented with simultaneous or delayed visual display of response choices The set of linguistic modifiers consists of and or not first last middle before after before after TASK 14 FOLLOWING DIRECTIONS CONSONANT SOUNDS amp LINGUISTIC CONCEPTS 22 The student will execute a verbal command requiring identification of consonant sounds represented by corresponding graphemes and containing a linguistic modifier presented with simultaneous or delayed visual display of response choices TASK 1 mx j j O e ATT T T Progress Summary Reports Student Summary Select Student Summary from the DataView screen to see how many days the student has played each game and the number of completed levels per task Student Progress Summary SIE Ramirez Victor 4 HELP EXIT Blue Completed task Green Task in progress Black Task not played Tot C L se ze 5 r 55 5 Task Task Task Task Task Task Play t ot Comp 10 11 12 13 14 15 Calling All 41 168 110 101 20 20 0 20 0
35. OS 7 6 1 9 x Pull down the Apple menu select Control Panel and choose Monitors Set display to 800 x 600 OS X Pull down the Apple menu and select System Preferences Select Displays and set to 800 x 600 For PCs Click Start go to Settings go to Control Panel double click Display and select Settings Use the slide bar to set the resolution to 800 x 600 Click APPLY NOTE On older monitors if the image size of the Earobics games appears small you may decrease the display resolution to enlarge the image Follow the instructions above but enter 640 x 480 rather than 800 x 600 AUTOMATIC LOGOFF AFTER 20 MINUTES OF INACTIVITY If the mouse or keyboard is left untouched for 20 minutes while a user is logged in to the Administration tools the program will log off automatically This feature is designed to protect a users privacy The following gives teachers and school administrators specialists the information they need to set up Earobics Step 2 Network for students LoGGING IN Before logging in obtain the following information from the network administrator e The network address of the Earobics server URL e Username e Password Once this information is obtained follow these steps to log in 1 Launch Internet Explorer 5 0 or higher from any computer on your network 2 Enter the URL address such as 194 267 3 480 of the Earobics network server in the address field near the top of the screen
36. S 3 Enter Group Name Click the field to the right 2 Click UPDATE GROUP from the Group Main Screen or of Group Name and type in a name up to 30 characters f click the name of the group where it appears to appear on group reports Students will select HOME PERSONAL INFO SCHOOLS DOWNLOAD this group name when logging in to the Earobics game software NOTE A group name can be used only once on each server 4 Enter Group Description Click the field to the right roup Listin of Group Description and type in a description up to 255 characters that identifies the group e g Level 1 readers Students will not see the group descriptions Jaguars Level 1 readers 5 Click CREATE GROUP to finish Tigers Level 2 readers HOME PERSONAL INFO SCHOOLS DOWNLOAD L 3 Click the name of the group to be updated on the Group Listings screen Create New Group 4 The Update Group screen will appear Teachers will see a list of all of their students School Administrator Specialists Group Name will first see a pulldown menu of all schools on the network Group Description After the school administrator specialist selects the desired school the screen will then display a list of all students in that school grouped by teacher For both Teachers and School Administrator Specialists checking the box next to a students name will include that student in the group EDITING GROUP NAMES DESCRIPTIONS Unselec
37. Sequential Memory Pesky Parrots Phonological Blending Word Closure Auditory Performance with Degraded Signals Auditory Short Term Memory Auditory Phoneme Discrimination Hippo Hoops Auditory amp Phoneme Discrimination Auditory Vigilance Phoneme Identification Phonological Sequencing Duck Luck Rhyming Phoneme Identification amp Discrimination Phonological Blending Segmentation amp Manipulation Word Closure Auditory Short Term amp Sequential Memory Sound Symbol Correspondence ISBN 0 669 52716 5 2 80669 52716 9
38. administrators specialists to make changes 5 backing up data 11 cache 11 Calling All Engines facilitation technigues 72 general guide to evaluating data 59 how to play 22 learning objectives 32 scope and seguence 74 skills taught 22 creating new schools on a wide area network 7 creating new users by network administrator 4 by teachers and school administrators specialists 14 customer service 75 DataView accessing 49 Dataview screen 48 detailed reports 49 Group Progress Summary screen 51 interpretation of data 52 printing reports 50 sample data analysis 53 Student Progress Summary screen 51 deleting classes 7 deleting users 7 downloading client files 8 Duck Luck facilitation techniques 73 general guide to evaluating data 60 how to play 30 learning objectives 37 scope and sequence 74 skills taught 30 Earobics Step 2 games game controls 21 introducing to students 71 languages 21 preparation 71 scheduling for classroom use 61 scheduling for computer lab use 62 setting levels 21 Earobics Step 2 Network User s Guide index entering additional network administrator teacher and school administrator specialist names or passwords 4 entering student names by network administrator 6 by teachers 14 importing preformatted student lists 6 groups creating new groups 15 deleting a group 17 updating assigning students 16 Hippo Hoops facilitation technigues 73 general guide to ev
39. ady in the network database will be placed in a queue found at the bottom of the Network Administrator Screen Clicking on the magnifying glass next to a duplicate name will allow the administrator to adjust student information in order for the teacher to access student data Clicking on the trash can will delete that player and their associated data CO HOME PERSONAL INFO SCHOOLS DOWNLOAD USE CAC STEP 2 Admin Upload Queue Teachers are denoted with bold USERS l Guest l Keisha Jones DATE ERROR 3 17 04 Duplicate Entry 3 17 04 Duplicate Entry After uploading data of all selected players a screen will appear giving the option to QUIT or CONTINUE using the Upload Tool USING CACHE To increase the speed at which games are downloaded to students in each session click USE CACHE from the Network Administrator Screen The Background Caching Preference screen will be displayed To turn on the caching feature click ON This allows background loading of other games into the cache or memory while students are playing Background caching is recommended unless the client computers have very limited hard drive space i e older computers or MacManager is used on the client computers MacManager may conflict with background caching NOTE Not using the background caching feature will result in longer download times when switching between games BACKUP There are two ways to backup network and s
40. aluating data 60 how to play 28 learning objectives 35 scope and seguence 74 skills taught 28 importing a preformatted student list 6 importing a preformatted teacher list 5 installing Earobics games on client workstations 8 levels of play manually changing 46 license management 11 loading screen 19 logging in automatic logoff 12 by students 18 by teachers and school administrators specialists 14 network administrator 3 modifying student information 15 modifying teacher information 15 monitor resolution 12 network administrator password 3 personal information 3 username 3 Paint by Penguin facilitation techniques 72 general guide to evaluating data 59 how to play 24 learning objectives 33 scope and sequence 74 skills taught 24 index Pesky Parrots facilitation technigues 72 general guide to evaluating data 60 how to play 26 learning objectives 34 scope and seguence 74 skills taught 26 preferences changing levels of play 46 launching 46 Preferences screen 45 saving changes to 47 progress chart Calling All Engines 40 Duck Luck 44 Hippo Hoops 43 Paint by Penguin 41 Pesky Parrots 42 using the progress chart 39 schedules creating for classroom use 61 creating for computer lab 62 samples 63 screens Add New Student 14 Admin Upload Queue 11 Create New Group 16 DataView Detailed Reports 49 DataView main 48 DataView Student Progress Detail 50 Delete Gro
41. an auditory vigilance task the Recognizing Lax Vowels in a Word student will recognize a lax vowel phoneme in a word context when words containing lax vowel phonemes are auditorily presented with an inter stimulus interval of 2 0 seconds Task 12 Identifying Position of a Consonant Sound in a Word Learning Objective The student will recognize the position in a word of a consonant phoneme when a word is auditorily presented Duck Luck Task 1 Recognizing Word Endings Open Syllable Rimes Learning Objective When auditorily presented with an open syllable word rime word final sound pattern the student will select from a set of three response choices cach ending with an open syllable a word that contains the same word rime Task 2 Recognizing Word Endings Closed Syllable Rimes Learning Objective When auditorily presented with a closed syllable word rime word final sound pattern the student will select from a set of three response choices each containing the same vowel in a closed syllable rime structure a word that contains the same word rime Task 3 Recognizing Word Endings Rimes Containing Postvocalic l Learning Objective When auditorily presented with a word rime word final sound pattern containing post vocalic l the student will select from a set of three response choices each containing a post vocalic l rime structure a word that contains the same word rime Task 4 Recognizing Word Endings Rimes
42. anguage in which a student or group will hear instructions click the arrow by LANGUAGES and select from nine choices in the drop down menu Manually Changing Levels of Play To change the students level of play manually click on the arrow next to TASK and select the desired task from the drop down menu If a task already played is selected the student will return to the first level of play for that task Any circles previously filled for that task will be cleared however the performance data corresponding to previous rounds of play will be preserved and will remain accessible in DataView The starting level of play can be reset any number of times but the colored circles previously earned for the selected task will be cleared each time Click SAVE CHANGES to save the selections Limiting Student Access to Selected Games To prevent a student from playing a particular game click the box by PLAY ALLOWED A check mark will disappear indicating that the game is not playable That games icon also will be grayed out on the Student Main screen To re enable a game previously disallowed click the PLAY ALLOWED box again The checkmark will reappear and the game will be available Turning Off the Audio Replay Feature To prevent a student from repeating the auditory presentation click the box by AUDIO REPLAY The checkmark will disappear to indicate that the audio replay is not available The Speaker icon lbe will not appear in the to
43. ause adjust The student hears sound segments such osa velume or pola as c oo k The student blends the exit game replay sounds into a word and clicks on the sound picture of the correct response Coconuts represent an incorrect response Jewels represent a correct response Earobics Step 2 Network User s Guide Earobics Step 2 Games HiPPO Hoops Hippo Hoops strengthens reading fluency and spelling as the student learns to identify and discriminate sounds identify the position of sounds within words and recognize spelling patterns Primary Skills Auditory and Phoneme Discrimination Auditory Vigilance Phoneme Identification Phonological Sequencing Discriminating Vowels Hippo Hoops uses 155 levels of instruction to teach discrimination phoneme identification and phoneme sequencing skills The student begins with practice in vowel discrimination listening to a series of one to eight consonant vowel consonant CVC syllables The student learns to detect a change in the vowel phoneme Discriminating Consonants Hippo Hoops progresses to teaching discrimination of consonant vowel pairs Hippo Hoops begins with sounds that are made easier to discriminate Acoustically modified speech is used to make critical cues more easily heard As a students skills develop he she is presented with sounds that are more difficult to discriminate Recognizing Sounds and Spellings of Vowels Once consonant and vowel discrimina
44. automatically adjusts the number of stimuli depending upon the student s performance B Recalling Sequencing amp Following Directions with 1 4 Words Delayed Visual Cueing As the game progresses C Recalling Sequencing amp Following Directions with 1 4 Long Vowel Sounds H e student does not see pictures or letters until after the auditory stimuli are presented Delayed visual cueing reguires the student to rely only on auditory memory to complete the task D Recalling Sequencing amp Following Directions with 1 4 Short Vowel Sounds r 1422 2280 Background Noise Background noise is systematically introduced requiring the student to listen and focus in the presence of competing distractions The volume of the background noise increases or decreases E Recalling Sequencing amp Following Directions with 1 4 Consonant Sounds depending upon the student s performance Earobics Step 2 Network User s Guide Earobics Step 2 Games PAINT BY PENGUIN Paint by Penguin helps the student increase reading speed and accuracy and improve spelling by developing his her ability to count sequence and manipulate sounds Primary Skills Phonological Segmentation and Manipulation Phonological Sequencing Auditory Temporal Resolution Auditory Temporal Ordering and Pattern Recognition Auditory Short Term and Sequential Memory Counting Sounds Paint by Penguin uses 68 leve
45. blends Rimes containing postvocalic l Two consonant blends Closed syllable rimes Single consonant and consonant digraphs Open syllable rimes TASK 5 LEVEL 1 22 TASK 1 LEVEL 1 6 C Blending Onsets with Rimes D Segmenting amp Deleting Phonemes Onsets Rimes Time Intervals Duck Luck builds auditory memory by pausing between onsets and rimes for 5 seconds and works systematically up to 2 0 seconds Increasing Challenge As the game progresses the tasks and complexity of the syllable structure become more challenging TASK 9 LEVEL 1 6 Duck Luck 1500 The The student hears VVhich duck says a vvord lu 5 that starts with sh and ends with ack volume or replay Each duck says a word The student clicks exit game sound the duck that said the correct word Bright bulbs represent correct responses and burnt out bulbs represent incorrect responses TASK 8 LEVEL 1 12 Earobics Step 2 Network User s Guide Earobics Step 2 Games LEARNING OBJECTIVES Listed below are learning objectives as they appear on the DataView screen in Earobics Step 2 software The objectives are written in standard Individualized Education Plan IEP format to facilitate record keeping and report generation When writing IEP goals use these learning objectives as a framework customizing them for each student The tasks are listed in the order they are presented during play Calling All Engine
46. button PAUSE Scoring A round of a game consists of 10 auditory presentations and responses Each response is displayed on the game screen with an indicator noting whether the response Was correct Earobics Step 2 Network User s Guide Earobics Step 2 Games Languages Earobics Step 2 Network software delivers game instructions in nine languages including English Spanish Arabic Cantonese Haitian Creole Hmong Polish Russian and Vietnamese Languages are selected on the Preferences screen under the Languages menu The selected language is displayed next to the student s name on that screen Continuous Rounds of Play After completing a round of a game the completed rounds data will be saved The student will be asked whether he she wants to play another round Two buttons will appear O starts a new round of play of the current game Bends the game and displays the updated Progress Chart The option to exit at the end of each round of play can be turned off using Preferences Adaptive Training Earobics carefully monitors each students progress The software automatically increases or decreases the level of difficulty for an activity so the student always works at the appropriate level for his her individual needs Depending on the activity a game may not advance levels until the start of the next round of play even though the criterion for advancement has been met See pages 40 44 for adaptive training criterion
47. chers username the chosen delimiter either a comma or a tab the students last name the delimiter and then type the first name Do not use special characters such as or or or apostrophes etc Start a new line by pressing ENTER or RETURN then repeat the above procedure Follow this step for every student in the class Save the list as either a text file or a CSV comma delimited database NOTE Many database programs give you the option to choose the type of file to be saved including TAB delimited or comma delimited files 2 From the Network Administrator Screen click the DOWNLOAD button The Download page will appear 3 Click IMPORT LIST from the Download page 4 Select the teacher to whom the students will be assigned 5 Select a Line Feed option from the drop down menu Choose Windows Macintosh or Unix depending on the operating system which was used to create the student list 6 Select the delimiter which was used to create the text file either TAB or comma 7 Select the format for the usernames which will be created automatically from the student s first and last names The choices are First Name Last Name First Initial Last Name Last Name First Name Last Name First Initial NOTE Student names and usernames can be changed after they are imported into the system 8 Browse to find the student list which was created in step 1 9 Click UPLOAD to display the studen
48. ckground noise Task 10 Auditory Memory for Short Vowel Sounds Learning Objective The student will recall in order of presentation 1 4 short vowel phonemes auditorily presented with an inter stimulus interval of one second and simultaneous or delayed visual display of response choices Task 11 Following Directions Short Vowel Sounds and Linguistic Concepts Learning Objective The student will execute a verbal command reguiring identification of short vowel phonemes represented by corresponding graphemes and containing a linguistic modifier presented with simultaneous or delayed visual display of response choices Task 12 Following Directions Short Vowel Sounds Linguistic Concepts and Competing Noise Learning Objective The student will execute a verbal command requiring identification of short vowel phonemes represented by corresponding graphemes and containing one randomly selected linguistic modifier presented with simultaneous or delayed visual display of response choices and no low or high background noise Paint by Penguin Task 1 Learning Objective The student will identify the number of phonemes in a series of stimuli auditorily Counting Number of Speech Sounds presented with an inter stimulus interval varying between 2 0 and 5 seconds Simultaneous auditory feedback will or will not be provided during response Task 2 Segmenting Speech Sounds in a Word with Simple Syllable Structure Learning Objective Th
49. ct the next game by clicking on the icons in left to right order across the bottom of the screen Introduce students to the Progress Chart Tell them the colored circles will start to fill in as they play Demonstrate by playing a round of 10 in a game getting all answers correct Tell students they will not always earn a circle after a round of play Remind students to always use headphones with the software Teach students what to do when they finish their sessions For example Mark completion chart move clothespin etc to indicate they have completed a turn Get the next student for their turn Take Time to Check data regularly according to the school s implementation plan Keep copies of the data in each student file according to the schools implementation plan Be careful not to delete a student s name until all data files for that student are printed Earobics Step 2 Network User s Guide GD FACILITATION TECHNIQUES Periodically students may need extra help or additional strategies to make progress in a particular game or skill area These suggestions might help your students succeed and maximize the benefits of the Earobics software Calling All Engines Paint by Penguin Auditory Sequential Memory Segmenting amp Manipulating For students having difficulty remembering items For students having difficulty segmenting and e Click the Speaker icon la to hear items again manipulating Have the
50. dhika Ms Corraya U Bartosik Natalia Natalia Bartosik LI Haynes Madison Madison Haynes 5 Repeat as many times as necessary Click SAVE INFORMATION to finish updating the group When creating a group specialists might want to include all students from a teachers class This can be accomplished simply by clicking ADD ALL next to the teachers name To unselect a student click on the checked box next to that students name NOTE A new group name or description cannot be created until the original group name or description is deleted Earobics Step 2 Network User s Guide DELETING A GROUP 1 Click GROUPS at the top of the Teacher Main Screen or School Administrator Specialist Main Screen The Group Main Screen will appear 2 Click DELETE GROUP from the Group Main Screen The Choose a Group to Delete screen will appear 3 On the Choose a Group to Delete screen click next to the group to be deleted Click DELETE GROUP 4 Verify your choice on the next screen by choosing YES to delete the group selected or NO to cancel the delete request NOTE By deleting a group only the group heading information is deleted Students will not be deleted when a group they are in is deleted O O HOME PERSONAL INFO SCHOOLS DOWNLOAD USE CAC Choose a Group to Delete L Jaguars Level 1 readers Tigers Level 2 readers DELETE GROUP Student Log In Launching Earobics Before logging in all other open
51. e reports reveal how changes in certain learning variables are affecting students performance The teacher can then design effective classroom strategies to address specific areas of weakness The following are indicators that students are experiencing difficulties e Fewer levels completed See the Group Progress Summary and the Student Progress Summary in the Total Compl column On the Group Progress Summary identify any students completing fewer levels than the rest of the class Also for individual students check the Student Progress Summary to identify if a student has played significantly fewer levels on any specific game s On each report the Days Played column helps determine if a low completion number indicates that the student is struggling or simply that he she has not played a particular game as much as others e Significant drop in performance score with the introduction or alteration of a learning variable on the Student Progress Detail report e Gradual decrease in score and significant increase in number of trials played at a particular instructional level on the Student Progress Detail report When difficulties are noted a close examination of the students Progress Detail report can indicate his her performance while working with a combination of controlled learning variables Learning variables change as the difficulty of the game increases Each time a variable is changed a new line of data appears
52. e s Ali Games All Dates view Data for All Dates Date Range O view Data for Selected Date Start Datel mm dd yy Example 9 28 03 End Date mm dd yy Example 10 12 03 Leave end date blank to get data for a single day Detailed Reports cont Printing the Report Click VIEW to see the Student Progress Detail screen To print the report click Print from Internet Explorer s File menu Detailed reports will display primary skills targeted by each game along with learning objectives for each task within the game See pages 32 37 for a complete list of learning Selecting Another Player or Game objectives The report also includes the dates on which the Click the Back button from the browser to return student played the selected game the specific parameters to the Detailed Reports selection screen To choose of the instruction received the number of trials per level a Student or Group Summary Report instead click and a cumulative score for each level of Instruction CANCEL then click either the STUDENT SUMMARY or GROUP SUMMARY button To print this report select Print from your browser s file menu Student Progress Detail Calling All Engines DATE s All STUDENT Adams Kyle Game Calling All Engines Auditory Attention Short Term Memory amp Sequential Memory Auditory Performance with Competing Signals Following Oral Directions Comprehension of Linguistic Concepts TASK 1 AUDIT
53. e student will identify the number of phonemes in a word Simultaneous auditory feedback will or will not be provided during response Task 3 Segmenting Speech Sounds in a Word with Complex Syllable Structure Learning Objective The student will identify the number of phonemes in a word Simultaneous auditory feedback will or will not be provided during response Earobics Step 2 Network User s Guide Earobics Step 2 Games Task 13 Learning Objective The student will recall in Auditory Memory for Consonant Sounds order of presentation 1 4 consonant phonemes auditorily presented with an inter stimulus interval of one second and simultaneous or delayed visual display of response choices Task 14 Following Directions Consonant Sounds and Linguistic Concepts Learning Objective The student will execute a verbal command requiring identification of consonant phonemes represented by corresponding graphemes and containing a linguistic modifier presented with simultaneous or delayed visual display of response choices Task 4 Learning Objective The student will identify the number and sequence of phonemes in a series of Counting and Sequencing Speech Sounds stimuli auditorily presented with an inter stimulus interval varying between 2 0 and 5 seconds Simultaneous auditory feedback will or will not be provided during response Task 5 Segmenting and Sequencing Speech Sounds in a Word with Simple Syllable Structure Lea
54. easing the number of sounds the student must remember and by removing visual cues Initially the student sees the symbols as sounds are presented augmenting auditory memory As the student progresses the symbols do not appear until after sounds are presented reguiring the student to rely only on auditory skills for his her response Following Directions Once the student successfully seguences five items without visual cueing Calling All Engines teaches the student to follow oral directions containing linguistic concepts e g Before you click on w click on p Background Noise When the student can follow oral directions successfully Calling All Engines teaches him her to focus attention in the presence of competing background noise The volume of the background noise increases or decreases based on the students performance How to Play A Click on the FireFighter Fly icon 2 to help FireFighter Fly put out the fire in a burning building Put out the flames with water by recalling a series of numbers words and speech sounds and by following directions of increasing complexity Click on the fire hydrant to bypass the opening instructions and to begin the game A number appears inside each of the nine windows of the burning building see Diagram A on facing page FireFighter Fly gives directions to click on a number Position the cursor over the number heard and wait until a blue frame appears around the selected wind
55. eath the screen title 2 Repeat the same process used for entering teachers names except e Skip the Password and Re enter Password fields NOTE Students are not asked to enter a password to access Earobics games e For User Type click the drop down menu and select Student e Use the Teacher drop down menu to select the students classroom teacher e Skip the school assignment drop down menu Click SAVE INFORMATION to finish Students can be entered in any order Their names will be displayed alphabetically by username on student screens and alphabetically by last name everywhere else class and group lists drop down menus reports etc NOTE It is possible to have multiple users with the same first name last name combination However the username for each must be unigue NOTE Once a unigue username has been entered and saved rolling over a name in most screens will display that users unique username We recommend creating a demonstration player e g teachers name imaginary student name for each teachers class The teacher can use this slot for introducing the games to his her class without interfering with student data Student names can also be added by importing a preformatted comma delimited or TAB delimited student list Importing a Preformatted Student List 1 Create the student list using a text editing program or database program NOTE All students must be assigned to a teacher Type the tea
56. ech sounds Click on the treasure chest to bypass the opening instructions Related Skills Auditory Seguential Memory Auditory Attention Auditory Temporal Ordering Following Oral Directions Comprehension of Linguistic Concepts Activity 1 Which Word Is Formed Using These Syllables or Sounds 42 levels A and B on facing page The pesky parrots present two syllables that make a word Three pictures appear on the sails of the pirate ship When the speaker icon appears on screen click on the picture that corresponds to the word spoken by the parrots After three consecutive correct responses Pesky Parrots automatically advances by increasing the time between syllables and introducing more similar sounding response choices When the student becomes proficient blending two syllables into words Pesky Parrots automatically advances by presenting three and then four syllables Pesky Parrots continues to increase in difficulty by presenting individual speech sounds varying the complexity of sound patterns in words using longer presentation intervals increasing the number of sounds presented and varying the similarity of the response choices After two consecutive incorrect responses the level of play will decrease automatically Activity 2 Which Word Is Formed When a Missing Syllable or Sound Is Filled In 18 levels C D and E on facing page The pesky parrots present the first syllable of a word and omit the second syllable
57. echnical support at 1 888 328 8199 To acquire the Upload Tool go to the Download Client Files screen and follow the appropriate sequence below For Macs 1 Click MAC under Import Student Data at the bottom of the Download Client Files screen A self extracting archive dataimport sea will be downloaded to the default download folder on the client hard drive The default download location is set up under Internet Explorer s preferences located under EDIT in the menu bar 2 Double click the dataimport sea file The program will automatically unstuff the files placing the upload tool program in a folder called Datalmport next to the sea file For PCs 1 Click PC under Import Student Data at the bottom of the Download Client Files screen 2 Choose the Save this file to disk option Click OK to save the file dataimport exe to the C drive 3 Double click dataimport exe to unstuff the files to a folder on the client hard drive The program will automatically unstuff the files placing the upload tool program in a folder called Datalmport on the root directory of the C drive Uploading Existing Student Data To import data each file must be uploaded in its entirety Be sure there is sufficient time available before uploading files Also during the uploading process each student must be assigned to a current teacher Make sure teachers to whom students will be assigned have been entered into the network program
58. ect the student to be modified from the list of student names found under My Students on the Teacher Main Screen The Update Student Information screen will appear Enter the desired changes in the appropriate fields and click SAVE INFORMATION The username will be updated automatically CHANGING TEACHER NAMES USERNAMES OR PASSWORDS On administrative screens and reports students are listed alphabetically by last name On student log in screens students are listed alphabetically by username To change how a teacher s name appears on the Student Log In screen and or on administrative screens and reports or to change a password click on PERSONAL INFO The Update My Information screen will appear On this screen you can make the following changes Q HOME PERSONAL INFO SCHOOLS DOWNLOAD USE CACHE B Update My Information CS Mary TOATU Johnson Miss Johnson USERNAME PASSWORD RE ENTER PASSWORD Note Your Username will be seen by students SAVE INFORMATION First Name Click on the First Name field type in the first name up to 30 letters and or numbers then press TAB Last Name Type in the last name up to 30 letters and or numbers then press TAB Username The username can be changed to whatever name the user would like the student to see For example Mary Johnson could be changed to Miss Johnson M Johnson or Johnson Jaguars Password Click on the Password field type a new password up to 1
59. edback will or will not be provided during response maska r Da ase Sass Fesdax als G l Sore Student Name Game Played Date Played Task Variable Affecting Score Conclusions Strategies Sample Data Analysis cont Data Analysis Practice Sheet 2 To print this report select Print from your browser s file menu Student Progress Detail Pesky Parrots DATE s 4 18 2003 4 19 2003 STUDENT India Game Pesky Parrots Auditory Short Term Memory Phonological Blending Word Closure Auditory 8 Phoneme Discrimination Auditory Performance with Degraded Signals TASK 1 BLENDING 2 SYLLABLES INTO A WORD 9 The student will blend two syllables separated by 0 25 1 0 or 2 0 seconds into a word and will make a response by selecting from a set of 3 response choices The response choices will contain 0 1 or 2 words that are perceptually similar to the target word TAKT TOTO Dat Taski Segments interval k Foils Trials Cuml Score LEVEL1 4 18 2003 Blend 2 Syllables 225 seconds 3 100 LEVEL2 4 18 2008 Bend 2 Syllables 1 0seconds 4 75 LEVEL3 4 48 2003 Blend 2Syllables 2 0secons 0 3 66 TASK1 o j j 4 9200 Bend 2Sylables 20seconis 0 T Student Name Game Played Date Played Task Variable Affecting Score Conclusions Strategies Earobics Step 2 Netwo
60. een revealed Name each of the pictures revealed out loud Students should then resume play and click the Speaker icon li to hear the stimulus again Duck Luck Identifying Onsets And Rimes Hippo Hoops Phoneme Identification Discrimination For students having difficulty identifying sounds in isolation or in words e Use quality headphones while playing the game e Click the Speaker icon to hear the items again Have them repeat the items aloud reauditorize and ask the students to repeat the items e Have them pause the game between responses and repeat the target sound Play Basket Full of Eggs in Earobics Step 1 to develop discrimination skills For students having difficulty identifying the positions of sounds in words e Have them repeat the target word saying the sounds slowly e Click the Speaker icon to hear the word again e Use manipulatives to represent the sounds in the word Have students use their finger to follow the sounds in the word For students having difficulty identifying onsets and rimes Use the PAUSE button pause after hearing the target word and have students generate a list of words that rhyme Resume play Have them say the words aloud reauditorize as they are presented Have them point to the duck on the screen that says the answer to help them remember which duck to click on when it is time to respond Repeat the word focusing on how the mouth moves during prod
61. en Task in progress Black Task not played Days Tot C L Task Task 5 vu b 5 KE 50 Task Task Task Task Task Task Played fot Compl 4 2 10 11 12 13 14 15 Calling All 42 168 10 10 20 20 6 6 6 8 0 20 0 6 0 8 10 20 0 6 0 8 0 20 0 6 0 8 0 22 Engines Paint By 56 68 12 12 6 6 4 4 112 121 6 6 4 4 12 24 Penguin Pesky Parrots 24 58 60 53 3 3 se ses oaz om s pe 09 Hippo Hoops Duck Luck Sample Data Analysis cont Daily Performance amp Progress Report Name of student Samantha Game played Calling All Engines Task Recall in order 1 to 4 words Observation of Performance When visual display is delayed the number of trials student responses increased indicating that Samantha spent more time at this instructional level Her difficulty with this task is evident by her gradually decreasing cumulative scores and increasing number of trials Conclusions This decrease may indicate that Samantha relies heavily on visual cues for memory tasks Additional practice with auditory memory tasks will likely facilitate the development of auditory memory To print this report select Print from your browser s file menu Student Progress Detail Calling All Engines DATE s 4 16 2003 4 18 2003 STUDENT Samantha Game Calling All Engines Auditory Attention Short Term Memory amp Sequential Memory Auditory Performance with Competing Signals Following Oral D
62. ence of 2 8 steps on a 9 point acoustic continuum and an inter stimulus interval of 1 0 seconds Task 7 Discriminating Consonants in Minimal Pair CV Syllables ma na Learning Objective In an auditory vigilance task the student will discriminate a change in the consonant phoneme of minimal pair CV syllables when the CV syllables are presented with an inter phonemic acoustic difference of 2 8 steps on a 9 point acoustic continuum and an inter stimulus interval of 1 0 seconds Task 8 Discriminating Consonants in Minimal Pair CV Syllables da ga Learning Objective In an auditory vigilance task the student will discriminate a change in the consonant phoneme of minimal pair CV syllables when the CV syllables are presented with an inter phonemic acoustic difference of 2 8 steps on a 9 point acoustic continuum and an inter stimulus interval of 1 0 seconds Task 9 Learning Objective In an auditory vigilance task the Recognizing Diphthongs in a Word student will recognize a diphthong phoneme in a word context when words containing diphthongs are auditorily presented with an inter stimulus interval of 2 0 seconds Task 10 Learning Objective In an auditory vigilance task the Recognizing Tense Vowels in a Word student will recognize a tense vowel phoneme in a word context when words containing tense vowels are auditorily presented with an inter stimulus interval of 2 0 seconds Task 11 Learning Objective In
63. es that are perceptually similar to the target word Task 9 Word Closure Multi Syllable Words with Final Syllable Omitted Learning Objective When auditorily presented with a sequence of 2 4 syllables that form a word from which the final syllable has been omitted the student will identify the word by selecting from a set of three response choices Task 10 Word Closure Multisyllabic Words with Initial Syllable Omitted Learning Objective When auditorily presented with a seguence of 2 4 syllables that form a word from which the initial syllable has been omitted the student will identify the word by selecting from a set of three response choices Task 11 Word Closure Multisyllabic Words with Medial Syllable Omitted Learning Objective When auditorily presented with a seguence of 2 4 syllables that form a word from which the medial syllable has been omitted the student will identify the word by selecting from a set of three response choices Task 12 Word Closure Simple Syllable Structure Words with Final Speech Sounds Omitted Learning Objective When auditorily presented with a sequence of 2 4 phonemes that form a word with simple syllable structure from which the final phoneme has been omitted the student will identify the word by selecting from a set of three response choices Hippo Hoops Task 1 Discriminating Vowels in Minimal Pair Closed Syllables Learning Objective In an auditory vigilance task the student
64. face the canvas and l appears on screen click the mouse once for each speech sound heard A sponge print appears with each click of the mouse The number of sponge prints must match the number of sounds presented Paint by Penguin Related Skills Auditory Attention Auditory and Phoneme Discrimination Following Oral Directions Comprehension of Linguistic Concepts automatically increases the level of difficulty by changing the interval between sounds eliminating auditory feedback and increasing the number of sounds presented After the student becomes proficient at counting individual speech sounds Paint by Penguin advances the level of difficulty by presenting a word Click on the mouse once for each speech sound heard in the word Activity 2 In What Order Are the Sounds Presented 22 Levels of Play C and D on facing page Pierre Penguin presents one to three speech sounds Click on any paint can at the bottom of the screen to represent the number and order of the sounds heard Select a different color for each different sound you hear Use the same color for sounds that are the same Color choices apply only to a single response when the next speech sounds are presented students may change the colors of paint Paint by Penguin automatically increases the difficulty by changing the interval between sounds eliminating auditory feedback during a students response and by increasing the number of sounds presented After the studen
65. ficient if e Students know how to play the Ezrobics games before they visit the lab Computers have the client software set to the Pick Your Teacher screen before the class arrives e Students can easily find their names If the number of computers in the lab does not accommodate the entire class at the same time students can alternate between sessions on the computer and small group activities included in the Earobics Classroom Connections Activity Book J9JSOV 6 8 ye 3 S y e G 1 Aepsiny L Aepsan IL emaping a Aep q s p ynp q s su pns 0 Aep yea p np ups s1uapnas JO 3 A DU ut skep Y A Jod SIOJS x 19nduroo Jad SIUIPNIS suo Buiinp u5s 63 vA OT PAMS Fl Jng GT UEAY El punwpy 81 T0329H 21 INNPIYIS 21 S EPUFUV ANOK 1101 11f 1041 S10 5 eme 9 ueyieuof 01 241 01 SIWT UDISS 7 JerueG SI enbrusus 6 Joel 7 orn 7 Aury T eAT cz Muy 91 eLo e tA 07 SU1puods21103 01 1X2u N epuewy 010 4 61 15471 soWpu ut 1 1 PEIPIJN PUNUPJ 81 punurpu 81 pasaquinu sanok sofy euelig puntd 1 Aepsiny 1 1 1 eme OT ueywuof 01 pprueg St prueq GI mog u 5 3 PHPH 3 ys FI ne Ue El 09 J q nouq dom s q 1O123 ZI eAOT RT 9 1O123 Al U1 BUIAAGUINU INULJUO S EPU
66. g WJ correct response yi Incorrect response Earobics Step 2 Games Let go of the mouse when you hear the e sound A Discriminating Vowels B Discriminating Consonants in Minimal Pair V Syllables Acoustically Modified Speech Computer generated speech is used to make Critical acoustic Cues more easily heard Increasing Challenge As the game progresses the student discriminates between vowel pairs that sound more similar TASK 1 LEVEL 1 30 Sounds and Letters The student learns that certain sounds can be spelled a number of different ways These spelling patterns are reinforced TASK 10 LEVEL 1 4 E Recognizing Lax Vowels in a Word F Identifying Position of Consonant Sound in a Word mA y I 4 E gt TASK 11 LEVEL 1 7 TASK 12 LEVEL 1 24 Hippo Hoops The student Th i d clicks to pause Hakeem Hippo e student listens for a target soun adiust sound e ad e g e and is presented with a list volume or scores banana exit game points for correct responses and the Rhinos score points for incorrect responses of words while holding down the mouse button The student lets go when he she hears a word that contains the target sound The student sees the multiple spelling patterns for vowel sounds Earobics Step 2 Network User s Guide Earobics Step 2 Games Duck Luck Duck Luck strengthens decoding and spelling skills as the student learns
67. g Cognitive Ra Co ncepts Overview of the Network Software 2 Setting Up the Softvvare 3 Setup by the Netvvork Administrator 3 Logging In as a Network Administrator 3 Entering Personal Information 3 Creatino New Usei es ices aed vena drei pesa 4 Entering Additional Network Administrator Teacher and School Administrator Specialist Names or Passwords 4 Importing a Preformatted Teacher List 5 Entering Student Names 6 Importing a Preformatted Student List 6 Creating New Schools on a Wide Area Network WAN T Updating User Information and Deleting Users or Classes pues es erratas dos 7 Installing Earobics Games on Client Workstations 8 Uploading Existing Student Data from Non Network Versions of Earobics Step 2 8 si CACC 2 ed n pi 11 O 11 License Management cana e ei 12 Setting Monitor Resolution 12 Automatic Logoff after 20 Minutes G IE 12 Setup by Teachers amp School Administrators Specialists 13 o a 13 Main Screens for Teachers and School Administrator Specialists 13 Entering Student Names 14 Modifying Student Names and Student Usernames 15 Changing Teacher Names Usernames Ol L b deere 15 1160111 OLD ba eee ae 15 Editing
68. g word final sound patterns introducing word initial sound patterns and varying the complexity of the word initial sound patterns After two consecutive incorrect responses the level of play decreases automatically Activity 2 Which Word Do These Sounds Make 12 Levels of Play C on facing page Lyle Kyle Crocodile presents two parts of a syllable onset and rime that make a one syllable word Click on the duck that says the word comprised of the sound Lyle Kyle Crocodile said After three consecutive correct responses Duck Luck automatically advances in difficulty by increasing the interval between parts of the word increasing the complexity of the sound patterns within the word and introducing sound interference between the two parts of the word Activity 3 Which Word Do You Have When Sounds Are Removed 6 Levels of Play D on facing page Lyle Kyle Crocodile presents a word with a sound removed Click on the duck that says the word that corresponds with the word spoken by Lyle Kyle Crocodile After three consecutive correct responses Duck Luck automatically advances the level of play by varying the complexity of the sound patterns within a word and by varying the type of sound manipulation Scoring correct response incorrect response Earobics Step 2 Games Which duck says a word that ends with ack A Recognizing Word Endings B Recognizing Word Beginnings Rimes containing r controlled vowels Three consonant
69. h may take a few moments Please select the drives you want to search for databases SELECTED AVAILABLE SELECT SELECT ALL REMOVE Earobics Step 2 Network User s Guide Gap Setup by the Network Administrator Uploading Existing Student Data cont When the search is complete a list of all RS_0909 ear files and their locations will be displayed Click on the desired file and then click OK to proceed NOTE Earobics Step 1 version 3 4 also stores data in a file named RS 0909 ear Use caution when selecting the file to ensure you are choosing a Step 2 Data File Please select your Earobics player data Rs _0909 ear c Earobics Earobics Step 2 Classroom RS_0909 ear CANCEL 4 Enter Server IP Address Enter the address of the network server This number is the same as the IP address used to access the administration screens Enter each group of one to three numbers omitting periods into the separate boxes Server IP Address CANCEL ok Click OK to continue or CANCEL to quit the application 5 Upload to Database The Player Selection screen will appear with a list of players available for import from the RS_0909 ear file Click the name of the player in the Available box to upload to the Earobics network database then click SELECT or click SELECT ALL to move all players from the Available box to the Selected box To remove a previously selected player click on their name in the Selec
70. ic modifier presented with simultaneous or delayed visual display of response choices Task 6 Following Directions Words Linguistic Concepts and Competing Noise Learning Objective The student will execute a verbal command requiring identification of words represented by pictures and containing a randomly selected linguistic modifier presented with simultaneous or delayed visual display of response choices and no low or high background noise Task 7 Auditory Memory for Long Vowel Sounds Learning Objective The student will recall in order of presentation 1 4 long vowel sounds auditorily presented with an inter stimulus interval of one second and simultaneous or delayed visual display of response choices Task 8 Following Directions Long Vowel Sounds and Linguistic Concepts Learning Objective The student will execute a verbal command requiring identification of long vowel phonemes represented by corresponding graphemes and containing a linguistic modifier presented with simultaneous or delayed visual display of response choices Task 9 Following Directions Long Vowel Sounds Linguistic Concepts and Competing Noise Learning Objective The student will execute a verbal command requiring identification of long vowel phonemes represented by corresponding graphemes and containing one randomly selected linguistic modifier presented with simultaneous or delayed visual display of response choices and no low or high ba
71. ilable Schedule each student for a recommended three sessions per week if you have more than one computer available in your classroom Use the following formula to determine how many students to schedule on each computer each day First divide the number of students in your class by the number of computers you have available to run Earobics This tells you the number of students to assign to each computer Multiply the number of students assigned to each computer by three since each student will use the software three times per week Divide this number by five to see how many students will be scheduled on that computer each day of students in the class by of computers of students assigned to each computer of students per computer x 3 of slots per week 5 days in the week of students scheduled per day See the example of a schedule for a class of 30 students using three computers on page 66 Small Group or Whole Class Sessions with One Computer Available Although Earobics software is designed for individual use students can still benefit by experiencing the games in small groups or with the whole class This can be a great opportunity to provide group instruction and to monitor student responses For whole group instruction connect the computer to a data projector or a monitor For small groups two or three students can sit around the computer with you From the Teacher Main Screen create a demonstration p
72. ill not be Importing a Preformatted Teacher List accepted is that it contains special characters such as or P 1 Create the teacher list using a text editing program or or or apostrophes etc database program Type the last name the chosen delimiter either a comma or a tab and then type the first name NOTE Any users with identical first name last name combinations will display a No duplicate entry in the Username OK column These entries are viewed by CC Special characters such as 2 or TV or or apostrophes etc are not accepted by the system and will be automatically removed Start a new line by pressing ENTER or RETURN accessing VIEW USERS IN QUEUE located at the bottom of the Network Administrator Home screen Each user must be given a unigue username before being added to the system See Admin Upload Queue on page 11 then type the next teachers name Follow this step for every teacher in the class NOTE Do not use a header above the names 10 Click SAVE TEACHERS to upload the teacher list and display an upload status page Click CANCEL to return to the Upload a Class File screen Save the list as either a text file or a CSV comma delimited database NOTE Many database programs give you the option to choose the type of file to be saved including TAB delimited i or comma delimited files fr 4 l HOME PERSONAL INFO SCHOOLS DOWNLOAD U
73. inistrator Specialist 5 Skip Identify Teacher Field This field is for student users only see page 6 6 Select School Click the School drop down menu and select the school to which the teacher is assigned NOTE School Administrators Specialists are not required to be assigned to a school Refer to page 7 for detailed information on creating schools Create New User FIRST NAME LAST NAME USERNAME PASSWORD Skip for students RE ENTER PASSWORD Skip for students USER TYPE FOR STUDENTS ONLY TEACHER SCHOOL ADMINISTRATOR SPECIALIST 2 7 M Can Modify Student Preferences M Can Create Groups Note Usernames of teachers or School Administrators Specialists will be seen by students Setup by the Network Administrator 7 Authorize Teachers or School Administrators 7 Browse to find the teacher list which was created in step 1 Specialists to Modify Student Preferences and or to Create Groups Click one or both boxes to authorize the 8 Click UPLOAD to display the teacher list data teacher or school administrator specialist to modify students Preferences settings or to define new groups 9 The next page will display the list of teachers to be imported The page will display the last names the first names and the usernames created as specified on the 8 Save Information Click SAVE INFORMATION to previous page finish creating the new user NOTE The most common reason a username w
74. irections Comprehension of Linguistic Concepts TASK 4 AUDITORY MEMORY FOR WORDS 8 The student will recall in order of presentation 1 2 3 or 4 words auditorily presented with an inter stimulus interval of 1 second and simultaneous or delayed visual display of response choices PTASK4 ASOC T P Dae Task Stimulus Visual Display Trials Cuml Score maskas j j Significant delayed 4 al LEVEL 6 4 17 2003 Recall 2 words delayed 3 67 Taska o LEVEL6 4 18 2003 Recall 2 words delayed 6 67 LEVEL 7 4 18 2003 Recall 3 words delayed 10H 60 _ LEVEL 4 182003 Recon 4 words daye 4 25 Increase in the number of trials Variable affecting performance Earobics Step 2 Network User s Guide Sample Data Analysis cont Data Analysis Practice Sheet 1 To print this report select Print from your browser s file menu Student Progress Detail Paint by Penguin DATE s 4 18 2003 4 27 2003 STUDENT Carlotta Game Paint by Penguin Auditory Short Term Memory Sequential Memory Temporal Resolution Temporal Ordering Auditory Pattern Recognition Phonological Sequencing Phonological Segmentation 4 Manipulation TASK 2 SEGMENTING SPEECH SOUNDS IN A WORD w SIMPLE SYLLABLE STRUCTURE 6 The student will identify the number of speech sounds in a word presented auditorily Simultaneous auditory fe
75. ive Instruction The software continually monitors student responses automatically advancing to the next level of play when a performance criterion is met Performance criteria for each activity are included with game descriptions and appear on the Progress Chart Detail pages in this users guide pages 40 44 Scoring Protocol On the Student Progress Detail the cumulative score is the percentage of correct responses out of all trials at that level of play Ifa student continues playing at the same level on the same day the cumulative score reflects responses made on that date The relative amount of difficulty a student experiences at any given level of training is reflected in his her cumulative score for that level of training For example the performance criterion for advancement to the next level of play may be three consecutive correct responses If the student is successful immediately and responds correctly on the first three responses 3 3 correct the cumulative score for that level of play is 100 However if the student makes two incorrect responses before making three consecutive correct responses 3 5 correct the cumulative score for that level of play is 60 For a list of performance criteria for student movement through the levels of each game see pages 22 31 Interpretation of Data DataView gives the teacher the ability to evaluate the progress of individual students as well as the class as a whole Th
76. layer or a group name see page 14 Keep in mind that the DataView screen will not provide accurate performance data for individual students when a group plays the games together Schedule Display Ideas When determining a schedule for your classroom ease of use is important For students who do not yet read consider using visual schedules and charts to allow them some independence For older students more structured and concrete schedules including ones in print can be used Name Card Rotation Write each student s name on cards paper tents or upside down cups Bind or stack the items in the order students will use the computer When the first student finishes his her name goes to the bottom of the pile The student whose name is now on top plays next Earobics Step 2 Network User s Guide Classroom Use cont Schedule Wheels Schedule wheels can be used to rotate individuals or groups through sessions on the computer or through centers in the classroom To make schedule wheels cut out two different sized circles and divide both circles equally by the number of centers in the room like a pie Write the names of the centers on the outside larger wheel and write the students group names on the inside smaller wheel Bind the wheels in the center with a brad clip Student groups begin center time at the corresponding location When time is up rotate the inner wheel one space assigning each group to a new center
77. logical manipulation tasks become more challenging Continuous Scorecard E Manipulating Speech Sounds Immediate feedback is provided after each student response The student is rewarded for each correct answer If the student responds incorrectly he she is shown the correct response Manipulation The student learns to rearrange delete replace and insert phonemes to create new words The student Paint by Penguin 1000 The The student hears a vvord such as mom The pause adjust 25 student clicks on three paint cans selecting a sound volume 55 different color for each sound The student sees 5 sound a sponge print corresponding to each click of the mouse A paint squirt represents correct response an empty tube represents an incorrect response Earobics Step 2 Netvork User s Guide Earobics Step 2 Games PESKY PARROTS Pesky Parrots teaches blending and word closure to give the student foundational skills for successful decoding Primary Skills Phonological Blending Word Closure Auditory and Phoneme Discrimination Auditory Short Term Memory Auditory Performance with Degraded Signals Blending Sounds Pesky Parrots provides 60 levels of instruction in word syllable and phoneme blending and in word closure skills The student begins blending two syllables into a word and progresses to blending three and four syllables and up to four phonemes into words Distinguishing Sounds
78. look at the Student Progress Summary to see Samanthas performance on all games and her Student Progress Detail Report to see Samanthas specific records for each day played Group Progress Summary SAA Calling All Engines Yellow Reading Group FC 357 EXIT Blue Completed task Green Task in progress Black Task not played aba yed 10 11 12 13 14 15 Alan Massey 24 66168 10 10 20 20 6 6 aaa bios j O oe se s mi ve ce j wt om ow ow petem ss ses 200 oe se soo os 223 os os ano os om oz 10 10 20 20 6 6 6 8 0 20 0 6 0 8 0 20 0 6 0 8 0 20 0 6 0 8 0 22 Earobics Step 2 Network User s Guide Sample Data Analysis cont Student Progress Summary Name of student Samantha Observation of Performance The Student Progress Summary shows one students performance across all games In this example Samantha is nearing completion on Pesky Parrots She has played Calling All Engines fewer days than other games Conclusions Samantha is showing steady progress across all games However comparing her number of days played and her number of levels completed Samantha may be making slower progress in Calling All Engines Samantha may be having difficulty with the skills in Calling All Engines For more specific information look at her Daily Performance Data for Calling All Engines Student Progress Summary Samantha HELP EXIT Blue Completed task Gre
79. lost and no points Please vvait Loading are scored Progress Chart When a student has finished playing a game he she will be taken to the Student Progress Chart Students can select a game by clicking on the picture for that game If it is time to change players the student should click EXTT vvhich vvill return the user to the CHOOSE A GAME screen shown above where a new player can be selected Earobics Step 2 Network User s Guide Earobics Step 2 Games GENERAL FEATURES OF EAROBICS STEP 2 GAMES These are general features that are common to all Earobics Step 2 games A sample screen shot from Pesky Parrots is included below as an example Click to gt pause change sound volume or exit Click for audio replay Task and level counter indicates current location within tasks and their levels Scores for the Correct Incorrect 10 trials in each response response round of play Bypassing Opening Instruction Set At the beginning of each Earobics Step 2 game the student is given instructions for playing that game In all cases the introduction for each game can be bypassed at the beginning of each round See game descriptions for details Pause and Other Game Controls Clicking on the PAUSE button Pavse located in the upper left corner of all game screens suspends the game play and allows the following options Exit Selecting the Exit button will exit the game
80. ls of instruction to teach phoneme segmentation and manipulation skills It establishes the foundation for phoneme segmentation with activities in counting speech sounds Paint by Penguin helps the student process sounds by providing practice at time intervals ranging from 1 0 to 25 seconds Segmenting Words into Sounds Once the student is successful counting sounds he she learns to segment words into individual sounds Manipulating Sounds As the students skills progress Paint by Penguin teaches the student to manipulate speech sounds The student creates new real and nonsense words by rearranging deleting substituting and adding sounds The words progress from short to long and from simple to complex syllable structure Auditory Feedback Initially Paint by Penguin provides auditory feedback by repeating the sounds as the student clicks on the mouse As the student progresses the auditory feedback is removed the student doesnt hear the sounds repeated as he she clicks on the mouse With no auditory feedback the student learns to respond independently Q to paint masterpieces with Pierre Penguin Select a sponge and learn How to Play Click on the Pierre Penguin icon to count sequence and manipulate speech sounds Click on a sponge to bypass the opening instructions Activity 1 How Many Sounds Do You Hear 22 Levels of Play A and B on facing page Pierre presents one to three speech sounds When Pierre turns to
81. m repeat items aloud reauditorize as AUSE button pause to allow those items are presented e Click the Speaker icon l to hear the stimulus e Have them close their eyes during the again and to reset the timer auditory only presentation to picture visualize RUS Have them clap or tap the beats on a table or the items in their minds eye then open their I desk as the stimulus is presented eyes to select the answer Have them use their fingers or markers crayons etc to keep track of the number and sequence of syllables and sounds heard Have them repeat the sounds aloud reauditorize as they click the mouse Pesky Parrots Blending amp Word Closure For students having difficulty blending Have them repeat the words syllables or phonemes as they are presented e Point out the parrots and note how each parrot represents a sound needing to be blended Give them manipulatives e g pennies beans stamps etc for each segment presented Have students slide their fingers across the manipulatives as they slowly pronounce the individual segments blending one sound into the next Click the PAUSE button pause after the stimulus has been presented Have them say each choice aloud reauditorize Resume play and have students click the Speaker icon ffa to hear the stimulus again Use the PAUSE button pause after the stimulus is presented and the pictures have b
82. matically removed OT NOTE These names will appear to educators only on administrative screens and reports never to students 2 Create Username A default username will be created automatically from the first and last names entered For example if Mary is entered as the first name and Johnson as the last name Mary Johnson will automatically appear as the username Teachers and school administrators specialists can change their own usernames and students usernames later Students will identify their teachers on their log in screen by the username For this reason it may be desirable to change the username e g Miss Johnson or Johnson Jaguars NOTE It is possible to have multiple users with the same first name last name combination However the username for each must be unique NOTE Once a unique username has been entered and saved rolling over a name in most screens will display that users unique username 3 Create Re enter Password When prompted create a unique password for each network administrator teacher or specialist Enter and then re enter the password to confirm Passwords can contain up to 12 letters or numbers and should not use special characters such as sejo team or or or apostrophes etc which are not accepted by the system and will be automatically removed 4 Select User Type Click on the drop down menu then select Network Administrator Teacher or School Adm
83. n to save all changes made to the settings for the selected student or group The user will be asked to verify if he she wants to save the changes made to Preferences Click YES to save all currently displayed preferences for the selected student or group Click NO to discard all changes Click CANCEL to return to the Preferences screen for the selected student NOTE Once the Preferences screen is exited and changes confirmed the levels are set In order to return to the prior setting the Preferences must be reset manually Exit To exit Preferences and return to the Teacher School Administrator Specialist Main Screen click EXIT Earobics Step 2 Network User s Guide C DATAVIEW The DataView features of Earobics Step 2 Network software increase the teachers or specialists professional productivity and accountability This section explains DataView and its time saving and accountability features DataVi ew DETAILED REPORTS STUDENT SUMMARY STUDENT SUMMARY WELCOME TO DATAVIEW Please refer to your user manual for more information about DataView Selecting a date format Select the desired date format from the three choices below Report Options click on any of three choices above 1 Detailed Reports See detailed performance data on each level of each task attempted for your choice of a student or group one game or all games and one date or a range of dates Details include primary skills targeted and lea
84. nd Symbol Correspondence Auditory Short term Memory Duck Luck Sequential Memory Following directions with digits and linguistic concepts and in competing noise Counting number of speech sounds Segmenting sounds in words with simple and complex syllable structure Blending two three and four syllables into a word Discriminating vowels in minimal pairs Discriminating consonants in CV syllables Recognizing word endings open syllable rimes closed syllable rimes postvocalic l rimes r controlled rimes Auditory memory for vvords Follovving directions vvith words and linguistic concepts and in competing noise Counting and seguencing speech sounds Segmenting and seguencing speech sounds in words with simple and complex syllable structures Blending two three and four sounds into a word with simple and complex syllable structure Recognizing diphthongs tense vowels lax vowels Recognizing word beginnings consonant and consonant digraph onsets CC consonant blends CCC consonant blends Auditory memory for long vowel short vowel and consonants Following directions with speech sounds and linguistic concepts and in competing noise Manipulating sound seguences Word Closure final initial and medial syllables omitted final initial and medial speech sound omitted one sound ofa consonan
85. new file the full name of which will be displayed along with the file path in the white rectangle next to the Browse button Earobics Step 2 Network User s Guide GEH Setup by the Network Administrator LiceNSE MANAGEMENT cont 3 Click Upload from the Update License screen to save the new license file to the database and update the Number of Licenses and Expiration Date If the license file is unrecognized or invalid an error message will appear telling you to try again or to contact a Cognitive Concepts representative or the technical support staff 4 If the new license information has been accepted the message License successfully applied will be displayed The Update License screen will now reflect the new number of licenses and expiration date NOTE The updated file can ONLY be used on the server for which the license was originally purchased O HOME PERSONAL INFO SCHOOLS DOWNLOAD Update License Current License Information District name School Name Number of Licenses Expiration Date Choose File no file selected Upload Click the Browse button to locate and choose the license file s you by Cognitive Concepts After selecting the file click the Upload button to apply the new license SETTING MONITOR RESOLUTION On client computers on which the management features will be used the monitor resolution should be set to a minimum of 800 x 600 pixels for viewing ease For Macs
86. ng followed by a rime word ending separated by 0 5 1 0 or 2 0 seconds the student will blend the onset rime units into a word and make a response by selecting from one of three response choices Auditory interference will or will not be presented during the inter stimulus interval Task 9 Segmenting and Deleting Phonemes Onsets and Rimes Learning Objective When auditorily presented with a word and instructions to delete either all or part of the onset or rime the student will choose from a set of three response choices the word that matches the specified phonological manipulation PROGRESS CHART The teacher student can print a copy of the chart The student s name appears Click to return to here Main Menu Each circle fills vvith p color when the student several levels numbers do not appear on screen completes all corresponding levels The student clicks to launch game Using the Progress Chart The Progress Chart provides students with a concrete way to measure their improvement as they play each game Its purpose is to provide ongoing motivation for each student It also allows the student to switch between games and monitor progress The student returns here each time he she exits a game Circles are colored in on the Progress Chart as the student successfully completes all levels within a specific task Over time the chart becomes a very colorful easily read visual reward for each st
87. not in a group The groups name will be displayed in the rectangle at the bottom of the screen Click on the forward arrow to continue N Cheng C Llewelyn aa Student Log In Name Confirmation On the Hi IS YOUR NAME welcome screen the student will be asked if he she is the person whose name was selected The student either clicks YES to continue or NO to go back and select another name Because Earobics monitors and tracks each students progress individually be sure to emphasize to students how important it is that they choose their own names Game Selection From the CHOOSE A GAME screen students can select a game by clicking on the picture for that game Other functions that can be performed from this screen include CHANGE PLAYER Select a different player QUIT Exit the games Loading Screen After a student clicks a game icon a Loading screen will appear while the Earobics game is downloading featuring a brief game to hold the students interest To play the student controls Hakeems vertical movement with the mouse Balls are launched from the left in random order and Hakeem deflects the ball back Where the ball contacts the paddle determines the angle at which the ball is returned closer to the top or bottom results in a steeper angle Hitting a hole scores the point value indicated If the ball misses the paddle or a returned ball misses a hole the ball is
88. not assigned to a Teacher Update Teacher Information FIRST NAME LAST NAME USERNAME PASSWORD RE ENTER PASSWORD TEACHER SCHOOL ADMINISTRATOR SPECIALIST schoo M Can Modify Student Preferences Can Create Groups Note Your Usernames will be seen by students SAVE INFORMATION MM DELETEUSER Setup by the Network Administrator Deleting a Class All of a teachers students can be deleted To delete a teachers class click on the delete class link next to the teachers name A screen will display the list of students to be deleted and ask for confirmation to proceed Click YES to permanently delete the students data Click NO to return to the previous screen INSTALLING EAROBICS GAMES ON CLIENT WORKSTATIONS Before Earobics games can be played at a particular client workstation the client files must first be downloaded to that workstation Download Client Files To download the software from the Earobics server to a client workstation go to that workstation log on to the Network Administration software then click on the Download button which will bring you to this screen If you are installing the software to a Macintosh client click the Mac button below Double click the estnclient sea file to extract the files to a folder on the client hard drive If you are installing the software to a Windows client click the PC button below Choose the option of Save this file to disk
89. o by the network administrator e DATAVIEW Enables user to view and print student progress reports e HELP Provides on screen instructions e EXIT Logs off the system ENTERING STUDENT NAMES If your network administrator has already entered student names those names will appear on the Teacher Main Screen and School Administrator Specialist Main Screen Otherwise a teacher can enter student rosters and set up groups themselves if he she has been authorized to do so Creating New Users 1 Click the ADD STUDENT button on the Teacher Main Screen Teacher Main Screen Using the buttons above you can update your personal information and your groups as well as access DataView My Groups 1 Jaguars Early Emergent reading group Llewellyn Courtney Courtney Llewellyn Nee Cheng Cheng Nee Syed Ali Ali Syed My Students ADD STUDENT Flores Asael Johnson LaChrisha NOTE School Administrators Specialists will not enter new students into the system but will create their groups by selecting from rosters of students already entered NOTE There is no limit to the number of students in a class Add New Student FIRST NAME LAST NAME USERNAME SAVE INFORMATION 2 Enter First Last Name Click on the First Name field and type in the students first name Press TAB then type in the students last name If there are two students with the same name add middle names or initials Both the
90. om a set of three words Task 5 Blending Three Sounds into a Word with Simple Syllable Structure Learning Objective The student will blend three phonemes separated by 25 2 0 seconds into a word with simple syllable structure and will make a response by selecting from a set of three words with 0 2 response choices that are perceptually similar to the target word Task 7 Learning Objective Given a series of 2 4 phonemes that form a word the student will manipulate the Manipulating Speech Sounds phonemes to form a new word or nonsense syllable Simultaneous auditory feedback will or will not be provided during response Task 6 Blending Three Sounds into a Word with Complex Syllable Structure Learning Objective The student will blend three phonemes separated by 25 2 0 seconds into a word with complex syllable structure and will make a response by selecting from a set of three words Task 7 Blending Four Sounds into a Word with Simple Syllable Structure Learning Objective The student will blend four phonemes separated by 25 2 0 seconds into a word with simple syllable structure and will make a response by selecting from a set of three words Task 8 Blending Four Sounds into a Word with Complex Syllable Structure Learning Objective The student will blend four phonemes separated by 25 2 0 seconds into a word with simple syllable structure and will make a response by selecting from a set of three words with 0 2 response choic
91. ord Blending three syllables into a x 660660660 NUMBER OF LEVELS BEFORE ADVANCEMENT Adaptive Training Criteri If the student answers three in a row correctly he she moves up NOTE Chart reads from the bottom to the top left to right one level If the student answers two in a row incorrectly he she moves back one level n Progress Chart Detail Hippo Hoops 12 Tasks 155 Levels Identification of position of x vowels in a word 7 consonant sound in a word 0 U 00 aw hongs in a word i Oy U OVV Recognition of tense vo d 00 Discrimination bles sha sa controlled vowels mal pair words m of vowels in Discrimination of closed syllables minimal pair wo NUMBER OF LEVELS BEFORE ADVANCEMENT Adaptive Training Criteria If the student answers three in a row correctly he she moves up one level If the student answers two in a row incorrectly he she moves back one level NOTE Chart reads from the bottom to the top left to right Earobics Step 2 Network User s Guide Progress Chart Detail Duck Luck 9 Tasks Segmenting amp deleting phonemes onsets amp rimes word beginnings consonant blends beginnings single consonant digraphs Recognizing word endings rimes 142 Levels containing postvocalic I containing z controlled vowels Recognizing word endings Recognizing
92. ow Click on the number before FireFighter Fly runs out of water Related Skills Auditory and Phoneme Discrimination Sound Symbol Correspondence After three consecutive correct responses Calling All Engines automatically advances by increasing the number of digits spoken When two or more numbers are presented click on the numbers in the order of their presentation Calling All Engines continues to advance in difficulty by increasing the amount of numbers concealing the digits until after numbers have been spoken increasing the length and complexity of directions introducing low and high levels of background noise and varying the type of sounds presented After two consecutive incorrect responses the level of play will decrease automatically Scoring Y correct response Cy incorrect response Calling All Engines The student listens to directions such as Click on z before you click on o The student clicks on the letters to respond The student clicks to pause adjust sound volume or exit game The student clicks to replay sound Fire hose represents an incorrect response and firefighter s badge represents a correct b response Earobics Step 2 Games Click on the sounds you hear A Recalling Sequencing Following Directions with 1 5 Digits Increasing Challenge As the game progresses the student will recall and seguence up to five items in order The game
93. p right corner of that game To re enable replay of the auditory presentation click on the AUDIO REPLAY box again The check mark will reappear and the audio replay will again be available Turning Off the Option to Exit at the End of Each Round of Play To prevent the game from asking the student if he she would like to play again at the end of each round of play click the box by OPTION TO EXIT AT END OF ROUND The check mark will disappear to indicate the option to exit is not available To re enable click the box by OPTION TO EXIT AT END OF ROUND again The check mark will reappear and the game will again allow the student to exit at the end of each round of play Recording Group Changes by Printing Group Preferences are saved for the individuals in the group only To keep a record of the Preferences settings for a group print them using the Print function in the browser Settings will change quickly as individuals play the games and the program adapts to each students skill level Canceling Changes to Preferences Click the REVERT button to cancel all unsaved changes made to a students or groups Preferences screen The screen will return to its original settings NOTE Ifa students preferences are reset while the student is playing the preferences will not take effect until he she finishes the game and returns to the Progress Chart Saving Changes to Preferences Click SAVE CHANGES near the top of the Preferences scree
94. ppo Hoops automatically increases the level of difficulty by presenting more similar sound contrasts After two consecutive incorrect responses Hippo Hoops decreases the level of play automatically Activity 2 Do You Hear This Sound in the Word 15 Levels of Play C D and E on facing page Hakeem Hippo and his hippo pal are ready to go two on two with the Rhinos Hakeem presents a sound that corresponds to the letter or letters displayed on the banners When the whistle blows place the cursor on the ball in the rack hold down the mouse and listen as Hakeem presents a list of words Let go of the mouse when you hear a word that contains the sound corresponding to the letter or letters on the banners After three consecutive correct responses Hippo Hoops automatically increases the level of difficulty by introducing more challenging sound patterns moving from diphthongs to tense vowels and to lax vowels Activity 3 What Is the Position of the Sound Within the Word 24 Levels of Play F on facing page Hakeem presents a sound that corresponds to the letter or letters displayed on the banners Hakeem says a word When the speaker icon appears on screen click on the first second or third ball in the ball rack to indicate 1f the sound is heard at the beginning middle or end of the word After three consecutive correct responses Hippo Hoops automatically increases the level of difficulty by introducing more challenging sounds Scorin
95. pted to play another round or by selecting the EXIT button E at any time during a round of play after clicking on the PAUSE button AYS located in the upper left corner of the game screen which suspends the game play and shows the EXIT button 1 In either case the student is returned to the Progress Chart When a student exits a game in the middle of a round other than as a result of two consecutive non responses the data for the entire round is discarded Returning to Main Menu To exit the Progress Chart and return to the Main Menu click the EXIT button From here either select CHANGE PLAYER for a new player or select QUIT to exit the program Progress Chart Detail Calling All Engines 14 Tasks 168 Levels Following oral Auditory memory for i sounds amp linguisi consonant sounds y oral directions with linguistic concepts da linguistic concepts ring oral directions with long vowels Auditory memo amp competing noise ory for long vowels Following oral directions v owing oral directions with linguistic concepts amp compe ords amp linguistic concepts owing oral directions with digits istic concepts amp competing noise Auditory memory for words Following oral directions with a digits digits amp linguistic concepts lawl da E S Ce e NUMBER OF LEVELS
96. r In the same manner as above teach students to find their teacher s name on the Choose your TEACHER S NAME screen Show them either how to find their group if they have one on the Choose your GROUP screen or simply to click NONE at the top of the list Click on the forward arrow Have students click on their own name on the Choose your NAME screen Click on the forward arrow Tell them to be sure that they ve picked their own name on a final confirmation screen and to click YES to continue or NO to go back and choose their own name Show students how to start a game by clicking a game icon Start out gradually introducing only two new games each week Introduce each game to students in either a large or small group setting around a computer screen TV monitor etc Model play using the extra player set up for demonstration purposes After demonstrating ask students to take turns providing responses perhaps giving them each a turn to click the correct response Teach students to use the Speaker icon W to hear the stimulus again Point out that the PAUSE button Pause allows students to pause or exit Discourage the use of the PAUSE button to exit telling students that only the teacher is allowed to use it Teach students to click on NO at the end of each round to move to the next game after a single round of 10 Ensure students play each game in a session by teaching them to sele
97. rgeted and learning objectives for each game The dates on which the student played any game Specific details of the instruction received Number of the students trials per level Cumulative score for each level of instruction Click on the DETAILED REPORTS button at the top of the DataView launch screen This screen allows the following choices Student or Group Name e To select a student name click on the circle next to For Student then make a selection from the drop down menu e To select a group name click on the circle next to For Group then make a selection from the drop down menu Selecting Game s All or One To select a single game instead of the default choice of All Games click on the drop down menu by For Game s and select any single game Earobics Step 2 Network User s Guide Selecting Dates All One or a Selected Range To see data for just one date or a range of dates click the circle by Date Range Then select one of the following e To select a single date Enter a start date following the mm dd yy date format Press TAB to move to the next field and continue entering the date For end date enter the same date as start date e Io select a range of dates Enter both a start date and an end date following the mm dd yy date format Press TAB to move to the next field and continue entering the date DETAILED REPORTS For Student or For Group O All Students For Gam
98. riminating consonants in minimal pair CV 7 6 Recognizing word beginnings CC consonant blend 22 syllables sha sa onsets 6 Discriminating consonants in minimal pair CV y 7 Recognizing word beginnings CCC consonant 5 syllables ra la blend onsets 7 Discriminating consonants in minimal pair CV 7 8 Blending onsets with rimes 12 syllables ma na 9 Segmenting and deleting phonemes onsets and 6 8 Discriminating consonants in minimal pair CV i rimes syllables da ga 9 Recognizing diphthongs i oi U ou in a word 4 10 Recognizing tense vowels a 6 0 0 0 in a 4 word 11 Recognizing lax vowels a i o e u 00 0 in a 7 Launching Preferences Click the PREFERENCES button at the top of the Teacher Main Screen or School Administrator Specialist Main Screen Selecting a Student or Group To set preferences for a student or group click on the drop down menu by Student or Group in the top box Then make the selection from the drop down list If a group is selected Preferences shown will initially be the default settings with the lowest task levels selected Warning about Setting Group Preferences If a group preference is set the new setting will replace any previous settings made for individual students in that group Previous settings will be lost If a task is set to a level lower than a student has already completed he she will have to replay tasks already mastered Selecting Language for Instructions To choose the l
99. rk User s Guide Sample Data Analysis cont Data Analysis Practice Sheet 3 To print this report select Print from your browser s file menu Student Progress Detail Calling All Engines DATE s 4 18 2003 4 22 2003 STUDENT Anthony Game Calling All Engines Auditory Attention Short Term Memory Seguential Memory Auditory Performance with Competing Signals Following Oral Directions Comprehension of Linguistic Concepts TASK 6 FOLLOWING DIRECTIONS WORDS LINGUISTIC CONCEPTS 8 COMPETING NOISE 6 The student will execute a verbal command requiring identification of words represented by pictures and containing a randomly selected linguistic modifier presented with simultaneous or delayed visual display of response choices and no low or high background noise The set of linguistic modifiers consists of and or not first last middle before after before after maske T T TT T Date Task Stimulus Modifier Visual Display Noise Trials 4 18 2003 Taske poo 11 01 low maske 1 00 j o po Student Name Game Played Date Played Task Variable Affecting Score Conclusions Strategies General Guide for Evaluating Data The following chart lists controlled learning variables in each Earobics Step 2 software game that may influence a students performance By noting which variable presents a challenge to a particular student you can determine weaknesses in
100. rning Objective The student will identify the number and sequence of phonemes in a word composed of simple syllable structure Simultaneous auditory feedback will or will not be provided during response Earobics Step 2 Games Paint by Penguin cont Task 6 Segmenting and Seguencing Speech Sounds in a Word with Complex Syllable Structure Learning Objective The student will identify the number and seguence of phonemes in a word composed of complex syllable structure Simultaneous auditory feedback will or will not be provided during response Pesky Parrots Task 1 Blending Two Syllables into a Word Learning Objective The student will blend two syllables separated by 25 2 0 seconds into a word and will make a response by selecting from a set of three words with 0 2 response choices that are perceptually similar to the target word Task 2 Blending Three Syllables into a Word Learning Objective The student will blend three syllables separated by 25 2 0 seconds into a word and will make a response by selecting from a set of three words Task 3 Blending Four Syllables into a Word Learning Objective The student will blend four syllables separated by 25 2 0 seconds into a word and will make a response by selecting from a set of three words Task 4 Learning Objective The student will blend two phonemes separated by 25 2 0 seconds into a word and will make a Blending Two Sounds into a Word response by selecting fr
101. rning objectives for each game last date on which the student played any game e specific details of the training received number of the student s trials per level and e cumulative score for each level of training Student Summary See how many days a student has played each game and the number of levels he she has completed for each task Group Summary See how many days the students in a group have played each game and the number of levels they have completed for each task Exit DataView Click on the EXIT button to exit DataView and return to the Main Menu DATE FORMAT Month Day Year O Day Month Year O Year Month Day Accessing DataView Click the DATAVIEW button at the top of the Teacher or School Administrator Specialist Main Screen to access the DataView launch screen Selecting a Date Format The default date format used in reports is month day year To change this format select an alternative from the list at the bottom of the launch screen NOTE The server must be set with the correct date for the dates to be accurate on reports Selecting Student or Class Reports At the top of the screen are buttons for three different types of report Detailed Reports Student Summary and Group Summary Detailed Reports See detailed performance data on each level of each task attempted for either one student or multiple students in a group Details provided include Primary skills ta
102. ry interference e g Which duck says a word that begins with h and ends with ot The interference requires the student to hold the initial sound in auditory memory while processing the directions Segmenting and Deleting Phonemes Onsets and Rimes After the student is able to blend onsets and rimes Duck Luck asks the student to segment and delete all or part of the onset or rime How to Play 12 Click on the Duck Luck icon to visit the Duck Luck Arcade for some old fashioned carnival fun that teaches rhyming and other sound pattern recognition skills Related Skills Auditory Attention Sound Symbol Correspondence Auditory Short Term Memory Phonological Seguencing Following Oral Directions Comprehension of Linguistic Concepts Sight Recognition Listen for vowels vowel digraphs diphthongs consonant sounds consonant digraphs and consonant blends Click on the prize arrow to bypass the opening instructions Activity 1 Which Word Contains This Sound Pattern 124 Levels of Play A and B on facing page Lyle Kyle Crocodile presents a sound pattern corresponding to the letters displayed on the screen Three little ducks each say a different word Click on the duck whose word ends with the sound pattern that Lyle Kyle Crocodile has presented The more correct answers the bigger the prize After three consecutive correct responses Duck Luck automatically advances the level of difficulty by presenting more challengin
103. s Task 1 Learning Objective The student will recall in order of Auditory Memory for Digits presentation 1 5 digits auditorily presented with an inter stimulus interval of one second and simultaneous or delayed visual display of response choices Task 2 Following Directions Digits and Linguistic Concepts Learning Objective The student will execute a verbal command requiring identification of digits and containing a linguistic modifier presented with simultaneous or delayed visual display of response choices The set of linguistic modifiers throughout Calling All Engines consists of and or not first last middle before after Task 3 Following Directions Digits Linguistic Concepts and Competing Noise Learning Objective The student will execute a verbal command requiring identification of digits and containing one randomly selected linguistic modifier presented with simultaneous or delayed visual display of response choices and no low or high background noise Task 4 Learning Objective The student will recall in order of Auditory Memory for Words presentation 1 4 words auditorily presented with an inter stimulus interval of one second and simultaneous or delayed visual display of response choices Task 5 Following Directions Words and Linguistic Concepts Learning Objective The student will execute a verbal command requiring identification of words represented by pictures and containing a linguist
104. s heard blending attention Pesky Parrots Hearing differences between similar sounds attention Number of Segments Syllables Pesky Parrots Speech Sounds Phonemes Memory for sounds heard Pesky Parrots Syllable Structure Simple vs Complex Consonant blends Pesky Parrots Task Blending vs Word Closure Recognizing a word with a syllable phoneme omitted Hearing differences between similar sounds Hippo Hoops Vowel Pairs CV Syllables concept of same different attention Hippo Hoops Phonetic Context Task Discriminating vs Hippo Hoops Recognizing of Sound in a Word Recognizing a sound in a word Task Recognition of Phoneme Hippo Hoops vs Position of Sound in a Word Identifying position of a sound in a word Recognizing rime units in words identifying Duck Luck Phoneme Structure of Rime rhyming words Duck Luck Phoneme Structure of Onset Recognizing a sound in a word Phoneme Structure of Onset Recognizing and counting the number of sounds in Duck Luck Single vs CC Blend vs CCC Blend a consonant cluster memory Duck Luck Memory for sounds heard Duck Luck Auditory Interference Memory for sounds heard Duck Luck Task Recognizing vs Blending Blending memory for sounds in words Task Recognizing vs Segmenting Duck Luck and Deleting Segmentation deleting sounds SCHEDULING WITH THE EAROBICS SOFTWARE Earobics software is a unique and powerful teaching tool It provides individualized in
105. struction in phonological awareness and other early literacy skills in engaging interactive software games Scheduling appropriate time with the software is essential for each student to master the skills covered in the games Students should use the program consistently over time in order to achieve the desired results Your daily class schedule and computer availability will impact how often your students will be able to use the software Ideally all students will use the Earobics software three times per week for 15 to 20 minutes per session Below are some suggestions to help you schedule your students to use the software in a variety of settings Classroom Use Individual Use with One Computer Available Use the following formula to help you achieve the goal of three sessions per week for every student with only one computer in the classroom Begin by multiplying the number of students in your class by three since each student will use the software three times per week Divide this number by five to see how many students will be scheduled on the computer each day of students per computer x 3 sessions of slots per week 5 days in the week of students scheduled each day Once you know how many students will be scheduled each day you can list your students names in the time slots for each day See the example of a class schedule with 20 students using one computer on page 64 Individual Use with Multiple Computers Ava
106. t a student by clicking the checked box next to that 1 Click GROUPS A list of groups will appear students name 2 Click the Edit Group Name Description link to the right of the group to be edited The Create New Group screen will appear with the information fields already filled in for Group Name and Description 3 Edit Group Name Description Click in the appropriate field and edit the information as desired 4 Click CREATE GROUP to save the information and return to the Group Main Screen O HOME PERSONAL INFO SCHOOLS Update Group Jaguars SAVE INFORMATION 4 Llewellyn Courtney Courtney Llewellyn A Nee Cheng Cheng Nee DOWNLOAD USE CA Maria Orodonez Miss Orodonez Maria Orodonez Miss Orodonez Your Other Students To add students to this group click on the box next to the name s of any student s When done click on the Save Information button L Flores Asael Asael Flores LT Johnson LaChrisha LaChrisha Johnson HOME PERSONAL INFO SCHOOLS DOWNLOAD USE CAC Update Group Tuesday Group SAVE INFORMATION i Llewellyn Courtney Courtney Llewellyn Z Nee Cheng Cheng Neg Maria Orodonez Miss Orodonez Maria Orodonez Miss Orodonez Group Listings To add students to this group select the school click on the box next to the name s of any student s VVhen done click on the Save nformation button Select a School ADD ALL Corraya Ra
107. t becomes proficient at counting and sequencing individual speech sounds Paint by Penguin advances the level of difficulty by presenting words Activity 3 Create a New Word by Rearranging These Sounds 24 Levels of Play E on facing page Pierre presents a word containing two sounds using a different color sponge for each sound Pierre instructs students to rearrange the sounds into a new word Click on the paint can colors at the bottom of the screen that correspond to the colors used by Pierre Paint by Penguin automatically advances by introducing more challenging sound manipulations eliminating auditory feedback and increasing the number of sounds in a word Scoring of correct response wf Incorrect response Earobics Step 2 Games Click on the mouse once for each sound you hear in the word A Counting Number of Speech Sounds B Segmenting Sounds in a Word Time Intervals Paint by Penguin helps students process sounds by presenting sounds at time intervals ranging from 1 0 second to 25 seconds Auditory Feedback ms The student initially hears K Kk K x the sounds produced as he she clicks on the mouse As the game progresses auditory feedback is d and the student q a ATTELLI independently TASK ZENECA C Counting amp Sequencing D Segmenting amp Sequencing Speech Sounds Sounds in a Word Increasing Challenge As the game progresses the complexity of syllable structure and the difficulty of the phono
108. t cluster omitted Identifying position of consonant sounds in words Blending onsets with rimes Segmenting and deleting phonemes onsets and rimes 2004 Cognitive Concepts Inc Technical Information Support MINIMUM SYSTEM REQUIREMENTS The software is designed to run on a TCP IP 10BT or faster network It supports clients with the following minimum system requirements e Pentium 133 Mhz or Mac PowerPC 133 Mhz e Windows 95 98 NT 4 0 Win2000 XP Mac OS 8 6 or greater e 32 MB available RAM 64 MB recommended e 60 MB available hard disk space e Ethernet connection e Compatible sound card with speakers and or headphones e Static TCP IP address for the server Monitor resolution should be set to 800 x 600 pixels INFORMATION CUSTOMER SERVICE For general information please call 888 328 8199 or visit our website at www earobics com Trouble Shooting Tips 8 Technical Support Information Make sure your system meets the minimum requirements as described above Please close all other open applications To receive technical support please complete and return the enclosed registration card today For answers to frequently asked questions visit our website at www earobics com For technical assistance with installing and running the software registered customers should call 888 328 8199 Our technical support staff is available to assist you Monday through Friday 7 00 a m 6 00 p m central time
109. t list data 10 The next page will display the list of students to be imported The page will display the last names the first names and the usernames created as specified on the previous page An additional column Username OK will display indicating whether the username can be accepted by the system NOTE The most common reason a username will not be accepted is that it contains special characters such as or or or apostrophes etc 419 I NOTE Any users with identical first name last name combinations will display a No duplicate entry in the Username OK column These entries are viewed by accessing VIEW USERS IN QUEUE ocated at the bottom of the Network Administrator Home screen Each user must be given a unique username before being added to the system 11 Click SAVE CLASS to upload the student list and display an upload status page Click CANCEL to return to the Upload a Class File screen CO O HOME PERSONAL INFO SCHOOLS DOWNLOAD U You are logged in as admin Upload A Class File Please Note All students will be assigned to the teacher you specify in the file with the c The file you choose to upload must be comma or tab delimited and contain the followi TEACHER USERNAME DELIMITER STUDENT LAST NAME DELIMITER STUDENT F Line Feed File no file selected Delimiter CREATING New SCHOOLS ON A WIDE AREA NETWORK WAN Earobics Step 2 Network accommodates schools
110. ted box and then click REMOVE The removed player will then be placed back in the Available box Click OK when all players to be uploaded have been moved to the Selected box Player Selection Please select the players that you want to upload to the Network database AVAILABLE SELECTED Guest Karen Green its Lopez Catalina Mattock Daniel ka OK Robinson Kendall SELECT ALL la REMOVE 6 Assign Students The students whose data will upload are displayed one at a time As appropriate enter or adjust the information in the Username First Name and Last Name fields then assign the student to one of the teachers listed in the Teacher box by clicking on the teacher s name Boxes surrounded by a red border MUST be entered On this screen the username does not default from the first name and last name The desired username must be created by clicking the Username box and typing in the username Player Information Karen Green USERNAME PASSWORD FIRST NAME LAST NAME us IZ Corraya Radhika Ordonez Maria Revizon Ilya Smith Allison Starkley Marcus Zito Darlene SKIP PLAYER Click SKIP PLAYER to move to the next player without uploading this player s data Click OK to upload that students data and to continue to the next student If there is missing information the data will not be uploaded and a warning message will appear Admin Upload Queue Student names or usernames identical to names alre
111. tion is mastered Hippo Hoops teaches the student to recognize the sounds and spellings of diphthongs and tense and lax vowels in words The student learns that certain sounds can be spelled in a number of ways Recognizing the Position of Consonant Sounds Hippo Hoops teaches the student to recognize the position of consonant sounds in words The student identifies a sound as occurring in the beginning middle or end of a word How to Play s Click on the Hakeem Hippo icon and score banana points by learning to recognize and discriminate sounds as well as to identify the position of sounds within words Build phonics skills including the ability to identify vowels vowel digraphs diphthongs consonants consonant digraphs and consonant blends while shooting hoops with Hakeem Hippo Click on the ball Hakeem holds to bypass the opening instructions Related Skills Auditory Attention Auditory Short Term Memory Sound Symbol Correspondence Following Oral Directions Comprehension of Linguistic Concepts Activity 1 Do You Hear a Word or Sound That Is Not the Same 116 Levels of Play A and B on facing page Hakeem Hippo is ready to go one on one with the Rhino When the whistle blows place the cursor on the ball in the rack at the bottom of the screen Hold down the mouse and listen as Hakeem repeats one word or nonsense word Let go of the mouse when you hear a different word After three consecutive correct responses Hi
112. tions for student incentives Use your expertise and creativity to modify them as needed for your class Progress Charts As students earn colored circles print their Progress Charts and place them on a bulletin board You can also print blank Progress Charts before students begin the program Have students color in the circles as they earn them Participation Charts Post the Weekly or Student Participation Charts on pages 68 69 and have students keep track of their Earobics sessions This is a quick check for you to ensure students are following the recommended schedule Hallway of Fame Take a photo of students as they achieve goals Post the pictures with captions creating a Hallway of Fame highlighting their achievements Marble Jar Each time a student reaches a goal give him her a marble to drop in a glass jar Place the jar in a public place and reward the whole class when it is filled This method allows you to vary and individualize the criteria for reinforcement One student might receive a marble for getting a colored circle on Hippo Hoops while a second student might earn a marble for completing a round of 10 in all five games Fill a Gumball Machine Make a large empty gumball machine on your bulletin board Give a student a colored circle with his her name on it when a goal is achieved Hang the circles inside the gumball machine Earobics Character Motivators Pictures of Earobics characters found in the
113. to begin entering names of network administrators teachers school administrators specialists and students CO CES HOME PERSONAL INFO SCHOOLS DOWNLOAD USE CAC STEP 2 You are logged in as admin Network Administrator Screen CREATE NEW USER Teachers Corraya Radhika Ordonez Maria Revizon llya Smith Allison Starkley Marcus Zito Darlene School Administrators Specialists Network Administrators McManus Carolyn Administrator System Wakowski Jill Evans Lee Students by teacher Corraya Radhika Bartosik Natalia Haynes Madison Kosinowski Paulina Moore Shaquita delete class Ordonez Maria delete class Flore Asael Johnson LaChrisha Llewellyn Courtney Nee Cheng ENTERING ADDITIONAL NETWORK ADMINISTRATOR TEACHER AND SCHOOL ADMINISTRATOR SPECIALIST NAMES OR PASSWORDS For each new user who is a network administrator teacher or school administrator specialist complete the following steps 1 Enter First and Last Names Click on the First Name field and type in the user s first name Press TAB then type in the last name If a teacher has two classes such as morning and afternoon classes it may be desirable to enter the teacher twice using slightly different last names e g Johnson am and Johnson pm Each name should be no longer than 30 letters and or u dd numbers Special characters such as or or apostrophes etc are not accepted by the system and will be auto
114. to recognize blend and manipulate onsets word beginnings rimes word endings and phonemes Primary Skills Rhyming Phoneme Identification and Discrimination Phonological Blending Segmentation and Manipulation Word Closure Auditory Sequential and Short Term Memory Sound Symbol Correspondence Recognizing Rhyming Word Endings Duck Luck provides systematic training across 142 levels of instruction Duck Luck begins with the recognition and spelling of common word endings These word endings are the most frequently occurring phonological patterns in the English language Recognizing Onset Patterns As the students skills progress Duck Luck provides practice in the recognition of onsets including consonants consonant digraphs and consonant blends and their spelling patterns Blending Onsets and Rimes Once the student masters recognition of word endings and beginnings Duck Luck provides practice in blending these onsets and rimes The time interval between presentation of onsets and rimes gradually increases from 50 to 2 0 seconds These changes require the student to hold the sounds in auditory memory for increasingly longer periods of time Auditory Interference Duck Luck continues to challenge the student by using auditory interference between the presentation of onsets and rimes Initially the game presents sounds without interruption e g hot as the game progresses verbal instructions are used as audito
115. tudent data e Automatic backup to tape The Earobics server includes an automatic tape backup system Data will be backed up automatically every night For more details on the automatic backup to tape see the separate Network Software Technical Guide e Backup to disk To backup student data onto a floppy disk see the separate Network Software Technical Guide NOTE To avoid losing any data do not attempt to use the Backup feature without first carefully reading the instructions in the Network Software Technical Guide LICENSE MANAGEMENT A network license is installed in the system when it is purchased This license specifies the maximum number of simultaneous users of Earobics Step 2 Network Software Vo check how many users are authorized by the license agreement click LICENSES at the top of the Network Administrator Screen The Update License screen displays district and school name number of licenses and expiration date To purchase additional licenses call your Cognitive Concepts account representative After a new order is placed a file containing the new license information is sent via e mail or mail along with instructions for uploading it into the system 1 Place the new license file where it can be accessed by the client computer from the Update License screen on a floppy disk in the disk drive in the internal hard drive etc 2 Click Browse to bring up a standard file dialog box Select the
116. uction Say the word very slowly prolonging each sound Have students place their hands on their cheeks jaws to feel their mouths moving as well as look into a mirror to see the movement Have them play C C Coal Car from Earobics Step 1 for practice in identifying the position of a sound in a word Earobics Step 2 Network User s Guide Gp Scope amp Sequence of Earobics Step 2 Games amp Skills Beginning Tasks Intermediate Tasks Advanced Tasks Auditory memory for digits Primary Skills Comprehension of Linguistic Concepts Following Oral Directions Auditory Seguential Memory Short Term Memory Performance w Competing Signals Calling All Engin es Attention Primary Skills Phonological Segmentation Phonological Manipulation Phonological Sequencing Auditory Temporal Resolution Ordering Pattern Recognition Paint by Penguin Short Term and Sequential Memory Primary Skills Phonological Blending VVord Closure Phoneme Discrimination Auditory Performance vvith Degraded Signals Discrimination Pesky Parrots Short term Memory Primary Skills Auditory and Phoneme Discrimination Auditory Vigilance Phoneme Identification Phonological Sequencing Hippo Hoops Primary Skills Phoneme Identification Recognizing Word Endings Rhyming Phonological Blending Phonological Segmentation Phonological Manipulation Word Closure Sou
117. udents hard work You can print this chart and include it in student portfolios or send it home for parents Sending the Progress Chart home is also a great way to encourage communication between students and parents about school activities While the Progress Chart is primarily used for students to gauge their own success it also gives you a quick overview of how each student is progressing through the instruction provided by Earobics Step 2 Pages 40 44 provide a detailed explanation of the correspondence between each circle and the number of levels it represents As you go through these pages consider the following information about the Progress Chart e The Progress Chart appears as one screen Each game is represented on the chart by its corresponding character The circles above each character provide details about student progress in each individual game e In the illustrations on pages 40 44 each circle contains a number This number represents the number of levels the student must master before earning a colored circle Notice that the numbers vary Because each circle represents a task or a subset of a task the number of levels required to master each task varies As a result the Progress Chart provides intermittent reinforcement Because the student does not receive constant rewards he she is motivated to try harder and play longer e Tasks are grouped within three broad categories beginning intermediate and advanced
118. up 17 Download 8 Game Selection 19 Group Listings 16 Group Main 15 Group Progress Summary 51 Group Selection 18 Loading 19 Name Confirmation 19 Name Selection 18 network administrator Create New User 4 network administrator Log In 3 network administrator screen 4 network administrator Update Information 3 Preferences 45 Progress Chart 19 School Administrator Specialist Main 13 School Selection 18 Student Progress Summary 51 Teacher Main 13 Teacher Selection 18 Update Group 17 Update License 12 Update My Information 15 Update Teacher Information 7 Upload a Class File 7 Upload a Teacher File 5 student data backing up 11 uploading 9 student names changing by network administrator 7 changing by teachers 15 entering by network administrator 4 entering by teachers 14 student response time 21 Technical Information 8 Support 75 Updating User Information network administrator 7 Uploading Existing Student Data acquiring the upload tool 8 admin upload queue 11 uploading data 9 PRIMARY SKILLS OUICK REFERENCE Calling All Engines Auditory Seguential Memory Attention 8 Short Term Memory Following Oral Directions Comprehension of Linguistic Concepts Auditory Performance with Competing Signals Paint by Penguin Phonological Segmentation 8 Manipulation Phonological Seguencing Auditory Temporal Resolution Temporal Ordering Pattern Recognition Auditory Short Term Memory Auditory
119. which may be part of a Wide Area Network Specifying schools within a network is possible on the Schools screen Creating a New School from the Network Administrator Screen 1 Click SCHOOLS located at the top of the Network Administrator Screen The Schools screen will appear 2 Click ADD NEW SCHOOL found beneath the screen title Earobics Step 2 Network User s Guide 3 Enter the school s name into the School Name field 4 Click SAVE The new school will be added to the list of schools on the School screen and in the School drop down menu NOTE Schools can be deleted by clicking delete next to the schools name Teachers associated with a deleted school must be assigned to a new school using the Update Teacher Information screen UPDATING USER INFORMATION AND DELETING USERS OR CLASSES To change any user information or to delete a user entirely click on that user s name from the Network Administrator Screen NOTE Deleting a student permanently erases that students data From the Update Information screen either Change the information and click SAVE INFORMATION or e Delete the users name and associated data including game play data by clicking DELETE USER NOTE To protect student data only network administrators can delete student records NOTE If the deleted user is a teacher that teachers students are placed at the bottom of the Network Administrator Screen under Students
120. will discriminate a change in the vowel phoneme of minimal pair closed CVC syllables presented with an inter stimulus interval of 1 0 seconds Task 2 Discriminating Vowels in Minimal Pair Words with Postvocalic l Learning Objective In an auditory vigilance task the student will discriminate a change in the vowel phoneme of minimal pair CV l syllables presented with an inter stimulus interval of 1 0 seconds Earobics Step 2 Network User s Guide Earobics Step 2 Games Task 13 Word Closure Simple Syllable Structure Words with Initial Sound Omitted Learning Objective When auditorily presented with a sequence of 2 4 phonemes that form a word with simple syllable structure from which the initial phoneme has been omitted the student will identify the word by selecting from a set of three response choices Task 14 Word Closure Simple Syllable Structure Words with Medial Sound Omitted Learning Objective When auditorily presented with a sequence of 3 4 phonemes that form a word with simple syllable structure from which a medial phoneme has been omitted the student will identify the word by selecting from a set of three response choices Task 15 Word Closure Complex Syllable Structure Words with One Sound of Consonant Cluster Omitted Learning Objective When presented with a sequence of 3 4 phonemes that form a word with complex syllable structure from which one segment of the CC cluster has been omitted the student
121. word endings open syllable rimes NUMBER OF LEVELS BEFORE ADVANCEMENT Adaptive Training Criteri If the student answers three in a row correctly he she moves up one level If the student answers two in a row incorrectly he she moves back one level closed syllable rimes NOTE Chart reads from the bottom to the top left to right PREFERENCES To maximize efficacy the Preferences feature of Earobics Step 2 Network allows the software to be easily customized for each student and for groups of students This section explains Preferences and its customization features Click to save changes Click to revert back to last saved changes 9 10 11 2 13 14 Click to allovv or block accessibility of games LY TASK NO OF LEVELS Current Task Task 1 2 Auditory memory for digits 10 Following directions digits amp linguistics concepts 20 Following directions digits linguistics concepts competing noise Auditory memory for words 8 Following directions words amp linguistics concepts 20 Following directions words linguistics concepts amp 6 competing noise Auditory memory for long vowel sounds 8 Following directions long vowel sounds amp 20 linguistics concepts Following directions long vowel sounds linguistics 6 concepts amp competing noise Auditory memory for short vowel sounds 8

Earobics Step 2 Games

Contents

Download Pdf Manuals

Related Search

Related Contents