Raz-Kids · 2013-11-13 · RAZ-KIDS – HOW TO INSTRUCTIONS (2013 11) page 4 Review a Running Record 1. Click In-Basket and click on the student’s name. 2. **Listen to the recording

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


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).


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.]


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.


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.


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.]


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


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)


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.


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.


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.


Book Level Correlations In Raz-Kids


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.


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.


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


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


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.

Documents

Raz-Kids · 2013-11-13 · RAZ-KIDS – HOW TO INSTRUCTIONS (2013 11) page 4 Review a Running Record 1. Click In-Basket and click on the student’s name. 2. **Listen to the recording