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POLL:  Tell me about your MTA background!

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POLL:  Tell me about your MTA background!

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This information will help me steer the training to have more impact on your practice. :)

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What is your experience using the MTA curriculum?

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I have not used it yet but will begin teaching groups this school year.

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I used it previously but only within the online Amplio platform, not with the paper products.

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I have taught a few groups using the MTA paper products but still learning. 

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I am experienced with teaching MTA using paper products and am just here for a refresher. 

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I'm unsure whether I'm moving through these sections quickly enough.

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I'm unsure whether I'm moving through these sections quickly enough.

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This is area that I feel like we need more of.

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Would like more information on this section of the lesson

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once I learned how to align cards, all good

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once I learned how to align cards, all good

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More inofrmation

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I would like a demo of how to teach finding words in the dictionary

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I would like a demo of how to teach finding words in the dictionary

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Pacing and dictionary work

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I would like to incorporate impactful lessons. 

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I would like to incorporate impactful lessons. 

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hard to do in 45 minute session in public ed

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hard to do in 45 minute session in public ed

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Would love to know any tricks to help students remember all the spelling rules other than posting them in my room on charts.

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Would like to know how to better implement.

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Would like to know how to better implement.

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could use a refresher on upper areas in book

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could use a refresher on upper areas in book

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Could use help for students who are stuck in Kit 1. Can decode each sound, but have great difficulty blending sounds together.  

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Could use help for students who are stuck in Kit 1. Can decode each sound, but have great difficulty blending sounds together.  

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Would like more ideas, esp for secondary students

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Would like more ideas, esp for secondary students

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I am confident with the decks for the most part. I am learning secure and insecure decks now.

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Good, though sometimes it is confusing if I had not taught it before or if there is an error in the materials or if any students missed the pre-reqs

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Good, though sometimes it is confusing if I had not taught it before or if there is an error in the materials or if any students missed the pre-reqs

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Hard to implement daily with 45 min, but find the students do enjoy it.

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Hard to implement daily with 45 min, but find the students do enjoy it.

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Need home pointers here on making it quick. (time constraints)

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No Glamour Language Cards https://www.proedinc.com/Products/35011/noglamour-language-cards.aspx

Which Sentence Doesn't Belong (auditory) https://quizizz.com/admin/quiz/5cb64e9d0f7737001a50a108/main-idea-which-sentence-doesnt-belong-2

Riddles - guess the word (auditory)

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Description

Get nine to ten stimulus items on the back of each of these full-color cards! Use them to target ten major language skill areas, including semantics, social communication, making inferences, paraphrasing, listening, and more.

You get 200 cards (20 cards for each of the ten skill areas) portraying everyday situations. Instruction cards for each skill area include teaching rationale and therapy tips. The cards are sequenced by language skill complexity.
The ten major language skill areas include:

Asking/Answering Questions - The student answers wh-, how, and if questions and generates questions about the picture.

Exclusion/Negatives - The student tells if a statement is true or false, answers questions that contain negative markers (e.g., doesn't can't, isn't), makes inferences based on facial expressions, completes sentences that require some reasoning, and identifies what doesn't belong in a list of words.

Listening - The student looks at a picture that signals the likely overall context of a story. The therapist then reads the story out loud and asks the student questions about the story.

Semantics - The student explains common idiomatic expressions, states antonyms and synonyms, makes associations, names items in a category, and explains multiple meaning words.

Grammar

The student listens for grammatical errors in sentences and fixes them. Errors are based on sound confusion (e.g., himset vs. himself), semantic substitutions (e.g., square vs. round), and verb tense. The student listens to a string of words and re-sequences them to make a logical, complete sentence.

The student responds to questions using present, past, and future tense verbs in his answers.

The student formulates grammatically-correct questions.

Making Inferences

The student studies a picture and answers questions that require him to make inferences about it. Some of the questions rely on interpreting body postures and facial expressions.

The student reasons, expresses logical answers, gives opinions, and predicts what might happen.

Comparing/Contrasting - The student gives general descriptions and responds to questions by telling how things are alike and different.

Paraphrasing/Retelling - The student either reads a story or listens to a story. Then the student retells the story in his own words. The stories are easily shortened to make the task easier.

Social Communication - The instructor gives an explanation of the picture and asks the student questions about it. The student must interpret body postures and facial expressions and answer questions with logical explanations and examples of socially acceptable behaviors.

Problem Solving - The student identifies problems, makes inferences, predicts consequences of actions, and tells characters what to do to solve their problems.

To see more of this product's contents:
COMPLETE KIT INCLUDES: 200, 4" x 6" double-sided, coated, picture/stimuli cards and 10 instruction cards, all in a sturdy storage box. (©2002)

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No-Glamour® Language Cards Ages: 6-11 Grades: 1-6 Get nine to ten stimulus items on the back of each of these full-color cards! Use them to target ten major language skill areas, including semantics, social communication, making inferen...