e have implemented Balanced Literacy with our special needs students K-2 district wide

this year. One of our buildings liked the program so much they included Balanced

Literacy in an Ohio Reads Grant. That building will be implementing the program for all first and

second grade classrooms. — Laurel Hamilton, Ohio Valley School District, West Union, Ohio

am and can come findhere I in is me onplay the you where

can’t get go it night offout said to went

after as be bigcoming little not seethis what will

all animals are at butcar day eat for haslike some them zoo

because did down heher him jump makeover saw she thereunder up we

because doesn’t fromhow know knows with

bat cat fat rat

can fan ran

big fig pig rigbay hay pay rayhen men penman panhat mat

bet get jet pet wetdock rock sockdip hip rip sipdig wigsat

cap gap lap map tap

bit hit lit pit sit

bug dug hug jug mugpug rug tug

tap ten lip chat

bin chin fin grin pin tin winbake cake lake makerake snake takebop chop drop hopmop pop sop topnap snapgrip slipnet gray slug

bump dump grumphump jump lump slump

cot dot hot pot slot tot

bank drank frank plankrank sank tank

bill drill grill hill jill pillsill

drop glop plopplan play plug trip

Where Arethe Pets?

Bedtime atthe Farm

In the Sea

WildAnimals(non-fiction)

In the Grass

AustralianAnimals(non-fiction)

fishbirdrabbitcat

pighenmousegoat

walrussea liondolphinjellyfish

tigerlionchimpanzeezebra

newtsnakefroggrasshopperslug

kangarooplatypusgliderdragonfishtree frog

f b r c

at an

p h m g

ig ay en

w s d j

et ock ip

t l ch z

ap it ug

n sn frgr sl

in akeop

k pl gldr tr

ump ot

ank ill

1

2

3

4

5

6

TitleAnchor

Animals SoundsDecodable

WordsUnit Sight Words

”“

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ith simple, appealing graphics and intuitive navigation, the program lets kids move

around easily, and the animal themes are sure to delight and interest them. Overall,

Balanced Literacy is a well-thought-out approach to helping students master core reading

skills. — Iris Oblille Lafferty, Ed. D., educational consultant and researcher for Technology and Learning Network

IntelliTools Reading: Balanced Literacy

7

8

9

bore chore more shoresore snore store tore

bell fell dell sell shell well

bash cash crash dashmash sash stash trash

hide glide pride rideside slide tide wide

clock shock shakestank prankstay still stop crop

hail pail mail nail quailsail snail trail

fight fright light nightright sight tight

cling king ring sing slingsting swing wing

black crack pack racksack snack stack tacktrack

duck luck muck plucksuck stuck tuck truck

quitvan vetswellflock

brick chick click kicklick sick stick trick

claw draw jaw law paw saw

blink brink drink pinkrink sink stink wink

crate date gate lateplate state

flame frame gamelame name tame

spill spinbringyell yuckwhack

came give have househow made my new ofold then very want your

do favorite fun helpkick thing want was

care friend good lookneed people them

By the Shore

Quail Makesa Snack

Dogs MakeGood Friends(non-fiction)

sharkclamstarfishcrabprawn

quailvultureswallowblackbirdflamingo

spanielyorkshire terrierbriardwhippet

sh cl stcr pr

ore ellash ide

qu v swbl fl

ail ighting ackuck

sp y brwh

ick awink ateame

TitleAnchor

Animals SoundsDecodable

WordsUnit Sight Words

”“

BalancedLitBrochure.indd 2 5/30/07 2:40:13 PM

he mission of IntelliTools is to provide outstanding technology

to help students with challenges learn to their fullest potential. We create educational software and adaptive hardware products that deliver multisensory instruction to meet diverse learning needs. We provide professional development to help teachers use our products easily and effectively.

• Designed by experts in literacy and special education.

• Researched and tested in classrooms nationally with excellent results.

• Correlated to state standards (see our web site for more information).

• Incorporates key elements for becoming a successful reader:

• Guided Reading

• Comprehension

• Phonics Instruction

• Writing

• Theme-based Anchor Books provide a meaningful context for learning.

• Song, rhymes, and patterned language facilitate retention and motivation.

• Onset and rime approach builds mastery of phonics.

• Sequential presentation of skills ensures mastery at each level.

• Meaningful repetition reinforces skills learned.

• Auditory support provides reinforcement when needed.

• Automatic tracking of student progress enables on-going assessment.

• Student portfolios save work for review and sharing.

• Low Vision mode provides enlarged text and less visual distraction.

• Mouse, standard keyboard, IntelliKeys® and switch access

accommodate all users.

Program Highlights

LEARNING TECHNOLOGY

FOR THE

DIVERSE CLASSROOM

presents

For more information on the features of this product, visit: www.intellitools.com

IntelliTools Reading: Balanced Literacyis a nine unit, year-long program ofsupplementary literacy instruction at

the first grade skill level.

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“Thank you for developing this comprehensive literacy system.”— Cathy Drobny, The Capper Foundation, Topeka, KS

IntelliTools Reading: Balanced Literacy is the result of exten-sive research with students and teachers across the country. The prototype for this project was funded through a grant from the National Institute of Child Health and Human Development, National Institutes of Health.

Research StudyThe study was comprised of 32 first grade students in six different classrooms located across the country, from New Hampshire to California. Students were selected for participa-tion by their teachers. All were struggling with learning to read. Several had repeated first grade. Many were diagnosed with learning and/or significant physical disabilities.

The experimental group used a prototype of the first four units of the current program for a total of 16 weeks. Each student received approximately 30 minutes a day of instruction, in addition to the reading instruction they received as members of their respective first grade classes.

The criterion group was composed of 23 first grade students who had no special learning problems and who were members of the same general education classes as the experimental group. They did not use the prototype.

Research ResultsDemonstrate Significant ImprovementStudents in both the experimental and criterion groups were pre-and-post tested by a special research team. The tests used were professionally developed and previously validated. On the pre-test, the criterion group scored much higher than the experimental group. Post-test results for both groups indicated an overall improvement in reading, with the experimental group now scoring at approximately the pre-test level of the criterion group. Note: Students in the experimental group showed substantial gains with some doubling and even qua-drupling their pre-test median scores.

Teachers also noted that students in the experimental group showed increased confidence, were more motivated to engage in reading activities, and had begun to think of themselves as “readers.”

Included withIntelliTools Reading: Balanced Literacy • 9 full-color original story books (Anchor Books).• Balanced Literacy program CD comprising a nine month program that includes more than 400 activities and books.• 46 colorful, durable overlays that support IntelliKeys users.• Comprehensive Teacher’s Guide with day by day lesson plans.• Included with the Teacher’s Guide are blackline masters, word cards, and program graphics.

Bonus! Writing Resource CD offers 58 extension activities using IntelliTalk II®, the innovative word processing program from IntelliTools. IntelliTalk II demo version included to use with the Writing Resource CD.

Single Copy $299.00 For details on 5 pac pricing and volume purchase options, please call: 800-899-6687 or visit: www.intellitools.com

System Requirements(for system requirement updates: www.intellitools.com/techsupport/sysreq1.html)

MacPower Mac/200 MHz or higher; System 8.1 or higher; 12 MB required hard drive space; 18 MB minimum available RAM; 16 bit or higher monitor; 8x CD ROM drive.Mac OS X version available Fall 2004.

WinPentium/166MHz or higher; Win 95,98, ME; 12MB required hard drive space;32 MB minimum available RAM; SVGA/16 bit or higher monitor; 8x CD ROM drive.

ResearchResults ShowDramatic Gains

For more research results, visit either: www.intellitools.com, or: www.UNLV.EDU/Colleges/Education/ERC/JSET/15.4/Howell/first.html

IntelliTools Reading: Balanced Literacy correlates to NETS Standards for Students (ISTE Standards), TESOL (ESL), as well as to ELA Standards for selected states.

The development of Balanced Literacy was funded in part by the National Institute of Child Health and Human Development, National Institutes of Health, NICHD, Grant # SR44 HD31774.

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FocusIntroduce the onset P.

MaterialsOnset Card: p. 68Overlay: Onset

Teaching PlanA. Introduce the letter and sound1. Display the P onset card. Talk about the picture and read the caption: pig popping popcorn.

2. Invite students to say the caption with you.

3. Draw attention to the onset letter and help the students make its sound.

B. Introduce the Onset Song on computer1. Launch the program and have the student(s) sign in. At the Progress screen, select the Next Activity button.

2. After the Onset Song plays, use the Read Again button to replay it.

3. Click any of the words or the P sound to hear them.

4. Invite students to sing along.

C. Read the Onset Book1. Press the Next Activity button to read the P Book. Pig eating pizza. Pig eating pie. Pig eating popcorn. Pig eating peas. Pig eating pancakes. Pig out!

2. Invite children to select words on each page that start with the P onset.

D. Onset Explore1. Encourage children to explore the 12 pictures on the screen. Pictures that begin with the P sound will animate when they are selected. Note that the word appears under the picture after it is selected.

E. Onset Review Type C (student data recorded)

1. Students will hear 10 questions in a Yes or No style: Do these two begin with the same sound?

Focus Reading and writing activities use a repetitive language pattern from Bedtime at the Farm to develop fluency.

MaterialsWord Cards: p. 75Overlay: Unit 2-2

Teaching PlanA. Read the Pattern Book It’s Night on the computerThis Pattern Book helps students gain confidence in recognizing high frequency sight words, in predicting text, and in using the pictures to support those predictions. Here is the text of the Pattern Book: “It’s night,” said the farmer. The pig (cow, mouse, hen, goat, goose) went to bed.

B. Use the Word CardsUsing a pocket chart, the chalk rail, or desk or tabletop, use the word cards to make sentences like the sentences in the Pattern Book.

C. Writing with Words on the computer (student data recorded)

1. Advance to the Writing with Words activity.

2. Demonstrate writing a sentence like the ones they have just read and created with word cards, using the Erase button for making changes and the Read Again button for support. Press Go to check the sentence.

3. Correct sentences will be read aloud and a picture will appear on the screen.

4. If students forget to add the period at the end of the sentence, they will be prompted to do so.

5. If there is a problem in the sentence structure or word order, students will be prompted to continue to work on that sentence.

6. Encourage students to make a number of sentences that use the language pattern.

7. Sentences can be printed for portfolio assessment.

“Our teachers love it!!!”— Laurel Hamilton, Ohio Valley School District, West Union, Ohio

Balanced Literacy includes acomprehensive Teacher’s Guidewith daily lesson plans and a host of extension activities.

Shown here are lesson plans for Lessons 2 and 3 in Unit 2.

Each unit involves reading and review of the Anchor Book and other stories, phonics exercises and review activities, and struc-tured writing practice.

32 Sample

Lessons

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“I love the program and highly recommend it.”— Margaret M. Morrison, Parkside Elementary School, Sebastopol, CA

800-899-6687 WWW.INTELLITOOLS.COM

Balanced Literacy automatically keeps arecord of each student’s progress.

Each lesson ends with a review that records the student’s progress. The record includes the review question and actual responses. Right and wrong answers are indicated by a star and checkmark, respectively. In the sample student record above, this student gave three incorrect responses to the review question for Unit 1, Lesson 9, Rime Review activity “Make the word [fat],” but answered the second and third questions correctly.

The details in these reports help teachers assess patterns of student errors, mastery of the topic, areas needing continuing support, and provide accountability for teacher-parent conferences.

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