Error Handling
It's when you say "Awesome job with that P in pest!"
Positive reinforcement
Write on the left side of the list for this. The right side is for the other one.
SWB capturing
Anna loves ringing the bell at least once a session when she gets one of these.
Magical learning moments
Esther has amazing imagery: for the word "smouth" she showed you "htuoms"
Letters backwards
It's 25-50 for the percentile, or 1 grade-level below and above.
Average range
An example of this is "When you say pet", knowing that the word is "pest".
Responding to the response
You will be doing a picture summary, but no, you don't need to develop pictures together for this task. Start with a word summary for each felt.
Para x Para
Elizabeth usually gets 5 of these per task - she's doing SI. Stuart is doing VV and earns 10 or 15 per task!
Stars on star card
It's the first thing Matt does when he sits down for session - and he always makes sure to choose the right program.
Sign in on the attendance record.
Anazette gave Sabrina the word "mouth" to air-write because the FS said to work this level.
CVC (bonus points for row 7 and 5)
When a student says "pet" for "pest", you recognize that you need to question to the letter after 'e'.
Noting the error
Ah, Derek must be doing this task, I just heard his teacher say "Does that make sense?"
RIC
Arianna gets really excited when she hears the pitter-patter of these in her bucket. (She never lets her teachers sneak any from her!)
Magic stones
Ying likes to show off when she does this exercise: she pictures the 'a' changing to 'i' in "mat". She can even read the word: "mit"!
Substitution/changing a letter
DAILY DOUBLE: Nanci's PPVT is at the 90th %ile. She has a strong this. She's doing VV, but we don't need to pre-check that.
This: Receptive vocabulary. That: Vocabulary in the story.
Its the word "picture" in "When you say 'pet', what is the letter you picture after 'e'?"
Sensory language
I find it's best to give fair words in this task - getting Regina to put her finger in the air is half the battle!
Air writing
Lisa is being a bit wriggly in her chair. This is a sign that you should do this, some jumping jacks would be a good choice.
Movement breaks
Emily got a MLM when she did this exercise: she pictured the 't' being erased in "stamp".
Omitting a letter
Pat likes to read these on the face sheet, it helps her to figure out what to focus on working in the session. Here's an example:
1) Stabilize clear, concise, and sequential WSUMs.
Goals
When a student says "caple" for "capple", the teacher just says back the error syllable. E.g. "When you say 'ca', what is the last letter you see?"
Multi-syllable error-handling.
Zach is doing a great job going through all the structure words on his own. It's time to add another felt!
Sentence x Sentence
Kayla has a special one - make sure to read and sign it in her file!
Behavior modification
It's 8am on 9/3/19, so Emily remembers to open this blank document.
Joel's sight words are at the 50th %ile, but his word attack is at the 5th %ile, so Jody decides to give him these types of words in air writing.
Nonsense words