Eyes on the Waves Slides Lesson 1: Bi-Modal Reading
EYES ON THE WAVES
Mastering visual tracking with Text-to-Speech (TTS) audio support.
Visual Tracking
Auditory Support
Focus Boost
Karaoke Reading Challenge
When we read with TTS, our eyes have to be "locked in" on the word being spoken.
The Mission:
Follow the highlight bar.
Don't let your eyes drift away!
Connect the sound to the spelling.
LIVE DEMO
Science is the study of the physical and natural world through observation and experiment.
0:04 / 0:18
Bi-Modal Power
Seeing + Hearing = Success
Visual
You see the words and track their shapes on the page.
Auditory
You hear the pronunciation and the rhythm of the text.
"Bi-modal reading helps my brain focus twice as hard on the meaning because I'm getting information from two paths at once!"
Calibration: Find Your Speed
0.75x Speed
Best for complex new words or when your eyes feel "lost."
DECODING MODE
1.0x Speed
The "Goldilocks" zone. Good for steady tracking and flow.
FLOW MODE
1.25x Speed
Best for scanning familiar text or finding a specific fact.
SEARCH MODE
Lab Protocol
1
Open the Practice Text
Log into your digital reading platform.
2
Set Your Speed
Start at 1.0x and adjust until your eyes can comfortably follow the highlight.
3
The 3-Minute Sprint
Read the first 3 paragraphs without letting your eyes leave the screen.
Tracking Log
Complete your "Eyes on the Waves" worksheet during this time. Mark your focus level for each section.
Paragraph 1 Focus:
Paragraph 2 Focus:
Eyes on the Waves Teacher Guide Teacher Protocol: Eyes on the Waves
Lesson 1: Bi-Modal Reading & Visual Tracking
Lab Module
01
Objective
Students will synchronize visual tracking with text-to-speech (TTS) audio output to improve focus and decoding. By the end of this lesson, students will be able to identify their "optimal reading speed" for comprehension.
Required Tech
Classroom TTS software (e.g., Read&Write, Snap&Read, or browser-native TTS)
Individual headphones
Digital reading passage (Level-appropriate non-fiction recommended)
Key Terms
Bi-Modal Reading
The act of seeing and hearing text simultaneously.
Visual Tracking
Following text line-by-line without skipping or losing place.
Calibration
Adjusting settings (like speed) to find a perfect fit.
Instructional Steps
1
The Hook: Karaoke Reading (10 min)
Display a short, engaging text on the board with the TTS highlight active. Challenge students to follow the highlight with only their eyes. If the highlight disappears (or if you pause it), they must be able to point exactly to the word that was just read.
Teacher Tip: Dramatize the "losing your place" moment. Show how easy it is for the brain to wander if the eyes aren't locked onto the highlight bar.
2
Direct Instruction: The Two-Path Brain (10 min)
Explain that bi-modal reading creates two paths to the brain: the Eye Path and the Ear Path . When both paths carry the same word at the same time, comprehension is stronger. If they get out of sync, the brain gets confused.
3
Modeling Calibration (10 min)
Show students how to adjust the TTS speed settings. Demonstrate three modes:
Slow (0.75x): Use when words are long or "tricky." Good for decoding.Normal (1.0x): The default. Best for most reading.Fast (1.25x+): Only for finding a specific word or reviewing what you already know.
4
Guided Lab: The 3-Minute Sprint (20 min)
Students work independently with headphones. They must read a specific text using their TTS tool and fill out the Frequency Log . Circulate and check if students' eyes are actually following the highlight or if they are just staring at the screen.
Adaptations
For Emerging Readers:
Encourage the use of a physical finger or pencil to track on the screen along with the digital highlight bar for triple-modal input.
For Advanced Readers:
Challenge them to find the "Break Point"—the speed where they can no longer accurately track—and then back it off by 10%.
Eyes on the Waves Worksheet Lab Report: Module 01
Eyes on the Waves
Bi-Modal Reading & Visual Tracking
Student Name:
Lab Date:
1
Speed Calibration
Test different speeds using your TTS tool. Check the box that describes how each speed felt for your eyes.
0.75x Speed
Too slow / Bored
Just right for focus
1.0x Speed
Perfect flow
A bit too fast
1.25x Speed
Good for scanning
Too fast / Lost place
2
Tracking Focus Log
Listen and track 3 paragraphs. Rate your Visual Focus (how well your eyes followed the highlight) for each.
Paragraph 1
My eyes stayed on the words:
10%
Drifted
50%
Mostly
100%
Locked In
Paragraph 2
My eyes stayed on the words:
Paragraph 3
My eyes stayed on the words:
3
Lab Reflection
What happened to your understanding of the story when your eyes drifted away from the highlight bar?
What is your "Optimal Reading Speed" for focus? Why does that speed work for you?
The Big Bite Breakup Slides Lesson 2: Information Segmentation
The Big Bite Breakup
Using the Pause Button to Digest Big Ideas.
The Pause Power
Text Chunking
The Cookie Challenge
One Giant Bite
🍪
Trying to listen to a whole chapter without stopping is like eating a giant cookie in one bite. You might choke on the information!
Small Bites
🍪 🍪 🍪 🍪
Chunking is breaking the text into "small bites." We stop, chew (think), and swallow (understand) before taking the next bite.
The Golden Rule of Chunking
If you can't say it in your own words, you didn't "chew" long enough.
1. Play
Listen to one paragraph or one sub-heading.
2. Pause
Hit the button the moment the chunk ends.
3. Paraphrase
Say (or write) the main idea in your own words.
When should I chunk?
End of a paragraph
After a "Big Idea" word
When you get confused
After a bold heading
Watch Me Chunk
Text Example
"The Amazon Rainforest is home to more than 30 million people. It is also home to one in ten known species on Earth. [PAUSE BUTTON] This makes it the most bio-diverse region in the world."
My "Chewed" Idea:
Lots of people and tons of different animals live in the Amazon.
Ready to take the next bite!
Lab Activity
1
Target
Open the "Big Bite" article in your reader.
2
Breakup
Stop the audio after every heading or paragraph.
3
Log
Write one sentence summary in your chunking log.
Sprint Time: 15 Minutes
The Big Bite Breakup Teacher Guide Teacher Protocol: The Big Bite Breakup
Lesson 2: Chunking Text for Comprehension
Lab Module
02
Objective
Students will use the "Pause" button on their TTS software to segment continuous audio input into meaningful "chunks." They will practice summarizing each chunk to ensure processing before continuing to the next section.
Cognitive Load Note
Listening to TTS for long periods without interruption can lead to "auditory fatigue." Chunking offloads the memory by allowing the brain to finalize a thought before moving to the next.
The P-P-P Strategy
PLAY: One section only.
PAUSE: Stop the stream.
PARAPHRASE: Own words.
Instructional Steps
1
The Hook: The Cookie Demo (5 min)
Bring in a large cookie (or image/drawing). Ask a volunteer to try and describe how they would eat it if they were in a rush to finish the whole thing in 5 seconds. Contrast this with taking small, meaningful bites. Explain: Listening to a long article without pausing is trying to swallow the whole cookie at once. You don't taste (understand) it!
2
Identifying "Pause Points" (10 min)
Project a passage. Ask students: "Where should we hit the breakup button?" Mark the text together. Teach students to look for visual cues:
Paragraph breaks
Bold headings
After a list of facts
At the end of a complicated sentence
3
Modeling the Log (10 min)
Read one paragraph with TTS. Hit Pause. Think aloud: "Okay, I heard that the Amazon is huge and has lots of people. Let me write that in my log." Demonstrate that the summary doesn't need to be long—just enough to prove you "chewed" the information.
4
Workshop: The Chunking Sprint (25 min)
Students apply the strategy to their own digital text. They must complete 4 "bites" on their worksheet. Walk the room: Listen for the silence between play sessions. If a student is playing audio for 2+ minutes without a pause, prompt them: "Time for a bite!"
Adaptations
For Reluctant Writers:
Allow them to record their "Paraphrase" using a voice note tool or simply whisper it to a partner before hitting play again.
For High-Stamina Readers:
Challenge them to find "Logical Chunks"—pausing only when the topic of the text actually shifts, rather than just at every paragraph.
The Big Bite Breakup Worksheet Lab Report: Module 02
The Big Bite Breakup
The Play-Pause-Paraphrase Protocol
Researcher:
Session Date:
1. Play
2. Pause
3. Paraphrase
The Chunking Log
Bite #1
Paragraph or Heading Name:
My "Chewed" Summary (Own words):
Understanding Score:
(Got it!)
Bite #2
Paragraph or Heading Name:
My "Chewed" Summary (Own words):
Understanding Score:
(Got it!)
Bite #3
Paragraph or Heading Name:
My "Chewed" Summary (Own words):
Understanding Score:
(Got it!)
Bite #4
Paragraph or Heading Name:
My "Chewed" Summary (Own words):
Understanding Score:
(Got it!)
Audio Detective Files Slides Top Secret // Lab Module 03
Audio Detective Files
Using TTS to Track Down Evidence & Clues.
Audio Scanning
Re-Listening
Fact Verification
The Mission: Evidence Collection
Detectives don't just listen once. They re-play the tape to find the detail everyone else missed.
Why Re-Listen?
To find a specific quote.
To check if a fact is true.
To understand a "Tricky Part."
Recording.wav
"The suspect was seen wearing a bright blue hat and carrying a small wooden crate near the docks at midnight..."
Choose Your Tool
Different tasks require different audio strategies.
The Scan
Increase speed to 1.5x . Listen for "Key Words" while your eyes skim the page. Stop when you hear the clue!
BEST FOR: Finding a fact fast.
The Loop
Highlight the specific sentence. Listen to it 2 or 3 times at 0.75x speed until every word is clear.
BEST FOR: Understanding evidence.
Solving the Mystery
Witness Statement:
"I saw the bird fly into the hollow tree. It was carrying a small silver key in its beak. I think it lives in the Oak tree, not the Pine tree."
Detective Log:
Clue Found: Silver Key
Location Verified: Oak Tree
"I had to re-listen 3 times to make sure it was the Oak tree and not the Pine!"
Active Investigation
A
Open the Case Investigation Text .
B
Use The Scan to find keywords.
C
Use The Loop to confirm your clues.
Time Limit
20:00
Audio Detective Files Teacher Guide Lead Detective Protocol
Lesson 3: Re-reading & Evidence Collection
Case Module
03
Objective
Students will use Text-to-Speech strategically to find and verify textual evidence. They will learn to toggle between high-speed "scanning" to locate keywords and low-speed "looping" to confirm specific details for an argument or mystery.
Tool 1: The Scan
Setting TTS to 1.5x+ speed. Ears listen for specific keywords (nouns/dates) while eyes skim. Used to cover large areas of text quickly.
Tool 2: The Loop
Highlighting 1-2 sentences and playing them 3+ times. Used to clarify complex syntax or confirm a controversial quote.
Investigator Prep
Select a mystery text or a complex informational article.
Create 3-4 specific "Clue Questions" that require finding a detail in the text.
Ensure students know how to "Select to Speak" only specific sections.
Case Sequence
1
The Briefing: Clue Hunting (10 min)
Introduce the "Mystery" or the "Argument" the class is investigating. Modeling: Show how you might hear a sentence once and think you know what it said, but then re-listen to find the missing detail. (e.g., "I thought it said the cat was black, but when I looped it, I realized it said 'black and white' .")
2
Speed Toggling (10 min)
Guide students in a practice "Scan." Give them a keyword (e.g., 'Atmosphere'). Tell them to set speed to 1.75x and hit play. They must stop as soon as they hear the word. This gamifies the act of using TTS as a search engine.
3
Active Investigation (25 min)
Students work on their Case Files . They must find 3 pieces of evidence for the investigation. Requirement: For at least one clue, they must "Loop" it (listen 3 times) and explain why the 1st listen wasn't enough.
4
Debrief: The Verdict (10 min)
As a class, share the clues found. Discuss which was harder to find and which audio strategy (Scan or Loop) was more effective for that specific clue.
Support:
Provide students with the specific paragraph numbers where clues are hidden, so they can focus on the "Looping" skill rather than the "Scanning" skill.
Extension:
Challenge students to find evidence that disproves a classmate's theory by finding a contradictory detail through careful re-listening.
Audio Detective Worksheet CLASSIFIED
Audio Detective Log
Evidence Collection Module // 03
Investigator Name:
Case Name:
1
Evidence Search
Scan
Loop
The Question / Search Goal:
Loop Count (Times Listened):
1
2
3
4+
The Clue (Direct Quote from Audio):
2
Evidence Search
The Question / Search Goal:
Loop Count (Times Listened):
The Clue (Direct Quote from Audio):
Case Summary
Based on the evidence you collected above, what is the final answer to the mystery or argument?
AUTH_SIG: ___________________
Live Sound Mapping Slides Lab Module 04: Active Processing
Live Mapping
Taking Notes at the Speed of Sound.
Dynamic Highlighting
Symbolic Shorthand
Don't Pause the Flow
In the last lesson, we hit PAUSE a lot. Today, we keep the audio running while we mark the "map."
"The best way to remember what you hear is to catch the ideas as they fly past you."
Active Capturing
Listen for a BIG IDEA.
Highlight it IMMEDIATELY.
Use a symbol for the reason.
Mapping Symbols
Quick marks that save you time.
!
SURPRISE
Information that surprised you or was brand new.
?
QUESTION
Part of the audio that didn't make sense yet.
★
EVIDENCE
A specific fact that supports the main idea.
→
PROCESS
Steps in a sequence or cause and effect.
Watch the Map Form
"Wolves are social animals that live in packs of six to ten ★. They communicate through howls and scent marks !."
Digital Note:
"Wait, why 10? I thought packs were bigger?" ?
Pro Tip:
If the audio gets ahead of you, don't panic! Just drop the symbol and keep listening.
Live Sound Mapping
1
Launch
Open your digital text and the annotation tools.
2
Capture
Mark at least 4 "Sound Symbols" while the audio plays.
3
Review
Go back and expand your symbols into full notes.
"Listen twice, mark once, understand forever."
Live Sound Mapping Teacher Guide Cartographer Protocol
Lesson 4: Annotating While Listening
Module
04
Objective
Students will synchronize cognitive processing with audio input by performing "live" annotations. They will learn a shorthand symbolic system to mark significant information without interrupting the text-to-speech stream.
The Challenge: Cognitive Load
Annotating while listening is a high-level executive function skill. It requires Selective Attention . We must teach students that it is okay to miss a small detail if they are busy marking a big one.
Symbolic shorthand
! Surprise / New
? Confusing / Check
★ Evidence / Fact
→ Process / Link
Live Mapping Steps
1
The Multitasking Drill (10 min)
Display a list of 10 random words. Play the TTS reading them. Students must highlight every even-numbered word as it is spoken without stopping. This "Warm-up" builds the physical coordination needed for live annotation.
2
Modeling "The Flash" (10 min)
Project a short passage. Play the audio. Model: As the audio reaches a fact, quickly highlight it and type a single symbol (!, ?, or ★) in the note box. Crucially, do not stop to correct spelling or type full sentences. Explain that you are "pinning the location" to come back to later.
3
Live Sound Mapping (25 min)
Students open their assigned text. They must play at least 2 paragraphs without hitting pause. Their goal is to have 3-5 "pinned" locations on their digital map. The Rule: No pausing until the end of the section.
4
Expansion Phase (10 min)
Once the audio is finished, students go back to their symbols. They must expand their symbols into 1-sentence explanations. (e.g., Changing "★" to "This is evidence that wolves hunt in packs.")
Scaffolding:
Provide a physical "Symbol Card" students can point to if digital typing is too distracting during the first live run.
Tech Tip:
Teach the keyboard shortcut for highlighting if available (e.g., Ctrl+H) to minimize mouse movements.
Live Sound Map Worksheet 04
The Sound Map Explorer
Live Annotation Log // Lab Module 04
Researcher:
Expedition Date:
Symbol Legend:
! Surprise
? Question
★ Evidence
→ Process
Mark
The "Pin" (One Word)
Expansion (Full Idea - Write this AFTER listening)
Word...
Word...
Word...
Word...
Post-Expedition Debrief
What was the hardest part about marking the map while the audio was still playing?
How did using symbols help your brain keep up with the sound?
The Strategy Dashboard Slides Module 05: Metacognitive Analysis
The Strategy Dashboard
Mastering Your Personal Reading Toolkit.
Self-Assessment
Calibration Audit
The Reading Toolkit
Chunking
Breaking text into small bites to digest big ideas.
BEST FOR: Hard science or history.
Looping
Re-listening to find clues or verify facts.
BEST FOR: Detective work & evidence.
Mapping
Using symbols to take notes while the audio plays.
BEST FOR: Reviewing long stories.
Accuracy Audit
Before we take the final quiz, we must PREDICT .
The Question:
"How many clues will I get right using my TTS strategies?"
The Result:
? / 10
Your "Tech-Assisted" Score.
"If my score is high, it means my dashboard is set correctly!"
The Power of Choice
TTS ON
Complex words, heavy facts, long chapters, or when I'm feeling tired.
TTS OFF
Short messages, funny stories, or when I want to practice my own reading voice.
Lab Mastery
Time to show off your dashboard skills.
Final Quiz
Self-Reflection
Graduation
The Strategy Dashboard Teacher Guide Strategy Audit Protocol
Lesson 5: Evaluating Comprehension Accuracy
Module
05
Objective
Students will evaluate the effectiveness of the text-to-speech strategies learned throughout the sequence. They will analyze their own quiz performance to make data-driven decisions about when and how to use assistive technology in the future.
Metacognition Focus
The goal of this final lesson is Generalization . We want students to realize that TTS is not just "listening to a story," but a toolkit of specific maneuvers (Chunk, Loop, Scan, Map) that can be deployed based on the difficulty of the text.
Mastery Checklist
Identifies optimal speed for tracking.
Knows when to Pause vs. Loop.
Can annotate while audio plays.
Accurately predicts quiz performance.
Final Lab Sequence
1
The Final Simulation (25 min)
Students are given a "Challenge Text" (grade-level complex non-fiction). They must use their Strategy Dashboard (worksheet) to plan which tools they will use before they start. Then, they read and take a 3-5 question quiz.
2
The Accuracy Audit (10 min)
Once quizzes are graded, students compare their Prediction with their Score . If the score is high, discuss why the strategy worked. If the score is low, discuss if they used the wrong strategy (e.g., Scanning when they should have been Chunking).
3
Discussion: The Power of Choice (15 min)
Lead a circle discussion on the "Power" button. When do they feel they don't need TTS? When is it non-negotiable? Help students build an identity as "Strategic Readers" who know how to use their tools.
Wrap-Up Discussion Prompts:
"Which strategy felt most like a 'superpower' for your brain?"
"What is one thing you can do now that you couldn't do before the lab?"
"How does seeing and hearing at the same time change how you feel about 'hard' books?"
"What settings would you recommend to a friend who is trying TTS for the first time?"
The Strategy Dashboard Worksheet The Strategy Dashboard
Final Mastery Audit // Lab Module 05
Lab Status
GRADUATING
Master Researcher:
Completion Date:
1
Pre-Read Configuration
Before you start the final challenge, which strategies will you deploy? Check all that apply.
Chunking
Looping
Scanning
Mapping
2
Mastery Quiz
Question 01:
My Tech-Verified Answer:
Question 02:
My Tech-Verified Answer:
Question 03:
My Tech-Verified Answer:
The Accuracy Audit
Predicted Score
___ / 3
Actual Score
___ / 3
"I knew I'd do well because I used the ________ strategy for Question 3."
Lab Conclusion
What is your favorite TTS strategy? Why?
My "Signature" Speed Setting:
____ x using the ________ voice.
Lab Master
