eRead and Report - User's Guide

7/29/2019 eRead and Report - User's Guide

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User's Guide

ww.rourkeeducationalmedia.com [email protected]

Users Guide


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e-Read and Report

What is e-Read and Report?

Rourkes e-Read and Report program is a reading comprehension and vocabulary assessmentprogram designed or grades K 12. This program utilizes Rourkes highly engaginginormational e-Books. Students have the opportunity to read one o the e-Books and thenanswer vocabulary and comprehension questions.

Rourkes e-Read and Report program eatures vocabulary usage questions ocusing onTier I, Tier II and Tier III vocabulary words. Students will read the denition o a word andthen select the correct usage sentence or sentences. Each vocabulary denition will have vepossible answers or students to choose rom. In books that are in the Guided Reading LevelsA M there are 5 vocabulary words with photo support. Books or Guided Reading Levels N Z+ will have 10 words without photo support.In addition to a total score or vocabulary, students and teachers see the specic words thatthe student got correct and incorrect. Each word is coded as a Tier I, Tier II or Tier III wordand a score or Tier I, Tier II and Tier III words is given.

Rourkes e-Read and Report program also eatures comprehension questions. Each title willhave ve comprehension questions with ve possible answers or students to choose rom.

All comprehension questions ocus on inormational text and ction reading strategies orcomprehension listed below:1. Using and interpreting text eatures (graphs, charts, maps)2. Determining importance or main idea and identiying key details3. Synthesizing or summarizing complex concepts or processes4. Visualizing

5. Making inerences6. Making connections7. Asking questions

ROLES

Teachers Addanewstudentatanytime.

Assignplacementteststostudents

Assigne-Bookstostudents

Assignindividual,smallgroup,orwholegroupassignments

Monitorstudentsprogressbycheckingonlinereportsregularly

Reviewinformationwithstudents

Communicatewithparents


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User's Guide

Students Logintoe-ReadandReportusingassignedloginandpassword

CheckMYFOLDERforassignedplacementtests,e-Booksandquizzes

Ifnoassignmentsarepresent,searchTitleLibraryforane-Bookthatinterestsyou

Reade-Bookindependently

Afterreading,clickTestMebutton

Completeasetofvocabularyandcomprehensionquestionsinmultiplechoiceform

Evaluateperformanceandconferencewithteacher

Administrators

Supporte-ReadandReportimplementation

Introducee-ReadandReporttotheschoolsoallteachersknowwhattheprogramisabout

and who is eligible to participate Periodicallymonitorstudentsprogressandtestscoresbycheckingonlinestudentreports

or asking the classroom teacher to provide a report or you Assessprogressonastudent,classroomandbuildingwidelevel

Getting Started with e-Read and Report

UPLOADINGTEACHERANDSTUDENTINFORMATIONTOe-READANDREPORT

At the time o purchase, Rourke Educational Medias IT department will supply your school ordistricts IT department with the data structure to automate the uploading o all student andteacher inormation, including logins and passwords, to e-Read and Report.

ACCESSINGTHEe-READANDREPORTONLINE

e-Read and Report is easy to access on any internet connected computer, tablet or smartphone at the web address provided below.

www.ereadandreport.com

When prompted, you simply login using the usernameand password provided to you by Rourke or by yoursiteadministrator.Onceyouareloggedin,youwill

be able to add students, create assignments, viewand print student reports.

The web address or e-Read and Report is thesame or both students, teachers, and buildingadministrators. The login and password determineswhat the user can access in the program.


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e-Read and Report

ADDING A NEW TEACHER TO e-READ and

REPORT

The Site Administrator assigns teacher loginsand passwords.1. Site Administrator logs into e-Read and Report.2. ClickonNEWUSERatthetoprightof

the screen.3. Input new user inormation.4.ChecktheENTIRELIBRARYboxtoallowthe

user to view their entire library or check an

existing group to add the user to a groupalready created.

5. ClickCREATEUSERatbottomofthescreen.

ADDING A NEW STUDENT TO e-READ

and REPORT

The teacher or building administrator can assignstudent logins and passwords.

1. Teacher logs into e-Read and Report.2. ClickonNEWUSERatthetoprightofthescreen.3. Input new user inormation.4.ChecktheENTIRELIBRARYboxtoallowthe

user to view their entire library or check anexisting group to add the user to a groupalready created.

5. ClickCREATEUSERatbottomofthescreen.


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User's Guide

HOW TO ASSIGN PLACEMENT TESTS

1. Teacher logs into e-Read and Report.2. ClickonPLACEMENTtabatthetopofthepage.

3. To assign a placement to an individual student,clickontheNEWPLACEMENTtab.

4. To assign a placement test to the entire class oragroup,selecttheNEWCLASSPLACEMENT.

5. Based on your students grade level, selectthe appropriate placement test or thestudent to start on. The computer willautomatically calculate the students score and move them upor down through placement passages until their individual readinglevel is determined.

GradeLevel Title Guided

Reading

Level

Lexile

Level

*K AnimalSounds A BR

K EyesofAnimals B Br

K AppleTrees C BR

K Ants D 100-150*1 Gorillas E 150-200

1 Ducks F 200-250

1 ColorCodes G 250-300

1 Planets H 300-350

1 BeingGreen I 350-400

1 Butterflies J 400-450

*2 Chickens K 450-500

2 EndangeredAnimalsandPlants L 500-550

2 Bats M 550-600

*3 UpandDown N 600-625

3 It'sanEarthquake O 625-675

3 IcebergsandtheTitanic P 675-700

*4 NaturalForces Q 700-725

4 HazardousWaste 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 ForcesandMotion Y 975-1000

*7 Genetics Z 1000-1100

*8 Biodiversity Z+ 1100-1200

*9+ Neurotransmitters Z+ 1200-1300

To administer the placement test, have all students in a grade level start on the asteriskedpassageforthatgradelevel.Forexample,ifyouweregivingtheplacementtesttoagroupof

secondgraders,allstudentswouldstartreadingtheChickenspassage.


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e-Read and Report

HOW TO UTILIZE e-READ and REPORT

TEACHERorBUILDINGADMINISTRATOR

CREATINGASSIGNMENTS

Individual Student Assignments1. ClickonAssignmentstabatthetopof

the page.2. ClickonNEWASSIGNMENTontopright

o 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 or you to

write the directions or the student.

(Ex: Read the book and take the quiz.)7. ClickCREATEASSIGNMENT.

GrouporWholeClassAssignments

1. ClickonAssignmentstabatthetopofthepage.

2. ClickonNEWCLASSASSIGNMENTonthetoprightofscreen.

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 or you to write the directions or the student.

(Ex: Read the book and take the quiz.)7. ClickNEWCLASSASSIGNMENTatthebottomofthepage.

CREATINGCLASSROOMSANDGROUPS

Teachers or Building Administrators can creategroups or students or classrooms.1. ClickontheCLASSROOMSandGROUPStab.

2. ThenclickonNEWCLASSROOMSANDGROUPSat the top right o the screen.

3. Input new classroom or group inormation.4. ClickCREATECLASSROOMatthebottomleft

o the page.


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User's Guide

VIEWING REPORTS

Teachers can monitor a students progress on vocabulary and comprehension strategies on alltests. View reports by ollowing the steps below.1. ClickonStudentsandTeachersTabontopofpage.

2. To view individual students scores, click on specic students Scores Link.

3. To view whole class scores, click on teacher link.4. Toviewgroupscores,clickontheClassroomsandGroupsTabatthetopofthepage.Click

on scores to view a specic groups scores.

5. Onceinscorereport,clickonEXPORTPDForEXPORTXLStocreateaprintablereport.

ClickontheTeacher

to view whole class.

Clicktoexportreport


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ANALYZING REPORTS

When report window is open, teacher can view Average Score. Graph will display AverageVocabulary,AverageComprehensionandOverallAverage.

TeachercanalsoviewScoreOverviewwhichdisplaysstudentprogressovertime.

Teacher can view Score Summary, which includes individual student names that link toindividualstudentfolders.InformationincludesnameofStudent,Title,Fiction/Nonction,

GRL,VocabularyQuestions,VocabularyScores,ComprehensionQuestions,Comprehension

Scores, Average Skill, Date and Time Stamp. Score Summary also includes Details Link.

The Details Link shows questions and answers or all vocabulary and comprehension questions.Teacher will be able to see the question type, the question subtype, the actual question thatwas asked and the students selected answer, and whether it was answered correctlyor incorrectly.

Clicktoviewdetails


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User's Guide

Ontherightsideofscreen,additionalScoreDetailsarefound.ThisincludesanoverviewandTime to Read (length o time student took to read the ebook).

AlldetailedreportshavetheoptionofbeingexportedtoEXCELorPDF.


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STUDENT

Logintoe-ReadandReport.StudentcanchoosebetweenMYFOLDERandLIBRARY.

1. ClickonMYFOLDER. - TakePlacementTest

- Checkforassignments

- Notes rom the teacher- Score Summary

Accessing Assignments1. Student clicks on their older.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. - Ifstudentchoosesincorrectanswer,theywillbepromptedtoTRYAGAIN!untilcorrect

answer is chosen.6. Whenstudentcompletesquiz,theyclickDONE.

MY FOLDER


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User's Guide

LIBRARY

1. ClickonLIBRARY.

2. e-Books can be searched by Book, Subject,

GRL,Dewey,FictionandNonFiction.

3. Students can also scroll through

library shelves.

APPENDIX

VOCABULARYTIERS

TIER 1

Tier one vocabulary words consist o 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 o tier one words are: boy, cat, walk, redand chair.

TIER 2

Tier two vocabulary words consists o high requency words that occur across a variety odomains. These words occur oten in mature language situations such as adult conversationsand literature, and strongly infuence speaking and reading. Tier two words are important orreading 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 or direct instruction. Examples o tier two words are energy, results, trials, and decay.

TIER 3

Tier three vocabulary words consists o words that occur in specic domains, including subjectsin school, occupations, geography, technology, etc. We usually learn these words when aspecic need arises, such as learning about photosynthesis during a lesson on plants. Exampleso tier three words are: microorganism, samurai, tectonic and gigabyte. It important to keepin mind that tier two and three words are not all denite in their tier classication. Wordknowledge can be based on personal experience.


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Comprehension Strategies

1. Using and Interpreting Text Features text eatures include graphs, captions, diagrams,photos, illustrations, table o contents, glossary, and index. The student must be able toadequately examine and use each o these eatures to ully understand the entire text.

2. Determining Importance or central ideas and identifying key details the studentdetermines the purpose or reading the text and then decides what is most important in thetext and what are the key details that help support that main idea.

3. Synthesizing or Summarizing complex concepts or processes students thinking evolves/changesasstudentsgatherinformationinthetext.Astheysynthesizethisnew

inormation, it orms a new understanding o the text. Summarizing allows students to takeall o the concepts presented in a text and create a clear and precise understanding in a ewwords or sentences.

4. Visualizing students create a picture in their minds (mental pictures). These imagesassist in making the reading come to lie. This strategy helps readers to make the text moremeaningul on a personal level. It also helps students to gain a higher level ocomprehension i they can visualize the concepts in the text.

5. Making Inferencesthisiswhenstudentsutilizetheirbackgroundknowledge/schemaandclues rom the text to derive ideas that are not provided explicitly in the text.

6. Making Connectionsutilizingtheirbackgroundknowledge/schema,thestudentwillmake

connections with the text. There are three dierent ways that students make connections:Text to Sel making a connection between the text and the readers personal experiencesText to Text making connections between two dierent 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 thoughtulquestions while they read. It is valuable in helping them to integrate inormation, discovernew knowledge, and ocus on important inormation in the text.

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eRead and Report - User's Guide