Page 6 - FL System 44 ELs and Newcomers Brochure

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and and construct meaning PERSONALIZED LEARNING FOR LANGUAGE ACQUISITION
Personalized learning in in System 44 is driven by the proven FASTT (Fluency and Automaticity through Systematic Teaching with Technology) algorithm which helps English learners manage their acquisition of new information information and then carefully synthesize this information information as long-term memory Universal Screener & Placement Tool
Sight Words
Sight Words
Check-Up
explanations of commonly confused sounds and receive helpful pronunciation suggestions in Spanish Spanish Vocabulary Imagery
• • Hearssightwordsandquicklyidentifies • • Assessesstudents’priorknowledgeofsight Spelling Cohppeocrktu-Unitpy taosdsiseasgsgeresga2t0e aonfdthanealyze the the progress of o Pictures and animations provide visual representations of words to help students connect to meaning while building decoding skills Repeated reading of of words words words Instruction presents clear models of of Read & Record
context sentence a second time Click
Repeated Exposure to Words
Repeated Readings
Blending Practice with Modeling
FrSeeqnutencteaFnilld-Inrepeated exposure to high-utility words helps prepare English learners for participation in in content-area learning processing at at the word word level All words are linked to meaning through the use of images and context sentences Direct Instruction tip again Click
Go On to to move to to STUDENT EXPERIENCE
translations and/or cognates of target words • Spanish Pronunciation Tips: Students hear
the next activity Spelling Check-Up
The student:
Spanish summaries to help students access content Sight Words
Check-Up:
Assess for Mastery
multiple reports that teachers use to inform small-
System 44 Next Generation Software Manual
connect to to meaning while building decoding skills Guided Practice Powered by FASTT SCAFFOLDS AND SUPPORTS FOR ENGLISH LEARNERS
spelling words for each student This list becomes the focus of subsequent activities activities Spelling Focus
Spelling Focus
shows important spelling rules and generalizations by playing a a a spelling tip and displaying words that illustrate the spoken tip Click
a a word to see and hear
a a a specific decoding tip for that word Click
Tip to hear
the spelling 434-439_S44NG_TE_T4-HMH indd 435
used in in a a a a a context sentence and read a a a a a 2/15/16
1:47 PM
Independent Practice Adjust
group Instruction Spelling Zone • Word Repetition: Repeated reading of of words presented
The Spelling Zone consists of four activities that create a a a a a a a a a a a a a a a cwuitshthoimghi-zuetidlitystsupdelylinligspt aotfterns while building student These software features are are designed to to support English learners and and all struggling readers study Sys s s 435
r Software Supports English Language Learners
vocabulary First-Language Support Features
Curriculum-Embedded Assessment and Progress Monitoring
As students work independently on the the computer the the System 44 software is automatically and continuously
collecting student performance data which feeds
System 44 software provides direct instruction and individualized practice for English language learners based
on a a a a systematic scope and sequence Features
include: • IllustratedVocabulary: Picturesandanimations
provide visual representations of words to help students • PronunciationModelingandSelf-Monitoring: Instruction presents clear models of pronunciation and gives students the the opportunity to compare their articulation with a a a model • Mouth Position Video: Provides visual and audio
models of accurate phoneme articulation recursively within and and across lessons builds automaticity
• Repeatedreadings: Programactivitiesrequirerepeated readings of words sentences and connected text passages helping ELL students build word recognition and fluency • Repeated exposure to high-utility words: Frequent and and repeated exposure to high-utility words words including words words from the most common academic word families helps prepare ELLs for participation in in content-area learning Use the the Student Achievement Manager to activate the the first-language support features below:
• VocabularyWordTranslation: StudentshearSpanish
• Spanish Spanish Summaries: Success videos begin with • Disaggregated Reporting: Data is is is presented
through SAM reports according to demographics providing the correctly from ones that require further
presented
recursively within and pronunciat second time type the the word then press while bEuntieldr iCnligck Wstourdtoehnetarvthoecwaorbd ulary 2 4 correct spelling of of of misspelled words words words which are added to to to the list list of of of study words words words When
System 44 Next Generation v2 5 5 Software Manual
Updated 06 15 16 The The Word Strategies Strand • • 38
• Type it it The The word appears with a a a a a a a a blank line © Houghton Mifflin Harcourt Publishing Company
PDF0942 (PDF)
word in student memory Develops fluent decoding of words through modeling and Presents reading tasks that promote build fluency and comprehension text and engage in activities that and thinking about the meaning of repeated or Sentence to hear
the STUDENT EXPERIENCE
INSTRUCTIONAL PURPOSE
WORD ZONE
FLUENCY Pause
to to pause the activity and Continue to to resume it it After all the the words words are typeTd htehestaucdtievnitty: displays correctly spelled words words and the the Read & Record:
Receivesacustomizedlistoffivesightwords • Systematicallyintroduceseachword all words words are spelled the the Go On button appears Click
it it to to to to to to go on on to to to to to to the the next activity and is prompted to:
• Introduceswordsinsentencecontextto highlightsightwordmeaningandfunction • Seeit Awordishighlightedinadecodable context sentence which is read aloud by the narrator • Say it Student records the word and hears playback playback Immediatelyafterplayback model pronunciation is read • Guidesstudentstoseeandgenerateeachword a a a a minimum of three times to help instantiate the underneath on which student types the word INSTRUCTIONAL PURPOSE
Word Repetition Sound and and Articulation Videos them from a a a a a a a a a list list students with limited English profiwcieonrcdy s s s s s s s s s s s s s s s s s s s s s s to to identify specific words words they need to to spelling list words words The assessment separates the words words words that are spelled study • Createscustomizedstudylistsforeach
d u u student ne across lessons builds automaticity
thsceopeoanpd speqouenrcteu Sntuditenyts btuoild sckiolls mandpacadermeic their sound-spellings to encoding The After hearing the word pronounced • Maximizesefficientuseofinstructionaltimeby
with with high-utility spelling patterns articulation with with that of of a a a a a a a a a a a a a a a a a a model • Uses typing to focus students’ attention on on each letter of the word and provide preliminary practice for encoding STUDENT ERXPeEpRIeENaCEted readings of of wordsIN STRUCTIONAL PURPORSEepeated individualized practice sentences and text passages develops uent processing at the The student:
Sentence Fill-In:
• • Reads dheceoldpabElencglozliesshenleteancrens ers build w•orGduides students to to twhionkrdaboleutvtehel mAelal nwinog rds
are linked to to • Choosesrethceobegsnt witoirodntoaconmdple tue eanchcy sentence Immediate correctivefeedback is provided and function of words T0
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_S 1 meaning through the use of images 44N G _T E_F
M in dd • Providesopportunitiesforstudentstoread
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i s o ing th E n a Presents explicit instruction based
on on a a a comprehensive
Begins with instruction that helps language as they develop metacognitive understanding assessment to individualize study matching instruction to each student’s needs practice with immediate corrective students’ errors practice practice of blending Repeated individualized practice practice 1 3 SMART ZONE
SPELLING tem 4 4 under gradually increasing time constraints develops fluent and context sentences • Requiresstudentstodistinguishbetween
correct correct and and incorrect meaning and and usage n g i v n g e lish La s s ng t d u u ag eL
e e ear n n t s s Adaptive Technology