1. The teacher scores the student's pre-test passages by converting the rubric scores (+, -, x) to point values and calculating a total score for each passage.
2. The teacher compares the total scores to determine if the student scored higher on the below-grade or on-grade passage.
3. If the student scored higher on the below-grade passage, that passage level becomes their IPL. If they scored higher on the on-grade or above-grade passage, the teacher assigns additional RPA passages to identify the student's instructional
3. Table of Contents
Reading Intervention and the Reading Web.................................................................... 4
Getting Started with the Reading Web............................................................................ 7
Accessing the Reading Web Online........................................................................................................ 8
Adding Site Data to Reading Web.......................................................................................................... 9
Reading Progress Assessment (RPA)..................................................................................................... 12
Workstations and Instruction with the Reading Web.................................................... 23
Materials Management......................................................................................................................... 35
Understanding Student Data and Generating Reports.................................................. 36
Instructional Tools........................................................................................................... 39
Parent Letter......................................................................................................................................... 40
Vocabulary Building.............................................................................................................................. 41
Vocabulary Building Reproducibles...................................................................................................... 42
Online Reading Web Dictionary............................................................................................................ 56
Comprehension Check.......................................................................................................................... 57
Comprehension Reproducibles............................................................................................................. 58
Book Report Prompts............................................................................................................................ 75
Appendixes...................................................................................................................... 81
Computer Learning Overview............................................................................................................... 82
Reading Web System Requirements..................................................................................................... 86
Online Teacher Resources..................................................................................................................... 87
Reading Web Title List.......................................................................................................................... 88
Reading Web Program Materials.......................................................................................................... 90
Frequently Asked Questions................................................................................................................. 91
Book Summaries................................................................................................................................... 93
Comprehension Questions Reproducible........................................................................................... 120
3
5. Reading Intervention
and the Reading Web
Welcome to the Reading Web! Reading Web (RW) is a reading intervention program for
students in grades 1 through 12 reading at Kindergarten through 8th grade reading levels.
Reading Web (RW) takes a workstation approach to reading intervention that provides
students multiple opportunities to build and apply vocabulary, develop comprehension
strategies, build reading skills, and develop reading fluency. The teacher’s role of coaching
and instructing students is an integral part of student’s success in Reading Web’s
intervention model.
The Reading Web has three components:
• The Reading Progress Assessment (RPA) is an online assessment that serves two main
purposes. It is the placement test and the pre - and post-test.
• The online portion of the Reading Web has reading passages with vocabulary and
comprehension checks. Each passage comes from one of the books the students will
be reading. The online portion of the Reading Web serves as a “before-reading-the-
book” introduction to build student’s vocabulary, comprehension, fluency, and
confidence.
• The nonfiction books are for reading instruction. Depending on the needs of
the students, the teacher uses the books for one-on-one reading tutoring, small
group instruction, independent reading, or a combination of the three. While reading
the books, the students are engaged in vocabulary and comprehension activities.
5
6. What Do Teachers Do, What Do Students Do,
What Do Administrators Do...
Teachers...
• Assign student logins and passwords
• Identify pre-test passages for students to read in the Reading Progress Assessment (RPA)
• Assess students pre-test scores to determine Initial Placement Level (IPL) for Reading
Web books and passages
• Interact with students as they are working at the workstations to monitor progress,
conference, and instruct
• Assess student’s scores after completing the computer passages to determine if the
students are ready to move to reading the book
• Assign Vocabulary Building and Comprehension Check activities for each book
• Meet with individual students or small groups at the Teacher Instruction Workstation for
guided reading instruction
• Assess student’s comprehension of content using the book specific reproducible
provided with the online Teacher’s Notes
• Monitor student’s progress by checking online folders regularly, listen to student’s
recordings, and create reports
• Communicate with parents
Students...
• Read assigned Reading Progress Assessment and Reading Web passages
• Work independently or with a partner at workstations
• Complete all Vocabulary Building and Comprehension Check activities assigned
• Complete Reading Response Journal activities assigned
• Partner with other students to share Vocabulary Building and Comprehension Check
responses
• Evaluate performance and conference with teacher
Administrators...
• Support Reading Web implementation by scheduling time for Reading Web
• Introduce Reading Web to the school so all teachers know what the program is about
and who is eligible to participate
• Periodically monitor student’s progress by checking online student folders or asking the
Reading Web teacher to provide a report for you
6
7. Getting Started
with the reading web
• Accessing the Reading Web Online
• Adding Site Data to Reading Web
• Reading Progress Assessment (RPA)
7
8. Getting Started with
the Reading Web
Accessing the Reading Web Online
Reading Web is easy to access on any Internet connected computer at the web address
provided below.
www.rourkereadingweb.com
When prompted, you simply login using the username and password provided to you by
Rourke or by your Reading Web site administrator. Once you are logged in, you will be able
to add students, create groups, view student data, listen to student voice recordings, print
student and group reports, and access the Teacher’s Guide and other online resources.
The web address for Reading Web is the same for both teachers and students. Your login and
password determines your access to either the teacher or student portions of the program.
Number
Type of Login Login Allows User To
Per Site
Site Reading 1 • View/Add /Update/Delete all teachers at site
Web • View/Add/Update /Delete /Print Reports for all students at site
Administrator • View/Add/Update /Delete all groups at site
• View/Print online Teacher’s Guide, online glossary, and other resources
• View passage menu
Teacher Unlimited • View/Add/Update/Print Reports for all students
for site • View/Add/Update/Delete groups
• View/Print online Teacher’s Guide, online glossary, and other resources
• View passage menu
Student Unlimited • Take Reading Progress Assessment (RPA) tests
for site • Read passages and do vocabulary and comprehension activities
• View personal Scorecard
• View online glossary
8
9. Adding Site Data to Reading Web
The Reading Web Site Administrator assigns teacher logins and passwords.
FIRST 1. Click on Teachers Tab at the top of the screen.
2. Then click on Add a Teacher at the top right of the screen.
3. Input teacher information.
4. Make sure to click SAVE at bottom of screen.
Tabs
Only site administrators
should have a check mark
in this box.
If a teacher leaves your
site, check this box so the
teacher cannot access
Reading Web.
If you record the password in
the Notes, you will not have
to create a new password if
the user forgets it!
If you need to edit information it’s easy! Just
go to the tab (Groups, Students, or Teachers) and
click on Edit at the top right of the screen.
9
10. SECOND
The Teacher or Site Administrator create groups.
1. Click on Groups Tab at the top of the screen.
2. Then click on Add a Group at the top right of the screen.
3. Input name of group (i.e. 5thPeriod Smith...).
4. Select the teacher the group is assigned to.
5. Make sure to click SAVE at bottom of screen.
Features of groups:
• Students can be in multiple groups
• New groups can be created at any time
• Students can be added or removed from a group at any time
10
11. The Teacher or Site Administrator assigns student logins and passwords.
THIRD 1. Click on Students Tab at the top of the screen.
2. Then click on Add a Student at the top right of the screen.
3. Input student information.
• Student Number is schools choice.
• Only check the “Block student’s ability to login?” if the student is no longer
in the program.
• Students can be assigned to multiple groups.
4. Book filters are usually set after the student takes the RPA. After the student’s
initial placement level is identified, the teacher can choose to edit the student’s
record and select the book levels the student will have access to. This is an
optional feature.
5. Make sure to click SAVE at bottom of screen.
6. View newly created Student Folder to make sure student information is
correct. If changes need to be made, click on Edit at the top right of the
screen.
Check all groups that
student is in. Once students have taken the RPA
and you know their IPL, you may
choose to limit the RW passages
that the student has access to.
If you record the password in
the Notes, you will not have
to create a new password if
the user forgets it!
11
12. Reading Progress Assessment (RPA)
The Reading Progress Assessment (RPA) is a quick and easy online reading assessment to
identify a student’s instructional reading level and assess vocabulary and comprehension skills.
Students read short, leveled passages that are followed by a vocabulary assessment and a
comprehension assessment. The RPA automatically scores the students in fluency, vocabulary,
and comprehension. The RPA is integral to success with the Reading Web because it identifies
the students Initial Placement Level (IPL) and it provides pre- and post-test data.
To take the RPA, students must first be given a Reading Web login and password. If you
haven’t already assigned student logins and passwords refer to the previous section.
RPA scores are saved online in the student’s Reading Web folder with the scores of their RW
passages. In the student folder, a star beside a title indicates that it is an RPA passage.
RPA Passages
Title Grade Level Guided Reading Level Lexile Level WPM Goal
Animal Sounds K A BR 50-60
Eyes of Animals K B BR 50-60
Apple Trees K C BR 60-70
Ants K D 100-150 60-70
Gorillas 1 E 150-200 60-70
Ducks 1 F 200-250 60-70
Color Codes 1 G 250-300 60-70
Planets 1 H 300-350 60-70
Being Green 1 I 350-400 60-70
Butterflies 1 J 400-450 80-90
Chickens 2 K 450-500 80-90
Endangered Animals and Plants 2 L 500-550 80-90
Bats 2 M 550-600 80-90
Up and Down 3 N 600-625 90-100
It’s an Earthquake 3 O 625-675 90-100
Icebergs and the Titanic 3 P 675-700 90-100
Natural Forces 4 Q 700-725 100-110
Hazardous Waste 4 R 725-775 100-110
Fossils 4 S 775-800 100-110
Biomes 5 T 800-825 100-110
Minerals 5 U 825-875 110-120
STEM 5 V 875-900 110-120
Inventors 6 W 900-925 110-120
Telescopes 6 X 925-975 110-120
Forces and Motion 6 Y 975-1000 110-120
Genetics 7 & up Z 1000-1100 110-120
12
13. Students read the two pre-test passages based on their grade level. The first
FIRST passage is below-grade-level and the second passage is on-grade-level. The
passages for each grade level are identified below. Each RPA passage takes under
10 minutes to complete. All students must take both pre-test passages.
1. The student accesses the Reading Web at www.rourkereadingweb.com
and logs in using their assigned login and password.
2. The student clicks on the TEST ME button at the top of the page.
3. The student selects the assigned below-grade-level pre-assigned passage
and takes the assessment. After completing the assessment and viewing
their Scorecard, the student takes the assigned on-grade-level assessment.
4. After completing both assessment passages, the student notifies the
teacher that they have completed both of the assigned RPA passages. This
completes the pre-test.
13
14. Suggested Pre- and Post-Test Passages By Grade Level
Pre/Post Test Passages for Students in 1st Grade
Passage Grade Guided Reading Level Lexile Level WPM Goal
Apple Trees K C BR 60-70
Planets 1st J 400-450 70-80
Pre/Post Test Passages for Students in 2nd Grade
Passage Grade Guided Reading Level Lexile Level WPM Goal
Being Green 1st I 350-400 60-70
Bats 2nd M 550-600 80-90
Pre/Post Test Passage for Students in 3rd Grade
Passage Grade Guided Reading Level Lexile Level WPM Goal
Chicken 2nd K 450-500 80-90
Icebergs 3rd P 675-700 90-100
Pre/Post Test Passage for Students in 4th Grade
Passage Grade Guided Reading Level Lexile Level WPM Goal
Up and Down 3rd N 600-625 90-100
Fossils 4th S 775-800 100-110
Pre/Post Test Passage for Students in 5th Grade
Passage Grade Guided Reading Level Lexile Level WPM Goal
Natural Forces 4th Q 700-725 100-110
Minerals 5th U 825-875 110-120
Pre/Post Test Passage for Students in 6th Grade
Passage Grade Guided Reading Level Lexile Level WPM Goal
Hazardous Waste 4th R 725-775 100-110
Telescopes 6th X 925-975 110-120
Pre/Post Test Passage for Students in 7th Grade and Up
Passage Grade Guided Reading Level Lexile Level WPM Goal
Biomes 5th T 800-825 100-110
Genetics 7+ Z 1000 110-120
14
15. Now that the student has completed the pre-test, the teacher will score both
SECOND passages to determine whether or not the student needs to read additional
passages to find their Initial Placement Level (IPL).
1. Using the rubric scores (+, −, x) provided in the student’s folder, the teacher
converts the rubric scores to point values and calculates a total score for each
passage.
RPA Passage: Rubric Points
Rubric Point Values Conversion Chart
Fluency Points
(+) = 5 Points Word Meaning
( – ) = 3 Points Comprehension Points
( x ) = 0 Points Total Score
2. Once the rubric scores are converted to points, the teacher compares each total
score to the scores on the Initial Placement Chart and decides whether the
student needs to read additional RPA passages to find their Reading Web Initial
Placement Level.
Total Score: 15 Total Score: 11-13 Total Score: 6-10 Total Score: 0-5
Passage is too easy for Passage is at the Passage is too Passage is at this
this student. Student appropriate reading challenging for this student’s frustration
needs to read a higher level for this student. student. Student needs level. Student needs
level assessment passage. Student is ready to begin to read a lower level to read a lower level
the Reading Web. assessment passage. assessment passage.
Have student read the Assign student a Have student read the Have student read the
next higher assessment beginning Reading Web next lower assessment next lower assessment
passage. title at this reading level. passage. passage.
3. If the Initial Placement Level (IPL) was not determined on the two pre-test
passages, the teacher assigns the student either a lower level or higher level
passage until the student scores a total of 11-14 points on a passage.
• If a student scores 0-5 points on the assessment RPA passage Ants (Grade 1,
Level D), then he may need more individualized instruction and intervention
before beginning the Reading Web.
• If a student scores 15 points on the RPA passage Genetics, then he/she may
not need to participate in the Reading Web program. Or the teacher can elect
to have him/her participate to build pre-reading strategies, test-taking skills,
reading fluency, and reading confidence.
4. Once a student has taken the pre-tests and know their IPL, the teacher assigns
the student their first Reading Web book and passage.
15
16. All students take RPA post-tests at the end of each term or when they are exiting
THIRD the Reading Web program. The post-test for each term should be the same two
RPA passages that they read at the beginning of the term.
When a student reads an RPA passage or Reading Web passage multiple times,
the computer records each score separately so all student data is preserved. For
example, if a student reads Ducks and Icebergs as their pre-test, they would read
Ducks and Icebergs as their post-test.
Teachers can print reports showing the RPA scores for individual students or
Reading Web Groups. Or the teacher may prefer to keep a class roster of RPA
scores. The Reading Progess Assessment Class Data Sheet is provided for this
purpose.
Have a Look... Using the RPA
The following example follows John Rourke from pre-testing to determining his
Initial Placement Level.
Student: John Rourke
Grade Level: 3rd
16
17. After John finishes reading both passages the teacher reviews his scores to determine whether or
not he needs to read more RPA passages to find his IPL.
John R.
RPA Passage: Ducks Rubric Points
Rubric Point Values Conversion Chart
Fluency Points + 5
(+) = 5 Points Word Meaning - 3
( – ) = 3 Points Comprehension Points + 5
( x ) = 0 Points Total Score 13
John R.
RPA Passage: Icebergs and the Titanic Rubric Points
Rubric Point Values Conversion Chart
Fluency Points - 3
(+) = 5 Points Word Meaning - 3
( – ) = 3 Points Comprehension Points x 0
( x ) = 0 Points Total Score 6
Teacher Analysis:
Because John scored 13 points on the Level F (Ducks) RPA passage, his first Reading Web passage will be the
Level F passage, Stars.
Example of Completed Reproducible:
Student Passage Passage Passage
9/3/10
Date: 9/3/10
Date: Date:
John
R. Title: Ducks Title: Icebergs Title:
210
Level: 680
Level: Level:
5
Fluency: 3
Fluency: Fluency:
3 5 3 0
Vocab: Comp: Vocab: Comp: Vocab: Com
TOTAL: 13 TOTAL: 6 TOTAL:
Date: Date: Date:
Title: Title: Title:
John has completed his RPA pre-testing and is ready to move to Workstation 1 of ReadingLevel:
Level: Level: Web.
Fluency: Fluency: Fluency:
Vocab: Comp: Vocab: Comp: Vocab: Com
TOTAL: TOTAL: TOTAL:
Date: Date: Date:
Title: 17 Title: Title:
18. Reading Web Student Assessment Record Sheet
Date of Pre-Testing:___________________________ Date of Post-Testing:_______________________
Student’s Name:______________________________ Student’s Grade:__________________________
School’s Name:_______________________________ Teacher:___________________________________
Step 1: Pre-Testing Data
Directions: Record student’s scores on the Pre-Test Passages.
Pre-Test Passage #1 Fluency Score: (+) (-) (x)
Level: _________ Word Meaning Score: (+) (-) (x)
Title:________________________________________ Comprehension Score: (+) (-) (x)
Pre-Test Passage #2 Fluency Score: (+) (-) (x)
Level: _________ Word Meaning Score: (+) (-) (x)
Title:________________________________________ Comprehension Score: (+) (-) (x)
Step 2: Initial Placement Testing Data
Directions: Convert student’s scores from the pretest passages to points. Then calculate the TOTAL SCORE for
each passage and record the results. Use the chart on page 3 of the RPA Teacher’s Guide to determine Initial
Placement Level (IPL). Record the IPL in the box at the bottom of the page.
PRE-TEST PASSAGES
RPA Pre-Test Passage #1 Title: Level:
Rubric Point Values Fluency Points TOTAL SCORE RESULTS (check one)
Conversion Chart oScore of 15 points = Too Easy
Word Meaning Points oScore of 11-13 points = Appropriate Reading Level
(+) = 5 points
Comprehension Points oScore of 6-10 points = Too Challenging
(-) = 3 points oScore of 0-5 points = Frustration Level
(x) = 0 points TOTAL SCORE
(fluency points + word meaning points +
comprehension points)
RPA Pre-Test Passage #2 Title: Level:
Rubric Point Values Fluency Points TOTAL SCORE RESULTS (check one)
Conversion Chart oScore of 15 points = Too Easy
Word Meaning Points oScore of 11-13 points = Appropriate Reading Level
(+) = 5 points
Comprehension Points oScore of 6-10 points = Too Challenging
(-) = 3 points oScore of 0-5 points = Frustration Level
(x) = 0 points TOTAL SCORE
(fluency points + word meaning points +
comprehension points)
ADDITIONAL PLACEMENT TEST PASSAGES (If needed)
Additional Title for RPA Initial Placement: Level:
Rubric Point Values Fluency Points TOTAL SCORE RESULTS (check one)
Conversion Chart oScore of 15 points = Too Easy
Word Meaning Points oScore of 11-13 points = Appropriate Reading Level
(+) = 5 points
Comprehension Points oScore of 6-10 points = Too Challenging
(-) = 3 points oScore of 0-5 points = Frustration Level
(x) = 0 points TOTAL SCORE
(fluency points + word meaning points +
comprehension points)
Additional Title for RPA Initial Placement: Level:
Rubric Point Values Fluency Points TOTAL SCORE RESULTS (check one)
Conversion Chart oScore of 15 points = Too Easy
Word Meaning Points oScore of 11-13 points = Appropriate Reading Level
(+) = 5 points
Comprehension Points oScore of 6-10 points = Too Challenging
(-) = 3 points oScore of 0-5 points = Frustration Level
(x) = 0 points TOTAL SCORE
(fluency points + word meaning points +
comprehension points)
INITIAL PLACEMENT LEVEL (IPL):
18
19. Step 3: Progress Monitoring Data
Directions: At four-week intervals, record the book title and computer generated score for Reading Web book
the student is currently reading.
Week 4 of Program, Date: __________________ Fluency Score: (+) (-) (x)
Level: _________ Word Meaning Score: (+) (-) (x)
Title:________________________________________ Comprehension Score: (+) (-) (x)
Week 8 of Program, Date: __________________ Fluency Score: (+) (-) (x)
Level: _________ Word Meaning Score: (+) (-) (x)
Title:________________________________________ Comprehension Score: (+) (-) (x)
Week 12 of Program, Date: __________________ Fluency Score: (+) (-) (x)
Level: _________ Word Meaning Score: (+) (-) (x)
Title:________________________________________ Comprehension Score: (+) (-) (x)
Week 16 of Program, Date: __________________ Fluency Score: (+) (-) (x)
Level: _________ Word Meaning Score: (+) (-) (x)
Title:________________________________________ Comprehension Score: (+) (-) (x)
Week 20 of Program, Date: __________________ Fluency Score: (+) (-) (x)
Level: _________ Word Meaning Score: (+) (-) (x)
Title:________________________________________ Comprehension Score: (+) (-) (x)
Week 24 of Program, Date: __________________ Fluency Score: (+) (-) (x)
Level: _________ Word Meaning Score: (+) (-) (x)
Title:________________________________________ Comprehension Score: (+) (-) (x)
Week 28 of Program, Date: __________________ Fluency Score: (+) (-) (x)
Level: _________ Word Meaning Score: (+) (-) (x)
Title:________________________________________ Comprehension Score: (+) (-) (x)
Week 32 of Program, Date: __________________ Fluency Score: (+) (-) (x)
Level: _________ Word Meaning Score: (+) (-) (x)
Title:________________________________________ Comprehension Score: (+) (-) (x)
Week 36 of Program, Date: __________________ Fluency Score: (+) (-) (x)
Level: _________ Word Meaning Score: (+) (-) (x)
Title:________________________________________ Comprehension Score: (+) (-) (x)
Step 4: Post-Testing Data
Directions: Record Post-Test scores in the chart below.
Post-Test Passage #1 Fluency Score: (+) (-) (x)
Level: _________ Word Meaning Score: (+) (-) (x)
Title:________________________________________ Comprehension Score: (+) (-) (x)
Post-Test Passage #2 Fluency Score: (+) (-) (x)
Level: _________ Word Meaning Score: (+) (-) (x)
Title:________________________________________ Comprehension Score: (+) (-) (x)
Comments and Observations
19
20. Reading Web Student Reading Record
Date Title Started:____________________________ Date Title Completed:______________________
Student’s Name:______________________________ Student’s Grade:__________________________
School’s Name:_______________________________ Teacher:___________________________________
Book Title:___________________________________ Book Level:________________________________
Assessment of Computer-Based Activities
Directions: Use the chart below to record the student’s scores generated by the computer. Then record
student’s scores in the chart and calculate the total score to determine whether the student is ready to read
the book, needs to re-do the computer activities, or needs to move to a lower level text.
WPM Rate:________ Number Word Meaning correct:_____ Number Comprehension correct:______
o (+) WPM for level o (+) 4 or more correct o (+) 4 or more correct
o (—) 10-20% below o (—) 2 or 3 correct o (—) 2 or 3 correct
o (x) More than 20% below WPM o (x) 0 or 1 correct o (x) 0 or 1 correct
Total Score for Computer Activities
Rubric Point Values Fluency Points Total Score Instructional Decisions
Conversion Chart Word Meaning Points 11-15 points = Student is ready to move from the computer
(+) = 5 points to the book.
(-) = 3 points Comprehension Points 6-10 points = Student needs to re-do the computer activities
(x) = 0 points TOTAL SCORE before moving to the book.
(fluency points + word meaning 0-5 points = Title is too challenging for student, student
points + comprehension points) should be assigned a new title at a lower level or a different
title at the same level.
Teacher Evaluation of Student’s Reading on Recorded Passage:
Directions: After listening to the student’s recording, assess the student’s reading by using the Fluency
Rubric to assess student’s reading for Phrasing, Expression, and Intonation. Then record the scores in the
chart and calculate a total score. As you are listening to the student read, listen for reading behaviors such
as re-reading to correct missed words, words student didn’t say correctly, long pauses in reading, etc.
Fluency Rubric
Scoring Phrasing
Score 1 point if most of Score 2 points if most of Score 3 points if most of Score 4 points if most of
student’s reading is word- student’s reading is in two- student’s reading is in student’s reading is in
by-word word phrases three- or four-word phrases meaningful phrases
Score Expression
Score 1 point if the student Score 2 points if the Score 3 points if the Score 4 points if the
reads with no expression student reads with little or student reads with some student reads with
inappropriate expression expression appropriate expression
Scoring Intonation
Score 1 point if the student Score 2 points if the Score 3 points if the Score 4 points if the
reads with no intonation student reads with little or student reads with some student reads with
inappropriate intonation intonation appropriate intonation
Total Score for Teacher Evaluation of Recorded Reading
Phrasing Points Reading Behaviors Observed
Expression Points
Intonation Points
TOTAL FLUENCY SCORE
(phrasing points + expression points +
intonation points)
20
21. Assessment of Teacher Directed Activities and Independent Reading
Directions: After the student successfully completes the computer-based activities, move the student to the
Teacher Directed Activities and Independent Reading. Over the next 3 or 4 days, the student will read the book.
1. Vocabulary Activity
Select one Vocabulary Activity sheet from pages 21-28 of the RW Teacher’s Guide. Have student complete
the assigned vocabulary sheet while they are reading the book.
Date: Assigned Vocabulary Sheet Assessment of Vocabulary Sheet
2. Response Journal
After student has completed reading the book, assign a Response Journal Prompt from this guide for the
student to write.
Date: Assigned Response Journal Prompt Assessment of Response Journal Prompt
3. Comprehension Activity
After student has completed reading the book, assign a Comprehension Activity sheet from this guide.
Date: Assigned Comprehension Sheet Assessment of Comprehension Sheet
4. Teacher Lead Individual Reading Conference
When was conference held?
o After student read passage on computer o While student was reading the book o After student completed reading the book
What was the focus of the reading conference? _________________________________________________________________
Comment from Student or Teacher’s Notes and/or Observations:
5. Book Report (Monthly Activity)
Directions: Each month, have the student select one of the RW Titles they read during the month to write a
Book Report about. Then have the student choose one Book Report Prompt from this guide.
Date: Student Selected Book Report Prompt Assessment of Book Report
21
24. Workstations and Instruction
with the Reading Web
There are six Reading Web Workstations. They are Book Preview, Computer, Reading,
Vocabulary Building, Comprehension Check, and Teacher Instruction. For each book a
student reads, they will work at all six workstations one or more times.
Depending on the length of the class period and the length of the book, it will take
students 5 to 10 periods to complete all six workstations for each book.
Teacher Teacher
Instruction Book Preview
Instruction
Computer
Vocabulary Comprehension
Reading
Building Check
Teacher
Instruction
It’s important to note that Teacher Instruction is a fluid station. The teacher may work with
students at any station or may choose to pull students for one-on-one tutoring or small group work.
24
25. Workstation 1: Book Preview
The purpose of the Book Preview Workstation is to activate students prior knowledge. Students
briefly skim and scan their assigned book looking at the pictures, reading the headings, and/or
reading the captions. This activity builds the connection between the book and the computer
passage.
Book Preview Teaching Strategies
Book Preview
• For younger students, guide students through a book-walk.
o Use leading questions to help them focus on important concepts or
vocabulary words.
o Scaffold students in connecting the concept to things they already know or have
experienced.
• For English Language Learners, facilitate a conversation that helps students build
connections between vocabulary they are familiar with in their first language and the
vocabulary in the book.
o Encouraging students to talk about the pictures is an important way to facilitate this.
• For students who tend to rush through skimming and scanning assign them one of the
comprehension worksheets that has a KWL type format with a “before reading the
book” section.
25
26. Workstation 2: Computer
The purpose of the Computer Workstation is to scaffold students in developing appropriate
before-reading strategies while building background knowledge, vocabulary, comprehension,
and reading fluency for the book they will be reading after they complete the computer
activities.
Computer Teaching Strategies
Computer
• Before students move from the Computer Workstation to the Reading Workstation,
review their Scorecard to see if they need to re-do the passage before moving into the
book.
Using the values below, quickly calculate the student’s total score on the passage. If the
total score is 10 or below, the student should re-do the passage before moving to the
Reading Workstation. If the total score is 11 or higher, the student is ready to move to
the Reading Workstation.
Rubric Point Values Conversion Chart
(+) = 5 Points
(−) = 3 Points
(x) = 0 Points
Online Teacher Resources available at
www.rourkereadingweb.com
• The Reading Web Teacher’s Guide
• Book Summaries including the vocabulary words
from the partner passage
• The five Comprehension Questions that students
answer on the computer passage
• Teacher’s Notes for each Reading Web book
26
27. Alternate Computer Teaching Strategy
PARTNERING AT THE COMPUTER
Partnering at the computer on the Reading Web has proven to make the reading activities
more effective. In partnering, one student is the Reading Partner who engages in the
reading activities. At his side is the Listening Partner who encourages the Reading Partner
by helping him focus on the tasks, commenting on the outcomes, and in general, serving as
an “audience of one.”
While sitting alongside the Reading Partner, the Listening Partner holds a printed copy of
the three comprehension questions that the narrator introduced during the Background
Knowledge section of each web-based passage. These three questions serve as a purpose
for reading the passage that the Reading Partner sees next. He will be required to answer
those three questions as part of the final assessment exercise. (See Resources section of this
guide for reproducible copies of the questions.)
It’s important to teach the
Listening Partners how to
coach their Reading Partners
with appropriate comments
and questions. In addition to
modeling coaching comments
and questions with the class, it
is helpful to give each Listening
Partner a copy of the next page
to include in their reading folder
or notebook.
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28. Comments and Questions for Listening Partners
BACKGROUND KNOWLEDGE
Listening Partner: “Did you hear the three questions?”
“Let’s review them.”
( the Listening Partner reads them aloud from the reproducible )
PRONUNCIATION SECTION
Listening Partner: “Which six words are the hardest?”
“Click on each one and say them out loud with the narrator.”
SPOKEN GLOSSARY SECTION
Listening Partner: “Which word do you think is correct?’
ASSISTED READING SECTION
Listening Partner: “I’ll read along with you too.”
ECHO READING/RECORDING
Listening Partner: “When the words turn blue, read them out loud.”
(after the Reading Partner’s recorded voice is played back)
“Did it sound like you?”
“Do you want to record it again?”
REPEATED READING
Listening Partner: “Remember, read accurately with expression.”
( looking at the Words Per Minute Goal shown on the printed reproducible )
“The goal is _____Words Per Minute. How did you do?”
WORD MEANING SECTION
Listening Partner: “First, read all the definitions.”
“Then match the ones you know best.”
“Now match the rest.”
COMPREHENSION SECTION
Listening Partner: “Listen to all three answers, then choose one.”
STUDENT’S SCORECARD
Listening partner: “Let’s review your score.”
“How many plus marks did you get?”
“How well did you think you did?”
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29. Workstation 3: Reading
The purpose of the Reading Workstation is for students to engage in reading the assigned
book. While students are reading the book they will also spend time working at the Vocabulary
Building Workstation and the Comprehension Check Workstation.
Determining the appropriate reading setting for students is key to their success. Students may
start reading the book in one setting and switch to another as their needs change. The chart
below reflects the most support to the least support reading settings.
For students who qualify for RTI
Tier III intervention, the teacher
One-on-One should begin each book with
Tutoring one-on-one tutoring.
For students who qualify for RTI
Small Group Tier II intervention, the teacher
Instruction should begin each book in a small
group setting with other students
reading the same book.
Partner reading can be used
for all RW students. It allows
Partner Reading students to read the book with
another student who is reading
the same book.
Independent Reading Independent reading can
be used for all students. It
allows students who are
being successful with a book
to read with no support.
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30. Reading Teaching Strategies
Reading
One effective way to support students while they are reading is to have quick reading
conferences with them. Teachers should conference with each student at least once a week
while they are at the Reading Workstation.
Each question below is a lead-in to a conversation about the book the child is reading. As the
child responds to your question, ask additional questions to have the child further explain their
response, reflect more on the book, or deepen comprehension.
General Questions
• What does this book make you think about?
• What is the best part of the book so far?
• What’s the big idea in the book you are reading?
• What were some of the details or ideas that support the big idea?
• Do you have any questions about the topic that the author didn’t answer?
• What were some questions you had while you were reading? Did the author answer
them later in the book?
Author Questions
• What did the author have to know or research to write this book?
• What do you think the author wants you to learn from this book?
• Why do you think the author wrote this book?
Organization, Text Structure, and Literary Elements
• What type of text structure did the author use? Did it fit the content?
• Can you think of another book about the same topic? How are the books alike? How are
they different?
• Were you able to predict what information was coming next? If so, what helped you?
• How did the author help you use your five senses?
• Did the author use any comparisons? Can you give me an example?
Graphic Features
• How did the pictures or illustrations help you create images in your mind?
• How did you use the pictures or illustrations while you were reading? Did they help you
understand the topic?
• Show me a graphic feature (pictures, charts, maps...) that was helpful. Tell me about it.
• Do you like the graphics in the book? Why or why not?
• Did the illustrations and words work together? Would you have understood one without
the other? Explain.
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31. Workstation 4: Vocabulary Building
The purpose of the Vocabulary Building Workstation is to deepen the understanding of Tier
II and Tier III vocabulary words. This workstation provides the opportunity for the student to
learn vocabulary embedded in authentic text.
Vocabulary Building Teaching Strategies
Vocabulary Building
• After completing the Computer Workstation students will begin the Reading Workstation.
Before the student begins reading the book a vocabulary reproducible should be assigned
to complete simultaneously with the reading. The vocabulary reproducibles are in the
Graphic Organizers and Reproducibles section of this guide.
• When the vocabulary reproducible is assigned the teacher will provide scaffolded instruction
on the appropriate method the student will use to complete the reproducible.
o For younger students and English Language Learners, the teacher will provide a
demonstration of the vocabulary reproducible giving several examples of how that
specific worksheet will be completed.
• The student works on completing the vocabulary reproducible while engaged in reading
the text. The student should review the glossary words before beginning the reading and
the vocabulary reproducible.
• After completing the Vocabulary Building reproducible, have students partner with another
student who has read the same book to review their vocabulary words.
An online Reading Web Dictionary is accessible
to students at www.RourkeReadingWeb.com.
The Reading Web Dictionary provides all of the
glossary words from all RW titles, pronunciation
guides, and usage sentences.
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32. Workstation 5: Comprehension Check
The purpose of the Comprehension Check Workstation is to apply reading for meaning
strategies and skills, as well as extension activities.
Comprehension Check Teaching Strategies
Comprehension Check
• While the student is reading the book or after they have completed the book, the teacher
will assign one of the Comprehension Check reproducibles provided in the Graphic
Organizers and Reproducibles section of this guide.
• When the comprehension reproducible is assigned the teacher will provide scaffolded
instruction on the appropriate method the student will use to complete the reproducible.
o For younger students and English Language Learners, the teacher will provide a
demonstration of the comprehension reproducible giving several examples of how that
specific worksheet will be completed.
• After completing the Comprehension Check reproducible, have students partner with
another student who has read the same book to share their work and have a conversation
about the what they learned.
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33. Alternate Comprehension Check Teaching Strategy
An alternative to Comprehension reproducibles is having students write reading response
journal prompts.
Reading Response Journal Prompts for Nonfiction Books
Using Your Five Senses to Create Images in Your Mind
• Were there places in the book that helped you make a picture in your mind? Draw a . icture of one
p
of the parts and label it.
• What words did the author use to help you see a clear picture in your mind of what you
were reading?
• Does the author use comparisons to help you visualize the information you are reading? What are
those comparisons? Draw a picture to show what was the same and what was different.
Connect Reading to Your Own Experiences
• Have you ever had any of the same experiences as the subject of the book you just read?
• What did you already know about this subject?
• Did you learn anything that surprised you?
• What new information did you learn that you did not know before you read this book?
Ask Questions and Make Predictions
• What important information did you learn? What question could you ask to learn more on this
subject? Where could you look for more information?
• What other information do you think the author could include in the book?
• What questions did you have before reading the book?
• What questions did you have while you were reading the book?
• What questions did you have when you finished reading the book?
Pause While Reading to Reflect
• While you are reading, stop when you find something interesting. After reading, write about the
parts of the book you found to be interesting. Tell how the author made it interesting.
• Is there someone else who would enjoy reading this book? Who would it be and why?
• What is the main idea that the author wants you to understand?
• Think about some questions you had before you started to read. While you are reading, pause when
you think you have an answer to one of those questions. Can you answer it? Do you have another
question now that you have answered the first one?
Make Inferences and Draw Conclusions
• State a new fact that you learned and tell why you think the author included this information.
• What important features of the book would support you as a reader? Was there a table of contents,
glossary, or index? Did you use them? Why are they important to a reader?
• Draw a picture of one of the animals, places, or people you read about. Do you think it was
important for you to learn this information? Why or why not?
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34. Workstation 6: Teacher Instruction
The purpose of the Teacher Instruction Workstation is to provide the opportunity for
conferencing, review, strategy instruction and assessment, before, during, and/or after the
reading of the text.
During this Workstation students in the class may be involved in different activities. Some
students may be working independently at other Workstations, some may be working with the
teacher in small groups or one on one, and others may be working in collaborative groups.
The teacher can confer with students during this time one on one or in small groups about
students reading and Reading Web activities given to the students.
The activities provided in the Reading Web are created to fit in the reading time already
established in your classroom. While some students are engaged in guided reading practice,
learning workstations, or one on one instruction, the students that are involved in Reading
Web activities will complete the majority of the work independently with the teacher providing
monitoring and conferencing.
Teacher Instruction Teaching Strategies
Teacher Instruction
• Teacher Instruction may occur before, during, or after the reading of the text.
o Before reading the text – the teacher provides strategies and skills to be utilized during
the reading of the text and explicit instruction of the reproducible(s) used during the
reading. This may require modeling how to complete the reproducibles and providing
examples of completed reproducibles.
o During the reading of the text – the teacher provides assistance with any reading
strategies and skills and vocabulary usage. During this Workstation some students may
be working independently and the teacher is monitoring their work and conferencing
about the progress of the reading activities or he/she may be working in small groups
providing guided reading support while students are reading the text.
o After reading the text – the teacher provides assistance in completing the
comprehension reproducibles and leading a discussion about the text. This is also
the time that the teacher may hold individual conferences to discuss the activities
completed by the students. See conferencing suggestions.
• Each title in the Reading Web also has a Rourke Teacher Note provided online (Teaching
Tools). The Teacher Note provides :
• Summary
• Correlation to Standards
• Teaching Points for Guided Writing and Reading
• Guided Lesson Plan
• Reproducible Comprehension Assessment
The Teacher Note book specific reproducible is a book specific assessment tool that the
student completes after they have finished all RW Workstations. The teacher should assess
the student’s work and keep the reproducible as evidence of student’s learning.
• It’s important for students to see the books they are reading in the Reading Web as
more than just part of the program. One way to do this is every nine weeks, have
students select one book they really enjoyed and do a book report on the book to share
with the class. The Teaching Tools of this guide provides 17 book report prompts for this
purpose.
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35. Rourke Reading Web
Materials Management
If you use a computer lab for Rourke Reading Web:
• All computers up to date and in working order
• Headphones with microphone at each workstation
• Copies of the text that will be utilized by students accessible to teacher and students
for Book Preview
• Vocabulary and Comprehension Reproducibles printed and available for student use
• Reading Response Prompts available for students to use during workstations
If you have students utilizing Rourke Reading Web in the classroom:
• All computers up to date and in working order
• Headphones with microphone at each workstation
• Copies of the text that will be utilized by students accessible to teacher and students
for Book Preview
• Vocabulary and Comprehension Reproducibles printed and available for student use
• Reading Response Prompts available for students to use during workstations
• Rules posted for proper computer etiquette
o work quietly at computer workstation
o have materials ready at your workstation
o do not disturb neighbors while working on computer
If you have students utilizing Rourke Reading Web outside of the classroom or lab setting:
• Computer up to date and in working order
• Headphones with microphone available at computer
• Folders, files, and/or cartons to hold copies of books and reproducibles
• Individual Rule Sheet for student
o work quietly at computer workstation
o have materials ready at your workstation
o do not disturb neighbors while working on computer
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37. Understanding Student Data and
Generating Reports
The Reading Web has two options for viewing student data and generating reports. Student
information can be viewed in the Student Data Folders or by generating a report using the
Reports tab.
Student Data Folders
To view individual student’s data folders, click on the Students Tab at the top of the page.
Then click on the student’s name.
• Student data files can be printed or exported to an Excel file.
• Student voice recordings are accessed in this folder. All student voice recordings are saved
on Rourke’s secure website for one calendar year.
• Each time a student reads a passage, the data is recorded and stored. If the student
re-reads a passage, a new entry for that title is added to the list of scores. It does not
replace any previous entries.
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38. Reports
To generate reports on individual students, student groups, students in a teacher’s class,
students in a school, or students in a district, click on the Reports Tab at the top of the screen.
Then select the information you want to appear on the report by clicking on the drop down
menus under each heading.
• The date range options allow you to select the time period that the data in the report will
reflect.
• To have the grade level benchmark show on the report, select the appropriate benchmark
from the drop down menu under the heading Skill Level Benchmark.
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39. Instructional Tools
• Parent Letter
• Vocabulary Building Reproducibles
• Online Reading Web Dictionary
• Comprehension Reproducibles
• Computer Passages
Vocabulary Words
Comprehension Questions
• Teacher’s Notes for Books
• Book Report Prompts
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40. Dear Parent,
Welcome to the Reading Web! Reading Web is a web-based program that your student uses
at school and can also be accessed at home on your personal computer or on any internet
connected computer.
The Reading Web program provides students the opportunity to practice reading skills and
strategies in highly engaging nonfiction reading practice activities. The Reading Web starts
with your child accessing a reading passage that is taken from one of the books utilized in the
Rourke Reading Web. Your child is provided background information about the topic they are
going to read, then given pronunciation assistance for any words they might find difficult, and
a glossary that provides definitions to key vocabulary words.
Your child is then taken through several reading activities that start with the student reading
a selected passage from a book. Your child is provided multiple opportunities for assistance
with the computer narrating the text, the student repeating the selection, and then reading the
selection independently.
Once your child has completed reading the selection from the text they are given
comprehension questions and questions about word meaning to determine if they are
ready to move on to reading the book. The student is given the book and vocabulary and
comprehension activities to complete during their reading and after the reading is completed.
The activities provided will focus on vocabulary and comprehension development. These
activities assist your student in building their skills in reading in an exciting and engaging way.
Your child will practice reading skills and work on becoming a more fluent reader all while
learning important nonfiction content through engaging books.
You may also have your child access the Rourke Reading Web at home and utilize these fun
passages to practice reading in the comfort of your home. You can access the Rourke Reading
Web with your child’s login information at:
www.RourkeReadingWeb.com
We hope you are as excited about this new and engaging opportunity to provide your child
with reading practice at home and at school as we are. If you have any questions about the
Rourke Reading Web please contact me directly.
Thank you!
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41. Vocabulary Building
The Reading Web Vocabulary Building graphic organizers are designed to be used with any RW
book.
Students should be assigned an appropriate graphic organizer before they start reading a book. The
student then uses the graphic organizer as a learning tool while they are reading the book.
The teacher can then quickly check on student’s understanding of key vocabulary while they are
reading and intervene if necessary.
An online Reading Web dictionary is provided for student usage. Students can access this dictionary
with their RW login. The dictionary includes pronunciation guides, definitions, and usage sentences
for all RW glossary words.
Vocabulary Tiers Definitions
Tier One Words:
• basic words
• used frequently in life
• students acquire understanding of these words with little or no instruction
Tier Two Words:
• high frequency use in a variety of content areas
• explicit instruction needed for acquisition
• lack of understanding of these words causes gaps in intermediate
readers comprehension
Tier Three Words:
• used only in a specific content area
• explicit instruction with examples supports students . bility to understand
a
and apply content
Beck, I.L., McKeown, M.G., and Kuncan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. NY: Guiford Press.
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56. Online Reading Web Dictionary
To assist students with their vocabulary worksheets, a dictionary including a definition, pronunciation guide,
and a usage sentence for all glossary words from all Reading Web books is provided online. Students simply
login to the Reading Web and click on the Dictionary Tab.
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57. Comprehension Check
The Reading Web Comprehension Check graphic organizers are designed to be used with any RW
book.
Students should be assigned an appropriate graphic organizer while they are reading a book as it is
very important to check comprehension as students are reading nonfiction instead of waiting until
they finish a book.
Since RW books take more than one session to read, students may complete a Comprehension
Check graphic organizer at the end of each reading session. This allows the teacher to quickly check
student’s understanding of the content and intervene if necessary.
When students have completed reading a RW book, the teacher should assign the book specific
reproducible provided with the online Teacher’s Note as a comprehension assessment.
57
