Phase+3a+Developing+an+Implementation+Plan

Instructional strategies and methods:
The instructional strategies and methods to be applied will involve indirect instruction and direct instruction and both methods use technology. The time frame will be for four weeks and the daily weekly schedule looks like this one below. More emphasis is on Reading and AAC Literacy Centers from 10:15 am to 11:25 am. In the morning from 8:30 to 12:30 the special class follows their own schedule in their own classroom. There after, the students mix up in other classes, kindergartens and 1st Grade. Kinder: Art || Kinder Computer Lab, Math and Science || 1st Grade PE Kinder: Math, S. Studies and Music. || Kinder: Math, S. Studies and PE. || 1st Grade: Music and S. Studies. Kinder: Math and Media || The Direct instruction strategy is highly teacher-directed and is commonly used for early learning grades. This strategy is effective for providing information or developing step-by-step skills. It also works well for introducing other teaching methods, or actively involving students in knowledge construction. Direct teaching will include demonstrations and guided & shared – reading, listening, viewing, thinking and practice.
 * Time || Monday || Tuesday || Wednesday || Thursday || Friday ||
 * 8:30-9:30 || Working on Accommodations || Working on Accommodations || Working on Accommodations || Working on Accommodations || <span style="color: #943634; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">Working on Accommodations ||
 * <span style="color: #943634; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">9:30-10:00 || <span style="color: #943634; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">AAC Writing || <span style="color: #943634; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">AAC Writing || <span style="color: #943634; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">AAC Writing || <span style="color: #943634; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">AAC Writing || <span style="color: #943634; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">AAC Writing ||
 * 10:00-10:30 || AAC Reading || AAC Reading || AAC Reading || AAC Reading || AAC Reading ||
 * 10:30-11:25 || AAC Literacy Centers || AAC Literacy Centers || AAC Literacy Centers || AAC Literacy Centers || AAC Literacy Centers ||
 * <span style="color: #943634; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">11:30-12:30 || <span style="color: #943634; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">Recess and lunch || <span style="color: #943634; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">Recess and lunch || <span style="color: #943634; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">Recess and lunch || <span style="color: #943634; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">Recess and lunch || <span style="color: #943634; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">Recess and lunch ||
 * <span style="color: #943634; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">12:30-3:20 || <span style="color: #943634; font-family: 'Century Gothic',sans-serif; font-size: 14pt;">1st Grade Art, Math and Social Studies.

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">The teacher provides guided reading support for small groups of readers as they learn to use various reading strategies (letter and sound relationships, word structure, and so forth). Guided reading has been traditionally associated with primary grades and students with special problems. For example, pronunciation of words and sounding rhyming words.

<span style="font-family: Georgia,serif; font-size: 20px;">Step 1 - Teach phonemes
<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">First teacher demonstrates to the whole group and students can identify and produce the vowel phonemes from the Power Point. Students learn and remember these challenging the short and long vowels phonemes. The examples below are used in the Reading Manipulative [|Phoneme Songs and Blending] program. Long vowels are easier to master. Remind students that the long vowels "say their names." Long u is somewhat troublesome since it has two sounds (as in fuse [floozy] and plume [loom]). <span style="background-color: #d5ff00; font-family: Georgia,serif; font-size: 18px;">Click on the pictures to hear the Short Vowel Phoneme Songs: <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 1.5;"> <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 20px; line-height: 1.5;">Teacher shows the long vowel a, e, i, o and u flashcards while saying the letter name and letter sound and have the students repeat example as an assessment to find out if they have mastered the concept.

<span style="font-family: Georgia,serif; font-size: 20px;">Step 2 - Teach short/long vowel patterns
<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Next, introduce vowel patterns. Simplify the basic concepts being taught. Teach this rule for short/long vowel patterns: When there is one vowel in the word (at the beginning or the middle), the vowel is short. When there are two vowels, the first vowel is long and the second is silent. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;"> <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[|Flip Strips - SLV Patterns] are ideal for demonstrating and teaching these patterns. Students read the short vowel word. When the second vowel is flipped over, the word is then read with a long vowel. Most one-syllable words follow this rule, making it an excellent building block for beginning readers. This concept is taught before the introduction of variant vowels, which are obvious exceptions.

<span style="font-family: Georgia,serif; font-size: 20px;">Step 3 - Decode words that follow the patterns
<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">After students know short/long vowel sounds and spelling patterns, they can use these to decode words. With ample practice, application becomes automatic. Provide decoding practice by using matching games. First students look at the word to determine if the vowel phoneme is short (one vowel) or long (two vowels). Then they read the word and match it to a picture ([|SLV Decoding Match-Ups]). Scrambled sentences containing words that follow the SLV patterns can be one of the first reading experiences for children ([|SLV Scrambled Sentences]). Students decode the words, arrange them into sentences, and match the illustrations. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Music and auditory association are amazingly effective for teaching students to produce and identify the difficult short vowel phonemes. It is fun explicit phoneme songs and great posters make it easy to master these sounds. Students must identify vowel phonemes in the 7 sets of 20-card vowel sorts. Five cover the short and long phonemes for each vowel and two require that students discriminate between 2 short vowels. So, more practice is needed and that involve a lot of repetitions with so much variety.
 * [[image:http://www.readskill.com/common/HeaderImage5.jpg caption="Reading Manipulatives:http://www.readskill.com/index.htm"]] ||
 * Reading Manipulatives:http://www.readskill.com/index.htm ||

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Teacher to print out worsheets for the students grading assessment from this website: <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[] <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">that involve them to match image and word, color rhyming pictures, circle rhyming pictures and words from the poems, and connecting rhyming words with a line.

<span style="font-family: Georgia,serif; font-size: 20px;">Syllable activities:
<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">When doing syllable awareness activities, it is important to enunciate syllables clearly, and to begin with familiar words such as students’ names and common compound words. When students can handle these fairly well, other two-syllable words, and later, three and four syllable words, can be used. Don't forget to include one-syllable words in your activities as well. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">The teacher demonstrates how to read poems and stories syllable by syllable.Syllable blending activities can easily be incorporated during read-aloud. As the teacher reads, periodically stretch out a word by syllable: (e.g., "Some animals laugh at the gangly gi-raffe"). Point to a student to "say it fast," or blend the word together. Then repeat the blended word or reread the sentence to ensure that meaning is not lost, particularly if it took some time for the student to respond. A great book for this type of activity that features many examples of compound words is Once There Was a Bull. In addition to blending syllables, it is important to provide children with practice segmenting syllables. A great place to begin is by clapping children's names. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Pronounce each name, syllable by syllable, while clapping it out. Next have the students repeat the name, clapping each syllable. Then ask the students how many syllables they heard. Then proceed to clap out lots of names, either together as a group or individually. Once students can clap their own names, you can put pictures of each student in a bag, or the names of each student in a bag. You would then call on individual students to pick another child's picture or name out of the bag to clap. The rest of the group then "checks" it by clapping it together. When students can accurately clap their first names (and the first names of children in their group), they can practice clapping their first and last names. You can also add a rhythmic chant such as: "Bippity, Bippity Bumble Bee" from the flip chart and read more poems. <span style="font-family: Georgia,serif; font-size: 18px;">Have students substitute the /-ill/ words in the sentences to fully practice word and sound recognition in context. Magnetic letters or an overhead projector with letter tiles can be used for this task. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">1. || <span style="font-family: Georgia,serif; font-size: 18px;">Let the class listen to a story from the teacher on the Promethean board and become familiar with the tune and rhyme of Jack and Jill. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">2. || <span style="font-family: Georgia,serif; font-size: 18px;">Present a Big Book copy of the rhyme or use a computer-assisted presentation to display the words from the rhyme. Highlight the words Jill and hill. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">3. || <span style="font-family: Georgia,serif; font-size: 18px;">Ask students to read-a-long and then sing-a-long as you point to each word in the rhyme. Initially, this can be done by the whole class and then within small groups. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">4. || <span style="font-family: Georgia,serif; font-size: 18px;">Point out the two highlighted words and ask someone in the class to say or read the words aloud. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">5. || <span style="font-family: Georgia,serif; font-size: 18px;">Ask students to repeat the words Jill and hill, and focus students' attention on the final sound and spelling of the two words. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">6. || <span style="font-family: Georgia,serif; font-size: 18px;">Encourage students to identify words that have the final /-ill/ sound. You may show several Flashcardsto assist students in giving and spelling words that belong in the /-ill/ family and present other text-related materials to assist students in recognizing words in context. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">7. || <span style="font-family: Georgia,serif; font-size: 18px;">Guide students in compiling a list of new /-ill/ words and assist them in reading each word correctly. Make sure that students' identify the words will, fill, pill, dill, bill, mill, sill, till, hill, Jill, Bill, drill, grill, and ill. ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">8. || <span style="font-family: Georgia,serif; font-size: 18px;">Conduct a group and individual drill by asking students to read the following sentences. Have the whole class read the sentences together first, and then invite individual students to read some of the sentences on their own.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Jill is ill.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Jill will need a pill.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Jill will pay the bill.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Bill will go up on the hill.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Jill and Bill will sit on the sill.
 * <span style="font-family: Georgia,serif; font-size: 18px;">The mill is on a hill.
 * <span style="font-family: Georgia,serif; font-size: 18px;">Bill will till the soil.
 * <span style="font-family: Georgia,serif; font-size: 18px;">9. || <span style="font-family: Georgia,serif; font-size: 18px;">For assessment, students complete the Copy-Change Worksheet using the original Jack and Jill rhyme and many more rhymes with the help of the teachers and Para educators. The associated picture guide may assist students in creating their adapted versions and read the rhyming words. ||

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">On the other hand, indirect teaching seeks a high level of student involvement in observing, investigating, sharing, collaborating through the literacy centers. The role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. Teacher and the Para educators will be there to assist students with their activities. Each segment will be ten minutes then switch activities. At the end of reading lesson, every student should have gone through all the four literacy centers. The teacher arranges the learning environment, provides opportunity for student involvement and prepares activities for students in every literacy center/station such as: bed dead red led sled fed shed || <span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 16px;">Hand sand stand brand band grand and land || <span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 16px;">Knee me see we tree free tea flea || <span style="background-color: #f6bf5b; font-family: Georgia,serif; font-size: 16px;">Feet meet seat beat greet sheet heat neat ||  || <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Assessment will involve the teacher grading students' performance on: <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">(i) Filling up the table with words that rhyme with the four body parts. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">(ii) Reading the twenty-eight words to the teacher. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">(iii) Matching the body part to the words that rhyme on the computer.
 * || <span style="background-color: #a9b8df; font-family: Georgia,serif; font-size: 18px;">Center 1. || <span style="background-color: #a9b8df; font-family: Georgia,serif; font-size: 18px;">Center 2. || <span style="background-color: #a9b8df; font-family: Georgia,serif; font-size: 18px;">Center 3. || <span style="background-color: #a9b8df; font-family: Georgia,serif; font-size: 18px;">Center 4. ||
 * || <span style="font-family: Georgia,serif; font-size: 18px;">Making words on the Promethean board that rhyme with body parts. || <span style="font-family: Georgia,serif; font-size: 18px;">Playing letter/word games on the computers. (Assigned websites such as Starfall) || <span style="font-family: Georgia,serif; font-size: 18px;">Reading rhyming words using an electronic card reader. || <span style="font-family: Georgia,serif; font-size: 18px;">Matching words and beginning letters. ||  || Head
 * <span style="font-family: Georgia,serif; font-size: 18px;">Students || <span style="font-family: Georgia,serif; font-size: 18px;">A & B || <span style="font-family: Georgia,serif; font-size: 18px;">C & D || <span style="font-family: Georgia,serif; font-size: 18px;">E || <span style="font-family: Georgia,serif; font-size: 18px;">F ||

<span style="font-family: Georgia,serif; font-size: 20px;">Scavenger Hunt
<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Divide students into five teams. Assign each team a different short vowel sound. Tell them they have five minutes to search the room and find objects that incorporate the short vowel sound. Have them make a list of each object that they find. At the end of the five minutes, have each group share its list and point to the object they found. As a variation on this activity, you can also have students search for words with short vowel sounds in books or on signs in the classroom.

<span style="font-family: Georgia,serif; font-size: 20px;">Meeting diverse needs:
<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Mrs. Donohue’s class is made up of six special students: three kindergarteners and three 1st Graders. Each one of them is different in his or her own way and the teacher tries by all means to accommodate them and using technology to help them learn in a variety of ways. <span style="font-family: Georgia,serif; font-size: 18px;">[|Play AT and Classroom Integration video - Part 3]: || <span style="font-family: Georgia,serif; font-size: 18px;">[|Play AT and Classroom Integration video - Part 6]: || <span style="font-family: Georgia,serif; font-size: 18px;">[|Play AT and Classroom Integration video - Part 6]: || <span style="font-family: Georgia,serif; font-size: 18px;">[|Play AT and Classroom Integration video - Part 4]: || <span style="font-family: Georgia,serif; font-size: 18px;">[|Play AT and Classroom Integration video - Part 1]: || <span style="font-family: Georgia,serif; font-size: 18px;">[|Play AT and Classroom Integration video - Part 7]: ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">Students || <span style="font-family: Georgia,serif; font-size: 18px;">Description of disability || <span style="font-family: Georgia,serif; font-size: 18px;">Technology used ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">A (Danny) K || <span style="font-family: Georgia,serif; font-size: 18px;">He has physical disabilities. He cannot walk, talk or write but hears and understands. || <span style="font-family: Georgia,serif; font-size: 18px;">He uses a wheelchair and a walker. His computer is programmed on the echo print.
 * <span style="font-family: Georgia,serif; font-size: 18px;">B (Desiree) K || <span style="font-family: Georgia,serif; font-size: 18px;">Delay in language development. || <span style="font-family: Georgia,serif; font-size: 18px;">Uses a computer “talker”
 * <span style="font-family: Georgia,serif; font-size: 18px;">C (Asatau) K || <span style="font-family: Georgia,serif; font-size: 18px;">Physical problems and talks well. || <span style="font-family: Georgia,serif; font-size: 18px;">Uses a computer “talker”
 * <span style="font-family: Georgia,serif; font-size: 18px;">D(Sophie) 1st || <span style="font-family: Georgia,serif; font-size: 18px;">Delay in language development but writes and talks. || <span style="font-family: Georgia,serif; font-size: 18px;">She communicates using the computer “talker”
 * <span style="font-family: Georgia,serif; font-size: 18px;">E (Christian) 1st || <span style="font-family: Georgia,serif; font-size: 18px;">Delay in language development but talks and writes. || <span style="font-family: Georgia,serif; font-size: 18px;">He communicates using the computer “talker”
 * <span style="font-family: Georgia,serif; font-size: 18px;">F (Sarah) 1st || <span style="font-family: Georgia,serif; font-size: 18px;">She is physical disabled and does not talk verbally, writes or walks. || <span style="font-family: Georgia,serif; font-size: 18px;">She communicates using the Dynavox Max.

= <span style="font-family: Georgia,serif; font-size: 25px;">Phase 3b: Preparing the Environment = <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">The students at Cannon Road Elementary use high end AAC devices either a Vantage of a DynaVox V max. The Vocabulary Builder is a tool available in the Vantage Lite and ECO family of AAC devices from PRC. There are many word lists pre-stored in your AAC device. The teacher has to find these word lists in the Vocabulary Builder menu of the AAC device the student is working with. The intention of the Vocabulary Builder is to hide/show the words that you will be focusing on during instruction. By eliminating words that the student may not need during literacy instruction, they can have immediate success. A few word lists in this menu include the Sight words, and Word Lists. They also use the computers/laptops with classroom suite; use a voice in the box, talk pads, and step by steps, Fusions, Promethean boards. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Augmentative communication (AAC for short) is an alternative way to help students with language disorders use expressive language or receptive language. Augmentative communication can be accomplished through assistive technology devices such as computers or hand held devices. People use diﬀerent ways to communicate, including speech, facial expressions, and gestures.The use of AAC systems can support participation for students at any age in a wide range of academic and social activities.
 * [[image:edtc670portifolio/Mrs Donahues class.jpg width="824" height="465" caption="Mrs Donahues class.jpg"]] ||
 * Special class (K-1st Grade) with a collection of all the technology used in the classroom ||

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 20px;">**Adaptations for students with special needs (e.g., those with physical disabilities)** <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">The teachers in special classes develop a plan for the assistive technology implementation, with specific strategies, individual responsibilities, and proposed timelines. The implementation plan is integrated into the student’s IEP. The assistive technology implementation team may include the teachers, nurse, classroom aides/Para educators, therapists, librarians, or other support people. A team plan insures that everyone has the same goals and expectations for the student’s use of the assistive technology. It helps keep the student, teachers, parents, therapists and administration “on the same page.”
 * [[image:https://mydynavox.com/Content/marketing/img/home/Dynavox-ecosystem.jpg caption="Dynavox Ecosystem: Access plan."]] ||
 * Dynavox Ecosystem: Access plan. ||

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">The DynaVox. The DynaVox T10, Compass software, is an unmatched solution for individuals with communication challenges. The teacher is able to manage personal settings and connects the student to the Cloud so that the therapist, caregiver/nurse, Para Educators, teachers and loved ones can give the support needed by the student.

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 20px;">**Copies of Instructional Materials: Include copies of instructional materials (digital and non-digital)** <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px; line-height: 1.5;">Before the students come in for the day, all the electronics will be well charged and made ready for the day. All the programs set in AAC devices and websites set to start. There are many word lists pre-stored in your AAC device. The teacher has to find these word lists in the Vocabulary Builder menu of the AAC device the student is working with. The flip chart will be set for the day with the schedule for the day. The greetings, the calendar, weather, alphabet songs, questions to answer such as,”What did you do during the week-end? The story to read has to be chosen and activities well in place. The printed worksheets should be ready for follow ups and flash with words for the week. Then the lessons start unfolding on the flipchart, step by step as the day progresses.Listed below are daily activities that occur typically in a classroom and ways to use core words during these activities at the one-word, two-word, and three-word level to help get the thinking process started. These are examples of AAC in Pre-programmed phrases and sentences and activity based pages to focusing on using core words. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Phonics is the ability to understand and use the predictable relationships between phonemes (the sounds in spoken language) and graphemes (the letters that represent those sounds) to decode words. Some of the Teachers’ Resources that will be used for Phonics are during literacy stations:
 * <span style="font-family: Georgia,serif; font-size: 18px;">Reading ||
 * <span style="font-family: Georgia,serif; font-size: 18px;">“read” “more” “go” “stop” “turn” “I read” “you turn” “read more” “stop that” “my turn” “I want read” “I like that” “my turn please” “you read more” “don’t want read” ||

<span style="font-family: Georgia,serif; font-size: 20px;">ABC Fast Phonics
<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Cartoons, audio narration, sounds and clickable word to teach phonics.

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[] <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[|ABC Mommy and Me] - Recognizing alphabet sounds. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[|Alien Scavenger Hunt: “Letter Bugs”] - an interactive site where students chose the letters that make up a word they hear. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[|Clifford's Interactive Story Books] - Phonics for early readers. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[|Clifford's Letter Match] - Phonics fun for early readers. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[|Clifford's Sound Match] - Phonics for early readers. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[|Digby Mole's Word Games] - Practice beginning sounds, end sounds and rhymes. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[|Fuzzy Lion Ears] <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[|Jim's Whirlyword Machine] <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[|Magnetic Poetry Tiles] <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[|Starfall] <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">- The Starfall learn-to-read program was created to meet the needs of the emergent reader by incorporating rhyming games and high-interest books that teach phonemic awareness (sounds in words), phonics, decoding skills, and comprehension. The program is designed to instill confidence and enable the child to proceed as quickly as possible to a balanced reading program. Starfall is already on Montgomery County Public School website. More literacy activities on: []

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 20px; line-height: 1.5;">**Logistical plan: Describe how you will address any logistical issues you anticipate for your project.**

<span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Students need to know how to use the technologies embedded in a project in order to achieve success. If the majority of students in a class are not proficient with the tools they will be using, appropriate training should be provided prior to the beginning of the project or get embedded in the project itself. Some technologies and software programs require an intense amount of training and for these tools this can become a project in itself. Before the implementation, I will have to find out whether the students know how to use the technology available otherwise have time to train them with the help of the class teacher and Para Educators. The AAC devices should be charged overnight and be ready to be used through-out the day even if there is a power cut the devices will be fully charged already. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">A careful plan may avoid several pitfalls. But those careful plans may be surprised, short-circuited, or defeated by people, institutions, rules, policies, or inertia: These are barriers to implementation of such scale that they cannot be treated as mere pitfalls. If barriers to implementation are not dealt with, the chances of success for even the best-planned implementation is seriously compromised. Teachers should have a lot of extra printed worksheets in storage in case the printers stop working or any emergencies. There should be a substitute folder with extra work sheets and daily schedules to help in case the teacher does not come to school for emergency reasons.

<span style="background-color: #ffffff; color: #282828; font-family: Georgia,serif; font-size: 18px; line-height: 1.5;">Powerful and flexible enough for all ages and abilities, the Vmax+ is a complete communication solution for an augmented communicator. It is has Windows OS computer and delivers internet access, email, text messaging and environmental control capabilities.
 * [[image:http://www.dynavoxtech.com/img/products/vmax_plus/overview/vmax_plus_1_large.jpg width="284" height="186" align="left" caption="TheDynaVox with Alphabet"]] ||
 * TheDynaVox with Alphabet ||

<span style="background-color: #ffffff; color: #ff1500; font-family: Georgia,serif; font-size: 18px;">References: <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">Jendron, J. (October 9, 2012)SC Curriculum Access through AT. How can assistive technology be integrated into the curriculum? University Center for Excellence, Columbia: SC 29208. <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[] <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[] <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[|http://www.acadcom.com/ACAcatalog/#20] <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[] <span style="background-color: #ffffff; font-family: Georgia,serif; font-size: 18px;">[]