Raz-Kids. Logging In. RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 1

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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 RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 1

2 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). RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 2

3 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.] RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 3

4 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 autopopulates onto the Scorecard on the right. RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 4

5 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. RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 5

6 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.] RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 6

7 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 RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 7

8 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) RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 8

9 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. RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 9

10 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. RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 10

11 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. RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 11

12 Book Level Correlations In Raz-Kids RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 12

13 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. RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 13

14 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. RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 14

15 San Diego Quick Assessment Student Material 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 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 RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 15

16 San Diego Quick Assessment Student Material 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 conservation aspen luxuriate binocular jaunty amnesty piebald embankment inventive barometer crunch RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 16

17 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), ). 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. RAZ-KIDS HOW TO INSTRUCTIONS ( ) page 17