Teacher’s  GuideReading Intervention for Grades 1 through 12
© 2012 Rourke Educational MediaAll rights reserved. No part of this book may be reproduced or utilizedin any form or by an...
Table of ContentsReading Intervention and the Reading Web....................................................................
Reading Interventionand the Reading Web         4
Reading Intervention                   and the Reading WebWelcome to the Reading Web! Reading Web (RW) is a reading interv...
What Do Teachers Do, What Do Students Do,What Do Administrators Do...Teachers...	 •	 Assign student logins and passwords	 ...
Getting Startedwith the reading web • Accessing the Reading Web Online • Adding Site Data to Reading Web • Reading Progres...
Getting Started with                       the Reading WebAccessing the Reading Web OnlineReading Web is easy to access on...
Adding Site Data to Reading Web               The Reading Web Site Administrator assigns teacher logins and passwords.FIRS...
SECOND         The Teacher or Site Administrator create groups.         	 1.	 Click on Groups Tab at the top of the screen...
The Teacher or Site Administrator assigns student logins and passwords.THIRD          	 1.	 Click on Students Tab at the t...
Reading Progress Assessment (RPA)The Reading Progress Assessment (RPA) is a quick and easy online reading assessment toide...
Students read the two pre-test passages based on their grade level. The firstFIRST   passage is below-grade-level and the ...
Suggested Pre- and Post-Test Passages By Grade LevelPre/Post Test Passages for Students in 1st GradePassage               ...
Now that the student has completed the pre-test, the teacher will score bothSECOND      passages to determine whether or n...
All students take RPA post-tests at the end of each term or when they are exitingTHIRD      the Reading Web program. The p...
After John finishes reading both passages the teacher reviews his scores to determine whether ornot he needs to read more ...
Reading Web Student Assessment Record SheetDate of Pre-Testing:___________________________ 	 Date of Post-Testing:________...
Step 3: Progress Monitoring DataDirections: At four-week intervals, record the book title and computer generated score for...
Reading Web Student Reading RecordDate Title Started:____________________________                          	 Date Title Co...
Assessment of Teacher Directed Activities and Independent ReadingDirections: After the student successfully completes the ...
Reading Progress Assessment Class Data Sheet     Date:						Teacher:								Class/Period:			     	 Student         Passage...
Workstations  and Instructionwith the Reading web         23
Workstations and Instruction             with the Reading WebThere are six Reading Web Workstations. They are Book Preview...
Workstation 1: Book PreviewThe purpose of the Book Preview Workstation is to activate students prior knowledge. Studentsbr...
Workstation 2: ComputerThe purpose of the Computer Workstation is to scaffold students in developing appropriatebefore-rea...
Alternate Computer Teaching Strategy PARTNERING AT THE COMPUTER Partnering at the computer on the Reading Web has proven t...
Comments and Questions for Listening PartnersBACKGROUND KNOWLEDGE	    Listening Partner:	 “Did you hear the three question...
Workstation 3: ReadingThe purpose of the Reading Workstation is for students to engage in reading the assignedbook. While ...
Reading Teaching StrategiesReadingOne effective way to support students while they are reading is to have quick readingcon...
Workstation 4: Vocabulary BuildingThe purpose of the Vocabulary Building Workstation is to deepen the understanding of Tie...
Workstation 5: Comprehension CheckThe purpose of the Comprehension Check Workstation is to apply reading for meaningstrate...
Alternate Comprehension Check Teaching Strategy An alternative to Comprehension reproducibles is having students write rea...
Workstation 6: Teacher Instruction The purpose of the Teacher Instruction Workstation is to provide the opportunity for co...
Rourke Reading WebMaterials ManagementIf   you   use a computer lab for Rourke Reading Web:	     •	   All computers up to ...
Understanding Student Data andGenerating Reports        36
Understanding Student Data and           Generating ReportsThe Reading Web has two options for viewing student data and ge...
ReportsTo generate reports on individual students, student groups, students in a teacher’s class,students in a school, or ...
Instructional Tools•	 Parent Letter•	 Vocabulary Building Reproducibles•	 Online Reading Web Dictionary•	 Comprehension Re...
Dear Parent,Welcome to the Reading Web! Reading Web is a web-based program that your student usesat school and can also be...
Vocabulary BuildingThe Reading Web Vocabulary Building graphic organizers are designed to be used with any RWbook.Students...
READING WEB VOCABULARY APPLICATION	                                          Vocabulary DevelopmentName:__________________...
READING WEB VOCABULARY APPLICATION	                                                                              	 Using C...
READING WEB VOCABULARY APPLICATION	                                                 Using Context CluesName:______________...
READING WEB VOCABULARY APPLICATION		Vocabulary          Name:__________________________________________________		 Date:___...
READING WEB VOCABULARY APPLICATION	                                                 VocabularyName:_______________________...
READING WEB VOCABULARY APPLICATION	                                                           SynonymsName:_______________...
READING WEB VOCABULARY APPLICATION	                                                          SynonymsName:________________...
READING WEB VOCABULARY APPLICATION	                                          Vocabulary DevelopmentName:__________________...
READING WEB VOCABULARY APPLICATION	                                         Vocabulary DevelopmentName:___________________...
READING WEB VOCABULARY APPLICATION	                                        Vocabulary DevelopmentName:____________________...
READING WEB VOCABULARY APPLICATION	                                         Vocabulary DevelopmentName:___________________...
READING WEB VOCABULARY APPLICATION		                                          Vocabulary Development       Name:__________...
READING WEB VOCABULARY APPLICATION	                                         Vocabulary DevelopmentName:___________________...
READING WEB VOCABULARY APPLICATION	                                           Vocabulary DevelopmentName:_________________...
Online Reading Web DictionaryTo assist students with their vocabulary worksheets, a dictionary including a definition, pro...
Comprehension CheckThe Reading Web Comprehension Check graphic organizers are designed to be used with any RWbook.Students...
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
Rourke rw teachers guide
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  1. 1. Teacher’s GuideReading Intervention for Grades 1 through 12
  2. 2. © 2012 Rourke Educational MediaAll rights reserved. No part of this book may be reproduced or utilizedin any form or by any means, electronic or mechanical includingphotocopying, recording, or by any information storage and retrieval Post Office Box 643328system without permission. Purchase of program constitute’s Vero Beach, FL 32964permission. May be reproduced for classroom use. 1-800-380-2289www.rourkeclassroom.com www.rourkeeducationalmedia.com 2
  3. 3. Table of ContentsReading Intervention and the Reading Web.................................................................... 4Getting Started with the Reading Web............................................................................ 7 Accessing the Reading Web Online........................................................................................................ 8 Adding Site Data to Reading Web.......................................................................................................... 9 Reading Progress Assessment (RPA)..................................................................................................... 12Workstations and Instruction with the Reading Web.................................................... 23 Materials Management......................................................................................................................... 35Understanding Student Data and Generating Reports.................................................. 36Instructional Tools........................................................................................................... 39 Parent Letter......................................................................................................................................... 40 Vocabulary Building.............................................................................................................................. 41 Vocabulary Building Reproducibles...................................................................................................... 42 Online Reading Web Dictionary............................................................................................................ 56 Comprehension Check.......................................................................................................................... 57 Comprehension Reproducibles............................................................................................................. 58 Book Report Prompts............................................................................................................................ 75Appendixes...................................................................................................................... 81 Computer Learning Overview............................................................................................................... 82 Reading Web System Requirements..................................................................................................... 86 Online Teacher Resources..................................................................................................................... 87 Reading Web Title List.......................................................................................................................... 88 Reading Web Program Materials.......................................................................................................... 90 Frequently Asked Questions................................................................................................................. 91 Book Summaries................................................................................................................................... 93 Comprehension Questions Reproducible........................................................................................... 120 3
  4. 4. Reading Interventionand the Reading Web 4
  5. 5. Reading Intervention and the Reading WebWelcome to the Reading Web! Reading Web (RW) is a reading intervention program forstudents in grades 1 through 12 reading at Kindergarten through 8th grade reading levels.Reading Web (RW) takes a workstation approach to reading intervention that providesstudents multiple opportunities to build and apply vocabulary, develop comprehensionstrategies, build reading skills, and develop reading fluency. The teacher’s role of coachingand instructing students is an integral part of student’s success in Reading Web’sintervention model.The Reading Web has three components: • The Reading Progress Assessment (RPA) is an online assessment that serves two main purposes. It is the placement test and the pre - and post-test. • The online portion of the Reading Web has reading passages with vocabulary and comprehension checks. Each passage comes from one of the books the students will be reading. The online portion of the Reading Web serves as a “before-reading-the- book” introduction to build student’s vocabulary, comprehension, fluency, and confidence. • The nonfiction books are for reading instruction. Depending on the needs of the students, the teacher uses the books for one-on-one reading tutoring, small group instruction, independent reading, or a combination of the three. While reading the books, the students are engaged in vocabulary and comprehension activities. 5
  6. 6. What Do Teachers Do, What Do Students Do,What Do Administrators Do...Teachers... • Assign student logins and passwords • Identify pre-test passages for students to read in the Reading Progress Assessment (RPA) • Assess students pre-test scores to determine Initial Placement Level (IPL) for Reading Web books and passages • Interact with students as they are working at the workstations to monitor progress, conference, and instruct • Assess student’s scores after completing the computer passages to determine if the students are ready to move to reading the book • Assign Vocabulary Building and Comprehension Check activities for each book • Meet with individual students or small groups at the Teacher Instruction Workstation for guided reading instruction • Assess student’s comprehension of content using the book specific reproducible provided with the online Teacher’s Notes • Monitor student’s progress by checking online folders regularly, listen to student’s recordings, and create reports • Communicate with parentsStudents... • Read assigned Reading Progress Assessment and Reading Web passages • Work independently or with a partner at workstations • Complete all Vocabulary Building and Comprehension Check activities assigned • Complete Reading Response Journal activities assigned • Partner with other students to share Vocabulary Building and Comprehension Check responses • Evaluate performance and conference with teacherAdministrators... • Support Reading Web implementation by scheduling time for Reading Web • Introduce Reading Web to the school so all teachers know what the program is about and who is eligible to participate • Periodically monitor student’s progress by checking online student folders or asking the Reading Web teacher to provide a report for you 6
  7. 7. Getting Startedwith the reading web • Accessing the Reading Web Online • Adding Site Data to Reading Web • Reading Progress Assessment (RPA) 7
  8. 8. Getting Started with the Reading WebAccessing the Reading Web OnlineReading Web is easy to access on any Internet connected computer at the web addressprovided below. www.rourkereadingweb.comWhen prompted, you simply login using the username and password provided to you byRourke or by your Reading Web site administrator. Once you are logged in, you will be ableto add students, create groups, view student data, listen to student voice recordings, printstudent and group reports, and access the Teacher’s Guide and other online resources.The web address for Reading Web is the same for both teachers and students. Your login andpassword determines your access to either the teacher or student portions of the program. NumberType of Login Login Allows User To Per SiteSite Reading 1 • View/Add /Update/Delete all teachers at siteWeb • View/Add/Update /Delete /Print Reports for all students at siteAdministrator • View/Add/Update /Delete all groups at site • View/Print online Teacher’s Guide, online glossary, and other resources • View passage menuTeacher Unlimited • View/Add/Update/Print Reports for all students for site • View/Add/Update/Delete groups • View/Print online Teacher’s Guide, online glossary, and other resources • View passage menuStudent Unlimited • Take Reading Progress Assessment (RPA) tests for site • Read passages and do vocabulary and comprehension activities • View personal Scorecard • View online glossary 8
  9. 9. Adding Site Data to Reading Web The Reading Web Site Administrator assigns teacher logins and passwords.FIRST 1. Click on Teachers Tab at the top of the screen. 2. Then click on Add a Teacher at the top right of the screen. 3. Input teacher information. 4. Make sure to click SAVE at bottom of screen. Tabs Only site administrators should have a check mark in this box. If a teacher leaves your site, check this box so the teacher cannot access Reading Web.If you record the password inthe Notes, you will not haveto create a new password ifthe user forgets it! If you need to edit information it’s easy! Just go to the tab (Groups, Students, or Teachers) and click on Edit at the top right of the screen. 9
  10. 10. SECOND The Teacher or Site Administrator create groups. 1. Click on Groups Tab at the top of the screen. 2. Then click on Add a Group at the top right of the screen. 3. Input name of group (i.e. 5thPeriod Smith...). 4. Select the teacher the group is assigned to. 5. Make sure to click SAVE at bottom of screen. Features of groups: • Students can be in multiple groups • New groups can be created at any time • Students can be added or removed from a group at any time 10
  11. 11. The Teacher or Site Administrator assigns student logins and passwords.THIRD 1. Click on Students Tab at the top of the screen. 2. Then click on Add a Student at the top right of the screen. 3. Input student information. • Student Number is schools choice. • Only check the “Block student’s ability to login?” if the student is no longer in the program. • Students can be assigned to multiple groups. 4. Book filters are usually set after the student takes the RPA. After the student’s initial placement level is identified, the teacher can choose to edit the student’s record and select the book levels the student will have access to. This is an optional feature. 5. Make sure to click SAVE at bottom of screen. 6. View newly created Student Folder to make sure student information is correct. If changes need to be made, click on Edit at the top right of the screen.Check all groups thatstudent is in. Once students have taken the RPA and you know their IPL, you may choose to limit the RW passages that the student has access to.If you record the password inthe Notes, you will not haveto create a new password ifthe user forgets it! 11
  12. 12. Reading Progress Assessment (RPA)The Reading Progress Assessment (RPA) is a quick and easy online reading assessment toidentify a student’s instructional reading level and assess vocabulary and comprehension skills.Students read short, leveled passages that are followed by a vocabulary assessment and acomprehension assessment. The RPA automatically scores the students in fluency, vocabulary,and comprehension. The RPA is integral to success with the Reading Web because it identifiesthe students Initial Placement Level (IPL) and it provides pre- and post-test data.To take the RPA, students must first be given a Reading Web login and password. If youhaven’t already assigned student logins and passwords refer to the previous section.RPA scores are saved online in the student’s Reading Web folder with the scores of their RWpassages. In the student folder, a star beside a title indicates that it is an RPA passage. RPA PassagesTitle Grade Level Guided Reading Level Lexile Level WPM GoalAnimal Sounds K A BR 50-60Eyes of Animals K B BR 50-60Apple Trees K C BR 60-70Ants K D 100-150 60-70Gorillas 1 E 150-200 60-70Ducks 1 F 200-250 60-70Color Codes 1 G 250-300 60-70Planets 1 H 300-350 60-70Being Green 1 I 350-400 60-70Butterflies 1 J 400-450 80-90Chickens 2 K 450-500 80-90Endangered Animals and Plants 2 L 500-550 80-90Bats 2 M 550-600 80-90Up and Down 3 N 600-625 90-100It’s an Earthquake 3 O 625-675 90-100Icebergs and the Titanic 3 P 675-700 90-100Natural Forces 4 Q 700-725 100-110Hazardous Waste 4 R 725-775 100-110Fossils 4 S 775-800 100-110Biomes 5 T 800-825 100-110Minerals 5 U 825-875 110-120STEM 5 V 875-900 110-120Inventors 6 W 900-925 110-120Telescopes 6 X 925-975 110-120Forces and Motion 6 Y 975-1000 110-120Genetics 7 & up Z 1000-1100 110-120 12
  13. 13. Students read the two pre-test passages based on their grade level. The firstFIRST passage is below-grade-level and the second passage is on-grade-level. The passages for each grade level are identified below. Each RPA passage takes under 10 minutes to complete. All students must take both pre-test passages. 1. The student accesses the Reading Web at www.rourkereadingweb.com and logs in using their assigned login and password. 2. The student clicks on the TEST ME button at the top of the page. 3. The student selects the assigned below-grade-level pre-assigned passage and takes the assessment. After completing the assessment and viewing their Scorecard, the student takes the assigned on-grade-level assessment. 4. After completing both assessment passages, the student notifies the teacher that they have completed both of the assigned RPA passages. This completes the pre-test. 13
  14. 14. Suggested Pre- and Post-Test Passages By Grade LevelPre/Post Test Passages for Students in 1st GradePassage Grade Guided Reading Level Lexile Level WPM GoalApple Trees K C BR 60-70Planets 1st J 400-450 70-80Pre/Post Test Passages for Students in 2nd GradePassage Grade Guided Reading Level Lexile Level WPM GoalBeing Green 1st I 350-400 60-70Bats 2nd M 550-600 80-90Pre/Post Test Passage for Students in 3rd GradePassage Grade Guided Reading Level Lexile Level WPM GoalChicken 2nd K 450-500 80-90Icebergs 3rd P 675-700 90-100Pre/Post Test Passage for Students in 4th GradePassage Grade Guided Reading Level Lexile Level WPM GoalUp and Down 3rd N 600-625 90-100Fossils 4th S 775-800 100-110Pre/Post Test Passage for Students in 5th GradePassage Grade Guided Reading Level Lexile Level WPM GoalNatural Forces 4th Q 700-725 100-110Minerals 5th U 825-875 110-120Pre/Post Test Passage for Students in 6th GradePassage Grade Guided Reading Level Lexile Level WPM GoalHazardous Waste 4th R 725-775 100-110Telescopes 6th X 925-975 110-120Pre/Post Test Passage for Students in 7th Grade and UpPassage Grade Guided Reading Level Lexile Level WPM GoalBiomes 5th T 800-825 100-110Genetics 7+ Z 1000 110-120 14
  15. 15. Now that the student has completed the pre-test, the teacher will score bothSECOND passages to determine whether or not the student needs to read additional passages to find their Initial Placement Level (IPL). 1. Using the rubric scores (+, −, x) provided in the student’s folder, the teacher converts the rubric scores to point values and calculates a total score for each passage. RPA Passage: Rubric Points Rubric Point Values Conversion Chart Fluency Points (+) = 5 Points Word Meaning ( – ) = 3 Points Comprehension Points ( x ) = 0 Points Total Score 2. Once the rubric scores are converted to points, the teacher compares each total score to the scores on the Initial Placement Chart and decides whether the student needs to read additional RPA passages to find their Reading Web Initial Placement Level. Total Score: 15 Total Score: 11-13 Total Score: 6-10 Total Score: 0-5 Passage is too easy for Passage is at the Passage is too Passage is at this this student. Student appropriate reading challenging for this student’s frustration needs to read a higher level for this student. student. Student needs level. Student needs level assessment passage. Student is ready to begin to read a lower level to read a lower level the Reading Web. assessment passage. assessment passage. Have student read the Assign student a Have student read the Have student read the next higher assessment beginning Reading Web next lower assessment next lower assessment passage. title at this reading level. passage. passage. 3. If the Initial Placement Level (IPL) was not determined on the two pre-test passages, the teacher assigns the student either a lower level or higher level passage until the student scores a total of 11-14 points on a passage. • If a student scores 0-5 points on the assessment RPA passage Ants (Grade 1, Level D), then he may need more individualized instruction and intervention before beginning the Reading Web. • If a student scores 15 points on the RPA passage Genetics, then he/she may not need to participate in the Reading Web program. Or the teacher can elect to have him/her participate to build pre-reading strategies, test-taking skills, reading fluency, and reading confidence. 4. Once a student has taken the pre-tests and know their IPL, the teacher assigns the student their first Reading Web book and passage. 15
  16. 16. All students take RPA post-tests at the end of each term or when they are exitingTHIRD the Reading Web program. The post-test for each term should be the same two RPA passages that they read at the beginning of the term. When a student reads an RPA passage or Reading Web passage multiple times, the computer records each score separately so all student data is preserved. For example, if a student reads Ducks and Icebergs as their pre-test, they would read Ducks and Icebergs as their post-test. Teachers can print reports showing the RPA scores for individual students or Reading Web Groups. Or the teacher may prefer to keep a class roster of RPA scores. The Reading Progess Assessment Class Data Sheet is provided for this purpose.Have a Look... Using the RPA The following example follows John Rourke from pre-testing to determining his Initial Placement Level. Student: John Rourke Grade Level: 3rd 16
  17. 17. After John finishes reading both passages the teacher reviews his scores to determine whether ornot he needs to read more RPA passages to find his IPL. John R.RPA Passage: Ducks Rubric Points Rubric Point Values Conversion Chart Fluency Points + 5 (+) = 5 Points Word Meaning - 3 ( – ) = 3 Points Comprehension Points + 5 ( x ) = 0 Points Total Score 13 John R.RPA Passage: Icebergs and the Titanic Rubric Points Rubric Point Values Conversion Chart Fluency Points - 3 (+) = 5 Points Word Meaning - 3 ( – ) = 3 Points Comprehension Points x 0 ( x ) = 0 Points Total Score 6Teacher Analysis:Because John scored 13 points on the Level F (Ducks) RPA passage, his first Reading Web passage will be theLevel F passage, Stars. Example of Completed Reproducible: Student  Passage  Passage  Passage    9/3/10 Date:       9/3/10 Date:       Date:       John   R. Title:  Ducks Title: Icebergs Title:  210 Level:        680 Level:        Level:        5 Fluency:          3 Fluency:          Fluency:          3 5 3 0 Vocab:       Comp:           Vocab:       Comp:           Vocab:       Com  TOTAL:  13  TOTAL: 6  TOTAL:    Date:       Date:       Date:       Title:  Title:  Title: John has completed his RPA pre-testing and is ready to move to Workstation 1 of ReadingLevel:        Level:        Level:        Web. Fluency:          Fluency:          Fluency:          Vocab:       Comp:           Vocab:       Comp:           Vocab:       Com  TOTAL:   TOTAL:   TOTAL:    Date:       Date:       Date:       Title:  17 Title:  Title: 
  18. 18. Reading Web Student Assessment Record SheetDate of Pre-Testing:___________________________ Date of Post-Testing:_______________________Student’s Name:______________________________ Student’s Grade:__________________________School’s Name:_______________________________ Teacher:___________________________________Step 1: Pre-Testing DataDirections: Record student’s scores on the Pre-Test Passages.Pre-Test Passage #1 Fluency Score: (+) (-) (x)Level: _________ Word Meaning Score: (+) (-) (x)Title:________________________________________ Comprehension Score: (+) (-) (x)Pre-Test Passage #2 Fluency Score: (+) (-) (x)Level: _________ Word Meaning Score: (+) (-) (x)Title:________________________________________ Comprehension Score: (+) (-) (x)Step 2: Initial Placement Testing DataDirections: Convert student’s scores from the pretest passages to points. Then calculate the TOTAL SCORE foreach passage and record the results. Use the chart on page 3 of the RPA Teacher’s Guide to determine InitialPlacement Level (IPL). Record the IPL in the box at the bottom of the page.PRE-TEST PASSAGESRPA Pre-Test Passage #1 Title: Level:Rubric Point Values Fluency Points TOTAL SCORE RESULTS (check one)Conversion Chart oScore of 15 points = Too Easy Word Meaning Points oScore of 11-13 points = Appropriate Reading Level(+) = 5 points Comprehension Points oScore of 6-10 points = Too Challenging(-) = 3 points oScore of 0-5 points = Frustration Level(x) = 0 points TOTAL SCORE (fluency points + word meaning points + comprehension points)RPA Pre-Test Passage #2 Title: Level:Rubric Point Values Fluency Points TOTAL SCORE RESULTS (check one)Conversion Chart oScore of 15 points = Too Easy Word Meaning Points oScore of 11-13 points = Appropriate Reading Level(+) = 5 points Comprehension Points oScore of 6-10 points = Too Challenging(-) = 3 points oScore of 0-5 points = Frustration Level(x) = 0 points TOTAL SCORE (fluency points + word meaning points + comprehension points)ADDITIONAL PLACEMENT TEST PASSAGES (If needed)Additional Title for RPA Initial Placement: Level:Rubric Point Values Fluency Points TOTAL SCORE RESULTS (check one)Conversion Chart oScore of 15 points = Too Easy Word Meaning Points oScore of 11-13 points = Appropriate Reading Level(+) = 5 points Comprehension Points oScore of 6-10 points = Too Challenging(-) = 3 points oScore of 0-5 points = Frustration Level(x) = 0 points TOTAL SCORE (fluency points + word meaning points + comprehension points)Additional Title for RPA Initial Placement: Level:Rubric Point Values Fluency Points TOTAL SCORE RESULTS (check one)Conversion Chart oScore of 15 points = Too Easy Word Meaning Points oScore of 11-13 points = Appropriate Reading Level(+) = 5 points Comprehension Points oScore of 6-10 points = Too Challenging(-) = 3 points oScore of 0-5 points = Frustration Level(x) = 0 points TOTAL SCORE (fluency points + word meaning points + comprehension points)INITIAL PLACEMENT LEVEL (IPL): 18
  19. 19. Step 3: Progress Monitoring DataDirections: At four-week intervals, record the book title and computer generated score for Reading Web bookthe student is currently reading.Week 4 of Program, Date: __________________ Fluency Score: (+) (-) (x)Level: _________ Word Meaning Score: (+) (-) (x)Title:________________________________________ Comprehension Score: (+) (-) (x)Week 8 of Program, Date: __________________ Fluency Score: (+) (-) (x)Level: _________ Word Meaning Score: (+) (-) (x)Title:________________________________________ Comprehension Score: (+) (-) (x)Week 12 of Program, Date: __________________ Fluency Score: (+) (-) (x)Level: _________ Word Meaning Score: (+) (-) (x)Title:________________________________________ Comprehension Score: (+) (-) (x)Week 16 of Program, Date: __________________ Fluency Score: (+) (-) (x)Level: _________ Word Meaning Score: (+) (-) (x)Title:________________________________________ Comprehension Score: (+) (-) (x)Week 20 of Program, Date: __________________ Fluency Score: (+) (-) (x)Level: _________ Word Meaning Score: (+) (-) (x)Title:________________________________________ Comprehension Score: (+) (-) (x)Week 24 of Program, Date: __________________ Fluency Score: (+) (-) (x)Level: _________ Word Meaning Score: (+) (-) (x)Title:________________________________________ Comprehension Score: (+) (-) (x)Week 28 of Program, Date: __________________ Fluency Score: (+) (-) (x)Level: _________ Word Meaning Score: (+) (-) (x)Title:________________________________________ Comprehension Score: (+) (-) (x)Week 32 of Program, Date: __________________ Fluency Score: (+) (-) (x)Level: _________ Word Meaning Score: (+) (-) (x)Title:________________________________________ Comprehension Score: (+) (-) (x)Week 36 of Program, Date: __________________ Fluency Score: (+) (-) (x)Level: _________ Word Meaning Score: (+) (-) (x)Title:________________________________________ Comprehension Score: (+) (-) (x)Step 4: Post-Testing DataDirections: Record Post-Test scores in the chart below.Post-Test Passage #1 Fluency Score: (+) (-) (x)Level: _________ Word Meaning Score: (+) (-) (x)Title:________________________________________ Comprehension Score: (+) (-) (x)Post-Test Passage #2 Fluency Score: (+) (-) (x)Level: _________ Word Meaning Score: (+) (-) (x)Title:________________________________________ Comprehension Score: (+) (-) (x)Comments and Observations 19
  20. 20. Reading Web Student Reading RecordDate Title Started:____________________________ Date Title Completed:______________________Student’s Name:______________________________ Student’s Grade:__________________________School’s Name:_______________________________ Teacher:___________________________________Book Title:___________________________________ Book Level:________________________________Assessment of Computer-Based ActivitiesDirections: Use the chart below to record the student’s scores generated by the computer. Then recordstudent’s scores in the chart and calculate the total score to determine whether the student is ready to readthe book, needs to re-do the computer activities, or needs to move to a lower level text.WPM Rate:________ Number Word Meaning correct:_____ Number Comprehension correct:______o (+) WPM for level o (+) 4 or more correct o (+) 4 or more correcto (—) 10-20% below o (—) 2 or 3 correct o (—) 2 or 3 correcto (x) More than 20% below WPM o (x) 0 or 1 correct o (x) 0 or 1 correctTotal Score for Computer ActivitiesRubric Point Values Fluency Points Total Score Instructional DecisionsConversion Chart Word Meaning Points 11-15 points = Student is ready to move from the computer(+) = 5 points to the book.(-) = 3 points Comprehension Points 6-10 points = Student needs to re-do the computer activities(x) = 0 points TOTAL SCORE before moving to the book. (fluency points + word meaning 0-5 points = Title is too challenging for student, student points + comprehension points) should be assigned a new title at a lower level or a different title at the same level.Teacher Evaluation of Student’s Reading on Recorded Passage:Directions: After listening to the student’s recording, assess the student’s reading by using the FluencyRubric to assess student’s reading for Phrasing, Expression, and Intonation. Then record the scores in thechart and calculate a total score. As you are listening to the student read, listen for reading behaviors suchas re-reading to correct missed words, words student didn’t say correctly, long pauses in reading, etc.Fluency RubricScoring PhrasingScore 1 point if most of Score 2 points if most of Score 3 points if most of Score 4 points if most ofstudent’s reading is word- student’s reading is in two- student’s reading is in student’s reading is inby-word word phrases three- or four-word phrases meaningful phrasesScore ExpressionScore 1 point if the student Score 2 points if the Score 3 points if the Score 4 points if thereads with no expression student reads with little or student reads with some student reads with inappropriate expression expression appropriate expressionScoring IntonationScore 1 point if the student Score 2 points if the Score 3 points if the Score 4 points if thereads with no intonation student reads with little or student reads with some student reads with inappropriate intonation intonation appropriate intonationTotal Score for Teacher Evaluation of Recorded ReadingPhrasing Points Reading Behaviors ObservedExpression PointsIntonation PointsTOTAL FLUENCY SCORE(phrasing points + expression points +intonation points) 20
  21. 21. Assessment of Teacher Directed Activities and Independent ReadingDirections: After the student successfully completes the computer-based activities, move the student to theTeacher Directed Activities and Independent Reading. Over the next 3 or 4 days, the student will read the book.1. Vocabulary ActivitySelect one Vocabulary Activity sheet from pages 21-28 of the RW Teacher’s Guide. Have student completethe assigned vocabulary sheet while they are reading the book.Date: Assigned Vocabulary Sheet Assessment of Vocabulary Sheet2. Response JournalAfter student has completed reading the book, assign a Response Journal Prompt from this guide for thestudent to write.Date: Assigned Response Journal Prompt Assessment of Response Journal Prompt3. Comprehension ActivityAfter student has completed reading the book, assign a Comprehension Activity sheet from this guide.Date: Assigned Comprehension Sheet Assessment of Comprehension Sheet4. Teacher Lead Individual Reading ConferenceWhen was conference held?o After student read passage on computer o While student was reading the book o After student completed reading the bookWhat was the focus of the reading conference? _________________________________________________________________Comment from Student or Teacher’s Notes and/or Observations:5. Book Report (Monthly Activity)Directions: Each month, have the student select one of the RW Titles they read during the month to write aBook Report about. Then have the student choose one Book Report Prompt from this guide.Date: Student Selected Book Report Prompt Assessment of Book Report 21
  22. 22. Reading Progress Assessment Class Data Sheet Date: Teacher: Class/Period: Student  Passage  Passage  Passage  Passage  Passage  Passage    Date:       Date:       Date:       Date:       Date:       Date:         Title:  Title:  Title:  Title:  Title:  Title:  Level:        Level:        Level:        Level:        Level:        Level:        Fluency:          Fluency:          Fluency:          Fluency:          Fluency:          Fluency:          Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:             TOTAL:   TOTAL:   TOTAL:   TOTAL:   TOTAL:   TOTAL:    Date:       Date:       Date:       Date:       Date:       Date:       Title:  Title:  Title:  Title:  Title:  Title:  Level:        Level:        Level:        Level:        Level:        Level:        Fluency:          Fluency:          Fluency:          Fluency:          Fluency:          Fluency:          Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:             TOTAL:   TOTAL:   TOTAL:   TOTAL:   TOTAL:   TOTAL:    Date:       Date:       Date:       Date:       Date:       Date:       Title:  Title:  Title:  Title:  Title:  Title:  Level:        Level:        Level:        Level:        Level:        Level:        Fluency:          Fluency:          Fluency:          Fluency:          Fluency:          Fluency:          Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:           22  TOTAL:   TOTAL:   TOTAL:   TOTAL:   TOTAL:   TOTAL:    Date:       Date:       Date:       Date:       Date:       Date:       Title:  Title:  Title:  Title:  Title:  Title:  Level:        Level:        Level:        Level:        Level:        Level:        Fluency:          Fluency:          Fluency:          Fluency:          Fluency:          Fluency:          Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:             TOTAL:   TOTAL:   TOTAL:   TOTAL:   TOTAL:   TOTAL:    Date:       Date:       Date:       Date:       Date:       Date:       Title:  Title:  Title:  Title:  Title:  Title:  Level:        Level:        Level:        Level:        Level:        Level:        Fluency:          Fluency:          Fluency:          Fluency:          Fluency:          Fluency:          Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:           Vocab:       Comp:             TOTAL:   TOTAL:   TOTAL:   TOTAL:   TOTAL:   TOTAL:    Scoring Rubric Conversions: Total Score: 15 Points = Passage is too easy. Student needs to read another assessment passage at a higher level. (+) = 5 Points Total Score: 11-13 Points = Passage is at the appropriate reading level. This is the student’s Initial Placement Level. (‒) = 3 Points Total Score: 6-10 Points = Passage is too challenging. Student needs to read another assessment passage at a lower level. (X)= 0 Points Total Score: 0-5 Points = Passage is at the frustration level. Student needs to read another assessment passage at a lower level.
  23. 23. Workstations and Instructionwith the Reading web 23
  24. 24. Workstations and Instruction with the Reading WebThere are six Reading Web Workstations. They are Book Preview, Computer, Reading,Vocabulary Building, Comprehension Check, and Teacher Instruction. For each book astudent reads, they will work at all six workstations one or more times.Depending on the length of the class period and the length of the book, it will takestudents 5 to 10 periods to complete all six workstations for each book.  Teacher Teacher   Instruction Book Preview     Instruction Computer   Vocabulary Comprehension   Reading     Building Check Teacher   Instruction It’s important to note that Teacher Instruction is a fluid station. The teacher may work with students at any station or may choose to pull students for one-on-one tutoring or small group work. 24
  25. 25. Workstation 1: Book PreviewThe purpose of the Book Preview Workstation is to activate students prior knowledge. Studentsbriefly skim and scan their assigned book looking at the pictures, reading the headings, and/orreading the captions. This activity builds the connection between the book and the computerpassage.Book Preview Teaching StrategiesBook Preview • For younger students, guide students through a book-walk. o Use leading questions to help them focus on important concepts or vocabulary words. o Scaffold students in connecting the concept to things they already know or have experienced. • For English Language Learners, facilitate a conversation that helps students build connections between vocabulary they are familiar with in their first language and the vocabulary in the book. o Encouraging students to talk about the pictures is an important way to facilitate this. • For students who tend to rush through skimming and scanning assign them one of the comprehension worksheets that has a KWL type format with a “before reading the book” section. 25
  26. 26. Workstation 2: ComputerThe purpose of the Computer Workstation is to scaffold students in developing appropriatebefore-reading strategies while building background knowledge, vocabulary, comprehension,and reading fluency for the book they will be reading after they complete the computeractivities.Computer Teaching StrategiesComputer • Before students move from the Computer Workstation to the Reading Workstation, review their Scorecard to see if they need to re-do the passage before moving into the book. Using the values below, quickly calculate the student’s total score on the passage. If the total score is 10 or below, the student should re-do the passage before moving to the Reading Workstation. If the total score is 11 or higher, the student is ready to move to the Reading Workstation. Rubric Point Values Conversion Chart (+) = 5 Points (−) = 3 Points (x) = 0 Points Online Teacher Resources available at www.rourkereadingweb.com • The Reading Web Teacher’s Guide • Book Summaries including the vocabulary words from the partner passage • The five Comprehension Questions that students answer on the computer passage • Teacher’s Notes for each Reading Web book 26
  27. 27. Alternate Computer Teaching Strategy PARTNERING AT THE COMPUTER Partnering at the computer on the Reading Web has proven to make the reading activities more effective. In partnering, one student is the Reading Partner who engages in the reading activities. At his side is the Listening Partner who encourages the Reading Partner by helping him focus on the tasks, commenting on the outcomes, and in general, serving as an “audience of one.” While sitting alongside the Reading Partner, the Listening Partner holds a printed copy of the three comprehension questions that the narrator introduced during the Background Knowledge section of each web-based passage. These three questions serve as a purpose for reading the passage that the Reading Partner sees next. He will be required to answer those three questions as part of the final assessment exercise. (See Resources section of this guide for reproducible copies of the questions.) It’s important to teach the Listening Partners how to coach their Reading Partners with appropriate comments and questions. In addition to modeling coaching comments and questions with the class, it is helpful to give each Listening Partner a copy of the next page to include in their reading folder or notebook. 27
  28. 28. Comments and Questions for Listening PartnersBACKGROUND KNOWLEDGE Listening Partner: “Did you hear the three questions?” “Let’s review them.”( the Listening Partner reads them aloud from the reproducible )PRONUNCIATION SECTION Listening Partner: “Which six words are the hardest?” “Click on each one and say them out loud with the narrator.”SPOKEN GLOSSARY SECTION Listening Partner: “Which word do you think is correct?’ASSISTED READING SECTION Listening Partner: “I’ll read along with you too.”ECHO READING/RECORDING Listening Partner: “When the words turn blue, read them out loud.”(after the Reading Partner’s recorded voice is played back) “Did it sound like you?” “Do you want to record it again?”REPEATED READING Listening Partner: “Remember, read accurately with expression.”( looking at the Words Per Minute Goal shown on the printed reproducible ) “The goal is _____Words Per Minute. How did you do?”WORD MEANING SECTION Listening Partner: “First, read all the definitions.” “Then match the ones you know best.” “Now match the rest.”COMPREHENSION SECTION Listening Partner: “Listen to all three answers, then choose one.”STUDENT’S SCORECARD Listening partner: “Let’s review your score.” “How many plus marks did you get?” “How well did you think you did?” 28
  29. 29. Workstation 3: ReadingThe purpose of the Reading Workstation is for students to engage in reading the assignedbook. While students are reading the book they will also spend time working at the VocabularyBuilding Workstation and the Comprehension Check Workstation.Determining the appropriate reading setting for students is key to their success. Students maystart reading the book in one setting and switch to another as their needs change. The chartbelow reflects the most support to the least support reading settings. For students who qualify for RTI Tier III intervention, the teacher One-on-One should begin each book with Tutoring one-on-one tutoring. For students who qualify for RTI Small Group Tier II intervention, the teacher Instruction should begin each book in a small group setting with other students reading the same book. Partner reading can be used for all RW students. It allows Partner Reading students to read the book with another student who is reading the same book. Independent Reading Independent reading can be used for all students. It allows students who are being successful with a book to read with no support. 29
  30. 30. Reading Teaching StrategiesReadingOne effective way to support students while they are reading is to have quick readingconferences with them. Teachers should conference with each student at least once a weekwhile they are at the Reading Workstation.Each question below is a lead-in to a conversation about the book the child is reading. As thechild responds to your question, ask additional questions to have the child further explain theirresponse, reflect more on the book, or deepen comprehension.General Questions • What does this book make you think about? • What is the best part of the book so far? • What’s the big idea in the book you are reading? • What were some of the details or ideas that support the big idea? • Do you have any questions about the topic that the author didn’t answer? • What were some questions you had while you were reading? Did the author answer them later in the book?Author Questions • What did the author have to know or research to write this book? • What do you think the author wants you to learn from this book? • Why do you think the author wrote this book?Organization, Text Structure, and Literary Elements • What type of text structure did the author use? Did it fit the content? • Can you think of another book about the same topic? How are the books alike? How are they different? • Were you able to predict what information was coming next? If so, what helped you? • How did the author help you use your five senses? • Did the author use any comparisons? Can you give me an example?Graphic Features • How did the pictures or illustrations help you create images in your mind? • How did you use the pictures or illustrations while you were reading? Did they help you understand the topic? • Show me a graphic feature (pictures, charts, maps...) that was helpful. Tell me about it. • Do you like the graphics in the book? Why or why not? • Did the illustrations and words work together? Would you have understood one without the other? Explain. 30
  31. 31. Workstation 4: Vocabulary BuildingThe purpose of the Vocabulary Building Workstation is to deepen the understanding of TierII and Tier III vocabulary words. This workstation provides the opportunity for the student tolearn vocabulary embedded in authentic text.Vocabulary Building Teaching StrategiesVocabulary Building• After completing the Computer Workstation students will begin the Reading Workstation. Before the student begins reading the book a vocabulary reproducible should be assigned to complete simultaneously with the reading. The vocabulary reproducibles are in the Graphic Organizers and Reproducibles section of this guide.• When the vocabulary reproducible is assigned the teacher will provide scaffolded instruction on the appropriate method the student will use to complete the reproducible. o For younger students and English Language Learners, the teacher will provide a demonstration of the vocabulary reproducible giving several examples of how that specific worksheet will be completed.• The student works on completing the vocabulary reproducible while engaged in reading the text. The student should review the glossary words before beginning the reading and the vocabulary reproducible.• After completing the Vocabulary Building reproducible, have students partner with another student who has read the same book to review their vocabulary words. An online Reading Web Dictionary is accessible to students at www.RourkeReadingWeb.com. The Reading Web Dictionary provides all of the glossary words from all RW titles, pronunciation guides, and usage sentences. 31
  32. 32. Workstation 5: Comprehension CheckThe purpose of the Comprehension Check Workstation is to apply reading for meaningstrategies and skills, as well as extension activities.Comprehension Check Teaching StrategiesComprehension Check• While the student is reading the book or after they have completed the book, the teacher will assign one of the Comprehension Check reproducibles provided in the Graphic Organizers and Reproducibles section of this guide.• When the comprehension reproducible is assigned the teacher will provide scaffolded instruction on the appropriate method the student will use to complete the reproducible. o For younger students and English Language Learners, the teacher will provide a demonstration of the comprehension reproducible giving several examples of how that specific worksheet will be completed.• After completing the Comprehension Check reproducible, have students partner with another student who has read the same book to share their work and have a conversation about the what they learned. 32
  33. 33. Alternate Comprehension Check Teaching Strategy An alternative to Comprehension reproducibles is having students write reading response journal prompts. Reading Response Journal Prompts for Nonfiction Books Using Your Five Senses to Create Images in Your Mind • Were there places in the book that helped you make a picture in your mind? Draw a . icture of one p of the parts and label it. • What words did the author use to help you see a clear picture in your mind of what you were reading? • Does the author use comparisons to help you visualize the information you are reading? What are those comparisons? Draw a picture to show what was the same and what was different. Connect Reading to Your Own Experiences • Have you ever had any of the same experiences as the subject of the book you just read? • What did you already know about this subject? • Did you learn anything that surprised you? • What new information did you learn that you did not know before you read this book? Ask Questions and Make Predictions • What important information did you learn? What question could you ask to learn more on this subject? Where could you look for more information? • What other information do you think the author could include in the book? • What questions did you have before reading the book? • What questions did you have while you were reading the book? • What questions did you have when you finished reading the book? Pause While Reading to Reflect • While you are reading, stop when you find something interesting. After reading, write about the parts of the book you found to be interesting. Tell how the author made it interesting. • Is there someone else who would enjoy reading this book? Who would it be and why? • What is the main idea that the author wants you to understand? • Think about some questions you had before you started to read. While you are reading, pause when you think you have an answer to one of those questions. Can you answer it? Do you have another question now that you have answered the first one? Make Inferences and Draw Conclusions • State a new fact that you learned and tell why you think the author included this information. • What important features of the book would support you as a reader? Was there a table of contents, glossary, or index? Did you use them? Why are they important to a reader? • Draw a picture of one of the animals, places, or people you read about. Do you think it was important for you to learn this information? Why or why not? 33
  34. 34. Workstation 6: Teacher Instruction The purpose of the Teacher Instruction Workstation is to provide the opportunity for conferencing, review, strategy instruction and assessment, before, during, and/or after the reading of the text. During this Workstation students in the class may be involved in different activities. Some students may be working independently at other Workstations, some may be working with the teacher in small groups or one on one, and others may be working in collaborative groups. The teacher can confer with students during this time one on one or in small groups about students reading and Reading Web activities given to the students. The activities provided in the Reading Web are created to fit in the reading time already established in your classroom. While some students are engaged in guided reading practice, learning workstations, or one on one instruction, the students that are involved in Reading Web activities will complete the majority of the work independently with the teacher providing monitoring and conferencing.Teacher Instruction Teaching Strategies Teacher Instruction • Teacher Instruction may occur before, during, or after the reading of the text. o Before reading the text – the teacher provides strategies and skills to be utilized during the reading of the text and explicit instruction of the reproducible(s) used during the reading. This may require modeling how to complete the reproducibles and providing examples of completed reproducibles. o During the reading of the text – the teacher provides assistance with any reading strategies and skills and vocabulary usage. During this Workstation some students may be working independently and the teacher is monitoring their work and conferencing about the progress of the reading activities or he/she may be working in small groups providing guided reading support while students are reading the text. o After reading the text – the teacher provides assistance in completing the comprehension reproducibles and leading a discussion about the text. This is also the time that the teacher may hold individual conferences to discuss the activities completed by the students. See conferencing suggestions. • Each title in the Reading Web also has a Rourke Teacher Note provided online (Teaching Tools). The Teacher Note provides : • Summary • Correlation to Standards • Teaching Points for Guided Writing and Reading • Guided Lesson Plan • Reproducible Comprehension Assessment The Teacher Note book specific reproducible is a book specific assessment tool that the student completes after they have finished all RW Workstations. The teacher should assess the student’s work and keep the reproducible as evidence of student’s learning. • It’s important for students to see the books they are reading in the Reading Web as more than just part of the program. One way to do this is every nine weeks, have students select one book they really enjoyed and do a book report on the book to share with the class. The Teaching Tools of this guide provides 17 book report prompts for this purpose. 34
  35. 35. Rourke Reading WebMaterials ManagementIf you use a computer lab for Rourke Reading Web: • All computers up to date and in working order • Headphones with microphone at each workstation • Copies of the text that will be utilized by students accessible to teacher and students for Book Preview • Vocabulary and Comprehension Reproducibles printed and available for student use • Reading Response Prompts available for students to use during workstationsIf you have students utilizing Rourke Reading Web in the classroom: • All computers up to date and in working order • Headphones with microphone at each workstation • Copies of the text that will be utilized by students accessible to teacher and students for Book Preview • Vocabulary and Comprehension Reproducibles printed and available for student use • Reading Response Prompts available for students to use during workstations • Rules posted for proper computer etiquette o work quietly at computer workstation o have materials ready at your workstation o do not disturb neighbors while working on computerIf you have students utilizing Rourke Reading Web outside of the classroom or lab setting: • Computer up to date and in working order • Headphones with microphone available at computer • Folders, files, and/or cartons to hold copies of books and reproducibles • Individual Rule Sheet for student o work quietly at computer workstation o have materials ready at your workstation o do not disturb neighbors while working on computer 35
  36. 36. Understanding Student Data andGenerating Reports 36
  37. 37. Understanding Student Data and Generating ReportsThe Reading Web has two options for viewing student data and generating reports. Studentinformation can be viewed in the Student Data Folders or by generating a report using theReports tab.Student Data FoldersTo view individual student’s data folders, click on the Students Tab at the top of the page.Then click on the student’s name.• Student data files can be printed or exported to an Excel file.• Student voice recordings are accessed in this folder. All student voice recordings are saved on Rourke’s secure website for one calendar year.• Each time a student reads a passage, the data is recorded and stored. If the student re-reads a passage, a new entry for that title is added to the list of scores. It does not replace any previous entries. 37
  38. 38. ReportsTo generate reports on individual students, student groups, students in a teacher’s class,students in a school, or students in a district, click on the Reports Tab at the top of the screen.Then select the information you want to appear on the report by clicking on the drop downmenus under each heading.• The date range options allow you to select the time period that the data in the report will reflect.• To have the grade level benchmark show on the report, select the appropriate benchmark from the drop down menu under the heading Skill Level Benchmark. 38
  39. 39. Instructional Tools• Parent Letter• Vocabulary Building Reproducibles• Online Reading Web Dictionary• Comprehension Reproducibles• Computer Passages Vocabulary Words Comprehension Questions• Teacher’s Notes for Books• Book Report Prompts 39
  40. 40. Dear Parent,Welcome to the Reading Web! Reading Web is a web-based program that your student usesat school and can also be accessed at home on your personal computer or on any internetconnected computer.The Reading Web program provides students the opportunity to practice reading skills andstrategies in highly engaging nonfiction reading practice activities. The Reading Web startswith your child accessing a reading passage that is taken from one of the books utilized in theRourke Reading Web. Your child is provided background information about the topic they aregoing to read, then given pronunciation assistance for any words they might find difficult, anda glossary that provides definitions to key vocabulary words.Your child is then taken through several reading activities that start with the student readinga selected passage from a book. Your child is provided multiple opportunities for assistancewith the computer narrating the text, the student repeating the selection, and then reading theselection independently.Once your child has completed reading the selection from the text they are givencomprehension questions and questions about word meaning to determine if they areready to move on to reading the book. The student is given the book and vocabulary andcomprehension activities to complete during their reading and after the reading is completed.The activities provided will focus on vocabulary and comprehension development. Theseactivities assist your student in building their skills in reading in an exciting and engaging way.Your child will practice reading skills and work on becoming a more fluent reader all whilelearning important nonfiction content through engaging books.You may also have your child access the Rourke Reading Web at home and utilize these funpassages to practice reading in the comfort of your home. You can access the Rourke ReadingWeb with your child’s login information at: www.RourkeReadingWeb.comWe hope you are as excited about this new and engaging opportunity to provide your childwith reading practice at home and at school as we are. If you have any questions about theRourke Reading Web please contact me directly.Thank you! 40
  41. 41. Vocabulary BuildingThe Reading Web Vocabulary Building graphic organizers are designed to be used with any RWbook.Students should be assigned an appropriate graphic organizer before they start reading a book. Thestudent then uses the graphic organizer as a learning tool while they are reading the book.The teacher can then quickly check on student’s understanding of key vocabulary while they arereading and intervene if necessary.An online Reading Web dictionary is provided for student usage. Students can access this dictionarywith their RW login. The dictionary includes pronunciation guides, definitions, and usage sentencesfor all RW glossary words.Vocabulary Tiers DefinitionsTier One Words: • basic words • used frequently in life • students acquire understanding of these words with little or no instructionTier Two Words: • high frequency use in a variety of content areas • explicit instruction needed for acquisition • lack of understanding of these words causes gaps in intermediate readers comprehensionTier Three Words: • used only in a specific content area • explicit instruction with examples supports students . bility to understand a and apply contentBeck, I.L., McKeown, M.G., and Kuncan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. NY: Guiford Press. 41
  42. 42. READING WEB VOCABULARY APPLICATION Vocabulary DevelopmentName:__________________________________________________ Date:___________________ Title:__________________________Directions: Scan the book to find ten words that are unfamiliar to you. Write the unfamiliar words in the first columnand the sentence from the book that includes the word in the second column. Use context clues to determine yourown definition and write it in the third column. Finally, write the dictionary definition in the last column. Unfamiliar Word Sentence From What I Think it Means Dictionary Definition the Book © Rourke Publishing 42
  43. 43. READING WEB VOCABULARY APPLICATION Using Context Clues Name:__________________________________________________ Date:___________________ Title:___________________________________ Directions: As you read, use the chart below to list five words that are new to you. • In the first column, list words from the book that are unfamiliar. • In the second column, tell what you think the word means. Use clues from the sentence and paragraph to help you. • In the third column, write the dictionary definition for the word. Choose the definition that most closely matches the word’s meaning as it is used in the text. Unfamiliar word What I Think It Means Dictionary Definition43 © Rourke Publishing
  44. 44. READING WEB VOCABULARY APPLICATION Using Context CluesName:__________________________________________________ Date:___________________ Title:__________________________Directions: As you read, use the chart below to list 10 words that are new to you.• In the first column, list words from the book that are unfamiliar.• In the second column, tell what you think the word means. Use clues from the sentence and paragraph to help you.• In the third column, write the dictionary definition for the word. Choose the definition that most closely matches the word’s meaning as it is used in the text. Unfamiliar Word What I Think it Means Dictionary Definition © Rourke Publishing 44
  45. 45. READING WEB VOCABULARY APPLICATION Vocabulary Name:__________________________________________________ Date:___________________ Title:__________________________ Directions: For each box, find a word from the book that is new to you. Write the word on the line in the center of the box. In the four corners of the box: 1. Write a definition for the word 2. Write a synonym for the word 3. Write a sentence using the word 4. Draw a picture of the word Definition Sentence Definition Sentence45 ——————————— ——————————— Synonym Picture Synonym Picture Definition Sentence Definition Sentence ——————————— ——————————— Synonym Picture Synonym Picture © Rourke Publishing
  46. 46. READING WEB VOCABULARY APPLICATION VocabularyName:__________________________________________________ Date:___________________ Title:__________________________Directions: For each box, find a word from the book that is unfamiliar to you.Write the word on the line in the center of the box.In the four corners of the box:1. Use the dictionary to write a definition for the word2. Write a synonym for the word3. Write a sentence using the word4. Draw a picture of the wordDefinition Sentence Definition Sentence ——————————— ———————————Synonym Picture Synonym PictureDefinition Sentence Definition Sentence ——————————— ———————————Synonym Picture Synonym Picture Definition Sentence Definition Sentence ——————————— ——————————— Synonym Picture Synonym Picture Definition Sentence Definition Sentence ——————————— ——————————— Synonym Picture Synonym Picture © Rourke Publishing 46
  47. 47. READING WEB VOCABULARY APPLICATION SynonymsName:__________________________________________________ Date:___________________ Title:_________________________­­­___Directions: Choose five words from the book and think of synonyms for the words. Write each word and its synonymin the first column. Then write a definition for the words and draw an illustration in the second column. Synonym Pairs Definition and Illustration © Rourke Publishing 47
  48. 48. READING WEB VOCABULARY APPLICATION SynonymsName:__________________________________________________ Date:___________________ Title:_________________________­­­___Directions: Choose 10 words from the book and think of synonyms for the words. Write each word and its synonymin the first column. Then write a definition for the words and draw an illustration in the second column. Synonym Pairs Definition and Illustration © Rourke Publishing 48
  49. 49. READING WEB VOCABULARY APPLICATION Vocabulary DevelopmentName:__________________________________________________ Date:___________________ Title:__________________________Directions: Scan the book to find a word that is unfamiliar to you. Write the unfamiliar word in the box at the top.In the box below write a sentence from the book that includes that word. In the next box write what you think theword means. In the box on the bottom write the dictionary definition. © Rourke Publishing 49
  50. 50. READING WEB VOCABULARY APPLICATION Vocabulary DevelopmentName:__________________________________________________ Date:___________________ Title:__________________________Directions: You will become a Word Detective. Write your name in the Detective’s name box. Find a word in thebook that you are having difficulty with and write it in the center box titled “WORD.” Then write the sentence whereyou found the word in the appropriate box. In the Context Clues boxes write something that gave you a clue to theword’s meaning. Fill in the rest of the boxes: Part of Speech (noun, verb, adjective), My Own Sentence (write yourown sentence using this word, and then write your Own Definition. In the final box at the bottom draw a picturethat will help remind you of what that word means to you. Detective’s Name: Sentence where I found the word: Context Clue: WORD: Part of Speech: Context Clue: My Own Sentence: My Own Definition: © Rourke Publishing 50
  51. 51. READING WEB VOCABULARY APPLICATION Vocabulary DevelopmentName:__________________________________________________ Date:___________________ Title:__________________________Directions: Write one of the glossary words in the diamond in the center. Then write synonyms for that word in therectangles and antonyms in the ovals. In the bottom the student will identify a person, thing, or animal that theword describes or fits. Vocabulary Cluster Person Thing Animal © Rourke Publishing 51
  52. 52. READING WEB VOCABULARY APPLICATION Vocabulary DevelopmentName:__________________________________________________ Date:___________________ Title:__________________________Directions: Write a glossary word in the center square. Then complete the boxes surrounding it by writing your owndefinition, the part of speech, at least one synonym and antonym, a sentence utilizing the word and then a picturethat reminds you of the word in the bottom rectangle. Own the Word My Definition: Part of Speech: My Sentence: WORD: Synonyms: Antonyms: A Picture to remind me of this word: © Rourke Publishing 52
  53. 53. READING WEB VOCABULARY APPLICATION Vocabulary Development Name:__________________________________________________ Date:___________________ Title:__________________________ Directions: Write a glossary word in the center Word box. The fill in the boxes below with synonyms, things that are like the word, and antonyms. You may also include illustrations. Concept Map Word Synonyms Things that are like this Antonyms53 © Rourke Publishing
  54. 54. READING WEB VOCABULARY APPLICATION Vocabulary DevelopmentName:__________________________________________________ Date:___________________ Title:__________________________Directions: Using the book select words from the text that begin with each of the letters of the alphabet. You mayalso illustrate any chosen words. As an extension turn the paper over and write sentences using the words in youralphabox. AlphaBoxes A B C D E F G H I J K L M N O P Q R S T U V WX YZ © Rourke Publishing 54
  55. 55. READING WEB VOCABULARY APPLICATION Vocabulary DevelopmentName:__________________________________________________ Date:___________________ Title:__________________________Directions: Write a glossary word in the first box marked Word. In the Visual Representation box create anillustration that represents that word. In the Definition box write your own definition of the word. In the PersonalAssociation or Characteristic box write something that will help to remind you of this word or write some of thecharacteristics of this word. Verbal and Visual Word Association Word Visual Representation Definition Personal Association or Characteristic © Rourke Publishing 55
  56. 56. Online Reading Web DictionaryTo assist students with their vocabulary worksheets, a dictionary including a definition, pronunciation guide,and a usage sentence for all glossary words from all Reading Web books is provided online. Students simplylogin to the Reading Web and click on the Dictionary Tab. 56
  57. 57. Comprehension CheckThe Reading Web Comprehension Check graphic organizers are designed to be used with any RWbook.Students should be assigned an appropriate graphic organizer while they are reading a book as it isvery important to check comprehension as students are reading nonfiction instead of waiting untilthey finish a book.Since RW books take more than one session to read, students may complete a ComprehensionCheck graphic organizer at the end of each reading session. This allows the teacher to quickly checkstudent’s understanding of the content and intervene if necessary.When students have completed reading a RW book, the teacher should assign the book specificreproducible provided with the online Teacher’s Note as a comprehension assessment. 57

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