EA Tricks and Tips

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EA Tricks and Tips
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On Computer/Off Computer The trick is to
know What you need to do. Be creative. Get the
tools. And then hope it all works!
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What is happening here?
John is working in his reading workbook. The
directions to one item say to draw a line to the
red ball. John guesses. The teacher reminds him
not to be careless.
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Another Story
Tommy ordinarily seems to enjoy reading aloud.
Today, however, he doesn't volunteer and balks
when the teacher calls on him to read. The poem
in the reader is printed in blue on a purple
background.
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And
The kindergarten teacher notices the kids during
art class teasing Jimmy. The other kids think it
is funny that Jimmy's stick people have green
faces.
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What is happening?
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What is the impact?
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Colour Blindness
Deuteranope
Tritanope
Protanope
Very rare!
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Are you colour blind?
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If you are you may see
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What do you see?
This is a test for non readers.
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Why arent more women colour blind?
XY
XX
If this one has the colour blindness gene, this
guy is colourblind.
If this one has the colour blindness gene and the
other one doesnt, this woman is not colourblind.
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• 8 of males and .5 of women
• are colourblind to some degree.

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Tritanope
RED BLUE GREEN
RED BLUE GREEN
Most of us
RED BLUE GREEN
Deuteranope
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What can you do?

• Only use clear primary colours
• red, yellow/green, blue
• Avoid using
• red with green
• yellow with green
• yellow with red
• purple with blue
• brown with green or yellow
• purple with red
• Stick with black with almost anything except blue
  and purple.

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Go to www.vischeck.com/vischeck/
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(No Transcript)
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Left and Right

• Slap right, pinch left
• Identification
• Raspberry right
• Lemon left
• Colour the keyboard keys.

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Photocopy or take a picture of a keyboard.
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What isthe Studentss Name
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Helping Students with Sequence of Events

• If something is written in the order in which it
  occurred, or sequential order, students will
• have an easier time understanding what they are
  reading.
• will be able to recall the events more
  accurately.
• be more likely to remember how events or steps
  are related.

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What terms should students understand?

• Before
• begins/beginning, earlier, first
• After
• after, ends/ending, finally, last, later, next,
  second, third, then
• At the same time
• during, meanwhile, while

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Start simply Have students match your block
pattern.
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What comes next?
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Drag the pictures into the correct order.
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Help the child create an organization schedule.
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Put the sentences in order.

• Tom gets home from school.
• Tom gets to school on time.
• School is over.
• Tom gets up at 8 in the morning.
• Tom works on math problems.

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Inference

• Inference means reading
• all the clues and making
• your best guess!

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Look in Clicker Examples, Story Writing
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(No Transcript)
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Making decisions can be difficult!
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(No Transcript)
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A cloze text is an exercise in which you have to
fill in gaps with an appropriate word.What are
the missing words?
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A cloze text is an exercise in which you have to
fill in gaps with an appropriate word.What are
the missing phrases?
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For more advanced special needs students
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Other students may need help making sentences.
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(No Transcript)
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Accessing the Story
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Use Multimedia

• Show a media clip.
• Listen and watch several times.
• Look at some text that goes with the clip.
• Read the text with the clip.
• Read the text without the clip.
• Use the text for doing cloze activities.
• Use the text for finding rhyming words.

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Movie
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Watch I Will Survive and answer the questions.
I Will Survive
How many fingers does the alien have? What colour
was the aliens shirt? Did the shirt have
sleeves? What picture was on the shirt? What
colour were the aliens tights? Did the alien
wear a belt? How many fingers did the alien
have? Describe the aliens head.
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How many did you get right?
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Cloze for Older Students
http//www.cssmi.qc.ca/carrefour_educatif/ressourc
es_pedagogiques/robertt/clozetexts.htm
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I Will Survive

• First I was afraid.
• I was petrified.
• Kept thinking I could never live
• without you by my side.
• But then I spent so many nights
• thinking how you did me wrong,
• And I grew strong.
• And I learned how to get along
• And so you're back
• from outer space.
• I just walked in to find you here
• without that look upon your face.

• Weren't you the one who tried to hurt me with
  goodbye.
• You think I'd crumble .
• You think I'd lay down and die.
• Oh no, not I!
• I will survive!

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I Will Survive
Find the words that rhyme with the selected words.

• First I was afraid.
• I was petrified.
• Kept thinking I could never live
• without you by my side.
• But then I spent so many nights
• thinking how you did me wrong,
• And I grew strong.
• And I learned how to get along
• and so you're back from outer space.

• I just walked in to find you here
• Without that look upon your face.
• I should have changed my stupid lock.
• Weren't you the one who tried
• to hurt me with goodbye.
• You think I'd crumble .
• You think I'd lay down and die.
• Oh no, not I!
• I will survive!

Find all the two syllable words.
How many times do you see the work think.
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Alien Song Activities

• Draw the alien. Compare your drawing with the
  graphic in the movie. Count the differences.
• How would you have ended the movie? Draw a new
  ending.

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Yellow Submarine
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Yellow Submarine

• In the town where I was born,
• Lived a man who sailed to sea,
• And he told us of his life,
• In the land of submarines,
• So we sailed up to the sun,
• Till we found a sea of green,
• And we lived beneath the waves,
• In our yellow submarine,
• We all live in a yellow submarine,
• Yellow submarine, yellow submarine,
• We all live in a yellow submarine,
• Yellow submarine, yellow submarine,

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Listening/Comprehension

• Listen to the words of the song.
• Pose questions.
• Listen again.
• Answer questions.
• If they are not correct, read or listen again.
• Pose the question again.
• Wait for the answers.

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Yellow Submarine
Count the beats.

• In the town where I was born,
• Lived a man who sailed to sea,
• And he told us of his life,
• In the land of submarines,
• So we sailed up to the sun,
• Till we found a sea of green,
• And we lived beneath the waves,
• In our yellow submarine,
• We all live in a yellow submarine,
• Yellow submarine, yellow submarine,
• We all live in a yellow submarine,
• Yellow submarine, yellow submarine,

7 7 7 7 7 7 7 7 10 10 10 10
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Inference

• Tom and Jason were hot and sweaty. They sat
  outside the principals office. Dirt was on both
  of their faces. They could hear their
  teachers voice as she told the principal what
  happened. Tom gave Jason an angry look and
  Jason returned the angry stare. As Miss Brown
  left the principals office, the boys hung their
  heads so they wouldnt have to look her in the
  eye.

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Inference

• ASK
• What do you know?
• Reread the paragraph.
• Do you know anything else?
• Read a sentence at a time.
• Have the student repeat the sentence in their own
  words.
• Have them tell the story.
• Dont help! Dont give hints.
• This may be painful for you.

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Dyscalculia

• Trouble with basic math skills like
• counting, ? - ? ?
• knowing when to ? - ? ?
• organizing objects in a logical way
• measuring, telling time, using money
• estimating number quantities
• self-checking work
• finding alternate ways to solve problems.

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Overcoming Dyscalculia

• Start with concrete examples

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Count Blocks
Count blue blocks. Count cubes. Count curved
blocks. Which colour do we have the most
of? Which colour do we have the least of? Which
is the longest block? Which is the smallest?
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Count Blocks
Were there any orange blocks? What colour was
the top block? Can you draw the structure? The
two turrets were the same colour. What colour
were they? About how many blocks do you think
that there were?
Yes
Red
Purple 46
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Counting
Estimate the number. Count the bars. What words
do you recognize? Which bar is the
smallest? Which bar is the largest? Line them up
from smallest to largest.
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Overcoming Dyscalculia

• Start with concrete examples

• Use graph paper.

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Learn about Patterns
For students with considerable fine motor control
issues, please use very large graph paper.
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EASIER TO COUNT EASIER TO ADD EASIER TO MULTIPLY
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Using Graph Paper
Count the dots and fine motor
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Using Graph Paper
Organize math problems.
Draw a line from dot to dot.
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Overcoming Dyscalculia

• Start with concrete examples

• Use graph paper.

• Explain the math e.g. 8 groups of 2 items 16

• Practice estimating.

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Estimating
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Estimating
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Overcoming Dyscalculia

• Start with concrete examples

• Use graph paper.

• Explain the math e.g. 8 groups of 2 items 16

• Practice estimating.

• Encourage students to ask questions.

• Provide a workplace with few distractions.

• Have pencils, erasers etc. on hand.

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Use the ComputerMath Circus Acts 4
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Use the ComputerMath Circus Act 4
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Use the ComputerMath Circus Act 4
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Use the ComputerMathville Middle School
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Use the ComputerMathville Middle School
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Use the ComputerMathville Middle School
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Use the ComputerMathville Middle School
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Use the Computeran AppleWorks File
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Use the ComputeranotherAppleWorks File
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GO
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Free Stuff on the Web

• http//www.apples4theteacher.com/java/dots-and
  squares/index.html

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Free Stuff on the Web
www.apples4theteacher.com/coloring-pages/index.htm
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Questions?