Abstracts

Educational Patent Abstracts
　
Abstract: An email-based promotional message delivery system. The system may append targeted promotional messages to outgoing emails. The system may use the profiles of senders as a means of targeting the recipients. The system may use a recipient profile supplied by one sender as a means of targeting the same recipient when that recipient is sent a message by a different sender. A two-tier spam blocking system may be offered as an inducement to allowing promotional messages to be added to outgoing emails. Other features and processes are disclosed. (end of abstract)
Interactive presentation system
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Abstract: A computerized educational presentation system is provided. The system may include a presentation application program. The presentation application program may include a presentation module that is operable in an author mode to create an educational presentation having a plurality of educational resources. The educational resources may include at least a poll. Further, the presentation module may be operable in a presentation mode to make the educational presentation accessible for viewing at a plurality of student computing devices. The presentation application program further may include an interaction module. During the author mode, the interaction module may update one or more educational resources of the educational presentation in response to receiving user edits via an author tool. During the presentation mode, the interaction module may receive student feedback at a teacher computing device in response to presentation of the poll at the plurality of student computing devices. (end of abstract)
In an educational environment, a teacher may teach a lesson by presenting educational content to students in a classroom setting. The educational content may be organized into a presentation, such as a slide deck, which may be displayed by a display device, such as a projector or interactive whiteboard, so that the presentation may be viewed by all of the students in the classroom. During presentation of the slide deck, the teacher may lecture about each slide and the students may take notes about the lecture via notepads. The teacher may ask questions of the class, and one or more students may respond orally. Although many interesting ideas may emerge as a result of such class discussion, it is difficult for teachers to create a record of the ideas for students to refer to later after class using current presentation technologies. Further, some students may feel intimidated about speaking in class, or the sheer size of the class may preclude having each student speak on a topic. In addition, since the order of the presentation is prearranged, it is often difficult for the teacher to change the presentation dynamically to address topics that have arisen during the discussion. Current presentation technologies do not adequately address these concerns.
SUMMARY
A computerized educational presentation system is provided. The system may include a presentation application program. The presentation application program may include a presentation module operable in an author mode to create an educational presentation having a plurality of educational resources. The educational resources may include at least a poll. Further, the presentation module may be operable in a presentation mode to make the educational presentation accessible for viewing at a plurality of student computing devices. The presentation application program further may include an interaction module. During the author mode, the interaction module may update one or more educational resources of the educational presentation in response to receiving user edits via an author tool. During the presentation mode, the interaction module may receive student feedback at a teacher computing device in response to presentation of the poll at the plurality of student computing devices.
This Summary is provided to introduce a selection of concepts in a simplified form that are further described below in the Detailed Description. This Summary is not intended to identify key features or essential features of the claimed subject matter, nor is it intended to be used to limit the scope of the claimed subject matter. Furthermore, the claimed subject matter is not limited to implementations that solve any or all disadvantages noted in any part of this disclosure.
BRIEF DESCRIPTION OF THE DRAWINGS
FIG. 1 is a schematic view illustrating a computerized educational presentation system according to an embodiment of the present disclosure.
FIG. 2 is a schematic view of an embodiment of a graphical user interface presenting a teacher view of an educational presentation of the system of FIG. 1.
FIG. 3 is a schematic view of an embodiment of a graphical user interface presenting a student view of an educational presentation of the system of FIG. 1.
FIG. 4 is a schematic view of an embodiment of a graphical user interface presenting a class view of an educational presentation of the system of Fig. 1.
Abstract: A literacy system provides teaching for reading and writing skills. In one embodiment, the literacy system may include exercises for teaching visual sequencing, motor skills, phonology, semantics, syntax, and text. The literacy system may have a pre-reading section, which includes exercises for developing visual sequencing skills and motor skills prior to teaching the skills of reading and writing words. Also, the literacy system may have a language skills section that includes exercises to collectively teach all four of the language skills of phonology, semantics, syntax, and text. (end of abstract)Literacy system description/claims
The Patent Description & Claims data below is from USPTO Patent Application 20070048696, Literacy system.Brief Patent Description - Full Patent Description - Patent Application Claims
CROSS-REFERENCE TO RELATED APPLICATION [0001] This application is a continuation of U.S. patent application Ser. No. 10/350,849 entitled "Literacy System," filed on Jan. 24, 2003, which claims priority to U.S. Provisional Application Ser. No. 60/362,749 entitled "Literacy System," filed on Mar. 7, 2002. The complete disclosures of these previous applications are herein incorporated by reference in their entirety. TECHNICAL FIELD [0002] This document relates to a system of literacy education, including methods and systems for teaching reading and writing skills. BACKGROUND [0003] Literacy is a skill often taken for granted even though mastery of that skill eludes millions of people from all age groups. For those that are literate, an intricate set of skills enable reading and writing to be smooth and automatic processes. This set of skills, referred to as "hidden abilities," generally appear first at a young age when a person begins to comprehend the speech of others and when that person begins to speak. For example, even a young child may know that the statement "I am looking at she" is incorrect while the statement "I am looking at her" is proper. Generally, any individual does not know the technical reason behind the proper version, but instead, may offer the rationale that "it just sounds right." (The technical reason is that when a pronoun referring to a feminine individual is used as the object of a preposition, the correct form of the pronoun is "her," not "she.") This example illustrates the essence of the hidden abilities that allow a literate person to do amazingly intricate constructions with language without knowing why. These same abilities are constantly operating in written language as well. For example, in a sentence such as The soldier decided to desert in the desert. a skilled reader automatically uses different pronunciations for the two instances of the identically spelled word. For people who are not literate, and especially for young children, these hidden abilities must be developed via literacy education. However, modern systems for teaching literacy fail to address the full range of necessary skills to promote the development of hidden abilities. [0004] In general, two major systems dominate the literacy education field: phonics and whole language. Phonics emphasizes the skill of converting the letters on a page into sounds that become real words (i.e. teaching children to read a word by "sounding out" each letter so that c-a-t becomes "cat"). The processing of sounds falls under a language category known as phonology. The phonics system seems logical because phonology is a significant element in reading, but in practice, phonics teaching is hindered by the complexities of the English language. Phonics relies on teaching that each letter makes a single, distinctive sound. The reality, however, is that this concept holds true for only a tiny fraction of English words. Indeed, of the seventeen words in the preceding sentence, not a single one meets this criterion. The problem is illustrated by the fact that, under the phonics system of teaching, the word "phonics" itself should be spelled "foniks." In order to overcome this problem, the system relies on children memorizing hundreds of rules, such as the "silent e" rule, the double vowel rule, and the consonant combination rules. However, the memorization of these rules and "sounding out" individual letters may cause reading and writing to be a laborious process and may discourage individual students. The whole language system of teaching literacy focuses on complete stories or groups of words to form meaningful messages, which is different from the phonics system that concentrates on the dissection of individual words. However, children in early stages of reading may encounter a wider range of words that they can mange. As such, the situation may appear overwhelming to the student. [0005] The prevailing assumption is that these two systems, in combination, address all of the skills necessary to literacy. Unfortunately, these two systems, alone or in combination, cover only a portion of the skills that reading requires. The skills that are not addressed by these systems may leave gaps in the literacy education that many students are able to overcome. For those students who are not able to overcome the gaps of the current literacy systems, reading and writing may become a frustrating activity that is to be avoided. [0006] Among the components needed for an effective literacy system are ones that develop the pre-reading skills of visual sequencing and fine motor abilities. In addition, other components needed for an effective literacy system are ones that collectively teach all four of the language skills of phonology, semantics, syntax, and text. SUMMARY [0007] In some embodiments, a system for teaching skills associated with literacy can include a pre-reading section that includes exercises selected from a group consisting of sequencing exercises and letter writing exercises. The system may also include a language skills section that includes language exercises viewable on a display apparatus to collectively teach all four of the language skills of phonology, semantics, syntax, and text. The language skills section may include a first level of exercises that introduce a first set of content words and non-content words in a first combination of exercises to collectively teach all four of the language skills of phonology, semantics, syntax, and text. The language skills section may also include a second level of exercises that integrate the first set of content words and non-content words with a second set of content words and non-content words in a second combination of exercises to collectively teach all four of the language skills of phonology, semantics, syntax, and text. The language skills section may further include a third level of exercises that integrate the first and second sets of content words and non-content words with a third set of content words and non-content words in a third combination of exercises to collectively teach all four of the language skills of phonology, semantics, syntax, and text. [0008] In particular embodiments, a method of presenting exercises of a literacy system may include presenting to a student a set of pre-reading exercises selected from a group consisting sequencing exercises and letter writing exercises. The method may also include presenting to the student a first level of language skills exercises that introduce a first set of content words and non-content words in a first combination of exercises to collectively teach all four of the language skills of phonology, semantics, syntax, and text. The method may further include presenting to the student a second level of language skills exercises that integrate the first set of content words and non-content words with a second set of content words and non-content words in a second combination of exercises to collectively teach all four of the language skills of phonology, semantics, syntax, and text. The method may also include presenting to the student a third level of language skills exercises that integrate the first and second sets of content words and non-content words with a third set of content words and non-content words in a third combination of exercises to collectively teach all four of the language skills of phonology, semantics, syntax, and text. [0009] In other embodiments, a method of practicing exercises in a literacy system may include performing a set of pre-reading exercises selected from a group consisting sequencing exercises and letter writing exercises. The method may also include performing a first level of language skills exercises viewable on a first display apparatus. The first level of exercises may introduce a first set of content words and non-content words in a first combination of exercises to collectively teach all four of the language skills of phonology, semantics, syntax, and text. The method may also include performing a second level of language skills exercises viewable on the first or a second display apparatus. The second level of exercises may integrate the first set of content words and non-content words with a second set of content words and non-content words in a second combination of exercises to collectively teach all four of the language skills of phonology, semantics, syntax, and text. [0010] In some embodiments, a series of exercise books and story books in a literacy system can collectively teach all four of the language skills of phonology, semantics, syntax, and text. Each exercise book may include a plurality of sheets with a set of language skills exercises introducing a targeted set of content words and non-content words. Each exercise book in the series may be followed by an associated story book. Each story book may include a plurality of pages with text that provides a story and with one or more images related to the story. The text of each story book may consist only of those content words and non-content words that were introduced by earlier exercise books in the series of books such that the reader of the story book is exposed only to those content words and non-contents words that were previously introduced with the language skills exercises of the earlier exercise books in the series. [0011] The details of one or more embodiments of the invention are set forth in the accompanying drawings and the description below. Other features, objects, and advantages of the invention will be apparent from the description and drawings, and from the claims. DESCRIPTION OF DRAWINGS [0012] FIG. 1 is a chart depicting aspects of one embodiment of a literacy system in accordance with the invention. [0013] FIG. 2 is a flow diagram of the literacy system of FIG. 1. [0014] FIG. 3 is a diagram of a computer system that may be used to operate the literacy system in accordance with one embodiment of the invention. [0015] FIG. 4 is an image of a visual sequencing exercise in accordance with one embodiment of the invention. [0016] FIGS. 5A-C is a series of images showing another visual sequencing exercise in accordance with one embodiment of the invention. [0017] FIG. 6 is an image of a visual sequencing exercise in accordance with one embodiment of the invention. [0018] FIG. 7A-C is a series of images of a visual sequencing exercise in accordance with one embodiment of the invention. [0019] FIG. 8 is a flow chart of instructions for a visual sequencing exercise in accordance with one embodiment of the invention
BACKGROUND AND SUMMARY [0001] The present invention relates to learning aids and, more particularly, to learning aids for teaching and learning spelling and reading. [0002] It is often difficult for beginning and low-level readers to understand how series of letters can be associated to form a word. For such readers, visual images may be more easily understood and retained than series of letters. Visual images presented in a sequence to illustrate a sentence or a story can also be understood and retained better than series of letters. [0003] According to an aspect of the present invention, a learning aid includes a tangible medium of expression, an image fixed on the medium, the image being at least partially formed of letters making up a spelling word, and at least one sentence illustrated by the image and associated with the medium, the sentence including at least one use of the spelling word. [0004] According to another aspect of the present invention, a teaching method includes reading a sentence containing a use of a spelling word to a student, showing the student an image that is at least partially formed of letters making up the spelling word, the image illustrating the sentence, and having the student spell the spelling word while viewing the image. BRIEF DESCRIPTION OF THE DRAWINGS [0005] The features and advantages of the present invention are well understood by reading the following detailed description in conjunction with the drawings in which like numerals indicate similar elements and in which: [0006] FIGS. 1A-1B, 2A-2B, 3A-3B, and 4A-4B show front and rear sides of learning aids according to embodiments of the present invention; and [0007] FIG. 5 is a flowchart illustrating steps in a method according to an embodiment of the present invention. DETAILED DESCRIPTION [0008] Embodiments of learning aids 21a-b, 23a-b, 25a-b, and 27a-b are seen in FIGS. 1A-4B, respectively. The learning aids include a tangible medium of expression 29, such as printed paper. The phrase tangible medium of expression 29 is intended to be broadly construed and may be any medium upon which an image can be fixed such that the image is capable of being perceived, reproduced, or otherwise communicated, either directly or with the aid of a machine or device. For example, the medium 29 may be any material upon which an image can be printed, transparency or film, and any other suitable analog recording media or digital recording media, such as magnetic or optical recording media, such as storage tapes or disks, or an internet web-site. [0009] The learning aids also include an image 31 fixed on the medium 29. The image 31 is at least partially formed of letters 33 making up a spelling word 35. As seen in the learning aid 21a-21b of FIGS. 1A-1B, for example, the spelling word "or" 35 is formed of the letter "o" 33o that forms part of an image of an object, the lamp 37, and the letter "r" 33r that forms part of an image of another object, the table 39 upon which the lamp 37 sits. [0010] The learning aids also include at least one sentence 41 illustrated by the image 31 and associated with the medium 29. While the sentence 41 will ordinarily be fixed on the medium 29 in the same or substantially the same manner as the image 31, the sentence 41 may be otherwise associated with the image, such as by being provided separately from the image, such as by providing the image on a card, and providing the sentence on a discrete medium such as a teacher's manual. [0011] The sentence 41 includes at least one use of the spelling word 35. In FIG. 1A, for example, the sentence 41 uses the spelling word "or" and reads, "We can turn on the light to see what was making the strange noise or we can stay hidden under the bed." The image 31 includes the letters "o" and "r" as part of the image illustrating the sentence 41. Ordinarily, all of the letters 33 in the spelling word 35 are used in forming the image 31, however, some letters may not be part of the image and characters and objects in an image need not be referred to in the sentence 41 and need not be partially formed of letters 33 in the spelling word 35. [0012] The sentence 41 can include at least one other word 43 beginning with at least one letter 33 of the spelling word 35. For example, in the learning aid 23a-23b of FIGS. 2A-2B, the sentence 241 reads, "First, Ed made a snowman and then he helped Ned build a cool fort." In the image 231 depicting the sentence 241, the letter "e" 233e of the word "then" is represented by the character "Ed" 43e, and the letter "n" 233n of the spelling word "then" is represented by the character "Ned" 43n. The letters of a given spelling word will ordinarily depict objects, such as, in the learning aid 21a-21b of FIGS. 1A-1B, the "o" 33o forming part of the lamp 37 and the 33r "r" forming part of the table 39, or characters, such as, in FIGS. 2A-2B, the "e" 233e forming part of the character "Ed" and the "n" 233n forming part of the character "Ned". [0013] Some or all of the letters 33 of the spelling word 35 may depict an object or character having a name beginning with the letter. The object or character does not, however, have to be an object or character used in the sentence. For example, in the learning aid 23a-23b of FIGS. 2A-2B, the sentence 241 reads, "First, Ed made a snowman and then he helped Ned build a cool fort." In the image 231, the letter "t" in the spelling word "then" depicts a tree 45, i.e., a word beginning with the letter "t", and the letter "h" in the word "then" depicts a house 47, i.e., a word beginning with the letter "h". The sentence 241 does not refer to a tree or a house. [0014] The learning aid can also include a text passage 49 associated with the medium 29 and explaining how the letters 33 in the image 31 are used. The text passage 49 will ordinarily be fixed on the medium 29 in the same or substantially the same manner as the image 31, however, the text passage 49 may be otherwise associated with the image, such as by being provided separately from the image, such as by providing the image on a card, and providing the sentence on a discrete medium such as a teacher's manual. Ordinarily, the text passage 49 will not be visible to one viewing the image 31. For example, when the image is on one side 21a of a learning aid in the form of, e.g., a card as in the learning aid of FIG. 1A, the text passage 49 will ordinarily be on the opposite side 21b of the card. [0015] The text passage 49 will typically clarify or explain the use of the letters 33 in the image 31 in an order in which the letters appear in the spelling word 35. For example, in FIG. 1B, where the spelling word "or" is illustrated by a lamp 37 partially formed of the "o" and a table 39 partially formed of the "r", the text passage 49 reads "`o` is the lamp sitting on the table `r.`" By providing this text passage 49, teachers can be assured that their interpretations of the image 31 on a medium 29 are consistent from teaching session to teaching session. [0016] The learning aid will ordinarily comprise a plurality of images 31, 231, 331, 431, etc. corresponding to a corresponding plurality of spelling words 35, 235, 335, 435, etc., fixed on the medium 29. All of the images need not be fixed on a single element of the medium, i.e., all on a single card. The images may be fixed on the medium in the sense that they are on the same type of medium, although the particular elements of the medium are discrete. For example, the images may be fixed on a corresponding plurality of surfaces of the medium, such as by fixing different images on separate sheets of paper or cards. The spelling words depicted by the images will ordinarily be words selected from known word groups that are considered suitable for students of various ages or abilities. One such list is the so-called "Dolch List" of words identified in Dolch, Edward William, Problems in Reading (The Garrard Press, 1948). [0017] The images 31, 231, 331, 431, etc. are each at least partially formed of letters 33, 233, 333, 433, etc. making up a corresponding plurality of spelling words 35, 235, 335, 435, etc. A corresponding plurality of sentences 41, 241, 341, 441, etc., illustrated by the images 31, 231, 331, 431, etc. are also associated with the medium 29 upon which the images are fixed. Each of the plurality of sentences 41, 241, 341, 441, etc. includes at least one use of a corresponding one of the plurality of spelling words 35, 235, 335, 435, etc. [0018] Each sentence 41, 241, 341, 441, etc. will ordinarily be complete and tell the story of the image to which it corresponds. However, some of the plurality of sentences can, together, comprise a larger story. For example, the sentences 241 and 341 can be part of a larger story involving the character "Ed". Some of the letters in a spelling word, the letters at least partially forming each of the plurality of images, depict objects or characters. Particular objects or characters depicted by particular letters can be the same in different sentences. For example, the character "Ed" can be used for a letter "e" in the spelling words "then" and "were" in sentences 241 and 341. Another example of using the same object or character for the same letter is shown in FIGS. 4A-4B, wherein two lions illustrate the letters 4330 "o" and "o" in the spelling word 435 "zoo". Of course, different characters or objects can also be used for the same letter, such as in FIGS. 3A-3B, where the first letter "e" and the second letter "e" in the spelling word 335 "were" are different characters referred to as "Ed" and "Eric". [0019] Steps of a teaching method according to the present invention are shown in FIG. 5. Steps that are ordinarily performed in connection with the method are illustrated in the flow chart as boxes formed of solid lines, while more optional steps are illustrated as boxes formed of dotted lines. Referring to the learning aid 31 shown in FIG. 1, as seen in FIG. 5, the teaching method comprises a step identified here as step 1 comprising reading a sentence 41 containing a use of a spelling word 35 to a student. Usually while reading the sentence 41, the student is shown an image 31 that is at least partially formed of letters 33 making up the spelling word 35, shown here as step 2. In addition, the image 31 illustrates the sentence 41. The student is then requested to spell the spelling word 35 while viewing the image 31 in which the letters of the spelling word are used to at least partially form the image, shown here as step 3. [0020] In some instances, it may be helpful to explain to the student where the letters 33 making up the spelling word 35 appear in the image 31 illustrating the sentence 41 prior to having the student spell the spelling word, shown here as step 3a. After having the student spell the spelling word 35 while viewing the image 31, it may be helpful to remove the image from the student's view and have the student spell the spelling word without viewing the image, shown here as step 4. After removing the image from the student's view and prior to having the student spell the spelling word without viewing the image, it may be useful to re-read the sentence containing the use of the spelling word to the student, shown here as step 4a. A further step, shown here as step 5, can involve having the student explain where the letters 33 making up the spelling word 35 appear in the image 31 illustrating the sentence 41. [0021] While it is presently contemplated that the invention will ordinarily be in the form of a series of cards with printed matter, it will be appreciated that the subject matter that appears on the printed cards can be projected on a screen using, e.g., transparencies or film, or viewed on a television or computer-type screen. Instead of having all text be printed text, some of the text may be in audio form. Also, the image need not be a two-dimensional printed image and may be a three-dimensional structure. [0022] In the present application, the use of terms such as "including" is open-ended and is intended to have the same meaning as terms such as "comprising" and not preclude the presence of other structure, material, or acts. Similarly, though the use of terms such as "can" or "may" is intended to be open-ended and to reflect that structure, material, or acts are not necessary, the failure to use such terms is not intended to reflect that structure, material, or acts are essential. To the extent that structure, material, or acts are presently considered to be essential, they are identified as such. [0023] While this invention has been illustrated and described in accordance with a preferred embodiment, it is recognized that variations and changes may be made therein without departing from the invention as set forth in the claims.
　
　
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