Eread and report_user_guide

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The user guide for Rourke Educational Media's eread and report solution. …

The user guide for Rourke Educational Media's eread and report solution.

Bill McIntosh

SchoolVision Inc.

Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh

SchoolVision Website on Facebook: https://www.facebook.com/WKMIII


I work with Rourke Educational Media as their South Carolina consultant:

Email : bill@rourkeeducationalmedia.com
Rourke Educational Media Website :
www.rourkeducationalmedia.com
Toll free # 800.394.7055

I have posted Info on Rourke’s products on Slideshare :


http://www.slideshare.net/WKM3rd/documents

http://www.slideshare.net/WKM3rd/presentations

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  • 1. Users Guide User’s Guide 1www.rourkeeducationalmedia.com rourke@rourkeeducationalmedia.com
  • 2. e-Read and Report What is e-Read and Report? Rourke’s e-Read and Report program is a reading comprehension and vocabulary assessment program designed for grades K – 12. This program utilizes Rourke’s highly engaging informational e-Books. Students have the opportunity to read one of the e-Books and then answer vocabulary and comprehension questions. Rourke’s e-Read and Report program features vocabulary usage questions focusing on Tier I, Tier II and Tier III vocabulary words. Students will read the definition of a word and then select the correct usage sentence or sentences. Each vocabulary definition will have five possible answers for students to choose from. In books that are in the Guided Reading Levels A – M there are 5 vocabulary words with photo support. Books for Guided Reading Levels N – Z+ will have 10 words without photo support. In addition to a total score for vocabulary, students and teachers see the specific words that the student got correct and incorrect. Each word is coded as a Tier I, Tier II or Tier III word and a score for Tier I, Tier II and Tier III words is given. Rourke’s e-Read and Report program also features comprehension questions. Each title will have five comprehension questions with five possible answers for students to choose from. All comprehension questions focus on informational text and fiction reading strategies for comprehension listed below: 1. Using and interpreting text features (graphs, charts, maps) 2. Determining importance or main idea and identifying key details 3. Synthesizing or summarizing complex concepts or processes 4. Visualizing 5. Making inferences 6. Making connections 7. Asking questions 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 • Add any Teacher Notes to student • Monitor student’s progress by checking online reports regularly • Review information with students • Communicate with parents2
  • 3. Users GuideStudents…• 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 teacherAdministrators…• 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 student’s 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 levelGetting Started with e-Read and ReportUPLOADING TEACHER AND STUDENT INFORMATION TO e-READ AND REPORTAt the time of purchase, Rourke Educational Media’s IT department will supply your school ordistricts IT department with the data structure to automate the uploading of all student andteacher information, including logins and passwords, to e-Read and Report.ACCESSING THE e-READ AND REPORT ONLINEe-Read and Report is easy to access on any internet connected computer, tablet or smartphone at the web address provided below.www.rourkeeducationalmedia.comOnce on the Rourke Educational media website, click on the Instructional Technology Portal.Then click on the eRead and Report logo at the top of the page.When prompted, you simply login using the usernameand password provided to you by Rourke or by yoursite administrator. Once you are logged in, you willbe able to add students, create assignments, viewand print student reports.The web address for e-Read and Report is thesame for both students, teachers, and buildingadministrators. The login and password determineswhat the user can access in the program. 3
  • 4. e-Read and Report ADDING A NEW TEACHER TO e-READ and REPORT The Site Administrator assigns teacher logins and passwords. 1. Site Administrator logs into e-Read and Report. 2. Click on NEW USER at the top right of the screen. 3. Input new user information. 4. Click CREATE USER at bottom of the screen. ADDING A NEW STUDENT TO e-READ and REPORT The teacher or building administrator can assign student logins and passwords. 1. Teacher logs into e-Read and Report. 2. Click on NEW USER at the top right of the screen. 3. Input new user information. 4. Click CREATE USER at bottom of the screen. 5. Then go to the Classrooms and Groups tab and assign the student to an existing group or create a new group.4
  • 5. Users GuideHOW TO ASSIGN PLACEMENT TESTS1. Teacher logs into e-Read and Report.2. Click on PLACEMENT tab at the top of the page.3. To assign a placement to an individual student, click on the NEW PLACEMENT tab.4. To assign a placement test to the entire class or a group, select the NEW CLASS PLACEMENT.5. Based on your studen’ts grade level, select the appropriate placement test for the student to start on. The computer will automatically calculate the student’s 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 asteriskedpassage for that grade level. For example, if you were giving the placement test to a group ofsecond graders, all students would start reading the Chickens passage. Grade  Level   Title   Guided   Lexile     Reading   Level   Level   *K   Animal  Sounds   A   BR   K   Eyes  of  Animals   B   Br   K   Apple  Trees   C   BR   K   Ants   D   100-­‐150   *1   Gorillas   E   150-­‐200   1   Ducks   F   200-­‐250   1   Color  Codes   G   250-­‐300   1   Planets   H   300-­‐350   1   Being  Green   I   350-­‐400   1   Butterflies   J   400-­‐450   *2   Chickens   K   450-­‐500   2   Endangered  Animals  and  Plants   L   500-­‐550   2   Bats   M   550-­‐600   *3   Up  and  Down   N   600-­‐625   3   Its  an  Earthquake   O   625-­‐675   3   Icebergs  and  the  Titanic   P   675-­‐700   *4   Natural  Forces   Q   700-­‐725   4   Hazardous  Waste   R   725-­‐775   4   Fossils   S   775-­‐800   *5   Biomes   T   800-­‐825   5   Minerals   U   825-­‐875   5   STEM   V   875-­‐900   *6   Inventors   W   900-­‐925   6   Telescopes   X   925-­‐975   6   Forces  and  Motion   Y   975-­‐1000   *7     Genetics   Z   1000-­‐1100   *8   Biodiversity   Z+   1100-­‐1200   *9+   Neurotransmitters   Z+   1200-­‐1300     5
  • 6. e-Read and Report HOW TO UTILIZE e-READ and REPORT TEACHER or BUILDING ADMINISTRATOR CREATING ASSIGNMENTS… Individual Student Assignments 1. Click on Assignments tab at the top of the page. 2. Click on NEW ASSIGNMENT on top right of screen. 3. Drop-down menu allows you to select an individual student. 4. Select book. 5. Select due date (optional). 6. The Notes section is the place for you to write the directions for the student. (Ex: Read the book and take the quiz.) 7. Click CREATE ASSIGNMENT. Group or Whole Class Assignments 1. Click on Assignments tab at the top of the page. 2. Click on NEW CLASS ASSIGNMENT on the top right of screen. 3. Drop-down menu allows you to select a group or classroom. 4. Select book. 5. Select due date (optional). 6. The Notes section is the place for you to write the directions for the student. (Ex: Read the book and take the quiz.) 7. Click NEW CLASS ASSIGNMENT at the bottom of the page. CREATING CLASSROOMS AND GROUPS Teachers or Building Administrators can create groups for students or classrooms. 1. Click on the CLASSROOMS and GROUPS tab. 2. Then click on NEW CLASSROOMS AND GROUPS at the top right of the screen. 3. Input new classroom or group information. 4. Click CREATE CLASSROOM at the bottom left of the page.6
  • 7. Users GuideVIEWING REPORTS…Teachers can monitor a student’s progress on vocabulary and comprehension strategies on alltests. View reports by following the steps below.1. Click on Students and Teachers Tab on top of page.2. To view individual student’s scores, click on specific student’s Scores Link.3. To view whole class scores, click on teacher link. Click on the Teacher to view whole class.4. Once in score report, click on EXPORT PDF or EXPORT XLS to create a printable report. Click to export report 7
  • 8. e-Read and ReportANALYZING REPORTSWhen report window is open, teacher can view Average Score. Graph will display AverageVocabulary, Average Comprehension and Overall Average.Teacher can also view Score Overview which displays student progress over time.Teacher can view Score Summary, which includes individual student names that link toindividual student folders. Information includes name of Student, Title, Fiction/Nonfiction,GRL, Vocabulary Questions, Vocabulary Scores, Comprehension Questions, ComprehensionScores, Average Skill, Date and Time Stamp. Score Summary also includes Details Link. Click to view detailsThe 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 thatwas asked and the student’s selected answer, and whether it was answered correctlyor incorrectly.
  • 9. Users GuideOn the right side of screen, additional Score Details are found. This includes an overview andTime to Read (length of time student took to read the ebook).All detailed reports have the option of being exported to EXCEL or PDF. 9
  • 10. e-Read and Report STUDENT Log into e-Read and Report. Student can choose between MY FOLDER and LIBRARY. MY FOLDER 1. Click on MY FOLDER. - Take Placement Test - Check for assignments - Teacher Notes - 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.10
  • 11. Users Guide LIBRARY1. 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.APPENDIXVOCABULARY TIERSTIER 1Tier one vocabulary words consist of basic words. These words usually do not require directinstruction 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, redand chair.TIER 2Tier two vocabulary words consists of high frequency words that occur across a variety ofdomains. These words occur often in mature language situations such as adult conversationsand literature, and strongly influence speaking and reading. Tier two words are important forreading comprehension and will have multiple meanings. They are words thatallow students to describe concepts in a detailed manner. Tier two words are the most importantwords for direct instruction. Examples of tier two words are energy, results, trials, and decay.TIER 3Tier three vocabulary words consists of words that occur in specific domains, including subjectsin school, occupations, geography, technology, etc. We usually learn these words when aspecific need arises, such as learning about photosynthesis during a lesson on plants. Examplesof tier three words are: microorganism, samurai, tectonic and gigabyte. It important to keepin mind that tier two and three words are not all definite in their tier classification. Wordknowledge can be based on personal experience. 11
  • 12. e-Read and Report Comprehension Strategies 1. Using and Interpreting Text Features – text features include graphs, captions, diagrams, photos, illustrations, table of contents, glossary, and index. The student must be able to adequately examine and use each of these features to fully understand the entire text. 2. Determining Importance or central ideas and identifying key details – the student determines the purpose for reading the text and then decides what is most important in the text and what are the key details that help support that main idea. 3. Synthesizing or Summarizing complex concepts or processes – students thinking evolves/changes as students gather information in the text. As they synthesize this new information, it forms a new understanding of the text. Summarizing allows students to take all of the concepts presented in a text and create a clear and precise understanding in a few words or sentences. 4. Visualizing – students create a picture in their minds (mental pictures). These images assist in making the reading come to life. This strategy helps readers to make the text more meaningful on a personal level. It also helps students to gain a higher level of comprehension if they can visualize the concepts in the text. 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 reader’s 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. eRead and Report Users Guide_2013.indd rourkeeducationalmedia.com12