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Use this page to post your ideas about your ideas about using T2S for your class project. Read others' ideas and reply by posting suggestions and/or questions.

**t2s Student Application** September 24, 2009 Pat Ireton To get started with t2s in my teaching, I decided to use the native speech function with small reading groups in second, third and fourth grades. In order to minimize issues around computer availability, I also decided to use my home computer, a laptop similar to some of the older ones we have in our computer lab. My plan was to concentrate on assigned words for the week in each group and cluster the students around the computer for brief t2s sessions sprinkled throughout this (my first teaching) week. My work was also building on the introductory lessons that Susan Hessey had with these students last week during their library classes. They all arrived familiar with the tool and made references to their first experiences with it. Susan’s discovery that inserting tabs in the text could give a pause in the reading was very helpful in preparing my lessons. In her posting you can learn more about that. For this group there have been two sessions (with a possible third one tomorrow). I typed up a Word document, which was a revision of their homework. It was formatted in a way that I hope to repeat in coming weeks, as this group can really benefit from extra auditory experiences. It stated with the phonics rule, followed by the words and then the sentences that would be their dictation quiz. During the first session there was some attention to the words but, honestly, we were mostly dealing with that awful voice! It’s a large group (seven) and we’re working on behavior expectations as well. There were also some logistical problems to sort out, such as placement for seeing the screen and lights off to optimize visibility. During the second session yesterday they were able to resist the urge to be silly and listen to the words being read. Students took turns finding and opening the document, selecting the text and activating the speech function. I thought this was successful but when Paul chatted with the students on their way out today, they didn’t give it very high ratings... any ideas on how to jazz it up? A similar starting point was taken for this smaller group (four) of strong readers. Again, the first day dealt with the “voice” as much as anything. These kids clearly don’t need the auditory reinforcement like the other group. In fact one of them can read any text (or recite it from memory) in the exact voice and pacing of Alex. To bring this to another place for them, I went to the National Geographic Explorer site and downloaded an article in the September issue of our magazine. Today I played the article with the speech function one paragraph at a time. Then they took turns reading aloud in a more expressive voice. I feel like the experience gave them a chance to hear the nonfiction text about vision and become somewhat familiar with it before they read it aloud. The reading strategy for the article was to stop at the end of each section and tell about what you want to remember. Tomorrow we’ll continue the article. We’ll talk about whether the listening first helped them remember more and the students will become involved in highlighting text and activating the speech function on the computer. These students are working in //Wordly Wise//. I decided to work on customizing their vocabulary in a Word document. I pulled the kernel of meaning for each vocabulary word and added part of speech information. This session with five students was very successful. It came after two days of working with the words. That enabled me to do a lesson on parts of speech as I presented the document. These students worked with me last year in this setting and were comfortable taking turns at the computer. I made a double sided sheet with the vocabulary information and told them they could use that as a guide to do the remaining pages. That should make doing the work easier without having to flip back and forth through pages in the book. The students felt this reference page would be useful. Formatting was especially important here. Having space on the paper and in the speech helped them focus and afforded time to process the auditory information presented. I plan to use this approach in the future as we continue our work together this year. I also look forward to getting these kids on individual laptops with headphones for some of this work each week. One student in particular, who was having a difficult day, was able to stay with the lesson because of the technical component. During Friday’s session we continued our work using the downloaded article with the magazines. Each student was given the opportunity to select a section of text and activate the speech function. As they read along I noticed that they were able to become familiar with and make connections with illustrations. We had some discussion about getting used to the voice and will reread the sections orally on Monday with more discussion.
 * 2nd Grade**
 * 3rd Grade**
 * 4th Grade**
 * (3rd Grade)** Update 9/27/09

Sept. 25---Lisa's Project Hello everyone! This is a bit 'last minute' because I'll see you all on Monday---but just wanted to get caught up. Truthfully, I haven't had much of a chance to use the program---YET! I've been working at placing my students at their job sites and only have them with me for one day a week. That time has been spent 'coaching' them on how to conduct themselves out in the community and completing resumes and such. However, there are plans in the works!!!! I have a lower functioning student who is not a big fan of reading, but REALLY wants to get his Learner's Permit. So...I've been talking with his Case Manager and she wants to use some of his time with me to study for the test. I was thinking that this would be a great opportunity to use the Text 2 Speech program to help reinforce the information. I still need to figure out all the details, but that's the plan. I'm going to have to corner Kate at some point to have her help, but as soon as things 'settle in', we can get that started. Originally, I was going to use the technology to support students with the NECAP testing, but I didn't have many opportunities to meet with them to get that started ---and testing is in 2 weeks!!! So, it's on to plan B. More later!!! See you on Monday!

Sept. 21....Ruth's Project For the most part...I have spent a great deal of time at the beginning of this school year, and the beginning of last school year, and the beginning of the year before that.....begging for a new computer within my resource room (mine being the oldest within the school) AND trying to obtain a laptop for the exclusive use of a fifth-grade student with a pretty intensive reading and written language deficit. My project is the sequence involved within a written project from original copy, to edited, to completed narrative done by this student. The child was in awe of the text aloud capabilities and we have spent a few minutes of each session exploring voices...and speeds...and laughed a lot! It's been great! I also hope to include a pre-prepared lesson for times when I am away from the building during this student's block of time. Staff has been somewhat resistant to this technology...with comments like "don't want the child to choose to have everything read to him...he will get lazy and rely on being read to so he won't read independently" This child is Very bright and would welcome gaining more information of any kind without the struggle involved in trying to read it independently and missing important facts. The child is very excited about the text aloud program. (for ex.)...this was a very anxious week at home studying for a hunting license....technology could have been a useful tool.

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Version:1.0 StartHTML:0000000160 EndHTML:0000005850 StartFragment:0000002038 EndFragment:0000005814 SourceURL:file:///Users/student/Desktop/Tech%20course Sept. 21 Dave’s project ideas:
 * 1) To get Ghost Reader program installed on four of the school computers. Seems that after the summer break and return of the machines for updating- the program was deleted. Classroom computers don’t have the proper operating system, only 10.2.
 * 2) Have used the Ghost Reader program in prep. work for the NECAP testing. Was able to download two of the released items for reading. Did have to “tweak” them for spelling /pronunciation. I did this in Word – then had to divide into paragraphs, etc. A lot of work. Trouble arose in that the new releases are PDF files. I have a scanner- have scanned Reading and Writing but can’t seem to get the reader to work with them. It seems that I need assistance in getting this done in an easier fashion. Susan H. suggested saving them as HTML – but there isn’t that choice. HELP!!!!
 * 3) Have used the MacinTalk program in the classroom with varied reactions. Short pieces have been created and read by several students. Time seems to be a factor. As of yet, only those who are proficient typists are able to create anything usable.
 * 4) As the year progresses, I would like to piggy-back on the shared WCKBookBloggers site . Final pieces would be critiqued by students before their final publishing and addition to the website. MacinTalk is on all classroom computers. Will need to train class in its use.
 * 5) Have been using the Wordly Wise vocabulary program with the fifth grade. After telephone calls – found out they have a website that is accessible by students to listen to the various lesson word list and definitions on–line. Pronunciation is clear- all definitions are read. Toggle buttons below the site page allow stop-start-pause. Company also offers a CD for each of the reading selections for each lesson- but these are not available in text form. Made suggestion that they create access to the written reading selections– or- offer a reader site which could be used in the same manner as GhostReader. (If they come up with this—it was my idea)
 * 6) More to come-

 =Exploring T2S software at Guilford School = As I’ve worked with text-to-speech software since last summer’s class I’ve become increasingly excited about its use as a tool at Guilford Central School. Because our school has a limited number of computers that are in high demand, I was not able to get class sets of computers three times for the same class between the beginning of school and Monday’s class. Accordingly, I used a single computer and digital projector with three different classes and used the following week’s classes with those students to engage in a reflection and brainstorming for possible uses.

In Third grade, I introduced the speech function that is native to Macs, demonstrating clicking and dragging and activating speech by pressing the programmed key. We talked about the different aspects of fluency with a focus on prosody. I had a file prepared in the computer with a variety of sentences the meaning of which changed depending on inflection and interpretation such as “I can’t believe you told her that” and “What are you thinking?” Students took turns highlighting the sentence of their choice, playing the so-called “robot voice,” repeating the sentence expressively and then calling on class members to tell what meaning they communicated in their oral reading. As I prepared for the class I discovered that inserting one or more tab stops or returns after a word, phrase, sentence or section results in a pause that can foster processing and comprehension. We had a lot of fun; students were engaged, excited to use the speech function, and anxious to use it again.

In Fourth grade I introduced a new electronic resource, The Encyclopedia Britannica Online. We accessed the site and logged in, then learned to use the speech function as we explored the Britannica tutorial. Many students got a chance to come up with search terms, use the search function and then highlight and listen to a portion of the information they located. They discovered Britannica’s embedded dictionary speech function by simply clicking on an unknown word, resulting in a box appearing on top of the page they were reading which contains information about the word including spoken pronunciation of the word. This helped them realize that the t2s tool exists in different forms and in different places, so they can be on the lookout for it. Conversation about their experience covered both process and content; one student asked, “Is it on my computer at home?” Members of the class also experimented with different voices, volume and pace (“I like it when it reads to me slow (sic) so I can keep up”) as they took their turns. They will have time to explore further in the next few weeks.

Fifth Graders are very excited about the Dorothy Canfield Fisher Award this year. Again, I prepared a document prior to the class session that included title, author, a short summary of the book and a screen shot of the cover of each of the 30 books on the list. After I introduced the speech function, students took turns either scrolling through the document or using the “find” function (a new skill for many) to locate a book on the list that they have either enjoyed or are intending to read. Each one selected the book’s section and played it for the class, noting that the words in the image files were not read. Kids in the class are very excited about expanding their use of t2s. They came up with several suggestions: editing their own written work (including “whether or not what they wrote makes sense,” grammar errors, run-on sentences and catching missing words), using help files in audio as they learn to use new software, memorization, writing short tutorials about online catalog use for other students and posting them on the desktop of each catalog computer in the library, and posting student-written book recommendations on the catalog computer desktops. The students also said they felt t2s would be really good for disabled students, naming those who are blind or dyslexic as two examples. They are excited to get back to t2s with a class set of computers and headphones. Next week they’ll have a whole class to poke around, experiment, make mistakes and learn from them. Some fun! Susan Hessey

__ Preamble-the dog ate my homework…*

That said… In first grade literacy, I am working to create a talking alphabet book that can be accessed by my beginning first grade readers. I am using the Mary Azarian block-print alphabet-the same one that was distributed to every primary school room in 1976. Many of those alphabet posters are still upon classroom walls, as are many new editions.

The “Farmer’s Alphabet” was written by Margaret MacArthur, Vermont’s treasured singer, songwriter and folklorist. The song accompanies the alphabet posters of Mary Azarian. I have worked with Becky Graber, Academy School’s primary music teacher to coordinate this and other songs with the reading these young children do. I added MacArthur’s words to the Azarian Books and alphabet that I possess. I am working to create a computer edition which children will be able to read with GhostReader. This song/poem is educational, and fun for the kids to learn.

For years, Becky Graber and I have worked on coordinating her songs with my reading program. This year she distributed a songbook to the classrooms she teaches. I am working to make many of these songs available to my lower readers, through GhostReader. It’s always a joy to see youngsters sing along while reading the poetry of a song. YIKES, I TRIED TO COPY THE PICTURES, AND I GUESS THAT I NEED TO LEARN HOW TO DO IT. ONLY SOME *** AND THE LYRICS COPIED.

pictures by Mary Azarian lyrics by Margaret MacArthur A is for apple, you very well know B is for barn all covered with snow C is for cow, milking now does begin, and D is for dog, sleeps when he comes in**

lyrics by Margaret MacArthur
 * pictures by Mary Azarian

well, twice I've tried to copy and paste the picture...Look at my Kathie site if you want to see the alphabet pictures

E is for eggs we find in the hay F is for farm on the hill far away G is for garden to plant and to hoe, and H is for horse that plows it just so**

I have several third grade readers who are struggling with fluency. I hope to get some good ideas from fellow classmates as to how use this reading program to aid fluency and comprehension. While some of these kids read slowly, they have a sharp intellect and interests way beyond their ability to read. I hope to work on special projects with them and use t2s to help them “read” and research topics in social studies and science.

Input and suggestions from others are welcome! Kathie Lovell


 * or, how my camera completely stopped working (as in broken) and my computer threatened to self-destruct, as in “your start-up disk is almost full, empty me, or I will make you very sorry…” and the first several weeks of my job as academic support teacher were spent doing assessments on my two first grade and one third grade literacy groups--running records, spelling inventories, sentence dictation, and phonics assessments were done on each child. Students have only been available for individual instruction for a little more than the last week, so combined with camera and computer malfunctions, my project is still in its early stages of development.

Here are the titles, authors and blurbs for this year's DCF list. The images didn't copy in, but you can capture & paste them from Amazon if you wish (and you're not worried about copyright). Great to see all of you yesterday. Susan

11 Planets by David Aguilar

Brilliant photo-realistic illustrations and fascinating facts straight from the latest astronomy news bring a comprehensive look at our solar system as we’ve never seen it before.

Antsy Does Time by Neal Shusterman

Fourteen-year-old Anthony “Antsy” Bonano learns about life, death, and a lot more when he tries to help a friend with a presumed terminal illness feel hopeful about the future.

Beneath My Mother’s Feet by Amjed Qamar

When her father is injured, fourteen-year-old Nazia is pulled away from school, her friends, and her preparations for an arranged marriage, to help her mother clean houses in a wealthy part of Karachi, Pakistan, where she finally rebels against the destiny that is planned for her.

The Cabinet of Wonders by Marie Rutkoski Twelve-year-old Petra, accompanied by her magical tin spider, goes to Prague hoping to retrieve the enchanted eyes the Prince of Bohemia took from her father, and is aided in her quest by a Roma boy and his sister.

The Calder Game by Blue Balliett

When seventh-grader Calder Pillay disappears from a remote English village–along with an Alexander Calder sculpture to which he has felt strangely drawn–his friends Petra and Tommy fly from Chicago to help his father find him.

Christo and Jeanne-Claude by Jan Greenberg & Sandra Jordan

This biography of contemporary artists Christo and Jeanne-Claude is a story of the power of collaboration and vision, and of the creation of the spectacular Gates in New York’s Central Park and other incredible installation artworks.

Diamond Willow by Helen Frost

In a remote area of Alaska, twelve-year-old Willow helps her father with their sled dogs when she is not at school, all the while unaware that the animals surrounding her carry the spirits of ancestors and friends who care for her.

Emperors of the Ice by Richard Farr

Apsley “Cherry” Cherry-Garrard shares his adventures as the youngest member of Robert Scott’s expedition to Antarctica in 1910, during which he and Edward Wilson try to learn the evolutionary history of emperor penguins, nearly dying in the attempt.

Found by Margaret Peterson Haddix

When thirteen-year-olds Jonah and Chip, who are both adopted, learn they were discovered on a plane that appeared out of nowhere, full of babies with no adults on board, they realize that they have uncovered a mystery involving time travel and two opposing forces, each trying to repair the fabric of time.

The Gollywhopper Games by Jody Feldman

Twelve-year-old Gil Goodson competes against thousands of other children at extraordinary puzzles, stunts, and more in hopes of a fresh start for his family, which has been ostracized since his father was falsely accused of embezzling from Golly Toy and Game Company.

The Graveyard Book by Neil Gaiman

Nobody Owens is a normal boy, except that he has been raised by ghosts and other denizens of the graveyard.

The Great Wide Sea by M.H. Herlong

Still mourning the death of their mother, three brothers go with their father on an extended sailing trip in the Bahamas and have a harrowing adventure at sea.

Greetings from Nowhere by Barbara O’Connor

In North Carolina’s Great Smoky Mountains, a troubled boy and his mother, a happy family seeking adventure, a man and his lonely daughter, and the widow who must sell the run-down motel that has been her home for decades, meet and are transformed by their shared experiences.

The Hunger Games by Suzanne Collins

In a future North America, where the rulers of Panem conduct an annual televised survival competition pitting young people from each of the twelve districts against one another, sixteen-year-old Katniss’s skills are put to the test when she volunteers to take her younger sister’s place.

Into the Dark by Peter Abrahams

Thirteen-year-old Sherlock Holmes aficionado Ingrid Levin-Hill tries to clear her grandfather’s name when he is accused of murdering an environmental activist found dead on his farm.

Jellaby by Kean Soo

Not long after Portia Bennett and her mother move to a new town to start their lives over, Portia discovers a huge purple monster she names Jellaby and enlists the help of fellow student Jason, as the two search for a way to find their new friend’s true home–a search which may connect Portia to her missing father.

Keeper of the Grail by Michael P. Spradlin

In 1191, fifteen-year-old Tristan, a youth of unknown origin raised in an English abbey, becomes a Templar Knight’s squire during the Third Crusade and soon finds himself on a mission to bring the Holy Grail to safety.

Knucklehead by Jon Scieszka

How did Jon Scieszka get so funny? He grew up as one of six brothers with Catholic school, lots of comic books, lazy summers at the lake with time to kill, babysitting misadventures, TV shows, and jokes told at family dinner.

The Leanin’ Dog by K.A. Nuzum

In wintry Colorado during the 1930s, eleven-year-old Dessa Dean mourns the death of her beloved mother, but the arrival of an injured dog and the friendship they form is just what they need to change their lives forever.

Masterpiece by Elise Broach

After Marvin, a beetle, makes a miniature drawing as an eleventh birthday gift for James, a human with whom he shares a house, the two new friends work together to help recover an Albrecht Dürer drawing stolen from the Metropolitan Museum of Art.

Mogo, the Third Warthog by Donna Jo Napoli

When Mogo is cast out of his burrow to make room for a new litter, he learns how to survive and find the joy of friendship and love.

The Other Side of the Island by Allegra Goodman

Born in the eighteenth year of Enclosure, ten-year-old Honor lives in a highly regulated colony with her defiant parents, but when they have an illegal second child and are taken away, it is up to Honor and her friend Helix, another “unpredictable,” to uncover a terrible secret about their island and the corporation that runs everything.

Rapunzel’s Revenge by Shannon & Dean Hale

In this graphic novel Old West retelling, Rapunzel uses her hair as a lasso and to take on outlaws–including Gothel, the witch.

Rat Trap by Michael Daley

Bioengineered Rat and her twelve-year-old human companion, Jeff, stand together when Dr. Vivexian, who considers Rat his masterpiece, arrives at the space station to capture her.

Savvy by Ingrid Law

Mibs Beaumont’s thirteenth birthday has revealed her “savvy”–a magical power unique to each member of her family–just as her father is injured in a terrible accident.

Shift by Jennifer Bradbury

When best friends Chris and Win go on a cross country bicycle trek the summer after graduating from high school and only one returns, the FBI wants to know what happened.

Shooting the Moon by Frances O’Roark Dowell

When her brother is sent to fight in Vietnam, twelve-year-old Jamie begins to reconsider the army world in which she has grown up.

Steel Trapp: The Challenge by Ridley Pearson

On a two-day train trip to enter his invention in the National Science Competition in Washington, D.C., fourteen-year-old Steven “Steel” Trapp, possessor of a remarkable photographic memory, becomes embroiled in an international plot of kidnapping and bribery that may have links to terrorists.

Stolen by Vivian Vande Velde

A girl finds herself running through the forest at the edge of a village with no memory of anything, even her own name, and later learns that she might be twelve-year-old Isabelle, believed to be stolen by a witch six years before.

Sun and Moon, Ice and Snow by Jessica Day George

A girl travels east of the sun and west of the moon to free her beloved prince from a magic spell.