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ROLES
Teachers Add a new student at any time. Assign placement tests to students Assign e-Books to students Assign individual, small group, or whole group assignments Monitor students progress by checking online reports regularly Review information with students Communicate with parents
User's Guide
Students Log into e-Read and Report using assigned login and password Check MY FOLDER for assigned placement tests, e-Books and quizzes If no assignments are present, search Title Library for an e-Book that interests you Read e-Book independently After reading, click Test Me button Complete a set of vocabulary and comprehension questions in multiple choice form Evaluate performance and conference with teacher Administrators Support e-Read and Report implementation Introduce e-Read and Report to the school so all teachers know what the program is about and who is eligible to participate Periodically monitor students progress and test scores by checking online student reports or asking the classroom teacher to provide a report for you Assess progress on a student, classroom and building wide level
www.ereadandreport.com
When prompted, you simply login using the username and password provided to you by Rourke or by your site administrator. Once you are logged in, you will be able to add students, create assignments, view and print student reports. The web address for e-Read and Report is the same for both students, teachers, and building administrators. The login and password determines what the user can access in the program.
User's Guide
HOW TO ASSIGN PLACEMENT TESTS
1. 2. 3. 4. 5. Teacher logs into e-Read and Report. Click on PLACEMENT tab at the top of the page. To assign a placement to an individual student, click on the NEW PLACEMENT tab. To assign a placement test to the entire class or a group, select the NEW CLASS PLACEMENT. Based on your students grade level, select the appropriate placement test for the student to start on. The computer will automatically calculate the students score and move them up or down through placement passages until their individual reading level is determined.
To administer the placement test, have all students in a grade level start on the asterisked passage for that grade level. For example, if you were giving the placement test to a group of second graders, all students would start reading the Chickens passage.
Title Animal Sounds Eyes of Animals Apple Trees Ants Gorillas Ducks Color Codes Planets Being Green Butterflies Chickens Endangered Animals and Plants Bats Up and Down It's an Earthquake Icebergs and the Titanic Natural Forces Hazardous Waste Fossils Biomes Minerals STEM Inventors Telescopes Forces and Motion Genetics Biodiversity Neurotransmitters
Lexile Level BR Br BR 100-150 150-200 200-250 250-300 300-350 350-400 400-450 450-500 500-550 550-600 600-625 625-675 675-700 700-725 725-775 775-800 800-825 825-875 875-900 900-925 925-975 975-1000 1000-1100 1100-1200 1200-1300
User's Guide
VIEWING REPORTS
Teachers can monitor a students progress on vocabulary and comprehension strategies on all tests. View reports by following the steps below. 1. Click on Students and Teachers Tab on top of page. 2. To view individual students scores, click on specific students Scores Link. 3. To view whole class scores, click on teacher link. 4. To view group scores, click on the Classrooms and Groups Tab at the top of the page. Click on scores to view a specific groups scores.
5. Once in score report, click on EXPORT PDF or EXPORT XLS to create a printable report.
Teacher can also view Score Overview which displays student progress over time.
Teacher can view Score Summary, which includes individual student names that link to individual student folders. Information includes name of Student, Title, Fiction/Nonfiction, GRL, Vocabulary Questions, Vocabulary Scores, Comprehension Questions, Comprehension Scores, Average Skill, Date and Time Stamp. Score Summary also includes Details Link.
The Details Link shows questions and answers for all vocabulary and comprehension questions. Teacher will be able to see the question type, the question subtype, the actual question that was asked and the students selected answer, and whether it was answered correctly or incorrectly.
User's Guide
On the right side of screen, additional Score Details are found. This includes an overview and Time to Read (length of time student took to read the ebook).
All detailed reports have the option of being exported to EXCEL or PDF.
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Click on MY FOLDER. - Take Placement Test - Check for assignments - Notes from the teacher - Score Summary
Accessing Assignments 1. Student clicks on their folder. 2. Student clicks on the assigned placement test or assignment. 3. Student reads e-Book. 4. Student clicks on TEST ME!
5. Student begins e-Read and Report quiz. - If student chooses incorrect answer, they will be prompted to TRY AGAIN! until correct answer is chosen. 6. When student completes quiz, they click DONE.
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User's Guide
LIBRARY 1. Click on LIBRARY. 2. e-Books can be searched by Book, Subject, GRL, Dewey, Fiction and NonFiction. 3. Students can also scroll through library shelves.
APPENDIX
VOCABULARY TIERS TIER 1 Tier one vocabulary words consist of basic words. These words usually do not require direct instruction and typically do not have multiple meanings. Sight words, nouns, verbs, adjectives, and early reading words occur at this level. Examples of tier one words are: boy, cat, walk, red and chair. TIER 2 Tier two vocabulary words consists of high frequency words that occur across a variety of domains. These words occur often in mature language situations such as adult conversations and literature, and strongly influence speaking and reading. Tier two words are important for reading comprehension and will have multiple meanings. They are words that allow students to describe concepts in a detailed manner. Tier two words are the most important words for direct instruction. Examples of tier two words are energy, results, trials, and decay. TIER 3 Tier three vocabulary words consists of words that occur in specific domains, including subjects in school, occupations, geography, technology, etc. We usually learn these words when a specific need arises, such as learning about photosynthesis during a lesson on plants. Examples of tier three words are: microorganism, samurai, tectonic and gigabyte. It important to keep in mind that tier two and three words are not all definite in their tier classification. Word knowledge can be based on personal experience.
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5. Making Inferences this is when students utilize their background knowledge/schema and clues from the text to derive ideas that are not provided explicitly in the text. 6. Making Connections utilizing their background knowledge/schema, the student will make connections with the text. There are three different ways that students make connections: Text to Self making a connection between the text and the readers personal experiences Text to Text making connections between two different texts Text to World making connections between a text and event occurring in the world
7. Asking Questions In order to develop critical readers, students must ask thoughtful questions while they read. It is valuable in helping them to integrate information, discover new knowledge, and focus on important information in the text.
rourkeeducationalmedia.com
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