Kurzweil
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Kurzweil 3000 is software that provides reading and writing support for students with difficulties in comprehension, output, or who need assistance with studying or test/worksheet completion. It features text-to-speech, word prediction, annotation tools, and customizable options for font size and color to meet individual student needs. Examples are given of how Kurzweil can benefit students with challenges in different areas, such as providing text reading support, writing assistance through word prediction and synonym tools, and study skill support through highlighting and teacher-added notes. The benefits of Kurzweil include its customizability, support for varying learning challenges, and ability to enhance education for students with physical/visual issues or who are English language learners
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This document provides an overview of the Cambridge C1 Advanced Writing Part 2 exam. It discusses the following key points:
- Writing Part 2 consists of 2 tasks - an essay and choosing one question from 3 options to write a 220-260 word email/letter, report, review or proposal.
- Sample tasks are reviewed for an email/letter, report, review and proposal to demonstrate the requirements.
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This document contains feedback on a student's writing for the C1 Advanced exam. It includes marks and comments in four criteria: content, communicative achievement, organisation, and language. Overall the student scored 11/15, just below the pass mark. The examiner provides suggestions for improvement, such as linking opinions to the task rubric more clearly, using more complex ideas and vocabulary, improving use of linking words and cohesive devices, and checking for mistakes to avoid errors in simple grammar. The examiner encourages the student to practice grammar, vocabulary, and essay structures using resources on the online platform to help express more complex ideas and raise their language accuracy and organization.
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This document outlines the Sheltered Instruction Observation Protocol (SIOP) model, an approach for making content comprehensible for English learners. The SIOP model incorporates eight components: lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review/assessment. Teachers are encouraged to implement the components gradually, using them as a template to plan lessons that engage students and effectively teach both content and language. The goal is to help English learners develop their academic language and subject matter knowledge.
Eal toolkit
The document provides strategies for supporting students learning English as an additional language (EAL) in the classroom. It discusses pairing EAL students with peers to act as "buddies," using pictures to supplement rules and instructions, encouraging use of bilingual dictionaries, and pre-teaching key vocabulary. Other strategies include using open-ended questions, thinking time, modeling speaking and listening skills, and discussing linguistic diversity to create an inclusive environment. The document also references theories on the different types of language and discussions that can help EAL students.
Williamstown 2009 Kurzweil 3000 Supports Writing
An Introduction to Kurzweil 3000 software to support reading, writing, study skills and test-taking. Focus on how Kurzweil 3000's highlighters, graphic organizer, column notes, outliner, customizable writing rubric and ability to seemlessly move from reading content to writing can support students in the classroom.
Hang Out! - Walkthrough
Hang Out is a six-level coursebook designed specifically for elementary learners of English. This comprehensive language program is developed around a CEFR-based curriculum, and gradually takes students from producing simple phrases to complex sentences in a widening-range of topic areas and situations.
MATSOL Presentation - Sentence Frames
This document discusses the use of sentence frames to promote critical thinking and access background knowledge for English language learners (ELLs). It defines sentence stems and sentence frames, explaining that frames provide linguistic structure for students to speak and write about topics. Frames elevate class discussions, develop oral language, and help students build templates for expressive language. The benefits of frames include enabling teachers to model responses, helping students make meaning, and bringing ELLs into discussions. Frames should be integrated across content areas and can be used with visual aids and graphic organizers. Introducing new vocabulary by linking it to students' background knowledge and providing frames for responding to texts are also discussed.
MATSOL Presentation - Sentence Frames
This document discusses the use of sentence frames to promote critical thinking and access background knowledge for English language learners (ELLs). It defines sentence stems and sentence frames, explaining that frames provide linguistic structure for students to speak and write about topics. Frames can elevate discussions, develop oral language, and help students build templates for expression. Using frames with visual aids and graphic organizers can support student understanding without overwhelming language demands. The document provides examples of frames and suggests ways to integrate them into lesson plans and assessments across content areas.
"Moving Students from Novice to Intermediate High"
A presentation I gave with three colleagues from Upper Arlington High School about how help students progress from novice to intermediate high language proficiency. Specific model tasks were provided for authentic, engaging speaking (interpersonal/presentational mode) and reading (interpretive mode) activities to use with students as well as how they align to the ACTFL (American Council on the Teaching of Foreign Languages) standards. Links to technology resources to facilitate all modes of communication provided on last two slides.
Assistive Technology
The document discusses various assistive technologies (AT) that can help students with different needs. It covers the following types of AT: communication, manipulation, position/mobility, and learning. Specific devices mentioned include WordQ and SpeakQ for writing and speech recognition, a Reading Pen digital dictionary, IntelliKeys customizable keyboard, The Writer for keyboard instruction, and resources like Kindle e-readers and organizing bookmarks on Protopage or Delicious. Research shows that for AT to be effective, student and family goals must be considered and devices need to be chosen and monitored as a team to meet individual needs.
Skills Building
The document provides information about skills-building activities for speaking in a KS3 (key stage 3) language classroom. It includes a student reflection sheet where students can evaluate their participation and language used during speaking tasks. The document also includes tables to track student progress in listening, speaking, reading and writing skills and language levels over the course of year 7.
Eal toolkit, Mike Gershon (TES)
The document provides strategies for supporting students learning English as an additional language in the classroom. It includes tips such as "buddy up" students with strong English speakers, using pictures to supplement rules and instructions, providing dictionaries, pre-teaching vocabulary, asking open questions, allowing thinking time, modeling speaking and listening, highlighting key words, encouraging use of first language, and focusing talk with clear roles. The strategies aim to increase engagement, comprehension, and language development for EAL students.
Literacy
This document discusses effective strategies for teaching literacy skills including reading, writing, and mathematics to students with disabilities. It outlines research-based components of reading instruction including phonological awareness, phonics, fluency, vocabulary, and comprehension. Specific technologies are presented that can support students in developing these skills, such as text-to-speech, speech recognition, and digital planning tools. Effective elements of writing instruction are also summarized, along with technologies that can aid the writing process from pre-writing to publishing. The document concludes by noting the broad nature of mathematics instruction and importance of positive behavior supports and Universal Design for Learning.
Stevenage sln 30.06.10 web
The document discusses strategies for preparing students for the new GCSE MFL exams based on comparisons to the KS3 curriculum and assessment objectives. It provides an overview of the new GCSE format and requirements, compares KS3 skills and objectives to GCSE assessment criteria, and gives examples of speaking and writing tasks and how to develop them. Suggestions are made for developing students' language skills, vocabulary, pronunciation and fluency to meet the demands of the new GCSE exams.
8-2010 Assistive Technology by Tonsetic
Meghan Tonsetic is a learning specialist at Lawrence Upper School, an independent school for students with learning differences in Broadview Heights and Sagamore Hills, Ohio. The school uses various assistive technologies to enhance reading, writing, and learning for students. These include Read & Write Gold software, Inspiration concept mapping software, text-to-speech, speech-to-text, word prediction, and translation tools. Teachers receive training to incorporate these tools into classroom instruction across subjects. The goal is to destigmatize assistive technology by having all students and staff trained and using various tools.
Teaching vocabulary & grammar
The document discusses various aspects of teaching vocabulary and grammar. It addresses that teaching vocabulary needs to focus on meaning, form, use and other elements. Grammar teaching should balance form and function to help students communicate effectively. Various activities are suggested for teaching vocabulary and grammar, including deliberate teaching, strategy training, and giving repeated attention to target words. The document emphasizes that both vocabulary and grammar need to be taught through meaningful, communicative activities.
aim-high-1-teachers-book_compress.pdf
This document provides an overview of the Teacher's Book for the Aim High English language course. It describes the development process for Aim High which was informed by research in schools. It outlines the key components of the course including the Student's Book, Workbook, Teacher's Book, and Audio CDs. It then provides a more detailed description of the structure and contents of the Student's Book, including the unit structure and sections on reading, vocabulary, grammar, skills, writing, and review. Finally, it discusses testing and assessment resources and how Aim High maps to the Common European Framework of Reference levels.
Components of ELL PDF.pdf
English Language Lab has a tradition of helping learners to improve their English, whether for work, personal enrichment or English for Academic Purposes. Listening, Speaking, Reading and Writing (LSRW) are the four skills which play an important role in the acquisition of language and learning. The system ensures a stress free environment with high quality digital content.
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Kurzweil
- 1. Kurzweil 3000 Is a software program that can be used by students who may have difficulties with reading comprehension, written output or who require support studying or with test/ worksheet completion.
- 2. Features ● Text to speech (text reading features) in 7 different languages. ● Can be used as a word processor, for scanning documents and reading any digital text aloud including the internet. ● Ability to reference text and sources with word prediction, customizable word lists, as well as synonym, syllable and spell check and spell word features. ● Translates to any google supported language.
- 3. Features (con't) ● Assists with developing study skills- built in highlighter, numerous annotations such as sticky notes, footnotes, bubble notes, voice notes---> Ability to easily extract notes. ● Graphic organizers and writing templates. ● Options to change reader, font size, colour, contrast to assist students with varying auditory/visual processing abilites. ● Can customize the reading/writing environment to suit student need.
- 4. Examples of how Kurzweil can be used 1) Reading Support- For students with signficant challenges this is by far the greatest strength of Kurzweil. Student 1: Adam is in Grade 6 and has difficulty focusing on text material because he is distracted frequently. He often needs to go over the material many times before he is able to get the info required. He is writing at two or three grade levels below average and is not motivated to write. His written output is simplistic and lacks sentence and vocabulary variety.
- 5. Solutions for Adam ● Use text reading features to read his textbooks. ● Use reading toolbar to adjust reading tools to suit specific tasks assigned. ● Use 'Speak as Typing' feature to hear his words and sentences as he is writing them in word processor.
- 6. Student 2 2) Writing and Referencing Support- Student 2: Jenny is not motivated to write and has difficulty catching errors in her writing. She is currently writing at a grade 4 level, but is in Grade 8. She struggles to find words and often loses focus on what she is writing. Her writing is simplistic and she tends to repeatedly use the same word over again.
- 7. Solutions for Jenny ● Use Kurzweil 3000 as main word processor (speak as typing feature). ● Use word prediction feature with customizable vocabulary lists created around themes/ curricular units. ● Use synonym tool to make different word choices. ● Look up word feature can be employed to find definitions. Can use task toolbar to do this.
- 8. Student 3 3) Study Skills Support- Student - Ben is in Grade 9 and has very few reading comprehension skills and has language processing issues. He requires constant support to understand content material. He frequently re-reads paragraphs and items but can not remember what he's just read.
- 9. Solutions for Ben ● Use highlighting and extraction feature to identify main and supporting ideas ( can create study notes and outlines for written assignment) ● Teachers can prepare curricular content ahead of time by adding notes and annotations to help guide him with reading the text.
- 10. Main Benefits of Kurzweil ● Customizable- can be taylored to fit user needs. ● Support for students with varying degrees of learning challenges. ● Good for students who struggle with completing tasks/ ones with physical and visual challenges. ● Enhances education for ELL students. ● Provides oportunity for educator to differentiate lessons.
- 11. Inspiring Success Story Shelby Nurse http://www.youtube.com/watch?v=tNea47_IWW8
- 12. References Website: Kurzweil 3000 v 12 (Win). Self Directed course 2012. 2 June 2014 http://www.setbc.org/setbc/access/kurzweil3000v12.html Website: Kurzweil for K-12. Text to Speech Literacy Software 2014. http://www.kurzweiledu.com