We can add, perhaps?

This session with my student we focused in on math skills.  The goal on the child's IST plan is to increase number recognition from 1-10 to 1-15 as well as counting from 1-10 to 1-15.  To work on this goal, the child and I practice on the iPad, the whiteboard and with physical flashcards.

Practicing during today's session, we utilized the First Grade Math app. On this app, my student has been able to practice counting with tangible animals.  Each lit animal dims upon his touch and the app speaks the next number in the counting sequence.  This has really helped to reinforce his counting skills.  We were then able to take this skill and transfer it to the IXL math app.  On the IXL math app the student was able to answer similar problems that look like the GCS unit post-assessments.

Today we then built upon this to work on our adding skills as well.  The addition aspect of this app allowed the student the opportunity to once again touch the lit animals and count both sides of the equation to determine the sum.  This provided the necessary tactile aspect the student needs as well as aids the connection between counting and addition.  

Infinite Interventions

Today was the last session I had with my student within the timeline of our iPad project yet, it will not be the last I utilize the iPad in my interventions with him.  Within this session we did a brief review of each of the apps from the semester.  We quickly reviewed the Preschool-Kindergarten transition app to reinforce the alphabet then switched over to math skills. 




The student has grown so much in his abilities.  He was able to correctly identify 20 of 26 letters and has now achieved number recognition of 1-15 95% of the time.  This huge growth has been so rewarding to witness and be a part of. 

In the beginning of this assignment, I had mixed feelings.  I was looking forward to the opportunity to help one of my students who needed the extra aid however I did not feel quite qualified, I never took a special education course on interventions and support!


This project has so boosted my confidence in my abilities as an educator.  It allowed me the opportunity to really focus on the child, what I know about him, his needs, and explore the abundant resources available in the app store that could best serve him.  Though the official project ends here, my iPad interventions will not.

A, B, C, D...

At our initial IST meeting for my selected student, my case manager and I had to present the interventions we selected for the student to the team for feedback.  In the process of collaboration, my case manager and I had decided on continued use of the iPad. The apps that I had selected met the needs of my student and iPad served his tactile behaviors.

To continue with interventions officially, the child began using the iPad several times for brief periods of 10 minutes each.  I now continue to work with him once a week for a more extensive period.  Within this week's session together, we reviewed the alphabet and its sounds.  As an engagement into the day's work, we began with the alphabet song then utilized the ABC flashcards on the Preschool-Kindergarten transition app.

These flashcards allow the student the opportunity to look at the card, answer with the letter, then tap the card to hear the correct answer.  Upon receiving the correct answer, on the screen appears a picture and corresponding word that start with that letter.  I then used this as the opportunity for the child to tell me the sound that letter made, now knowing the correct letter (just in case!).

Practice Makes Perfect

Focusing upon the literacy needs of my student, we warmed up with his favorite pre-school to Kindergarten transition app. With this app, the student practiced the alphabet song and his letters followed by a practice of identifying the missing number.

Following this brief warm-up period, transitioning the child's focus from "play" on the iPad to working hard on the iPad we began high frequency word practice.  The student had been utilizing the Sight Cards app which was highly effective for his severe reading deficit.  I discovered this last week that the sight cards app has a new feature with the update; quiz mode! 




With quiz mode, the game still speaks aloud the sight word however it asks the child to identify the sight word from a selection of four sight cards.  The child then has to correctly select the spoken high frequency word. The software is very developmentally appropriate as it kindly redirects the student when he/she is incorrect and gives great positive reinforcement when the child selects the correct word.  



This new feature allowed me greater insight into the student's knowledge base of the high frequency words.  Before I appreciated the practice the app provided however was unsure of the true gain by the student.  Now I can easily hear and see which words the child is gaining into their memory.

Intervening succeeding?

According to the plans headed to IST next week, he can count numbers 1-5 and recognize 1-10, we are striving towards 1-15 in four weeks.  Continuing with the IST interventions, I have been working on math with my student daily. I have discovered a First Grade math app that allows the student to select which math skill to practice.  We have been focusing on counting, working from the basics.



The counting component of this app is very convenient and effective.  Each question asks the student to count the number of animals that are illuminated.  Each time the child touches an animal the illumination dims and speaks the next number, the child then selects the correct numeral from the bottom of the screen.This method has proven highly effective for my tactile learner.  Its combination of touch, audio, and visual has provided the supports that the child needs.  

Interventions, maybe?

As the child I have been working with each week is also my own student, the iPad tutoring assignment has lent itself very well to the needs of my classroom.  I have previously shared how great the deficit between grade level and my sweet boy are and as a result I am in the process of taking this student through IST, my very first IST case...!

Going through the IST process requires that I complete daily interventions with the child.  These interventions as decided by the case manager and myself will occur with the iPad.  The child struggles to stay engaged with academic activity and the iPad has provided the perfect way to draw him in.

This week during personalized learning time, the student and I worked with flash cards to practice numbers 1-12, as we slowly build his knowledge of 1-10 to 1-15.  Following the brief round of flash and recall, I brought out the iPad.  He completed the 1,2,3  Trace exercises as well as practiced addition facts. 






My student struggles with number recognition as well as understanding of representation. The child is very tactile so to practice addition I introduced a new game, Math Barnyard.  The student is able to complete addition fact drills that are leveled.  This allowed the child to practice the lower facts and now grow so quickly overwhelmed.  To address the tactile needs of the child, we used counting bears to represent the addition sentence.  This combination worked very well with the exception of one factor: the game is timed.  For next time, I am looking into an app that provides the appropriate level of addition facts without the timer.

A...Apple...Ah

Through last week's work with the alphabet using the Letter Quiz app, my student made great strides.  This week, I decided to continue our work with the alphabet.  I pulled out the Letter Quiz app another time and had him practice. The student remembered his alphabet song and can identify the letters of the alphabet when in proper order.  

So with this session I wanted to ensure that the child had letter recognition when letters are not in alphabetical order from the beginning.  We began with practicing the alphabet in order starting periodically on letter quiz. 

 
After some practice on this game, we practiced identifying the letters without any order.  Within another game in the app, the student is given a selection of letters jumbled and asked to identify one at random.






We then took the practiced skill out of the iPad to the word wall in the classroom.  To my pleasant surprise once more, he could do it! I would call out the letters and he would jump to the spot on the word wall and tap the letter called.  He even without my instruction would tell me the letter, letter sound, and keyword utilizing our Fundations content.  Through this exercise, I witnessed the great strides our time together is having! I cannot wait to see what the next session will bring!