Raz-Kids - School District 41 Burnaby · RAZ-KIDS – HOW TO INSTRUCTIONS (2013 11) page 1 Raz-Kids...
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RAZ-KIDS – HOW TO INSTRUCTIONS (2013 11) page 1
Raz-Kids
Raz-Kids provides teachers and students a
targeted strategic program for increasing
reading skills, modeled reading fluency, reading
for practice through recordings and practice in
comprehension. Within the framework of the
Response to Intervention Model (RTI), the
program can be considered a strong component
for students identified in Tier 2.
Monitoring student progress over time is
extremely important to successful reading. Reading performance is tracked through online
running records, which can be downloaded for pre/post comparison. The program comes with
leveled books (fiction, non-fiction) from K-6. Additional books are added to the collection
throughout the year.
Logging In
1. Launch browser: raz-kids.com
2. Teacher Login: Click Green Button and enter
your Username and Password.
3. Student Login: Click Parrot icon and enter
Username; Password if provided
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Add Students to Roster
This can be done in multiple ways (Add a New Student (or Add Multiple Students/Transfer/
Restore Deleted Students)
1. Click Roster.
2. Click Add New Student. Or Click Add Multiple Students.
3. Fill in First
Name. (*Note:
Last Name is
optional.)
4. Select Reading
Level from
dropdown
screen.
5. Change the Student Icon (optional) > click it and select icon and location.
6. Student Password > select it to add
a password (optional)
7. When complete > Click Add New
(bottom right of screen).
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Starting Points [Use In-Basket]
Use an assessment to know where to start your running record assessment (eg. San Diego
Quick Assessment – See Appendix). The power of the running record allows strategic
monitoring of reading fluency (greatest indicator of reading success) and comprehension. The
assessment (wcpm) is matched against the Oral Reading Fluency Chart (Hasbrouck & Tindal).
Each recording (mp3) can be downloaded for your use.
There are 2 tabs: Running Records and Practice Recordings.
1. Click Assign a Running Record.
2. Select Student (from dropdown) and
the Reading Level (to bring up the
group of assessments).
3. Select the passage by clicking in the
radial button.
[Note: When the student completes the
running record, it will show up here for
you to REVIEW. When completed, the
recording will move to the Recently
Reviewed Running Records.]
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Review a Running Record
1. Click In-Basket and click on the student’s name.
2. **Listen to the recording to make sure you have a starting point for the word count. Move
the sliders (green/red) on the timeline. Press the Green arrow to start.
3. At a miscue, click on the word. A popup
appears for you to code errors. [This auto-
populates onto the Scorecard on the right.
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4. On completion, you can send a message to the student, award bonus points.
You can make a note to yourself as reference.
5. Click SAVE before moving further.
6. Download the mp3 file or Print Results here.
[*Note: Having a local copy of the mp3 recording can provide a comparison with
another recording at a later time. This may be helpful for the student to hear their own
results.]
Retelling
1. Score this section by
clicking in the
appropriate dropdown
(see Scoring Guide) from
the student’s retelling
recording.
Quiz
1. This section shows the student responses scored against correct answers.
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Assign Reading
To assign reading, click Reading tab. New books are constantly being added to the collection.
1. Choose Self-
Paced
Assignments
only if you wish
the student to
move through
the books
incrementally
[No option for
choice.]
2. Choose Custom
Assignments to
select specific
books, levels,
tasks to
individualize
the experience.
**This is the
best choice for
a targeted
approached.
[Note: All assigned texts will show up both on this page and on individual student details.]
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CUSTOM ASSIGNMENTS PROVIDE A TARGETED FOCUS
Click Assignments > Reading.
1. Give your group of books a Name.
2. Select the students that should be in this book group.
3. Scroll down Create A New Custom Assignment.
4. Click Save and Continue to Step 3
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5. Select Resources: Click on the Level letter to start the student. This will provide you with a range of choices within the level.
6. Select the books (listen, read, worksheets) by clicking the little boxes.
7. When completed click Done! Save Assignment (just above the Leveled Letters)
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Reports
Reports can be individual by student (selected from the dropdown) or by whole class (as
comparison). They can be viewed online or downloaded.
1. Select the student, report (via the radial button) and click View Report.
2. * Class Reports > follow the same steps above.
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Viewing Students at a Glance
1. Click on Roster. The blue tabs access an overview of all students.
2. Class Messages: Send a message to all students. Or select a Student (from the dropdown)
and send a private message. [Student will see message when they launch their screen.]
3. Activity: view all active student activities. Download reports for active and inactive work.
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4. Assignment Progress: view all
progress by percentage
completed.
Assignments can be quickly edited by
clicking Update Assignments.
5. Running Records: view all
Running Records.
* This location also shows
those running records waiting
for the teacher’s review.
* You can also assign a Running
Record here.
6. Practice Recordings: view all Practice recordings that students have completed.
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San Diego Quick Assessment of Reading Ability Grade level K-11 Word Recognition Individual testing 10 minutes
WHAT This test measures the recognition of words out of context. Generally, proficient readers read as accurately both in and out of context. This test consists of 13 graded word lists from preprimer to eleventh grade. The words within each list are of about equal difficulty.
WHY Weak readers overrely on context and recognize words in context more easily than out of context.
HOW Begin with a list two or three sets below the student’s grade level and continue until the student makes three or more errors in a list. Present the Student Material word list to the student. Use a paper to cover word lists not being read. Mark errors on the Record form by crossing out each missed word. Mispronunciations can be written down next to the word. When the teacher says “next”, the student should move the paper down and read the next word. Encourage the student to read words that he or she does not know so that you can identify the techniques used for word identification. Wait no longer than five seconds before moving on to the next word.
WHAT IT MEANS Each list completed by the student can be scored as shown below.
Errors/List Reading Level
1 error Independent Level
2 errors Instructional Level
3 errors Frustration Level
Student Reading Level = The student’s reading level is the last grade-level word list in which the student reads eight or more words correctly.
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San Diego Quick Assessment – Record Form Name ___________________ Grade _______ Date _________
Directions: Begin with a list that is at least two or three sets below the student’s grade level. Have the
student read each word aloud on that list. Continue until the student makes three or more errors in a list.
Reading Levels: One error- independent level; two errors- instructional level; three errors- frustration
level. When testing is completed, record the highest level in each of these categories in the spaces
below.
INDEPENDENT ____________ INSTRUCTIONAL _____________ FRUSTRATION _____________
Preprimer Primer Grade 1 Grade 2 Grade 3
see you road our city
play come live please middle
me not thank myself moment
at with when town frightened
run jump bigger early exclaimed
go help how send several
and is always wide lonely
look work night believe drew
can are spring quietly since
here this today carefully straight
Grade 4 Grade 5 Grade 6 Grade 7
decided scanty bridge amber
served business commercial dominion
amazed develop abolish sundry
silent considered trucker capillary
wrecked discussed apparatus impetuous
improved behaved elementary blight
certainly splendid comment wrest
entered acquainted necessity enumerate
realized escaped gallery daunted
interrupted grim relativity condescend
Grade 8 Grade 9 Grade 10 Grade 11
capacious conscientious zany galore
limitation isolation jerkin rotunda
pretext molecule nausea capitalism
intrigue ritual gratuitous prevaricate
delusion momentous linear visible
immaculate vulnerable inept exonerate
ascent kinship legality superannuate
acrid conservatism aspen luxuriate
binocular jaunty amnesty piebald
embankment inventive barometer crunch
Copyright © 1999 CORE, The Graded Word List: Quick Gauge of Reading Ability.
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San Diego Quick Assessment – Student Material
see
play
me
at
run
go
and
look
can
here
you
come
not
with
jump
help
is
work
are
this
road
live
thank
when
bigger
how
always
night
spring
today
our
please
myself
town
early
send
wide
believe
quietly
carefully
city
middle
moment
frightened
exclaimed
several
lonely
drew
since
straight
decided
served
amazed
silent
wrecked
improved
certainly
entered
realized
interrupted
scanty
business
develop
considered
discussed
behaved
splendid
acquainted
escaped
grim
bridge
commercial
abolish
trucker
apparatus
elementary
comment
necessity
gallery
relativity
amber
dominion
sundry
capillary
impetuous
blight
wrest
enumerate
daunted
condescend
RAZ-KIDS – HOW TO INSTRUCTIONS (2013 11) page 16
San Diego Quick Assessment – Student Material
capacious
limitation
pretext
intrigue
delusion
immaculate
ascent
acrid
binocular
embankment
conscientious
isolation
molecule
ritual
momentous
vulnerable
kinship
conservation
jaunty
inventive
zany
jerkin
nausea
gratuitous
linear
inept
legality
aspen
amnesty
barometer
galore
rotunda
capitalism
prevaricate
visible
exonerate
superannuate
luxuriate
piebald
crunch
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Oral Reading Fluency (2006) Hasbrouck & Tindal
Jan Hasbrouck and Gerald Tindal completed an extensive study of oral reading fluency. The results of
their study were published "Oral Reading Fluency: 90 Years of Measurement," [University of Oregon’s
website, brt.uoregon.edu/tech_reports.htm] in The Reading Teacher in 2006 (Hasbrouck, J. & Tindal, G.
A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading
Teacher. 59(7), 636-644.).
Students scoring 10 or more words below the 50th percentile using the average score of
two unpracticed readings from grade-level materials need a fluency-building program. In addition,
teachers can use the table to set the long-term fluency goals for their struggling readers.
Average weekly improvement is the average words per week growth you can expect from a
student. It was calculated by subtracting the fall score from the spring score and dividing the difference by
32, the typical number of weeks between the fall and spring assessments. For grade 1, since there is no
fall assessment, the average weekly improvement was calculated by subtracting the winter score from the
spring score and dividing the difference by 16, the typical number of weeks between the winter and spring
assessments.