The Lexile Framework for Reading MyReadingWeb

1. The Lexile Framework for Reading & MyReadingWeb First I would like to thank each of you for taking the time to attend today�s session. The purpose of this session is to provide a broad, introductory overview of the Lexile Framework and to enhance your understanding of the Lexile Framework for Reading. Today, we�ll review the framework as well as address questions that you have heard, or are likely to hear, from your clients. By the end of this session, you should be familiar with not only the basic facts about the Lexile Framework, but also the various ways it can be used in the classroom. First I would like to thank each of you for taking the time to attend today�s session. The purpose of this session is to provide a broad, introductory overview of the Lexile Framework and to enhance your understanding of the Lexile Framework for Reading. Today, we�ll review the framework as well as address questions that you have heard, or are likely to hear, from your clients. By the end of this session, you should be familiar with not only the basic facts about the Lexile Framework, but also the various ways it can be used in the classroom.

2. The Lexile Framework is NOT: Undoubtedly, you�ve likely heard many misconceptions about the Lexile Framework. Before we explain what exactly the Lexile Framework is and what it offers, it�s important to explain what it is NOT: The Lexile Framework is NOT a reading program. Though many reading and reading motivation programs report out in Lexiles, the Lexile Framework itself is not a program. The Lexile Framework is NOT a test or assessment method. Most major independent test publishers and many state tests report in Lexiles, but the Lexile Framework itself is simply a system of measurement or scale and is not a test. The Lexile Framework is NOT educational software. There is no software to install or programs to run. While there are online tools available to the public, there is no specific software associated with the framework.Undoubtedly, you�ve likely heard many misconceptions about the Lexile Framework. Before we explain what exactly the Lexile Framework is and what it offers, it�s important to explain what it is NOT: The Lexile Framework is NOT a reading program. Though many reading and reading motivation programs report out in Lexiles, the Lexile Framework itself is not a program. The Lexile Framework is NOT a test or assessment method. Most major independent test publishers and many state tests report in Lexiles, but the Lexile Framework itself is simply a system of measurement or scale and is not a test. The Lexile Framework is NOT educational software. There is no software to install or programs to run. While there are online tools available to the public, there is no specific software associated with the framework.

3. The Lexile Framework offers: A universal system of measurement used to unify the various measures and assessments of reading ability Applicability to all tests, all programs, all assessments Why is that important? Well, there are a lot of competing methods and systems of reading measurement out there. The Lexile Framework is a universal system of measurement that can be used to unify all the various measures of reading ability and reading programs. When we say universal, we mean that the scale is not dependent on a particular test of assessment The Lexile Framework is THE system of measurement � it can be applied to all tests, all programs, and all assessments. The ability to measure the reading comprehension ability of students and place them on the same scale with reading material � whether it be textbooks to comic books � allows us to estimate the degree of reading challenge appropriate for any student in any given situation. We can, therefore, avoid overwhelming readers with material that is too difficult for them to comprehend. Similarly, we can avoid boring students with reading material that is far below their comprehension abilities, or with reading that does not stimulate their curiousity or promote reading motivation.Why is that important? Well, there are a lot of competing methods and systems of reading measurement out there. The Lexile Framework is a universal system of measurement that can be used to unify all the various measures of reading ability and reading programs. When we say universal, we mean that the scale is not dependent on a particular test of assessment The Lexile Framework is THE system of measurement � it can be applied to all tests, all programs, and all assessments. The ability to measure the reading comprehension ability of students and place them on the same scale with reading material � whether it be textbooks to comic books � allows us to estimate the degree of reading challenge appropriate for any student in any given situation. We can, therefore, avoid overwhelming readers with material that is too difficult for them to comprehend. Similarly, we can avoid boring students with reading material that is far below their comprehension abilities, or with reading that does not stimulate their curiousity or promote reading motivation.

4. The Big Ideas The Lexile scale provides a single metric for reporting Reader Ability and Text Readability But the critical point is that when we know the Lexile measure of a text that a student is able to comprehend, we can also assign a Lexile measure to the student. So both student ability and text difficulty may be placed on the same scale allowing educators to make easy and accurate decisions regarding the reading challenges most appropriate to a particular reader. And because the Lexile scale is absolute, it can be applied to any student, just about all texts, most reading assessments, including formal assessments and observations made by the teacherBut the critical point is that when we know the Lexile measure of a text that a student is able to comprehend, we can also assign a Lexile measure to the student. So both student ability and text difficulty may be placed on the same scale allowing educators to make easy and accurate decisions regarding the reading challenges most appropriate to a particular reader. And because the Lexile scale is absolute, it can be applied to any student, just about all texts, most reading assessments, including formal assessments and observations made by the teacher

5. Two Underlying Concepts  Text Readability Reader Ability So, as we established, the Lexile Framework is being used to measure two separate constructs: text readability and reader ability. Text Readability is the difficulty of the reading material (based on dimensions or characteristics of the text). In other words, how difficult a particular text (for a given reader) is to comprehend. Reader ability: The ability of readers to construct meaning from text (as measured on tests and assessments). Remember, reading is not a passive process. It�s an active, constructive process. Based on the relationship between reader ability and text readability, it is possible to Forecast reading comprehension Differentiate instruction Measure reader growth and progress So, as we established, the Lexile Framework is being used to measure two separate constructs: text readability and reader ability. Text Readability is the difficulty of the reading material (based on dimensions or characteristics of the text). In other words, how difficult a particular text (for a given reader) is to comprehend. Reader ability: The ability of readers to construct meaning from text (as measured on tests and assessments). Remember, reading is not a passive process. It�s an active, constructive process. Based on the relationship between reader ability and text readability, it is possible to Forecast reading comprehension Differentiate instruction Measure reader growth and progress

6. Why Lexiles? Features & Benefits: Match readers to texts using a common scale. Lexile measures use the same scale to measure both reading ability and text difficulty.

7. Why Choose Lexiles? LINK: Reader to text PREDICT: Levels of comprehension TRACK: Growth and progress over time So let�s talk about what exactly it is. The Lexile Framework is first and foremost a scale � it�s a universal system of measurement which links text and readers under a common metric, Lexiles. A critical difference between the Lexile Framework and other scales is the fact that the Lexile scale is the same for both reader and text. In other words, both text readability and reader ability are measured on the same scale. It�s also important to point out that the Lexile Framework is a developmental scale allowing one to measure reader growth over time, within a grade and then even from grade to grade. Because the Framework utilizes the same scale for reader and text, there is no need for a complicated formula linking a readability formula to a reader measures, thus solving the �apples and oranges� problem typically found in other attempts to link reader and text. Additionally, the direct connection of student reading abilities to real, specific texts makes the lexile scale an excellent tool for sharing student�s reading abilities with parents and educators. Let�s drill down a little deeper. What exactly is the Lexile Framework� for Reading? It�s a tool that provides a common scale for matching reader ability and text difficulty, enabling teachers and parents to choose materials that can help to improve student reading skills and monitor literacy across the curriculum and at home. In other words, the Lexile is a scale � a developmental scale � that links text and readers under a common metric, Lexiles. By placing the text and reader on the same scale, an educator is able to predict the level of comprehension a reader can have with a particular text. And because the scale is developmental � and not based on grade-leveling � one is able to track progress and growth over time, within a year and from year to year. So let�s talk about what exactly it is. The Lexile Framework is first and foremost a scale � it�s a universal system of measurement which links text and readers under a common metric, Lexiles. A critical difference between the Lexile Framework and other scales is the fact that the Lexile scale is the same for both reader and text. In other words, both text readability and reader ability are measured on the same scale. It�s also important to point out that the Lexile Framework is a developmental scale allowing one to measure reader growth over time, within a grade and then even from grade to grade. Because the Framework utilizes the same scale for reader and text, there is no need for a complicated formula linking a readability formula to a reader measures, thus solving the �apples and oranges� problem typically found in other attempts to link reader and text. Additionally, the direct connection of student reading abilities to real, specific texts makes the lexile scale an excellent tool for sharing student�s reading abilities with parents and educators. Let�s drill down a little deeper. What exactly is the Lexile Framework� for Reading? It�s a tool that provides a common scale for matching reader ability and text difficulty, enabling teachers and parents to choose materials that can help to improve student reading skills and monitor literacy across the curriculum and at home. In other words, the Lexile is a scale � a developmental scale � that links text and readers under a common metric, Lexiles. By placing the text and reader on the same scale, an educator is able to predict the level of comprehension a reader can have with a particular text. And because the scale is developmental � and not based on grade-leveling � one is able to track progress and growth over time, within a year and from year to year.

8. Building Reading Ability� Matched Text: Practice reading skills with text a student can comprehend A reader strengthens his/her ability by reading matched text As a reader�s ability increases, the text level she can comprehend increases. So what can be done to build and improve a reader�s comprehension ability? Remember: as with any skill, the main thing a student needs in order to grow as a reader is practice. Practice allows readers to shift their focus from deciphering words to reading enjoyably and with ease. And the best kind of practice � the type of practice that will allow a reader to grown and increase their comprehension ability � is practice that is within a set Lexile range. That�s what we refer to as matched text. Targeted text is accessible enough to allow for a successful reading experience, but challenging enough to stretch the reader�s skill, vocabulary, and comprehension ability. The more targeted text a student reads, the more he or she increases their reading and comprehension abilitySo what can be done to build and improve a reader�s comprehension ability? Remember: as with any skill, the main thing a student needs in order to grow as a reader is practice. Practice allows readers to shift their focus from deciphering words to reading enjoyably and with ease. And the best kind of practice � the type of practice that will allow a reader to grown and increase their comprehension ability � is practice that is within a set Lexile range. That�s what we refer to as matched text. Targeted text is accessible enough to allow for a successful reading experience, but challenging enough to stretch the reader�s skill, vocabulary, and comprehension ability. The more targeted text a student reads, the more he or she increases their reading and comprehension ability

9. Why Lexiles? Features & Benefits: School Level: Track growth Accurate classification and management of materials and textbooks Well-informed, data-driven instructional decisions Accurate communication with parents Consistent tracking of student progress across the grades Accurate classification and management of classroom and library materials and textbooks Well-informed and data-driven instructional decisions in response to changes or challenges in student performance Accurate and user-friendly communication with parents about student progress Consistent tracking of student progress across the grades Accurate classification and management of classroom and library materials and textbooks Well-informed and data-driven instructional decisions in response to changes or challenges in student performance Accurate and user-friendly communication with parents about student progress

10. Why Lexiles? Features & Benefits: Classroom Level: Targeted instruction Link to standardized tests Actionable across content areas Provides additional resources Makes it easier to provide targeted reading materials to students Provides an assessment link to the state standardized tests Can be implemented by all teachers, across all content areas Provides additional content resources for teachers Makes it easier to provide targeted reading materials to students Provides an assessment link to the state standardized tests Can be implemented by all teachers, across all content areas Provides additional content resources for teachers

11. Why Lexiles? Features & Benefits: Student Level: Measure their own growth Match themselves to appropriate text Engender a love of reading In the same way that the Lexile Framework makes parents partners in the classroom, the framework allows students to be active participants in their own quest to achieve higher comprehension skills and to become better readers. Students can use the Lexile measures to, of course, measure their own growth. But most importantly, students can use the Lexile framework to match themselves to appropriately targeted text. Allowing students to choose titles within their interest area and within their Lexile range ensures that the student is more likely to grow as a reader to experience a life long love of reading.In the same way that the Lexile Framework makes parents partners in the classroom, the framework allows students to be active participants in their own quest to achieve higher comprehension skills and to become better readers. Students can use the Lexile measures to, of course, measure their own growth. But most importantly, students can use the Lexile framework to match themselves to appropriately targeted text. Allowing students to choose titles within their interest area and within their Lexile range ensures that the student is more likely to grow as a reader to experience a life long love of reading.

12. Why Lexiles? Features & Benefits: Parents: Nonjudgmental way of communicating a student�s reading ability Enables meaningful parent participation (targeted reading lists)

13. Resources to Help Implement The Lexile Framework in the Classroom Located at www.Lexile.com

14. In the physical sciences engineering and measurement share an intimacy that approaches identity � what follows is a piece of engineering that attempts to mimic the physical sciencesIn the physical sciences engineering and measurement share an intimacy that approaches identity � what follows is a piece of engineering that attempts to mimic the physical sciences

15. Critical Attributes of The Lexile Framework for Reading Vertical or Developmental Scale: BR to over 1700L Allows for Monitoring Growth Bridges Assessment and Instruction Differentiated Instruction (targeted) Connects the Day-to-Day to the Year-to-Year The Lexile Framework for Reading�s underlying scale is developmental. This benefits educators, parents, and their children in the following ways: Allows for monitoring status of a reader against state standards if cut points are expressed in Lexile Reader measures. Allows for monitoring growth within the school year as well as across years. Places the reader in the context of the reading demands at each grade level. Allows for differentiating reading materials when choosing books and electronic articles from on-line resources like EBSCO, ProQuest, Thompson-Gale, and Grolier On-line. The Lexile is parent friendly. Easy to use tools like �Find-A-Book� on www.lexile.com allows children and their parents to easily find a book in their Lexile zone (-100L to +50L) as well as the nearest library. Allows educators to connect daily reading activities and programs to growth over time. Important to today�s discussion, the Lexile provides the means to connect reading to writing. So each of the benefits of the Lexile Framework for Reading is also a benefit of the Lexile Framework for Writing.The Lexile Framework for Reading�s underlying scale is developmental. This benefits educators, parents, and their children in the following ways: Allows for monitoring status of a reader against state standards if cut points are expressed in Lexile Reader measures. Allows for monitoring growth within the school year as well as across years. Places the reader in the context of the reading demands at each grade level. Allows for differentiating reading materials when choosing books and electronic articles from on-line resources like EBSCO, ProQuest, Thompson-Gale, and Grolier On-line. The Lexile is parent friendly. Easy to use tools like �Find-A-Book� on www.lexile.com allows children and their parents to easily find a book in their Lexile zone (-100L to +50L) as well as the nearest library. Allows educators to connect daily reading activities and programs to growth over time. Important to today�s discussion, the Lexile provides the means to connect reading to writing. So each of the benefits of the Lexile Framework for Reading is also a benefit of the Lexile Framework for Writing.

17. MyReadingWeb Student Component Article Explorer Exploring the Classics Portfolio Teacher Component My Gradebook Reports

18. Once a student has been assigned a username and password, double-click the MyReadingWeb icon on your computer desktop to launch the application. The login screen will appear. Passwords are case-sensitive REMEMBER: Teachers will have access to their assigned student�s log in and passwordOnce a student has been assigned a username and password, double-click the MyReadingWeb icon on your computer desktop to launch the application. The login screen will appear. Passwords are case-sensitive REMEMBER: Teachers will have access to their assigned student�s log in and password

19. � The Home page displays the student�s current Lexile measure, as well as a comprehension performance summary and totals of words read and minutes spent reading. ? The Article Explorer section is where students can read articles and answer questions about them. ? The Exploring the Classics section is where students can read classic works of literature and answer questions about them. ? My Portfolio contains data on performance for both the Article Explorer and Exploring the Classics activities. ? The About section provides additional information about the product. ? The Logout icon logs the student out of the program. REMEMBER: Screen to screen navigation occurs on the left hand side of the screen.� The Home page displays the student�s current Lexile measure, as well as a comprehension performance summary and totals of words read and minutes spent reading. ? The Article Explorer section is where students can read articles and answer questions about them. ? The Exploring the Classics section is where students can read classic works of literature and answer questions about them. ? My Portfolio contains data on performance for both the Article Explorer and Exploring the Classics activities. ? The About section provides additional information about the product. ? The Logout icon logs the student out of the program. REMEMBER: Screen to screen navigation occurs on the left hand side of the screen.

20. Article Explorer assignments Through the Article Explorer, students search for and read content-area articles that are targeted to their Lexile reading ability. Students may search within the following categories: Civics Earth & Space Sciences Geography Language Arts Physical Sciences U.S. History World History Weekly Reader World Book .Article Explorer assignments Through the Article Explorer, students search for and read content-area articles that are targeted to their Lexile reading ability. Students may search within the following categories: Civics Earth & Space Sciences Geography Language Arts Physical Sciences U.S. History World History Weekly Reader World Book .

21. Students may also search across all categories, or perform a more detailed search by entering a keyword in the Search boxStudents may also search across all categories, or perform a more detailed search by entering a keyword in the Search box

22. Once a student performs the search, targeted articles (by Lexile measure) appear as results. The Lexile measures of the articles range from 100L above to 100L below the student�s Lexile reader measure. Students can sort articles by Lexile measure, length, subject category, and title. ? Once the student selects an article, a brief summary appears at the abstract at the bottom. Click the Begin Reading button, the article text appears and the reading assignment begins Once a student performs the search, targeted articles (by Lexile measure) appear as results. The Lexile measures of the articles range from 100L above to 100L below the student�s Lexile reader measure. Students can sort articles by Lexile measure, length, subject category, and title. ? Once the student selects an article, a brief summary appears at the abstract at the bottom. Click the Begin Reading button, the article text appears and the reading assignment begins

23. CLOZE PASSAGES: The student answers the numbered test items as he or she encounters them. The student clicks on the light-blue, numbered blanks, and four word choices that could go in that blank appear at the bottom of the screen. The student selects the word that he believes accurately completes the sentence All words selected as test items are targeted to the student�s Lexile measure. CLOZE PASSAGES: The student answers the numbered test items as he or she encounters them. The student clicks on the light-blue, numbered blanks, and four word choices that could go in that blank appear at the bottom of the screen. The student selects the word that he believes accurately completes the sentence All words selected as test items are targeted to the student�s Lexile measure.

24. After selecting the word that he or she thinks goes in the blank, the student is given immediate feedback on the correct response. The correct word is automatically paced into the article text. Once the student has answered all the items in an article and finished reading it, the student clicks the Finished button to see how he or she did overall. Student reading totals are also automatically updated.After selecting the word that he or she thinks goes in the blank, the student is given immediate feedback on the correct response. The correct word is automatically paced into the article text. Once the student has answered all the items in an article and finished reading it, the student clicks the Finished button to see how he or she did overall. Student reading totals are also automatically updated.

25. The minutes-read and percent correct for the reading experience are displayed at the top of the screen. If the percent correct is above 50%, the words read will be added to the word count. If the percent correct is below 50%, the words will not be counted and the selection will not be available for re-reading for 20 days. This is to prevent bad-faith efforts and immediate attempts to retry passages. A chart is also displayed showing the words the student correctly or incorrectly chose. Though the words in the chart are captured in the performance, the individual words are not available or saved. The student may pprint the screen or save into a word document.The minutes-read and percent correct for the reading experience are displayed at the top of the screen. If the percent correct is above 50%, the words read will be added to the word count. If the percent correct is below 50%, the words will not be counted and the selection will not be available for re-reading for 20 days. This is to prevent bad-faith efforts and immediate attempts to retry passages. A chart is also displayed showing the words the student correctly or incorrectly chose. Though the words in the chart are captured in the performance, the individual words are not available or saved. The student may pprint the screen or save into a word document.

26. Guttenberg Project: Public domain works of classic literature have been scanned into our program and are available at no cost. Exploring the Classics assignments Through Exploring the Classics, students read from classic literature titles that interest them. Literature titles are divided into chapters or selections. Students select the Find a Classic tab to search for works of classic literature by author or perform a keyword search. Guttenberg Project: Public domain works of classic literature have been scanned into our program and are available at no cost. Exploring the Classics assignments Through Exploring the Classics, students read from classic literature titles that interest them. Literature titles are divided into chapters or selections. Students select the Find a Classic tab to search for works of classic literature by author or perform a keyword search.

27. In My Classics all titles will appear without their individual chaptes. Select the folder with the title of interestIn My Classics all titles will appear without their individual chaptes. Select the folder with the title of interest

28. PLEASE NOTE: The classics are NOT targeted to the reader. Each reader has free choice, though an instructor may choose the most appropriate titles. The CLOZE passages within the text, however, are targeted. In My Classics, literature titles appear as folders. To begin reading, a student opens the title folder and chooses the chapter or selection he or she wishes to read. Once the student clicks the Begin Reading button, the chapter text appears and the reading assignment begins.PLEASE NOTE: The classics are NOT targeted to the reader. Each reader has free choice, though an instructor may choose the most appropriate titles. The CLOZE passages within the text, however, are targeted. In My Classics, literature titles appear as folders. To begin reading, a student opens the title folder and chooses the chapter or selection he or she wishes to read. Once the student clicks the Begin Reading button, the chapter text appears and the reading assignment begins.

29. The student answers the numbered test items as he or she encounters them. The student clicks on the light-blue, numbered blanks, and four words that could go in that blank appear at the bottom of the screen. The student selects the word that he or she thinks goes in that sentence. All words selected as test items are targeted to the lesser of the student�s Lexile measure or Lexile measure of the classic text. After selecting the word that he or she thinks goes in the blank, the student is given immediate feedback on whether he or she was wrong or right. The right word is automatically put into the classic text. Once the student has answered all the items in a classic selection and finished reading it, the student clicks the Finished button to see how he or she did overall. Student reading totals are also updated. If a student leaves a chapter without completing it, it will be necessary to repeat that chapter. There is no restriction on how many times a chapter in ETC can be read.The student answers the numbered test items as he or she encounters them. The student clicks on the light-blue, numbered blanks, and four words that could go in that blank appear at the bottom of the screen. The student selects the word that he or she thinks goes in that sentence. All words selected as test items are targeted to the lesser of the student�s Lexile measure or Lexile measure of the classic text. After selecting the word that he or she thinks goes in the blank, the student is given immediate feedback on whether he or she was wrong or right. The right word is automatically put into the classic text. Once the student has answered all the items in a classic selection and finished reading it, the student clicks the Finished button to see how he or she did overall. Student reading totals are also updated. If a student leaves a chapter without completing it, it will be necessary to repeat that chapter. There is no restriction on how many times a chapter in ETC can be read.

30. The minutes-read and percent correct for the reading experience are displayed at the top of the screen. If the percent correct is above 50%, the words read will be added to the word count. If the percent correct is below 50%, the words will not be counted. A chart is also displayed showing the words the student correctly or incorrectly chose.The minutes-read and percent correct for the reading experience are displayed at the top of the screen. If the percent correct is above 50%, the words read will be added to the word count. If the percent correct is below 50%, the words will not be counted. A chart is also displayed showing the words the student correctly or incorrectly chose.

31. My Portfolio The My Portfolio section of MyReadingWeb gives a student access to all assignment and progress information. A student can see totals of minutes and words read, and see his or her Lexile history. The data is provided in charts, tables, and graphs.My Portfolio The My Portfolio section of MyReadingWeb gives a student access to all assignment and progress information. A student can see totals of minutes and words read, and see his or her Lexile history. The data is provided in charts, tables, and graphs.

32. A student can view his or her performance history on articles in the form of data and growth charts To view performance history on articles, a student needs to select the Articles tab, and then click the View: Data radio button. Students can sort articles by Lexile text measure, number of words in the article, subject category, time spent reading the article, date on which the article was read, percent correct on word choices, and alphabetically by title. When a student selects the article he or she wishes to examine, all information about that reading assignment is displayed at the bottom of the screen. The Summary and Text views of article information can be chosen with the appropriate radio buttons. The Summary view shows the title of the article, its subject category, Lexile text measure, word count, percent of word choices the student got correct, and the total time reading. The Text view shows the full text of the article.A student can view his or her performance history on articles in the form of data and growth charts To view performance history on articles, a student needs to select the Articles tab, and then click the View: Data radio button. Students can sort articles by Lexile text measure, number of words in the article, subject category, time spent reading the article, date on which the article was read, percent correct on word choices, and alphabetically by title. When a student selects the article he or she wishes to examine, all information about that reading assignment is displayed at the bottom of the screen. The Summary and Text views of article information can be chosen with the appropriate radio buttons. The Summary view shows the title of the article, its subject category, Lexile text measure, word count, percent of word choices the student got correct, and the total time reading. The Text view shows the full text of the article.

33. Articles: Growth Charts A student can view his or her performance history on articles in the form of data and growth charts. To view growth charts of performance history on articles, a student needs to select the Articles tab and select the View: Growth radio button. A student may select which growth chart he or she wishes to see by selecting either the Reader Ability and Article Demand growth chart or the Percent Correct chart Articles: Growth Charts A student can view his or her performance history on articles in the form of data and growth charts. To view growth charts of performance history on articles, a student needs to select the Articles tab and select the View: Growth radio button. A student may select which growth chart he or she wishes to see by selecting either the Reader Ability and Article Demand growth chart or the Percent Correct chart

34. In the Reader Ability and Article Demand view, students may view their Lexile reader measure as well as the Lexile text measure of the articles they�ve read. The student�s Lexile reader measure growth is determined by their performance on the test items in the articles. Students may look at a specific article by clicking on that data point in the graph. The information of the data point will appear at the bottom of the screen in the Summary and Text section. The Summary section displays the article�s title, category, Lexile text measure, word count, percent correct on word choices, and time spent reading the article. The Text section displays the full article text.In the Reader Ability and Article Demand view, students may view their Lexile reader measure as well as the Lexile text measure of the articles they�ve read. The student�s Lexile reader measure growth is determined by their performance on the test items in the articles. Students may look at a specific article by clicking on that data point in the graph. The information of the data point will appear at the bottom of the screen in the Summary and Text section. The Summary section displays the article�s title, category, Lexile text measure, word count, percent correct on word choices, and time spent reading the article. The Text section displays the full article text.

35. Students may look at a specific article by clicking on that data point in the graph. The information of the data point will appear at the bottom of the screen in the Summary and Text section. The Summary section displays the article�s title, category, Lexile text measure, word count, percent correct on word choices, and time spent reading the article. The Text section displays the full article text.Students may look at a specific article by clicking on that data point in the graph. The information of the data point will appear at the bottom of the screen in the Summary and Text section. The Summary section displays the article�s title, category, Lexile text measure, word count, percent correct on word choices, and time spent reading the article. The Text section displays the full article text.

36. Classics: Information View Students can view performance data on their reading in Exploring the Classics by selecting the Classics tab in My Portfolio A list of classics that the student has completed is displayed. Students may click on a title in the list to see performance data for that classic at the bottom of the screen. The performance data that appears includes the classic�s title, author, Lexile text measure, number of words contained in the classic, number of words the student has read, progress, comprehension percentage, and the time spent reading the classic. A student�s reading growth is not tracked in Exploring the Classics because some of the reading will be well outside of the student�s targeted Lexile reading range Classics: Information View Students can view performance data on their reading in Exploring the Classics by selecting the Classics tab in My Portfolio A list of classics that the student has completed is displayed. Students may click on a title in the list to see performance data for that classic at the bottom of the screen. The performance data that appears includes the classic�s title, author, Lexile text measure, number of words contained in the classic, number of words the student has read, progress, comprehension percentage, and the time spent reading the classic. A student�s reading growth is not tracked in Exploring the Classics because some of the reading will be well outside of the student�s targeted Lexile reading range

37. Your Turn Log in to www.myreadingweb.com Allow Java and application to update and download (icon may already be on your machine) Log in as a student: student1/lexile student2/lexile student3/lexile student4/lexile student5/lexile

38. Your Turn Select an article on the topic of your choice. Complete the cloze passages. Select a novel and add to your library. Read a few pages in a novel you�ve selected. Explore the portfolio.

39.  Teacher Side

40. My Gradebook Teachers monitor their classes and students through the My Gradebook section. Teacher information and functionality is available in the Roster and Reports tabs Teachers choose the class they wish to view in the My Classes drop-down menu at the top of the screen. In the Roster tab, teachers may select a specific student to see his or her reading performance information. In the Reports tab, teachers can view and print usage reports by activity, student, and performance. My Gradebook Teachers monitor their classes and students through the My Gradebook section. Teacher information and functionality is available in the Roster and Reports tabs Teachers choose the class they wish to view in the My Classes drop-down menu at the top of the screen. In the Roster tab, teachers may select a specific student to see his or her reading performance information. In the Reports tab, teachers can view and print usage reports by activity, student, and performance.

41. The Roster tab The Roster tab contains all class rosters and pertinent data for each student in that class. Rosters are organized by class. Classes may be chosen in the My Classes section located at the top of the page. A class roster displays student names, their Lexile reader measures, comprehension rates, words read, time spent reading, specific articles read, articles missed, usernames, passwords, and student identification. Additional information can be viewed in a student�s portfolio. Once a teacher selects a student in the roster, his or her portfolio will be displayed below. The portfolio has two tabs: Articles and Classics. In the Articles tab, teachers can view data and growth charts. Teachers can also view data in the Classics tab The Roster tab The Roster tab contains all class rosters and pertinent data for each student in that class. Rosters are organized by class. Classes may be chosen in the My Classes section located at the top of the page. A class roster displays student names, their Lexile reader measures, comprehension rates, words read, time spent reading, specific articles read, articles missed, usernames, passwords, and student identification. Additional information can be viewed in a student�s portfolio. Once a teacher selects a student in the roster, his or her portfolio will be displayed below. The portfolio has two tabs: Articles and Classics. In the Articles tab, teachers can view data and growth charts. Teachers can also view data in the Classics tab

42. The Reports tab The Reports tab provides two categories of reports: Class Usage and Aggregate Data Teachers can choose either a Class Usage or Aggregate Data report from the My Reports drop-down menu. In the Class Usage reports, a teacher can generate usage reports by activity or student. In the Aggregate Data reports, teachers can view Reader Ability and Article Demand charts. The Reports tab The Reports tab provides two categories of reports: Class Usage and Aggregate Data Teachers can choose either a Class Usage or Aggregate Data report from the My Reports drop-down menu. In the Class Usage reports, a teacher can generate usage reports by activity or student. In the Aggregate Data reports, teachers can view Reader Ability and Article Demand charts.

43. Reports: Class Usage by Activity In the Class Usage reports, a teacher can generate usage reports by activity Teachers can enter starting and ending dates for the usage report. Teachers can select which activity or activities to include in the usage report. To view usage reports by activity, click the By Activity button. If a teacher selects a student, additional data will be displayed in the Summary and Text section at the bottom of the screen.Reports: Class Usage by Activity In the Class Usage reports, a teacher can generate usage reports by activity Teachers can enter starting and ending dates for the usage report. Teachers can select which activity or activities to include in the usage report. To view usage reports by activity, click the By Activity button. If a teacher selects a student, additional data will be displayed in the Summary and Text section at the bottom of the screen.

44. In the Class Usage reports, a teacher can generate usage reports by student Teachers can enter starting and ending dates for the usage report. Teachers can select which activity or activities to include in the usage report. To view usage reports by student, click the By Student button. A teacher can sort students by first name, last name, test count, total words read, average percent, and total time spent reading.In the Class Usage reports, a teacher can generate usage reports by student Teachers can enter starting and ending dates for the usage report. Teachers can select which activity or activities to include in the usage report. To view usage reports by student, click the By Student button. A teacher can sort students by first name, last name, test count, total words read, average percent, and total time spent reading.

45. In the Aggregate Data reports, teachers can view Reader Ability and Article Demand charts. Teachers can select Aggregate Data from the My Reports drop-down menu to view Reader Ability and Article Difficulty charts. ? Teachers can view the class he or she wants growth data for. ? Teachers enter the starting and ending dates for the chart. ? Teachers can scroll over a data point to see more information In the Aggregate Data reports, teachers can view Reader Ability and Article Demand charts. Teachers can select Aggregate Data from the My Reports drop-down menu to view Reader Ability and Article Difficulty charts. ? Teachers can view the class he or she wants growth data for. ? Teachers enter the starting and ending dates for the chart. ? Teachers can scroll over a data point to see more information

46. � In the Roster tab, choose the class that the student is enrolled in. ? Select the student. ? Select the activity that you want a report on: Articles or Classics. ? Select the desired data display between View: Data or View: Growth � In the Roster tab, choose the class that the student is enrolled in. ? Select the student. ? Select the activity that you want a report on: Articles or Classics. ? Select the desired data display between View: Data or View: Growth

47. ? If you select the Growth view, choose which chart you want displayed: Reader Ability and Article Demand or Percent Correct on Articles. ? Click anywhere on the chart to gather data to export to a PDF file.? If you select the Growth view, choose which chart you want displayed: Reader Ability and Article Demand or Percent Correct on Articles. ? Click anywhere on the chart to gather data to export to a PDF file.

48. Right click to export the graph to a PDFRight click to export the graph to a PDF

49. All tables can be exported to a PDF or placed on the clipboard to be placed on excel or word.All tables can be exported to a PDF or placed on the clipboard to be placed on excel or word.

53. You also have the option to title the data you save.You also have the option to title the data you save.

57. Training Your Students Teacher Transparencies Teacher Script You have been provided teacher transparencies in your portfolio notebooks today. These transparencies are also located in the user�s guide. Behind the transparencies you will find a short training script for instructing your students on the use of MRW. You have been provided teacher transparencies in your portfolio notebooks today. These transparencies are also located in the user�s guide. Behind the transparencies you will find a short training script for instructing your students on the use of MRW.

58. Your Turn Log in to www.myreadingweb.com Log in as a teacher: teacher1/lexile barbaraobrien/lexile shanlon_t/lexile

59. Your Turn Select MyGradebook. Select a class and view a student�s Portfolio. Select Reports and run the aggregate data report.

60. What�s Next? Implementation: Each participating student should read a minimum of three articles per week in MyReadingWeb. Students may utilize MyReadingWeb anywhere with an internet connection (e.g. home, school, library, etc�)

61. What�s Next The Site Administrator* will handle the following: Adding classes Adding teachers Adding students Updating rosters Providing teachers with passwords Conferring with technical contact at each site * Please note: there may be a 3-5 day delay between the receipt of request and roster change.

62. What�s Next? Teachers will handle the following: Student training Providing forgotten passwords to students Informing Site Administrator of rostering changes.

63. What�s Next? Logistical Discussion: Which students will use MyReadingWeb? Where will students use MyReadingWeb? How will students use MyReadingWeb?

64. MyReadingWeb User Guide Consult the User Guide for: Training questions Student side Teacher side Installation and technical requirements

65. Support Site Administrator: Helen Isbell hisbell@alcorn.k12.ms.us Customer Support support@mywritingweb.com

66. Questions?

67. What�s Next? MyWritingWeb Let�s Take a Break

68. MyReadingWeb: Administrator Administrative Process CSV file for each school (teacher/student) � rosters@lexile.com Distribution of teacher passwords (automated) Distribution of User Guide Confer with IT contact at each site to verify proper installation and requirements Develop local rostering process (weekly? monthly?) Usage?