Cognitive Concepts Step 2 Earobics Network Software User's Guide

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Table of Contents

Overview of the Network Software

. . . . . . . . . 2

Setting Up the Software

. . . . . . . . . . . . . . . . . . . . 3

Setup by the Network Administrator

. . . . . . . . . . 3

Logging In as a Network Administrator. . . . . . . . 3

Entering Personal Information. . . . . . . . . . . . . . . 3

Creating New Users. . . . . . . . . . . . . . . . . . . . . . . 4

Entering Additional Network Administrator,

Teacher and School Administrator/Specialist

Names or Passwords . . . . . . . . . . . . . . . . . . . . . . 4

Importing a Preformatted Teacher List . . . . . . . . 5

Entering Student Names . . . . . . . . . . . . . . . . . . . 6

Importing a Preformatted Student List . . . . . . . . 6

Creating New Schools on a

Wide Area Network (WAN) . . . . . . . . . . . . . . . . 7

Updating User Information and

Deleting Users or Classes. . . . . . . . . . . . . . . . . . . 7

Installing

Earobics

Games on

Client Workstations. . . . . . . . . . . . . . . . . . . . . . . 8

Uploading Existing Student Data from

Non-Network Versions of

Earobics Step 2

. . . . . . 8

Using Cache . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Backup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

License Management . . . . . . . . . . . . . . . . . . . . . 12

Setting Monitor Resolution . . . . . . . . . . . . . . . . 12

Automatic Logoff after 20 Minutes of Inactivity . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Setup by Teachers &

School Administrators/Specialists

. . . . . . . . . . . 13

Logging In. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Main Screens for Teachers and

School Administrator/Specialists . . . . . . . . . . . . 13

Entering Student Names . . . . . . . . . . . . . . . . . . 14

Modifying Student Names and

Student Usernames . . . . . . . . . . . . . . . . . . . . . . 15

Changing Teacher Names, Usernames, or Passwords . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Creating Groups . . . . . . . . . . . . . . . . . . . . . . . . 15

Editing Group Names/Descriptions. . . . . . . . . . 15

Updating a Group/Assigning Students to a Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Deleting a Group. . . . . . . . . . . . . . . . . . . . . . . . 17

Using

Earobics Step 2 Network

in the Classroom

. . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Student Log In

. . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Earobics Step 2

Games

. . . . . . . . . . . . . . . . . . . . 20

General Features of

Earobics

Games. . . . . . . . . . 20

Calling All Engines . . . . . . . . . . . . . . . . . . . . . . 22

Paint by Penguin . . . . . . . . . . . . . . . . . . . . . . . . 24

Pesky Parrots . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Hippo Hoops . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Duck Luck . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Learning Objectives for

Earobics Step 2

Games . . . . . . . . . . . . . . . . . . . . 32

Professional Management Features

. . . . . . . . . . 38

Progress Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Preferences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

DataView . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Classroom Management

. . . . . . . . . . . . . . . . . . . 61

Scheduling with the

Earobics

Software. . . . . . . . 61

Motivation and Reward Ideas . . . . . . . . . . . . . . 67

Getting Students Started . . . . . . . . . . . . . . . . . . 71

Facilitation Techniques . . . . . . . . . . . . . . . . . . . 72

Scope & Sequence of

Earobics

Games and Skills

. . . . . . . . . . . . . . . . . 74

Technical Information & Support

. . . . . . . . . . . . 75

Minimum System Requirements . . . . . . . . . . . . 75

Information & Customer Service . . . . . . . . . . . 75

Technical Support Form . . . . . . . . . . . . . . . . . . 76

Index

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

This document includes information proprietary to Cognitive Concepts, Inc., and may not be reproduced in whole or in part without the express written permission of

Cognitive Concepts.

Protected by U.S. Patent Nos. 6,146,147, 6,435,877 and 6,511,324 and other pending patents.

Earobics®, Earobics Literacy Launch®, the Earobics® logo, Solutions for Literacy and

Language® and Sound Foundations for Language and Literacy® are registered trademarks of

Cognitive Concepts, Inc. Cognitive Concepts™ is a trademark of Cognitive Concepts, Inc.

Made with Macromedia is a trademark of Macromedia, Inc.

All other registered trademarks are property of their respective holders.

For more information call (888) 328-8199.

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Over view of the Network Sof tware

elcome to the

Earobics Step 2 Network Software User’s

Guide

. This book contains everything you need to know to set up and run the network version of

Earobics

. An awardwinning literacy solution,

Earobics

provides instruction in phonemic awareness and other early literacy skills, ensuring that all students have the foundations for successful reading.

Earobics Step 2 Network

also gives network administrators pre-installed server software that features:

• Access to management features from any networked computer.

• The ability to upgrade from within the software to accommodate additional users.

• Additional network technical support.

Earobics Step 2 Network

supports both PC and Mac clients and consists of two components: administration tools and

Earobics

games. Access to both components is available from any network computer (limited only by the number of simultaneous users specified in each license agreement). The software allows educators and network administrators to:

• Provide individualized phonemic awareness instruction.

• Assign students to groups for easier tracking.

• Set preferences, by student or group.

• Customize students’ play level and game play options.

• Choose from nine instructional languages.

• View detailed reports of student progress.

• View summary reports for individual students or groups.

• Import class lists of students.

• Import data from prior versions of

Earobics Step 2.

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Setup by the Network Administrator

OGGING

N AS A

ETWORK

DMINISTRATOR

Open Internet Explorer 5.0 or higher from any network computer.

(NOTE: Although an Internet browser is used to access the network software,

Earobics Step 2 Network

runs entirely within a school’s network, without Internet use.)

Enter the URL for the

Earobics

server in the address field near the top of the screen. (This URL was determined when the

Earobics

server was initialized. See the

Network Software

Technical Guide

for details.)

Mark this page as a Favorite to facilitate quicker access in the future.

At the introduction screen, select

STEP 2

Enter the following default username and password on the Log In screen:

USERNAME: admin

PASSWORD: default

Click

ENTER

or press

ENTER on the keyboard.

NTERING

ERSONAL

NFORMATION

Use the

Update My Information

screen to enter or change users’ first and last names, usernames and/or passwords. For greater security, change the

admin

password to a unique password of up to 12 letters and/or numbers. Record the password and keep it in a safe place for future reference.

The Update My Information screen will continue to appear after log in, until the password for

admin

is changed from

“default” to a new password.

(NOTE: The username

admin

never changes and is reserved for the main network administrator.)

Enter information or make changes by clicking on the appropriate field, then typing in the new information. As many as 30 letters and/or numbers can be entered for the first or last name. Special characters such as “?” or “!” or

“#” or apostrophes, etc., are not accepted by the system and will be automatically removed. Press

TAB

to move to the next field.

Click

SAVE INFORMATION

when the administrator’s information has been updated. The user will then be taken to the Network Administrator Screen.

USERNAME

PASSWORD

HOME PERSONAL INFO

STEP 2

SCHOOLS DOWNLOAD USE CACHE B

Update My Information

FIRST NAME

LAST NAME

USERNAME

PASSWORD

RE•ENTER PASSWORD

ADMIN

SAVE INFORMATION

ENTER

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

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Setup by the Network Administrator

REATING

SERS

On the Network Administrator Screen, click

CREATE NEW

USER

to begin entering names of network administrators, teachers, school administrators/specialists and students.

their log-in screen by the username. For this reason, it may be desirable to change the username (e.g.

Miss Johnson

Johnson Jaguars)

(NOTE: It is possible to have multiple users with the same first name/last name combination. However, the username for each must be unique.)

HOME

PERSONAL INFO

STEP 2

SCHOOLS DOWNLOAD USE CAC

You are logged in as admin

Network Administrator Screen

CREATE NEW USER

Teachers

Corraya, Radhika

Ordonez, Maria

Revizon, Ilya

Smith, Allison

Starkley, Marcus

Zito, Darlene

Students (by teacher)

Corraya, Radhika: delete class

Bartosik, Natalia

Haynes, Madison

Kosinowski, Paulina

Moore, Shaquita

School Administrators/Specialists

McManus, Carolyn

Wakowski, Jill

Network Administrators

Administrator, System

Evans, Lee

Ordonez, Maria delete class

Flore, Asael

Johnson, LaChrisha

Llewellyn, Courtney

Nee, Cheng

(NOTE: Once a unique username has been entered and saved, rolling over a name in most screens will display that user’s unique username.)

3. Create/Re-enter Password:

When prompted, create a unique password for each network administrator, teacher or specialist. Enter and then re-enter the password to confirm. Passwords can contain up to 12 letters or numbers, and should not use special characters such as “?” or “!” or “#” or apostrophes, etc., which are not accepted by the system and will be automatically removed.

4. Select User Type:

Click on the drop-down menu, then select Network Administrator, Teacher or School

Administrator/Specialist.

5. Skip Identify Teacher Field:

This field is for student users only

(see page 6).

6. Select School:

Click the School drop-down menu and select the school to which the teacher is assigned.

NTERING

DDITIONAL

ETWORK

DMINISTRATOR

, T

EACHER AND

CHOOL

DMINISTRATOR

PECIALIST

AMES OR

ASSWORDS

For each new user who is a network administrator, teacher or school administrator/specialist, complete the following steps:

1. Enter First and Last Names:

Click on the

First Name

field and type in the user’s first name. Press

TAB

, then type in the last name.

If a teacher has two classes, such as morning and afternoon classes, it may be desirable to enter the teacher twice, using slightly different last names, e.g.,

Johnson am

and

Johnson pm.

Each name should be no longer than 30 letters and/or numbers. Special characters such as “?” or “!” or “#” or apostrophes, etc., are not accepted by the system and will be automatically removed.

(NOTE: These names will appear to educators only, on administrative screens and reports, never to students.)

2. Create Username:

A default username will be created automatically from the first and last names entered. For example, if

Mary

is entered as the first name and

Johnson

as the last name,

Mary Johnson

will automatically appear as the username. Teachers and school administrators/ specialists can change their own usernames and students’ usernames later. Students will identify their teachers on

(NOTE: School Administrators/Specialists are not required to be assigned to a school. Refer to page 7 for detailed information on creating schools.)

Create New User

FIRST NAME

LAST NAME

USERNAME

PASSWORD

RE•ENTER PASSWORD

USER TYPE

(Skip for students)

FOR STUDENTS ONLY

TEACHER

SCHOOL ADMINISTRATOR

SPECIALIST

School

Can Modify Student Preferences

Can Create Groups

Note: Usernames of teachers or School Administrators/Specialists will be seen by students

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Setup by the Network Administrator

7. Authorize Teachers or School Administrators/

Specialists to Modify Student Preferences and/or to

Create Groups:

Click one or both boxes to authorize the teacher or school administrator/specialist to modify students’ Preferences settings or to define new groups.

8. Save Information:

Click finish creating the new user.

SAVE INFORMATION

Importing a Preformatted Teacher List:

1. Create the teacher list using a text editing program or database program. Type the last name, the chosen delimiter

(either a comma or a tab), and then type the first name.

Special characters such as “?” or “!” or “#” or apostrophes, etc., are not accepted by the system and will be automatically removed. Start a new line by pressing ENTER or RETURN then type the next teacher’s name. Follow this step for every teacher in the class.

(NOTE: Do not use a header above the names.)

Save the list as either a text file or a .CSV (comma delimited database).

(NOTE: Many database programs give you the option to choose the type of file to be saved, including TAB-delimited or comma-delimited files.)

From the Network Administrator Screen, click the

DOWNLOAD

button. The Download page will appear.

Click

IMPORT TEACHER LIST

from the Download page.

Browse to find the teacher list which was created in step 1.

Click

UPLOAD

to display the teacher list data.

The next page will display the list of teachers to be imported. The page will display the last names, the first names and the usernames created as specified on the previous page.

(NOTE: The most common reason a username will not be accepted is that it contains special characters such as “?” or “!” or “#” or apostrophes, etc.)

(NOTE: Any users with identical first name/last name combinations will display a

“No (duplicate)”

entry in the

“Username OK?”

column. These entries are viewed by accessing

VIEW USERS IN QUEUE

located at the bottom of the Network Administrator Home screen. Each user must be given a unique username before being added to the system. See

Admin Upload Queue on page 11.)

10.

Click

SAVE TEACHERS

to upload the teacher list and display an upload status page. Click

CANCEL

to return to the Upload a Class File screen.

Select a Line Feed option from the drop-down menu.

Choose Windows, Macintosh or Unix, depending on the operating system which was used to create the teacher list.

Select the delimiter which was used to create the text file

(either TAB or comma).

Select the format for the usernames which will be created automatically from the teacher’s first and last names. The choices are:

First Name Last Name

First Initial Last Name

Last Name First Name

Last Name First Initial

(NOTE: Teacher names and usernames can be changed after they are imported into the system.)

HOME

PERSONAL INFO

STEP 2

You are logged in as admin

Upload A Teacher File

SCHOOLS DOWNLOAD US

Please Note: All teachers will be assigned to the school you select here, with the ability to

The default password for all teachers is 1234 , please intruct teachers to change their pass

The file you choose to upload must be comma- or tab- delimited and contain the following

LAST NAME {DELIMITER} FIRST NAME

School

Select a School

Line Feed

Delimiter

Select One

Usernames

File

Select One

Choose File

Upload no file selected

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

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Setup by the Network Administrator

NTERING

TUDENT

AMES

Student users must be assigned to a teacher. Create student users only after the username for their teacher has been created.

Creating a New Student User from the Network

Administrator Screen:

Click

CREATE NEW USER

, found beneath the screen title.

Repeat the same process used for entering teachers’ names except:

• Skip the

Password

and

Re-enter Password

fields.

(NOTE:

Students are not asked to enter a password to access

Earobics

games.)

• For User Type, click the drop-down menu and select Student.

• Use the Teacher drop-down menu to select the student’s classroom teacher.

• Skip the school assignment drop-down menu.

• Click

SAVE INFORMATION

to finish.

Importing a Preformatted Student List:

Create the student list using a text editing program or database program.

(NOTE: All students must be assigned to a teacher.)

Type the teacher’s username, the chosen delimiter (either a comma or a tab), the student’s last name, the delimiter, and then type the first name. Do not use special characters such as “?” or “!” or “#” or apostrophes, etc. Start a new line by pressing ENTER or RETURN then repeat the above procedure. Follow this step for every student in the class.

Save the list as either a text file or a .CSV (comma delimited database).

(NOTE: Many database programs give you the option to choose the type of file to be saved, including TAB-delimited or comma-delimited files.)

Students can be entered in any order. Their names will be displayed alphabetically by username on student screens and alphabetically by last name everywhere else (class and group lists, drop-down menus, reports, etc.).

(NOTE: It is possible to have multiple users with the same first name/last name combination. However, the username for each must be unique.)

From the Network Administrator Screen, click the

DOWNLOAD

button. The Download page will appear.

Click

IMPORT LIST

from the Download page.

Select the teacher to whom the students will be assigned.

Select a Line Feed option from the drop-down menu.

Choose Windows, Macintosh or Unix, depending on the operating system which was used to create the student list.

Select the delimiter which was used to create the text file

(either TAB or comma).

(NOTE: Once a unique username has been entered and saved, rolling over a name in most screens will display that user’s unique username.)

We recommend creating a demonstration player (e.g.

teacher’s name, imaginary student name) for each teacher’s class. The teacher can use this slot for introducing the games to his/her class without interfering with student data. Student names can also be added by importing a preformatted comma-delimited or TAB-delimited student list.

Select the format for the usernames which will be created automatically from the student’s first and last names. The choices are:

First Name Last Name

First Initial Last Name

Last Name First Name

Last Name First Initial

(NOTE: Student names and usernames can be changed after they are imported into the system.)

Browse to find the student list which was created in step 1.

Click

UPLOAD

to display the student list data.

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Setup by the Network Administrator

10.

The next page will display the list of students to be imported. The page will display the last names, the first names and the usernames created as specified on the previous page. An additional column

— “Username OK?” — will display, indicating whether the username can be accepted by the system.

Enter the school’s name into the

School Name

field.

Click

SAVE

. The new school will be added to the list of schools on the School screen and in the School dropdown menu.

(NOTE: The most common reason a username will not be accepted is that it contains special characters such as “?” or “!” or “#” or apostrophes, etc.)

(NOTE: Schools can be deleted by clicking

(delete)

next to the school’s name. Teachers associated with a deleted school must be assigned to a new school using the Update Teacher

Information screen.)

(NOTE: Any users with identical first name/last name combinations will display a

“No (duplicate)”

entry in the

“Username OK?”

column. These entries are viewed by accessing

VIEW USERS IN QUEUE

located at the bottom of the Network Administrator Home screen. Each user must be given a unique username before being added to the system.)

11.

Click

SAVE CLASS

to upload the student list and display an upload status page. Click

CANCEL

to return to the Upload a Class File screen.

HOME PERSONAL INFO

STEP 2

SCHOOLS

(NOTE: Deleting a student permanently erases that student’s data.)

DOWNLOAD US

From the Update Information screen, either:

• Change the information and click

SAVE INFORMATION

; or

• Delete the user’s name and associated data (including game play data) by clicking

DELETE USER

You are logged in as admin

Upload A Class File

Please Note: All students will be assigned to the teacher you specify in the file, with the d

The file you choose to upload must be comma- or tab- delimited and contain the followin

PDATING

SER

NFORMATION AND

ELETING

SERS OR

LASSES

To change any user information or to delete a user entirely, click on that user’s name from the Network

Administrator Screen.

(NOTE: To protect student data, only network administrators can delete student records.)

TEACHER USERNAME {DELIMITER} STUDENT LAST NAME {DELIMITER} STUDENT F

Line Feed

Delimiter

Usernames

File

Select One

Choose File

Upload no file selected

(NOTE: If the deleted user is a teacher, that teacher’s students are placed at the bottom of the Network Administrator Screen, under ‘Students (not assigned to a Teacher)’).

Update Teacher Information

REATING

ETWORK

(WAN)

CHOOLS ON A

IDE

REA

Earobics Step 2 Network

accommodates schools which may be part of a Wide Area Network. Specifying schools within a network is possible on the Schools screen.

FIRST NAME

LAST NAME

USERNAME

PASSWORD

RE•ENTER PASSWORD

TEACHER

SCHOOL ADMINISTRATOR

SPECIALIST

School

Creating a New School from the Network

Administrator Screen:

Click

SCHOOLS

, located at the top of the Network

Administrator Screen. The Schools screen will appear.

Can Modify Student Preferences

Can Create Groups

Note: Your Usernames will be seen by students

SAVE INFORMATION DELETE USER

Click

ADD NEW SCHOOL,

found beneath the screen title.

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

ESTN_body_0204_QX6 5/20/04 10:52 AM Page 8

Setup by the Network Administrator

Deleting a Class

All of a teacher’s students can be deleted. To delete a teacher’s class, click on the delete class link next to the teacher’s name.

A screen will display the list of students to be deleted and ask for confirmation to proceed. Click

YES

to permanently delete the students’ data. Click

to return to the previous screen.

Downloading Client Files to Client Computers

To download

files

onto client computers, click

DOWNLOAD,

located at the top of the Network Administrator Screen. The

Download Client Files screen will appear.

NSTALLING

AROBICS

LIENT

ORKSTATIONS

AMES ON

Before

Earobics

games can be played at a particular client workstation, the client files must first be downloaded to that workstation.

For Macs:

Click

MAC

in the middle of the Download Client Files screen. A self-extracting archive,

estnclient.sea

, will be downloaded to the default download folder on the client hard drive (The default download location is set up under Internet

Explorer’s preferences, located under Edit in the menu bar).

D o w n l o a d C l i e n t F i l e s

To download the software from the Earobics server to a client workstation, go to that workstation, log on to the Network Administration software, then click on the Download button, which will bring you to this screen.

If you are installing the software to a Macintosh client, click the "Mac" button below. Double click the

estnclient.sea

file to extract the files to a folder on the client hard drive.

If you are installing the software to a Windows client, click the "PC" button below. Choose the option of "Save this file to disk." Save the file by navigating to the C:/ drive. Double click the

estnclient.exe

file to unzip the files to a folder on the client hard drive (default c:\Earobics Step 2 Network ClientPC).

MAC PC

Double-click

estnclient.sea

file (if the browser doesn’t automatically run the extract routine after download). The program will unstuff the files, placing the client game program in a folder called

Earobics Step 2 Network

Client

on the root directory of the hard drive. For the user’s convenience, an alias to this program will be placed on the desktop.

Import Class List

A class list may be imported from a comma- or tab-delimited database file. Prepare the list (without a header row) and then click on the button below.

You must have a teacher set up in this system to assign students, otherwise the students will be placed under 'Students (not assigned to a Teacher)' at the bottom of the Administrator Home screen.

To import a comma- or tab-delimited class list, click here:

IMPORT LIST

For PCs:

Click

on the Download Client Files screen.

Choose the

Save this file to disk

option. Click

to save the file

estnclient.exe

to the C:\ drive.

Double-click on

estnclient.exe.

The program will unstuff the files, placing the client game program in a folder called

Earobics Step 2 Network Client

on the root directory of the C:\ drive. For the user’s convenience, a shortcut to this program will be placed on the desktop.

Import Teacher Data

A teacher list may be imported from a comma- or tab-delimited database file. Prepare the list (without a header row) and then click on the button below.

To import a comma- or tab-delimited teacher list, click here:

IMPORT LIST

Database Merge Utility

Use this tool to merge two like databases.

MERGE

Import Student Data

If your current version is Earobics 3.4, click the Mac or PC button below to download the

Data Upload

Tool.

MAC PC

PLOADING

XISTING

TUDENT

ATA

FROM

-N

ETWORK

ERSIONS OF

AROBICS

TEP

If students have used

Earobics Step 2

version 3.4 or above, their data is stored on the hard drive of that computer. To provide continuity, their data can be uploaded to the

Earobics

network server. This is done using the Upload

Tool provided on the

Earobics

server.

Acquiring the Upload Tool

(NOTE: An Import Tool is also available to upload data from versions of

Earobics

software prior to version 3.4. For details, call

Earobics

technical support at 1-888-328-8199.)

To acquire the Upload Tool, go to the Download Client

Files screen and follow the appropriate sequence below:

ESTN_body_0204_QX6 5/20/04 10:53 AM Page 9

Setup by the Network Administrator

For Macs:

Click

MAC

under Import Student Data at the bottom of the Download Client Files screen. A self-extracting archive,

dataimport.sea

, will be downloaded to the default download folder on the client hard drive. (The default download location is set up under Internet Explorer’s preferences, located under

EDIT in the menu bar.)

Double-click the

dataimport.sea

file. The program will automatically unstuff the files, placing the upload tool program in a folder called

DataImport

, next to the .sea file.

3. Locating the game data file:

There are two options for locating

Earobics

database files on your computer:

For PCs:

Click

under Import Student Data at the bottom of the Download Client Files screen.

If you know the drive where your use the

BROWSE

RS_0909.ear

file is stored, button to navigate to the specific location.

Choose the

Save this file to disk

option. Click

to save the file

dataimport.exe

to the C:\ drive.

Click on the then click

RS_0909.ear

ENTER

(click file once it is found and

OPEN

on Macs) to proceed. Click

CANCEL

to return to the previous screen.

Double-click

dataimport.exe

to unstuff the files to a folder on the client hard drive. The program will automatically unstuff the files, placing the upload tool program in a folder called

DataImport

on the root directory of the C:\ drive.

Uploading Existing Student Data

To import data, each file must be uploaded in its entirety.

Be sure there is sufficient time available before uploading files. Also, during the uploading process, each student must be assigned to a current teacher. Make sure teachers to whom students will be assigned have been entered into the network program.

If, however, you’re uncertain of the drive location of your

RS_0909.ear

file, use the

SEARCH

button. Clicking

SEARCH

will bring up a list of possible local drives to search.

Click on the drives to be searched in the shown below, then click will move to the

Selected

all local drives to the

Once a drive is in the

SELECT

Selected

box.

Available

box as

The drive to be searched box. Click

SELECT ALL

to move box, it can be removed as a drive to be searched by clicking on it, then clicking

REMOVE.

Acquire the Upload Tool (see previous).

Click

to start a search of selected local hard drives for any files named

RS_0909.ear

The search may take a few moments.

Double-click the

Upload Tool

icon.

The next screen that appears will give options to find the game data file. This file is named

RS_0909.ear

and, by default, is located in the same folder as the

Earobics Step 2

version 3.4 (or above) game application.

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

ESTN_body_0204_QX6 5/20/04 10:53 AM Page 10

Setup by the Network Administrator

Uploading Existing Student Data (cont.)

When the search is complete, a list of all

RS_0909.ear

files and their locations will be displayed. Click on the desired file and then click

to proceed.

(NOTE:

Earobics Step 1 version 3.4

also stores data in a file named

RS_0909.ear

. Use caution when selecting the file to ensure you are choosing a Step 2 Data File.)

c:\Earobics\Earobics Step 2 Classroom \ RS_0909.ear

4. Enter Server IP Address

: Enter the address of the network server. This number is the same as the IP address used to access the administration screens. Enter each group of one to three numbers — omitting periods — into the separate boxes.

6. Assign Students:

The students whose data will upload are displayed one at a time. As appropriate, enter or adjust the information in the

Username

First Name

and

Last

Name

fields, then assign the student to one of the teachers listed in the

Teacher

box by clicking on the teacher’s name.

(Boxes surrounded by a red border MUST be entered.) On this screen, the username does not default from the first name and last name. The desired username must be created by clicking the

Username

box and typing in the username.

Click

to continue or

CANCEL

to quit the application.

5. Upload to Database:

The Player Selection screen will appear with a list of players available for import from the

RS_0909.ear

file. Click the name of the player in the

Available

box to upload to the

Earobics

network database, then click

SELECT,

or click

SELECT ALL

to move all players from the

Available

box to the

Selected

box. To remove a previously selected player, click on their name in the

Selected

box and then click

REMOVE.

The removed player will then be placed back in the

Available

box. Click

when all players to be uploaded have been moved to the

Selected

box.

Click

SKIP PLAYER

to move to the next player without uploading this player’s data.

Click

to upload that student’s data and to continue to the next student. If there is missing information, the data will not be uploaded and a warning message will appear.

ESTN_body_0204_QX6 5/20/04 10:53 AM Page 11

Setup by the Network Administrator

Admin Upload Queue

Student names or usernames identical to names already in the network database will be placed in a queue found at the bottom of the Network Administrator Screen. Clicking on the magnifying glass next to a duplicate name will allow the administrator to adjust student information in order for the teacher to access student data. Clicking on the trash can will delete that player and their associated data.

ACKUP

There are two ways to backup network and student data:

• Automatic backup to tape: The

Earobics

server includes an automatic tape backup system. Data will be backed up automatically every night. For more details on the automatic backup to tape, see the separate

Network Software Technical Guide.

HOME PERSONAL INFO

STEP 2

SCHOOLS DOWNLOAD USE CAC

Admin Upload Queue

Teachers are denoted with bold.

• Backup to disk: To backup student data onto a floppy disk, see the separate

Network Software

Technical Guide.

(NOTE: To avoid losing any data, do not attempt to use the

Backup feature without first carefully reading the instructions in the

Network Software Technical Guide.)

USERS DATE ERROR

Guest

Keisha Jones

3/17/04

Duplicate Entry

After uploading data of all selected players, a screen will appear giving the option to

QUIT

CONTINUE

using the Upload Tool.

ICENSE

ANAGEMENT

A network license is installed in the system when it is purchased. This license specifies the maximum number of simultaneous users of

Earobics Step 2 Network

Software.

To check how many users are authorized by the license agreement, click

LICENSES

at the top of the

Network Administrator Screen. The Update License screen displays district and school name, number of licenses and expiration date.

SING

ACHE

To increase the speed at which games are downloaded to students in each session, click

USE CACHE

from the

Network Administrator Screen. The Background Caching

Preference screen will be displayed. To turn on the caching feature, click

. This allows background-loading of other games into the cache or memory while students are playing.

Background caching is recommended unless the client computers have very limited hard drive space (i.e., older computers), or MacManager is used on the client computers.

MacManager may conflict with background caching.

To purchase additional licenses, call your Cognitive

Concepts account representative. After a new order is placed, a file containing the new license information is sent

(via e-mail or mail), along with instructions for uploading it into the system:

Place the new license file where it can be accessed by the client computer from the Update License screen (on a floppy disk in the disk drive, in the internal hard drive, etc.).

(NOTE: Not using the background caching feature will result in longer download times when switching between games.)

Click

Browse...

to bring up a standard file dialog box.

Select the new file, the full name of which will be displayed (along with the file path) in the white rectangle next to the

Browse...

button.

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

ESTN_body_0204_QX6 5/20/04 10:53 AM Page 12

Setup by the Network Administrator

ICENSE

ANAGEMENT

(cont.)

Click

Upload

from the Update License screen to save the new license file to the database and update the

Number of Licenses and Expiration Date. If the license file is unrecognized or invalid, an error message will appear telling you to try again or to contact a Cognitive Concepts representative or the technical support staff.

ETTING

ONITOR

ESOLUTION

On client computers on which the management features will be used, the monitor resolution should be set to a minimum of 800 x 600 pixels for viewing ease.

For Macs

OS 7.6.1 - 9.x:

Pull down the Apple menu, select Control

Panel and choose Monitors. Set display to 800 x 600.

If the new license information has been accepted, the message “License successfully applied” will be displayed.

The Update License screen will now reflect the new number of licenses and expiration date.

OS X:

Pull down the Apple menu and select System

Preferences. Select Displays and set to 800 x 600.

(NOTE: The updated file can ONLY be used on the server for which the license was originally purchased.)

For PCs

Click Start, go to Settings, go to Control Panel, double click Display and select Settings. Use the slide bar to set the resolution to 800 x 600. Click

APPLY.

HOME PERSONAL INFO

STEP 2

SCHOOLS DOWNLOAD

(NOTE: On older monitors, if the image size of the

Earobics

games appears small, you may decrease the display resolution to enlarge the image. Follow the instructions above, but enter

640 x 480 rather than 800 x 600.)

Update License

Current License Information:

District name:

School Name:

Number of Licenses:

Expiration Date:

Choose File no file selected

Upload

Click the Browse button to locate and choose the license file su you by Cognitive Concepts. After selecting the file, click the

Upload button to apply the new license.

UTOMATIC

OGOFF AFTER

20 M

INUTES

NACTIVITY

If the mouse or keyboard is left untouched for 20 minutes while a user is logged in to the Administration tools, the program will log off automatically. This feature is designed to protect a user’s privacy.

ESTN_body_0204_QX6 5/20/04 10:53 AM Page 13

Setup by Teachers & School Administrators/Specialists

The following gives teachers and school administrators/specialists the information they need to set up

Earobics Step 2 Network

for students.

OGGING

Before logging in, obtain the following information from the network administrator:

• The network address of the

Earobics

server (URL)

• Username

• Password

Once this information is obtained, follow these steps to log in:

Launch Internet Explorer 5.0 or higher from any computer on your network.

Enter the URL address (such as “194.267.3.480”) of the

Earobics

network server in the address field near the top of the screen.

(NOTE: If an incorrect or misspelled password is entered, an error message will appear. Re-enter the correct username and password, then click

ENTER

. If the error message appears again, contact your network administrator for assistance.)

AIN

CREENS FOR

EACHERS AND

CHOOL

DMINISTRATORS

PECIALISTS

The Main Screen is the starting point for the

Earobics Step

2 Network

management tools. Each time a teacher or school administrator/specialist logs in to

Earobics Step 2

Network

, either the Teacher Main Screen or the School

Administrator/Specialist Main Screen will be displayed, depending on user type. These screens are similar, except:

At the introduction screen, select

STEP 2

• The Teacher Main Screen will show both

“My Groups” and “My Students” (class list).

When the Log In page appears, mark it as a

Favorite

for quicker access to the administration tools in the future. To do this, select

Add to Favorites

under Internet Explorer’s

Favorites

menu. “Cognitive Concepts—Earobics Step 2

Network” will be added to the list of bookmarks under the

Favorites

menu.

• The School Administrator/Specialist Main Screen will show only “My Groups” (with students drawn from any class).

On the Log In screen, enter your username and password assigned by the network administrator. Click

ENTER

or press

ENTER

on your keyboard.

HOME PERSONAL INFO

STEP 2

You are logged in as Maria Ordonez

SCHOOLS

Teacher Main Screen

DOWNLOAD USE CACHE BACKUP

Using the buttons above you can update your personal information and your groups as well as access DataView

My Groups (1)

Jaguars

(Early Emergent reading group)

Llewellyn, Courtney

[Courtney Llewellyn]

Nee, Cheng

[Cheng Nee]

Syed, Ali

[Ali Syed]

My Students

ADD STUDENT

Flores, Asael

USERNAME

PASSWORD

ENTER

HOME

PERSONAL INFO

STEP 2

SCHOOLS

You are logged in as Carolyn Mcmanus

DOWNLOAD USE CACHE BACKUP

School Administrator/Specialist Main Screen

Using the buttons above you can update your personal information and your groups as well as access DataView

My Groups (2)

Johnsons Kids

(1 to 2 pm)

Bartasik, Natalis

Smith AM Group

(10 to 11am)

Flores, Asael

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

ESTN_body_0204_QX6 5/20/04 10:53 AM Page 14

Setup by Teachers & School Administrators/Specialists

AIN

CREENS FOR

EACHERS AND

CHOOL

DMINISTRATORS

PECIALISTS

(cont.)

On both the Teacher Main Screen and School

Administrator/Specialist Main Screen, the following icons appear at the top of the screen:

(NOTE: School Administrators/Specialists will not enter new students into the system, but will create their groups by selecting from rosters of students already entered.)

(NOTE: There is no limit to the number of students in a class.

)

Add New Student

HOME PERSONAL INFO

STEP 2

l d i M i O d

SCHOOLS DOWNLOAD USE CACHE BACKUP LICENSES

HELP EXIT

•

HOME

Returns user to the Main Screen.

•

PERSONAL INFO

Allows user to change his/her username or password.

•

GROUPS

Enables user to set up groups (provided that the user has been authorized to do so by the network administrator).

•

PREFERENCES

Allows user to customize for individual students or an entire group (provided that the user has been authorized to do so by the network administrator).

•

DATAVIEW

Enables user to view and print student progress reports.

•

HELP

Provides on-screen instructions.

•

EXIT

Logs off the system.

NTERING

TUDENT

AMES

If your network administrator has already entered student names, those names will appear on the Teacher Main Screen and School Administrator/Specialist Main Screen. Otherwise, a teacher can enter student rosters and set up groups themselves, if he/she has been authorized to do so.

FIRST NAME

LAST NAME

USERNAME

SAVE INFORMATION

2. Enter First/Last Name:

Click on the

First Name

field and type in the student’s first name. Press

TAB

, then type in the student’s last name. (If there are two students with the same name, add middle names or initials.) Both the first and last names can be up to 30 characters. Special characters such as “?” or “!” or “#” or apostrophes, etc., are not accepted by the system and will be automatically removed. These names will be listed alphabetically (by last name, first name) on administrative screens and reports.

3. Create Username:

The username is the name students will choose when they log in to the

Earobics

games. A default username will be created automatically from the first and last names. Teachers may choose to modify student usernames to simplify choices the students see when selecting their names, e.g.,

Meyers, William

might be given the username

Billy M

Creating New Users:

Click the

ADD STUDENT

button on the Teacher

Main Screen.

Teacher Main Screen

Using the buttons above you can update your personal information and your groups as well as access DataView

My Groups (1)

Jaguars

(Early Emergent reading group)

Llewellyn, Courtney

[Courtney Llewellyn]

Nee, Cheng

[Cheng Nee]

Syed, Ali

[Ali Syed]

(NOTE: Usernames can be changed without changing the

First

Name

Last Name

fields. However, any subsequent change to the

First Name

Last Name

field will automatically revert the username to its default, as detailed above.)

(NOTE: It is possible to have multiple students with the same first name/last name combination. However, the username for each must be unique.)

(NOTE: Once a unique username has been entered and saved, rolling over a name in most screens will display that user’s unique username.)

My Students

ADD STUDENT

Flores, Asael

Johnson, LaChrisha

ESTN_body_0204_QX6 5/20/04 10:54 AM Page 15

Setup by Teachers & School Administrators/Specialists

It is recommended that an extra player (e.g. teacher’s name, imaginary student name) be created for use during demonstrations.

Last Name:

Type in the last name (up to 30 letters and/or numbers), then press

TAB.

4. Save Information:

Click

SAVE INFORMATION

when you are finished.

Username:

The username can be changed to whatever name the user would like the student to see. For example,

Mary Johnson

could be changed to

Miss Johnson

M Johnson

Johnson Jaguars

ODIFYING

TUDENT

AMES AND

TUDENT

SERNAMES

To change a student’s information, select the student to be modified from the list of student names found under My

Students on the Teacher Main Screen. The Update Student

Information screen will appear. Enter the desired changes in the appropriate fields and click

SAVE INFORMATION.

The username will be updated automatically.

Password:

Click on the

Password

field, type a new password (up to 12 letters and/or numbers), press

TAB

, then re-enter the new password to confirm it.

Be sure to record the new username and/or password and save it in a secure place.

When all appropriate information has been changed, click

SAVE INFORMATION.

HANGING

EACHER

AMES

, U

SERNAMES

ASSWORDS

On administrative screens and reports, students are listed alphabetically by last name. On student log in screens, students are listed alphabetically by username.

To change how a teacher’s name appears on the Student

PERSONAL

INFO

. The Update My Information screen will appear.

On this screen you can make the following changes:

HOME PERSONAL INFO

STEP 2

SCHOOLS DOWNLOAD USE CACHE

REATING

ROUPS

Creating groups of students allows a teacher or school administrator/specialist to chart group progress and set preferences for several students at one time. If authorized by a network administrator, a teacher may create groups of students within his/her class list. School administrators/specialists are required to name and define each group of students.

Creating New Groups:

Click

GROUPS

at the top of the Teacher Main Screen or

School Administrator/Specialist Main Screen. The Group

Main Screen will appear.

Update My Information

FIRST NAME

LAST NAME

USERNAME

PASSWORD

RE•ENTER PASSWORD

Mary

Johnson

Miss Johnson

Note: Your Username will be seen by students

SAVE INFORMATION

First Name:

Click on the

First Name

field, type in the first name (up to 30 letters and/or numbers), then press

TAB.

HOME

PERSONAL INFO

STEP 2

SCHOOLS DOWNLOAD USE CACHE BA

Group Main Screen

CREATE GROUP

UPDATE GROUP DELETE GROUP

Click on the Group Name to view or update the list of

Student Group members.

My Groups

Jaguars

Edit Group Name/Description

(Level 1 readers)

Llewellyn, Courtney

[Courtney Llewellyn]

Nee, Cheng

[Cheng Nee]

Syed, Ali

[Ali Syed]

Tigers

Edit Group Name/Description

(Level 1 readers)

Flores, Asael

[Asael Flores]

Johnson, LaChrisha

[LaChrisha Johnson]

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

ESTN_body_0204_QX6 5/20/04 10:54 AM Page 16

Setup by Teachers & School Administrators/Specialists

Creating New Groups (cont.)

Click

CREATE GROUP.

The Create New Group screen will appear.

3. Enter Group Name:

Click the field to the right of

Group Name

and type in a name (up to 30 characters) to appear on group reports. Students will select this group name when logging in to the

Earobics

game software.

(NOTE: A group name can be used only once on each server.

)

4. Enter Group Description:

Click the field to the right of

Group Description

and type in a description (up to 255 characters) that identifies the group (e.g., Level 1 readers).

Students will not see the group descriptions.

Click

CREATE GROUP

to finish.

PDATING A

ROUP

SSIGNING

TUDENTS TO A

ROUP

Click

GROUPS.

Click

UPDATE GROUP

from the Group Main Screen or click the name of the group where it appears.

HOME

PERSONAL INFO

STEP 2

SCHOOLS DOWNLOAD

Group Listings

Jaguars

Level 1 readers

Tigers

Level 2 readers

HOME

PERSONAL INFO

STEP 2

SCHOOLS DOWNLOAD U

Click the name of the group to be updated on the

Group Listings screen.

Create New Group

Group Name:

Group Description:

DITING

ROUP

AMES

CREATE GROUP

ESCRIPTIONS

Click

GROUPS

. A list of groups will appear.

The Update Group screen will appear. Teachers will see a list of all of their students. School Administrator/Specialists will first see a pulldown menu of all schools on the network.

After the school administrator/specialist selects the desired school, the screen will then display a list of all students in that school, grouped by teacher. For both Teachers and

School Administrator/Specialists, checking the box next to a student’s name will include that student in the group.

Unselect a student by clicking the checked box next to that student’s name.

Click the

Edit Group Name/Description

link to the right of the group to be edited

The Create New Group screen will appear with the information fields already filled in for Group Name and Description.

3. Edit Group Name/Description:

Click in the appropriate field and edit the information as desired.

Click

CREATE GROUP

to save the information and return to the Group Main Screen.

ESTN_body_0204_QX6 5/20/04 10:54 AM Page 17

Setup by Teachers & School Administrators/Specialists

HOME PERSONAL INFO

STEP 2

SCHOOLS DOWNLOAD USE CAC

ELETING A

ROUP

Click

GROUPS

at the top of the Teacher Main Screen or

School Administrator/Specialist Main Screen. The Group

Main Screen will appear.

Update Group

Jaguars

SAVE INFORMATION

Llewellyn, Courtney

[Courtney Llewellyn]

Nee, Cheng

[Cheng Nee]

Maria Orodonez

[Miss Orodonez]

Maria Orodonez

[Miss Orodonez]

Click

DELETE GROUP

from the Group Main Screen.

The Choose a Group to Delete screen will appear.

On the Choose a Group to Delete screen, click next to the group to be deleted. Click

DELETE GROUP

Your Other Students

To add students to this group, click on the box next to the name(s) of any student(s).

When done, click on the Save Information button.

Flores, Asael

[Asael Flores]

Johnson, LaChrisha

[LaChrisha Johnson]

Verify your choice on the next screen by choosing

YES

to delete the group selected or

to cancel the delete request.

(NOTE: By deleting a group, only the group heading information is deleted. Students will

not

be deleted when a group they are in is deleted.)

HOME PERSONAL INFO

STEP 2

SCHOOLS DOWNLOAD USE CAC

Update Group

Tuesday Group

SAVE INFORMATION

Llewellyn, Courtney

Nee, Cheng

[Courtney Llewellyn]

[Cheng Nee]

Maria Orodonez

[Miss Orodonez]

Maria Orodonez

[Miss Orodonez]

Group Listings

To add students to this group, select the school, click on the box next to the name(s) of any student(s).

When done, click on the Save Information button.

Select a School

ADD ALL

Corraya, Radhika

[Ms Corraya]

Bartosik, Natalia

[Natalia Bartosik]

Haynes, Madison

[Madison Haynes]

Repeat as many times as necessary. Click

SAVE

INFORMATION

to finish updating the group.

When creating a group, specialists might want to include all students from a teacher’s class. This can be accomplished simply by clicking

ADD ALL

next to the teacher’s name. To unselect a student, click on the checked box next to that student’s name.

(NOTE: A new group name or description cannot be created until the original group name or description is deleted.)

HOME PERSONAL INFO

STEP 2

SCHOOLS DOWNLOAD USE CACH

Choose a Group to Delete

Jaguars

Level 1 readers

Tigers

Level 2 readers

DELETE GROUP

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

ESTN_body_0204_QX6 5/20/04 10:54 AM Page 18

Student Log In

Launching

Earobics

Before logging in, all other open applications on the student’s computer should be closed.

Double-click on the

Earobics Step

2 Network

icon.

Rockwell Elementary

St. John’s Elementary

Shepherdson Elementary

Taylor Elementary

Watson Elementary

Wilson Elementary

Rockwell Elementary

School Selection

From the Choose your SCHOOL’S NAME screen click on the name of the school, and the school’s name will then be displayed in the rectangle at the bottom of the screen. Click on the forward arrow to continue.

Teacher Selection

From the Choose your TEACHER’S NAME screen, click on the name of the classroom teacher. Scroll down if the name is not initially displayed in the top part of the list. The teacher’s name will be displayed in the rectangle at the bottom of the screen. Click on the forward arrow to continue.

Corraya

Baker

Revizon

Smith

Starkley

Taylor

Williams

Zito

Revizon

All Students

Johnsons Jaguars

Tigers

Johnsons Jaguars

Group Selection

From the Choose your GROUP screen, click on the name of the teacher’s or specialist’s group in which the student is included, or click

All Students

(if he/she is not in a group). The group’s name will be displayed in the rectangle at the bottom of the screen. Click on the forward arrow to continue.

Name Selection

From the Choose your NAME screen, the student clicks his/her name, which will then be displayed in the rectangle at the bottom of the screen. Make sure students know how to scroll down if their name is not initially displayed in the top part of the list. The student then clicks the forward arrow to continue.

A Boone

N Cheng

C Llewelyn

A Boone

ESTN_body_0204_QX6 5/20/04 10:54 AM Page 19

Student Log In

Name Confirmation

On the

Hi! IS YOUR NAME

____? welcome screen, the student will be asked if he/she is the person whose name was selected. The student either clicks

YES

to continue or

to go back and select another name.

Because

Earobics

monitors and tracks each student’s progress individually, be sure to emphasize to students how important it is that they choose their own names.

Game Selection

From the CHOOSE A GAME screen, students can select a game by clicking on the picture for that game.

Other functions that can be performed from this screen include:

•

CHANGE PLAYER

—Select a different player.

•

QUIT

—Exit the games.

Loading Screen

After a student clicks a game icon, a Loading screen will appear while the

Earobics

game is downloading, featuring a brief game to hold the student’s interest. To play, the student controls Hakeem’s vertical movement with the mouse. Balls are launched from the left in random order, and Hakeem deflects the ball back. Where the ball contacts the paddle determines the angle at which the ball is returned; closer to the top or bottom results in a steeper angle. Hitting a hole scores the point value indicated. If the ball misses the paddle or a returned ball misses a hole, the ball is lost and no points are scored.

Progress Chart

When a student has finished playing a game, he/she will be taken to the Student Progress Chart. Students can select a game by clicking on the picture for that game. If it is time to change players, the student should click

EXIT,

which will return the user to the CHOOSE A

GAME screen shown above, where a new player can be selected.

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

ESTN_body_0204_QX6 5/20/04 10:54 AM Page 20

Earobics Step 2 Games

ENERAL

EATURES OF

AROBICS

TEP

AMES

These are general features that are common to all

Earobics Step 2

games. A sample screen shot from

Pesky Parrots

is included below as an example.

Click to pause, change sound volume or exit

Click for audio replay

Task and level counter indicates current location within tasks and their levels

Correct response

Incorrect response

Scores for the

10 trials in each round of play

ESTN_body_0204_QX6 5/20/04 10:54 AM Page 21

Earobics Step 2 Games

Bypassing Opening Instruction Set

At the beginning of each

Earobics Step 2

game, the student is given instructions for playing that game. In all cases, the introduction for each game can be bypassed at the beginning of each round. See game descriptions for details.

Pause and Other Game Controls

Clicking on the

PAUSE

button

PAUSE

located in the upper left corner of all game screens suspends the game play and allows the following options:

Exit:

Selecting the Exit button

EXIT

will exit the game and take you to the Game Menu & Progress Chart. The data for the current round of play will be discarded.

Languages

Earobics Step 2 Network

software delivers game instructions in nine languages, including English, Spanish, Arabic,

Cantonese, Haitian-Creole, Hmong, Polish, Russian and

Vietnamese. Languages are selected on the Preferences screen under the Languages menu. The selected language is displayed next to the student’s name on that screen.

Continuous Rounds of Play

After completing a round of a game, the completed round’s data will be saved. The student will be asked whether he/she wants to play another round. Two buttons will appear: starts a new round of play of the current game.

Volume control:

Click on the arrow at the left of the volume control bar to decrease the sound volume. Click on the arrow at the right of the volume control bar to increase the sound volume.

ends the game and displays the updated Progress Chart.

The option to exit at the end of each round of play can be turned off using Preferences.

Resume:

When the Pause button

Pause option changes to Resume button will resume play.

PAUSE

RESUME

is selected, the

. Selecting this

Listen Again

When it is time for a student to respond during the course of a game, the Speaker icon appears in the upper-right corner of the game screen. This prompt signals the student that he/she should respond. Clicking the Speaker icon also replays the sound or word and resets the response timer. The audio replay feature can be turned off using Preferences.

Cursor Availability

To prevent a student from responding before the auditory presentation is complete, the cursor does not appear on screen during auditory presentations. Students must wait for the cursor to reappear before moving or clicking the mouse.

Student Response Time

The response time allowed in most games is 10 seconds. In

Calling All Engines

it is 15 seconds and in

Paint by Penguin

it is 10, 15, or 20 seconds, depending on the activity. If time elapses before the student responds, that response will be treated as incorrect. If more time to respond is required, click on the Speaker icon to reset the timer, or use the

PAUSE

button .

Scoring

A round of a game consists of 10 auditory presentations and responses. Each response is displayed on the game screen with an indicator noting whether the response was correct.

Adaptive Training

Earobics

carefully monitors each student’s progress. The software automatically increases or decreases the level of difficulty for an activity, so the student always works at the appropriate level for his/her individual needs. Depending on the activity, a game may not advance levels until the start of the next round of play, even though the criterion for advancement has been met. (See pages 40-44 for adaptive training criterion.)

Setting Levels

A teacher may choose to have students skip or repeat levels or tasks. Select a starting task, repeat a task or skip tasks using Preferences (pages 45-47).

Task and Level Counter

The current task and level are displayed in the Task and

Level Counter located in the lower-left corner of each game screen. The Task and Level Counter also indicates the number of levels remaining to be completed for the current task.

Collecting Data

Data is collected automatically during normal game play. However, if the student exits using the

EXIT

button

EXIT

before a round of 10 presentations is completed, no data will be recorded for that round.

Automatic Game Exit

If no response is made on two consecutive plays within a round, the game ends. Data for the two plays for which the student made no response is discarded, and the program prompts the player, “Do you want to play again?”

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

ESTN_body_0204_QX6 5/20/04 10:54 AM Page 22

Earobics Step 2 Games

ALLING

NGINES

Calling All Engines

improves listening and reading comprehension by strengthening students’ auditory memory and language processing.

Primary Skills:

Auditory Sequential Memory, Attention and Short-Term

Memory, Following Oral Directions, Comprehension of

Linguistic Concepts, Auditory Performance with

Competing Signals

Related Skills:

Auditory and Phoneme Discrimination, Sound-Symbol

Correspondence

Auditory Memory Skills

Calling All Engines

provides systematic skill training across 168 levels of instruction.

Calling All Engines

builds stronger auditory sequential memory by increasing the number of sounds the student must remember and by removing visual cues. Initially, the student sees the symbols as sounds are presented, augmenting auditory memory. As the student progresses, the symbols do not appear until after sounds are presented, requiring the student to rely only on auditory skills for his/her response.

Following Directions

Once the student successfully sequences five items without visual cueing,

Calling All Engines

teaches the student to follow oral directions containing linguistic concepts (e.g., “

Before

you click on /w/, click on /p/”).

After three consecutive correct responses,

Calling All

Engines

automatically advances by increasing the number of digits spoken. When two or more numbers are presented, click on the numbers in the order of their presentation.

Calling All Engines

continues to advance in difficulty by increasing the amount of numbers, concealing the digits until after numbers have been spoken, increasing the length and complexity of directions, introducing low and high levels of background noise, and varying the type of sounds presented. After two consecutive incorrect responses, the level of play will decrease automatically.

Scoring: correct response incorrect response

Background Noise

When the student can follow oral directions successfully,

Calling All Engines

teaches him/her to focus attention in the presence of competing background noise. The volume of the background noise increases or decreases based on the student’s performance.

How to Play

Click on the FireFighter Fly icon to help

FireFighter Fly put out the fire in a burning building. Put out the flames with water by recalling a series of numbers, words and speech sounds, and by following directions of increasing complexity. Click on the fire hydrant to bypass the opening instructions and to begin the game.

Calling All Engines

The student listens to directions, such as “Click on

before you click on

.” The student clicks on the letters to respond.

The student clicks to pause, adjust sound volume or exit game

The student clicks to replay sound

A number appears inside each of the nine windows of the burning building (see Diagram A on facing page).

FireFighter Fly gives directions to click on a number.

Position the cursor over the number heard and wait until a blue frame appears around the selected window. Click on the number before FireFighter Fly runs out of water!

TASK: 10 LEVEL: 2/8

Fire hose represents an incorrect response, and firefighter’s badge represents a correct response

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Earobics Step 2 Games

“Click on the sounds you hear.”

Recalling, Sequencing & Following Directions with 1-5 Digits

TASK: 1 LEVEL: 1/10

Recalling, Sequencing &

Following Directions with 1-4 Words

Increasing Challenge

As the game progresses, the student will recall and sequence up to five items in order. The game automatically adjusts the number of stimuli depending upon the student’s performance.

TASK: 4 LEVEL: 2/8

Recalling, Sequencing &

Following Directions with 1-4 Long Vowel Sounds

Delayed Visual Cueing

As the game progresses, the student does not see pictures or letters until after the auditory stimuli are presented. Delayed visual cueing requires the student to rely only on auditory memory to complete the task.

TASK: 7 LEVEL: 1/8

Recalling, Sequencing &

Following Directions with 1-4 Short Vowel Sounds

TASK: 10 LEVEL: 2/8 TASK: 10 LEVEL: 2/8

Recalling, Sequencing &

Following Directions with 1-4 Consonant Sounds

TASK: 13 LEVEL: 2/8

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

Background Noise

Background noise is systematically introduced, requiring the student to listen and focus in the presence of competing distractions. The volume of the background noise increases or decreases depending upon the student’s performance.

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Earobics Step 2 Games

AINT BY

ENGUIN

Paint by Penguin

helps the student increase reading speed and accuracy, and improve spelling by developing his/her ability to count, sequence and manipulate sounds.

Primary Skills:

Phonological Segmentation and Manipulation,

Phonological Sequencing, Auditory Temporal Resolution,

Auditory Temporal Ordering and

Pattern Recognition, Auditory Short-Term and Sequential Memory

Related Skills:

Auditory Attention, Auditory and Phoneme

Discrimination, Following Oral Directions,

Comprehension of Linguistic Concepts

Counting Sounds

Paint by Penguin

uses 68 levels of instruction to teach phoneme segmentation and manipulation skills. It establishes the foundation for phoneme segmentation with activities in counting speech sounds.

Paint by Penguin

helps the student process sounds by providing practice at time intervals ranging from 1.0 to .25 seconds.

Segmenting Words into Sounds

Once the student is successful counting sounds, he/she learns to segment words into individual sounds.

Manipulating Sounds

As the student’s skills progress,

Paint by Penguin

teaches the student to manipulate speech sounds. The student creates new real and nonsense words by rearranging, deleting, substituting and adding sounds. The words progress from short to long and from simple to complex syllable structure.

Auditory Feedback

Initially,

Paint by Penguin

provides auditory feedback by repeating the sounds as the student clicks on the mouse. As the student progresses, the auditory feedback is removed

(the student doesn’t hear the sounds repeated as he/she clicks on the mouse). With no auditory feedback, the student learns to respond independently.

How to Play

Click on the Pierre Penguin icon to paint masterpieces with Pierre Penguin. Select a sponge and learn to count, sequence and manipulate speech sounds. Click on a sponge to bypass the opening instructions.

Activity 1: How Many Sounds Do You Hear?

(22 Levels of Play; A and B on facing page) Pierre presents one to three speech sounds. When Pierre turns to face the canvas and appears on screen, click the mouse once for each speech sound heard. A sponge print appears with each click of the mouse. The number of sponge prints must match the number of sounds presented.

Paint by Penguin

automatically increases the level of difficulty by changing the interval between sounds, eliminating auditory feedback and increasing the number of sounds presented. After the student becomes proficient at counting individual speech sounds,

Paint by Penguin

advances the level of difficulty by presenting a word. Click on the mouse once for each speech sound heard in the word.

Activity 2: In What Order Are the Sounds Presented?

(22 Levels of Play; C and D on facing page) Pierre Penguin presents one to three speech sounds. Click on any paint can at the bottom of the screen to represent the number and order of the sounds heard. Select a different color for each different sound you hear. Use the same color for sounds that are the same. Color choices apply only to a single response; when the next speech sounds are presented, students may change the colors of paint.

Paint by Penguin

automatically increases the difficulty by changing the interval between sounds, eliminating auditory feedback during a student’s response and by increasing the number of sounds presented. After the student becomes proficient at counting and sequencing individual speech sounds,

Paint by

Penguin

advances the level of difficulty by presenting words.

Activity 3: Create a New Word by Rearranging These

Sounds

(24 Levels of Play; E on facing page) Pierre presents a word containing two sounds, using a different color sponge for each sound. Pierre instructs students to rearrange the sounds into a new word. Click on the paint can colors at the bottom of the screen that correspond to the colors used by Pierre.

Paint by Penguin

automatically advances by introducing more challenging sound manipulations, eliminating auditory feedback and increasing the number of sounds in a word.

Scoring: correct response incorrect response

ESTN_body_0204_QX6 5/20/04 10:55 AM Page 25

Earobics Step 2 Games

“Click on the mouse once for each sound you hear in the word.”

Counting Number of Speech Sounds

Segmenting Sounds in a Word

Auditory Feedback

The student initially hears the sounds produced as he/she clicks on the mouse.

As the game progresses, auditory feedback is removed and the student processes the sounds independently.

Time Intervals

Paint by Penguin

helps students process sounds by presenting sounds at time intervals ranging from 1.0

second to .25 seconds.

TASK: 2 LEVEL: 2/6

TASK: 1 LEVEL: 1/12

TASK: 2 LEVEL: 2/6

TASK: 1 LEVEL: 1/12

Counting & Sequencing

Speech Sounds

Increasing Challenge

As the game progresses, the complexity of syllable structure and the difficulty of the phonological manipulation tasks become more challenging.

Segmenting & Sequencing

Sounds in a Word

TASK: 4 LEVEL: 2/12

Manipulating Speech Sounds

TASK: 5 LEVEL: 1/6

Continuous Scorecard

Immediate feedback is provided after each student response. The student is rewarded for each correct answer. If the student responds incorrectly, he/she is shown the correct response.

Manipulation

The student learns to rearrange, delete, replace and insert phonemes to create new words.

TASK: 7 LEVEL: 3/24

Paint by Penguin

The student hears a word such as “mom.” The student clicks on three paint cans, selecting a different color for each sound. The student sees a sponge print corresponding to each click of the mouse.

The student clicks to pause, adjust sound volume or exit game

A paint squirt represents correct response, an empty tube represents an incorrect response

TASK: 5 LEVEL: 1/6

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

The student clicks to replay sound

ESTN_body_0204_QX6 5/20/04 10:55 AM Page 26

Earobics Step 2 Games

ESKY

ARROTS

Pesky Parrots

teaches blending and word closure to give the student foundational skills for successful decoding.

Primary Skills:

Phonological Blending, Word Closure, Auditory and

Phoneme Discrimination, Auditory Short-Term

Memory, Auditory Performance with Degraded Signals

Related Skills:

Auditory Sequential Memory, Auditory Attention,

Auditory Temporal Ordering, Following Oral Directions,

Comprehension of Linguistic Concepts

Blending Sounds

Pesky Parrots

provides 60 levels of instruction in word, syllable and phoneme blending, and in word-closure skills.

The student begins blending two syllables into a word, and progresses to blending three and four syllables and up to four phonemes into words.

Distinguishing Sounds in Words

Pesky Parrots

teaches the student to hear subtle differences in words. Initially, the student chooses from three words that do not sound alike. As the student’s skills develop, the response choices become more similar. This encourages the student to listen to every sound and to make finer discriminations between words.

Word Closure

Pesky Parrots

advances to teaching word-closure skills. The student learns to recognize a word when a syllable or phoneme has been omitted by filling in the missing part of the word. This skill training improves the student’s awareness of sounds and word-prediction skills.

Increasing Auditory Memory

While the student develops blending and word-closure skills,

Pesky Parrots

also helps him/her build auditory memory skills. Decoding words requires at least a two-second auditory memory span, the amount of time needed to recognize a symbol, recall the sound, and hold and process the sound in auditory memory.

Pesky Parrots

provides practice with listening to sounds and holding them in auditory memory for gradually increasing amounts of time before blending them into words.

Pesky Parrots

gradually increases the time the student must hold a sound in auditory memory until the two-second goal is attained.

How to Play

Click on the Pesky Parrot icon to help Pirate Patch get back his stolen jewels, learn to blend syllables and speech sounds into words, and to complete words by filling in missing syllables or speech sounds. Click on the treasure chest to bypass the opening instructions.

Activity 1: Which Word Is Formed Using These

Syllables or Sounds?

(42 levels; A and B on facing page)

The pesky parrots present two syllables that make a word.

Three pictures appear on the sails of the pirate ship. When the speaker icon appears on screen, click on the picture that corresponds to the word spoken by the parrots.

After three consecutive correct responses,

Pesky Parrots

automatically advances by increasing the time between syllables and introducing more similar-sounding response choices.

When the student becomes proficient blending two syllables into words,

Pesky Parrots

automatically advances by presenting three and then four syllables.

Pesky Parrots

continues to increase in difficulty by presenting individual speech sounds, varying the complexity of sound patterns in words, using longer presentation intervals, increasing the number of sounds presented and varying the similarity of the response choices. After two consecutive incorrect responses, the level of play will decrease automatically.

Activity 2: Which Word Is Formed When a Missing

Syllable or Sound Is Filled In?

(18 levels; C, D and

E on facing page) The pesky parrots present the first syllable of a word and omit the second syllable. Three pictures appear on the sails of the pirate ship. Click on the picture that corresponds to the word spoken by the parrots.

After three consecutive correct responses,

Pesky Parrots

automatically advances by increasing the number of syllables in the word.

Pesky Parrots

continues to increase in difficulty by varying the position of the omitted syllable, omitting speech sounds and varying the complexity of sound patterns in the word.

After two consecutive incorrect responses, the level of play will decrease automatically.

Scoring: correct response incorrect response

ESTN_body_0204_QX6 5/20/04 10:56 AM Page 27

Earobics Step 2 Games

“Click on the picture of what the parrots are saying.”

Blending 2-4 Syllables into a Word

Time Intervals

The game builds auditory memory by pausing between syllables or phonemes, first for .25 seconds, then 1.0 second and

2.0 seconds.

Blending 2-4 Phonemes into a Word

More Challenging “Foils”

As the game progresses, the response choices sound more alike, challenging the student to make finer discriminations between words before responding.

TASK: 1 LEVEL: 2/9

Word Closure With a Syllable Omitted

Word Closure

The student builds word closure skills by listening to words and filling in the missing syllable or phoneme.

TASK: 4 LEVEL: 1/3

Word Closure With a Phoneme Omitted

TASK: 12 LEVEL: 1/3

TASK: 9 LEVEL: 1/3

Word Closure With Blends

Syllable Structure

As the game progresses, the complexity of the syllable structure becomes more challenging.

TASK: 15 LEVEL: 1/2

Pesky Parrots

The student hears sound segments such as “c-oo-k.” The student blends the sounds into a word and clicks on the picture of the correct response.

The student clicks to pause, adjust sound volume or exit game

Coconuts represent an incorrect response

Jewels represent a correct response

TASK: 5 LEVEL: 2/9

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

The student clicks to replay sound

ESTN_body_0204_QX6 5/20/04 10:56 AM Page 28

Earobics Step 2 Games

IPPO

OOPS

Hippo Hoops

strengthens reading fluency and spelling as the student learns to identify and discriminate sounds, identify the position of sounds within words and recognize spelling patterns.

Primary Skills:

Auditory and Phoneme Discrimination, Auditory

Vigilance, Phoneme Identification, Phonological

Sequencing

Related Skills:

Auditory Attention, Auditory Short-Term Memory,

Sound-Symbol Correspondence, Following Oral

Directions, Comprehension of Linguistic Concepts

Discriminating Vowels

Hippo Hoops

uses 155 levels of instruction to teach discrimination, phoneme identification and phonemesequencing skills. The student begins with practice in vowel discrimination, listening to a series of one to eight consonant-vowel-consonant (CVC) syllables. The student learns to detect a change in the vowel phoneme.

Discriminating Consonants

Hippo Hoops

progresses to teaching discrimination of consonant-vowel pairs.

Hippo Hoops

begins with sounds that are made easier to discriminate. Acoustically modified speech is used to make critical cues more easily heard. As a student’s skills develop, he/she is presented with sounds that are more difficult to discriminate.

Recognizing Sounds and Spellings of Vowels

Once consonant and vowel discrimination is mastered,

Hippo Hoops

teaches the student to recognize the sounds and spellings of diphthongs and tense and lax vowels in words. The student learns that certain sounds can be spelled in a number of ways.

Recognizing the Position of Consonant Sounds

Hippo Hoops

teaches the student to recognize the position of consonant sounds in words. The student identifies a sound as occurring in the beginning, middle or end of a word.

How to Play

Click on the Hakeem Hippo icon and score banana points by learning to recognize and discriminate sounds, as well as to identify the position of sounds within words.

Build phonics skills, including the ability to identify vowels, vowel digraphs, diphthongs, consonants, consonant digraphs and consonant blends, while shooting hoops with

Hakeem Hippo. Click on the ball Hakeem holds to bypass the opening instructions.

Scoring:

Activity 1: Do You Hear a Word or Sound That Is Not the Same?

(116 Levels of Play; A and B on facing page)

Hakeem Hippo is ready to go one-on-one with the Rhino.

When the whistle blows, place the cursor on the ball in the rack at the bottom of the screen. Hold down the mouse and listen as Hakeem repeats one word or nonsense word. Let go of the mouse when you hear a different word. After three consecutive correct responses,

Hippo Hoops

automatically increases the level of difficulty by presenting more similar sound contrasts. After two consecutive incorrect responses,

Hippo Hoops

decreases the level of play automatically.

Activity 2: Do You Hear This Sound in the Word?

(15 Levels of Play; C, D and E on facing page) Hakeem

Hippo and his hippo pal are ready to go two-on-two with the Rhinos. Hakeem presents a sound that corresponds to the letter or letters displayed on the banners. When the whistle blows, place the cursor on the ball in the rack, hold down the mouse and listen as Hakeem presents a list of words. Let go of the mouse when you hear a word that contains the sound corresponding to the letter or letters on the banners. After three consecutive correct responses,

Hippo Hoops

automatically increases the level of difficulty by introducing more challenging sound patterns, moving from diphthongs to tense vowels and to lax vowels.

Activity 3: What Is the Position of the Sound Within the Word?

(24 Levels of Play; F on facing page) Hakeem presents a sound that corresponds to the letter or letters displayed on the banners. Hakeem says a word. When the speaker icon appears on screen, click on the first, second or third ball in the ball rack to indicate if the sound is heard at the beginning, middle or end of the word. After three consecutive correct responses,

Hippo Hoops

automatically increases the level of difficulty by introducing more challenging sounds. correct response incorrect response

ESTN_body_0204_QX6 5/20/04 10:56 AM Page 29

Earobics Step 2 Games

“Let go of the mouse when you hear the /e/ sound.”

Discriminating Vowels

Increasing Challenge

As the game progresses, the student discriminates between vowel pairs that sound more similar.

Discriminating Consonants in

Minimal Pair CV Syllables

Acoustically-

Modified Speech

Computer-generated speech is used to make critical acoustic cues more easily heard.

TASK: 1 LEVEL: 1/30

Recognizing Diphthongs in a Word

Sounds and Letters

The student learns that certain sounds can be spelled a number of different ways. These spelling patterns are reinforced.

TASK: 4 LEVEL: 1/7

Recognizing Tense Vowels in a Word

TASK: 9 LEVEL: 1/4

Recognizing Lax Vowels in a Word

TASK: 10 LEVEL: 1/4

Identifying Position of Consonant

Sound in a Word

TASK: 11 LEVEL: 1/7

TASK: 12 LEVEL: 1/24

Hippo Hoops

The student listens for a target sound

(e.g., /e/) and is presented with a list of words while holding down the mouse button. The student lets go when he/she hears a word that contains the target sound. The student sees the multiple spelling patterns for vowel sounds.

The student clicks to pause, adjust sound volume or exit game

TASK: 10 LEVEL: 1/4

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

Hakeem Hippo shoots and scores banana points for correct responses, and the Rhinos score points for incorrect responses.

ESTN_body_0204_QX6 5/20/04 10:56 AM Page 30

Earobics Step 2 Games

UCK

Duck Luck

strengthens decoding and spelling skills as the student learns to recognize, blend and manipulate onsets (word beginnings), rimes (word endings) and phonemes.

Primary Skills:

Rhyming, Phoneme Identification and Discrimination,

Phonological Blending, Segmentation and Manipulation,

Word Closure, Auditory Sequential and Short-Term

Memory, Sound-Symbol Correspondence

Related Skills:

Auditory Attention, Sound-Symbol Correspondence,

Auditory Short-Term Memory, Phonological Sequencing,

Following Oral Directions, Comprehension of Linguistic

Concepts, Sight Recognition

Recognizing Rhyming Word Endings

Duck Luck

provides systematic training across 142 levels of instruction.

Duck Luck

begins with the recognition and spelling of common word endings. These word endings are the most frequently occurring phonological patterns in the

English language.

Recognizing Onset Patterns

As the student’s skills progress,

Duck Luck

provides practice in the recognition of onsets, including consonants, consonant digraphs and consonant blends, and their spelling patterns.

Blending Onsets and Rimes

Once the student masters recognition of word endings and beginnings,

Duck Luck

provides practice in blending these onsets and rimes. The time interval between presentation of onsets and rimes gradually increases from .50 to 2.0 seconds.

These changes require the student to hold the sounds in auditory memory for increasingly longer periods of time.

Auditory Interference

Duck Luck

continues to challenge the student by using auditory interference between the presentation of onsets and rimes. Initially the game presents sounds without interruption

(e.g., “hot”); as the game progresses, verbal instructions are used as auditory interference (e.g., “Which duck says a word that begins with /h/ and ends with /ot/?”). The interference requires the student to hold the initial sound in auditory memory while processing the directions.

Segmenting and Deleting Phonemes, Onsets and Rimes

After the student is able to blend onsets and rimes,

Duck

Luck

asks the student to segment and delete all or part of the onset or rime.

How to Play

Click on the Duck Luck icon to visit the

Duck Luck

Arcade for some old-fashioned carnival fun that teaches rhyming and other sound-pattern recognition skills.

Listen for vowels, vowel digraphs, diphthongs, consonant sounds, consonant digraphs and consonant blends. Click on the prize arrow to bypass the opening instructions.

Activity 1: Which Word Contains This Sound Pattern?

(124 Levels of Play; A and B on facing page) Lyle Kyle

Crocodile presents a sound pattern corresponding to the letters displayed on the screen. Three little ducks each say a different word. Click on the duck whose word ends with the sound pattern that Lyle Kyle Crocodile has presented.

The more correct answers, the bigger the prize. After three consecutive correct responses, Duck Luck automatically advances the level of difficulty by presenting more challenging word-final sound patterns, introducing wordinitial sound patterns and varying the complexity of the word-initial sound patterns. After two consecutive incorrect responses, the level of play decreases automatically.

Activity 2: Which Word Do These Sounds Make?

(12 Levels of Play; C on facing page) Lyle Kyle Crocodile presents two parts of a syllable (onset and rime) that make a one-syllable word. Click on the duck that says the word comprised of the sound Lyle Kyle Crocodile said. After three consecutive correct responses, Duck Luck automatically advances in difficulty by increasing the interval between parts of the word, increasing the complexity of the sound patterns within the word and introducing sound interference between the two parts of the word.

Activity 3: Which Word Do You Have When Sounds

Are Removed?

(6 Levels of Play; D on facing page) Lyle

Kyle Crocodile presents a word with a sound removed.

Click on the duck that says the word that corresponds with the word spoken by Lyle Kyle Crocodile. After three consecutive correct responses, Duck Luck automatically advances the level of play by varying the complexity of the sound patterns within a word and by varying the type of sound manipulation.

Scoring: correct response incorrect response

ESTN_body_0204_QX6 5/20/04 10:56 AM Page 31

Earobics Step 2 Games

“Which duck says a word that ends with ‘ack’?”

Recognizing Word Endings

Recognizing Word Beginnings

Rimes containing

-controlled vowels

Rimes containing postvocalic /l/

Closed-syllable rimes

Open-syllable rimes

Three-consonant blends

Two-consonant blends

Single-consonant and consonant digraphs

TASK: 5 LEVEL: 1/22

TASK: 1 LEVEL: 1/6

Blending Onsets with Rimes

strike

Increasing Challenge

As the game progresses, the tasks and complexity of the syllable structure become more challenging.

smoke fight

Segmenting & Deleting

Phonemes, Onsets & Rimes

TASK: 9 LEVEL: 1/6

Time Intervals

Duck Luck

builds auditory memory by pausing between onsets and rimes for .5 seconds and works systematically up to 2.0

seconds.

TASK: 6 LEVEL: 1/12

Duck Luck

The student hears, “Which duck says a word that starts with ‘

’ and ends with ‘

ack

’?”

Each duck says a word. The student clicks the duck that said the correct word.

The student clicks to pause, adjust sound volume or exit game

Bright bulbs represent correct responses and burnt-out bulbs represent incorrect responses

TASK: 8 LEVEL: 1/12

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

The student clicks to replay sound

ESTN_body_0204_QX6 5/20/04 10:56 AM Page 32

Earobics Step 2 Games

EARNING

BJECTIVES

Listed below are learning objectives as they appear on the DataView screen in

Earobics Step 2

software. The objectives are written in standard Individualized Education Plan (IEP) format to facilitate record keeping and report generation. When writing IEP goals, use these learning objectives as a framework, customizing them for each student.

The tasks are listed in the order they are presented during play.

Calling All Engines

Task 1: Auditory Memory for Digits

Learning Objective: The student will recall, in order of presentation, 1-5 digits auditorily presented with an inter-stimulus interval of one second and simultaneous or delayed visual display of response choices.

Task 2: Following Directions: Digits and Linguistic Concepts

Learning Objective: The student will execute a verbal command requiring identification of digits and containing a linguistic modifier, presented with simultaneous or delayed visual display of response choices. The set of linguistic modifiers throughout

Calling All Engines consists of: and, or, not, first, last, middle, before, after.

Task 3: Following Directions: Digits, Linguistic

Concepts and Competing Noise

Learning Objective: The student will execute a verbal command requiring identification of digits and containing one randomly selected linguistic modifier, presented with simultaneous or delayed visual display of response choices and no, low or high background noise.

Task 4: Auditory Memory for Words

Learning Objective: The student will recall, in order of presentation, 1-4 words auditorily presented with an inter-stimulus interval of one second and simultaneous or delayed visual display of response choices.

Task 5: Following Directions: Words and Linguistic Concepts

Learning Objective: The student will execute a verbal command requiring identification of words represented by pictures and containing a linguistic modifier, presented with simultaneous or delayed visual display of response choices.

Task 6: Following Directions: Words,

Linguistic Concepts and

Competing Noise

Learning Objective: The student will execute a verbal command requiring identification of words represented by pictures and containing a randomly selected linguistic modifier, presented with simultaneous or delayed visual display of response choices and no, low or high background noise.

Task 7: Auditory Memory for

Long Vowel Sounds

Learning Objective: The student will recall, in order of presentation, 1-4 long vowel sounds auditorily presented with an inter-stimulus interval of one second and simultaneous or delayed visual display of response choices.

Task 8: Following Directions: Long

Vowel Sounds and Linguistic Concepts

Learning Objective: The student will execute a verbal command requiring identification of long vowel phonemes represented by corresponding graphemes and containing a linguistic modifier, presented with simultaneous or delayed visual display of response choices.

Task 9: Following Directions: Long

Vowel Sounds, Linguistic Concepts and Competing Noise

Learning Objective: The student will execute a verbal command requiring identification of long vowel phonemes represented by corresponding graphemes and containing one randomly selected linguistic modifier, presented with simultaneous or delayed visual display of response choices and no, low or high background noise.

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Earobics Step 2 Games

Task 10: Auditory Memory for

Short Vowel Sounds

Learning Objective: The student will recall, in order of presentation, 1-4 short vowel phonemes auditorily presented with an inter-stimulus interval of one second and simultaneous or delayed visual display of response choices.

Task 11: Following Directions: Short Vowel

Sounds and Linguistic Concepts

Learning Objective: The student will execute a verbal command requiring identification of short vowel phonemes represented by corresponding graphemes and containing a linguistic modifier, presented with simultaneous or delayed visual display of response choices.

Task 12: Following Directions: Short Vowel

Sounds, Linguistic Concepts and Competing Noise

Learning Objective: The student will execute a verbal command requiring identification of short vowel phonemes represented by corresponding graphemes and containing one randomly selected linguistic modifier, presented with simultaneous or delayed visual display of response choices and no, low or high background noise.

Task 13: Auditory Memory for Consonant Sounds

Learning Objective: The student will recall, in order of presentation, 1-4 consonant phonemes auditorily presented with an inter-stimulus interval of one second and simultaneous or delayed visual display of response choices.

Task 14: Following Directions: Consonant

Sounds and Linguistic Concepts

Learning Objective: The student will execute a verbal command requiring identification of consonant phonemes represented by corresponding graphemes and containing a linguistic modifier, presented with simultaneous or delayed visual display of response choices.

Paint by Penguin

Task 1: Counting Number of Speech Sounds

Learning Objective: The student will identify the number of phonemes in a series of stimuli auditorily presented with an inter-stimulus interval varying between 2.0 and .5 seconds. Simultaneous auditory feedback will or will not be provided during response.

Task 2: Segmenting Speech Sounds in a

Word with Simple Syllable Structure

Learning Objective: The student will identify the number of phonemes in a word. Simultaneous auditory feedback will or will not be provided during response.

Task 3: Segmenting Speech Sounds in a Word with Complex Syllable Structure

Learning Objective: The student will identify the number of phonemes in a word. Simultaneous auditory feedback will or will not be provided during response.

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

Task 4: Counting and Sequencing Speech Sounds

Learning Objective: The student will identify the number and sequence of phonemes in a series of stimuli auditorily presented with an inter-stimulus interval varying between 2.0 and .5 seconds.

Simultaneous auditory feedback will or will not be provided during response.

Task 5: Segmenting and Sequencing Speech

Sounds in a Word with Simple

Syllable Structure

Learning Objective: The student will identify the number and sequence of phonemes in a word composed of simple syllable structure. Simultaneous auditory feedback will or will not be provided during response.

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Earobics Step 2 Games

Paint by Penguin (cont.)

Task 6: Segmenting and Sequencing Speech

Sounds in a Word with Complex

Syllable Structure

Learning Objective: The student will identify the number and sequence of phonemes in a word composed of complex syllable structure. Simultaneous auditory feedback will or will not be provided during response.

Task 7: Manipulating Speech Sounds

Learning Objective: Given a series of 2-4 phonemes that form a word, the student will manipulate the phonemes to form a new word or nonsense syllable.

Simultaneous auditory feedback will or will not be provided during response.

Pesky Parrots

Task 1: Blending Two Syllables into a Word

Learning Objective: The student will blend two syllables separated by .25-2.0 seconds into a word and will make a response by selecting from a set of three words with 0-2 response choices that are perceptually similar to the target word.

Task 2: Blending Three Syllables into a Word

Learning Objective: The student will blend three syllables separated by .25-2.0 seconds into a word and will make a response by selecting from a set of three words.

Task 3: Blending Four Syllables into a Word

Learning Objective: The student will blend four syllables separated by .25-2.0 seconds into a word and will make a response by selecting from a set of three words.

Task 4: Blending Two Sounds into a Word

Learning Objective: The student will blend two phonemes separated by .25-2.0 seconds into a word and will make a response by selecting from a set of three words.

Task 5: Blending Three Sounds into a Word with Simple Syllable Structure

Learning Objective: The student will blend three phonemes separated by .25-2.0 seconds into a word with simple syllable structure and will make a response by selecting from a set of three words with 0-2 response choices that are perceptually similar to the target word.

Task 6: Blending Three Sounds into a Word with Complex Syllable Structure

Learning Objective: The student will blend three phonemes separated by .25-2.0 seconds into a word with complex syllable structure and will make a response by selecting from a set of three words.

Task 7: Blending Four Sounds into a Word with Simple Syllable Structure

Learning Objective: The student will blend four phonemes separated by .25-2.0 seconds into a word with simple syllable structure and will make a response by selecting from a set of three words.

Task 8: Blending Four Sounds into a Word with Complex Syllable Structure

Learning Objective: The student will blend four phonemes separated by .25-2.0 seconds into a word with simple syllable structure and will make a response by selecting from a set of three words with 0-2 response choices that are perceptually similar to the target word.

Task 9: Word Closure: Multi-Syllable Words with Final Syllable Omitted

Learning Objective: When auditorily presented with a sequence of 2-4 syllables that form a word from which the final syllable has been omitted, the student will identify the word by selecting from a set of three response choices.

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Earobics Step 2 Games

Task 10: Word Closure: Multisyllabic Words with Initial Syllable Omitted

Learning Objective: When auditorily presented with a sequence of 2-4 syllables that form a word from which the initial syllable has been omitted, the student will identify the word by selecting from a set of three response choices.

Task 11: Word Closure: Multisyllabic Words with Medial Syllable Omitted

Learning Objective: When auditorily presented with a sequence of 2-4 syllables that form a word from which the medial syllable has been omitted, the student will identify the word by selecting from a set of three response choices.

Task 12: Word Closure: Simple Syllable

Structure Words with Final Speech

Sounds Omitted

Learning Objective: When auditorily presented with a sequence of 2-4 phonemes that form a word with simple syllable structure, from which the final phoneme has been omitted, the student will identify the word by selecting from a set of three response choices.

Task 13: Word Closure: Simple Syllable

Structure Words with Initial

Sound Omitted

Learning Objective: When auditorily presented with a sequence of 2-4 phonemes that form a word with simple syllable structure, from which the initial phoneme has been omitted, the student will identify the word by selecting from a set of three response choices.

Task 14: Word Closure: Simple Syllable

Structure Words with Medial

Sound Omitted

Learning Objective: When auditorily presented with a sequence of 3-4 phonemes that form a word with simple syllable structure, from which a medial phoneme has been omitted, the student will identify the word by selecting from a set of three response choices.

Task 15: Word Closure: Complex Syllable

Structure Words with One Sound of

Consonant Cluster Omitted

Learning Objective: When presented with a sequence of

3-4 phonemes that form a word with complex syllable structure, from which one segment of the CC cluster has been omitted, the student will identify the word by selecting from a set of three response choices.

Hippo Hoops

Task 1: Discriminating Vowels in Minimal

Pair Closed Syllables

Learning Objective: In an auditory vigilance task, the student will discriminate a change in the vowel phoneme of minimal pair closed CVC syllables presented with an inter-stimulus interval of 1.0 seconds.

Task 2: Discriminating Vowels in Minimal

Pair Words with Postvocalic /l/

Learning Objective: In an auditory vigilance task, the student will discriminate a change in the vowel phoneme of minimal pair CV/l/ syllables presented with an interstimulus interval of 1.0 seconds.

Task 3: Discriminating r-Controlled Vowels in Minimal Pair Words

Learning Objective: In an auditory vigilance task, the student will discriminate a change in the vowel sound of minimal pair CV/r/ syllables presented with an interstimulus interval of 1.0 seconds.

Task 4: Discriminating Consonants in Minimal

Pair CV Syllables: ba-pa

Learning Objective: In an auditory vigilance task, the student will discriminate a change in the consonant phoneme of minimal pair CV syllables, when the CV syllables are presented with an inter-phonemic acoustic difference of 2-8 steps (on a 9-point acoustic continuum) and an inter-stimulus interval of 1.0 seconds.

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

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Earobics Step 2 Games

Hippo Hoops (cont.)

Task 5: Discriminating Consonants in

Minimal Pair CV Syllables: sha-sa

Learning Objective: In an auditory vigilance task, the student will discriminate a change in the consonant phoneme of minimal pair CV syllables when the CV syllables are presented with an inter-phonemic acoustic difference of 2-8 steps (on a 9-point acoustic continuum) and an inter-stimulus interval of 1.0 seconds.

Task 6: Discriminating Consonants in

Minimal Pair CV Syllables: ra-la

Task 7: Discriminating Consonants in

Minimal Pair CV Syllables: ma-na

Task 8: Discriminating Consonants in

Minimal Pair CV Syllables: da-ga

Task 9: Recognizing Diphthongs in a Word

Learning Objective: In an auditory vigilance task, the student will recognize a diphthong phoneme in a word context when words containing diphthongs are auditorily presented with an inter-stimulus interval of 2.0 seconds.

Task 10: Recognizing Tense Vowels in a Word

Learning Objective: In an auditory vigilance task, the student will recognize a tense vowel phoneme in a word context when words containing tense vowels are auditorily presented with an inter-stimulus interval of

2.0 seconds.

Task 11: Recognizing Lax Vowels in a Word

Learning Objective: In an auditory vigilance task, the student will recognize a lax vowel phoneme in a word context when words containing lax vowel phonemes are auditorily presented with an inter-stimulus interval of 2.0 seconds.

Task 12: Identifying Position of a Consonant

Sound in a Word

Learning Objective: The student will recognize the position in a word of a consonant phoneme when a word is auditorily presented.

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Earobics Step 2 Games

Duck Luck

Task 1: Recognizing Word Endings:

Open-Syllable Rimes

Learning Objective: When auditorily presented with an open-syllable word rime (word-final sound pattern), the student will select from a set of three response choices, each ending with an open syllable, a word that contains the same word rime.

Task 2: Recognizing Word Endings:

Closed-Syllable Rimes

Learning Objective: When auditorily presented with a closed-syllable word rime (word-final sound pattern), the student will select from a set of three response choices, each containing the same vowel in a closed-syllable rime structure, a word that contains the same word rime.

Task 3: Recognizing Word Endings:

Rimes Containing Postvocalic /l/

Learning Objective: When auditorily presented with a word rime (word-final sound pattern) containing postvocalic /l/, the student will select from a set of three response choices, each containing a post-vocalic /l/ rime structure, a word that contains the same word rime.

Task 4: Recognizing Word Endings:

Rimes Containing r-Controlled Vowels

Learning Objective: When auditorily presented with a word rime (word-final sound pattern) containing an rcontrolled vowel, the student will select from a set of three response choices, each containing an r-controlled vowel rime structure, a word that contains the same word rime.

Task 5: Recognizing Word Beginnings: Single

Consonants and Consonant Digraphs

Learning Objective: When auditorily presented with a singleton consonant sound, the student will select from a set of three response choices, each containing different singleton consonant word onsets and the same word rime, a word that begins with the same singleton consonant sound.

Task 6: Recognizing Word Beginnings:

CC Blends

Learning Objective: When auditorily presented with a

CC phoneme blend, the student will select from a set of three response choices, each containing different CC word onsets and the same word rime, a word that begins with the same CC phoneme blend.

Task 7: Recognizing Word Beginnings:

CCC Blends

Learning Objective: When auditorily presented with a

CCC phoneme blend, the student will select from a set of three response choices, each containing different word onsets and the same word rime, a word or nonsense word that begins with the same CCC phoneme blend.

Task 8: Blending Onsets with Rimes

Learning Objective: When auditorily presented with an onset (word beginning) followed by a rime (word ending) separated by 0.5, 1.0 or 2.0 seconds, the student will blend the onset-rime units into a word and make a response by selecting from one of three response choices.

Auditory interference will or will not be presented during the inter-stimulus interval.

Task 9: Segmenting and Deleting Phonemes,

Onsets and Rimes

Learning Objective: When auditorily presented with a word and instructions to delete either all or part of the onset or rime, the student will choose from a set of three response choices the word that matches the specified phonological manipulation.

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

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Professional Management Features

ROGRESS

HART

The student’s name appears here

Each circle represents several levels

(numbers do not appear on screen)

8 22

6 8

8 20

20 6

10 20

4 12

3 9

The teacher/student can print a copy of the chart

Click to return to

Main Menu

4 4

7 7

21 7

30 30

5 12

8 4

Each circle fills with color when the student completes all corresponding levels

The student clicks to launch game

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Professional Management Features

Using the Progress Chart

The Progress Chart provides students with a concrete way to measure their improvement as they play each game. Its purpose is to provide ongoing motivation for each student.

It also allows the student to switch between games and monitor progress. The student returns here each time he/she exits a game.

Circles are colored in on the Progress Chart as the student successfully completes all levels within a specific task. Over time, the chart becomes a very colorful, easily read, visual reward for each student’s hard work. You can print this chart and include it in student portfolios or send it home for parents. Sending the Progress Chart home is also a great way to encourage communication between students and parents about school activities.

software to parents. The home software allows parents to set the games at beginning, intermediate or advanced levels of instruction for their children.

• If a student has progressed through all levels of a game

(i.e., earned all circles), the software will continue to present items at the highest level of that game.

Completed games can be turned off using Preferences

(see page 46).

• The software will continue presenting the last level of the game if the student continues to play.

While the Progress Chart is primarily used for students to gauge their own success, it also gives you a quick overview of how each student is progressing through the instruction provided by

Earobics Step 2.

Pages 40-44 provide a detailed explanation of the correspondence between each circle and the number of levels it represents.

As you go through these pages, consider the following information about the Progress Chart:

Motivating Students

Your students will enjoy completing their Progress Charts almost as much as they enjoy playing the games. When a circle fills in, students hear various wacky, motivating effects. For example, students might hear a slide whistle, a bell or even the smack of a kiss! When all circles in the game are filled in, a special musical reinforcement unique to that game plays. When students complete all games, another unique musical reward plays.

Selecting a New Game

A new game is selected by clicking on the appropriate game icon, located across the bottom of the screen.

• The Progress Chart appears as one screen.

Each game is represented on the chart by its corresponding character. The circles above each character provide details about student progress in each individual game.

• In the illustrations on pages 40-44, each circle contains a number. This number represents the number of levels the student must master before earning a colored circle.

Notice that the numbers vary. Because each circle represents a task or a subset of a task, the number of levels required to master each task varies. As a result, the

Progress Chart provides intermittent reinforcement.

Because the student does not receive constant rewards, he/she is motivated to try harder and play longer.

• Tasks are grouped within three broad categories: beginning, intermediate and advanced. These categories are identified in the game-specific Progress

Charts that follow. They give you a quick reference of your student’s level of progress within the program. In addition, it is helpful to know these categories when recommending the home version of

Earobics Step 2

Exiting a Game

A game is exited either by selecting

when prompted to play another round, or by selecting the

EXIT

button at any time during a round of play ( after clicking on the

EXIT

PAUSE

button

PAUSE

located in the upper left corner of the game screen, which suspends the game play and shows the

EXIT

to the Progress Chart. When a student exits a game in the middle of a round (other than as a result of two consecutive non-responses), the data for the entire round is discarded.

Returning to Main Menu

To exit the Progress Chart and return to the Main Menu, click the

EXIT

button

EXIT

. From here, either select

CHANGE PLAYER

for a new player or select

QUIT

to exit the program.

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

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Professional Management Features

Progress Chart Detail:

Calling All Engines

14 Tasks

Auditory memory for consonant sounds

Following oral directions with short vowels & linguistic concepts

Following oral directions with long vowels, linguistic concepts & competing noise

168 Levels

Following oral directions with consonant sounds & linguistic concepts

Following oral directions with short vowels, linguistic concepts & competing noise

Auditory memory for short vowels

Auditory memory for long vowels

ADVANCED

Following oral directions with words & linguistic concepts

INTERMEDIATE

Following oral directions with digits, linguistic concepts & competing noise

Following oral directions with long vowels & linguistic concepts

Following oral directions with words, linguistic concepts & competing noise

Auditory memory for words

Auditory memory for digits

BEGINNING

10 20

NUMBER OF LEVELS

BEFORE ADVANCEMENT

Following oral directions with digits & linguistic concepts

KEY

Adaptive Training

Criteria

If the student answers three in a row correctly, he/she moves up one level. If the student answers two in a row incorrectly, he/she moves back one level.

NOTE:

Chart reads from the bottom to the top, left to right.

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Professional Management Features

Progress Chart Detail:

Paint by Penguin

7 Tasks

Manipulating phoneme sequences

ADVANCED

Segmenting & sequencing phonemes in a word with simple syllable structure

INTERMEDIATE

Segmenting phonemes in a word with complex syllable structure

68 Levels

Segmenting & sequencing phonemes in a word with complex syllable structure

Counting & sequencing speech sounds

Counting number of speech sounds

BEGINNING

12 6

NUMBER OF LEVELS

BEFORE ADVANCEMENT

Segmenting phonemes in a word with simple syllable structure

Adaptive Training

Criteria

If the student achieves 80% mastery, he/she moves up one level.

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

NOTE:

Chart reads from the bottom to the top, left to right.

KEY

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Professional Management Features

Progress Chart Detail:

Pesky Parrots

15 Tasks

Word closure; complex syllable with one segment omitted

Word closure; simple syllable with initial segment omitted

Word closure with medial syllable omitted

Word closure with final syllable omitted

ADVANCED

Blending four phonemes into a word with simple syllable structure

Blending three phonemes into a word with simple syllable structure

INTERMEDIATE

Blending four syllables into a word

60 Levels

Word closure; simple syllable with medial segment omitted

Word closure; simple syllable with final segment omitted

Word closure with initial syllable omitted

Blending four phonemes into a word with complex syllable structure

Blending three phonemes into a word with complex syllable structure

Blending two phonemes into a word

Blending two syllables into a word

BEGINNING

9 3

NUMBER OF LEVELS

BEFORE ADVANCEMENT

Blending three syllables into a word

KEY

Adaptive Training

Criteria

If the student answers three in a row correctly, he/she moves up one level. If the student answers two in a row incorrectly, he/she moves back one level.

NOTE:

Chart reads from the bottom to the top, left to right.

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Professional Management Features

Progress Chart Detail:

Hippo Hoops

12 Tasks

Recognition of lax vowels in a word

a, i, o, e, u, oo, aw

Recognition of diphthongs in a word

i, oy, u, ow

INTERMEDIATE

Discrimination of consonants in minimal pair CV syllables:

ma-na

155 Levels

Identification of position of consonant sound in a word

ADVANCED

Recognition of tense vowels in a word

a, e, o, oo

Discrimination of consonants in minimal pair CV syllables:

da-ga

Discrimination of consonants in minimal pair CV syllables:

sha-sa

7 7

Discrimination of consonants in minimal pair CV syllables:

ra-la

Discrimination of

controlled vowels in minimal pair words

21 7

Discrimination of consonants in minimal pair CV syllables:

ba-pa

Discrimination of vowels in minimal pair closed syllables

BEGINNING

30 30

NUMBER OF LEVELS

BEFORE ADVANCEMENT

Discrimination of vowels in minimal pair words with postvocalic /l/

d ten

KEY

Adaptive Training

Criteria

If the student answers three in a row correctly, he/she moves up one level. If the student answers two in a row incorrectly, he/she moves back one level.

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

NOTE:

Chart reads from the bottom to the top, left to right.

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Professional Management Features

Progress Chart Detail:

Duck Luck

9 Tasks

Segmenting & deleting phonemes, onsets & rimes

ADVANCED

Recognizing word beginnings:

CCC consonant blends

5 12

Blending onsets with rimes

Recognizing word beginnings: single consonants & consonant digraphs

INTERMEDIATE

Recognizing word endings: rimes containing postvocalic /l/

Recognizing word beginnings:

CC consonant blends

Recognizing word endings: rimes containing

controlled vowels

BEGINNING

Recognizing word endings: open-syllable rimes

8 55

NUMBER OF LEVELS

BEFORE ADVANCEMENT

Recognizing word endings: closed-syllable rimes

142 Levels

Adaptive Training

Criteria

If the student answers three in a row correctly, he/she moves up one level. If the student answers two in a row incorrectly, he/she moves back one level.

NOTE:

Chart reads from the bottom to the top, left to right.

KEY

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Professional Management Features

REFERENCES

To maximize efficacy, the Preferences feature of

Earobics Step 2 Network

allows the software to be easily customized for each student and for groups of students. This section explains Preferences and its customization features.

Click to save changes

Click to revert back to last saved changes

Preferences

STUDENT

Player

GROUP

LANGUAGE

NO Groups

English

Blue text shows current task

Click on the arrow next to 'Task' to change current play level

SAVE CHANGES REVERT HELP EXIT

PLAY ALLOWED

AUDIO REPLAY

OPTION TO EXIT

AT END OF ROUND

TASK

NO. OF LEVELS

Current Task:

Task 1

Auditory memory for digits

Following directions: digits & linguistics concepts

Following directions: digits, linguistics concepts & competing noise

10.

11.

Auditory memory for words

Following directions: words & linguistics concepts

Following directions: words, linguistics concepts & competing noise

Auditory memory for long vowel sounds

Following directions: long vowel sounds & linguistics concepts

Following directions: long vowel sounds, linguistics concepts & competing noise

12.

13.

14.

Auditory memory for short vowel sounds

Following directions: short vowel sounds & linguistics concepts

Following directions: short vowel sounds, linguistics

6 concepts & competing noise

Auditory memory for consonant sounds

Following directions: consonant sounds & linguistics concepts

PLAY ALLOWED

AUDIO REPLAY

OPTION TO EXIT

AT END OF ROUND

TASK

NO. OF LEVELS

Current Task:

Task 1

Counting number of speech sounds

Segmenting sounds in a word with simple syllable structure

Segmenting sounds in a word with complex syllable

structure

Counting and sequencing speech sounds

Segmenting and sequencing sounds in a word with simple syllable structure

Segmenting and sequencing sounds in a word with complex syllable structure

Manipulating speech sounds

PLAY ALLOWED

AUDIO REPLAY

OPTION TO EXIT

AT END OF ROUND

TASK

NO. OF LEVELS

Current Task:

Task 1

Blending 2 syllable into a word

Blending 3 syllable into a word

Blending 4 syllable into a word

Blending 2 sounds into a word

Blending 3 sounds into a word with simple syllable structure

Blending 3 sounds into a word with complex syllable structure

Blending 4 sounds into a word with simple syllable structure

Blending 4 sounds into a word with complex syllable structure

Word closure: multi syllable words with final

10.

11.

12.

13.

14.

15.

syllable omitted

Word closure: multi syllabic words with initial syllable omitted

Word closure: multi syllabic words with medical syllable omitted

Word closure: simple syllable structure words with final speech sound omitted

Word closure: simple syllable structure words with initial speech sound omitted

Word closure: simple syllable structure words with medial speech sound omitted

Word closure: complex syllable structure words with one sound of consonant cluster omitted

Click to allow or block accessibility of games

PLAY ALLOWED

AUDIO REPLAY

OPTION TO EXIT

AT END OF ROUND

TASK

NO. OF LEVELS

Current Task:

Task 1

Discriminating vowels in minimal pair closed syllables

Discriminating vowels in minimal pair words with postvocalic /l/

Discriminating /r/ -controlled vowels in minimal pair words

Discriminating consonants in minimal pair CV syllables: ba-pa

Discriminating consonants in minimal pair CV

syllables: sha-sa

Discriminating consonants in minimal pair CV syllables: ra-la

Discriminating consonants in minimal pair CV

10.

11.

12.

syllables: ma-na

Discriminating consonants in minimal pair CV syllables: da-ga

Recognizing diphthongs ( i, oi, U, ou) in a word

Recognizing tense vowels ( a, e, o, o, o ) in a word

Recognizing lax vowels (a, i, o, e, u, oo, o) in a word

Identifying position of consonant sound in a word

PLAY ALLOWED

AUDIO REPLAY

OPTION TO EXIT

AT END OF ROUND

TASK

NO. OF LEVELS

Current Task:

Task 1

Recognizing word endings: open syllable rimes

Recognizing word endings: closed syllable rimes

Recognizing word endings: rimes containing postvocalic /l/

Recognizing word endings: rimes containing rcontrolled vowels

Recognizing word beginnings: single consonant & consonant digraph onsets

Recognizing word beginnings: CC consonant blend onsets

Recognizing word beginnings: CCC consonant blend onsets

Blending onsets with rimes

Segmenting and deleting phonemes, onsets and rimes

Click to select player or

Click to select group

Click to select language for instructions

Click to exit screen

Click to select task

Click to allow or disallow the

“listen again” sound function

Click to select play in rounds of 10 or continuous play

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

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Professional Management Features

Launching Preferences

Click the

PREFERENCES

button at the top of the Teacher

Main Screen or School Administrator/Specialist Main Screen.

Selecting a Student or Group

To set preferences for a student or group, click on the drop-down menu by Student or Group in the top box.

Then make the selection from the drop-down list.

If a group is selected, Preferences shown will initially be the default settings with the lowest task levels selected.

Manually Changing Levels of Play

To change the student’s level of play manually, click on the arrow next to

TASK

and select the desired task from the drop-down menu. If a task already played is selected, the student will return to the first level of play for that task.

Any circles previously filled for that task will be cleared; however, the performance data corresponding to previous rounds of play will be preserved and will remain accessible in DataView. The starting level of play can be reset any number of times, but the colored circles previously earned for the selected task will be cleared each time. Click

SAVE

CHANGES

to save the selections.

Warning about Setting Group Preferences

If a group preference is set, the new setting will replace any previous settings made for individual students in that group.

Previous settings will be lost

. If a task is set to a level lower than a student has already completed, he/she will have to replay tasks already mastered.

Selecting Language for Instructions

To choose the language in which a student or group will hear instructions, click the arrow by

LANGUAGES

and select from nine choices in the drop-down menu.

Limiting Student Access to Selected Games

To prevent a student from playing a particular game, click the box by

PLAY ALLOWED

. A check mark will disappear, indicating that the game is not playable. That game’s icon also will be grayed out on the Student Main screen. To reenable a game previously disallowed, click the

PLAY

ALLOWED

box again. The checkmark will reappear and the game will be available.

Turning Off the Audio Replay Feature

To prevent a student from repeating the auditory presentation, click the box by

AUDIO REPLAY

The checkmark will disappear to indicate that the audio replay is not available. The

Speaker icon will not appear in the top right corner of that game. To re-enable replay of the auditory presentation, click on the

AUDIO REPLAY

box again. The check mark will reappear and the audio replay will again be available.

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Professional Management Features

Turning Off the Option to Exit at the End of

Each Round of Play

To prevent the game from asking the student if he/she would like to play again at the end of each round of play, click the box by

OPTION TO EXIT AT END OF ROUND

The check mark will disappear to indicate the option to exit is not available. To re-enable, click the box by

OPTION TO EXIT AT END OF ROUND

again. The check mark will reappear, and the game will again allow the student to exit at the end of each round of play.

Saving Changes to Preferences

Click

SAVE CHANGES

near the top of the Preferences screen to save all changes made to the settings for the selected student or group. The user will be asked to verify if he/she wants to save the changes made to Preferences.

Click

YES

to save all currently displayed preferences for the selected student or group. Click

to discard all changes.

Click

CANCEL

to return to the Preferences screen for the selected student.

Recording Group Changes by Printing

Group Preferences are saved for the individuals in the group only. To keep a record of the Preferences settings for a group, print them using the Print function in the browser. Settings will change quickly as individuals play the games and the program adapts to each student’s skill level.

(NOTE: Once the Preferences screen is exited and changes confirmed, the levels are set. In order to return to the prior setting, the Preferences must be reset manually.)

Exit

To exit Preferences and return to the Teacher/School

Administrator/Specialist Main Screen, click

EXIT

Canceling Changes to Preferences

Click the

REVERT

button to cancel all

unsaved

changes made to a student’s or group’s Preferences screen. The screen will return to its original settings.

(NOTE: If a student’s preferences are reset while the student is playing, the preferences will not take effect until he/she finishes the game and returns to the Progress Chart.)

E a r o b i c s

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Professional Management Features

ATA

IEW

The DataView features of

Earobics Step 2 Network

software increase the teacher’s or specialist’s professional productivity and accountability. This section explains DataView and its time-saving and accountability features.

DataView

DETAILED REPORTS

STUDENT SUMMARY

EXIT

HELP

WELCOME TO DATAVIEW

Please refer to your user manual for more information about DataView.

Selecting a date format

Select the desired date format from the three choices below.

Report Options (click on any of three choices above):

Detailed Reports - See detailed performance data on each level of each task attempted, for your choice of a student or group; one game or all games; and one date or a range of dates. Details include:

• primary skills targeted and learning objectives for each game;

• last date on which the student played any game;

• specific details of the training received;

• number of the student's trials per level; and

• cumulative score for each level of training.

Student Summary - See how many days a student has played each game and the number of levels he/she has completed for each task.

Group Summary - See how many days the students in a group have played each game and the number of levels they have completed for each task.

Exit DataView

Click on the "EXIT" button to exit DataView and return to the Main Menu.

DATE FORMAT

Month / Day / Year

Day / Month / Year

Year / Month / Day

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Professional Management Features

Accessing DataView

Click the

DATAVIEW

button at the top of the

Teacher or School Administrator/Specialist Main Screen to access the DataView launch screen.

Selecting Dates: All, One, or a Selected Range

To see data for just one date or a range of dates, click the circle by Date Range. Then select one of the following:

Selecting a Date Format

The default date format used in reports is month/day/year.

To change this format, select an alternative from the list at the bottom of the launch screen.

(NOTE: The server must be set with the correct date for the dates to be accurate on reports.)

• To select a single date: Enter a start date following the mm/dd/yy date format. Press

TAB

to move to the next field and continue entering the date. For end date, enter the same date as start date.

•

To select a range of dates: Enter both a start date and an end date following the mm/dd/yy date format. Press

TAB

to move to the next field and continue entering the date.

Selecting Student or Class Reports

At the top of the screen are buttons for three different types of report: Detailed Reports, Student Summary and

Group Summary.

Adams, Kyle

All Students

Detailed Reports

See detailed performance data on each level of each task attempted, for either one student or multiple students in a group. Details provided include:

• Primary skills targeted and learning objectives for each game

• The dates on which the student played any game

• Specific details of the instruction received

• Number of the student’s trials per level

• Cumulative score for each level of instruction

Click on the

DETAILED REPORTS

button at the top of the DataView launch screen. This screen allows the following choices:

All Games

Student or Group Name

• To select a student name, click on the circle next to For Student, then make a selection from the drop-down menu.

• To select a group name, click on the circle next to

For Group, then make a selection from the dropdown menu.

Selecting Game(s): All or One

To select a single game instead of the default choice of All

Games, click on the drop-down menu by For Game(s) and select any single game.

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Professional Management Features

Detailed Reports (cont.)

Click

VIEW

to see the Student Progress Detail screen.

Detailed reports will display primary skills targeted by each game, along with learning objectives for each task within the game. See pages 32-37 for a complete list of learning objectives. The report also includes the dates on which the student played the selected game, the specific parameters of the instruction received, the number of trials per level and a cumulative score for each level of instruction.

Printing the Report

To print the report, click

Print

from Internet Explorer’s

File menu.

Selecting Another Player or Game

Click the

Back

button from the browser to return to the Detailed Reports selection screen. To choose a Student or Group Summary Report instead, click

CANCEL

, then click either the

STUDENT SUMMARY

GROUP SUMMARY

button.

To print this report, select “Print” from your browser’s file menu.

Student Progress Detail -- Calling All Engines

DATE(s): All STUDENT:

Adams, Kyle

Game: Calling All Engines

Auditory Attention, Short Term Memory & Sequential Memory, Auditory Performance with Competing Signals;

Following Oral Directions; Comprehension of Linguistic Concepts

TASK 1: AUDITORY MEMORY FOR DIGITS (10)

The student will recall in order of presentation 1, 2, 3, 4 or 5 digits auditorily presented with an interstimulus interval of 1 second and simultaneous or delayed visual display of response choices.

TASK 2: FOLLOWING DIRECTIONS: DIGITS & LINGUISTIC CONCEPTS (20)

The student will execute a verbal command requiring identification of digits and containing a linguistic modifier presented with simultaneous or delayed visual display of response choices. The set of linguistic modifiers consists of: "and, or, not, first, last, middle, ...before, ...after, before..., after..."

…

TASK 14: FOLLOWING DIRECTIONS: CONSONANT SOUNDS & LINGUISTIC CONCEPTS (22)

The student will execute a verbal command requiring identification of consonant sounds represented by corresponding graphemes and containing a linguistic modifier presented with simultaneous or delayed visual display of response choices.

TASK 1

LEVEL 1

Date:

4/14/2003

Task:

Recall

Stimulus:

Digit

Visual Display:

Simultaneous

Trials:

LEVEL 2

LEVEL 3

LEVEL 4

TASK 1

LEVEL 4

4/14/2003

Recall

Digits

Simultaneous

LEVEL 5

LEVEL 6

LEVEL 7

TASK 1

LEVEL 7

4/17/2003

Recall

Digits

Digit

Digits

Simultaneous

Delayed

LEVEL 8

LEVEL 9

LEVEL 10

4/18/2003

Recall

Digits

Delayed

Cuml. Score:

100%

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Professional Management Features

Progress Summary Reports

Student Summary

Select Student Summary from the DataView screen to see how many days the student has played each game and the number of completed levels per task.

Student Progress Summary

STUDENT

Ramirez, Victor

HELP

Blue: Completed task Green: Task in progress Black: Task not played

EXIT

Game

Calling All

Engines

Paint By

Penguin

Pesky Parrots

Hippo Hoops

Duck Luck

Days

Played

Tot. Compl.

Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

41/168 10/10 20/20 6/6 5/8 0/20 0/6 0/8 0/20 0/6 0/8 0/20 0/6 0/8 0/22 ---

11/68

42/60

36/142

11/12

9/9

0/6 0/4

3/3 3/3 3/3 9/9

28/155 28/30 0/30 0/21 0/7 0/7

3/3 3/3

0/7 0/7

9/9

---------------

0/3 0/3 0/2 0/3 0/3 0/2 0/2

0/7 0/4 0/4 0/7

8/8 28/55 0/8 0/4 0/22 0/22 0/5 ---

0/24 ---

-----

---

Group Summary

Select Group Summary from the DataView screen to see how many days students in a group or class have played each game and the number of levels they have completed for each task.

Group Progress Summary

GAME:

Hippo Hoops Blue Reading Group

Blue: Completed task Green: Task in progress Black: Task not played

HELP EXIT

Student

Days

Played

Tot. Compl.

Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Jacqueline Monteo

Ryan Harris

Jennifer Martin

Victor Ramirez

42/155

45/155

43/155

28/155

30/30

28/30

12/30

15/30

13/30

0/21 0/7 0/7 0/7 0/7 0/7 0/4 0/4 0/7 0/24 --- --- ---

0/30

Days Played

The first column of numbers in both of the summary reports shows the total number of dates the game has been played.

Task Columns

These columns provide more detail, showing how many levels the student has completed and how many levels there are per task.

Total Completion (Tot. Compl.)

The next column shows both the number of levels completed and the total number of levels in the game. For example,

“42/155” represents 42 levels completed out of 155.

The colors for task information, which are explained at the top of the screen, are as follows:

• Blue—Completed task

• Green—Task in progress

• Black—Task not played

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Professional Management Features

Adaptive Instruction

The software continually monitors student responses, automatically advancing to the next level of play when a performance criterion is met. Performance criteria for each activity are included with game descriptions and appear on the Progress Chart Detail pages in this user’s guide (pages

40-44).

Scoring Protocol

On the Student Progress Detail, the cumulative score is the percentage of correct responses out of all trials at that level of play. If a student continues playing at the same level on the same day, the cumulative score reflects responses made on that date.

The relative amount of difficulty a student experiences at any given level of training is reflected in his/her cumulative score for that level of training. For example, the performance criterion for advancement to the next level of play may be three consecutive correct responses. If the student is successful immediately and responds correctly on the first three responses (3/3 correct), the cumulative score for that level of play is 100%. However, if the student makes two incorrect responses before making three consecutive correct responses (3/5 correct), the cumulative score for that level of play is 60%. For a list of performance criteria for student movement through the levels of each game, see pages 22-31.

Interpretation of Data

DataView gives the teacher the ability to evaluate the progress of individual students as well as the class as a whole. The reports reveal how changes in certain learning variables are affecting students’ performance. The teacher can then design effective classroom strategies to address specific areas of weakness.

The following are indicators that students are experiencing difficulties:

• Fewer levels completed. (See the Group Progress

Summary and the Student Progress Summary in the

Total Compl. column.) On the Group Progress

Summary, identify any students completing fewer levels than the rest of the class. Also, for individual students, check the Student Progress Summary to identify if a student has played significantly fewer levels on any specific game(s). On each report, the

Days Played column helps determine if a low completion number indicates that the student is struggling or simply that he/she has not played a particular game as much as others.

• Significant drop in performance score with the introduction or alteration of a learning variable (on the Student Progress Detail report).

• Gradual decrease in score and significant increase in number of trials played at a particular instructional level (on the Student Progress Detail report).

When difficulties are noted, a close examination of the student’s Progress Detail report can indicate his/her performance while working with a combination of controlled learning variables. Learning variables change as the difficulty of the game increases. Each time a variable is changed, a new line of data appears, reporting the student’s performance under this new condition and allowing the teacher to see exactly which learning variable or condition might be affecting performance.

On pages 53-55, there are examples of the various progress reports, including a brief interpretation of the data, as well as intervention ideas. Pages 56-58 feature worksheets containing sample game data for practice in data interpretation. Additional assistance for interpreting the data can be found on pages 59-60.

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Professional Management Features

Sample Data Analysis

Group Progress Summary

Game:

Calling All Engines

Observation of Performance:

The Group Progress Summary shows performance summaries of all students assigned to a particular group. Each game is viewed separately. In this example, all of the students but Samantha have played between

23 and 25 days, completed Tasks 1, 2, 3, 4, and 5 and at least 64 levels of

Calling All Engines

Conclusions:

Samantha has not engaged in

Calling All Engines

as many days as her peers. She simply may not have played this game as often, or she may be having difficulty completing a task in

Calling All Engines

. Task 4 (see details in the

Learning Objectives section, pages 32-37) addresses auditory sequential memory for single words. Samantha may need additional attention and practice in auditory memory and vocabulary tasks before she can progress to higher levels of

Calling All Engines

. To get more information regarding Samantha’s performance on

Calling All Engines

, look at the

Student Progress Summary (to see Samantha’s performance on all games) and her Student Progress Detail Report (to see

Samantha’s specific records for each day played).

Group Progress Summary

GAME:

Calling All Engines Yellow Reading Group

Blue: Completed task Green: Task in progress Black: Task not played

HELP EXIT

Student

Days

Played

Tot. Compl.

Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Alan Massey

Andy Gentry

Ashley Lonzano

Samantha Davis

Juan Fernando

66/168

65/168

64/168

42/168

65/168

10/10 20/20

6/6

10/10 20/20 6/6

6/6

8/8

20/20

2/6

1/6

0/8 0/20 0/6 0/8 0/20 0/6 0/8 0/22 ---

8/8 20/20 0/6 0/8 0/20 0/6 0/8 0/20 0/6 0/8 0/22 ---

6/8 0/20 0/6 0/8 0/20 0/6 0/8 0/20 0/6 0/8 0/22 ---

8/8 20/20 1/6 0/8 0/20 0/6 0/8 0/20 0/6 0/8 0/22 ---

E a r o b i c s

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Professional Management Features

Sample Data Analysis (cont.)

Student Progress Summary

Name of student:

Samantha

Observation of Performance:

The Student Progress Summary shows one student’s performance across all games. In this example, Samantha is nearing completion on

Pesky Parrots.

She has played

Calling All Engines

fewer days than other games

Conclusions:

Samantha is showing steady progress across all games. However, comparing her number of days played and her number of levels completed, Samantha may be making slower progress in

Calling All Engines.

Samantha may be having difficulty with the skills in

Calling All Engines.

For more specific information, look at her Daily Performance Data for

Calling All Engines.

Student Progress Summary

STUDENT

Samantha

Blue: Completed task Green: Task in progress

HELP

Black: Task not played

EXIT

Game

Calling All

Engines

Paint By

Penguin

Pesky Parrots

Hippo Hoops

Duck Luck

Days

Played

Tot. Compl.

Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

42/168 10/10 20/20 6/6 6/8 0/20 0/6 0/8 0/20 0/6 0/8 0/20 0/6 0/8 0/22 ---

56/68

58/60

71/155

64/142

12/12 6/6

9/9 3/3

8/8 55/55

4/4

3/3

1/8

12/12 6/6

3/3 9/9

30/30 30/30 11/21 0/7 0/7

4/4

3/3

12/24

3/3

0/7 0/7

---

9/9

-------------

3/3 3/3 2/2 3/3 3/3 2/2

0/7 0/4 0/4 0/7

0/4 0/22 0/22 0/5 0/12 0/6 -----

0/24 ---

-----

---

0/2

---

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Professional Management Features

Sample Data Analysis (cont.)

Daily Performance & Progress Report

Name of student:

Samantha

Game played:

Calling All Engines

Task:

Recall in order 1 to 4 words

Observation of Performance:

When visual display is delayed, the number of trials (student responses) increased, indicating that Samantha spent more time at this instructional level. Her difficulty with this task is evident by her gradually decreasing cumulative scores and increasing number of trials.

Conclusions:

This decrease may indicate that Samantha relies heavily on visual cues for memory tasks. Additional practice with auditory memory tasks will likely facilitate the development of auditory memory.

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

TASK 4

LEVEL 4

LEVEL 5

LEVEL 6

TASK 4

LEVEL 6

LEVEL 7

LEVEL 8

To print this report, select “Print” from your browser’s file menu.

Student Progress Detail -- Calling All Engines

DATE(s):

4/16/2003-4/18/2003

STUDENT:

Samantha

Game: Calling All Engines

Auditory Attention, Short Term Memory & Sequential Memory, Auditory Performance with Competing Signals;

Following Oral Directions; Comprehension of Linguistic Concepts

…

TASK 4: AUDITORY MEMORY FOR WORDS (8)

The student will recall in order of presentation 1, 2, 3 or 4 words auditorily presented with an interstimulus interval of 1 second and simultaneous or delayed visual display of response choices.

TASK 4

Date:

4/16/2003

Task:

Recall

Stimulus: word words words words

Visual Display:

Simultaneous

Trials: Cuml. Score:

3 100%

100%

4/17/2003

4/18/2003

Recall

2 words word words words words words

Simultaneous delayed delayed delayed delayed delayed

100%

75%

67%

60%

25%

Significant decrease

Increase in the number of trials

Variable affecting performance

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Professional Management Features

Sample Data Analysis (cont.)

Data Analysis Practice Sheet 1

To print this report, select “Print” from your browser’s file menu.

Student Progress Detail -- Paint by Penguin

DATE(s):

4/18/2003-4/27/2003

STUDENT:

Carlotta

Game: Paint by Penguin

Auditory Short-Term Memory, Sequential Memory, Temporal Resolution, Temporal Ordering, Auditory Pattern

Recognition; Phonological Sequencing; Phonological Segmentation & Manipulation

…

TASK 2 SEGMENTING SPEECH SOUNDS IN A WORD w/ SIMPLE SYLLABLE STRUCTURE (6)

The student will identify the number of speech sounds in a word presented auditorily. Simultaneous auditory feedback will or will not be provided during response.

TASK 2

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

Date:

4/18/2003

4/19/2003

4/21/2003

4/25/2003

4/27/2003

Task:

Identify #

Stimulus:

2-3 segment word

3-4 segment word

4-5 segment word

2-3 segment word

3-4 segment word

Feedback:

Yes

Trials:

Cuml. Score:

100%

80%

60%

Student Name:

Game Played:

Date Played:

Task:

Variable

Affecting Score:

Conclusions:

Strategies:

______________________________________________________________________

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Professional Management Features

Sample Data Analysis (cont.)

Data Analysis Practice Sheet 2

To print this report, select “Print” from your browser’s file menu.

Student Progress Detail -- Pesky Parrots

DATE(s):

4/18/2003-4/19/2003

STUDENT:

India

Game: Pesky Parrots

Auditory Short-Term Memory; Phonological Blending; Word Closure; Auditory & Phoneme Discrimination; Auditory

Performance with Degraded Signals

…

TASK 1 BLENDING 2 SYLLABLES INTO A WORD (9)

The student will blend two syllables separated by 0.25, 1.0 or 2.0 seconds into a word and will make a response by selecting from a set of 3 response choices. The response choices will contain 0, 1 or 2 words that are perceptually similar to the target word.

TASK 1

LEVEL 1

LEVEL 2

LEVEL 3

TASK 1

LEVEL 3

Date:

4/18/2003

4/19/2003

Task:

Blend

Segments:

2 Syllables

Interval:

.25 seconds

1.0 seconds

2.0 seconds

# Foils:

Trials: Cuml. Score:

100%

75%

66%

10 60%

Student Name:

Game Played:

Date Played:

Task:

Variable

Affecting Score:

Conclusions:

__________________________________________________________________

Strategies: __________________________________________________________________

__________________________________________________________________

E a r o b i c s

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Professional Management Features

Sample Data Analysis (cont.)

Data Analysis Practice Sheet 3

To print this report, select “Print” from your browser’s file menu.

Student Progress Detail -- Calling All Engines

DATE(s):

4/18/2003-4/22/2003

STUDENT:

Anthony

Game: Calling All Engines

Auditory Attention, Short Term Memory & Sequential Memory, Auditory Performance with Competing Signals;

Following Oral Directions; Comprehension of Linguistic Concepts

…

TASK 6: FOLLOWING DIRECTIONS: WORDS, LINGUISTIC CONCEPTS & COMPETING NOISE (6)

The student will execute a verbal command requiring identification of words represented by pictures and containing a randomly selected linguistic modifier, presented with simultaneous or delayed visual display of response choices, and no, low or high background noise. The set of linguistic modifiers consists of: "and, or, not, first, last, middle, ...before, ...after, before..., after..."

TASK 6

LEVEL 1

LEVEL 2

LEVEL 3

TASK 6

LEVEL 3

LEVEL 4

TASK 6

LEVEL 4

Date: Task:

4/18/2003 Execute

4/20/2003 Execute

4/22/2003 Execute

Stimulus: words words words words words words

Modifier: random random random random random random

Visual Display: simultaneous delayed simultaneous simultaneous delayed delayed

Noise none none low low high high

Trials:

Cuml. Score:

100%

75%

67%

50%

Student Name:

Game Played:

Date Played:

Task:

Variable

Affecting Score:

Conclusions:

_________________________________________________________________

Strategies: _________________________________________________________________

_________________________________________________________________

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Professional Management Features

General Guide for Evaluating Data

The following chart lists controlled learning variables in each

Earobics Step 2

software game that may influence a student’s performance. By noting which variable presents a challenge to a particular student, you can determine weaknesses in specific skills. This chart is designed as a general guide and should not be considered a diagnostic tool. It is important for you to take into account all possible contributing factors (including vocabulary knowledge, fine motor skills, etc.) when evaluating data.

Game: Variable presenting challenge: Indication of possible weakness in:

Calling All Engines

Number of Stimuli Memory for sounds or words heard, attention

Calling All Engines

Stimulus Type

Vocabulary, number knowledge or knowledge of sound-symbol correspondence

Calling All Engines

Visual Display Delayed Memory for sounds or words heard

Calling All Engines

Competing Noise

Task: Auditory Memory

Calling All Engines

vs. Following Directions

Focusing on sounds in presence of background noise

Comprehension of language concepts, following oral directions

Paint by Penguin

Task: Counting vs. Segmenting

Interval

Feedback

Number of Stimuli

Syllable Structure:

Simple vs. Complex

Sequencing Speech Sounds

Manipulation

Segmentation

Hearing rapidly presented sounds, attention

Remembering sounds in order, segmentation, attention

Memory for sounds or words heard, attention

Segmentation of consonant blends

Remembering sounds heard in order, concept of using symbols to represent sounds

Ability to rearrange, delete, replace or insert phonemes, concept of using symbols to represent sounds

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Professional Management Features

General Guide for Evaluating Data (cont.)

Game: Variable presenting challenge:

Pesky Parrots

Segments: Syllables vs. Phonemes

Interval

Foils

Pesky Parrots

Indication of possible weakness in:

Blending speech sounds

Memory for sounds heard, blending, attention

Hearing differences between similar sounds, attention

Number of Segments (Syllables,

Speech Sounds/Phonemes) Memory for sounds heard

Syllable Structure: Simple vs. Complex Consonant blends

Task: Blending vs. Word Closure Recognizing a word with a syllable/phoneme omitted

Hippo Hoops

Vowel Pairs/CV Syllables

Phonetic Context

Task: Discriminating vs.

Recognizing of Sound in a Word

Task: Recognition of Phoneme vs. Position of Sound in a Word

Hearing differences between similar sounds, concept of “same/different,” attention

Discrimination

Recognizing a sound in a word

Identifying position of a sound in a word

Duck Luck

Phoneme Structure of Rime

Phoneme Structure of Onset

Phoneme Structure of Onset:

Single vs.

CC

Blend vs. CCC Blend

Interval

Auditory Interference

Task: Recognizing vs. Blending

Task: Recognizing vs. Segmenting and Deleting

Recognizing rime units in words, identifying rhyming words

Recognizing a sound in a word

Recognizing and counting the number of sounds in a consonant cluster, memory

Memory for sounds heard

Blending, memory for sounds in words

Segmentation, deleting sounds

Duck Luck

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Classroom Management

CHEDULING WITH THE

AROBICS

OFTWARE

Earobics

software is a unique and powerful teaching tool. It provides individualized instruction in phonological awareness and other early literacy skills in engaging, interactive software games.

Scheduling appropriate time with the software is essential for each student to master the skills covered in the games.

Students should use the program consistently over time in order to achieve the desired results. Your daily class schedule and computer availability will impact how often your students will be able to use the software. Ideally, all students will use the

Earobics

software three times per week for 15 to 20 minutes per session. Below are some suggestions to help you schedule your students to use the software in a variety of settings.

Classroom Use

Individual Use with One Computer Available

Use the following formula to help you achieve the goal of three sessions per week for every student with only one computer in the classroom. Begin by multiplying the number of students in your class by three, since each student will use the software three times per week. Divide this number by five to see how many students will be scheduled on the computer each day:

# of students per computer x 3 sessions = # of slots per week ÷ 5 days in the week = # of students scheduled each day

Once you know how many students will be scheduled each day, you can list your students’ names in the time slots for each day. See the example of a class schedule with 20 students using one computer on page 64.

See the example of a schedule for a class of 30 students using three computers on page 66.

Small Group or Whole Class Sessions with One

Computer Available

Although

Earobics

software is designed for individual use, students can still benefit by experiencing the games in small groups or with the whole class. This can be a great opportunity to provide group instruction and to monitor student responses.

For whole-group instruction, connect the computer to a data projector or a monitor. For small groups, two or three students can sit around the computer with you. From the

Teacher Main Screen, create a demonstration player or a group name (see page 14). Keep in mind that the DataView screen will not provide accurate performance data for individual students when a group plays the games together.

Individual Use with Multiple Computers Available

Schedule each student for a recommended three sessions per week if you have more than one computer available in your classroom. Use the following formula to determine how many students to schedule on each computer each day:

First, divide the number of students in your class by the number of computers you have available to run

Earobics

This tells you the number of students to assign to each computer. Multiply the number of students assigned to each computer by three, since each student will use the software three times per week. Divide this number by five to see how many students will be scheduled on that computer each day.

# of students in the class ÷ by # of computers =

# of students assigned to each computer

# of students per computer x 3 = # of slots per week ÷ 5 days in the week = # of students scheduled per day

Schedule Display Ideas

When determining a schedule for your classroom, ease of use is important. For students who do not yet read, consider using visual schedules and charts to allow them some independence. For older students, more structured and concrete schedules, including ones in print, can be used.

Name Card Rotation

Write each student’s name on cards, paper tents or upsidedown cups. Bind or stack the items in the order students will use the computer. When the first student finishes, his/her name goes to the bottom of the pile. The student whose name is now on top plays next.

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

ESTN_body_0204_QX6 5/20/04 11:01 AM Page 62

Classroom Management

Classroom Use (cont.)

Schedule Wheels

Schedule wheels can be used to rotate individuals or groups through sessions on the computer or through centers in the classroom. To make schedule wheels, cut out two different-sized circles and divide both circles equally by the number of centers in the room (like a pie). Write the names of the centers on the outside (larger) wheel and write the students’ group names on the inside (smaller) wheel. Bind the wheels in the center with a brad clip.

Student groups begin center time at the corresponding location. When time is up, rotate the inner wheel one space, assigning each group to a new center.

Computer Lab Use

The computer lab is an efficient, effective setting for using

Earobics

software. It ensures that all students receive critical early literacy instruction simultaneously. Ideally, the entire class should be scheduled for three sessions each week in order to meet the scheduling recommendations. However, due to scheduling constraints in your school, you might need to visit the lab less frequently and have students play for longer blocks of time.

Hanger Schedules

Write each student’s name on a clothespin. Identify the students to use the computer on a particular day and place their clothespins on the lower edge of a coat hanger. When a student finishes with a computer session, remove his/her clothespin and place it in a nearby bucket or coffee can. At the end of the day, it is easy to see which students did or did not have a turn at the computer.

Lab time can be most efficient if:

• Students know how to play the

Earobics

games before they visit the lab.

• Computers have the client software set to the

“Pick Your Teacher” screen before the class arrives.

• Students can easily find their names.

If the number of computers in the lab does not accommodate the entire class at the same time, students can alternate between sessions on the computer and small-group activities included in the

Earobics Classroom Connections

Activity Book.

Popsicle Stick Schedules

Popsicle sticks can help with scheduling when some students require more computer time than others. Write students’ names on one popsicle stick per session. At the beginning of the week, place all popsicle sticks in an “IN” box. As a student completes a computer session, move one popsicle stick with his/her name to an “OUT” box.

Students with five sticks must complete five sessions. If the student is out of sticks, he/she refrains from play until the following week when all sticks are moved back to the “IN” box.

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Classroom Management

OTIVATION AND

EWARD

DEAS

The

Earobics

software provides exciting games that engage and challenge students. Most students remain motivated to complete the program without extra support. However, some students require additional, external motivators.

When creating a motivational program, it is important to consider the following:

• Ease of use for the teacher and student

• A variety of achievable student goals

• Both long- and short-term goals

The following are suggestions for student incentives. Use your expertise and creativity to modify them as needed for your class.

Fill a Gumball Machine

Make a large (empty) gumball machine on your bulletin board. Give a student a colored circle with his/her name on it when a goal is achieved. Hang the circles inside the gumball machine.

Earobics

Character Motivators

Pictures of

Earobics

characters found in the Reproducibles section of the

Earobics Classroom Connections

Activity Book can be used as themes for motivational displays. Create a jungle with palm trees and have students add bananas or coconuts when they meet a goal. Make a class treasure chest, adding a gemstone each time a student earns a circle on his/her progress chart or meets a personal goal.

Progress Charts

As students earn colored circles, print their Progress Charts and place them on a bulletin board. You can also print blank Progress Charts before students begin the program.

Have students color in the circles as they earn them.

Teacher’s Helper

Because students enjoy rewards of responsibility, have them act as librarian, Alphabet Mat monitor or computer helper as recognition for the successful achievement of a goal or task.

Participation Charts

Post the Weekly or Student Participation Charts on pages

68-69 and have students keep track of their

Earobics

sessions. This is a quick check for you to ensure students are following the recommended schedule.

Earobics

Stickers and Certificates

Use the

Earobics

stickers and certificates included in your classroom package to reward students for meeting goals.

You can purchase additional stickers online at

www.earobics.com.

Hallway of Fame

Take a photo of students as they achieve goals. Post the pictures with captions, creating a “Hallway of Fame” highlighting their achievements.

Marble Jar

Each time a student reaches a goal, give him/her a marble to drop in a glass jar. Place the jar in a public place and reward the whole class when it is filled. This method allows you to vary and individualize the criteria for reinforcement.

One student might receive a marble for getting a colored circle on

Hippo Hoops

while a second student might earn a marble for completing a round of 10 in all five games.

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

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ESTN_body_0204_QX6 5/20/04 11:02 AM Page 69

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Classroom Management

ETTING

TUDENTS

TARTED

Below are general guidelines for getting started with

Earobics Literacy Launch

in the classroom. Answers to questions, as well as additional clarification, can be found by referring to the appropriate section of the

Teachers Resource Guide

or by calling a Cognitive Concepts consultant at

(888) 328-8199.

Before Students Use the Software

•

Be sure

Earobics

game software has been downloaded onto the client computers (see page 8).

•

Set up class lists and group assignments using administration tools (see page 16). Include an extra player on the roster for demonstration purposes (e.g.

teacher’s name, imaginary student name).

•

Plan a schedule for classroom use.

•

Using Preferences (see page 45) customize the software to do any of the following for individual students or entire groups:

— Select different languages for the directions.

— “Ghost out,” or restrict play, of any games.

— Restrict options to replay audio or exit before the end of round.

Recommendations for Introducing the

Software to Students

To orient students to the log in process:

• Show students how to double-click the

Earobics

icon on the desktop.

• Teach students to find their school’s name on the Choose your SCHOOL’S NAME screen, explaining how to use the scroll bar if the school list extends beyond one screen. Explain that they will click on the school’s name, then click on the forward arrow that will appear.

• In the same manner as above, teach students to find their teacher’s name on the Choose your TEACHER’S

NAME screen.

• Show them either how to find their group — if they have one — on the Choose your GROUP screen, or simply to click

NONE

at the top of the list. Click on the forward arrow.

• Have students click on their own name on the Choose your NAME screen. Click on the forward arrow.

• Tell them to be sure that they’ve picked their own name on a final confirmation screen and to click

YES

to continue, or

to go back and choose their own name.

• Show students how to start a game by clicking a game icon.

• Start out gradually, introducing only two new games each week.

• Introduce each game to students in either a large- or small-group setting (around a computer screen, TV monitor, etc.).

• Model play using the extra player set up for demonstration purposes. After demonstrating, ask students to take turns providing responses, perhaps giving them each a turn to click the correct response.

• Teach students to use the Speaker icon to hear the stimulus again.

• Point out that the

PAUSE

button

PAUSE

allows students to pause or exit. Discourage the use of the

PAUSE

button

PAUSE

to exit, telling students that only the teacher is allowed to use it.

• Teach students to click on

at the end of each round to move to the next game after a single round of

10.

• Ensure students play each game in a session by teaching them to select the next game by clicking on the icons in left-to-right order across the bottom of the screen.

• Introduce students to the Progress Chart. Tell them the colored circles will start to fill in as they play. Demonstrate by playing a round of 10 in a game, getting all answers correct. Tell students they will not always earn a circle after a round of play.

• Remind students to always use headphones with the software.

• Teach students what to do when they finish their sessions.

For example:

— Mark completion chart, move clothespin, etc., to indicate they have completed a turn.

— Get the next student for their turn.

Take Time to:

• Check data regularly according to the school’s implementation plan.

• Keep copies of the data in each student file according to the school’s implementation plan.

• Be careful not to delete a student’s name until all data files for that student are printed.

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

ESTN_body_0204_QX6 5/20/04 11:02 AM Page 72

Classroom Management

ACILITATION

ECHNIQUES

Periodically, students may need extra help or additional strategies to make progress in a particular game or skill area.

These suggestions might help your students succeed and maximize the benefits of the

Earobics

software.

Calling All Engines

Auditory Sequential Memory

For students having difficulty remembering items:

• Click the Speaker icon to hear items again.

• Have them repeat items aloud (reauditorize) as those items are presented.

• Have them close their eyes during the auditory-only presentation to picture (visualize) the items in their “mind’s eye,” then open their eyes to select the answer.

Paint by Penguin

Segmenting & Manipulating

For students having difficulty segmenting and manipulating:

• Use the

PAUSE

button to extra time.

PAUSE

• Click the Speaker icon to hear the stimulus again and to reset the timer.

• Have them clap or tap the beats on a table or desk as the stimulus is presented.

• Have them use their fingers (or markers, crayons, etc.) to keep track of the number and sequence of syllables and sounds heard.

• Have them repeat the sounds aloud (reauditorize) as they click the mouse.

Pesky Parrots

Blending & Word Closure

For students having difficulty blending:

• Have them repeat the words, syllables or phonemes as they are presented.

• Point out the parrots and note how each parrot represents a sound needing to be blended.

• Give them manipulatives (e.g., pennies, beans, stamps, etc.) for each segment presented.

Have students slide their fingers across the manipulatives as they slowly pronounce the individual segments, blending one sound into the next.

• Click the

PAUSE

button after stimulus has been presented. Have them say each choice aloud (reauditorize). Resume play and have students click the Speaker icon to hear the stimulus again.

• Use the

PAUSE

button after stimulus is presented and the pictures have been revealed. Name each of the pictures revealed out loud. Students should then resume play and click the Speaker icon to hear the stimulus again.

ESTN_body_0204_QX6 5/20/04 11:02 AM Page 73

Classroom Management

Hippo Hoops

Phoneme Identification & Discrimination

For students having difficulty identifying sounds in isolation or in words:

• Use quality headphones while playing the game.

• Click the

Speaker icon to hear the items again.

• Have them repeat the items aloud (reauditorize) and ask the students to repeat the items.

• Have them pause the game between responses and repeat the target sound.

• Play

Basket Full of Eggs

Earobics Step 1

to develop discrimination skills.

For students having difficulty identifying the positions of sounds in words:

• Have them repeat the target word, saying the sounds slowly.

• Click the

Speaker icon to hear the word again.

• Use manipulatives to represent the sounds in the word. Have students use their finger to follow the sounds in the word.

Duck Luck

Identifying Onsets And Rimes

For students having difficulty identifying onsets and rimes:

• Use the

PAUSE

button

PAUSE

after hearing the target word, and have students generate a list of words that rhyme. Resume play.

• Have them say the words aloud (reauditorize) as they are presented.

• Have them point to the duck on the screen that says the answer to help them remember which duck to click on when it is time to respond.

• Repeat the word, focusing on how the mouth moves during production. Say the word very slowly, prolonging each sound. Have students place their hands on their cheeks/jaws to feel their mouths moving, as well as look into a mirror to see the movement.

• Have them play

C.C. Coal Car

from

Earobics Step 1

for practice in identifying the position of a sound in a word.

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

ESTN_body_0204_QX6 5/20/04 11:02 AM Page 74

Scope & Sequence of Earobics Step 2 Games & Skills

Calling All

Engines

Primary Skills

Comprehension of Linguistic Concepts

Following Oral Directions

Auditory:

– Sequential Memory

– Short-Term Memory

– Performance w/Competing Signals

– Attention

Beginning Tasks

Auditory memory for digits

Following directions with digits and linguistic concepts

(and in competing noise)

Intermediate Tasks

Auditory memory for words

Following directions with words and linguistic concepts (and in competing noise)

Advanced Tasks

Auditory memory for long vowel, short vowel and consonants

Following directions with speech sounds and linguistic concepts (and in competing noise)

Paint by

Penguin

Primary Skills

Phonological Segmentation,

Phonological Manipulation

Phonological Sequencing

Auditory:

– Temporal Resolution, Ordering

– Pattern Recognition

– Short-Term and Sequential Memory

Counting number of speech sounds

Segmenting sounds in words with simple and complex syllable structure

Counting and sequencing speech sounds

Segmenting and sequencing speech sounds in words with simple and complex syllable structures

Manipulating sound sequences

Pesky Parrots

Hippo Hoops

Primary Skills

Phonological Blending

Word Closure

Phoneme Discrimination

Auditory:

– Performance with Degraded Signals

– Discrimination

– Short-term Memory

Primary Skills

Auditory and Phoneme Discrimination

Auditory Vigilance

Phoneme Identification

Phonological Sequencing

Blending two, three and four syllables into a word

Blending two, three and four sounds into a word

(with simple and complex syllable structure)

Word Closure:

– final, initial and medial syllables omitted

– final, initial and medial speech sound omitted

– one sound of a consonant cluster omitted

Discriminating vowels in minimal pairs

Discriminating consonants in

CV syllables

Recognizing:

– diphthongs

– tense vowels

– lax vowels

Identifying position of consonant sounds in words

Duck Luck

Primary Skills

Phoneme Identification

Recognizing Word Endings

Rhyming

Phonological Blending

Phonological Segmentation

Phonological Manipulation

Word Closure

Sound-Symbol Correspondence

Auditory:

– Short-term Memory

– Sequential Memory

Recognizing word endings:

– open syllable rimes

– closed syllable rimes

– postvocalic /l/ rimes

–

controlled rimes

Recognizing word beginnings:

– consonant and consonant digraph onsets

– CC consonant blends

– CCC consonant blends

Blending onsets with rimes

Segmenting and deleting phonemes, onsets and rimes

ESTN_body_0204_QX6 5/20/04 11:03 AM Page 75

Technical Information & Support

INIMUM

YSTEM

EQUIREMENTS

The software is designed to run on a TCP/IP, 10BT or faster network. It supports clients with the following minimum system requirements:

• Pentium 133 Mhz or Mac PowerPC 133 Mhz

• Windows 95/98/NT 4.0/Win2000/XP,

Mac OS 8.6 or greater

• 32 MB available RAM (64 MB recommended)

• 60 MB available hard disk space

• Ethernet connection

• Compatible sound card with speakers and/or headphones

• Static TCP/IP address for the server

Monitor resolution should be set to 800 x 600 pixels.

NFORMATION

& C

USTOMER

ERVICE

For general information, please call

(888) 328-8199,

or visit our website at

www.earobics.com.

Trouble-Shooting Tips & Technical

Support Information

Make sure your system meets the minimum requirements as described above. Please close all other open applications.

To receive technical support, please complete and return the enclosed registration card today!

For answers to frequently asked questions, visit our website at www.earobics.com. For technical assistance with installing and running the software, registered customers should call

(888) 328-8199.

Our technical support staff is available to assist you Monday through Friday, 7:00 a.m. -

6:00 p.m., central time.

We’d love to hear from you!

We are always eager to hear your comments, feedback and suggestions. Please contact us by e-mail at

[email protected]

or by mail at

P.O. Box 1363, Evanston, IL 60204-1363.

Inc.

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

ESTN_body_0204_QX6 5/20/04 11:03 AM Page 76

Technical Information & Support

ECHNICAL

UPPORT

ORM

Please complete this form and have this information available when calling our technical support group.

To expedite the process, you can fax this form prior to your call.

Thank you for choosing Cognitive Concepts products. Fax: 847-328-5881

Date of Call ____________________________ Best Time to Call You __________________________

Name ________________________________ Title ________________________________________

School/District __________________________ Daytime Phone ________________________________

E-mail Address __________________________ Evening Phone ________________________________

School Hours __________________________ Time Zone:

Eastern Central

Mountain Pacific

Type of Computer

Mac Windows

Model of Computer

_________________

Operating System

Speed

_________

Windows 95 Windows 98 Windows 2000 Mac OS 7-9 Mac OS X NT

Amount of Memory

______________

Virtual Memory

On Off

Screen Saver

Sound Card

Type

______________________________________

Earobics

Software Title and Version (Circle one):

Classroom Step 1 3.2 3.4

3.5

Classroom Step 2

Pro

3.2 3.4

3.5

Pro Plus 1.1 2.1

Specialist Clinician Adolescents & Adults 1.1

Specialist Clinician Step 1

Specialist Clinician Step 2

Step 1 Network

Step 2 Network

TO BE COMPLETED BY CCI STAFF: Technical Difficulty (Please provide details below.)

Date problem was resolved _______________________Contact ____________________

How problem was resolved ____________________________________________________________________

__________________________________________________________________________________________

ESTN_body_0204_QX6 5/20/04 11:03 AM Page 77

Index audio replay feature

turning off, 46

authorizing teachers/school administrators/specialists to make changes,

backing up data,

cache,

Calling All Engines,

facilitation techniques, 72 general guide to evaluating data, 59 how to play, 22 learning objectives, 32 scope and sequence, 74 skills taught, 22

creating new schools on a wide area network,

creating new users

by network administrator, 4 by teachers and school administrators/specialists, 14

customer service,

DataView

accessing, 49

Dataview screen, 48 detailed reports, 49

Group Progress Summary screen, 51 interpretation of data, 52 printing reports, 50 sample data analysis, 53

Student Progress Summary screen, 51

deleting classes,

deleting users,

downloading client files,

Duck Luck

facilitation techniques, 73 general guide to evaluating data, 60 how to play, 30 learning objectives, 37 scope and sequence, 74 skills taught, 30

Earobics Step 2

games

game controls, 21 introducing to students, 71 languages, 21 preparation, 71 scheduling for classroom use, 61 scheduling for computer lab use, 62 setting levels, 21

entering additional network administrator, teacher and school administrator/specialist names or passwords,

entering student names

by network administrator, 6 by teachers, 14 importing preformatted student lists, 6

groups

creating new groups, 15 deleting a group, 17 updating/assigning students, 16

Hippo Hoops

facilitation techniques, 73 general guide to evaluating data, 60 how to play, 28 learning objectives, 35 scope and sequence, 74 skills taught, 28

importing a preformatted student list,

importing a preformatted teacher list,

installing

Earobics

games on client workstations,

levels of play

manually changing, 46

license management,

loading screen,

logging in

automatic logoff, 12 by students, 18 by teachers and school administrators/specialists, 14 network administrator, 3

modifying student information,

modifying teacher information,

monitor resolution,

network administrator

password, 3 personal information, 3 username, 3

Paint by Penguin

facilitation techniques, 72 general guide to evaluating data, 59 how to play, 24 learning objectives, 33 scope and sequence, 74 skills taught, 24

E a r o b i c s

S t e p 2 N e t w o r k U s e r ’ s G u i d e

ESTN_body_0204_QX6 5/20/04 11:03 AM Page 78

Index

Pesky Parrots

facilitation techniques, 72 general guide to evaluating data, 60 how to play, 26 learning objectives, 34 scope and sequence, 74 skills taught, 26

preferences

changing levels of play, 46 launching, 46

Preferences screen, 45 saving changes to, 47

progress chart

Calling All Engines,

Duck Luck,

Hippo Hoops,

Paint by Penguin,

Pesky Parrots,

42 using the progress chart, 39

schedules

creating for classroom use, 61 creating for computer lab, 62 samples, 63

screens

Add New Student, 14

Admin Upload Queue, 11

Create New Group, 16

DataView Detailed Reports, 49

DataView main, 48

DataView Student Progress Detail, 50

Delete Group, 17

Download, 8

Game Selection, 19

Group Listings, 16

Group Main, 15

Group Progress Summary, 51

Group Selection, 18

Loading, 19

Name Confirmation, 19

Name Selection, 18 network administrator Create New User, 4 network administrator Log In, 3 network administrator screen, 4 network administrator Update Information, 3

Preferences, 45

Progress Chart, 19

School Administrator/Specialist Main, 13

School Selection, 18

Student Progress Summary, 51

Teacher Main, 13

Teacher Selection, 18

Update Group, 17

Update License, 12

Update My Information, 15

Update Teacher Information, 7

Upload a Class File, 7

Upload a Teacher File, 5

student data

backing up, 11 uploading, 9

student names

changing by network administrator, 7 changing by teachers, 15 entering by network administrator, 4 entering by teachers, 14

student response time,

Technical Information & Support,

Updating User Information

network administrator, 7

Uploading Existing Student Data

acquiring the upload tool, 8 admin upload queue, 11 uploading data, 9

Ntwk backcoversS2.qxd 6/8/04 1:03 PM Page 1

PRIMARY SKILLS QUICK REFERENCE

Calling All Engines

Auditory Sequential Memory, Attention &

Short-Term Memory, Following Oral Directions,

Comprehension of Linguistic Concepts,

Auditory Performance with Competing Signals

Paint by Penguin

Phonological Segmentation & Manipulation,

Phonological Sequencing, Auditory Temporal

Resolution, Temporal Ordering & Pattern Recognition,

Auditory Short-Term Memory, Auditory Sequential Memory

Pesky Parrots

Phonological Blending, Word Closure,

Auditory Performance with Degraded Signals,

Auditory Short-Term Memory, Auditory & Phoneme Discrimination

Hippo Hoops

Auditory & Phoneme Discrimination, Auditory Vigilance,

Phoneme Identification, Phonological Sequencing

Duck Luck

Rhyming, Phoneme Identification & Discrimination,

Phonological Blending, Segmentation & Manipulation,

Word Closure, Auditory Short-Term & Sequential Memory,

Sound-Symbol Correspondence

052716

1 2 3 4 5 6 7 8 9 10 BA 08 07 06 05 04

1-888-328-8199 • www.earobics.com

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