In Moon Ranch, the student develops listening accuracy skills by detecting when a new syllable interrupts a repeated syllable.
- Language & reading skills: listening accuracy, phonological/phonemic awareness
- Cognitive skills: memory, attention, processing
Does the student understand the exercise goal/task?
Observe the student as they work through the exercise demo to determine where their understanding may be breaking down.
- Have the student click the Go button.
- The student should watch the floating animal while listening to a syllable being repeated in rapid succession.
- When the repeated syllable is interrupted by a different syllable, the student must quickly click the animal.
This activity can help determine if the student is experiencing difficulty with timing, which is critical for success in this exercise. Encourage the student to pay close attention so they are ready to click when the second syllable is presented.
Does the student frequently “miss” the answer because they have difficulty with timing and rhythm?
Unlike many of the other exercises, this one requires a fast response time—so timing is everything! Ask the student to tap their foot every time they hear the syllable repeated to help them improve their timing. You may also suggest the student close their eyes.
If the student has trouble using a mouse or iPad, consider switching to a keyboard and use the keyboard shortcuts:
- Have the student press the Space bar key (Go button).
- The student should watch the floating animal while listening to a syllable repeated in rapid succession.
- When the repeated syllable is interrupted by a new syllable, the student must press the Down Arrow key to select the animal.
- If the animal is selected too early or too late, the answer is counted as incorrect and the animal returns to the stump.
Is the student aware that this exercise uses the 3-Forward/1-Back Rule to make forward progress?
Explain that accuracy is the key to moving through the content in this exercise. Students make progress based on the 3-Forward/1-Back Rule: they move forward when they get 3 answers in a row correct, but they move backward when they get 1 answer incorrect.
Because streaks record the number of correct answers in a row, charting this can help the student self-monitor by providing visual feedback of their number of correct answers in a row. Students can use the 
Three-in-a-Row Worksheet.
Does the student need help identifying the syllables?
Show the student how to use Help mode within the exercise. Using Help will not affect the student’s standing in the exercise.
- Have the student click the Help button in the exercise to see 3 streams of syllables at the current set and stage.
- When Help opens, have the student click the Go button to hear the corresponding syllable streams:
- 2 repeated syllables + new syllable
- 4 repeated syllables + new syllable
- 3-6 repeated syllables + new syllable
Is the student having difficulty discriminating between the two syllables?
Practice a “live” version of the exercise.
- Ask the student to close their eyes and listen to you say the two sounds “ki” and “gi” (pronounced “key” and “ghee”). Have them repeat the sounds with you. Talk about changes in the shape of their mouth and jaw when they say each of the two sounds.
- Next, ask the student to keep their eyes closed and listen carefully while you say “ki” (key). The second time you say “ki” have them raise their hand. The third time you say “ki” have them say the sound with you while raising their hand.
- Now, introduce the “gi” (ghee) sound to the student. Ask them to listen carefully with their eyes closed. The second time you say “gi” have the student place their hand down toward the floor. The third time you say “gi” have them say the sound with you while placing their hand down toward the floor.
- Finally, explain that you will now say a series of “ki” sounds and then sneak in a “gi” sound. Ask the student to keep their eyes closed and listen carefully. Have them raise their hand each time they hear the “ki” sound, and then lower their hand when they hear you sneak in the “gi” sound.
- Practice with the other sound pairs, if necessary:
- shu/chu – “shoe” and “chew”
- sti/si – “stee” and “see”
- ke/ge – “cay” and “gay”
- to/do – “toe” and “doe”
- da/ba – “dah” and “bah”
