K-5 Digital Reading

K-5 Digital Reading

Guest blog by Katie Coppenbarger, Principal of River Crest

This fall Nancy Dressel presented at each of the classroom grade level professional development days about reading and technology.  I have copied below some of the information that Nancy made available on our Hudson Elementary School Professional Learning website  because I would like to encourage you to provide opportunities for students to practice reading and building stamina reading on electronic devices.  We know that students are required to read from computer screens effectively for MAP assessments, they will also be required to do so for the Badger Exam but in addition we know that much of the reading they will do in life outside of school and even at the middle school and high school will be done on screens.  Nancy noted in her presentation that skills learned reading from books do not necessarily transfer when students read on devices, the best way to help make sure it happens is to allow students to practice.  You are encouraged to reserve the computer lab so that students can practice reading on a computer-is their stamina the same as it is with books?  What do you observe about their reading?  If you have a comprehension conversation with them after they read how is their comprehension?  If you have found a good way to help support these skills with your students share them through the comments below.  I also encourage you to share your observations and learning with your team so that you can learn and grow together as we support our students being successful in our technology rich world!

Reading is always an interaction between a person and a technology, be it a computer or an e-reader or even a bound book. - Anne Mangen, a professor at the National Centre for Reading Education and Research at the University of Stavanger, in Norway

Although there is no longitudinal research data about digital reading, we do know this: 

• Digital reading is and will continue to be a part of our students personal and school/professional lives and is a part of our current standardized assessment systems.
• Digital reading involves more distractions (multi-media, hyperlinks, ads, etc...) than reading a print resource.  
• Students do not automatically transfer comprehension skills and strategies initially learned with print resources when reading on a device.  

So, we need to:

• Create opportunities for students to read on devices.
• Teach students how to self-monitor and exercise self-control to navigate and disregard distractions when reading on a device.  
• Teach students how to use digital tools to apply comprehensions strategies when reading digital resources.

Being a Better Online Reader by: Maria Konnikova - New Yorker July 16, 2014

Resources for Digital Text

Media Center Databases - Hudson Elementary Media Centers Homepage
Usernames and Passwords for each building are available under the School tab (you must be signed into your HSD Google account to view) or from your building media teacher.

• BookFlix
• FreedomFlix
• TrueFlix
• Science Flix
• PebbleGo

Media Center ebooks

Check with your building Media Teacher username/password information.

• Follette Shelf
• *New options coming soon through Mackin

WI Databases - Badgerlink

• Britannica School - Elementary - Encyclopaedia Britannica and other reference sites (can be filtered by Lexile and annotated with Diigo)
• Primary Search - Full text magazines for young students (searchable by Lexile)
• Searchasaurus - Magazine articles, book chapters, and images for elementary students (searchable by Lexile level)
• Kids Search (searchable by Lexile)

Wisconsin Digital Library

*Public Library Card required

Classroom Subscriptions

• RazKids
• Storia

Websites:

Into the Book

Current Events

• Children's BBC News
• Discovery News
• Dogo News
• National Geographic for Kids
• Newsela
• Our Little Earth
• ReadWorks.org
• Teaching Kids News
• Time For Kids
• Tween Tribune

MAP Inquiry into Achievement Growth and Summary Report

Inquiry into using the

Achievement Growth and Summary Report

1. Look at your class report and find all the parts below.

NWEA would say an OK or average is 50% of your students meeting their growth target.

A good goal would be to have 60% of your students meeting their growth target.

A great goal would be to have 70% of your students meeting their growth target.

Our SMART Goal is to have 60% meeting their growth target.

2.   Highlight the students in the 2nd to the last column entitled Growth Projection Met with NO.

Which students are making expected growth?  Why do you think they are?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Which students are not making their growth target?  Why do you think they are not?  

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What can you do to appropriately challenge them and support their growth?   

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3.  Determine if those students are High Readers/ Average Readers/ Low Readers and write them on the report.  You may want to use mean scores as a reference or your Fountas and Pinnell Assessment data.

4.  Choose 1 group of these students you want to focus on supporting their growth in MAP during  Guided Reading.  RIT Range ___________________.

5.    Look at the Descartes/ Continuum of Learning according to their RIT score to determine what are the next steps for instruction.  

• Log in to the https://hudsonk12-admin.mapnwea.org
• Type in your username (full email address) and password
• Click on View Reports & Instructional Resources tab and Learning Continuum

Choose the Winter window- Your name- Reading test

You will see

Choose the strand you want to focus on.

You will see the ranges with kids names listed on them.  You can choose the RIT Range or the kids names.

Highlight 2-3 skills or concept you will focus on in Guided Reading.  This can be the Learning Target for the group as well as the focus of all modeling, feedback, and assessment.

MAP Resources for Reading
MAP Resources for Math

Data Stories

Data Stories

Learning Target:  I can reflect on my data to inform instruction and improve student learning.

Data tells a story.  It is our job to reflect on the data and write the story to support student learning.

We have spent the last 2 weeks collecting data in reading to determine our progress toward our SMART Goal and to personalize and stretch our students during guided reading.   This is an important gauge to our success with both the SLO and our school SMART Goal.

You can run your data at any time from the NWEA website or our T drive.   I will print hard copies of some reports for you and the rest will go in the T drive: 2014-15 Data.  We are not planning on sending the progress reports home midyear unless you choose to print them or share them at conferences.

Fountas and Pinnell

What students are at their monthly target?  Why do you think they are there?

What students are NOT at their monthly target?  Why do you think they are NOT meeting their target?  What can we do to support their growth?

What students are not growing?  Why do you think they are not growing?  What can we do to support their growth?

Use the Fountas and Pinell Continuum to support growth for all students.

Writing

What trends do you see in your students writing? What are their strengths?  Why do you think these are strengths?  

What areas do you see for improvement?

What correlation do you see with your students reading and writing?

MAPS

Class Report/ Grade Report/ Individual Student Report
Look at your students from the 0-20 percentile.  These are students in the red at risk.  
Do you agree with this data?  Why or why not?  
What are their biggest needs?  
Look deeper at strands. Look at the Descartes/ Continuum of Learning according to their RIT score to determine what are the next steps for instruction.

Look at your students from the 21-40 percentile.  These are kids to monitor who would be in the yellow zone.  

Do you agree with this data?  Why or why not?  
What are their biggest needs?  
Look deeper at strands.   Look at the Descartes according to their RIT score to determine what are the next steps for instruction.

Class Achievement Status and Growth Report
Look at the growth report.  
Which students are making expected growth?  Why do you think they are?

Which students are not making their growth target?  Why do you think they are not?  
What can you do to appropriately challenge them and support their growth?   

Look at the Descartes/ Continuum of Learning according to their RIT score to determine what are the next steps for instruction.  

NWEA would say an OK or average is 50% of your students meeting their growth target.
A good goal would be to have 60% of your students meeting their growth target.
A great goal would be to have 70% of your students meeting their growth target.

Our SMART Goal is to have 60% meeting their growth target.

A lot of time we look at the norms or averages in the nation to determine if our students are on track.


NWEA has put out a College and Career Study looking at the trajectory to success in correlation with ACT scores. Read more here.

These higher expectations is what e want to aim for and students meeting growth targets.


This is the comparison of these higher expectations.  We want to aim for the green.  Check your class report to see who is on track to these higher expectations.

Reading
	Fall	Fall Norm	Winter	Winter Norm	Spring	Spring Norm
K		142.5		151	177	157.7
1	177	160.3	182.5	170.7	188	176.9
2	188	175.9	193.5	183.6	199	189.6
3	199	189.9	203.5	194.6	208	199.2
4	208	199.8	212	203.2	216	206.7
5	216	207.1	218.5	209.8	221	212.3
	***Based on ACT correlation with MAP
Hudson's Goal	On Track for College and Career Readiness
	Average or norm for all students who take the MAP