Make+the+Connection+-+Kurzweil+and++AIM

=How can Kurzweil features help your students that qualify for AIM?= = = = = =Curriculum Barrier: Printed Text= To profile your class and determine curriculum barriers, go to [] Janice: very interested in fantasy genre but can’t read independently David: reading below grade level; slight hearing loss, has trouble with quiet female voices Francois: speaks French at home; excellent vocabulary in French but only basic vocabulary in English; reluctant to read aloud for fear of mispronouncing words Carol: very excited about her new iPod Sandra: Can read but has trouble concentrating in class environment due to ADD || Won’t be able to access printed material at his level unless a reader is available. Won’t be able to read for pleasure unless a reader is available Has trouble with grade level materials No French version of the text; text doesn’t provide pronunciations Won’t be engaged by printed text May have trouble concentrating on her reading ||
 * ** Materials and Methods ** || ** Student Qualities ** || ** Potential Barriers/Missed Opportunities ** ||
 * Printed Text || John: gifted with a severe learning disability

To support this class’s learning, teach the class how to do the following in Kurzweil:
· Read in **continuous mode** for overview or enjoyment · Read in **self-paced mode** by sentence for closer reading · Change **reading voice and speed** · Look up **definitions and synonyms** · Change dictionary to **“English to French**” · Convert text file to mp3 which could be loaded onto iPod Use **Translate** feature to assist with comprehension

To support this class’s learning, teach the class how to do the following in Kurzweil:

 * Read in continuous mode for overview or enjoyment
 * Read in self-paced mode by sentence for closer reading
 * Change reading voice and speed
 * Look up definitions and synonyms
 * Change dictionary to “English to French”
 * Example: For ESL students, translate passages from English to French when having difficulties with comprehension
 * For students that need sign language, use the ASL animations picture library
 * Convert text file to mp3 which could be loaded onto iPod

=Curriculum Barrier: Studying for Chapter Test=

Marie: has trouble finding information quickly Blane: poor memory for key vocabulary and definitions Debbie: works hard; hand cramps when writing Mark: copies entire text instead of extracting key points || May spend her time studying wrong information May not be able to finish chapter study questions in allotted time May miss vocabulary questions on test May have difficulty writing out large amounts of notes May not study efficiently ||
 * ** Methods and Materials ** || ** Student Qualities ** || ** Potential Barriers/Missed Opportunities ** ||
 * Studying for Chapter Test || Sandy: works extremely hard but does not focus on key points

To scaffold this class’s learning, teach the class to do the following:
= = =Curriculum Barrier: Written Tests=
 * Use the Yellow Highlight Tool (re-named Vocabulary) to **highlight the key vocabulary** (bold-faced words) in the text
 * **Extract the vocabulary** to a separate file
 * Use the **definition tool to look up the words**; copy and paste (or drag and drop) the definitions into the new file
 * Save the file for studying- **Use Column notes** as a self testing strategy
 * Use the **Green Highlight Tool** (re-named Notes) to highlight important facts from the text
 * Extract the notes to a separate file and save the file for studying
 * **Change the reading unit to “highlight**” and skim the text to review for a test
 * Create a Sticky Note to summarize the content of each paragraph in students’ own words. The Sticky Note should contain only one or two sentences with no copied information.
 * Extract the Sticky Notes to a separate file for studying.
 * Create Voice Notes to summarize key points; reviews the Voice Notes for studying
 * As a class, help you find and bookmark the chapter headings and sub-headings
 * Use the Bookmarks to quickly identify where to find answers to the chapter study questions.
 * Use Column Notes as a study guide -Use Hide columns feature as a practice test

Sam: participates enthusiastically in class discussions; weak writing skills Sarah: messy handwriting; rushes through tasks Teresa: suffers from test anxiety; good computer skills || May not read questions carefully or proofread answers Written performance on test may not reflect his level of understanding May lose marks through carelessness May refuse to take test ||
 * ** Methods and Materials ** || ** Student Qualities ** || ** Potential Barriers/Missed Opportunities ** ||
 * Written Tests || Jane: ADD diagnosis

To support this class’s learning, do the following:

 * Disable features during test-taking that you don’t want the student to use
 * Change the Toolbar to the Test-taking Toolbar
 * Teach the students how to do the following in Kurzweil for tests they take during the year in your class:
 * Add a voice note after each question to paraphrase the question in their own words to make sure they have understood it
 * Use color circles for answers to multiple choice questions
 * Use text boxes or Sticky Notes to answer written questions
 * Have Kurzweil read back what they’ve written to see whether it makes sense

=Curriculum Barrier: Writing=

Anthony: difficulty with spelling in general, especially technical vocabulary Dennis: doesn’t follow correct lab format; handwriting is illegible Carole: hurries through assignments Andrea: excellent artist || Written output may not match the understanding she shows verbally. May lose marks on labs because of spelling errors rather than lack of understanding. May not produce readable lab reports May not proofread carefully Written labs will not tap her artistic talent ||
 * ** Methods and Materials ** || ** Student Qualities ** || ** Potential Barriers/Missed Opportunities ** ||
 * Writing up Science Labs || Emily: can express her understanding orally; poor fine motor skills

//Supports to scaffold this class’s learning://
o Open the template and save it under their own name o Set up Kurzweil Typing Echo to echo words and sentences o Run Kurzweil talking spell-check o Use the word prediction feature to assist during writing o Use the homophones word list in word prediction to compare definitions of homophones o Create a custom word list by typing in the pre-selected vocabulary words o Enable a custom word list for word prediction = = = The Floating Word Lists feature can be used to prompt students to use content specific words, use stronger ** word ** choices, or vary their transitional words. ** Kurzweil ** ** 3000 ** has several NEW ** Word ** ** Lists ** available, including: Transitional Words, Strong Verbs, Homophones, Dolch Words, Response Starters, and many more. = = = =**Additional Resources:**=
 * Create (or download) templates for writing - Use pre-installed templates when possible
 * Teach students how to do the following in Kurzweil:

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