11/5/2023 0 Comments Fluency timer![]() ![]() (Choice B) The instructor may purchase a dial-type kitchen timer. For example, the instructor may develop a 10-minute tape with five tones randomly sounding at 2 minutes, 3 minutes, 5 minutes, 7 minutes, and 10 minutes. (Choice A) The teacher can develop a tape or audio file that has several random tones spread across the time-span of the intervention session, with the number of tones equaling the fixed number of audio prompts selected for the intervention (see previous step). Next, the teacher must decide on how to generate the audio prompts (tones) that drive this intervention. Selects a Method to Generate Random Audio Prompts.Rilke selects five audio prompts per session. NOTE: On the attached Student Speed Check! form, space is provided for the student to record productivity for up to five audio prompts per session. Therefore, the teacher must decide on a fixed number of audio prompts the student is to receive per session. This time-drill intervention relies on student self-monitoring triggered by audio prompts. Determines How Many Audio Prompts the Student Will Receive.The teacher then goes to the free math worksheet generator at to create and print off 25 equivalent math worksheets for use across all intervention days (5 days per week for five instructional weeks). Rilke decides to include 15 problems per sheet for her 3rd grade student, to keep Roy busy for the 10 minute daily intervention period. For example, when designing a worksheet, Mrs. Each worksheet should have enough problems to keep the student busy for the length of time set aside for a self-monitoring intervention session. When the teacher has chosen the problem types, he or she makes up sufficient equivalent worksheets (with the same number of problems and the same mix of problem-types) to be used across the intervention days. Rilke decides to target two math computation problem-types for Roy: Addition-double-digit plus double-digit with regrouping and Subtraction-double-digit plus double-digit with no regrouping. The instructor chooses one or more problem types that are to appear in intervention worksheets. ![]()
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