SuccessMaker Enterprise v1.7it.dadeschools.net/Pearson/TrainingGuide/SME_172_TRNG_GD.pdf · viii Using the ¡Vamos a leer! Course Documentation .....251 Activity 7: Using the ¡Vamos

20092009

SuccessMaker Enterprise v1.7.2

Released December 2009

Copyright © 2002-2009 Pearson Education, Inc. and/or one or more of its direct or indirect affiliates. All rights reserved.

SuccessMaker is a registered trademark of Pearson Education, Inc. and/or its direct or indirect affiliates.

No part of this book may be reproduced in any form or by any means without permission in writing from Pearson Education, Inc.

The data and names used to illustrate the screen images may include names of individuals, companies, schools, brands and products. All of the data and names are fictitious; any similarities to actual names are entirely coincidental.

Part number 606 001 357

Table of ContentsSuccessMaker 102: Getting to Know SuccessMaker..................................................................1

Objectives ............................................................................................................................1Getting to Know SuccessMaker Enterprise .........................................................................2

SuccessMaker Courses ................................................................................................4Activity 1: Identifying Your Courses .................................................................5

Sequence of SuccessMaker Courses............................................................................6Strands in Foundation Courses ....................................................................................8Course Motion in Foundations Courses.......................................................................9Individualized Review Strategy and Delayed Presentation.......................................11Mastery Assessment in Foundations Courses............................................................12Prescriptive Scheduling .............................................................................................13

Activity 2: Reviewing Key Features of Foundations Courseware ...................15ExploreWare - Lessons Courses ................................................................................16ExploreWare - Combination Courses ........................................................................18ExploreWare - Tools-Based Courses.........................................................................21Working as a Student .................................................................................................23

Activity 3: Exploring the Student Classroom Interface...................................24User Resources ..........................................................................................................26Student Resources......................................................................................................27Student Portfolio ........................................................................................................28Customer Tools..........................................................................................................29Customer Contact Guide............................................................................................31Product Support .........................................................................................................31Customer Service .......................................................................................................31

SuccessMaker 103: Results Manager Basics .............................................................................33Objectives ..........................................................................................................................33

Overview....................................................................................................................34Teacher Interfaces......................................................................................................35

Activity 1: Labeling the Teacher Interface Icons .............................................37Activity 2: Identifying Functions of the Teacher Classroom Interface Icons...38

Groups........................................................................................................................41Activity 3: Creating Groups.............................................................................43

Enrollment Process ....................................................................................................44User Enrollments .......................................................................................................51Group Windows Management ...................................................................................53

Activity 4: Planning Enrollment .......................................................................54Activity 5: Registering Students and Making Assignments .............................54Activity 6: Modifying Student User Enrollments.............................................54

System Setting (Foundations Courses) ......................................................................55Group Properties ........................................................................................................56

iii

Activity 7: Using Group Properties ..................................................................60Enrollment Check Reports.........................................................................................61

Activity 8: Printing the Enrollment Check Report ...........................................63Worksheets.................................................................................................................64Enrollment Preparation ..............................................................................................66Naming Conventions .................................................................................................68Preparing Students for the First Day..........................................................................69Keeping Records........................................................................................................72

SuccessMaker 104: Results Manager Advanced.......................................................................73Objectives ..........................................................................................................................73

Information Folders and Profiles ...............................................................................74Activity 1: Explore User Profile Buttons..........................................................75

Working with User Types and Rights........................................................................80Activity 2: Identifying Rights ...........................................................................80

Registering Teacher and Parent Users with Limited Access .....................................82Global Rights Management .......................................................................................84

Activity 3: Registering a Teacher and Parent ...................................................86Portfolio .....................................................................................................................87User File Management...............................................................................................89Teacher Resource Center ...........................................................................................91

Activity 4: Creating Custom Courses ...............................................................94Lesson Sets (ExploreWare) .......................................................................................95Lesson Set Editor (ExploreWare) ..............................................................................98

Activity 5: Registering Students and Assigning ExploreWare Courses.........101Activity 6: Making Individual Changes to Students’ Enrollments.................102

Export and Import Utilities ......................................................................................103Activity 7: Importing and Exporting Data ......................................................106

User Resources ........................................................................................................107Activity 8: Creating User Resources ..............................................................109

Identifying Manual Changes to History...................................................................110Global Re-Enrollment..............................................................................................112

SuccessMaker 201: Math Foundations ....................................................................................115Objectives ........................................................................................................................115Math Concepts and Skills ................................................................................................116Math Concepts and Skills 2 .............................................................................................116

Overview..................................................................................................................116Course Structure ......................................................................................................117Course Scope ...........................................................................................................117Course Motion in Strands Courses ..........................................................................119Mastery Assessment in Strands Courses .................................................................122Prescriptive Scheduling ...........................................................................................123Getting to Know Math Concepts and Skills (MCS, MCSS, and MCS2) ................125

Activity 1: Taking a Session...........................................................................125Activity 2: Identifying the Student Resource Icons in MCS and MCSS........127Activity 3: Identifying the Student Resource Icons in MCS2 ........................132

iv

Activity 4: Discussing the Session..................................................................133Enrollment Guidelines for Math Foundations Courses ...........................................134Student Enrollment Options.....................................................................................135

Activity 5: Defining Student Enrollment Options ..........................................136Monitoring Student Progress ...................................................................................137

Activity 6: Identifying Key Information on a Course Report.........................140Reference Manual for Math Concepts and Skills ....................................................141

Activity 7: Using the Math Concepts and Skills Reference Manual ..............142

SuccessMaker 202: Reading Foundations ...............................................................................143Objectives ........................................................................................................................143Reading Foundations .......................................................................................................144

Sequence of SuccessMaker Courses........................................................................144Reading Courses ......................................................................................................144Individualized Review Strategy and Delayed Presentation.....................................146Mastery Assessment in Strands Courses .................................................................147Mastery Learning.....................................................................................................147Evaluation of Student Response Patterns ................................................................147Prescriptive Scheduling ...........................................................................................148

Reading Readiness ...........................................................................................................150Overview..................................................................................................................150Course Structure ......................................................................................................151Course Scope ...........................................................................................................151Initial Placement Motion in Reading Readiness......................................................152Getting to Know Reading Readiness .......................................................................153

Activity 1: Taking a Session...........................................................................153Activity 2: Identifying the Icons .....................................................................153Activity 3: Discussing the Session..................................................................153

Exploring Student Enrollment Options....................................................................154Activity 4: Defining Student Enrollment Options ..........................................155

Monitoring Student Progress ...................................................................................156Activity 5: Identifying Key Information on a Course Report.........................157

Using the Reading Readiness Course Documentation ............................................158Activity 6: Using the Reading Readiness Teacher’s Handbook.....................159

Initial Reading..................................................................................................................160Overview..................................................................................................................160Course Structure ......................................................................................................161Course Scope ...........................................................................................................161Initial Placement Motion in Initial Reading ............................................................162Getting to Know Initial Reading..............................................................................163

Activity 7: Taking a Session..........................................................................164Activity 8: Identifying the Student Resource Icons........................................164Activity 9: Discussing the Session..................................................................164

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Exploring Student Enrollment Options....................................................................165Monitoring Student Progress ...................................................................................166

Activity 10: Identifying Key Information on a Course Report.......................167Using the Initial Reading Course Documentation ...................................................168

Activity 11: Using the Initial ReadingTeacher’s Handbook ..........................169Reader’s Workshop..........................................................................................................170

Overview..................................................................................................................170Course Structure ......................................................................................................171Course Scope ...........................................................................................................171Initial Placement Motion in Reader’s Workshop ....................................................172Getting to Know Reader’s Workshop......................................................................173

Activity 12: Taking a Session.........................................................................173Activity 13: Identifying the Student Resource Icons......................................173Activity 14: Discussing the Session................................................................174

Exploring Student Enrollment Options....................................................................175Activity 15: Defining Student Enrollment Options ........................................176

Monitoring Student Progress ...................................................................................177Activity 16: Identifying Key Information on a Course Report.......................178

Enrollment Guidelines for Reading Foundations Courses ......................................179Using the Reader’s Workshop Course Documentation ...........................................180

Activity 17: Using the Reader’s Workshop Teacher’s Handbook .................182

SuccessMaker 203: Spelling Skills............................................................................................183Objectives ........................................................................................................................183Spelling Skills ..................................................................................................................184

Overview..................................................................................................................184Course Structure ......................................................................................................185Course Scope ...........................................................................................................185Getting to Know Spelling Skills ..............................................................................186

Activity 1: Taking a Session...........................................................................188Activity 2: Discussing the Session..................................................................188



Using the Spelling Skills Course Documentation....................................................194Activity 5: Using the Spelling Skills Teacher’s Handbook ............................195

SuccessMaker 204: First Adventures Bookshelf.....................................................................197Objectives ........................................................................................................................197First Adventures Bookshelf .............................................................................................198

Overview..................................................................................................................198Course Structure ......................................................................................................199Lesson Structure ......................................................................................................199Getting to Know First Adventures Bookshelf .........................................................200

Activity 1: Identifying the Student Resource Icons........................................201Activity 2: Taking a Session...........................................................................202

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Activity 3: Discussing the Session..................................................................205Activity 4: Exploring the Student Resources..................................................206


Monitoring Student Progress ...................................................................................209Activity 6: Interpreting key Information on a Course Report ........................210

Using the First Adventures Bookshelf Course Documentation...............................211Activity 7: Using the First Adventures Bookshelf Teacher’s Guide ..............212

SuccessMaker 205: Discover English.......................................................................................213Objectives ........................................................................................................................213Discover English..............................................................................................................214

Overview..................................................................................................................214Course Structure ......................................................................................................215Lesson Objectives ....................................................................................................216Lesson Titles ............................................................................................................218Getting to Know Discover English ..........................................................................219

Activity 1: Identifying the Student Resource Icons........................................220Activity 2: Taking a Session...........................................................................221Activity 3: Discussing the Session..................................................................221Activity 4: Using the Student Resource Icons and Exploring a Passage........222



Using the Discover English Course Documentation ...............................................228Activity 7: Using the Discover English Getting Started Guide......................229

SuccessMaker 206: ¡Vamos a Leer! .........................................................................................231Objectives ........................................................................................................................231¡Vamos a Leer! ................................................................................................................232

Overview..................................................................................................................232Course Structure ......................................................................................................233Lesson Titles ............................................................................................................234Lesson Components .................................................................................................235Getting to Know ¡Vamos a leer!..............................................................................236

Activity 1: Identifying the Student Resource Icons........................................238Activity 2: Exploring ¡Vamos a leer! .............................................................239Activity 3: Discussing the Session..................................................................244Activity 4: Exploring the Student Resources..................................................245



vii

Using the ¡Vamos a leer! Course Documentation ...................................................251Activity 7: Using the ¡Vamos a leer! Teacher’s Handbook ...........................251

English Translation of Words and Phrases used in ¡Vamos a leer!........................252English Translation of La sopa del vecindario (Neighborhood Soup) ...................252English Translation of Reading Activities in La sopa del vecindario ....................255

SuccessMaker 207: Reading Adventures Primary .................................................................257Objectives ........................................................................................................................257Reading Adventures Primary...........................................................................................258

Overview..................................................................................................................258Unit Structure...........................................................................................................259Lesson Titles and Skills ...........................................................................................260Choose A Book Lesson Structure ............................................................................261Getting to Know Reading Adventures Primary .......................................................262

Activity 1: Identifying Student Resource Icons..............................................263Exploring Lesson Components ................................................................................264

Activity 2: Exploring the Choose a Book Strand ...........................................265Activity 3: Discussing the Session..................................................................271



Using the Reading Adventures Primary Course Documentation ............................278Activity 6: Using the Reading Adventures Primary Teacher’s Handbook ....280

SuccessMaker 208: Reading Adventures.................................................................................281Objectives ........................................................................................................................281Reading Adventures.........................................................................................................282

Overview..................................................................................................................282Course Structure ......................................................................................................283Lesson Components .................................................................................................284Lesson Titles ............................................................................................................285Getting to Know Reading Adventures.....................................................................286Launching the Course ..............................................................................................287

Activity 1: Identifying the Student Resource Icons........................................288Activity 2: Taking a Session ..........................................................................289Activity 3: Discussing the Session..................................................................292Activity 4: Using the Student Resource Icons ................................................293

Understanding Instructional Models........................................................................294Activity 5: Choosing a Model in Reading Adventures...................................297



Using the Reading Adventures Course Documentation ..........................................303Activity 8: Using the Reading Adventures Getting Started Guide .................304

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SuccessMaker 209: Reading Investigations.............................................................................305Objectives ........................................................................................................................305Reading Investigations.....................................................................................................306

Overview..................................................................................................................306Course Structure ......................................................................................................307Lesson Structure ......................................................................................................308Excerpt Lesson Titles...............................................................................................309Strategy Lesson Titles..............................................................................................312Getting to Know Reading Investigations.................................................................313

Activity 1: Exploring Reading Investigations ................................................314Activity 2: Discussing the Session..................................................................316Activity 3: Exploring a Strategy Lesson.........................................................317Activity 4: Exploring the Vocabulary Strand .................................................317



Using the Reading Investigations Course Documentation ......................................323Activity 7: Using the Reading Investigations Reference Manual...................324

SuccessMaker 210: Story Painter.............................................................................................325Objectives ........................................................................................................................325Story Painter ....................................................................................................................326

Overview..................................................................................................................326Work Areas ..............................................................................................................327Getting to Know Story Painter.................................................................................328

Activity 1: Exploring Story Painter ................................................................328Activity 2: Discussing the Session..................................................................334


Using the Story Painter Course Documentation ......................................................336Activity 4: Using the Story Painter Teacher’s Handbook..............................338

SuccessMaker 211: Writer’s Studio .........................................................................................339Objectives ........................................................................................................................339Writer’s Studio.................................................................................................................340

Overview..................................................................................................................340Course Structure ......................................................................................................341Getting to Know Writer’s Studio.............................................................................342

Activity 1: Exploring Writer’s Studio ............................................................345Activity 2: Discussing the Session..................................................................352


Monitoring Student Progress ...................................................................................355

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Activity 4: Identifying Key Information on a Course Report.........................356Using the Writer’s Studio Course Documentation ..................................................357

Activity 5: Using the Writer’s Studio Teacher’s Handbook...........................358

SuccessMaker 212: Math Corner .............................................................................................359Objectives ........................................................................................................................359Math Corner .....................................................................................................................360

Math Corner Learning Stations................................................................................362Getting to Know Math Corner .................................................................................364

Activity 1: Exploring Math Corner.................................................................368Activity 2: Discussing the Session..................................................................372


Using the Math Corner Course Documentation ......................................................374Activity 4: Using the Math Corner Teacher’s Handbook...............................376

SuccessMaker 213: Math Investigations..................................................................................377Objectives ........................................................................................................................377Math Investigations..........................................................................................................378

Overview..................................................................................................................378Course Structure ......................................................................................................379Investigation Titles ..................................................................................................380Getting to Know Math Investigations......................................................................382

Activity 1: Exploring Math Investigations ....................................................383Activity 2: Discussing the Session..................................................................385



Using the Math Investigations Course Documentation ...........................................390Activity 5: Using the Math Investigations Reference Manual .......................391

SuccessMaker 214: Math Processor.........................................................................................393Objectives ........................................................................................................................393Math Processor ................................................................................................................394

Overview..................................................................................................................394Course Structure ......................................................................................................395Getting to Know the Math Processor.......................................................................396

Activity 1: Exploring Probability with the Math Processor ...........................399Activity 2: Discussing the Probability Exploration ........................................402Activity 3: Using Fraction Strips to Compare Fractions ................................403Activity 4: Discussing the Fraction Strip Exploration....................................404

Using the Math Processor Course Documentation ..................................................405Activity 5: Using the Math Processor Activity Guide ....................................407

SuccessMaker 215: Algebra Topics..........................................................................................409Objectives ........................................................................................................................409

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Algebra Topics.................................................................................................................410Overview..................................................................................................................410Course Structure ......................................................................................................411Getting to Know Algebra Topics.............................................................................412

Activity 1: Taking a Session...........................................................................413Activity 2: Identifying Icons...........................................................................413Activity 3: Discussing the Session..................................................................414


Monitoring Student Progress ...................................................................................416Activity 5: Identifying Algebra Topics Course Report Information ..............418

Using the Teacher Handbook for Algebra Topics ...................................................419Activity 6: Using the Algebra Topics Teacher’s Handbook...........................420

SuccessMaker 216: Science Discovery .....................................................................................423Objectives ........................................................................................................................423Science Discovery............................................................................................................424

Overview..................................................................................................................424Course Structure ......................................................................................................425Module Structure .....................................................................................................425Science Discovery Course Content..........................................................................426Getting to Know Science Discovery........................................................................428

Activity 1: Exploring a Module ......................................................................429Activity 2: Identifying Student Resources......................................................429Activity 3: Exploring a Laboratory Simulation ..............................................430Activity 4: Discussing the Session..................................................................432


Monitoring Student Progress ...................................................................................435Activity 6: Identifying Key Information.........................................................436

Using Science Discovery Course Documentation ...................................................437Activity 7: Using the Science Discovery Activity Guide ...............................438

SuccessMaker 301: Reports ......................................................................................................443Objectives ........................................................................................................................443SuccessMaker Reports Overview ....................................................................................444

Report Features ........................................................................................................444Report Types....................................................................................................................445Administrative Reports ....................................................................................................445

Course Assignments Report.....................................................................................446Group List Report ....................................................................................................447Group Usage Report ................................................................................................447System Usage Report...............................................................................................448

xi

Activity 1: Administrative Reports.................................................................448Courseware Reports .........................................................................................................449

Description of Courseware Reports .........................................................................449Availability of Courseware Reports ........................................................................451

Activity 2: Availability of Courseware Reports .............................................452Enrollment Check ............................................................................................................452

Activity 3: Interpreting the Sample ................................................................453Course Report ..................................................................................................................453

Activity 4: Interpreting the Sample ................................................................457Cumulative Gains ............................................................................................................458

Activity 5: Interpreting the Sample ................................................................459Gains Across Reading......................................................................................................460

Activity 6: Interpreting the Sample ................................................................461Cumulative Performance .................................................................................................462

Activity 7: Interpreting the Sample ................................................................464Grouping by Areas of Difficulty......................................................................................465

Activity 8: Interpreting the Sample ................................................................466Last Session .....................................................................................................................467

Activity 9: Interpreting the Sample ................................................................469Performance Percentages .................................................................................................470

Activity 10: Interpreting the Sample ..............................................................471Prescriptive Scheduling ...................................................................................................472

Activity 11: Interpreting the Sample ..............................................................476School/Home Course Usage Report ................................................................................477

Activity 12: Interpreting the Sample ..............................................................478Individual Standards Alignment Progress .......................................................................479

Activity 13: Interpreting the Sample ..............................................................480Standards Alignment Group Progress..............................................................................481

Activity 14: Interpreting the Sample ..............................................................482Total Time Across Courses..............................................................................................483

Activity 15: Interpreting the Sample ..............................................................484Student Summary (Parent Report) ...................................................................................485

Activity 16: Interpreting the Sample ..............................................................488Report Options .........................................................................................................490Report Parameters....................................................................................................491

Activity 17: Viewing and Printing Student Reports .......................................495

xii

SuccessMaker 102: Getting to Know SuccessMaker

Objectives

At the completion of this module, the participants will be able to:

• Identify the two types of SuccessMaker courses

• Identify the unique features of Foundations courses

• Identify the purpose of Foundations and ExploreWare courses

• Identify the three types of ExploreWare courses

• Log in to SuccessMaker Enterprise as a student

• Access and Explore the Student Classroom Interface Icons

• Access Assigned Resources in the Student Resource Center

• Access Student Resources in the Student Center

• Interact with the Student Portfolio

• Register for Community Connection.

Copyright © Pearson Education, Inc. Getting to Know SuccessMaker Enterprise1

Getting to Know SuccessMaker Enterprise

Overview

SuccessMaker Enterprise is an innovative, balanced educational program that incorporates curriculum, management, and assessment into a powerful results-driven learning system. The SuccessMaker courseware suite offers hours of interactive learning activities in reading and language arts, mathematics, and ESL and bilingual instruction. The Results Manager management system provides a set of tools that controls and manages the software and makes it easy for teachers to monitor, assess, and direct the progress of each student.


Course Types

Each SuccessMaker course is either a Foundations course or an ExploreWare™ course. Foundations courses offer instruction in fundamental skills and strategies. ExploreWare courses provide opportunities for exploration and open-ended instruction. Together, they provide a balanced approach to learning.

Course Structure

SuccessMaker courses differ in design, depending on how the curriculum content is presented. Some courses are structured by strands, lessons, or a combination of strands and lessons. Other courses are designed as tools. Understanding the course structures will help you choose the most appropriate courses for your instructional program.

SUCCESSMAKER

STRANDS

LESSONS

TOOLSCOMBINATION

FOUNDATIONSCOURSES

EXPLOREWARECOURSES

MANAGEMENTSYSTEM


SuccessMaker Courses

Listed below are the SuccessMaker courses, along with the course code, level, type or structure, and description. The content of many of these courses is appropriate for students in grades above or below the levels indicated in the chart. Your consultant can advise you.

Courses Level Type/Structure Description

Mathematics

Math Corner™ (MC)

K–4 ExploreWare/Tools

Provides tools and activities for exploring mathematical concepts and relationships.

Math Concepts and Skills (MCS) and Math Concepts and Skills 2 (MCS2)

K–8 Foundations/Strands

Supports the development and maintenance of essential concepts, strategies, and skills in mathematics.

Math Concepts and Skills, Spanish (MCSS)*

K–8 Foundations/Strands

Supports the development and maintenance of essential concepts, strategies, and skills in mathematics in Spanish.

Math Investigations™ (MI)

5–8 ExploreWare/Lessons

Develops problem-solving strategies, higher-order thinking skills, and mathematical reasoning through the use of real-life situations.

Math Processor™ (MP)


Provides tools for applying technology in mathematics problem-solving and exploration.

Algebra Topics™ (AT)

6-8 ExploreWare/Lessons

Provides a series of 32 independent lessons which cover specific algebraic topics.

Science

Science Discovery

(SD)

6-8 ExploreWare/Lessons

Demonstrate Science principles from physical, life, and earth sciences and give students the opportunity to apply scientific reasoning and process skills such as observing, communicating, comparing, generalizing and hypothesizing.

Language Arts

Story Painter® (SP)*

K–2 ExploreWare/Tools

Encourages creative expression in writing and drawing with interactive tools for typing, drawing, painting, building objects, and recording audio.

Spelling Skills (SPS)

2-8 Foundations/Strands

Provides practice, tutoring, and games to help students achieve spelling mastery.

Writer’s Studio™ (WS)

3–8 ExploreWare/Tools

Supports student success in each area of the five-step writing process by providing resources and guidance for Prewrite, Draft, Revise, Proofread, and Publish.

Reading Readiness (RR)

K Foundations/Strands

Builds language and conceptual skills at pre-reading levels and develops 36 essential reading readiness skills.


Activity 1: Identifying Your Courses

With the help of your consultant, use the table above to identify the courses that meet your program goals. Highlight the courses to be addressed in this workshop.

Reading

Discover English™ (DE)*

K–2 ExploreWare/Combinations

Assists in the acquisition of English-language skills and the development of early literacy/language skills through a range of classic children’s literature.

¡Vamos a leer!® (VAL)*

K–2 ExploreWare/Combinations

Builds and develops literacy skills in Spanish, using authentic literature.

Reading Adventures Primary™ (RAP)

1–2 ExploreWare/Combinations

Provides instruction in comprehension, phonics, word study, vocabulary, and reading strategies, using authentic, interactive children’s books.

Initial Reading (IR)

1–2 Foundations/Strands

Develops comprehension and vocabulary skills.

First AdventuresBookshelf™ (FAB)*


Encourages reading, writing, listening, and speaking skills through interactive children’s story books.

Reading Adventures™ (RA)


Develops integrated reading and writing skills through a balanced approach using multicultural literature.

Reader’s Workshop (RW)

2–5 Foundations/Strands

Develops basic reading skills, emphasizing comprehension.

Reading Investigations™ (RI)


Develops reading strategies through reading and writing activities based on authentic, award-winning selections.

*ESL/bilingual courses

Courses Level Type/Structure Description


Sequence of SuccessMaker Courses

SuccessMaker’s mathematics and reading courses are sequenced according to level and difficulty. The figures in the sections that follow show recommended sequences of use for Foundations and ExploreWare courses. For a balanced approach, use a combination of Foundations and ExploreWare courses.

Mathematics Courses

The diagram below shows the order of the mathematics courses and their course levels.


Reading Courses

The figure below shows the recommended sequence of reading courses and their course levels.


Strands in Foundation Courses

A strands-based Foundations course is built on a set of skills in one content area. The skills are arranged in order of increasing difficulty.

The following list shows the SuccessMaker strands-based courses and their levels:

• Math Concepts and Skills (0.00-8.99)

• Math Concepts and Skills 2 (0.00-8.99)

• Math Concepts and Skills, Spanish (0.00-8.99)

• Reading Readiness (0.00-0.99)

• Initial Reading (1.00-2.99)

• Reader’s Workshop (2.80–7.50)

• Spelling Skills (2.00–8.99)

The following charts identify the strands in Math Concepts and Skills and in Reader’s Workshop.


Course Motion in Foundations Courses

There are two types of motion in Foundations courses. The first type is Initial Placement Motion (IPM), and the second is Standard Motion.

Initial Placement Motion

Initial Placement Motion is a feature of Foundations courses that ensures that each student works at an appropriate level in the course. With IPM, the software monitors a student’s progress for a certain number of exercises or sessions at the outset. The software then uses that information to place the student at a level that is neither too easy nor too difficult.

The diagram below shows how three different students might be placed in Math Concepts and Skills as a result of IPM.

The length of IPM is different for each course. The following table indicates the duration of IPM for each Foundations course.

Course Duration of IPM

Math Concepts and Skills 300 exercises

Math Concepts and Skills, Spanish 300 exercises

Reading Readiness 10 sessions

Initial Reading 200–220 exercises

Reader’s Workshop 250 exercises

Spelling Skills 5–10 sessions

Initial Placement Motion in MCS

5.2

4.8

3.2

Number of Exercises

Levels

30 60 90 120 150 180 210 240 270 300

5.2

4.8

4.4

4.0

3.6

3.2

2.8


Standard Motion

Standard motion is another feature of Foundations courses. It is the set of processes that selects the next activity for students, based on their previous performance.

The diagram below shows how standard motion works in Math Concepts and Skills.


Individualized Review Strategy and Delayed Presentation

The individualized review strategy in reading courses and the delayed presentation in the Math Concepts and Skills courses are intervention strategies that provide a process of delaying reintroduction of a skill objective that the student has found difficult. Delaying reintroduction of the objective gives the student time to learn from other experiences within or outside the course. Then the student may be able to master the skill when it is reintroduced.

The following diagram represents the individualized review strategy used in Foundations courses.

Student 1

Student 2

Course Strandsand Skills

Skills inReview

Strand Skill within strand


Mastery Assessment in Foundations Courses

In Foundations courses, mastery is based on a pattern of correct answer responses rather than on a specified percentage correct. The following diagrams show examples of how answer patterns are treated.

Mastery Learning

Evaluation of Student Response Patterns

SuccessMaker

Other

Software

XXXXX

XXXXX

XSame Tasks

for 80%Mastery

SuccessMaker

XNew

LearningActivities

XSame Tasks

for 80%Mastery

Other Software


Prescriptive Scheduling

In some Foundations courses, students’ rates of progress are tracked in the database. This information can be used by the SuccessMaker Management system to reflect two things:

1. An estimated number of hours and minutes it will take a student a reach a designated courseware level, and

2. An estimated courseware level if given a designated amount of additional time in the courseware.

These estimations can be accessed via the Prescriptive Scheduling report, which assists teachers in making scheduling decisions for students working toward achievement goals.

For more detailed information regarding the Prescriptive Scheduling Report, please refer to “Prescriptive Scheduling” on page 478 in module “SuccessMaker 301: Reports”.

The following sample Prescriptive Scheduling report shows how the Management System estimates the time it will take a student to reach a designated level.


The following sample Prescriptive Scheduling report shows how the Management System estimates the courseware level if given a designated amount of additional time in the courseware.

NOTE: Prescriptive Scheduling is only available in Reader's Workshop, Math Concepts and Skills, Math Concepts and Skills 2, and Math Concepts and Skills, Spanish.


Activity 2: Reviewing Key Features of Foundations Courseware

SuccessMaker Foundations courses have a variety of key features that provide customized learning for students. Complete the function of each of the key features identified below by filling in the blank with the appropriate terms.

• Courses that are built on a set of skills in one content area and arranged in order of

increasing difficulty are called_________________________________ or

_____________________________________________________________ courses.

• _______________________________________________________________

is a feature of foundations courses that ensures that each student works at an

appropriate level in the assigned course. The student’s progress is monitored for a

certain number of exercises or sessions upon initial use of the course. The courseware

then places the student at a level that is appropriate (based on the student’s

performance) for the student to begin working in the course.

• Research has proved that students retain more when presented problems via

_______________________________________________________. This is how

SuccessMaker Foundations courses present skills to the student.

• If a student does not show mastery of a skill in 6-8 times, then the skill automatically

enters an intervention cycle that can consist of ______________,

__________________________________________________________________, or

___________________________________________________________________.

• SuccessMaker Foundations courses do not just look at the percentage of mastery for

students, it also considers the student’s ________________________________

___________________________________.

• __________________________ is a feature of foundations courses in which the

management system can reflect two things: (1) ___________ the amount of time it

will take a student a reach a designated courseware level, and (2) estimate the

____________________________________ if given a designated amount of

additional time in the courseware.

• The Prescriptive Scheduling feature is only available in the following courses:

________________________ and the three ________ courses.


ExploreWare - Lessons Courses

In a lessons-based course, each lesson focuses on a specific topic or concept. Lessons are organized according to subject, difficulty, or complexity—thus providing teachers and students maximum flexibility of use. The teacher determines the mix and sequence of lessons during enrollment.

The SuccessMaker lessons courses and their levels are:

• First Adventures Bookshelf (1–2)

• Science Discovery (6-8)

• Math Investigations (5–8)

• Algebra Topics (6-8)

First Adventures Bookshelf (FAB)

In First Adventures Bookshelf, each lesson contains an entire children’s book and a set of post-reading activities, based on the book, that reinforce learning.

Enroll students in First Adventures Bookshelf either by giving the student a book choice or assigning a specific set of lessons.

Science Discovery (SD)

Science Discovery is organized into independent modules, each focusing on a specific content area. The modular structure enables the teacher to arrange the course in a manner that best coincides with their curriculum.

Enroll students in Science Discovery either by giving the student Module Choice or by enrolling them to progress through each module in a preset order.


Math Investigations (MI)

In Math Investigations, lessons (investigations) are grouped by theme and grade level. Each investigation provides a scenario in which students must reason, communicate, and connect mathematical ideas.

Enroll students in Math Investigations either by level, specific investigation, or a set of investigations.

Algebra Topics (AT)

Algebra Topics consists of 32 independent lessons covering specific topics that are arranged in an order generally found in Algebra textbooks.

Enroll students in Algebra Topics either by giving the student Lesson Choice or by allowing them to progress through each lesson in a preset order.


ExploreWare - Combination Courses

Combination courses contain elements of both strands and lessons courses. They may, for example, utilize some of the motion features of strands courses and some of the customizing features of lessons courses. All combination courses have a writing component.

The SuccessMaker courses with the combination type of structure are:

• Discover English (K–2)

• ¡Vamos a leer! (K–2)

• Reading Adventures Primary (1–2)

• Reading Adventures (3–6)

• Reading Investigations (6–8)

Reading Adventures (RA)

The following screens from Reading Adventures show a Build Background component that the student might do before reading the selection “Uncle Nacho’s Hat.” The “A Closer Look” component presents post-reading activities that the student can complete (if that component is desired) after reading the selection.


In Reading Adventures, when a student has difficulty with a skill in A Closer Look, a tutorial, called Learning More, is presented immediately.

The following chart shows the duration of IPM for SuccessMaker combination courses.

Course Duration of IPM

Reading Adventures Primary 2 books, minimum

Reading Adventures (preset model) 4 lessons

Reading Investigations 3 lessons


Enrollment Guidelines for Combinations Courses

Enroll students in combination courses either by level, topic, lesson, or story.


ExploreWare - Tools-Based Courses

SuccessMaker courseware includes tools that enable teachers to create or deliver instruction in a variety of ways. Students use the tools for exploration, modeling, and creative expression.

The SuccessMaker tools-based courses are:

• Math Corner (K–4)

• Math Processor (5–8)

• Story Painter (K–2)

• Writer’s Studio (3–8)

Math Corner (MC)

Math Corner is designed to provide the student individualized interaction opportunities with mathematics manipulatives typically found in the K-4 classroom. Students can either enter a manipulative environment and the teacher guides the lesson, or the student can select a Pearson provided activity and complete the tasks identified in the activity.

Math Processor (MP)

The Math Processor course provides the student with different mathematics tools (views) that can interact with each other.

The Math Processor screen below depicts use of the spreadsheet tool linked to a bar graph and pie chart. Here, the student uses the tools to answer questions in an effort to complete an assigned project. Math Processor can also be accessed through SuccessMaker’s Math Investigations course.

Story Painter (SP)

The Story Painter course gives students the opportunity to express themselves by creating stories.

The Story Painter screen below shows how a student might create a picture and write a story to go with the picture in an effort to complete an assignment. Story Painter can also be accessed through SuccessMaker’s Reading Adventures Primary and ¡Vamos a Leer! courses.


Writer’s Studio (WS)

Writer's Studio provides students with ideas, guidance, tools, and instruction for writing and publishing using the five step writing process, which includes the stages listed on the student screen pictured below. Although students are prompted to follow the writing process through step-by-step guidance, they can enter any step at any time. Student work in Writer's Studio can be saved to continue working on at a later date.


Working as a Student

Double-clicking the SuccessMaker Enterprise icon that is located on the desktop of your computer will launch the SuccessMaker Enterprise login screen. Enter the User Name and Password provided by your consultant and press Enter.

Classroom Interface

The Classroom interface incorporates items that are familiar to students in an easy to use, metaphorical interface that is also appropriate for non-readers. Students activate functions by single-clicking the left mouse button.


Activity 3: Exploring the Student Classroom Interface

As you explore the Student Classroom interface, write the function of each icon in the chart below.

Classroom Interface Icon

Function



Function


User Resources

SuccessMaker Enterprise can be used as the single point of entry for all tasks to be completed on the computer. Third-party applications (such as word processors or drawing programs) and internet URLs can all be accessed from the Student Classroom. However, the system must be configured to make the resources available and to give students the “Right” to use the resources.

How to Access the User Resources

1. Click the books on the bookshelf. The Resource Center opens.

2. Select the radio button next to User Resources and click OK. A window appears showing the resources that the teacher has added to the Student's Resource Center.

3. Select the resource category, and then select the resource.

4. Click Ok. The resource launches.

NOTE: If, after clicking on the Student Resource Center, a window appears saying No Resources Available, it simply means that resources have not yet been added to the system for student use. Adding Student Resources is covered in Results Manager Advanced training.


Student Resources

Student resources are tools that enhance student learning. The Student Center resource, located on the Subscriber Web site, offers students the opportunity to build their math and reading skills with exciting games and activities, and find links to other helpful sites.

How to Access the Student Center

1. Click the globe. The Internet browser opens and the Student Center appears.

2. Click the desired resource category—Math Activities, Reading Activities, or Learning Links.

3. Close your browser window when you are finished.


Student Portfolio

If a student creates files while working in ExploreWare courses such as Reading Adventures, Reading Investigations, Story Painter, Writer's Studio, or Math Corner, they can save those files. Likewise, files that the student creates in a third-party application such as word processing and graphics can also be saved. The student can then access these files again in order to modify them by using the Portfolio feature of SuccessMaker Enterprise.

Teachers can post comments to the student's work files and students are able to view these comments within their Portfolio.

How Students View and Modify Portfolio Files

1. From the Classroom Interface, click the backpack. The student’s Portfolio opens.

The files that the student has saved in any of the above mentioned courses or programs will be shown in the Work Files section at the bottom of the window.

There are eight different buttons on the right side of the student Portfolio window that each represent a function that a student may perform with his or her work files.

2. Explore the functions of the buttons on the right side of the window in order to Open, Add, and Delete files.

NOTE: If a student selects a course and clicks the Remove button, the student has only removed the file from their Work Files. The course itself is not removed from the student’s enrolled assignments.


Customer Tools

Community Connection provides online support for all preK-12 software from Pearson. Visit often to view information regarding SuccessMaker Enterprise, SuccessMaker Enterprise FAQs, SuccessMaker Enterprise tips, Training Opportunities, News, and Regional Events.

MyTrainingConnection.net provides on-demand training through product tutorials and interactive webinars, as well as a library of resources including training guides, step sets, implementation ideas and more. Scheduled office hours give Teachers access to product experts in the Teacher’s Lounge, and other live chat options are available. Special events for school year beginning and close procedures are offered to provide implementation support. My Training Connection is ideal for initial training, new teacher or staff training, reviewing training topics throughout the year, and quick tips and tricks. Users can locate and print transcript information on completed training sessions.

You must be registered to gain access to Community Connection and MyTrainingConnection.net. You will need your customer number.

Your Customer Number: _____________________________________

Community Connection Registration

1. Open an internet browser.

2. Go to http://support.pearsonschool.com/#

3. Click on "Not Registered? Sign Up" on the lower right portion of the window.

4. Type in your customer number and click Look Up. Complete the registration form with the assistance of your Consultant.


http://support.pearsonschool.com/#

5. Click the Submit button when the form is completed. You should receive confirmation of your registration within 24 hours.

My TrainingConnection.net Registration

1. Open an internet browser.

2. Go to http://mytrainingconnection.net/

3. Click "Register/Forgot Password" in the right portion of the window.

Your Pearson Team:

Educational Consultant__________________________________________________

Technical Engineer______________________________________________________

Sales Associate__________________________________________________________


http://support.pearsonschool.com/#

Customer Contact Guide

The following information will assist you in contacting Pearson for product support, customer service, or sales information.

Product Support

Product Support is the first point of contact for questions and information concerning Pearson products. In the Product Support section of Community Connection, you can also find software downloads, user guides and manuals, frequently asked questions (FAQs), and other product information.

Internet Phone, Live Chat, and telephone support are available on Community Connection. http://support.pearsonschool.com/

Hours: Mon-Thu 8:00 AM to midnight EST • Fri 8:00 AM to 10:00 PM ESTTelephone: 888-977-7100Fax: (480) 840-7601Email: [email protected]

Customer Service

Contact Customer Service for information on contracts, support renewals, billing, order or shipment status, and other customer issues.

Telephone: 888-977-7100, Option 2

Sales Information

Contact Sales Information if you are unsure of the name of your sales representative or need answers to any general sales-related questions.

Telephone: 888-977-7100, Option 1



SuccessMaker 103: Results Manager Basics

Objectives


• Log into/out of SuccessMaker

• Tour Teacher Classroom Interface

• Clear User Help Requests

• Take Users Offline

• Explore the Educator Center

• Explore HELP button

• Create, Edit, and Remove Groups

• Add, Edit, and Remove Users

• Make, Edit, and Remove Assignments

• Use Group Windows Management

• Apply System Setting

• Create and Edit Group Properties

• Print Worksheets

• Verify Enrollments Using the Enrollment Check Report

• Prepare for User Enrollments

Copyright © Pearson Education Inc. Results Manager Basics33

Overview

The design of the Results Manager management system makes it easy for managers and teachers to register students, assign courses, and track student progress.

How to Log Into Results Manager

1. Double-click the SuccessMaker Enterprise icon on your desktop. The SuccessMaker Enterprise LogIn screen appears.

2. Type your user name and press Tab.

3. Type your password and press Enter. The Select an Interface screen appears.


4. Click one of the two teacher interfaces.

Teacher Interfaces

When you enter the Results Manager management system, you have access to two teacher interface choices: Standard and Classroom.

Standard Interface

The Standard interface consists of a menu bar with pull-down menus similar to most Window-based programs.


Classroom Interface

The Classroom interface resembles a real classroom. You click the items in the classroom to perform the tasks they represent.


Activity 1: Labeling the Teacher Interface Icons


Activity 2: Identifying Functions of the Teacher Classroom Interface Icons

As you explore the Teacher Classroom Interface, write the function of each icon on the chart below.


Function

Educator Center Purpose Notes


Activity 2: Identifying the Functions of the Teacher Classroom Interface Icons (cont’d.)

Teacher Classroom Icon

Function

Online Consult Documentation

Activity

Purpose

Notes


Activity 2: Identifying the Functions of the Teacher Classroom Interface Icons (cont’d.)

Teacher Classroom Icon

Function


Groups

Groups are used to categorize students in a variety of ways. For example, you may group students by teacher, by grade level, or by program area.

How to Create a New Group

1. In the Classroom, roll your cursor over the desk drawer to open it.

2. Click the open drawer to access the items in the drawer—the Group folder, the User folder, and the SM Courses folder.

3. Click the Group folder.

4. Type the name of the group in the Group Name field.

5. Click Ok to create the group.

NOTES:

• Clicking “OK & New” at the New Group window enables you to enroll many groups quickly by eliminating the step of clicking on “Group” in the Drawer each time.

• When entering Group Names, the list will not automatically alphabetize. Click “Options” and “Refresh” from the User Selector window to alphabetize your list when you are ready.

---User -User -Teacher -Manager

Group---


How to Edit a Group Name

1. In the Classroom, click the laptop computer. The User Selector list appears.

2. To modify the name of a group, highlight the name by clicking on it one time.

3. Right-click on the group name to display the options.

NOTE: Macintosh users should press the apple key and click once when instructed in the steps to right-click.

4. Click Edit Group Name.

5. In the Group Name field, type the new name for the group.

6. Click Ok when you are finished.

How to Remove a Group

There are two ways to remove a group from the User Selector.

1. Click the Laptop.

2. Select a group and drag it to the trash can.

3. Confirm.

Or

1. Right-click on the group name (Click your right mouse button for Mac users).

2. Select Remove Group(s) from the drop-down menu.

3. Confirm.

NOTE: Removing a group from the User Selector window only removes the group folder. The student's names that were in the folder are not removed from the system. The student names can still be found in the All Users group.


Activity 3: Creating Groups

1. Make up names for the first of the four groups that you will create. Write the name in the first blank below. Add your initials to each group name so all group names will be unique. (Ex., Inactivejp)

2. Using Results Manager, create the four groups listed in task 1.

3. Verify that the four groups you created are in the User Selector list.

4. Remove the After-School group.

5. Change the Inactive group name to “Moved (initials)”.

# Group Name

1

2 Special Ed (initials)

3 After-School (initials)

4 Inactive (initials)


Enrollment Process

After you have created your groups, you are ready to register students and other users of the system.

How to Enroll a Student User

There are two parts to enrolling a student user—registering the student user (and automatically adding the student user to a group) and assigning courses to the student user.

Part 1: How to Register a New Student User and Simultaneously Add the Student User to a Group

1. At the Classroom, click the laptop computer to view all groups in the User Selector.

2. Single-click the name of the group to which you wish to add users.

3. Click the desk drawer to view its contents—the Group folder, the User folder, and the SM Courses folder.

4. Click the User folder to display a New Registration Form.


5. Enter the user’s registration data, using the Tab key to move between fields. Fill in all required fields, using the following guidelines.

• First Name: User’s first name (maximum of 15 characters)

• Last Name: User’s last name (maximum of 15 characters)

• User Name: Unique name the user types to log into the system (maximum of 15 characters). The user name must be unique because it is what identifies the user from other users who might have the same first and last name.

• Password: Any combination of characters (minimum of 4, maximum of 10) that provides security for the user. The password needs to be easy for the user to remember. More than one user can have the same password.

• Confirm Password: Password confirmation. Typing your chosen password in this field confirms the password.

• User Type: User category that determines the features and information a user can access

• Student ID: Unique student identifier. Enter the district’s identifier (maximum of 20 alpha-numeric characters) for the student as recorded in the district student information system. (The student ID is used to link the student’s records across time, across files, and across schools. This field is essential for connecting the student’s courseware performance data with standardized test scores.) The Student ID is an optional field.

NOTE: See the chart on the following page for a complete list of User Types.

6. Groups may be added to a user from this screen. However, you must have the group name highlighted in the User Selector before attempting to do so.

• Picture: If you have a picture of the user in .GIF or .JPG format, you can display it here

a.Click Insert Picture. A window appears showing directory and files

b.Browse until you find the file of the user’s picture

c.Click the file, and then click Open

7. When you are finished entering the registration information, either

• Click Ok to add the user to the selected group and to see the user’s information folder, or

• Click Ok & New to add the user to the selected group and to open a blank registration profile to add another new user


User Types

User Type Icon

User Type and Level Default Rights

Student10

• Take sessions in courses• Modify work folder and view portfolio• Reply to mail messages from higher-level users• Send help requests

Parent50

• View child’s registration, assignments, work folder, portfolio, and attendance; modify child’s demographics; view resources

• Take sessions in courses (if enrolled by a higher level user)• Print reports for own child• Send mail to own child and higher-level users

Tutor100

• Take sessions in courses• Modify own and view specific students’ assignments• View groups and help requests and use all mail capabilities

Teacher-Specific*200

• View, add, modify, and remove groups• Add and remove lower-level users and modify all aspects of

their information folders• Generate, view, and clear help requests• Use all mail services and resources• Take sessions in courses• Print reports * Default rights apply to specified groups only

Teacher • View, add, modify, and remove groups• Add and remove lower-level users and modify all aspects of

their information folders• Generate, view, and clear help requests• Use all mail services and resources• Take sessions in courses• Print reports * Default rights apply to specified groups only

Administrator240

• Modify own and lower-level users’ demographics, and registration; add and remove groups and lower-level users

• View lower-level users’ assignments and attendance• Use all mail services• Print reports

System Manager254

• All


Part 2: How to Assign Courses to Individual Students

1. At the Classroom, click the laptop computer. The User Selector list appears.

2. Double-click the name of the group that contains the desired student.

3. Double-click the name of the desired student. The student’s information folder opens.

NOTE: The Student folder contains seven profiles, or categories of information pertaining to the user. In this training module, we will focus on two profile buttons: Registration and Assignments.

4. Click Assignments to see the courses currently assigned to the student.

5. Click Assign to see the SM Courses list. This list includes the system courses as well as the custom courses that are available.


6. From the list, select the course or courses you want to assign, and then click Ok.

NOTE: When you want to select more than one item in a list, follow these instructions:

• To select consecutive items, click the first item. Next, press and hold the Shift key on your keyboard. Finally, click the last item. All items between and including the first and last item are selected.

• To select non-consecutive items, click each item while holding down the Ctrl key on your keyboard (On a Mac, you may need to use the Apple key instead of the Ctrl key)

7. If the course or courses you are assigning have a starting level (Reading Readiness; Initial Reading; Reader’s Workshop; Spelling Skills; Reading Adventures Primary; Reading Adventures; Reading Investigations; Writer’s Studio; Math Concepts and Skills; Math Concepts and Skills, Spanish; and Math Investigations), the Starting Level dialog box appears.

8. Type the level at which you want the student to begin working in the course and click Set. The course is assigned to the student.

• If you selected more than one course, the Starting Level dialog box for the next course appears

• If the course or courses you are assigning are not designed to have numerical starting levels (Discover English, ¡Vamos a leer!, First Adventures Bookshelf, Story Painter, Math Corner, Math Processor, Algebra Topics and Science Discovery), you are not prompted for a starting level. The course is automatically assigned to the student.

NOTE: To change the preset enrollment options in Discover English to select Level II content, refer to the Preparing for Use with Students section in Getting Started with Discover English.

9. To close the Student Information Folder, click the small close box in the upper right corner of that window. All changes will be saved upon closing the window.


How to Edit Assignments

Every course assignment has default enrollment options. However, it may be necessary to change some of these options after assigning the course. Options such as Session Length and Progression Time should be considered upon enrollment and changed if desired.

1. At the Classroom, click the laptop computer to display the User Selector list.

2. Double-click the name of the group that contains the student whose information you wish to change.

3. Double-click the name of the desired student.

4. Click Assignments.

5. Select the course whose enrollment options you wish to modify, and then click Edit Assignments. The enrollment options appear.

6. Change the enrollment options as desired.

NOTE: To change options, you must enter values, click a radio button, or select from a drop-down menu. Click tabs to view additional options.

7. When you are finished making changes, click Apply.

NOTE: Some courses have a feature called “Flexible Session Length”. If this feature is Active, then the field for Session Length will be grayed out because the Session Length feature will not be applicable. The student may end the session at any time. If, however, you make Flexible Session Length Inactive, then the student's Session Length can be edited such that they are only allowed to work in that course session for the specified amount of time.


How to Remove Assignments

Upon initial enrollment of a course, you may discover that the student was assigned the incorrect course. In this case, the easiest fix may be to remove the assignment and re-assign it.

NOTE: Use caution when removing courses from student's assignments. Removing a course permanently erases the student's performance data from the system. This action can not be undone.


2. Double-click the name of the group that contains the student whose information you wish to change.


4. Click Assignments. The list of courses currently assigned to the student appears.

5. To remove course assignments, select one or more courses, and then click Remove.

6. At the warning message, click Remove to delete the indicated course. Click Remove All to delete all selected courses.

7. When you are finished, close the student’s information folder.


User Enrollments

After you have enrolled your students, you may need to make changes to the enrollments such as:

• Change the registration data of a student

• Change the student’s Assignments

• Move students from one group to another

• Add students to another group

• Remove students from a specified group(s)

How to Change Registration Information


2. Double-click the name of the group that contains the user whose information you wish to change. The list of users for the group appears.

3. Double-click the name of the desired user. The registration profile of the user’s information folder appears.

4. Change the data as desired. Use the Tab key to move between field.

5. When you are finished, close the user’s information folder. To select another user in the group, double-click the user’s name from the group list.

How to Add a User to Another Existing Group

1. From the Classroom, click the laptop computer.

2. Click the radio button next to the name of the group in which the user is currently assigned.

3. Click the radio button next to the group in which you want to add the user. The names of all users who are currently in the group appears.

4. Drag and drop the name of the user you want to add from the first group to the second group. The user’s name now appears in both groups.

How to Add a Group of Users to Another Group

1. Create a new group called (last name) GT to represent teacher Jones’ (for example) Gifted and Talented group.

2. Click on the radio button next to the group that you have been working with in earlier steps. Users in that group will appear in the User Selector list.

3. Highlight the user names in the group by holding the SHIFT key down.

4. Right click on the highlighted section of names. A menu appears giving you options that you can perform for all selected user.


5. Select Copy from the menu.

6. Next, highlight the name of your new GT group and right-click one time.

7. Select Paste from the menu.

8. Click one time on the radio button next to the name of your new GT group. Your user’s names should now appear in that group.

How to Remove Users from a Group


2. Click the radio button next to the name of the group containing the user(s) whose name(s) you want to remove. The list of users in the group appears.

3. Click the name(s) of the user(s) you want to remove, and drag them to the waste basket. The list of users for the group reappears, minus the name(s) of the user(s) you removed.

NOTE: Removing a user from the All Users group permanently removes the user from the ENTIRE system.


Group Windows Management

Multiple group windows may be open at one time enabling the Teacher or System Administrator to easily move students among classes using the drag and drop method.

How to Use Group Window Management

1. Click on the Laptop Computer to access the User Selector.

2. Single-click on the group containing the student(s) that you would like to either move to another group or add to another group.

3. Right-click that group name. A menu appears.

4. Select Open Group from the menu. A new window appears showing the users enrolled in that group.

5. Move that group window over to the other side of the screen enabling you to work with the User Selector again.

6. Open another group window by following steps 2-4 above. Move that group window.

7. Using the drag-and-drop method, move users into the appropriate groups, as needed.

8. Confirm all changes when prompted.

9. Close all windows upon completion of changes.

NOTE: The User Selector can be used as a window in Group Windows Management, as well.


Activity 4: Planning Enrollment

Complete the form shown below by filling in the following information:

• Your name at the top of the form

• Your first group name created in Activity 1

• A unique user name for each student. (Use the student’s first name + your initials.) Include a student ID if directed to do so by your consultant.

• A password for each student (the password does not have to be unique)

• Courses and Levels as provided by your consultant

Activity 5: Registering Students and Making Assignments

Register all students listed on the SuccessMaker Enterprise Enrollment Form. Place each student in your first group created in activity 2 and assign the courses indicated on the enrollment form.

Activity 6: Modifying Student User Enrollments

Make the following changes:

1. Change Simon’s name to “Simone.”2. Change Tony’s session length in all of his courses to 10 minutes.3. Assume that Chad has moved away. Add Chad to the moved group and remove him

from the original group. 4. Amanda is a Special Ed student. Add her to the Special Ed group, but leave her in her

regular group as well.


System Setting (Foundations Courses)

System Setting is an option that prevents students from exiting Foundation course sessions before the designated Session Length. By disallowing students to quit the session early, the students must complete the session for the length of time set in the Session Length field specific to each Foundations course.

NOTES:

• The ability to Allow Quit or Disallow Quit can only be changed by users enrolled at the System Manager level

• The System Setting will apply to all students enrolled on the system. The System Manager is not able to apply this capability to only a select group of students.

How to Apply System Setting

1. At the Teacher Classroom, click the Books on the Bookshelf to access the Teacher Resource Center.

2. Select System Setting and click OK.

3. Check the Disallow Quit from Foundation Courses box and click OK.

4. Click Cancel at the Resource Center window. This setting will now apply to every Foundation course enrolled to any user of SuccessMaker.


Group Properties

Group properties are a set of characteristics associated with groups of students, rather than individual students. If you have grouped your students, you can use the group properties feature of Results Manager to assign courses to all the students in a group at one time. This feature is especially useful when assigning courses that do not have starting levels (Discover English, ¡Vamos a leer!, First Adventures Bookshelf, Story Painter, Math Corner, Algebra Topics, Science Discovery and Math Processor).

When using the Group Properties feature, make sure you set all the enrollment options for a course prior to assigning it to the group.

NOTE: After Group Properties have been applied, individual changes can be made by accessing individual student assignments.

How to Add Assignments Using Group Properties

It may be desired that an entire group be assigned the same assignment or course. In this case, you will want to use the feature of Group Properties to make the assignment to the group of students.


2. Select the group or groups to which you want to add the assignment.

3. Click your right mouse button (right-click) to display the group properties options.

4. Click Edit Group Properties.

5. Click Assignments. The list of courses currently assigned to the group appears.

6. Click Assign. The SM Course Select list appears.

7. Select the course(s) you want to assign. Click Ok.


• If the course or courses you are assigning are not designed to have numerical starting levels (Discover English, ¡Vamos a leer!, First Adventures Bookshelf, Story Painter, Math Corner, Math Processor, Algebra Topics and Science Discovery), you are not prompted for a starting level. The course is automatically assigned to the student.

• If the course or courses you are assigning have a starting level (Reading Readiness; Initial Reading; Reader’s Workshop; Spelling Skills; Reading Adventures Primary; Reading Adventures; Reading Investigations; Writer’s Studio; Math Concepts and Skills; Math Concepts and Skills, Spanish; and Math Investigations), the Starting Level dialog box for the group appears.

NOTE: When prompted to set the level for the Group, you are selecting the level that will be applied to each course for future group members.

8. Type the level at which you want the students to begin working in the course and click the Set button. A window will appear allowing you to enter the starting level for the course.

NOTE: You have many options in regards to setting the starting levels for the students.

• If you desire to set different levels for each student (although they are all being enrolled in the same course), you will enter the level for the first student whose name is shown and click the Set button

• If you desire that all students in the group begin working in the course at the same level, you will click the Set for All button

• If a student’s user name appears that perhaps should NOT be assigned that course, you can choose to skip that user by clicking the Skip User button

• The Skip Remaining Users button allows you to stop the enrollment of a chosen course and not enroll the remaining students from the selected group in the course

9. When you are finished adding courses, click Cancel on the SM Course Select screen.10. If you want to change the enrollment options for a course, at the group properties

window, highlight the course name, and click Edit Assignment. Make all changes and click Apply. Close the course options window.


How to Change Enrollment Options for Multiple Users

There will be times that an option, such as Session Length, needs to be changed for an entire group of users. Instead of making this change at each student's individual Registration screen, the change may be made for all students in the group using a more timely process.

1. At the Teacher Classroom, click the laptop computer to display the User Selector Groups list.

2. Select the name of the group whose information you wish to change.

3. Open the Desk Drawer.

4. Click the SM Courses Folder.

5. Select the course whose enrollment options you wish to modify, and then click the Edit Assignment button. The enrollment options appear.

6. Make all desired changes.

NOTE: If you make a mistake in editing the course, you can simply click the Restore to Default button and the default options will be reapplied in all fields.

7. Move the course edit window over, if necessary, so that you can see the User Selector.


8. At the User Selector window, highlight the users that you want the changes to be applied to.

9. Once the course is set up exactly as you want AND every student that you want to receive the change is highlighted, click the Apply button on the course edit window.

10. You will be asked confirmation questions in order to complete the changes. Answer as appropriate. The changes that you desired to take place for the selected students should now be in effect.

How to Remove Courses from Group Properties

NOTE: Be careful when you remove courses from group properties. Removing a course permanently erases the performance records for all students in the group.

1. At the Classroom, click the laptop computer to open the User Selector list.

2. Right-click the name of the desired group. A drop-down menu appears.

3. Click Edit Group Properties.


5. Select the course(s) whose histories you want to remove and click the Remove button..A Warning window appears.

6. At the warning message, click the desired selection and click the OK button.


Activity 7: Using Group PropertiesUse the group properties feature to accomplish the following tasks. Be sure to set all enrollment options before you assign the course.

1. Create a new group and name it GP (your last name).

2. Register two new student users into your new group.

3. Assign a course to all students in your new GP group using group properties. Set a starting level and change the session length to 11 minutes.

4. Verify that courses have been assigned to all student users in your group.

5. Register an additional user into your group.

6. Note this new user’s assignments.


Enrollment Check Reports

Once you have enrolled your students and assigned courses, you can use the Enrollment Check report to verify accuracy of enrollments.

How to View and Print an Enrollment Check Report

1. At the Classroom, click the printer. The Report Select screen appears listing the report categories.

2. Click the radio button beside the Across Courses Reports category to display the reports for that category.

3. Select Enrollment Check Report, and then click the View Options button. The options for the Enrollment Check Report screen appear.


4. At the Report Options tab, click the option to identify users by last name and first name. Order students by ascending order and check the box for including the last name, first name, user name, and student ID. Check the box to include a legend. Your settings should look like the sample above.

5. Click the Groups tab on the Choose Options for Enrollment Check report. Click the Add button to access the Select Group(s) screen.

6. Select the desired group(s) and click OK.

7. To select all students in the group, hold down the Shift key and click the name of the last user on the list. Click Ok. The names that are highlighted are added to the list of users for whom the report will be generated.

8. Click View. A window opens displaying the Enrollment Check Report.

9. Close the report window when finished.


Activity 8: Printing the Enrollment Check ReportView or print an Enrollment Check Report to verify the accuracy of your work in Activities 4-6. Check to see that:

• All names and passwords are spelled correctly

• All students have been added to the correct group(s)

• The correct course(s) have been assigned to each student

• The enrollment level(s) are correct.The session length(s) are correct

Click to print report Click to close window

Scroll to viewthe bottom ofreport

Click to see additional pages


Worksheets

Customized worksheets can be created and printed for students in the Math Concepts and Skills courses, and Reader's Workshop. Worksheets are available for most of the strands and recommended to be used for tutorials, remediation and skill reinforcement.

How to Generate Worksheets

1. From the Classroom, click on the books on the bookshelf in order to access the Resource Center.

2. Select Worksheets and click OK. The worksheet dialog box appears.

3. In the Header for Worksheet field, type the text you want to appear at the top of each worksheet (This field is optional).


4. In the Course field, select the course for which you want to print a worksheet.

5. In the Number of Exercises field, type the number of exercises (up to 50) you want to generate for each worksheet.

6. In the Strand/Level area, specify the type of worksheet that you desire.

• Current - exercises alternate among the active strands

• Lowest - exercises are drawn from the student’s active strand in which he/she is performing at the lowest level

• Other - specify the strand and level for the exercises from the list that appears

7. In the Answer Sheets area, specify which, if any, exercises to include in the teacher and student answer sheets.

NOTE: If the Student Answer Sheet is selected, the answers to the worksheet will be printed across the bottom of the student’s worksheet.

8. Click the Add button to add the students for which you want to print the worksheet(s).

9. Click the Print button once the Worksheet dialog box is set up as desired. The worksheets are sent to the printer.

NOTE: You are not able to preview worksheets on the screen before printing.


Enrollment Preparation



Naming Conventions

Group Names

Creating groups that depict your school’s organization helps you easily retrieve student information and document student progress.

The following example shows a groups list for grades K–5. A similar form is provided in the appendix for you to use in designing your own list.

SuccessMaker Enterprise Group List Form

User Names

Suggestions:

• First name until unique e.g., joh, john, johnn (three students named Johnny)

• first initial last name i.e., jdoe

• first name last initial i.e., johnd

• first name last name i.e., johndoe

• Student ID numbers i.e., 123456789

Group Name Group Description / Notes

1 K-Clarke

2 K-Hexall

3 1-Lee

4 1-Tan

5. 2-Lightfoot

6 2-Moller

7 2-Somers

8 3-Battle

9 3-Freye

10 4-Alvarez

11 4-Charles

12 5-Chou

13 5-Beauchamp

After-School Students receiving homework assistance

ECP M. Kitrell’s gifted group

Title 1 Students in Title 1 reading; grades 3-5

Inactive Students who have moved away


Preparing Students for the First Day

Before students use the computers for the first time, be sure to give them an orientation about the computers and the educational program.

• Establish a positive and friendly atmosphere

• Explain the purpose of SuccessMaker Enterprise

• Explain program procedures and rules

• Demonstrate how to take a session, including

• How to use the mouse and keyboard

• How to sign on for a session

• How and when to use the Student Resource icons

• Explain how students will know when it is their turn to use the computer


Establishing Rules and Procedures

Ask yourself the following questions before you begin implementing the program:

• What will be the rules for students’ behavior?

• Will students be assigned to specific stations?

• What materials will students be required to bring with them to the lab or to the stations?

• What will students do when they complete a computer session?

• How will students request assistance during a session?

• How will communication about the program occur among staff members? Between staff members and parents?

• How will makeup sessions be scheduled?

Sample Rules

Shown below are some general rules for students.


Defining Computer Rotation for Classroom Use

If your students are using the SuccessMaker Enterprise software within a classroom setting, you need to devise a method for determining who takes a session at what time. Following are some suggestions.

Pocket Pals

Upon completion of a session, the student turns over his or her name card and notifies the person whose name is next that it is his or her turn to use the computer.

Flip Chart

Student names are written on a small flip chart. Upon completing a session, the student flips to the next card. The student who has finished alerts the next student by tapping him or her lightly on the shoulder.


Keeping Records

As you begin using your SuccessMaker Enterprise system, it is a good idea to keep records relating to your implementation. The following are some suggestions of records you may want to keep:

• Initial student enrollment data (updated to include new students)

• Classroom schedule

• Lab schedule

• Log of equipment problems and services

• Curriculum error report

• Printouts of regular student reports

Reader’s Workshop

Date Run:11/22/99

Reader’s Workshop - Course Report

Sung, Lisa

Starting Level: 2.80 --- IPM Level: 3.33 --- Session Length: 20 minutes --- Registration Date: 08/25/99

Summary

Performance

Achievement

ComprehensionPercentageCorrect Vocabulary

PercentageCorrectExercisesAttempted ExercisesCorrect PercentageCorrect GainSinceIPM

CurrentCourseLevel

Cumulative

Last Session

Support

Usage

HelpUsed GlossaryUsed Time-Outs TimeSpent TimeSpentSince IPM

TotalSessionsLastSessionDate

CumulativeLast Session

Recent

11/08/99

80%

80%

73%76%

72%

0:21

9:177:54

0.63

19271405

47

34

3.960

1

1

27

4

Recent Performance by StrandThematicLessons PassageComprehension Interpretive

ComprehensionLiteral

Comprehension WordMeaning WordAnalysis ReferenceSkillsCourseTotal

Percentage Correct

Strand Level4.00

3.9370%

3.9276% 3.96

93% 4.0073% 3.97

86% 3.9560% 3.96

76%

Areas of DifficultySkillID

Strand Name

Skill Description

4021

35

Analyze characters based on their speech or actions.

Distinguish between fact and opinion.

Identify main ideas.

Passage Comprehension

Interpretive Comprehension

Passage Comprehension

Legend:IPM

NA

TOP

Initial placement motion

Not active

Topped out

--

Strand on but level not yet reached

NAINot active during IPMCopyright ' 2001 NCS Pearson,Inc. All rights reserved.

Initial Reading

Date Run:12/15/99

Initial Reading - Course Report

Santos, Carl


Summary

Performance

Achievement

ReviewExercisesAttempted

ReviewExercisesCorrectReviewPercentage

CorrectExercises

Attempted ExercisesCorrect PercentageCorrect GainSinceIPM CurrentCourseLevel

CumulativeRecent

Support

Usage

HelpUsed AudioRepeatUsed Time-Outs

TimeSpentTimeSpentSince IPM TotalSessions

LastSessionDate


11/30/99

66%

72%

63%

11:490:21 9:26

0.56

Last Session

0

1

34

334

219

1304

94230

19

2.33

57%

67%

1

18

Recent Performance by StrandLetter

Identification Patterns

SightWords

WordComprehension

SentenceComprehension

PassageComprehension CourseTotal

Percentage Correct

Strand Level

TOP

53%

2.25

63%

2.38

70%

2.27

83%

2.33

40%

2.46

90%

2.3367%

Areas of DifficultySkillID

Strand Name

RecentExercisesAttempted

RecentExercisesCorrectRecent

PercentageCorrect

Skill Description

22

Identify synonyms.

Word Comprehension

8

2

25%Legend:

IPM


NA

Not activeTopped out

TOP--


Copyright ' 2001 NCS Pearson,Inc. All rights reserved.

Reading Readiness

Date Run:01/07/00

Reading Readiness - Course Report

Aber, Marion


Summary

Performance

Achievement


ReviewExercisesCorrect Review

PercentageCorrect Exercises

Attempted ExercisesCorrect Percentage

Correct GainSinceIPM CurrentCourseLevel

Cumulative

Last Session

Support

Usage

HelpUsed AudioRepeatUsed Time-Outs

TimeSpent

TimeSpentSince IPM TotalSessions

LastSessionDate


12/03/99

73%

87%

75%

8:190:10 6:37

0.65

78%

72%

Recent 141

106

1175

86023

20

0.85

2

0

0

49

17

Recent Performance by StrandLetterIdentification

VisualDiscrimination

AuditoryDiscrimination Vocabulary

Building ComprehensionSkills

SpecialActivities

CourseTotal

Percentage Correct

Strand Level

0.8070%

0.9755%

90%

0.81

65%

0.80

90%

0.92

65%

0.80

0.8572%

Areas of Difficulty

SkillObjectiveNumber Strand Name

RecentMasteryDecisions

RecentlyMastered Recent

PercentageMastered

Skill Description

12Visual Discrimination

1

0

0%Identify matching positional order of letters/pictures.

Legend:IPM


NA

Not activeTopped out

TOP

Copyright ' 2001 NCS Pearson,Inc. All rights reserved.

--


SuccessMaker Enterprise

Enrollment Form

FirstName

Last Name

Enrollment OptionsLevel

CourseAdditional

Group(s)PasswordUser Name

Group

Teacher

Date

1

2

3

4

5

Carol

David Allen

Gomez

Lyn

Ray

Chris

Su

Vitrelli

Minor

carol(yourinitials)

david(yourinitials)

lyn(yourinitials)ray(yourinitials)

chris(yourinitials)

learn

learn

learn

learn

learn

MCSRW

MIRA

RR

IR

WSMCS

MCS

4.85.2

5.04.5

1.00.52.52.0

5.0


SuccessMaker 104: Results Manager Advanced

Objectives


• Navigate the User Profile

• Perform User Functions

• Open User Information Folders

• Identify User Profile Buttons and their Functions

• Populate Student Demographics

• Identify Purpose and Function of User Rights

• Register a Teacher and Parent with Limited Access

• Apply Global Rights Management

• View and Modify Portfolio Files

• Manage Portfolio Files

• Implement User File Management

• Explore the Teacher Resource Center

• Understand the File Import Utility

• Use Custom SM Course Editor to Create Custom Courses

• Assign, Create, and Edit Lesson Sets (RA, RI, MI, VAL, FAB)

• Use the Import Utility

• Use the Export Utility

• Use the User Resource Editor to Create User Resources

• Use the Manual Change to History Utility

• User the Global Re-enrollment Utility

Copyright © Pearson Education, Inc. Results Manager Advanced73

Information Folders and Profiles

Information about all users, including students, teachers, and system managers, is stored in information folders. Each user has an information folder that contains seven profiles, or categories, of information. To access any one of these profiles, you start by opening the user’s information folder.

Opening an Information Folder

To open a user’s information folder, follow the steps below.

1. Click the laptop computer to open the User Selector.

2. Double-click the name of the group that contains the desired user. The list of users in the group is displayed.

3. Locate the user you desire to view and double-click on that user’s name.

4. The information folder will appear on your screen.


Activity 1: Explore User Profile Buttons

Match the following Profile Buttons with the appropriate description:

Information about Samantha Jones’ access to system features. Making changes in this area will either grant or deny access to specific features within SuccessMaker Enterprise.

Stores files copied from the Work Folder that Mr. Talliafero may want to save, such as samples of the student’s best work.

Information about Brett Bonham--first name, last name, user name, password, student ID, and user type.

Courses that have been assigned to Fred Escamilla. Courses can be assigned, removed and edited to meet the needs of students and teachers.

Records of Cathy Overton’s registration date, initial login date, and her total time on the system. The system automatically tracks this information.

Additional information about Armando Sanchez including his address, phone number, and demographic information.

Status of Allie Morgan--whether she is currently logged into the system and, if logged in, the course in which the she is working.

Registration

Demographics

Assignments

Online

Attendance

Rights

Portfolio


The Demographics Profile

Student Demographic information in SuccessMaker Enterprise 1.7.2 includes the following:

Five "wildcard" fields are available on page 4 of the Demographic information tabs. These customizable fields enable users to define their own subgroups for reporting purposes. Each wildcard field can contain a label with up to 17 characters.

Entering information in this profile is optional. However, pages 3 and 4 of the Demographics Profile must be populated in order for the Teacher or System Manager to use the Demographics Reporting capabilities built in to Results Manager.

You can populate the fields by choosing one of three methods:

1. Manual Entry via the Demographics Profile.

2. Manual entry via Global Demographic Management.

3. File Import Utility (See Management System Documentation).

• Student Name

• Address

• Birth Date

• Grade Level

• Emergency Contact Information

• Phone Numbers

• Gender

• Race/Ethnicity

• Socioeconomic Status

• Special Education

• Limited English Proficiency

• Migrant

• Disability

• Grade

• Five wildcard fields (school’s choice)


NOTES:

• If the third and fourth page demographics fields are not identified for student users, then Demographic reports available in the Reports database will not be able to be generated and sorted based on these demographics

• The Demographics Profile is not available to view for a System Manager. A System Manager can view the other user's demographics profiles, but can not view anyone’s profile that is enrolled as a System Manager.


Global Demographic Management

Global Demographic Management allows you to populate the information of multiple students with like demographics.

How to Apply Global Demographic Changes to Users and Groups

1. At the Teacher Classroom, click on the Books on the Bookshelf to access the Teacher Resource Center.

2. Select Global Demographic Management and click OK.

3. From the User Selector window, select the group name(s) then select the user(s) for whom you desire to modify the rights.

4. Select the Demographic definitions to be changed from the drop-down menu in the Global Demographic Management window and make all desired changes.


5. Click Apply. The demographic information you modified appears in the color red.

6. Click Close to close the Global Demographic Management windows.

NOTES:

• Wildcard fields are not available for Global Demographic Management.

• The RESET Window button dismisses any changes you might have made in any of the drop-down demographic definitions without having to exit and re-enter the Global Demographic Management feature.

• Apply defaults button resets the selected user’s Demographic definitions to their defaults.

The Online Profile

The Online profile enables you to see whether a user is currently logged in to the system and what the user is working on.

Occasionally, it may be necessary to take a user offline. For example, if a user forgets to log out or the workstation is turned off or crashes before the user logs out, he or she could remain online in the system. This would cause a SuccessMaker Enterprise license to be in use and thus not available for another user. For this reason and because false attendance data would affect the validity of many reports, the user should be taken offline.

From the Online profile, simply click the Take Offline button to take the user offline.

NOTE: Take a user offline only when you are sure it will not interrupt a work session in progress. If a work session is interrupted in this manner, the data for the assignment the user is currently working on will not be recorded.

The Attendance Profile

The Attendance records show the date the user was registered, the initial login date, and each instance that the user has logged in to or out of the SuccessMaker Enterprise system. The total time spent in the system is automatically updated each time the user logs out.

NOTE: The time is logged from the moment that the student logs in to the login interface. Time begins to accumulate even if the student remains at the Classroom interface and never begins an actual SuccessMaker assignment. For this reason, the data found in the Attendance profile should not be an indicator of actual time spent in SuccessMaker assignments/courseware. The Reports generated within Results Manager will give an accurate time that represents the time spent within any given course assignment.


Working with User Types and Rights

The Rights Profile of a User’s Information Folder shows what privileges the user is granted within the system. These rights may be default rights associated with the user type, or set by a teacher or system manager.

Activity 2: Identifying Rights

Using the Management System Documentation, describe the functions of each of these Rights and give an example of when this Right may be changed.

Rights Student TeacherSystem

Manager Function Example

*Access Rights

Assignments Rights

*Attendance Rights

*Demographic Rights

Group Rights

*Help Request Rights

Information Folder Rights

*Interface Rights

*Mail Rights


Miscellaneous Rights

*Online Rights

*Portfolio Rights

Productivity Link Rights

Registration Rights

*Report Rights

*User Resource Rights

*User Rights

Utility Rights

*Work Folder Rights

Rights Student TeacherSystem Manager Function Example


Registering Teacher and Parent Users with Limited Access

For security reasons, SuccessMaker Enterprise provides options for limiting access to student information.

NOTE: Do not add teacher or parent users to your groups that contain students. It is recommended that a separate group called “Teachers” or “Parents” be created to hold these users. Keeping these users separate allows the SuccessMaker Enterprise Group reports to reflect true student data.

How to Register a Teacher User

A teacher can be given full access to view and modify information for all users on the SuccessMaker Enterprise system.

1. At the Classroom, click the laptop computer to view all groups.

2. Double-click the name of the group to which you wish to add the teacher user.

3. Click the desk drawer.

4. Click the User folder. A New Registration Form appears.

5. Enter the teacher’s registration data, using the Tab key to move between fields. Fill in all required fields. Be sure to choose “Teacher” from the User Type drop-down menu.

6. When you have finished, click OK. The Teacher Information folder appears.

7. Close the Teacher Information folder.

How to Register a Teacher-Specific User

A teacher can be allowed to view and modify information for only the students that they teach.


2. Double-click the name of the group to which you wish to add the teacher-specific user.



5. Enter the teacher’s registration data, using the Tab key to move between fields. Fill in all required fields. Be sure to choose “Teacher-specific” from the User Type drop-down menu.

6. When you have finished, click OK. The teacher’s information folder appears.


7. Click Rights. The teacher’s rights profile appears.

8. Click the drop-down arrow (beside Access Rights) to display the Rights list. Choose Information Folder Rights.

9. Move the Teacher's information folder over to the right side of your screen so that your User Selector is able to be seen.

10. Highlight the Group name in the User Selector window that you want to give this teacher access to. Click the Add button back on the Teacher's Information Folder. The Group name will now appear in the Group List window of the Information Folder.

11. Close the teacher's information folder when you are finished.

How to Register a Parent User optional

Parents may desire to have access to the management system in order to view their children’s information.


NOTE: Assignments can be made to the Parent User so that they can preview SuccessMaker courses that their child may be working in without impacting the student’s performance data.


2. Double-click the name of the group to which you wish to add the parent user.



5. Enter the parent’s registration data, using the Tab key to move between fields. Fill in all required fields. Be sure to select “Parent” from the User Type drop-down menu.

6. When you have finished, click OK. The parent’s information folder appears.

7. Click Rights. The parent’s rights profile appears.

8. Click the drop-down arrow (beside Assignments Rights) to display the Rights list. Choose Information Folder Rights.

9. Move the Parent's information folder over to the right side of your screen so that your User Selector is able to be seen.

10. Click the radio button next to the teacher's group in the User Selector window. Highlight the name of this parent's child. Click the Add button back on the Parent information folder. The name of this parent's child will now appear in the Specific User List window of the information folder.

11. Close the parent's information folder when you are finished.

Global Rights Management

The Global Rights Management enables the user to change the Rights of many users or groups of users at one time. A user must be enrolled as a System Manager in order to access this capability.


How to Apply Global Rights Changes to Users or Groups

1. At the Teacher Classroom, click on the Books on the Bookshelf to access the Teacher Resource Center.

2. Select Global Rights Management and click OK.

3. Select the User Type from the drop-down arrow at the top of the Global Rights Management window.

4. From the User Selector window, select the group name(s) then select the user(s) for whom you desire to modify the rights.

5. Select the Rights to be changed from the drop-down menu in the Global Rights Management window and make all desired changes.

6. Click Apply.7. Click Close to close the Global Rights Management windows.

NOTES:

• RESET Window button dismisses any changes you might have made in any of the drop-down Rights without having to exit and re-enter the Global Rights Management feature.

• Apply defaults button resets the selected user’s User Rights to their defaults


Activity 3: Registering a Teacher and Parent

Complete tasks 1–4 below. If you are registering a teacher, you need access to the management system as a system manager for this activity. To register a Parent User, you will need access as either a Teacher or a System Manager in order to complete the activity.

1. Create a new group name for the teacher and/or parent you will be registering. Write the name on the space below.

2. Make up names for a teacher, a teacher-specific and a parent user. Write the names and passwords for each user in the spaces provided below.

3. Register the following:

• The teacher as a Teacher User. Add the teacher to the group you just created.

• The Teacher User that you desire to give limited access to as a Teacher-Specific User. Add the teacher to the group you just created. Be sure to specify the student group that the teacher can access.

• The parent as a Parent User. Limit the parent’s rights to one of the students that you enrolled earlier. Make an assignment to the parent of Math Concepts & Skills at a level of 4.00 so that he/she can preview the course that his/her child is working in.

4. Exit the management system and log back in as follows:

• The Teacher User you just created. Click the laptop computer, open all users and note which users you can access.

• The Teacher-Specific User that you just created. Click the laptop computer, open all users and note which users you can access.

• The Parent User you just created. Click the laptop computer, open all users and note which users you can access.

Group Name

Teacher User Name

Teacher Password

Teacher-Specific User Name

Teacher-Specific Password

Parent User Name

Parent Password


Portfolio

The Portfolio contains files with which a student can work. These files have been created by the student when working in a particular SuccessMaker course or have been copied to the student's Portfolio for the student to work on.

How Teachers View and Modify Portfolio Files

1. From the Teacher Classroom Interface, click the laptop computer to view the User Selector Groups.

2. Locate a user and double-click the User Name.

3. Click the Portfolio button on the student's information window. The student's Portfolio opens.

The files that the student has saved will be shown in the Work Files section found at the bottom of the window.

The Portfolio includes a Portfolio Files section and a Work Files section. By clicking on their backpack within the student classroom interface, students can access their Portfolio, open and modify files, add and delete files, sort files, and move files between the Portfolio and the Work Files sections. Students can also save files to an alternative location on their workstation.

Teachers have access to their own Portfolios and can also access students' Portfolios. They can add comments, mark files as reviewed, and save the students' files on a local workstation for long-term storage.


Exploring the Student Portfolio

There are eight different buttons on the right side of the student Portfolio window that each represent a different function that a teacher may perform with the student's work files. Explore the buttons.

ADD- Click the Add button to add a file to the Work Files section of the Portfolio window.

TO PORTFOLIO- Select the file that you desire to move from the Work Files section to the Portfolio section and then click the To Portfolio button.

INFORMATION- The file properties for a file in the Portfolio can be viewed by selecting the desired file and clicking the Information button. The File Info message box displays.

OPEN- Click the file that you desire to view and then click Open to launch the file. Modifications can then be made and saved. NOTE: The application from which the file was created must be installed on the station in which it is being launched or the file will not launch.

DELETE- Select the file that you desire to remove from either section and click the Delete button to remove the file permanently.

TO WORK FILES- Click the file name in the Portfolio files window that you would like to move to the Work Files window. Then, click the To Work Files button.

TO STORAGE- A file may be saved directly to another location on the workstation from the Portfolio or Work Files sections by clicking the To Storage button.

ADD COMMENTS- Select the file in which you desire to add a comment and click the Add Comments button. The Notebook.exe file launches with the date and time of the comment displayed. Add the comments to the notebook file and save the file.


User File Management

The User File Management utility is used to distribute a single file to multiple users. The file could be a work file, a portfolio file, or a report property file. This saves time and effort that would otherwise be spent to distribute the same file individually to a large number of users. This utility can also be used to remove files from the users' Portfolio Browsers.

How to Distribute a New File

When a file exists outside of the SuccessMaker Enterprise Results Manager, it is considered a New File.

1. Click the Books on the Bookshelf to open the Teacher Resource Center.

2. Select User File Management and click OK. The User File Management window appears.

3. Click Browse. The Choose File window appears.

4. Browse and select the file you want to distribute. Click Open. The name of the file displays at the bottom of the window.

5. Verify that the file name is correct.

6. In the User Selector window, select the users or groups to whom you want to distribute the file. Click Distribute File.

7. If the file is distributed successfully, the Information dialog box appears confirming the distribution. Click OK to continue.

8. This file is now added to the User Files section of the User File Management utility and the Work Files section of the user’s Portfolio.

NOTES:

• Only one file may be distributed at one time

• A file can only be distributed to 100 users at a time

• A file must be 1 MB or less in size


How to Distribute an Existing File

When a file exists in the User Files section of the User File Management utility, it is considered an Existing File.



3. Select the user who has the file that is to be distributed to other users. A list of files displays in the User Files section.

4. Select the file to distribute. The file name will appear at the bottom of the User File Management window.

5. In the User Selector window, select the users or groups to whom you want to distribute the file. Click Distribute File.

6. If one or more users have a file with the same file name, a message displays asking you to confirm the distribution. Click the appropriate option for each user shown.

7. The information window displaying to whom the file has been successfully distributed will appear. Click OK.

How to Remove User Files

NOTE: Use this function with caution as all users’ work files are deleted if groups or multiple users are selected.



3. Click the user whose work file you want to delete.

4. Select the file and click Delete File. A message box displays asking you to confirm the deletion.

5. Click OK to delete the file.

6. To delete all files from the work files of a user, or all of the users in a group, select the users or groups and click Delete Files. A confirmation message appears.

7. Click the appropriate option for user.


Teacher Resource Center

Standards-Based Alignment

Results Manager offers Objective Alignment of SuccessMaker Enterprise’s Math Concepts and Skills to the customer’s own State Standards. Users will have the ability to import individual State Standards as they are updated and available in Results Manager using this resource.

NOTE: The details and interpretation of the Standard-Based Alignment Report will be covered in the SuccessMaker Enterprise 301: Reports.

Custom Courses

SuccessMaker Enterprise enables you to create a customized set of enrollment options for any course and save it under a new name. You can keep these Custom Courses for future use without having to recreate them each time you assign this modified course. Custom Courses can be created in two ways: via the Custom SM Course Editor as well as directly from the Assignment modification screen.

NOTE: The customized courses that you create are available to all users of the management system. In order to manage these courses effectively, teachers and administrators should determine naming conventions for the courses they plan to create. In addition, schools and districts may want to create courses that are “standardized” in some way-to meet target goals for each grade or subject, to prepare for end-of-year tests, to match a basal series, or to provide focused practice in a skill area.

How to Create a Custom Course via Custom SM Course Editor

1. At the Classroom, click the books on the bookshelf to open the Resource Center. 2. From the list of resources, select Custom SM Course Editor and click OK. The

Custom SM Course Editor utility opens.3. From the Custom SM Course menu, choose New. The SM Course Select screen

appears.4. Select the course from which you want to create your custom course, and then click Ok.5. Type a name for your custom course and click OK.

NOTE: The name you choose will automatically appear in the system followed by the acronym of the originating course.

6. Set the enrollment options for the course as desired. When you are finished, click Apply. Your new course is added to the list of SM courses. You can now assign it just as you would a regular course.

NOTE: When creating Custom Courses, there is no need to set the course level. You will set the level when the Custom Course is assigned to the student or group.

7. From the Custom SM Course menu, choose Exit to return to the Classroom.


How to Create a Custom Course via Assignment Modification Screen

1. At the Classroom, click on the laptop computer to open the User Selector.

2. Select a student by opening the group and double-clicking the student’s name.

3. Click the Assignments tab.

4. Click the Assign button at the bottom of the screen.

5. Select the course from which you would like to create a Custom Course. Click the OK button.

6. Set the level if it is a course that has a starting level and click the Set button. The course name will now appear in the SM Courses window.

7. Highlight the name of the course that you just assigned and click the Edit Assignments button. The modification window for this course appears.

8. Customize the course as desired.

9. Once all customization has been finished, click the Save As Custom Course button.

10. Type a name for the new course and click the OK button.

11. Close the modifications screen for the course by clicking the close button in the top right-hand corner.

NOTE: When creating a Custom Course in this way, you will find that the new Custom Course name that you just entered does not appear on the SM Courses list for that student that you are working with. However, the course itself is customized as you desired. If you desire for the Custom Course name to appear for that student, then it is recommended that you remove the assignment from the student as it currently appears, and re-assign the Custom Course at this time since the student has not yet begun to work in the course.

How to Rename a Custom Course

1. Click on the books on the bookshelf to access the Resource Center.

2. From the list of resources, select Custom SM Course Editor and click OK. The Custom SM Course Editor utility opens.


3. Choose Rename from the Custom SM Course menu.

4. Select the name of the course, and then click OK.

5. In the Edit Custom Course Name dialog box, type the new name for the course and Click OK.

6. Choose Exit from the Custom SM Course menu to exit the Custom SM Course Editor.

How to Edit a Custom Course

1. Click on the books on the bookshelf to access the Resource Center.

2. From the list of resources, select Custom SM Course Editor and click OK. The Custom SM Course Editor utility opens.

3. Choose Edit from the Custom SM Course menu.

4. Select the Custom Course you desire to edit and click OK.

5. Edit the enrollment options as desired and click the Apply button.

6. Confirm changes by clicking the Yes button.

7. Choose Exit from the Custom SM Course menu to exit the Custom SM Course Editor.


Activity 4: Creating Custom Courses

In this activity you will create a custom course for a Foundations course. Complete each part and answer the questions on the lines provided below.

Assume you want to create a custom course using Math Concepts and Skills and have it focus on one content area strand.

1. Name your course. Write the name of your course on the line below.

_____________________________________________________________________________________________________________________________

2. Select only one strand to be active. Write the name of the active strand in the space below.

_____________________________________________________________________________________________________________________________

3. Set IPM to inactive. Why might you turn off IPM in this scenario?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

4. Set the session length option to 3 minutes. Why would you reduce the session length from the default setting of 15 minutes?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

5. What other enrollment options might you change? Why?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

6. Register a student and assign your customized course to that student. Set a starting level. Note the student’s user name and password in the space below.

User Name________________________

Password__________________________

7. Log in as the student to whom you assigned the custom course and complete one session. Check to see if you receive exercises from only the strand category you selected.

8. Identify a situation in which you may desire to create a custom course for a Foundations course.

_____________________________________________________________________________________________________________________________


Lesson Sets (ExploreWare)

The following ExploreWare courses offer the ability to change the sequence of lessons that the student receives.

• First Adventures Bookshelf

• Math Investigations

• Reading Adventures

• Reading Investigations

• ¡Vamos a leer!

The enrollment options for each of these courses contain a Lesson Sets tab that allows you to select pre-defined sets of instruction. Lesson sets can be assigned to individual students or to groups of students.

NOTE: Customized lesson sets that you create using the Lesson Set Editor are available to other management system users.

How to Assign a Lesson Set to a Student

1. At the Classroom, click the laptop computer to display the User Selector.

2. Double-click the group that contains the student to whom you wish to assign a lesson set.

3. Double-click the name of the desired student to access the student’s information folder.


5. Select the desired SuccessMaker course from the SM Courses list and click the Edit Assignments button. The course enrollment options appear.

6. Click the Lesson Sets tab.


7. On the Lesson Sets tab, click Add. The available lesson sets for the chosen course appear. The custom lesson sets (user-defined) appear in regular text, whereas the predefined sets for the course appear in boldface text.

8. Select the desired lesson set(s) and then click OK. The lesson sets appear in the Assigned Sets section of the Lesson Sets tab. Sets are presented to the student in the order in which they appear.

• To see the lesson titles in an assigned set, click the title of the set in the Assigned Sets window. The lesson titles will appear in the Lessons in Selected Sets window on the right side of the screen.

• To change the position of a set in the Assigned Sets list, click the title of the set and then click the Move Up or Move Down button

• To remove a set from a student's assignment, click the title of the set and click the Remove button


NOTES:

• While the order that a lesson set is presented can be changed at this screen, the order of the lessons within the set can not be changed. See How to Edit a Pre-Defined Set to change the order of the lessons.

• If you assign a custom (user-defined) set to a student and later change the sequence of the lessons in the set, the student will receive the set as it was when it was originally assigned. To replace the old version with the current version, click the title of the lesson set, and then click Update.

9. Click Apply to record your changes.

10. When you are finished, close the course options window.


Lesson Set Editor (ExploreWare)

The Lesson Set Editor, located with the Resource Center, gives the System Manager the additional flexibility of regrouping and reordering the lessons in a pre-defined set that SuccessMaker provides or creating your own custom lesson sets.

How to Create a New Lesson Set

1. At the Classroom, click on the books on the bookshelf to open the Resource Center.

2. Click Lesson Set Editor, and then click OK.

3. Choose New from the Lesson Sets menu.

4. Click the name of the course, and then click OK. A blank lesson set window appears.

5. In the Set Name field, type a unique name for your custom lesson set.

6. Add, remove, or reposition lessons in the Set Contents list as desired.

• To add a lesson (or multiple lessons) to your new set, select it (or them) from the Available Lesson list on the right, and then click the double arrow button

• To remove a lesson, select it in the Set Contents list and click the Remove button

• To change the order in which the lessons appear in the Set Contents list (and are presented to students), select a lesson and click the Move Up or Move Down buttons as appropriate

7. When your custom lesson set is complete, click Apply. Your lesson set is added to the list of available lesson sets for the course.

8. Close both the lesson set window and the Lesson Set Editor window.

NOTES:

• The Lesson Set Editor feature is not applicable to the Preset and Skills Practice models of Reading Adventures


• When students complete all assigned lesson sets, they will get a congratulatory banner stating that they have completed the course. This simply means that they have completed all lesson sets that were assigned to them. Additional sets must be added in order for the student to continue working in the course.

How to Edit a Pre-Defined Lesson Set

Pre-defined lesson sets can not be edited. However, they can be copied and that copy can be edited.

1. At the Classroom, click the books on the bookshelf to open the Resource Center.

2. Click Lesson Set Editor, and then click OK.

3. Choose the name of the course from the Show Lesson Sets for… menu.

4. Select the lesson set that you want to edit.

5. Choose Make a Copy from the Lesson Sets menu. A copy of the selected lesson set appears in the Lessons Sets for… list. It has the word “copy” in the title.


6. Double-click the copy of the lesson set you created.

7. In the Set Name field, type a new (unique) name for the set you are editing.

8. Add, remove, or reposition lessons in the Set Contents list as desired.

• To add a lesson (or multiple lessons) to your new set, select it (or them) from the Available Lesson list on the right, and then click the double arrow button

• To remove a lesson, select it in the Set Contents list and click the double arrow button

• To change the order in which the lessons appear in the Set Contents list (and are presented to students), select a lesson and click the Move Up or Move Down buttons as appropriate

9. When you have finished editing your lesson set, click Apply. The set is added to the list of available lesson sets for the course.


Activity 5: Registering Students and Assigning ExploreWare Courses

Your consultant will designate the enrollments you should use—Early Elementary or Elementary/Middle School to complete tasks 1–2.

1. Use the information provided in the chart below to practice registering students and assigning ExploreWare courses. In addition, create a new student group called “ExploreWare” (last name).

• Assign all students to your new ExploreWare group

• Add your initials to all user names to make them unique, or use another convention designated by your consultant

• Give all students the password “learn.”

2. When you have completed your enrollments, check your work by printing an Enrollment Check report.

Early Elementary Enrollments

First Name

Last Name

User Name

Course LevelEnrollment Options

1 Robert Chang robert RAP 2.00

2 Maria Cruz maria DEVAL

3 James Peters james DEFAB

Assign lesson set: All Together

4 Manuel Santiago manuel VAL

5 Barri Wilson barri RAP 1.00

Elementary/Middle School Enrollments

First Name

Last Name

User Name

Course LevelEnrollment Options

1 Julie Riley julie RA 4.50 Preset model

2 Roberto Acosto roberto RA 3.00 Reading/Skills model

3 Dennis Liang dennis RAMI

6.005.00

Preset model

4 Lara Riccio lara RI 6.50 Assign lesson set: America, America

5 Ronald Garcia ronald RIWS

7.008.00


Activity 6: Making Individual Changes to Students’ Enrollments

Exploreware Courses

Make the following changes to the courses you assigned in Activity 5. Your consultant will specify which changes you should make.

Early Elementary Enrollments

Student Name Course Changes to Enrollment Options

1 Robert Chang RAP Make Word Wonders and Choose a Book strands inactive.

2 Maria Cruz VAL Turn off Letter Board Free Play.

3 James Peters DEFAB

Disable the Reading Experiences Notebook.Set Flexible Session so that James’ session ends after 20 minutes.

4 Manuel Santiago SP Change the language to Spanish.

5 Barri Wilson RAP Assume the original level was incorrect. Delete RAP and reassign it at level 1.5.

Elementary/Middle School Enrollments

First Name Course Changes to Enrollment Options

1 Julie Riley RA Select a Custom Model and choose the following components: Words to Know, Build a Background, Enhanced Passage and A Closer Look.

2 Roberto Acosto RA Turn the tutorial lesson on and assign two lesson sets from Level 3.0.

3 Dennis Liang MI Assign “All Investigations” lesson set.

4 Lara Riccio RI Add two lessons sets of your choosing.

5 Ronald Garcia RI Allow lesson choice.


Export and Import Utilities

The Export and Import Utilities allow you to move student data from one SuccessMaker Enterprise system to another. The capabilities vary according to the configuration of SuccessMaker Enterprise that you have:

• Foundations and School: Data can be exported from one LAN server and imported to another

• District: Data can be both imported and exported from the central server, but individual LAN sites can only export data. All data transfer for the District configuration should take place at the central server level.

How to Export Student Data

1. Click the books on the bookshelf to access the Resource Center.

2. Select Export Utility and click OK. The Export screen appears. There are four categories of data for building your export set, as well as a Summary page.

3. At the User tab, click Add.

4. From the drop-down menu, choose the group that contains the user(s) you want to export.

5. From the list, select the user(s) you wish to export. Click OK. A red checkmark appears on the tab to show that item(s) have been added to the page.

6. Click the Group tab.

7. Click Add.

8. From the list, select the group(s) you wish to export.

NOTE: This procedure exports the group name(s) and its properties, not the users in the group(s).


9. Click OK. A red checkmark appears on the tab to show that item(s) have been added to the page.

NOTE: For most exports, choosing users and groups is all that is needed since the required data is automatically added to the User Type and Demographic Definition pages. However, if you want additional user types or demographic definitions, follow the instructions shown on the tabs.

10. When you are finished, click the Summary tab to review the number of items you have selected before exporting your data.

11. Click Export.

12. In the window that appears, name the file and choose the location where you want to save it.

13. Click Save. A message appears asking you to wait while the export takes place.

14. When the message appears indicating that the export has completed, click OK.

NOTE: When Exporting a student’s history, the history is copied to the destination location. A copy is still retained on the local SuccessMaker system.

How to Import Student Data

1. Click the books on the bookshelf to access the Resource Center.

2. Select Import Utility and click OK. The Import window opens.

3. Navigate to the file to be imported and click Open. The Import utility opens displaying all the data in the import set. Remove any data you do not wish to import.

4. Highlight the names of the users whose data you wish to import.

5. Click Import. One or more of the following alert messages may appear:


• Users with the same first and last nameThis message makes you aware that you now have another user with the same name. Click OK to continue the import process.

• Items that already exist on the systemThis message occurs if data is being exported back into the same database from which it was originally exported or if the data has previously been imported into this database.

• Click Skip (or Skip All) to remove items with conflicts of the same category (e.g., User Type)

• Click Replace (or Replace All) to overwrite the data on the system


• Users with the same user nameThis message appears when you try to import a user with the same user name as a student already on the system.

• Choose Accept (or Auto All) to replace the user name with the default user name—a unique naming convention designed for easy identification of the user names after the import process is complete

• Enter a unique user name in the field and click Accept to change the user name to one of your choosing

• Groups, user types, and demographic definitionsThis message appears when groups, user types, or demographic definitions are not unique.

• Choose Accept (or Auto All) to resolve the conflict using the default suggestion

• Enter a unique name for the item in the field and click Accept

NOTE: Whenever you use the default option, it is recommended that you check the All Groups and All Users lists for default replacement names and update them after you finish the import process.

Activity 7: Importing and Exporting Data

1. Identify three situations in which exporting student data might be implemented.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. What would be the advantage of exporting student data?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


User Resources

User resources are third party applications (i.e., word processors, keyboarding programs), internet URLs, and tools that you can make available to users. The User Resource Editor is the tool that enables you to add or remove resources. Only system managers have access to the User Resource Editor.

There are 3 basic steps to managing user resources:

• Creating a folder for the resource (if one has not already been created

• Configuring the resource

• Giving the user the right to use the resource

Step 1: How to Create a Resource Folder

1. At the Classroom, click on the books on the bookshelf to open the Resource Center.

2. Select User Resource Editor and click the Ok button. The User Resource Editor window opens in which folders containing resources are listed.

3. Click the New Folder button in order to create a new folder to add resources to.

4. Name the new folder and click the OK button. Your new folder should appear in the User Resource Editor window.

5. Close the User Resource Editor window.

Step 2: How to Configure the Resource

1. At the classroom, click on the books on the bookshelf to open the Resource Center.

2. Select User Resource Editor and click the Ok button. The User Resource Editor window opens.


3. Select the folder to which you want to add the resource and click the New button. The New Resource window appears.

4. In the Name field, type the name of the resource that you are adding. This name will appear to the student on their student screen.

5. In the Parent field, note the folder for the resource. This is the same folder you selected in step 3.

6. Type a description of the resource in the Description field, if you wish.

7. Click the appropriate tab. For this activity, please select the internet tab. Type in the URL for your favorite educational Web site and click the Apply button.

8. Close the window.

NOTE: At this time, if is recommended that you verify that the resources that you created are configured correctly. To do this, simply click on the books on the bookshelf to access the Teacher Resource Center. Then, select User Resources at the bottom of the window and click the OK button. Select the resource that you would like to verify and click the OK button.


Step 3: How to Give a User Access Rights to Resource Folders

1. At the Classroom, click the laptop computer to display the User Selector.

2. Double-click the group that contains the student whose rights you wish to change.


4. At the student’s information folder, click Rights.

5. From the drop-down menu, choose User Resource Rights.

6. Click Add.

7. At the Add Resource Folder dialog box, choose the folder that contains the resources you desire. Click Ok.

8. Close the window. The user has now been given access to the resources that you created in step 2.

Activity 8: Creating User Resources

With the help of your consultant, complete tasks 1-5. You must log in as a system manager to access the User Resource Editor.

1. Create a new resource folder called “Tools.”

2. Add an Internet site of your choice to the folder, or choose a resource from your local hard drive. (Your consultant will direct you.)

3. Give one of the students you registered earlier in the workshop the right to access the new resource.

4. Log in as the student to whom you assigned the resource. Check to see that the resource is available and that it launches correctly.

5. Identify three resources that you might desire to give your students access to via the User Resources in SuccessMaker Enterprise.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Identifying Manual Changes to History

The Manual Change to History utility enables administrative-level users to identify which users (teachers and students) were online during the time a manual change to history occurred. Manual changes to history include altering the course level of a students(s) or turning off IPM after the student(s) started sessions in the course. It also enables administrators to determine other groups of students who had the same manual changes to history. The Manual Change to History utility is available for the following courses:

• Reading Readiness

• Reader's Workshop

• Math Concepts and Skills

• Math Concepts and Skills, Spanish

• Math Concepts and Skills 2

• Initial Reading


To determine which users were online during a manual change to history:

1. Click the Books on the Bookshelf. The Resource Center window appears.

2. At the Resource Center drop-down, select Identify Manual Changes to History.

3. Select a course from the course drop-down and then from the User Selector menu, select the users or groups for whom you want to track manual changes to history. Click Search.

4. From the screen with the student or group selected, click Online Users to see a list of other users or groups that have manual changes to their history.

5. Click Other Students Modified to view students who had the same manual changes made to their history.

6. Click Close when you are finished.

NOTE: The Online Users and Other Students Modified buttons are grayed out and unavailable when no online users or other students were manually changed.


Global Re-Enrollment

The Global Re-Enrollment Utility enables administrative-level users to re-enroll existing users (individual or groups) from one year to the next year. This re-enrollment option is currently available only at the individual school sites using a LAN interface (Classroom and Standard) for the following courses:

• Reading Adventures Primary

• Reading Adventures

• Reading Investigations

• Reading Readiness

• Reader's Workshop

• Math Concepts and Skills

• Math Concepts and Skills, Spanish

• Math Concepts and Skills 2

• Initial Reading

• Spelling Skills

NOTE: This option is limited to sysman/admin level users and can only be performed at individual school sites, not the district server.

To re-enroll students globally:

1. Click the books on the bookshelf. The Resource Center window appears.

2. From the Resource Menu, select Global Re-Enrollment. The Global Enrollment dialog and the User Selector window appears with a list of users, groups, and courses.

3. From the User Selector window, select a user or group and click Re-enroll. A confirmation dialog displays.


4. Click Yes to continue with the re-enrollment. A dialog box confirms the re-enrollment performed succsssfully.

NOTE: A dialog will be given for each user and each course assigned that is not eligible for reenrollment. If the following conditions exist, the courses are not eligible for re-enrollment:

• Course has not yet been run

• Course is not applicable for re-enrollment

5. Click Close when you are finished. The course assigned date will be updated in the database with the re-enrolled timestamp.

NOTE:

When re-enrolling students, consider the following:

• Users must be offline during the re-enrolling process.

• All non-custom courses will be re-assigned at the student’s CURRENT enrolled level .with IPM on, if this feature was used previously.

• If the grade level is set in the demographic profile, it increments by 1; otherwise, it is left blank. If the max level (8) is already reached, it will not be incremented any further.

• If the student is in IPM when re-enrollment starts, it will re-enroll the student at their previous enrollment level.

• For MCS2, if the student is in IPM at the time of re-enrollment, the grade level value will be set to 1. All other fields except IPM will be reset to the default values

• Group Properties assignments and custom course definitions are not affected for both custom and non-custom courses. However, since these settings are most likely grade-level specific, students will be re-enrolled as individuals without these settings, custom course definitions, or group properties. No course history is maintained from the previous enrollment.



SuccessMaker 201: Math Foundations

Objectives


• Identify the purpose and appropriate usage of Math Concepts and Skills

• Identify the structure and scope of Math Concepts and Skills

• Explain course motion in Math Concepts and Skills

• Identify the content area strands in Math Concepts and Skills

• Identify the student resource icons available for student use in Math Concepts and Skills

• Understand recommended enrollment of Math Concepts and Skills

• Identify key information on Math Concepts and Skills Course Report

• Explore Math Concepts and Skills Courseware Documentation

Copyright © Pearson Education, Inc. Math Foundations115

Math Concepts and SkillsMath Concepts and Skills 2Math Concepts and Skills, Spanish

Overview

Levels: 0.00–8.99

Summary: Builds skills in numeration, computation, geometry,measurement, fractions, decimals, probability, data analysis,and problem solving.

Structure: Strands

IPM Length: 300 Exercises

Contents: Computation Strands Application Strands• Addition (AD) • Applications (AP)• Decimals (DC) • Geometry (GE)• Division (DV) • Measurement (ME)• Equations (EQ) • Number Concepts (NC)• Fractions (FR) • Probability and Statistics (PR)• Multiplication (MU) • Problem-Solving (PS)• Speed Games (SG) • Science Applications (SA)• Subtraction (SU) • Word Problems (WP)

Features: Large pool of exercises and graphics generated individuallyIndividualized presentation of exercisesAnswer-processing that provides feedback specific to errors Online tutorialsStudent resourcesToolbox containing measurement tools and calculatorMath referencesIndividualized worksheets

Online Documentation:

Math Concepts and Skills Getting Started GuideMath Concepts and Skills Reference ManualMath Concepts and Skills 2 Getting Started GuideMath Concepts and Skills 2 Reference ManualMath Concepts and Skills, Spanish Getting Started GuideMath Concepts and Skills, Spanish Reference Manual Math Concepts and Skills Reports Guide


NOTE: The Math Concepts and Skills, Math Concepts and Skills 2, and Math Concepts and Skills Spanish courses all have the same features, content, reports, and documentation. Math Concept and Skills 2 also has an updated User Interface. From this point forward in the training, “Math Concepts and Skills” will be used to refer to all three versions of the course. All information and activities in this section apply to all three versions.

Course Structure

Course Scope

Math Concepts and Skills is a strands-based course and is built on a set of skills in sixteen content areas. The skills are arranged in order of increasing difficulty.

The following chart identifies the strands in Math Concepts and Skills as well as the scope of the course.

Math Conceptsand Skills

ComputationStrands

ApplicationStrands

SubtractionWord

Problems

ScienceApplications

ProblemSolving

Probabilityand

Statistics

Measurement

Geometry NumberConcepts

Applications

SpeedGames

Multiplication

Fractions

Equations

Addition

Division

Decimals



Course Motion in Strands Courses

There are two types of motion in strands courses. The first type is Initial Placement Motion (IPM), and the second is Standard Motion.


Initial Placement Motion is a feature of strands courses that ensures that each student works at an appropriate level in the course. With IPM, the software monitors a student’s progress for a certain number of exercises or sessions at the outset. The software then uses that information to place the student at a level that is neither too easy nor too difficult.

The diagram below shows how three different students might be placed in Math Concepts and Skills as a result of IPM.

The length of IPM for both Math Concepts and Skills (MCS), Math Concepts and Skills 2 (MCS2), and Math Concepts and Skills, Spanish (MCSS) is 300 exercises.


Standard Motion

Standard Motion is another feature of strands courses. It is the set of processes that selects the next activity for students, based on their performance.

The diagram below shows how standard motion works in Math Concepts and Skills.



The individualized review strategy in reading courses and the delayed presentation in Math Concepts and Skills are intervention strategies that provide a process of delaying reintroduction of a skill objective that the student has found difficult. Delaying reintroduction of the objective gives the student time to learn from other experiences within or outside the course. Then he or she may be able to master the skill when it is reintroduced.

The following diagram represents the individualized review strategy used in strands courses.

Student 1

Student 2


Skills inReview



Mastery Assessment in Strands Courses

In strands courses, mastery is based on a pattern of correct answer responses rather than on a specified percentage correct. The following diagrams show examples of how answer patterns are treated in SuccessMaker.

Mastery Learning


SuccessMaker

Other

Software

XXXXX

XXXXX

XSame Tasks

for 80%Mastery

SuccessMaker

XNew

LearningActivities

XSame Tasks

for 80%Mastery

Other Software













Getting to Know Math Concepts and Skills (MCS, MCSS, and MCS2)

A student’s path within Math Concepts and Skills is individualized according to his or her performance. During a session, the system presents a variety of exercises from all active strands.

The following is an example of a Spanish (MCSS) screen shot that addresses the same objective as that shown in the English versions (MCS)(MCS2).

Activity 1: Taking a Session

Using the student user name and password provided by your consultant, take a session in a Math Concepts and Skills course. Explore the student resource icons during your session.

NOTE: For details regarding MCS and MCSS resource icons, see pages 126-127. For details regarding MCS2 resource icons and themes, see pages 128-132.


Student Resources in Math Concepts and Skills (MCS) and Math Concepts and Skills, Spanish (MCSS)

Icons Student Resources

Click the Show Answer icon if you want to check the correct answer.

Click the Audio icon to repeat the instructions or to increase or decrease the volume.

The Owl icon represents the Tutorial resource. Depending on the type of exercise you are currently doing, either a general or context-specific tutorial wobble presented when you click the owl icon. If a tutorial is not available, the owl icon is grayed out.

Click the Tools icon to use a ruler, a protractor, a tape measure, a calculator, or a conversion calculator.

Click the Reference icon to check the glossary for word definitions, view tables with useful mathematical information, or view currency cards from various countries.

Click the Check Progress icon to view your score in the current session.


Activity 2a: Identifying the Student Resource Icons in MCS and MCSS

Describe the functions of the following icons as you experience them during your student session:

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Copyright © Pearson Education, Inc.
127
Math Foundations

Math Concepts and Skills 2 (MCS2)

Themes in MCS2

The MCS2 course has a theme for every grade level. A theme consists of introductory animations, characters, and a background. As users progress through the course they see different animations, characters, and backgrounds.

Table 1-1. Themes and their characters

Grade Theme Characters Image

K - 1 Barnyard The seal runs away from the traveling circus and makes friends with the barnyard animals.

2 Dinosaurs Baby dinosaurs travel to various exotic destinations.

3 Pup-dog and his friends

Pup-dog meets friends and visitors throughout the year.


4 Pirates Pirates search for buried treasures around the globe.

5 Space An Intergalactic Express delivery man whose route takes him all over the universe.

6 Cool Squirrel Band

Middle graders enjoying social activities at home, school and at play.

7 Cool Monsters

Cool monsters enjoying social activities such as bowling, miniature golf,parties and malt shops.

Table 1-1. Themes and their characters Continued



8 Cool Cats Teenagers on a cross country vacation

Table 1-1. Themes and their characters Continued



Student Resources in MCS2

NOTE: The student resource icons appear differently in the various themes within the MCS2 course. In addition, the icons may change depending on the student's course level. In any case, the resources that the icons represent remain the same, whether you are in the MCS, MCSS, or MCS2 course.

Table 1-2. Student resource icons

Icons Student Resources

Click the Tools icon to use a ruler, a protractor, a tape measure, a calculator, or a conversion calculator.

Click the Reference icon to check the glossary for word definitions, view tables with useful mathematical information, or view currency cards from various countries.

Click the Check Progress icon to view your score in the current session.

Click the Show Answer icon if you want to check the correct answer.

Click the Audio icon to repeat the instructions or to increase or decrease the volume.


Activity 2b: Identifying the Student Resource Icons in MCS2

Describe the functions of the following icons as you experience them during your student session:

Student Resource Icons for MCS2


Activity 3: Discussing the Session

After you complete a session, answer questions 1– 4.

1. What happens when the student answers an exercise correctly?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. What happens when the student answers an exercise incorrectly?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. What types of exercises did you complete?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

4. What level and strands did you see exercises from?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Enrollment Guidelines for Math Foundations Courses

For new SuccessMaker Enterprise programs, Pearson suggests the following guidelines for enrolling students in Math Concepts and Skills, Math Concepts and Skills 2, or Math Concepts and Skills, Spanish. Although all strands courses have IPM, the enrollment level should be appropriate for the placement to work most effectively.

To enroll a student in math foundations courses, use these guidelines.

• If the student is performing at or above grade level, enroll the student at grade placement level (current grade in school). Pearson recommends that students not be enrolled in Math Concepts and Skills, Math Concepts and Skills 2, or Math Concepts and Skills, Spanish at a level higher than their current grade in school

• If the student is performing below grade level, enroll the student 0.5 below his or her grade equivalent level (current functioning level)

Existing SuccessMaker Enterprise implementations should enroll new students at the level shown on reports from the previous school year (unless advised otherwise by your Consultant).


Student Enrollment Options

The Results Manager management system allows you to modify enrollment options for Math Concepts and Skills to meet individual students’ needs. In the screens shown below, the Page 1 and Page 2 tabs show the enrollment options; the Strands tab shows the course strand information.

NOTES:

• It is recommended that the “Strands” tab not be altered after a student begins working in the course if it is desired for the courseware features (Initial Placement Motion, Standard Motion, Mastery Assessment) to function as designed.

• Changing or deactivating any strand levels after a student’s first session in the course will cause the student’s data on the reports to be inaccurate.


Activity 4: Defining Student Enrollment Options

With the help of your consultant, define the following student enrollment options and indicate their default values.

• Session Length (minutes) Default value: _____________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

• Progression Time (seconds) Default value: _____________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

• Time-out Time (seconds) Default value: _____________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

• Initial Placement Motion Default value: _____________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

• Display Skill ID Default value: _____________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Monitoring Student Progress

The Course Report for Math Concepts and Skills shows a variety of detailed information useful for assessing students’ progress. It is divided into three sections—Summary, Recent Performance by Strand, and Areas of Difficulty.

Look at each section of this sample Course Report for Ian Schell.

Math Concepts and Skills

Schell, Ian

Starting Level: 2.50 --- IPM Level: 3.65 --- IPM Status: COMPLETED --- Session Length: 20 minutes --- Registration Date: 09/07/99

Date Run: 02/11/00

Math Concepts and Skills - Course Report

Summary

Performance Achievement

Last Session

Cumulative

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

CRI SkillsCompleted

SkillsMastered

Percentageof Skills

Mastered

GainSinceIPM

CurrentCourseLevel

Support Usage

TutorialUsed

HelpUsed

AudioRepeatUsed

GlossaryUsed

Time-Outs

TimeSpent

Time SpentSince IPM

TotalSessions

Last SessionDate

Cumulative

Last Session

ReportCard

02/10/00

18:47

0:21

155 148 95% 0.732137 1633

66 59

0 0 0 0 0 0

52

4.38

15:56

76%

89%

91%

68 0 0 0 32

4.60

Cumulative Performance by Strand

Computation Strands

SkillsCompleted

SkillsMastered

Percentageof Skills

Mastered

StrandLevel

Addition

Decimals

Division

Equations

Fractions

Multiplication

Speed Games

Subtraction

Total

Applications

Geometry

Measurement

Number Concepts

Problem Solving

Science Applications

Word Problems

Total

Probability & Statistics

4.354.154.204.504.104.354.604.10

4.604.404.534.454.444.70

4.00

12968611108

70

129685

1198

68

100%100%100%100%83%

100%90%

100%

97%

6121618101436

85

6121518101036

80

100%100%93%

100%100%71%

100%100%

94%

Application Strands

SkillsCompleted

SkillsMastered

Percentageof Skills

Mastered

StrandLevel

Areas of Difficulty

Strand Name Strand Level Description

Current Computation Skills in Delayed Presentation

Addition 4.40 Fill in missing addend (sums 100-198, regrouping).

Page 1 of 3



Schell, Ian


Date Run: 02/11/00


Current Application Skills in First Delayed Presentation


Applications Read a horizontal bar graph with six items.ApplicationsMeasurementProblem Solving

Science ApplicationsScience Applications

4.404.504.404.504.204.40

Answer series of questions related to the average of a sequence.Identify appropriate measure, unit of measure (capacity, time, length).Identify unnecessary information in a problem.Identify the best reason for an object's classification.Read bar graph and answer questions about tree growth over time.Record, graph, and interpret data about effects of plant food on growth.

Problem Solving

4.20

Current Application Skills in Second Delayed Presentation


Measurement 4.40 Solve word problem containing irrelevant info (customary/ metric).

Page 2 of 3



Schell, Ian


Date Run: 02/11/00


Feb 02 00

Skills Not Mastered

Strand Name Strand Level Description Date NotMastered

Problem Solving

Problem Solving

Problem Solving

4.27

4.25

4.23

Identify open number sentence that represents soln. to add./sub. problem.Identify computational method to solve a problem involving division.Identify computational method to solve a problem involving multiplication.

Feb 01 00

Jan 22 00

4.20 Find the missing numbers in a sequence of arithmetic steps. Jan 13 00Problem Solving

Fractions

Measurement

3.95

3.55

Use geometric model to compare 2 fractions (halves-eighths, unlike den.).Identify another way to say the time (counting after/before the hour).

Jan 04 00

Nov 22 99

Legend:

IPM Initial placement motion

NA Not active

TOP Topped out

CRI Computation retention index

NAI Not active during IPM

Copyright © 2008 Pearson Education, Inc. All rights reserved.

-- Strand is on but level not yet reached

** Data not yet available

Page 3 of 3


Activity 5: Identifying Key Information on a Course Report

Refer to the sample Course Report for Ian Schell to answer questions 1–9.

1. What is Ian’s course level at the end of IPM? _____________________________

2. What is his percentage of skills mastered in the course? _____________________________

3. What is Ian’s gain in the course since IPM ended? _____________________________

4. What is Ian’s current course level? _____________________________

5. How much time has he spent in the course? _____________________________

6. How would you describe Ian’s cumulative performance by strand?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

7. In which areas is he experiencing difficulty? Which strand is causing him the most difficulty?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

8. What might you do to help Ian improve his performance?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

9. Overall, how do you think Ian is doing in the course?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Reference Manual for Math Concepts and Skills

The Math Concepts and Skills Reference Manual contains helpful information for implementing the course. Look at this sample page from the Math Concepts and Skills Reference Manual.


Activity 6: Using the Math Concepts and Skills Reference Manual

Use the sample page from the Math Concepts and SkillsReference Manual to answer questions 1–6.

1. Read the following objective and write an example of what you think this objective might mean.

AP 4.40 Answer a series of questions related to the average of a sequence.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. Using the page shown from the Reference Manual, locate this objective stated above. How might this information shown assist the teacher?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. Is there a worksheet available for AP 3.90?

_____________________________________________________________________________________________________________________________

4. What countries have AP 4.00 been adapted for?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

5. Notice what the student must do to answer AP 3.80 skills. What might need to be taught to the students prior to their using Math Concepts and Skills?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

6. What are three ways that this section of the Reference manual might assist a teacher?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


SuccessMaker 202: Reading Foundations

Objectives


• Identify the purpose and appropriate usage of the Reading Foundations Courses

• Identify the structure and scope of the Reading Foundations Courses

• Explain course motion in the Reading Foundations Courses

• Identify the content area strands in the Reading Foundations Courses

• Identify the student resource icons available for student use in the Reading Foundations Courses

• Understand recommended enrollment of the Reading Foundations Courses

• Identify key information on the Reading Foundations Course Reports

• Explore Reading Foundations Courseware Documentation

Copyright © Pearson Education, Inc. Reading Foundations143

Reading Foundations

Sequence of SuccessMaker Courses

SuccessMaker’s reading courses are sequenced according to level and difficulty. For a balanced approach, use a combination of Foundations and ExploreWare courses.

Reading Courses

The figure below shows the recommended sequence of reading courses and their course levels.


Standard Motion

Standard Motion is a feature of strands courses. It is the set of processes that selects the next activity for students, based on their performance.

The diagram below shows how Standard Motion works.



The individualized review strategy in reading courses and the delayed presentation in Strands courses are intervention strategies that provide a process of delaying reintroduction of a skill objective that the student has found difficult. Delaying reintroduction of the objective gives the student time to learn from other experiences within or outside the course. Then he or she may be able to master the skill when it is reintroduced.

The following diagram represents the individualized review strategy used in strands courses.

Student 1

Student 2


Skills inReview



Mastery Assessment in Strands Courses

In strands courses, mastery is based on a pattern of correct answer responses rather than on a specified percentage correct. The following diagrams show examples of how answer patterns are treated in SuccessMaker Enterprise Reading Foundations courses.

Mastery Learning


SuccessMaker

Other

Software

XXXXX

XXXXX

XSame Tasks

for 80%Mastery

SuccessMaker

XNew

LearningActivities

XSame Tasks

for 80%Mastery

Other Software













Reading Readiness

Overview

Course Code: RR

Levels: 0.00 - 0.99

Summary: Develops children’s readiness skills in preparation for formalbeginning reading instruction

Structure: Strands

IPM Length: 10 Complete Sessions

Contents: Six strands• Letter Identification (LI)• Visual Discrimination [Print Awareness] (VD)• Auditory Discrimination [Phonemic Awareness] (AD)• Vocabulary Building (VO)• Comprehension Skills (CO)• Special Activities (SA)

Features: Audio instruction and positive reinforcementImmediate feedback to student responseIndividualized skill practice and reviewColorful, graphic illustrationsAnimated reward sequences

Online

Documentation: Reading Readiness Teacher’s HandbookReading Readiness Reports Guide


Course Structure

Course Scope

LetterIdentification

ComprehensionSkills


AuditoryDiscrimination

SpecialActivities

VocabularyBuilding

Reading Readiness


Initial Placement Motion in Reading Readiness

The diagram below shows how three different students might be placed in Reading Readiness as a result of IPM.


Getting to Know Reading Readiness

In each session of Reading Readiness, the student works on exercises from the strands set during enrollment. A variety of exercise types reinforce each skill. All student responses are made with the computer mouse, thus eliminating the need for typing with a keyboard.

Shown below is a sample exercise from Reading Readiness.


Using the user name and password provided by your consultant, take a session in Reading Readiness.

Activity 2: Identifying the Icons

Click and explore each of the student resource icons. Match each icon with its correct function.


After you complete one session, answer the following questions.

• Place a check mark beside each type of exercise encountered in the session

a Marking, single answer b Marking, multiple answer c Movingd Matching, single answer e

Matching, multiple answer


• What role does audio play in the course?

Exploring Student Enrollment Options

The Results Manager management system allows you to modify enrollment options for Reading Readiness to meet individual students’ needs. In the screens shown below, the Page 1 tab shows the enrollment options. The Strands tab shows the course strand information.

NOTES:

• It is recommended that the “Strands” tab never be altered after a student begins working in the course if you want the courseware features (Initial Placement Motion, Standard Motion, Mastery Assessment) to function as designed.

• Changing any strand levels after a student’s first session in the course will cause the student’s data on the reports to be inaccurate.

• Deactivating a strand after a student’s first session in the course will cause the student’s data on the reports to be inaccurate.



With the help of your consultant, define the following student enrollment options and note their default values.


_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

• Progression Time (seconds) Default value: _____________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

• Optional Graphics Default value: _____________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________



The Course Report for Reading Readiness shows a variety of detailed information useful for assessing students’ progress. It is divided into three sections—Summary, Recent Performance by Strand, and Areas of Difficulty.

Look at each section of this sample Course Report for Marion Aber.

Reading Readiness

Date Run: 01/07/00

Reading Readiness - Course Report

Aber, Marion


Summary



ReviewExercisesCorrect

ReviewPercentage

Correct

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

GainSinceIPM

CurrentCourseLevel

Cumulative

Last Session

Support Usage

HelpUsed

AudioRepeatUsed

Time-Outs TimeSpent

TimeSpent

Since IPM

TotalSessions

LastSession

Date

Cumulative

Last Session 12/03/99

73%

87%

75%

8:19

0:10

6:37

0.65

78% 72%Recent

141 106 1175 860

23 20

0.85

2 0 0

4917

Recent Performance by Strand



AuditoryDiscrimination

VocabularyBuilding

ComprehensionSkills

SpecialActivities

CourseTotal

Percentage Correct

Strand Level 0.80

70%

0.97

55%90%

0.81

65%

0.80

90%

0.92

65%

0.80 0.85

72%

Areas of Difficulty

SkillID

Strand Name RecentMastery

Decisions

RecentlyMastered

RecentPercentageMastered

Skill Description

12 Visual Discrimination 1 0 0% Identify matching positional order of letters/pictures.

Legend:


NA Not active

Topped outTOP


-- Strand on but level not yet reached



Refer to the sample Course Report for Marion Aber to answer the following questions.

1. What was Marion’s course level at the end of IPM? _____________________________

2. What is her cumulative percentage correct? _____________________________

3. What is her current course level? _____________________________

4. What is her gain since IPM? _____________________________

5. How much time has Marion spent in the course? _____________________________

6. What was her last session percentage? _____________________________

7. Which strand is causing Marion difficulty?

_____________________________________________________________________________________________________________________________

8. What might you do to help Marion improve her performance?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

9. How well do you think Marion is doing in the course?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Using the Reading Readiness Course Documentation

The course documentation, Reading Readiness Teacher’s Handbook, contains helpful information for implementing the course. Look at this sample page from the Reading Readiness Teacher’s Handbook.

The Teacher’s Role 25

Introducing the Course to StudentsThis course may be a student’s first experience with working at a computer. Since this is an audio course, students will wear headphones at every session in addition to working with a mouse. It is recommended that you familiarize students with the different features of the course before they actually begin taking sessions. Students may need help in understanding how to do each of the exercise types. Appendix E has instructions and an example of each type.

Encouraging Student ProgressStudents may need advice on how to work through exercises, particularly during their first few sessions. Encourage the students to listen carefully to the audio instructions before selecting an answer. Encourage students to do their best, but emphasize that they should have fun too. The screen presentations are lively and colorful, and the audio messages give frequent positive reinforcement.

Other means of reinforcing and rewarding student progress are the activity sheets and Certificate of Achievement.

Activity SheetsTo provide additional reinforcement, use the extended activity sheets available for this course in Appendix F. These activity sheets may be used to encourage parents to become involved in developing their child’s readiness. Each activity sheet includes a list of suggested activities for the parent and child to do together.

Certificate of AchievementAs students achieve individually established goals in the course and upon completion of the course, they may be rewarded with the Reading Readiness Certificate of Achievement. The certificate is included in Appendix G.

Using the ReportsReports on student progress in Reading Readiness can be printed or viewed at a learning station at any time. The reports provide detailed information about students’ recent and cumulative performance.

The management system documentation contains information about requesting and printing the reports. For complete descriptions of the reports that are available for Reading Readiness and for information about interpreting them, see the reports documentation.


Activity 6: Using the Reading Readiness Teacher’s Handbook

Use the sample page from Reading Readiness Teacher’s Handbook to answer questions 1–2.

1. Explain how you will introduce Reading Readiness to your students and encourage their progress as they work through the course.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. How are Activity Sheets used to reinforce learning? (Before using the Activity Sheets with your students, be sure to preview Appendix F in the handbook.)

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Initial Reading

Overview

Course Code: IR

Levels: 1.00–2.99

Summary: Develops early reading skills through vocabulary, word attack,and comprehension skills

Structure: Strands

IPM Length: 200–220 Exercises

Contents: Six strands• Letter Identification (LI)• Patterns [Phonics/Phonemic Awareness] (PA)• Sight Words (SW)• Word Comprehension (WC)• Sentence Comprehension (SC)• Passage Comprehension (PC)

Features: Audio instruction and positive reinforcementImmediate feedback to student responseTutorials Colorful, graphic illustrationsAnimated reward sequences

Online

Documentation: Initial Reading Teacher’s HandbookInitial Reading Reports Guide


Course Structure

Course Scope


Initial Placement Motion in Initial Reading

The diagram below shows how three different students might be placed in Initial Reading as a result of IPM.


Getting to Know Initial Reading

Initial Reading uses audio to direct students through exercises from six skill areas. Students listen to instructions and hear the computer voice pronounce letters, words, and phrases.

Each session begins with a motivational warm-up activity, followed by exercises presented in large easy-to-read type. The session ends with a wrap-up activity.

The screens below show examples of exercise types for Initial Reading.



Using the student user name and password provided by your consultant, take a session in Initial Reading.

Activity 8: Identifying the Student Resource Icons

Write the name of the icon in the blanks below to complete each sentence.

1. The ____________________________________________________ resource displays the student’s performance data for the current session.

2. To have an audio message repeated, the student clicks the ____________________________________________________ icon.

3. The ____________________________________________________ resource provides the answer for an exercise.


After you complete the session, answer questions 1–3.

1. What reading skills were included in your session?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. After you type a response, what key must you press?

_____________________________________________________________________________________________________________________________

3. What are some examples of the way audio is used in the course?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

Help Audio Repeat Student Report



The Results Manager management system allows you to modify enrollment options for Initial Reading to meet individual students’ needs. In the screens shown below, the Page 1 tab shows the enrollment options. The Strands tab shows the course strand information.

NOTES:

• It is recommended that the “Strands” tab never be altered after a student begins working in the course if it is desired for the courseware features (Initial Placement Motion, Standard Motion, Mastery Assessment) to function as designed.

• Changing any strand levels after a student’s first session in the course will cause the student’s data on the reports to be inaccurate.

• Deactivating a strand after a student’s first session in the course will cause the student’s data on the reports to be inaccurate.



The Course Report for Initial Reading shows a variety of detailed information useful for assessing students’ progress. It is divided into three sections—Summary, Recent Performance by Strand, and Areas of Difficulty.

Look at each section of this sample Course Report for Carl Santos.

Initial Reading

Date Run: 12/15/99

Initial Reading - Course Report

Santos, Carl


Summary



ReviewExercisesCorrect

ReviewPercentage

Correct

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

GainSinceIPM

CurrentCourseLevel

Cumulative

Recent

Support Usage

HelpUsed

AudioRepeatUsed

Time-Outs TimeSpent

TimeSpent

Since IPM

TotalSessions

LastSession

Date

Cumulative


66% 72%

63%

11:49

0:21

9:26

0.56

Last Session

0 1

34

334 219 1304 942

30 19

2.33

57% 67%

1

18



Patterns SightWords

WordComprehension

SentenceComprehension

PassageComprehension

CourseTotal

Percentage Correct

Strand Level TOP

53%

2.25

63%

2.38

70%

2.27

83%

2.33

40%

2.46

90%

2.33

67%

Areas of Difficulty

SkillID

Strand Name RecentExercisesAttempted

RecentExercisesCorrect

RecentPercentage

Correct

Skill Description

22 Identify synonyms.Word Comprehension 8 2 25%

Legend:


NA Not active

Topped outTOP





Refer to the sample Course Report for Carl Santos to answer the following questions.

1. How many sessions of Initial Reading has Carl completed? _____________________________

2. What was his course level at the end of IPM? _____________________________

3. What is his current course level? _____________________________

4. What is his gain since IPM? _____________________________

5. What is his cumulative percentage of correct exercises in the course?

_____________________________________________________________________________________________________________________________

6. What percentage of exercises did Carl answer correctly in his last session?

_____________________________________________________________________________________________________________________________

7. Which strands are causing Carl difficulty?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

8. What might you do to help Carl improve his performance?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

9. How well do you think Carl is doing in the course?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Using the Initial Reading Course Documentation

The course documentation, Initial Reading Teacher’s Handbook, contains helpful information for implementing the course. Look at this sample page from the Initial Reading Teacher’s Handbook.

56 Teacher’s Handbook for Initial Reading

Levels1.00–1.24aamanandantappleareaskatbabybadbagbatbedbeebigbitboybumpbuscancarCarloscatCathycomecutdaddiddogduckeatfastfatfatherfellfishfitfixfoxfungetgirlgogoes

goodgood-byhadhappyhashehellohenherherehimhishithophothugIinisitjumplegletlikelittlelotmadmanmapmenmetmothermudmynamenumberonpanpetpigpotputranredRosarunsad

saidsatsawseesetsitsunthetheytoTomtootopupuswaswetwillwithyesyouzoo

Levels1.25–1.49aboutallanimalaroundasateawayballbasketbebellbikebirthdayblackblueboatbookboxbreadbrotherbrownbut

bycallcamechairchangechildrencleanclimbclockcolorcouldcowdaydodoesdoingdowndressdrinkdropeatingEdendfarmfarmerfeetfindfindingforfriendsfrogfromfunnygiveglassgoatgoinggrassgreengroundhatshavehelphomehousehowinto

kittenknowlaughlikedlooklookedlookingmademakemaymemonkeymousenewnonotnowofoffoldoneorangeoutpaintpetsplayprettyrideridingroundRuthsayschoolseensheshowsistersixsmallsosomesomethingsoonstandstarstickstone

stopstoppingstoresurprisetaketenthankthatthentherethisthreetraintreetrytwowantwewentwhatwordworkyardyellowyour

Levels1.50–1.74addagoairanyarmbackballoonbeenbestbetterbillbodybothbrightbringbrokecan’tcardcave


Activity 11: Using the Initial ReadingTeacher’s Handbook

Use the sample page from Initial Reading Teacher’s Handbook to answer questions 1 and 2.

1. Discuss how you might use this list of vocabulary words.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. How can you use this information together with the data from the Course Report?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Reader’s Workshop

Overview

Course Code: RW

Levels: 2–5 [software strand levels 2.8–7.5]

Summary: Develops basic reading comprehension and vocabulary skillsemphasizing higher-order thinking skills

Structure: Strands

IPM Length: 250 Exercises

Contents: Seven strands• Integrated Reading strands

• Thematic Lessons (TL)• Passage Comprehension (PC)

• Specific Skills strands• Interpretive Comprehension (IC)• Literal Comprehension (LC)• Word Meaning (WM)• Word Analysis (WA)• Reference Skills (RS)

Features: Provides individualized practice and reinforcementAutomatically tracks and reports student performance Produces practice worksheets for specific skillsMotivates students using graphic illustrations and animationsAvailable in an international version

Online

Documentation: Reader’s Workshop Teacher’s HandbookReader’s Workshop Reports Guide


Course Structure

Course Scope

Reader’s Workshop

Integrated Reading Strands

Specific Skills Strands

InterpretiveComprehension

WordMeaning

ReferenceSkills

WordAnalysis

LiteralComprehension


ThematicLessons


Initial Placement Motion in Reader’s Workshop

The diagram below shows how three different students might be placed in Reader’s Workshop as a result of IPM.


Getting to Know Reader’s Workshop

In each session of Reader’s Workshop, the system dynamically selects skills from the strands based on individual student responses and performance. The student uses the mouse to respond to most exercises.

Following is a sample screen from Reader’s Workshop.


Using the student user name and password provided by your consultant, take a session in Reader’s Workshop.


Explore the student icons available in Reader’s Workshop. Identify the function of each.

1. Which icon do we no longer have in this course? _________________________

2. Which icon have we now received for the first time in a reading foundations course? _____________________________________________________________



After you complete your session, answer questions 1–4.

1. What types of passages did you read? Place a check mark next to the type of passage you encountered.

• Fiction

• Folktales and myths

• Poetry

• Letters

• Science

• Social studies

• Practical reading. This includes charts, maps, recipes, schedules, tables of material, contents, lists of directions, diagrams, illustrations, and excerpts from newspaper advertisements, tourist brochures, or other factual reading

2. What are two ways to answer an exercise?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. What are some tips that you might share with your students about completing different types of exercises?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

4. What happens if you enter a correct answer but make an error typing the word?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________



The Results Manager management system allows you to modify enrollment options for Reader’s Workshop to meet individual students’ needs. In the screens shown below, the Page 1 tab shows the enrollment options. The Strands tab shows the course strand information.

NOTES:

• It is recommended that the “Strands” tab never be altered after a student begins working in the course if it is desired for the courseware features (Initial Placement Motion, Standard Motion, Mastery Assessment) to function as designed.

• Changing any strand levels after a student’s first session in the course will cause the student’s data on the reports to be inaccurate

• Deactivating a strand after a student’s first session in the course will cause the student’s data on the reports to be inaccurate





_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

• Passage Reading Time Default value: _____________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

• Optional Graphics Default value: _____________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________



The Course Report for Reader’s Workshop shows a variety of detailed information useful for assessing students’ progress. It is divided into three sections—Summary, Recent Performance by Strand, and Areas of Difficulty.

Look at each section of this sample Course Report for Lisa Sung.

Reader's Workshop

Date Run: 11/22/99

Reader's Workshop - Course Report

Sung, Lisa


Summary


ComprehensionPercentage

Correct

VocabularyPercentage

Correct

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

GainSinceIPM

CurrentCourseLevel

Cumulative

Last Session

Support Usage

HelpUsed

GlossaryUsed

Time-Outs TimeSpent

TimeSpent

Since IPM

TotalSessions

LastSession

Date

Cumulative

Last Session

Recent

11/08/99

80% 80%

73%

76%

72%

0:21

9:17 7:54

0.631927 1405

47 34

3.96

0 1 1

274


ThematicLessons


InterpretiveComprehension

LiteralComprehension

WordMeaning

WordAnalysis

ReferenceSkills

CourseTotal

Percentage Correct

Strand Level 4.00 3.93

70%

3.92

76%

3.96

93%

4.00

73%

3.97

86%

3.95

60%

3.96

76%

Areas of Difficulty

SkillID

Strand Name Skill Description

402135

Analyze characters based on their speech or actions. Distinguish between fact and opinion. Identify main ideas.

Passage ComprehensionInterpretive ComprehensionPassage Comprehension

Legend:

IPM

NA

TOP


Not active

Topped out






Refer to the sample Course Report to answer the following questions.

1. What was Lisa’s course level at the end of IPM? _____________________________


3. How much course gain has she made since IPM? _____________________________


5. What does the report tell you about Lisa’s last session?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

6. How would you describe Lisa’s performance by strand?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

7. In which areas is she experiencing difficulty?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

8. What might you do to help Lisa improve her performance?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

9. How well do you think Lisa is doing in the course?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Enrollment Guidelines for Reading Foundations Courses

For new SuccessMaker Enterprise programs, it is recommended that you use the following guidelines for enrolling students in the Reading Foundations courses. Although all strands courses have IPM, the enrollment level should be appropriate for the placement to work most effectively.

To enroll a student, use the grade equivalent at which the student is functioning (not necessarily the student’s grade in school). Consider not only the grade equivalent score from a standardized test, but also the readability of the material the student can handle. This level can be determined using multiple measures including standardized tests, informal reading inventories, benchmark tools, and other in-class assessments.

• To enroll a student whose grade equivalent level (current functioning level) in reading is between 0.0 and 5.6, use the table below and recommendations from your consultant to help you select the appropriate course and level.

• Enroll students whose grade equivalent level (current functioning level) is above 5.6 in the Reading Adventures course.

Existing SuccessMaker Enterprise implementations should enroll new students at the level shown on reports from the previous school year (unless advised otherwise by your Consultant).

Grade Equivalent Level

CourseCourse Level

Grade Equivalent Level

CourseCourse Level

0.0 RR 0.0 2.8 RW 3.5

0.2 RR 0.2 3.0 RW 3.8

0.4 RR 0.4 3.2 RW 4.0

0.6 RR 0.6 3.4 RW 4.3

0.8 RR 0.8 3.6 RW 4.5

0.8 IR 1.0 3.8 RW 4.8

1.0 IR 1.3 4.0 RW 5.0

1.2 IR 1.5 4.2 RW 5.3

1.4 IR 1.8 4.4 RW 5.5

1.6 IR 2.0 4.6 RW 5.8

1.8 IR 2.3 4.8 RW 6.0

2.0 IR 2.5 5.0 RW 6.3

2.2 RW 2.8 5.2 RW 6.5

2.4 RW 3.0 5.4 RW 6.5

2.6 RW 3.3 5.6 RW 6.5


Using the Reader’s Workshop Course Documentation

The course documentation, Reader’s Workshop Teacher’s Handbook, contains helpful information for implementing the course. Look at this from the Reader’s Workshop Teacher’s Handbook.

Interpretive Comprehension Strand

IC 20: Make Inference from detains in a short text.2.80 2.83 2.87 2.90 2.99

3.02 3.04 3.07 3.11 3.17 3.19 3.22 3.28 3.30 3.33 3.37 3.43

3.46 3.51 3.54 3.60 3.63 3.66 3.69 3.70 3.72 3.76 3.81 3.86

3.90 3.93 3.98

4.01 4.04 4.11 4.14 4.20 4.23 4.25 4.30 4.34 4.37 4.48 4.51

4.64 4.66 4.67 4.72 4.76 4.81 4.84 4.92

5.00 5.03 5.10 5.16 5.23 5.25 5.36 5.38 5.43 5.49 5.56 5.66

5.69 5.73 5.88 5.95 5.98

6.05 6.08 6.13 6.17 6.20 6.29 6.35 6.36 6.38 6.41 6.45 6.51

6.58 6.63 6.73 6.76

IC 21: Distinguish between fact and opinion.2.84 2.92 2.96

3.05 3.14 3.23 3.34 3.48 3.55 3.58 3.67 3.78 3.83 3.87 3.92

3.95

4.02 4.16 4.17 4.22 4.39 4.42 4.58 4.69 4.75 4.82 4.98

5.01 5.06 5.12 5.17 5.27 5.30 5.50 5.81 5.87

6.18 6.28 6.34 6.39 6.47 6.57 6.64


IC 22: Recognize logical conclusions.2.89 2.95

3.08 3.13 3.25 3.36 3.45 3.52 3.64 3.73 3.96

4.05 4.33 4.36 4.46 4.55 4.60 4.63 4.78

5.04 5.09 5.20 5.22 5.32 5.34 5.41 5.48 5.53 5.65 5.86 5.92

5.94

6.12 6.25 6.31 6.33 6.40 6.52 6.70 6.74

IC 23: Recognize cause-and-effect relationships.3.01 3.16 3.20 3.39 3.42 3.61

4.08 4.19 4.28 4.45 4.49 4.52 4.86 4.93

5.08 5.15 5.28

IC 24: Analyze characters based on their speech or actions.2.86 2.93

3.10 3.26 3.31 3.49 3.57 3.75 3.84

4.13 4.26 4.43 4.57 4.61 4.73 4.87

5.26 5.31 5.44 5.45 5.52 5.60 5.70 5.75 5.80 5.83 5.89 5.96

6.02 6.10 6.23 6.36 6.42 6.59 6.66 6.68 6.76

IC 25: Recognize effective descriptive language.3.89 3.99

4.10 4.31 4.40 4.54 4.70 4.83 4.85 4.88 4.94 4.97

5.07 5.14 5.72 5.82

6.09 6.46 6.56 6.65 6.76

IC 26: Recognize figurative language.4.95

5.21 5.37 5.42 5.47 5.51 5.55 5.58 5.62 5.64 5.76 5.84 5.91

5.97

6.06 6.11 6.21 6.24 6.30 6.49 6.60 6.61 6.69 6.72

IC 27: Determine author’s viewpoint, purpose, or tone.4.89 4.96

5.05 5.19 5.29 5.39 5.59 5.63 5.78 5.86

6.01 6.04 6.11 6.14 6.16 6.19 6.43 6.48 6.54 6.55 6.61 6.62

6.71 6.73 6.75

IC 28: Recognize analogies.4.90 4.99

5.11 5.18 5.33 5.40 5.54 5.61 5.67 5.74 5.77 5.85 5.90 5.93

5.99

6.00 6.07 6.15 6.22 6.27 6.32 6.37 6.44 6.50 6.53 6.67


Activity 17: Using the Reader’s Workshop Teacher’s Handbook

Using the sample partial page from the Reader’s Workshop Teacher’s Handbook, answer the following question.

1. Which strands in Reader’s Workshop are worksheets available for?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. How many worksheets are available for IC28: Recognize Analogies?

_____________________________________________________________________________________________________________________________

3. Using the information from the Reader’s Workshop Course Report on p. 192-234, would any worksheets from this section of the Teacher’s Handbook be able to assist Lisa? Explain.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

4. Identify exactly which worksheet(s) you might print in order to assist Lisa in her weak area identified in the Interpretive Comprehension strand.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

5. If we print one of these worksheets for Lisa and request that it provide 20 questions on the worksheet, can we assume that all 20 questions will be directly related to this targeted skill and that one particular level? Explain.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


SuccessMaker 203: Spelling Skills

Objectives


• Identify the purpose and appropriate usage of Spelling Skills

• Identify the structure and scope of Spelling Skills

• Explain course motion in Spelling Skills

• Identify the content area strands in Spelling Skills

• Identify the student resource icons available for student use in Spelling Skills

• Identify key information on the Spelling Skills Course Report

• Explore Spelling Skills Courseware Documentation

Copyright © Pearson Education, Inc Spelling Skills183

Spelling Skills

Overview

Course Code: SPS

Levels: 2.00–8.99

Summary: Develops spelling skills by combining practice, tutoring, and games; contains a 3,200-word master list divided among seven grade levels, each level containing 30 units

Structure: Strands

IPM Length: 5–10 sessions

Contents: Three strands• Quiz (QZ)• Word Study (WS)• Games (GA)

Features: Motivational gamesAudio supportVariety of word use contextsList of student’s most recent misspellings

Online

Documentation: Spelling Skills Teacher’s HandbookSpelling Skills Reports Guide


Course Structure

Course Scope

SpellingSkills

Quiz GamesWord Study

Activities


Getting to Know Spelling Skills

A session in Spelling Skills is a controlled series of three different activities: Quiz, Word Study, and Games. In each session (except during initial placement and pretest sessions), students work in all three activities. The sample screens below show a sample exercise from each activity.

Session Structure

The basic sequence of activities vary from session to session, depending on how long a student takes to complete each activity. The structure and sequence of a typical 10-minute lesson is as follows:

First 3.5 minutesIn initial placement or pretest and review, a Quiz is presented. Otherwise, a Word Study or Quiz activity is presented.

Next 75 secondsOne of the three Games is randomly selected and presented to the student.

Next 3.5 minutesIn initial placement or pretest and review, a Quiz is presented. Otherwise, a Word Study or Quiz activity is presented.

Last 75 seconds (approx.)The session ends with another one of the three Games, chosen at random.


Games

Three different Games make practice more fun—Spelling Bingo, PlankWalk, and Spelling Monster. Words for these activities are taken from a student’s current unit, from previous units for review, and from the student’s problem words list. Screens for the three games are shown below.

Student Resource Icons

Four online resources, accessed by clicking screen icons, help students understand and use the course and give them control over their own instruction.

Help Instructions Audio Repeat

Progress Report



Using the user name and password assigned by your consultant, take a session in Spelling Skills. During this session, click and explore each student resource.


After you complete the session, answer the following questions.

1. What is the function of the Instructions (hands-up) icon?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. What are some tips that you might share with your students about responding to questions during the Quiz activity?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. What happens if you misspell a word?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

4. What are some tips that you can share about the Games activity?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________



The Results Manager management system allows you to modify enrollment options to meet individual students’ needs. In the screens shown below, the Page 1 and Page 2 tabs show the enrollment options for Spelling Skills.



With the help of your consultant, define the following student enrollment options and note their default values in the table below.

Option Definition Default

Course Status

Session Length(minutes)

Level


Clear Problems List


Accept Alternate Spellings




The Course Report for Spelling Skills show a variety of data and information useful for assessing students’ progress. It is divided into three sections—Summary, Cumulative Performance in Activities, and Areas of Difficulty.

Look at each section of this sample Course Report for Patricia Tan.

Spelling Skills - Course Report

Tan, Patricia


Spelling Skills

Date Run: 03/07/01

Summary


ExercisesAttempted

ExercisesCorrect

PercentageCorrect

GainSinceIPM

CurrentCourseLevel

Cumulative

Last Session

Support Usage

HelpUsed

AudioRepeatUsed

Time-Outs TimeSpent

TimeSpent

Since IPM

TotalSessions

LastSession

Date

Cumulative

Last Session

1340 1135 4.60

19 12

0 59

2 13 0

85% 0.60

63%

03/07/01

9:43 7:54

0:11

Cumulative Performance in Activities

High Score AverageScore

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

*Games 0 0

Quiz 1113 924 83%

Word Study 227 211 93%

Areas of Difficulty

Correct Spelling Student's MostRecent Misspelling

CurrentUnit

Student's MostRecent Misspelling

CurrentUnit

mine (myne)whether (weathe)

woman (women)women (woman)

Santa Claus (Santa Clause)we're (were)

happening (happining)silent (silnt)

Correct Spelling

receive (recieved) Yceiling (celii) Y handkerchief (hankerchief) Y

Legend:


* Games scores should not be used for evaluation


Data not available or applicable--

Topped outTOP



Refer to the sample Course Report to answer the following questions for Patricia Tan.

1. How many sessions has Patricia completed? _____________________________


3. What was Patricia’s course level at the end of IPM? _____________________________


5. What does the report tell you about Patricia’s last session?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

6. How well do you think Patricia is doing in the course? What report information supports your conclusion?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

7. How might you use the information in the Areas of Difficulty section of the report to help Patricia improve her spelling skills?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Using the Spelling Skills Course Documentation

The Spelling Skills Teacher’s Handbook, found in the Course Documentation area of the HELP button, contains helpful information for implementing the course.


Activity 5: Using the Spelling Skills Teacher’s Handbook

Using the sample page from the Spelling Skills Teacher’s Handbook, answer the following questions.

1. When does a student type a word and press the Return (or Enter) key?

_____________________________________________________________________________________________________________________________

2. Which activity requires copying each word?

_____________________________________________________________________________________________________________________________

3. Which activity asks a student to guess the letters of the missing word?

_____________________________________________________________________________________________________________________________

4. When are the up and down arrows used?

_____________________________________________________________________________________________________________________________



SuccessMaker 204: First Adventures Bookshelf

Objectives


• Identify the purpose of First Adventures Bookshelf

• Identify the Course Structure of First Adventures Bookshelf

• Locate the titles of the books available in First Adventures Bookshelf

• Identify the unique features of First Adventures Bookshelf

• Identify the student resources and tools available for student use in First Adventures Bookshelf

• Explore student enrollment options for First Adventures Bookshelf

• Define recommended and appropriate usage and enrollment of First Adventures Bookshelf

• Identify key features of First Adventures Bookshelf Course Report

• Explore First Adventures Bookshelf Courseware Documentation

Copyright © Pearson Education, Inc. First Adventures Bookshelf197

First Adventures Bookshelf

Overview

Course Code: FAB

Levels: 1.00–2.00

Summary: Encourages reading, writing, listening, and speaking skills through interactive stories

Structure: Lessons

Contents: 22 lessons, each based on a book

• 16 lessons in English• 6 lessons in Spanish, adapted from the English lessons

Features: Bilingual glossaryTwo reading modes: Interactive and StorytellerPicture and text on-screen interactionPost-reading activitiesNotebook for integrating language arts

Online

Documentation: First Adventures Bookshelf Teacher’s HandbookFirst Adventures Bookshelf Activity GuideFirst Adventures Bookshelf Reports Guide


Course Structure

Lesson Structure

Each lesson contains an entire children’s book and a set of activities. The following diagram shows the order and components of each lesson.

22 lessons, each based on a book

First AdventuresBookshelf

A Homein a Tree

This Is the Breadthe Hen Baked

Peanut Butter and Jelly

Dad Saves the Day

The Storm Monster

A Tiger Cameto Dinner

Humphrey

Down by the Seashore

A Beautiful Feastfor a Big King Cat

BrontosaurusCame to Tea

NeighborhoodSoup

Don’t ThrowIt Away

Sneaker FactoryLong AgoChildren

The Corner Store

Rooster Tellsa Tale

Also in Spanish

Also in Spanish

Also in Spanish

Also in Spanish

Also in Spanish

Also in Spanish

BookPersonal Response Activity

Comprehension Activity

Creative Response Activity


Getting to Know First Adventures Bookshelf

When First Adventures Bookshelf is launched, an opening screen welcomes you to the course.

The bookshelves are then presented immediately.



Draw a line to match the icon with its function.

• Provides the meaning of any blue highlighted word from the story

• Highlights the next sentence or phrase to be read

• Displays the title of the lesson in progress and provides an option for the student to exit the course

• Repeats the audio that the student has just heard—a sentence, word, picture label, or instruction.

• Reads the story from beginning to end with sound effects and music.



Using the student user name and password provided by your consultant, take a session in First Adventures Bookshelf. As you take your session, follow the instructions listed in Parts 1, 2, and 3. Write your answers for each part in the space provided.

Part 1: Choosing a Book

1. Browse the book selections by clicking the right and left arrows at the bottom right of the screen.

2. Select The Storm Monster from the bookshelf. A window appears asking you to confirm your choice.

3. Click Read. The title page appears.

4. Click the right arrow to begin reading.


Part 2: Exploring a Book

Complete the following activities while exploring The Storm Monster..

1. Click the red button. What is its function?

_____________________________________________________________________________________________________________________________

2. What happens when you click the individual words?

_____________________________________________________________________________________________________________________________

3. What happens to the cursor when you roll it over the objects on the page?

_____________________________________________________________________________________________________________________________

4. Click several items in the illustration. What happens?

_____________________________________________________________________________________________________________________________

5. Finish reading the story.


Part 3: Exploring Post-Reading Activities

Three types of activities follow each book: Personal Response, Comprehension, and Creative Response.

Follow these steps to explore the exercises in The Storm Monster:

1. From the last page of the book, click the right arrow to access the exercises section.

2. Click Cancel when you are asked whether you want to reread the book. The exercises will then begin.

3. Follow the directions to complete the Personal Response activity.

4. Answer incorrectly the Comprehension activity about the story sequence. Note what happens when you answer this question incorrectly a second time.

5. Follow the directions to complete the Creative Response activity.

6. A congratulatory message will appear on your screen when you have completed all activities.

7. Click the File menu and choose Exit to end your session.



After you complete the session in First Adventures Bookshelf, answer the following questions.

1. How do you move forward and backward in the book?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. Which book features will be most helpful to your students? Why?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. What happens if you answer a Comprehension activity incorrectly?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

4. How can you have the text read to you?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Activity 4: Exploring the Student Resources

Using the same student user name and password, take another session in First Adventures Bookshelf. Choose The Storm Monster from the bookshelf and click the right arrow at the bottom of the screen to advance the story to page 2.

Part 1: Exploring the Notebook

The Notebook provides a way for students to respond to a story. Complete the activities below to explore the Notebook.

1. Click the spiral notebook icon at the bottom of the screen. The Notebook tools appear.

2. Click Type Notes (keyboard); then type three things that scare you.

3. From the File menu, choose Exit to close the Notebook.

4. A dialog box appears that asks you whether you want to save your work. Click Yes.

5. Click Quit to close the Notebook.

Part 2: Exploring the Remaining Resources

Click each of the remaining icons at the bottom of the screen. As you navigate from one resource to another, you’ll find the following information useful.

• To return from the Student Report (the paper with the checkmarks on it), click Continue

• To stop the Storyteller (the child reading a book), click the black square at the right of the control bar

• To return from the Glossary (open book), click Quit

• To end your session when you have finished, click the File menu and choose Exit, or click the Student Report and choose Exit



The Results Manager management system allows you to modify enrollment options for First Adventures Bookshelf to meet a student’s needs, abilities, and instructional experience. In the screens shown below, the Page 1 and Page 2 tabs show the individual enrollment options. The Lesson Sets tab enables you to select previously defined sets of lessons (grouped by theme or topic) and reorder them to meet a student’s instructional needs. For more information on how to assign lesson sets, see the Management System Documentation or the Results Manager Advanced module.





Flexible Session

Lesson Choice

Storyteller Icon

Recording Capability

Spanish System Audio



The Course Report for First Adventures Bookshelf shows a student’s overall activity in the course. It is divided into two sections—Summary and Performance in Recent Lessons. Look at each section of this sample Course Report for Lee Tran.

.

First Adventures Bookshelf - Course Report Tran, Lee

Session Length: 10 minutes --- Registration Date: 01/18/01

First Adventures Bookshelf

Date Run: 03/09/01

Summary

Usage

TimeSpent

TotalNotebook

Time

TotalSessions

LastSession

Date

Cumulative


2:47 0:07 9

Performance in Recent Lessons

Lesson Time Spent NotebookTime Spent

Sessions PersonalResponseActivities

Completed

ComprehensionActivities

Completed

CreativeResponseActivities

Completed

LessonCompleted

A Home in a Tree

Brontosaurus Came to Tea

Down by the Seashore

0:52

0:06

0:08

0:04

0:00

0:00

2

1

1

No

Yes

Yes

No

Yes

No

No

Yes

No

Yes

Yes

Yes



Activity 6: Interpreting key Information on a Course Report

Refer to the sample Course Report for Lee Tran to answer the following questions.

1. How many sessions has Lee taken?

_____________________________________________________________________________________________________________________________

2. For which lesson has Lee completed all the activities?

_____________________________________________________________________________________________________________________________

3. How much time has he spent in the course?

_____________________________________________________________________________________________________________________________


Using the First Adventures Bookshelf Course Documentation

The First Adventures Bookshelf Teacher’s Handbook contains helpful information about customizing the course. Look at this sample page that shows some of the predefined lesson sets available for First Adventures Bookshelf.

Preparing to Use First Adventures Bookshelf 17

Set 3: Spanish onlyEste es el pan que horneó la gallinita El monstruo de la tormenta Si un brontosaurio… La sopa del vecindario La tienda de la esquina El cuento del gallo

Set 4: BilingualThis Is the Bread the Hen Baked Este es el pan que horneó la gallinita The Storm Monster El monstruo de la tormenta Brontosaurus Came to Tea Si un brontosaurio… Neighborhood Soup La sopa del vecindario The Corner Store La tienda de la esquina Rooster Tells a Tale El cuento del gallo

Set 5: Theme: Animals, Animals, AnimalsA Beautiful Feast for a Big King CatA Home in a TreeThis Is the Bread the Hen BakedRooster Tells a Tale

Set 6: Theme: My Family, My Friends, and MePeanut Butter and JellyDad Saves the Day

Set 7: Theme: Natural WondersThe Storm MonsterDown by the Seashore

Set 8: Theme: Let’s PretendHumphreyA Tiger Came to DinnerBrontosaurus Came to Tea

Set 9: Theme: All TogetherNeighborhood SoupSneaker Factory

Set 10: Theme: Remember WhenLong Ago ChildrenThe Corner Store

Custom Lesson SetsIt may be that none of the predefined lesson sets meets your particular instructional needs. Through the management system, you can customize the course so that lessons presented to students reflect a particular theme or topic. You can assign defined sets of themes or topics to specific students and add lessons, delete lessons, or change the order of the lessons within a set.


Activity 7: Using the First Adventures Bookshelf Teacher’s Guide

First Adventures Bookshelf, in its default mode, offers a high degree of flexibility and choice to the student. If you want to limit the student’s choices to fit with your learning objectives, you might choose to assign specific lesson sets.

Using the sample page from the First Adventures Bookshelf Teacher’s Handbook, answer the following questions.

1. Lessons sets 1 and 2 (not shown on the sample page) are as follows: Set 1 is the set of all lessons and Set 2 is the set of English only lessons. Which sets from the list (sets 1–10) are most appropriate for your students? Why?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. According to the information on the sample page, can you create lesson sets for First Adventures Bookshelf to meet your instructional needs?

_____________________________________________________________________________________________________________________________


SuccessMaker 205: Discover English

Objectives


• Identify the purpose of Discover English

• Identify the Course Structure of Discover English

• Identify the unique features of Discover English

• Identify the tools available for student use in Discover English

• Explore student enrollment options for Discover English

• Identify key information on the Discover English Course Report

• Identify recommended and appropriate usage and enrollment of Discover English for a Pre-K/K student

• Identify recommended and appropriate usage and enrollment of Discover English for an ESL/ ELL/ Bilingual student

• Use Discover English Courseware Documentation

Copyright © Pearson Education, Inc. Discover English213

Discover English

Overview

Course Code: DE

Levels: 0–2 (can be used for students of English as a SecondLanguage who are between the ages of 5 and 10)

Summary: Promotes English-language proficiency through speaking,listening, reading, and writing. Includes classic literature,content-area reading experiences, and real-life languagedevelopment.

Structure: Combination

Contents: Six strands• Two core strands that provide a variety of listening and

read-along experiences• Listening and Speaking Experiences (LE)• Read-Along and Writing Experiences (RE)

• Four supplemental strands that focus on the acquisition of language skills• Letter and Phoneme Awareness (LP)• Listening Vocabulary (LV)• Reading Vocabulary (RV)• Patterns and Communicative Functions (PC)

Features: Meaning-based and whole language approachesMulticultural literature selections Storyteller with sound effects and highlighted text Audio instructions and Glossary Voice recording and playback for modeling speech Full Motion Video (optional CD available by request)

Online

Documentation: Discover English Getting Started Guide Discover English Reference Manual Discover English Activity Guide Level IDiscover English Activity Guide Level IIDiscover English Reports Guide


Course Structure

Core Strands

Listening and Speaking Experiences

Read-Alongand WritingExperiences

Patterns andCommunicative

Functions

ListeningVocabulary

ReadingVocabulary

Letter andPhoneme

Awareness

Discover English

Supplemental Strands


Lesson Objectives

Letters and Phonemes (LP) 125 items

Listening Vocabulary (LV) 400 words

Reading Vocabulary (RV) 160 words

Patterns and Communicative Functions (PC) 50 patterns

Listening Experiences Strand (LE) 25 Thematic Lessons

1. Recall and answer questions about detail in a listening passage.

2. Make inferences about the sequence of events in a listening passage.

3. Make casual and conditional inferences about the events in a listening passage.

4. Identify the elements and structural characteristics of a story or text.

5. Make inferences about a character's emotions.

6. Infer and predict outcomes of events presented in a passage.

7. Identify and answer questions about the theme, topic, or main idea of a listening passage.

8. Identify the meaning of vocabulary words presented in the context of a listening passage.

9. Identify rhyming words in the context of a poem, song or chant.

10. Practice pronunciation of words, phrases and sentences.

11. Identify the location of people or things.

12. Distinguish between real and make-believe.

13. Identify and count people, places, or things.

14. Express possession.

15. Describe people, places and things.

16. Describe what people are doing present: ongoing actions.

17. Describe what people are going to do: planned future actions.

18. Describe what people do: habitual actions or routines.

19. Describe what people did: past actions.

20. Make comparisons.

21. Make generalizations, groups categorize concepts and objects.

22. Read information in graph or table formats such as schedules, charts, or graphs.

23. Follow oral directions.

24. Use various instruments to measure objects.

25. Explore and create something new: pictures, melodies.

26. Express personal opinions.


Reading Experiences Strand (RE) 25 Thematic Lessons

1. Recall and answer questions about detail in a reading passage.

2. Make inferences about the sequence of events in a reading passage.

3. Make casual and conditional inferences about the events in a reading passage.

4. Identify elements and structural characteristics of a story or text.

5. Make inferences about a character's emotion.

6. Infer and predict outcomes of events presented in a passage.

7. Identify and answer questions about the theme, topic, or main idea of a reading passage.

8. Identify the meaning of vocabulary words presented in the context of a reading passage.

9. Recognize synonyms and antonyms.

10. Identify rhyming words in the context of a poem, chant or song.

11. Identify initial, medial, and final sounds of a word presented in context of a reading passage.

12. Practice reading aloud stories, poems, sentences, phrases, and words.

13. Learn and apply knowledge about context areas through different genres of text.

14. Express personal preferences and abilities.

15. Identify the location of people and things.

16. Distinguish between real and make-believe.

17. Identify and count people, animals and things.

18. Express possessions.

19. Describe people, places or things.

20. Describe what people are doing: present ongoing actions.

21. Describe what people are going to do: planned future actions.

22. Describe what people do: habitual actions or routines.

23. Describe what people did: past actions.

24. Make comparisons.

25. Read maps, graphs and charts.


Lesson Titles

* Indicates optional video

Listening and Speaking Experiences (LE) Read-Along and Writing Experiences (RE)

Level I Level I

Lesson 11. Nicky's School and Friends*

Lesson 12. Sandy and Mimi Make Friends*

Lesson 13. Bing's Family*

Lesson 14. At the Playground*

Lesson 15. Luis’s Birthday*

Lesson 16. Three Little Monkeys Jumping onthe Bed

Lesson 17. Sandy’s PuppetLesson 18. Christina Borrows a Book*

Lesson 19. We’re Going on a Lion HuntLesson 10. The Butterfly

Lesson 11. Words Everywhere*

Lesson 12. Hoa’s Home*

Lesson 13. Old MacDonald’s FarmLesson 14. Sandy Is Wearing Her Blue JeansLesson 15. Nicky’s Week*

Lesson 16. Bing Goes to the Doctor*

Lesson 17. “Rain” by Robert Louis StevensonLesson 18. Three Little Monkeys Jumping on

the BedLesson 19. Months of the YearLesson 10. We’re Going on a Lion Hunt

Level II Level II

Lesson 11. The Fine Musicians*

Lesson 12. Let’s Work Out*

Lesson 13. The Little MiceLesson 14. Mary Had a Little LambLesson 15. The Little TurtleLesson 16. Over in the MeadowLesson 17. Larry’s Adventure*

Lesson 18. Let’s Go Shopping!*

Lesson 19. Job’s in the Community*

Lesson 20. Healthy Habits*

Lesson 21. The Making of Stone Soup*

Lesson 22. Emergency! Dial 9-1-1* Lesson 23. On Top of the OceanLesson 24. Discovering Space*

Lesson 25. Don't Throw It Away*

Lesson 11. City Seen From A to ZLesson 12. Hey Diddle DiddleLesson 13. Every InsectLesson 14. Little Red HenLesson 15. Our TreeLesson 16. Lorenzo’s JourneyLesson 17. Over in the MeadowLesson 18. How a Plant GrowsLesson 19. The Little TurtleLesson 20. The Grateful StatuesLesson 21. Mary Had a Little LambLesson 22. You’ll Soon Grow Into Them, TitchLesson 23. The Little AntLesson 24. The Three Billy Goats GruffLesson 25. The Tortoise and the Hare


Getting to Know Discover English

When Discover English is launched, either an exercise from one of the four supplemental strands or a lesson from one of the two core strands is presented.

Shown below is a sample screen of an exercise from the supplemental strand, Reading Vocabulary, and the opening screen from the lesson “Rain” by Robert Louis Stevenson from the core strand, Read-Along and Writing Experiences.



Complete each sentence below by filling in the blank with one of the following words:

1. Students click the ____________________________________ icon to hear the last audio message repeated.

2. To end their session early, students click the ____________________________________ icon.

3. Students click the ____________________________________ icon to check a word meaning or to hear a word pronounced.

4. Students should use the ____________________________________ resource only when necessary. This resource completes an exercise for them and then counts the exercise as incorrect.

Help

Student Report

Audio Repeat

Audio Glossary



Using the student user name and password assigned by your consultant, take a session in Discover English. You will be completing exercises from the supplemental strands.



1. From which of the supplemental strands did you complete an exercise?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. How might these supplemental strands benefit students in language acquisition?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Activity 4: Using the Student Resource Icons and Exploring a Passage

Using the same student login information, take a session in the customized Discover English course designated by your consultant. This time you will explore the student resources as you complete the lesson “Rain” by Robert Louis Stevenson from the core strand, Read-Along and Writing Experiences.

As you take your session, complete the following three activities.

1. Click and explore the student resource icons at the left of the screen.

2. Record the types of skill exercises presented in the lesson.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

After reading the poem and completing some activities, you will be prompted to make an entry in your online Notebook. Type your response to the writing activity. Then, close your Notebook and save your work.



A student’s enrollment determines the mix and sequence of material in Discover English. The Results Manager management system allows you to modify enrollment options to meet individual students’ needs. In the screens shown below, the Page 1, Page 2, and Page 3 tabs display the enrollment options.






Letter and Phoneme Awareness

Lesson Number (Listening and Speaking Experiences)

Storyteller Mode (Listening and Speaking Experiences)

Lesson Pass Rate (Read-Along and Writing Experiences)

Notebook (Read-Along and Writing Experiences)

Recording Capability



The Course Report for Discover English shows a variety of data and information useful for monitoring students’ short-and long-term performance. Divided into four sections — Summary, Last Session Performance by Strand, Cumulative Performance by Strand, and Areas of Difficulty — this report summarizes and groups together information that you can use to identify a student’s strengths and weaknesses in specific skills.

Look at each section of this sample Course Report for Juan Garcia.

98**

Discover English - Course ReportGarcia, Juan


Date Run: 01/30/01

Discover English

Summary


ExercisesAttempted

ExercisesCorrect

PercentageCorrect

Cumulative

Last Session

Support Usage

HelpUsed

AudioRepeatUsed

Time-Outs TimeSpent

TotalSessions

LastSession

Date

Cumulative

Last Session

ReportCard

AudioGlossary

Used

92%

83%

677

19

1 4 2 1 0 7:02 21

0 0 0 0 0 01/26/01

736

23

0:21

Last Session Performance by Strand

Strand

TotalAttempted

TotalCorrect

PercentageCorrect

Performance

ItemsCompleted

RetentionIndex

Support

Time-Outs HelpUsed

TimeSpent

Usage

TOTAL

Listening and Speaking Experiences

Read-Along and Writing Experiences

Patterns and Communicative Functions

Letter and Phoneme Awareness

Listening Vocabulary

Reading Vocabulary

23 19 83% 0 0 0 0:21

23 19 83% 0 0 0 0:21


TOTAL

Strand

TotalAttempted

TotalCorrect

PercentageCorrect

ItemsCompleted

RetentionIndex

Percentageof Active

ItemsCovered

Percentage of

CompletedItems

Mastered

TimeSpent

HelpUsed

Time-Outs

Support Usage

RV

LV

LP

PC

RE

LE 89%47 3 12% 100% 0 0 1:07

91%

100%

96%

89%98%

157

25

110

274

61

4

5

40

9625

100

16%

10%

32%

24%16%

100%

100%

100%

98%100%

1

0

0

10

1

0

0

00

3:41

0:12

0:21

1:290:12

7:021299%18%17392%677

53

173

25

115

308

62

736

Performance


Lesson 7


Legend:


Discover English - Course ReportGarcia, Juan


Date Run: 01/30/01

Discover English

Areas of Difficulty

Item orLessonNumber

Strand Name Description

Item 46 Spatial Prepositions out.Listening VocabularyItem 56 Health: Body and Safety traffic light.Listening VocabularyLesson 2 Objectives:2,5,7,8; 62% total correct in 1st Presentation.Listening and Speaking ExperiencesLesson 5 Objectives:1,8; 81% total correct in 1st Presentation.Read-Along and Writing Experiences

Objectives:8,10; 70% total correct in 1st Presentation.Read-Along and Writing Experiences



Refer to the highlighted areas of the sample Course Report for Juan Garcia to answer the following questions.

1. How much time did Juan spend in his most recent session, and how well did he do?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. How much time he spent in Discover English in total?

_____________________________________________________________________________________________________________________________

3. In which strand is he performing best?

_____________________________________________________________________________________________________________________________

4. What percentage of the Letter and Phonemic Awareness (LP) strand has Juan covered and what percentage of these items were mastered?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

5. Which words in the Listening Vocabulary strand is Juan having difficulty recognizing?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

6. Objective 8, in both the LE and RE strands, deals with identifying the meaning of vocabulary words presented in the context of a passage. In how many different lessons is Juan having difficulty with this skill?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Using the Discover English Course Documentation

The course documentation, Discover English Getting Started and Discover English Reference Manual contains helpful information for implementing the course. Look at the partial sample pages from Discover English Getting Started.

Enrollment OptionsOnce you have outlined your students’ needs, abilities, and instructional experience, you are ready to select the enrollment option that is most suited to their needs. These options are shown on the following pages. Use Table 1 to make these decisions.

Table 1: Enrollment Options

Type Student Level Grade Level Enrollment

ESL

Prog

ram Preproduction

Kindergarten/Grade 1 DGrades 2–3 A

Early ProductionKindergarten/Grade 1 CGrades 2–3 B

Bili

ngua

lPr

ogra

m Before TransitioningKindergarten/Grade 1 DGrades 2–3 A

While TransitioningKindergarten/Grade 1 CGrades 2–3 A

Lang

uage

Dev

elop

men

t

Emerging Literacy

Prekindergarten/Kindergarten CGrade 1 AGrade 2 B

For older beginning ESL students:

Use the default enrollment option model (A), since your older ESL students will need the oral language practice found in the LE, LV, and PC strands. Encourage use of the multimedia Audio Glossary. You might want to increase the session length to 25–30 minutes for these older students.

Table 2 shows the enrollment option settings for each model. Model A represents the default values. To create model B, C, or D, use the italic entries in the table to make the changes you need.

For descriptions of the enrollment options, refer to the Reference Manual for Discover English. For information about modifying enrollment options, refer to the management system documentation.

More

Table 2: Enrollment Option Models

Enrollment Option A B C D

Session length (minutes) 20 25 15+ 15

Progression time (seconds) 30 30 30 30

Time-out time (seconds) 90 90 90 90

Presentation time (seconds) 90 90 90 90

Letter and Phoneme Awareness active inactive active inactive

Item number 1 1 1 1

Block size 5 5 5 5

Review schedule 2 2 2 2

Listening Vocabulary active inactive active active


Activity 7: Using the Discover English Getting Started Guide

Using the sample pages from Discover English Getting Started Guide, answer the following questions.

1. In the second partial sample page, italicized entries in the table indicate the enrollment option changes you would need to make for each model. If a first-grade Emerging Literacy student is using Discover English for language development, do any of the enrollment options need to be changed? If so, which one(s)?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. What is the recommended session length for a third-grade Early Production student in the ESL Program?

_____________________________________________________________________________________________________________________________

3. According to the enrollment recommendations, what type and level of student would not do exercises from the Listening Vocabulary (LV) strand?

_____________________________________________________________________________________________________________________________



SuccessMaker 206: ¡Vamos a Leer!

Objectives


• Identify the purpose of ¡Vamos a Leer!

• Identify the Course Structure of ¡Vamos a Leer!

• Differentiate between the Lesson Components of ¡Vamos a Leer!

• Explore and Identify the unique features of ¡Vamos a Leer!

• Identify the Student Resource Icons available for student use in ¡Vamos a Leer!

• Explore Student Enrollment Options

• Identify recommended and appropriate usage and enrollment of ¡Vamos a Leer!

• Identify the key information on Course Reports available for ¡Vamos a Leer!

• Explore ¡Vamos a Leer! Courseware Documentation

Copyright © Pearson Education, Inc. ¡Vamos a leer!231

¡Vamos a Leer!

Overview

Course Code: VAL

Levels: K–2

Summary: Supplementary literature-based reading course in Spanish thatbuilds and develops literacy skills in Spanish usingauthentic literature

Structure: Lessons

Contents: 18 books, 6 for each grade level

Features: Lesson JournalMicrophone recording and playbackSpanish character paletteBilingual glossaryStory Painter for writing and drawingSpanish text-to-speechTeacher Presentation capability

OnlineDocumentation: ¡Vamos a leer! Teacher’s Handbook (bilingual)

¡Vamos a leer! Classroom Activity Guide¡Vamos a leer! Reports GuideStory Painter Teacher’s Handbook


Course Structure

¡Vamos a leer!

Letter BoardLa pizarrade letras(Free Play)

BooksLos libros

Story PainterLa paleta

de palabras(Free Play)

StorytellerLeecuentos

CollaborativeWriting

En nuestraspalabras

AssignmentTu proyecto

IndividualWriting

En mis palabras

Reading ActivitiesActividadesde lectura

Letter BoardLa pizarrade letras

(Syllabic Activities)


de palabras(Writing Activities)

Interactive Reading

Exploracuentos


Lesson Titles

Spanish Title English Title

Kindergarten Level Kindergarten Level

• El murciélago Aurelio

• El monstruo de la tormenta

• En el desván

• Éste es el pan que horneó la gallinita

• ¿Quién vive debajo de mi cama?

• Un cuento de peces, más o menos

• Aurelio the Bat

• Storm Monster

• In the Attic

• This is the Bread the Hen Baked

• Who Lives Under My Bed?

• A More or Less Fish Story

First Grade Level First Grade Level

• El sapo distraído

• La sopa del vecindario

• Rosaura en bicicleta

• El gallo de bodas

• El cuento del gallo

• El viejo reloj

• The Absent-Minded Frog

• Neighborhood Soup

• Rosaura on a Bicycle

• The Bossy Gallito

• Rooster Tells a Tale

• The Old Clock

Second Grade Level Second Grade Level

• También los insectos son perfectos

• La tienda de la esquina

• Si un brontosaurio

• Nana Bunilda come pesadillas

• El cocuyo y la mora

• El hombrecillo de papel

• Insects Are Perfect Too

• The Corner Store

• Brontosaurus Came to Tea

• Nana Bunilda Eats Nightmares

• The Firefly and the Blackberry Bush

• The Newspaper Doll


Lesson Components

Storyteller

Reads the selected story with accompanying sound effects and animations

Interactive Reading

Allows students to read the selected story. Students can click words or phrases or hear pages read one at a time, look up words in the Glossary, click hot spots to read the names of objects, view animations, and hear sound effects.

Reading Activities

Allows students to respond to the book they have just read

• Comprehension activitiesProbes into students’ understanding of the story

• Personal Response activitiesEncourages students to establish a connection between the book and their personal experiences

• Creative Response activitiesEncourages students to express themselves in creative ways

Letter Board

Supplies syllabic activities related to the story

Story Painter

Provides writing and drawing assignments based on the story


Getting to Know ¡Vamos a leer!

The activities you receive while taking a session depend on the menu choices selected (Main menu, Lesson Components menu, Story Painter menu). When you log in to take a session in ¡Vamos a leer!, you will read the story, La sopa del vecindario (Neighborhood Soup), and complete activities from the following shaded areas.

After ¡Vamos a leer! is launched, an opening screen appears and the guides—Tika, an iguana, and Pecas, a jaguar cub—welcome you to the course.

¡Vamos a leer!

Letter BoardLa pizarrade letras(Free Play)

BooksLos libros


de palabras(Free Play)

StorytellerLeecuentos


En nuestraspalabras

AssignmentTu proyecto

IndividualWriting

En mis palabras

Reading ActivitiesActividadesde lectura

Letter BoardLa pizarrade letras

(Syllabic Activities)


de palabras(Writing Activities)

Interactive Reading

Exploracuentos


Next you go directly to the Main menu screen that shows the three components: Books menu, Letter Board, and Story Painter. (The Letter Board and Story Painter can be used in free play mode from this menu.)

When you select the Bookshelf icon from the Main menu, you get the Books menu showing the Kindergarten books.

Bookshelf iconBooks Menu

Painting iconStory Painter

Alphabet iconLetter Board


Once a book is chosen, you see the Lesson Components menu, allowing you to choose from one of the five lesson components.


Describe the function of each of the icons below.


Activity 2: Exploring ¡Vamos a leer!

Using the student user name and password provided by your consultant, take a session in ¡Vamos a leer!. As you take your session, follow the instructions listed in Parts 1, 2, 3, and 4.

Part 1: Exploring a Book

1. After the opening animation on the Main menu, click the Bookshelf icon. Click the traffic light in the lower right corner. The Books menu appears.

2. Click the orange arrow on the Kindergarten Books menu to view the first-grade book titles.

3. Click La sopa del vecindario on the First Grade Books menu. Click the traffic light.

4. On the Lesson Components menu, click the Interactive Reading icon. Click the traffic light to see the title page.

5. Click the right arrow at the bottom of the screen to advance the story to page 1.

6. Complete the following activities while exploring page 1.

• Click the large and small pots in front of the text to see their functions

• Click the gold star at the end of the text to see an animation

• Roll the cursor over the kitchen objects and click each object when the pointer changes to a hand. Note what happens

7. Complete the story.

8. On page 11, click the door icon in the lower left corner of the screen.

Interactive Reading iconEl icono Exploracuentos


Part 2: Exploring the Letter Board

1. Click the Letter Board icon on the Lesson Components screen. Click the traffic light.

2. A narrative introduction launches automatically. Click the arrow to begin the activity.

3. Follow the Spanish audio instructions to complete a syllabic activity. Move letters to complete a word. Click Hecho (Done) when you are finished.

4. Complete several syllabic exercises, clicking Hecho after each.

5. Explore the icons at the left of the screen.

• Note the difference in the functions of the pencil eraser icon and the larger eraser icon

• Note what happens when you click the spilled milk icon

6. Click the door icon.

Letter Board iconEl icono La pizarra de letras


Part 3: Exploring the Reading Activities

1. Click the Reading Activities icon on the Lessons Components screen. Click the traffic light.

2. Follow the instructions to answer the first question. Click Hecho when you are done.

3. Complete a few more exercises, clicking Hecho after each response.

4. Click the door icon.

Part 4: Exploring the Story Painter

1. Click the Story Painter icon on the Lesson Components screen. Click the traffic light.

Reading Activities iconEl icono Actividades de lectura

Story Painter iconEl icono la Paleta de palabras


2. Click the individual writing assignment icon, “En mis palabras.” Click the traffic light.

3. Listen to the instructions for the writing assignment. Click the paint can in the lower right corner of the screen. Story Painter opens with an assignment window.

4. Click the edge of the assignment window and move it so the window does not overlap the Text Area.

Paint Area

Text Area

Stamps

Assignment Window


5. Click in the Text Area. When the cursor appears, type your response to the writing prompt. Click the Spanish characters if you need to use them in the Text Area.

6. Complete the picture by clicking and dragging the Stamps to move them from the assignment window to the Paint Area.

7. Close your notebook by choosing Salir from the File Menu.

8. Click Sí to indicate that you have completed the assignment.

9. Click the Door icon. Note how the Lessons Component menu screen in ¡Vamos a leer! helps a student keep track of the components he or she has completed.

10. Click the Student Report icon. Click ¡Adios!.

11. Click Sí to end your session.

Spanish Characters



After you complete the session and with the help of your consultant, answer the following questions.

1. Which book features would be most helpful to your students? Why?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. How does the Letter Board develop sound-syllable associations?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. The Reading Activities evaluate the student’s understanding of the story. What reading skills were addressed in your session?

_____________________________________________________________________________________________________________________________

4. You used Letter Board and Story Painter with specific activities related to the story, La sopa del vecindario. How would a student access Letter Board and Story Painter if he or she wanted to use them in free play mode?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Activity 4: Exploring the Student Resources

Using the same student user name and password, take another session in ¡Vamos a leer! As you explore the student resources, do not click the Door icon or ¡Adios! on the Student Report unless directed to do so.

Follow these steps to explore the student resources.

1. From the Lesson Components screen, click the Interactive Reading icon. Click the traffic light.

2. Click the Student Report icon (notebook paper with a star on it) to view the Student Report. Click the Door icon to return to the previous page.

3. Click the smaller pot on the text page; then click the headphones.

4. Click a blue word in the text area; then click the magnifying glass on the book. Explore the glossary. When you are finished, click the Door icon.

5. Click the lesson Journal icon (open spiral notebook) to see its features. Click the square (or X) in the upper corner to close the notebook.

6. Click the Sound Recorder icon (Pecas—animal with the microphone). Click the microphone to begin recording. Click the radio to listen to what you recorded. Finally, click the Door icon to return to the previous page.

7. Click the Student Report icon (notebook paper with a star on it). Then click ¡Adios! to end your session.

8. Click Sí to confirm that you want to end the session.



Enrollment options for ¡Vamos a leer! allow you to modify and manage the course to meet your instructional objectives and your students’ learning needs. In the screens shown below, the Page 1 and Page 2 tabs show the 18 individual enrollment options. The Lesson Sets tab enables you to select previously defined sets of lessons (grouped by theme or topic) and reorder them to meet a student’s instructional needs. For more information on how to assign lesson sets, see the Management System documentation or the Results Manager Advanced Training module.




NOTE: Changing any one or more of the following enrollment options can cause a loss of history information:

• Storyteller

• Book Choice

• Component Choice

• Reading Activities (CO, PR, CR)

• Syllabic Activities (Syll)

• Individual Writing (SP)


Teacher Presentation

Book Choice

Component Choice

Collaborative Writing (Story Painter)

Story Painter Free Play


¡Vamos a leer! - Course Report

Garcia, Lynda


¡Vamos a leer!

Date Run: 05/24/01

Lessons Completed

Usage Achievement

Cumulative

Last Session

Time Spent Total Sessions Last Session Date

Summary

11

05/22/01

7:52

0:36

43

Enrollment Options

BookChoice

ComponentChoice

Storyteller ReadingActivities

SyllabicActivities


IndividualWriting

Glossary GlossaryEnglishToggle

LessonJournal

Recorder LetterBoard

Free Play

StoryPainter

Free Play

Yes No Yes Yes Yes No No No No No No Yes No

Performance by Lesson

Lesson

Syllabic ActivitiesCorrect

ComprehensionActivities Correct

CreativeResponse

ActivityCompleted

PersonalResponse

ActivityCompleted

Performance

First Try Second Try First Try Second Try

El murciélago Aurelio

El monstruo de la tormenta

En el desván

Éste es el pan que horneó la gallinita

¿Quién vive debajo de mi cama?

Un cuento de peces, más o menos

El sapo distraído

La sopa del vecindario

Rosaura en bicicleta

El gallo de bodas

El cuento del gallo

El viejo reloj

También los insectos son perfectos

La tienda de la esquina

Si un brontosaurio....

Nana Bunilda come pesadillas

El cocuyo y la mora

El hombrecillo de papel

TOTAL

YesYesYesNoNo

Yes

YesYesYes

Yes

YesYesYes

Yes

YesYesYesNoNo

Yes

YesYesYes

Yes

YesYesYes

Yes

21100

0

101

1

021

1

10000

0

000

0

101

1

LessonCompleted

Yes

Yes

YesYesYes

Yes

YesYesYes

Yes

NoNoYesYes

54420

4

143

3

444

4

10

0

1

00

0

0

0

000

0

0

11 4 46 2


The Course Report for ¡Vamos a leer! contains a variety of data and information useful for assessing students’ progress. It is divided into three sections—Summary, Enrollment Options, and Performance by Lesson.

Look at each section of this sample Course Report for Lynda Garcia.


¡Vamos a leer! - Course Report

Garcia, Lynda


¡Vamos a leer!

Date Run: 05/24/01

Lesson

TimeSpent

GlossaryUsed

LessonJournalUsed

InteractiveReading

Used

InteractiveReading Time

Spent

LastDate

Accessed

Un cuento de peces, más o menos

El sapo distraído

Rosaura en bicicleta

También los insectos son perfectos

StorytellerUsed

StoryPainter Time

Spent

Support Usage

StorytellerTimeSpent

TOTAL 06:22 00:00 02:00 00:48

El murciélago Aurelio 00:33 00:00 00:0700:06 10/27/00

El monstruo de la tormenta 00:30 00:00 00:0100:07 04/23/01

En el desván 00:16 00:00 00:0100:03 04/06/01

Éste es el pan que horneó la gallinita 00:19 00:00 00:0000:01 10/06/00

¿Quién vive debajo de mi cama? 00:06 00:00 00:0000:04 10/11/00

La spoa del vecindario 00:17 00:00 00:0000:07 02/09/01

El gallo de bodas 00:54 00:00 00:0800:12 04/23/01

El cuente del gallo 00:27 00:00 00:0900:08 01/16/01

El viejo reloj 00:36 00:00 00:1300:11 05/22/01

La tienda de la esquina 00:21 00:00 00:0000:10 02/06/01

Si un brontosaurio.... 00:36 00:00 00:0100:13 04/20/01

Nana Bunilda come pesadillas 00:22 00:00 00:0100:09 04/19/01

El cocuyo y la mora 00:37 00:00 00:0500:20 05/07/01

El hombrecillo de papel

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

44

1

4

1

16

4

2

2

1

2

1

5

1

2

2

26

3

2

1

0

0

1

5

2

3

1

3

1

2

2 00:28 00:00 00:0200:09 05/09/01




Refer to the sample Course Report for Lynda Garcia to answer the following questions.

1. How much total time has Lynda spent in ¡Vamos a leer!?

_____________________________________________________________________________________________________________________________

2. How many lessons has Lynda completed?

_____________________________________________________________________________________________________________________________

3. Lynda read the book, El cocuyo y la mora (The Firefly and the Blackberry Bush). Look at the data recorded for this book and answer the following questions.

• How many times has she accessed Interactive Reading?

_____________________________________________________________________________________________________________________________

• How much time has Lynda spent in the Interactive Reading component for this story?

_____________________________________________________________________________________________________________________________

• Has she spent more time in Interactive Reading or in Storyteller?

_____________________________________________________________________________________________________________________________

• Has Lynda shown greater success in the comprehension or syllabic activities?

_____________________________________________________________________________________________________________________________


Using the ¡Vamos a leer! Course Documentation

The ¡Vamos a leer! Teacher’s Handbook contains helpful information for implementing the course. The handbook describes four Instructional Models and tells you how to set the enrollment options for each model. Look at this sample page that describes the Reading and Syllabic Practice Model.

Activity 7: Using the ¡Vamos a leer! Teacher’s Handbook

Use the information from the sample page to answer the following questions.

1. What is the focus of the Reading and Syllabic Practice Model?

_____________________________________________________________________________________________________________________________

2. When you logged in to take a session in ¡Vamos a leer!, you chose the book, La sopa del vecindario. If you had been enrolled in the Reading and Syllabic Practice Model, could you have made this book choice? Why or why not?

_____________________________________________________________________________________________________________________________


English Translation of Words and Phrases used in ¡Vamos a leer!

English Translation of La sopa del vecindario (Neighborhood Soup)

Spanish English

Title

¡Vamos a leer! Let’s Read

la iguana Tika an iguana, Tika

el jaguar Pecas a jaguar, Pecas

Navigation Icons

Puerta Door

Informe de estudiante Student Report

Audífonos Headsets

Glosario Glossary

Semáforo Traffic Light

Other Icons

Mis Notas Lesson Journal

Grabadora Sound Recorder

Estrella Star

Hecho Done

Page English Translation

Cover page The Neighborhood SoupWritten by: JoAnne NelsonIllustrations by: Barbara KechnerAdapted by: Lisa de Avila

Page 1 First, you add the cold water.Aunt Maria brought the cold water,but Mr. Goya stirred the pot.

4 liters of cold water

Page 2 Second, you add the onion.Mr. Montoya brought the onion, Aunt Maria brought the cold water, but Mr. Goya stirred the pot.

1 cup of onions


Page 3 Third, you add the carrots.Ms. Longorias brought the carrots,Mr. Montoya brought the onion, Aunt Maria brought the cold water, but Mr. Goya stirred the pot.

1 cup of carrots

Page 4 Fourth, you add the celery.Captain Serapio brought the celery.Ms. Longorias brought the carrots,Mr. Montoya brought the onion, Aunt Maria brought the cold water, but Mr. Goya stirred the pot.

1 cup of celery

Page 5 Fifth, you add the barley.Little old man Estrada brought the barley.Captain Serapio brought the celery,Ms. Longorias brought the carrots,Mr. Montoya brought the onion, Aunt Maria brought the cold water, but Mr. Goya stirred the pot.

1/2 cup of barley

Page 6 Sixth, you add the ground beef.Ms. Aida brought the ground beef.Little old man Estrada brought the barley,Captain Serapio brought the celery,Ms. Longorias brought the carrots,Mr. Montoya brought the onion, Aunt Maria brought the cold water, but Mr. Goya stirred the pot.

2 cups of ground beef

Page 7 Seventh, you add the tomato.Ms. Kumate brought the tomato.Ms. Aida brought the ground beef,Little old man Estrada brought the barley,Captain Serapio brought the celery,Ms. Longorias brought the carrots,Mr. Montoya brought the onion, Aunt Maria brought the cold water, but Mr. Goya stirred the pot.

1/2 cup of tomato



Page 8 Eighth, you add the seasoning.Cousin Ramon brought the seasoning.Ms. Kumate brought the tomato,Ms. Aida brought the ground beef,Little old man Estrada brought the barley,Captain Serapio brought the celery,Ms. Longorias brought the carrots,Mr. Montoya brought the onion, Aunt Maria brought the cold water, but Mr. Goya stirred the pot.

1 teaspoon of seasoning

Page 9 Ninth, you add the salt.Mr. Peral brought the salt.Cousin Ramon brought the seasoning,Ms. Kumate brought the tomato,Ms. Aida brought the ground beef,Little old man Estrada brought the barley,Captain Serapio brought the celery,Ms. Longorias brought the carrots,Mr. Montoya brought the onion, Aunt Maria brought the cold water, but Mr. Goya stirred the pot.

1 teaspoon of salt

Page 10 Tenth, we sit and eat the neighborhood soup!



English Translation of Reading Activities in La sopa del vecindario

Screen Activity English Translation

Comprehension Some of the neighbors have gathered together to make another pot of soup. Here we have Ms. Longorias, Ms. Aida, Mr. Peral, and Mr. Capote. Mr. Capote is a new neighbor and he has brought a new ingredient for the soup.

These are the ingredients they brought to make the soup: Salt, ground beef, corn, carrots.

Place the ingredients on the plate of the person who brought the ingredient.

When you finish, click Done.

Personal Response

Welcome to the State Fair Soup Contest. The judge has just tried the neighborhood soup and said, “I am not sure why, but this soup does not taste very good. I wonder if there is something one of the neighbors can add that will make it taste better.” Captain Cerapio, Mr. Montoya, and Ms. Comate have listened to what the judge said. They have some ideas to improve the neighborhood soup.

Captain Cerapio said, “add more celery.” Mr. Montoya said, “add another onion.” Ms. Comate said, “needs more tomato.”

Help the neighbors win the contest for the best soup at the fair. Add what you think will make the soup taste better. Move the ingredients you want to add to the soup to the pot.

When Done has been clicked, “Now the soup is perfect. It is the winner of the State Fair.”


Creative Response

You are going on a picnic with a few of your neighbors. This is Ms. Moritas. What would you like her to bring: chips, popcorn, raisins? Move the food you would like Ms. Moritas to bring to the basket.

Ms. Moritas will bring ______.

Here is another neighbor, Mr. Mesas. What would you like him to bring: strawberries, cherries, raspberries? Move the food you would like Mr. Mesas to bring to the basket.

Mr. Mesas will bring ______.

Here is another neighbor, General Alvarado. What would you like him to bring: a smoked ham sandwich, a baked chicken sandwich, a fish sandwich? Move the food you would like General Alvarado to bring to the basket.

General Alvarado will bring ____.

Your neighbors have put together a plate with the foods you have placed in the basket. Enjoy the neighborhood picnic!

Screen Activity English Translation


SuccessMaker 207: Reading Adventures Primary

Objectives


• Identify the purpose of Reading Adventures Primary

• Identify the Unit Structure of Reading Adventures Primary

• Locate the skills covered in the Reading Adventures Primary lessons

• Identify the Student Resource Icons available in Reading Adventures Primary

• Explain the design of Reading Adventures Primary

• Explore the Lesson Components in Reading Adventures Primary

• Explore Student Enrollment Options in Reading Adventures Primary

• Identify recommended and appropriate usage and enrollment of Reading Adventures Primary

• Identify key information on the Course Report for Reading Adventures Primary

• Use Reading Adventures Primary Courseware Documentation

Copyright © Pearson Education, Inc. Reading Adventures Primary257

Reading Adventures Primary

Overview

Course Code: RAP

Levels: 1–2

Summary: Encourages reading, writing, listening, and speaking skills byusing authentic, interactive English-language children’s books;contains instruction and activities in comprehension, word study,phonics, and vocabulary skills and strategies.


IPM Length: Two lessons per unit until student scores better than 40% oncomprehension questions; backwards motion only

Contents: Eight thematic unitsThree strands• Choose a Book (32 lessonscomprehension)• Word Wonders (word study skills)• Find a Sound (phonics skills)

Features: Illustrated glossaryLesson journalMicrophone recording and playbackText-to-speech for audio feedbackStory Painter for drawing and writingTutorials for all skills. Full Motion Video (optional CD available by request)

OnlineDocumentation: Reading Adventures Primary Teacher’s Handbook

Reading Adventures Primary Reports GuideStory Painter Teacher’s Handbook


Unit Structure

Choose a Bookcomprehension

Word Wondersword study

Find a Soundphonics


Before I Readpre-reading activities

After I Readpost-reading activities

Story Questions

Unit Opener

Strand Selection Menu

Building Blocks

Read to Me

Story Words

Book Corner

Story Painter

In My Own Words

Read with MeI Can Read

interactive and independent reading Read by Myself


Lesson Titles and Skills

Choose a Book Word Wonders Find a Sound

Unit 1: Animals Everywhere (Grade Level 1.0–1.25) Strategy: Predicting

The Chick and the DucklingA Home in a TreeMiranda’s Day to DanceQuick as a Cricket

ContractionsInflected Endings

Short Vowels

Unit 2: My Family, My Friends and Me (Grade Level 1.25–1.5) Strategy: Empathizing

Dad Saves the DayDo Like KylaStone SoupWhose Mouse Are You?

Context CluesSynonyms/Antonyms

Blends (s, l, r)

Unit 3: Natural Wonders (Grade Level 1.5–1.75) Strategy: Visualizing

Don’t Throw It Away!Nature SpySee What You Can SeeThe Storm Monster

Plurals Spelling ChangeComparative Endings

Digraphs (sh, th, wh, ch, ng, nk)Soft c and g

Unit 4: Imagine That! (Grade Level 1.75–2.0) Strategy: Making Inferences

A Beautiful Feast for a Big King CatA Birthday Basket for TiaBrontosaurus Came to TeaMax Found Two Sticks

Spelling ChangeCompound Words

Long Vowels

Unit 5: Let’s Play (Grade Level 2.0–2.25) Strategy: Visualizing

Bein’ with You This WayHumphreyIn the AtticMidnight Snowman

Context cluesPast Tense Plurals

Long Vowels, Schwa

Unit 6: Families Everywhere (Grade Level 2.25–2.5) Strategy: Empathizing

Hello, Amigos!How My Family Lives in AmericaMama, Do You Love Me?The Relatives Came

Synonyms/AntonymsPossessivesContractions

Short vowelsl and r controlledvowels

Unit 7: Animal Tales (Grade Level 2.5–2.75) Strategy: Making Inferences

Baby RattlesnakeGregory, the Terrible EaterRooster Tells a TaleSilly Fred

PrefixesSuffixes

DipthongsDigraphs

Unit 8: Be Yourself (Grade Level 2.75–3.0) Strategy: Predicting

The Adventures of Connie and DiegoChina’s Bravest GirlClean Your Room, Harvey Moon!Tumble Tower

Compound WordsMultiple MeaningsFigurative Language

Silent letters (consonants)


Choose A Book Lesson Structure

Listed below are the kinds of course activities available in each phase of the Choose A Book (comprehension) strand.

Before I Read

Story Words: Targets vocabulary words important to the understanding of the book

Building Blocks: Builds students’ background knowledge and establishes cross-curricular connections

Read to Me: Demonstrates fluent reading and develops listening comprehension through dramatic reading of the entire book with text highlighting

I Can Read

Read with Me: Provides student-activated reading of the text on each page

Read by Myself: Promotes independent reading without paragraph or line-by-line reading of text. Student can hear individual words by clicking on them.

After I Read

In My Own Words: Provides opportunity to retell or analyze aspects of the story (grade 1) or to respond creatively to a story-related prompt (grade 2)

Book Corner: Encourages students to read other books related to the one in the lesson

Story Painter: Offers two or three writing and drawing assignments

Story Questions

Evaluates reading skills and concepts in the context of the book


Getting to Know Reading Adventures Primary

The activities included in a session depend on the options set at the time of enrollment. You have been enrolled with Component Choice, a convenient way to sample the content of the course. After you launch Reading Adventures Primary, you will see the opening screen.

Next you go directly to the Unit theme screen.


Activity 1: Identifying Student Resource Icons

With the help of your consultant, record the function of the icons in the space below.


Exploring Lesson Components

You have been enrolled with Component Choice. Log in for another session in Reading Adventures Primary to read the story, Dad Saves the Day, and see an activity from each of the four components of the Choose A Book strand.

Before I Read (Story Words)

This activity develops the vocabulary needed for understanding the story. You can view the definitions of words and see them used in sentences. Following this is a fill-in-the-blank activity.

I Can Read (Read with Me)

Read the story about a dad who umpires his son’s baseball game using student-activated audio reading.

After I Read (Book Corner)

Hear about other books related to the story you just read. Copy the information into your notebook so that you can look for those books in the library.

Story Questions

Evaluate reading skills and concepts in the context of the book. Answer a series of questions related to comprehension, word study, and phonics. Note the type of skills addressed.

Word Wondersword study

Find a Soundphonics


Before I Readpre-reading activities

After I Readpost-reading activities

Story Questions

Unit Opener

Strand Selection Menu

Building Blocks

Read to Me

Story Words

Book Corner

Story Painter

In My Own Words

Read with MeI Can Read

interactive and independent reading Read by Myself

Choose a Bookcomprehension


Activity 2: Exploring the Choose a Book Strand

Using the student user name and password provided by your consultant, take a session in Reading Adventures Primary. As you explore the course, follow the instructions listed in Parts 1 through 4.

Part 1: Exploring Before I Read (Story Words)

To reach the Story Word Activity, follow these directions:

1. Click “My Family, My Friends, and Me” on the Unit Theme screen. Click Go.

2. Click No at the unit opener prompt.

3. The Strand Selection menu appears, presenting three options: Choose a Book, Word Wonders, and Find a Sound. Click Choose a Book. Click Go.

4. Click Dad Saves the Day. Listen to the introduction, and then click Go.

Choosea Book

Find a Sound

Word Wonders


5. On the Before I Read menu, click the chalkboard (Story Words). Click Go.

6. Click the word “cook” to see its meaning. Click the red audio button to hear the definition of the word and the sentence read. Click Next.

7. Follow the audio instructions to complete one fill-in-the-blank exercise. When the second exercise appears, click Return to go back to the Before I Read menu.

Part 2: Exploring I Can Read (Read with Me)

1. On the Before I Read menu, click the skateboard on the top right-hand corner of your screen. Click Go.

2. On the I Can Read menu, click Read with Me. Click Go.

Story Words

Read to Me

Building Blocks

Read with Me

Read by Myself


3. You are at the first screen of the book. Open the notebook and make a prediction by typing in the blank area. Close the notebook by clicking the square (or X) in the upper corner.

4. After you close the notebook, a Strategy Lesson appears. Click the light bulb to activate the lesson on empathizing. Then go to the first page of the book.

5. Click the red ball before the text to hear the text read.

6. Click a few individual words in black text to hear them read.

7. To hear and see picture labels, move the cursor over the illustration. Click when you see the cursor turn into a hand.

8. Click the Pig icon at the bottom of the screen to view the Word Bank. To add a new word, click the keyboard and type the name of one of the items you found in the illustration. Click OK. Click the small square in the upper corner to close the Word Bank.


9. Click the blue word to get more information. Follow the oral prompt.

10. Click the yellow arrow at the bottom of the screen to continue reading to page 5.

11. On page 5, you will be prompted to click the light bulb to activate the reading strategy prompt. Write a brief entry in the notebook, and then close it.

12. On page 6, click the star to activate the animation feature.

13. Read the text in the rest of the book without clicking audio support or other features. This ensures that you can see the rest of the activities in the time allotted.

14. On page 13, click Next to move to the evaluation activities. You will first respond to a writing prompt in which you evaluate your prediction. Then you will indicate how well you liked the book. Finally you will tell more about the book. After you close the second notebook, you return to the I Can Read screen.

15. Click the skateboard on the right side of the screen to move to After I Read.


Part 3: Exploring After I Read (Book Corner)

1. On the After I Read screen, click Book Corner to see other books related to the one you have just read.

2. Click a book title to hear more about it.

3. Click Yes to copy the information into your notebook. Then click Return to go back to the After I Read screen.

4. Click the skateboard on the right side of your screen to move on to the Story Questions.

In My Own Words

Story Painter

Book Corner


Part 4: Exploring Story Questions

1. Click Story Questions.

2. Follow the instructions to answer the comprehension and reading skills questions.

3. After you answer all the questions on page 1, click the yellow arrow to go on to other pages.

4. Click Bye when your session time expires.




1. In the Before I Read activity, you completed some vocabulary exercises. How would this help a student in reading and understanding the story?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. Before you began reading the selection, you made a prediction. Why is predicting an essential critical-thinking skill?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. How does Book Corner encourage independent reading?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

4. What reading skills were addressed in the Story Questions?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________



Enrollment options for Reading Adventures Primary allow you to adapt and manage the course to accommodate your instructional setting and your students’ needs. The four page tabs shown below, present the 32 enrollment options of Reading Adventures Primary.





IPM

Component Choice

Starting Level [Choose a Book (comprehen-sion)]

Stopping Level

Unit Opener



The Course Report for Reading Adventures Primary shows a variety of data and information useful for monitoring students’ progress. The Course Report is divided into five sections—Summary, Cumulative Performance by Strand, Recent Performance by Strand (Choose a Book, Find a Sound, and Word Wonders), Performance on Evaluated Objectives for Choose a Book, and Areas of Difficulty (Find a Sound and Word Wonders).

Look at each section of this sample Course Report for Marty Frazier.

Reading Adventures Primary - Course Report

Frazier, Marty

Starting Level: 1.00 --- IPM Level: 1.00 --- Stop Level: 3.00 --- Session Length: 20 minutes --- Registration Date: 01/03/01

Date Run: 05/25/01


Summary

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

LessonsCompleted

CurrentCourseLevel


Cumulative

Last Session

Support Usage

Time-Outs

WordBankUsed

GlossaryUsed

Micro-phoneUsed

Note-bookUsed

StoryPainterUsed

TimeSpent

TotalSessions

Last SessionDate

Cumulative

Recent

Last Session

315 264 84% 8 1.50

1 3 23 40 35 0 11:35 48

0 1 2 19 17 0

0:01 05/14/01


StrandLevel

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

Choose a Book

Comprehension

Vocabulary

Phonics

Word Study

Find a Sound

Word Wonders

StrandLevel

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

1.50

126 111 88%

69 67 97%

31 23 74%41 32 78%

1.50

1.41

35

13

21

10

60%

77%

267 233 87%


Choose a Book (Comprehension) (last 4 lessons)

ExercisesAttempted

PerformanceLesson

Comprehension

ExercisesAttempted

ExercisesAttempted

ExercisesAttempted

PercentageCorrect

Total Across ObjectivesVocabulary Phonics Word Study

PercentageCorrect

PercentageCorrect

PercentageCorrect

PercentageCorrect

Recent 68

18

20

14

16 94%

100%

100%

94%

97%

8

10

8

8

34

100%

100%

100%

88%

97%

2

5

3

2

12

50%

100%

100%

100%

92%

5

2

5

8

20

100%

50%

100%

88%

90%

94%

97%

100%

91%34

30

37

33

134 96%

ExercisesAttempted

Do Like Kyla

Dad Saves the Day

Stone Soup

Whose Mouse Are You?

Page 1 of 3



Frazier, Marty


Date Run: 05/25/01


Lesson Support Usage

Unit Time-Outs StrategyPrompts

Used

''Blue''WordsUsed

SavedFiles

LessonCompleted

TimeSpent

Find a Sound (Phonics) (last 4 units) Word Wonders (Word Study) (last 4 units)

Unit Acquisition Objectives Review Objectives Acquisition Objectives Review Objectives

PercentagePassed

PercentagePassed

PercentagePassed

PercentagePassed

Recent n/a

2

2

2

2

0

0

0

0

0

4 of 11

1 of 2

1 of 3

1 of 3

1 of 3

1 of 47

0 of 11

0 of 8

0 of 14

1 of 14

Y

Y

Y

Y

Y

4

Y

Y

Y

Y

4:06

0:59

1:02

1:00

1:07

Unit 1

Unit 2

Cumul

5

3

8

80%

100%

88% 43%

100%

0%

7

3

4

4

2

2

100%

100%

100%

2

0

2

100%

0%

100%

ObjectivesAttempted

ObjectivesAttempted

ObjectivesAttempted

ObjectivesAttempted

Do Like Kyla

Dad Saves the Day

Stone Soup

Whose Mouse Are You?

Performance on Evaluated Objective for Choose a Book (Book Comprehension)

Recent Cumulative

Objective TutorialTo Be

Presented

TutorialsCompleted

Sequence

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

TutorialsCompleted

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

Cause and effect

Fantasy vs. realism

Main idea

Picture details

Main idea and details

Predicting

Drawing conclusions

Characterization

Comparisons

Literal understanding

Inferences

Poetic elements

TOTAL

0 68 66 97% 0 126 111 88%

0 6 5 83% 0 15 12 80%

0 3 3 100% 0 9 8 89%

n/a 0 0 0% n/a 5 2 40%

0 8 8 100% 0 14 13 93%

n/a 6 5 83% n/a 14 11 79%

0 0 0 0% 0 0 0 0%

0 0 0 0% 0 0 0 0%

0 1 1 100% 0 6 6 100%

n/a 29 29 100% n/a 41 39 95%

0 3 3 100% 0 7 6 86%

04 4 100% 0 4 4 100%01 1 100% 0 1 1 100%

0 7 7 100% 0 10 9 90%

Page 2 of 3



Frazier, Marty


Date Run: 05/25/01


Areas of Difficulty

Find a Sound Strand

Word Wonders Strand

Skill Description StatusActivitiesAttempted

ActivitiesCorrect

PercentagePassed

TutorialsTaken

Skill Description StatusActivitiesAttempted

ActivitiesCorrect

PercentagePassed

TutorialsTaken

Short u

Short o

Short i

Short eShort a

6

7

4

36

3

4

0

23

50%

57%

0%

67%50%

NPR

NPR

NP

NPRNPR

1

0

2

01

Legend:

IPM

NP

NPR

DP

n/a


Not Passed

Not Passed in Review

Delayed Presentation


Data not available or applicable

Page 3 of 3



Refer to the sample Course Report for Marty Frazier to answer the following questions.

1. Compare Marty’s starting level with his IPM level. What does this information tell you?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. What is his cumulative percentage of correct answers in the course?

_____________________________________________________________________________________________________________________________

3. What is Marty’s current course level?

_____________________________________________________________________________________________________________________________

4. On average, how much time has Marty spent on each of the last four books?

_____________________________________________________________________________________________________________________________

5. Name the last four books he has completed.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

6. What is Marty’s cumulative percentage correct in Word Study?

_____________________________________________________________________________________________________________________________

7. Compare Marty’s overall Recent Percentage Correct and his Cumulative Percentage Correct. Is his performance improving, maintaining, or declining? Explain.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

8. Which phonics skills were not passed?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Using the Reading Adventures Primary Course Documentation

The course documentation, Reading Adventures Primary Teacher’s Handbook, contains helpful information for implementing the course. Look at these sample pages from Reading Adventures Primary Teacher’s Handbook.

102 Reading Adventures Primary Teacher’s Handbook

Dad Saves the DayUnit theme My Family, My Friends, and Me

Book Dad Saves the Day

Author Ben Farrell

Illustrator Paulette Bogan

Genre Fiction

Summary A father umpires his son’s baseball game.

Reading strategy Empathizing

Blue words in the I Can Read activities

This table lists the blue words in the I Can Read activities of this lesson. The type of support given for each word is indicated with a bullet point.

Lesson Word

Glossary Word

StoryWord

Challenge Word

Decodable Word

cook • •dark • •jumped •look •need • •play • •scored • •sister • •

Unit 2


Book Comprehension Strand 103

Lesson Part Content or Description

Building Blocks Activate Prior KnowledgeIn Dad Saves the Day, the boy’s father helps out in a baseball game. How has someone in your family helped you play a game?

Cross-curricular ties: physical education, sports

Build Background1. Baseball Team: The student clicks members of a baseball team to find out what they do.

2. Play Ball: A video shows a baseball game being played.

3. Baseball Equipment: The student clicks pieces of baseball equipment to find out how they are used.

4. Families: The student clicks family groups to find out what they are doing together.

In My Own Words The student retells the story as a slide show using pictures from the book.

Four exercises on drawing conclusions are included in this activity.

Book Corner • One Hundred Is a Family. By Pam Muñoz Ryan. Illustrated by Benrei Huang.

• My Dad the Magnificent. Written by Kristy Parker. Illustrated by Lillian Hoban.

• Ronald Morgan Goes to Bat. Written by Patricia Reilly Giff. Illustrated by Susanna Natti.

• My Mom Travels a Lot. Written by Caroline Feller Bauer. Illustrated by Nancy Winslow Parker.

Story Painter Reading ConnectionWrite a story about a time when you had fun playing a game. Draw a picture to go with your story.

Writing with a FriendWork with a friend to draw and write about a game you both like.

Story Questions ComprehensionCause and effectSequence Picture detailsLiteral understanding

Word StudyInflected endings (-ed)Synonyms/antonymsCompound words

Phonics-l, -r blends (pl)s- blends (initial st, sc)


Activity 6: Using the Reading Adventures Primary Teacher’s Handbook

Use the sample pages from Reading Adventures Primary Teacher’s Handbook to answer the following questions.

1. What blue words are presented as decodable words in Dad Saves the Day?

_____________________________________________________________________________________________________________________________

2. What type of information does the student receive in Build Background? (See Building Blocks.)

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. What type of skill exercise is presented in the In My Own Words segment of this selection?

_____________________________________________________________________________________________________________________________

4. Which Word Study skills are addressed in Story Questions?

_____________________________________________________________________________________________________________________________


SuccessMaker 208: Reading Adventures

Objectives


• Identify the purpose of Reading Adventures

• Explain the Course Structure of Reading Adventures

• Identify the Lesson Components of Reading Adventures

• Locate Lesson Titles available in Reading Adventures

• Identify the unique features of Reading Adventures

• Identify the Student Resource Icons available for student use in Reading Adventures

• Identify A Closer Look skills in Reading Adventures

• Understand Instructional Models in Reading Adventures

• Identify recommended and appropriate usage and enrollment of Reading Adventures

• Explore Student Enrollment Options for Reading Adventures

• Identify the key information on Reading Adventures Course Reports

• Use Reading Adventures Courseware Documentation

Copyright © Pearson Education, Inc. Reading Adventures281

Reading Adventures

Overview

Course Code: RA

Levels: 3 – 6

Summary: Builds reading strategies and skills in the context of authentic,multicultural literature; provides activities that promote learning,build comprehension skills, and foster enjoyment of reading


IPM Length: First four lessons in the Preset Model

Contents: 100 literature lessons (Enhanced Passages) and the followingactivities• Words to Know• Learn a Strategy• Build Background• Make a Prediction or Set a Purpose• What I Think• Reading Response• A Closer Look• Portfolio Writing• Library Bookshelf

Features: Literature from many culturesA variety of media Online Spanish-language support Professional Storyteller readings Video to build students’ background (optional CD available by request)Online tools to organize writing

OnlineDocumentation: Reading AdventuresGetting Started Guide

Reading Adventures Teacher’s Activity BookReading Adventures Reference ManualReading Adventures Reports Guide


Course Structure

Before ReadingActivities

Reading PassageActivities

After ReadingActivities

SupplementalActivities

ReadingAdventures

Predict/Purpose

Enhanced Passage

What I Think

Reading Response

A Closer Look

Portfolio Writing

Library Bookshelf

Skill Builder

Word Builder

Build Background

Learn a Strategy

Words to Know


Lesson Components

Listed below are the kinds of course activities available in each phase of instruction.

Before Reading

Words to Know: Exercises for each identified vocabulary word in the lesson

Learn a Strategy: A “think-aloud” model of a key reading strategy

Build Background: Two background activities

Make a Prediction or Set a Purpose: Either a prediction-making or purpose-setting activity, depending on the reading passage

The Reading Passage (Enhanced Passage)

The reading passage is enhanced with audio/musical introduction, “hot” vocabulary words, strategy prompts, and footnotes.

Literature Lesson: 25 lessons per grade

Poetry Lesson: 2 lessons per grade

After Reading

What I Think: A quick postcard activity in which students can check boxes to tell what they think of the reading passage

Reading Response: A Notebook writing activity in which students evaluate what they read

A Closer Look: All the evaluated skill and vocabulary exercises for the lesson

Portfolio Writing: Two to four writing activities, depending on the enrollment options

Library Bookshelf: Short synopses of and publication information for four other books on the same theme, by the same author, or on a topic similar to that of the reading selection in the lesson

Support Activities

Lessons may be accompanied by exercises and instruction from independent Skill Builder or Word Builder sets. These either precede the lesson or follow the lesson, depending on the instructional model and the student’s performance.

Skill Builder: An independent set of exercises and focused instruction on every skill taught in the course

Word Builder: An independent set of exercises for every vocabulary word taught in the course


Lesson Titles

Level 3.0 Level 3.5 Level 4.0

Amazing GraceThe April FoolersArmien the HeroFamily Pictures**How Fox Outsmarted the FirefliesMing Lo Moves the MountainMy Friend LeslieThe Paper CraneThe Puffins Are Back!Rosa ParksUncle Nacho’s Hat**White Bear, Ice Bear

Earning a New NameThe Earth Is Moving, TooFor the PresentGeorgia MusicA Gift for Tía RosaHow Much Does Air Weigh?Josesito the Goat*Liquid FireThe Lunch BusinessMaking a New Home in AmericaMufaro’s Beautiful DaughtersSea SwanThunder Cake*

AbuelitaThe Corn in the Rock*Fire and SilkA Flower GrowsThe HotshotJustin and GrandpaLon Po PoA Manatee’s Close CallPelican RescueThe PresentThe Star MaidenTom Sawyer, PirateThe Tree House

Level 4.5 Level 5.0 Level 5.5

A Baby Lamb Is BornBear WatchComing to AmericaThe Crane WifeDiving for TreasureThe Invisible Hunters**Lindy and the Forest Giant*Rechenka’s EggsSidewalk SurfingSor Juana Inés de la Cruz**The Witching HourThe Write Stuff

Brother to the WindA Difficult DecisionThe Disappearing ManThe Final MomentsA Good ChanceThe Jackal’s Lawsuit*KwanzaaMagic Dogs of the Volcanoes**Nellie BlyNew to AmericaRace for Olympic GoldThe SecretWho Is Who-Lio?

BelongingA Day to RememberFine Animal GorillaThe Gift*Land of the AncientsMoment of TriumphNavajo Ceremonies

and Sand PaintingsA New SpringThe TakingTrue PioneersUnder the PoleVilma Martinez**

Level 6.0 Level 6.5

Against a Deadly EnemyAlesiaArion and the DolphinA Box of NothingThe Brave Little Bowman*The Buffalo Nickel Blues BandClimb of CourageThe InterviewThe Key WordThe Legend of the Bear and the ButteSpaceship EarthThe Terrible LeakTurning Fifteen

ArrivalThe Brightest Star of AllEsteban and the MarionettesFaith RinggoldThe Foolish Man and the

King’s Minister*The High Elk TreasureA Home in TexasIf Your Name Begins with D . . .Integrating the University of MarylandRoseThe Search for the God-KingTrouble on a Dive

** Storyteller feature

** Spanish feature


Getting to Know Reading Adventures

The activities that the student receives while taking a session depend on the instructional model selected for his or her enrollment. In this training, when you take a session in Reading Adventures, you will read the story, Uncle Nacho’s Hat. Based on the model selected by your consultant, you will complete three activities: Build Background, the Reading Passage, and Portfolio Writing.

Build Background

This lesson part has a variety of interactive activities through which you will access prior knowledge and build background concepts before you read Uncle Nacho’s Hat. In a notebook you will write about something you have that is old, but that you love, and you will tell why you love it. Then you will learn background information about folktales and the country of Nicaragua.

Reading Passage

How much trouble can a hat cause? You will find out when you read Uncle Nacho’s Hat, a funny Nicaraguan folktale about Uncle Nacho and his useless, old hat.

Portfolio Writing

You will use your online Notebook to respond to three writing prompts.

Before ReadingActivities

Reading PassageActivities

After ReadingActivities

SupplementalActivities

ReadingAdventures

Predict/Purpose

Enhanced Passage

What I Think

Reading Response

A Closer Look

Portfolio Writing

Library Bookshelf

Skill Builder

Word Builder

Build Background

Learn a Strategy

Words to Know


Launching the Course

When Reading Adventures is launched, this opening screen appears.

When you click the doors, you go directly to the Build Background activities for Uncle Nacho’s Hat.



Match each student resource icon with its description.

a. Repeats an audio message.

b. Allows one of the six Spanish-language stories to be read in Spanish

c. Shows how a student is performing in the session and lesson.

d. Allows a student to reread all or part of a story.

e. Allows a student to access the online notebooks.

f. Completes an exercise for a student.



Using the student user name and password provided by your consultant, take a session in Reading Adventures. As you take your session, follow the instructions listed below for Parts 1, 2, and 3. Write your answers in the space provided.

Part 1: Exploring Build Background (Before Reading Activity)

1. Complete the writing activity by clicking the Open button and entering some text. To close the notebook, click the box at the top right-hand corner of the notebook.

2. Click Next to continue with the Build Background activities.

3. Click the word Folktales. Write one fact about folktales.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

4. Click Return.

5. Click the word Nicaragua. Where do many of the people in Nicaragua live?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

6. Click Return.

7. After you finish the Build Background activities, click Next and follow the instructions to begin reading Uncle Nacho’s Hat.


Part 2: Exploring the Reading Passage

Explore some features of Reading Adventures as you read Uncle Nacho’s Hat.

1. On page 2, click the asterisk. What information does the asterisk give?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. Click Return to continue reading.

3. On page 4, click the light bulb in the left margin of the text. What reading skill is addressed in the writing activity?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

4. Click Return to go back to the reading passage.

NOTE: If you chose to open your notebook to record a response, close the notebook as you did in step 1 of Part 1 to return to the reading passage.

5. On page 8, move your cursor to the word “appreciate.” When the word turns blue, click it for further information. Click Yes to see a definition. Exit the glossary by clicking the box in the upper left-hand corner.

6. Continue reading each page of the passage until you reach the last page of the story.

7. When you finish reading the story, click Next to continue to the After Reading activity, Portfolio Writing.


Part 3: Exploring Portfolio Writing (After Reading Activity)

1. Open each writing activity to see the writing prompt.

2. Choose one of the writing activities and write a few sentences in your notebook.

3. From the File menu, select Save.

4. Name and save your file.

5. Close your notebook by clicking the box in the upper right-hand corner. You return to the screen with the writing prompt.

6. Click Return to go back to the screen with the writing choices.

7. Click Next. You will see a Student Report indicating one lesson completed.

8. Hold down the CTRL Key and tap the letter Z to end the session.



After you complete the session in Reading Adventures, answer questions 1–5.

1. How might students benefit from the Build Background activities?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. What is the purpose of the light bulb in the margin of the reading passage?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. What type of information does the asterisk in the reading passage provide?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

4. How can you tell which words in the reading passage are “hot” vocabulary words?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

5. Which Portfolio Writing activity did you select?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Activity 4: Using the Student Resource Icons

Using the Reading Adventures course designated by your consultant, log in to take another session. This time you will explore the student resources and the activities in A Closer Look. Complete tasks 1 and 2 and answer the question in the space provided.

1. Click and explore the student resource icons.

2. Complete several exercises from A Closer Look. Note the skill labels in the lower right-hand corner. For what types of skills did you complete exercises?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Understanding Instructional Models

Reading Adventures offers five instructional models to meet the needs of students and teachers:

• Preset Model

• Reading & Skills Model

• Reading & Writing Model

• Skills Practice Model

• Custom Model

Each instructional model presents a different mix of lesson or course activities that represent different instructional focuses. In general, there are three phases of instruction in each model, except the Skills Practice Model—before-reading activities, the reading passage, and after-reading activities.


The Instructional Models

The following diagrams show the content of each instructional model.

Preset Model

NOTE: Initial Placement Motion (IPM) will only function in this Preset Model and will deactivate if any other model is selected.

Reading & Skills Model


Reading & Writing Model

Skills Practice Model

Custom Model

NOTE: Changing the model for a student at a later time will clear the student’s history. If you change the instructional model after a student has begun working in the course, the student will have to begin the course all over again and repeat lessons he or she has already completed. If you decide that a student needs a different instructional model, edit or create a custom course with the model you want, and then assign the custom course to the student.


Activity 5: Choosing a Model in Reading Adventures

Discuss questions 1 and 2. Use the space provided for your answers.

1. Which instructional models for Reading Adventures best meet the needs of your students or your program goals?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. If you selected the Custom Model as one that best meets your needs, in the space below, list the components that you would include.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________



The Results Manager management system allows you to modify enrollment options for Reading Adventures to meet individual students’ needs. The options that are displayed are determined by the model.

The screens below show the enrollment options for the Preset instructional model. The Page 1 and Page 2 tabs show the enrollment options. The Lesson Sets tab enables you to assign predefined lesson sets to students. The Model button enables you to change the instructional model.

NOTE: Assigning lesson sets is not applicable to the Preset or Skills Practice models.

Enrollment Options for the Preset Model





Starting Level

Flexible Session Length

Tutorial Lesson

Storyteller

Spanish



The Course Report for Reading Adventures shows a variety of data and information useful for assessing students’ progress. It is divided into three sections—Summary, Performance in Recent Lessons, and Performance by Judged Skill.

Look at each section of this sample Course Report for Maria Posada.

Reading Adventures

Date Run: 02/27/00

Starting Level: 3.00 --- IPM Level: 3.00 --- Model: PR --- Session Length: 20 minutes --- Registration Date: 08/10/99

Reading Adventures - Course Report

Posada, Maria

Summary

Recent

Last Session

Cumulative


WordsPresented

WordsMastered

WordsDelayed

TotalExercisesAttempted

TotalExercisesCorrect

TotalPercentage

Correct

Total Lessons

Completed

CurrentCourseLevel

27

50 42

80%

84%

0%

114 99 0 1262 1006

0 0

3.92

Cumulative

Recent

ExercisesCorrect

Performance

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

ExercisesAttempted

Passage Exercises Skill Builder Exercises Word Builder Exercises

PercentageCorrect

80%

50 42 84% 30 17 57% 47 37

441 355

79%

Cumulative

Recent

Last Session

Support Usage

Help WordBuilderHelp

WordBuilderTime

ReadingTime

PortfolioWritingTime

TotalNotebook

Time

TimeSpent

TotalSessions

LastSession

Date

PassageExercises

Time

SkillBuilderTime

02/15/00

7:21 6:06 0:00 0:35 28:27

0:30

0:370:45 0:180:000:45 0:54 3:19

0 0

00

77


Lon Po Po

#Mufaro

#For Tia Rosa

LessonLevel

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

Help ReadingTime

PortfolioWritingTime

TotalNotebook

Time

Performance Support Usage

TimeSpent

3.50 0:03 0:4030 24 80% 0

4.00 0 0 0

90%

0% 0:26 0:26

0:170:0803.50 20

0:00

0:00

0:00

0:18

0:00

0:0018


Reading Adventures

Date Run: 02/27/00

Starting Level: 3.00 --- IPM Level: 3.00 --- Model: PR --- Session Length: 20 minutes --- Registration Date: 08/10/99

Reading Adventures - Course Report

Posada, Maria

Performance by Judged Skill

Recent

Comprehension:

ExercisesAttempted

ExercisesCorrect

ExercisesAttempted

ExercisesCorrect

Cumulative

Prediction

Main Idea / Details

Sequence

Comparisons

Inferences

Cause/Effect

Conclusions

Generalizations

Fact/Opinion

Summarizing

Author's Purpose

Author's Bias

Subtotal

Percentage Correct

Literature Analysis:

Setting

Characterization

Story Elements

Theme

Literature Analysis (cont.):

Fantasy

Point of View

Figurative Language

Subtotal

Percentage Correct

Vocabulary and Strategy:

Word Parts

Prefixes

Suffixes

Compound Words

Context Clues

Analogies

Synonym/Antonym

Multiple Meanings

Subtotal

Percentage Correct

Total

Total Percentage Correct

7 12

8

10

3 9

0 10

1 6

2 11

14

8

0 6

13 154 94

10

4 14

8

2 9

0 9

2 8

8 47

12

14

3 11

2 14

10 6 61 50

17 15 131 116

51 34 346 260

24

1054% 61%

60% 82%

88% 89%

67% 75%

**

2

**

**

**

2

2

2

8

**

**

8

**

6

**

**

2

**

2

**

4

8

**

**

3

2

**

16

18

16

19

14

10

15

**

18

10

18

**

12

18

8

**

10

**

13

**

10

52

13

14

13

17

12

Legend:


IPM

#

**


This lesson was reintroduced to the student

Indicates area is not active, turned off, or not available at this course level.

Recent

ExercisesAttempted

ExercisesCorrect

ExercisesAttempted

ExercisesCorrect

Cumulative




1. What model of instruction was selected for Maria? _____________________________

2. What is her overall percentage of correct answers? _____________________________

3. How many lessons has she completed? _____________________________

4. What is her current level in the course? _____________________________

5. Do her starting level and her IPM level differ? _____________________________

6. How many exercises did Maria attempt in her last session? _____________________________

7. How would you describe her performance in the three most recent lessons?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

8. How well is she doing in Comprehension skills?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

9. Is Maria improving in Literature Analysis skills?

_____________________________________________________________________________________________________________________________

10. What might you do to help Maria improve her performance?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Using the Reading Adventures Course Documentation

The course documentation, Reading Adventures Getting Started, Reading Adventures Reference Manual, and Reading Adventures Activity Guide, contains helpful information for implementing the course. Look at this sample page from the Reading Adventures Getting Started Guide.

Preparing to Use Reading Adventures 37

Table 8: Enrollment Options for Each Instructional Model

Enrollment Option PresetModel

Reading & Skills Model

Reading & Writing Model

Skills Practice Model

Custom Model

Session length (minutes) 20 20 20 20 20

Progression time (seconds) 30 30 30 30 30

Time-out time (seconds) 90 90 90 90 90

Passage reading time (seconds) 1000 1000 1000 1000 1000

Starting level 3.00 3.00 3.00 3.00 3.00

Initial placement motion active n/a n/a n/a n/a

Flexible session length inactive inactive inactive inactive inactive

Tutorial lesson active active active active active

Lesson choice n/a inactive inactive n/a inactive

Sequenced sets n/a inactive inactive n/a inactive

Help icon active active n/a active active

Footnotes active active active n/a active

Strategy prompts active active active n/a active

Passage words active active active n/a active

Storyteller inactive inactive inactive n/a inactive

Storyteller before reading active active active n/a active

Storyteller text highlighting inactive inactive inactive n/a inactive

Spanish inactive inactive inactive n/a inactive

Video n/a inactive inactive n/a inactive

Collaborative writing n/a n/a inactive n/a inactive

Skills: comprehension n/a n/a n/a active n/a

Skills: literature n/a n/a n/a active n/a

Skills: vocabulary n/a n/a n/a active n/a

Voc. words n/a n/a n/a active n/a


Activity 8: Using the Reading Adventures Getting Started Guide

Use the sample page from the Reading Adventures Getting Started Guide to answer questions 1–4.

1. Which instructional models have a video component?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. Student Choice allows the student to select the story he or she wants to read. If a student is enrolled in the Preset model, can the student choose his or her own story?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. If you do not want your students to be able to click the light bulbs, what enrollment option should you change?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

4. For instructional models with Storyteller capability, will the student have the option of hearing a professional storyteller if the default settings are unchanged?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


SuccessMaker 209: Reading Investigations

Objectives

At the completion of this module, participants will be able to:

• Identify the purpose of Reading Investigations

• Explain the Course Structure of Reading Investigations

• Describe the Lesson Structure of Reading Investigations

• Locate the Excerpt Lesson Title for Reading Investigations

• Locate the Reading Strategy Lesson Title in Reading Investigations

• Identify the unique features of Reading Investigations

• Identify the Student Resource Icons available for student use in Reading Investigations

• Identify recommended and appropriate usage and enrollment of Reading Investigations

• Identify the key features on the Course Report for Reading Investigations

• Use Reading Investigations Courseware Documentation

Copyright © Pearson Education, Inc. Reading Investigations305

Reading Investigations

Overview

Course Code: RI

Grades: 6–8

Summary: Improves reading comprehension and thinking skills anddevelops content-area reading strategies by guiding studentsthrough a number of challenging reading activities


IPM Length: First three excerpt lessons in the preset enrollment

Contents: More than 150 excerpts from content-area readingselections and authentic literature; three maincomponents:• Lessons based on excerpts from books• Strategy lessons• Vocabulary strand

Features: Authentic literatureMultimedia presentations of lesson materialFootnotes to give students additional information Course Editor to change the order of lessonsStudent Notebook

OnlineDocumentation: Reading Investigations Getting Started Guide

Reading Investigations Reference ManualReading Investigations Reports Guide


Course Structure

ReadingInvestigations

ExcerptLessons

StrategyLessons

VocabularyStrand


Lesson Structure

Excerpt Lesson Structure

The major focus of Reading Investigations is the 182 excerpt lessons, which feature selections from award-winning books. Each lesson presents one excerpt and guides students to read, think about, and respond to the text in several ways.

Before ReadingStudents are presented an introduction to each excerpt and asked to make a prediction about the story in their notebook. In the preset enrollment, they also see the vocabulary exercises and the strategy lesson associated with the forthcoming lesson.

During ReadingThe excerpts are evenly divided among three subject areas: literature, science, and social studies. While reading the excerpt, students complete cloze-style exercises, access footnotes for additional information, write in their notebook, and answer questions about what they have read.

After ReadingAt the end of the excerpt, students complete an analysis activity and comprehension check. They can rate the story and add a card catalog entry for the story to their notebook. They are also presented two writing opportunities—Summing Up and One Step Further.

Strategy Lesson Structure

Each of the 19 separate strategy lessons defines, describes, and illustrates a particular reading strategy and guides the students through applications of it. The structure of the strategy lessons vary, but the general pattern is definition, explanation, and application.

Vocabulary Strand Structure

Vocabulary exercises are based on 500-plus words drawn from the excerpts. This sequence of exercises is presented for each word:

• Test exercise used as a pretest

• Full-context exercise to reinforce learning

• Reduced-context exercise to reinforce learning

• Test exercise used again as a mastery test


Excerpt Lesson Titles

Excerpt lessons give students practice in reading and comprehending different types of writing and literature. The lessons are listed here in three parallel series because the order of presentation of subject area within a given level is selected randomly.

Literature Science Social Studies

Level 6.00

• Black Star, Bright Dawn 1, 2

• Gentle Ben 1, 2

• The Sign of the Beaver 1

• The Mystery of Sleep 1, 2

• The Way of the Grizzly

• More Power to You 1, 2

• Sea Lions

• Click! A Story About George Eastman

• Pride of Puerto Rico: The Life of Roberto Clemente 1, 2

• Frozen Snakes and Dinosaur Bones

Level 6.25

• The Sign of the Beaver 2, 3

• Charlie Pippin

• My Side of the Mountain

• Homesick: My Own Story

• The Bat

• Where the Waves Break

• Life at the Edge of the Sea

• Test-tube Mysteries 1, 2

• Bridging the Golden Gate 1, 2

• New Kids on the Block

• Oral Histories of Immigrant Teens 1, 2, 3

• Always to Remember: The Story of the Vietnam Veterans Memorial

• Famous Mexican Americans

Level 6.50

• Philip Hall likes me. I reckon maybe. 1, 2, 3

• Secret of the Andes 1, 2

• Peter Peter!

• Flying to the Moon and Other Strange Places

• The Chemist Who Lost His Head: The Story of Antoine Laurent Lavoisier

• Animal Superstars 1, 2

• Gold and Silver, Silver and Gold: Tales of Hidden Treasure 1, 2

• Lost Star: The Story of Amelia Earhart 1, 2

• All in a Day’s Work: Twelve Americans Talk About Their Jobs 1, 2

Level 6.75

• Number the Stars 1, 2, 3

• The Indian in the Cupboard

• Fleas

• Science and Sports

• Exploring with Lasers

• Project Panda Watch

• Do Not Disturb: The Mysteries of Animal Hibernation and Sleep 1

• Wolf Pack: Tracking Wolves in the Wild

• Amazing Grace

• Harlem Poet

• Born to the Land: An American Portrait 1, 2, 3

Level 7.00


• Maniac Magee 1, 2, 3

• George Washington Carver

• The Fish

• Some Feet Have Noses 1, 2

• Are Those Animals REAL? How Museums Prepare Wildlife Exhibits

• The Igloo 1, 2

• Arctic Explorer: The Story of Matthew Henson

• Gold and Silver, Silver and Gold: Tales of Hidden Treasure 3

• Don’t Sing Before Breakfast, Don’t Sleep in the Moonlight: Everyday Superstitions and How They Began 1, 2, 3

Level 7.25

• Ordinary Jack

• A Boat to Nowhere

• Over Sea, Under Stone

• The Story of Helen Keller 1, 2

• Letting Off Steam: The Story of Geothermal Energy

• Cactus

• Fireworks: Pyrotechnics on Display

• Monkeys: The Japanese Macaques

• Nature’s Living Lights: Fireflies and Other Bioluminescent Creatures

• All in a Day’s Work: Twelve Americans Talk About Their Jobs 3

• War Nurses 1, 2, 3

• Sky Watchers of Ages Past

Level 7.50

• The Base Stealer

• Streams to the River, River to the Sea 1, 2, 3

• The Summer of the Swans 1

• Trash!

• Where the Bald Eagles Gather

• Bats

• The Story of Your Ear

• Do Not Disturb: The Mysteries of Animal Hibernation and Sleep 2

• All About Arrowheads and Spear Points

• Incredible Constructions & People Who Built Them

• Mummies, Tombs, and Treasure: Secrets of Ancient Egypt 1, 2, 3

Level 7.75

• The Summer of the Swans 2

• Young Fu of the Upper Yangtze 1, 2

• Kneeknock Rise 1, 2

• The Crocodile and the Crane: Surviving in a Crowded World 1, 2

• A Shovelful of Earth 1, 2

• The Sierra Club Book of Our National Parks

• Klondike Fever: The Famous Gold Rush of 1898 1, 2

• The Rejects: People and Products That Out-smarted the Experts 1, 2, 3

Level 8.00



• Nancy Hanks

• Dragonsong

• The Illyrian Adventure

• Sumitra’s Story

• Dad

• Keeping Things Cool: The Story of Refrigeration and Air Conditioning

• Pain: What Is It? How Do We Deal With It? 1, 2

• Whales, the Nomads of the Sea

• Fish Facts and Bird Brains: Animal Intelligence

• Cowboys of the Wild West 1, 2, 3

• Walls: Defenses Throughout History 1, 2

Level 8.25

• They Dance in the Sky 1, 2

• Storm Bringer

• The Ugly Duckling 1, 2

• Cities Under Stress: Can Today’s City Systems Be Made to Work?

• More with Less: The Future World of Buckminster Fuller

• Sky Dragons and Flaming Swords

• Carl Sagan: Superstar Scientist

• The Honey Book

• Walls: Defenses Throughout History 3

• Who Do You Think You Are? Digging for Your Family Roots 1, 2

• Hunter’s Stew and Hangtown Fry: What Pioneer America Ate and Why 1, 2

Level 8.50

• The Ugly Duckling 3

• Dawn Rider

• The Bronze Bow 1, 2

• Incident at Hawk’s Hill 1

• Signs of the Apes, Songs of the Whales: Adventures in Human-Animal Communication

• Modern Sports Science

• Rice

• Swans

• Peak Performance: Sports, Science, and Body in Action

• Hunter’s Stew and Hangtown Fry: What Pioneer America Ate and Why 3

• Jawaharlal Nehru 1, 2

• Panama Canal: Gateway to the World

• Tunnel Drilling, Old as Babylon, Now Becomes Safer

Level 8.75

• Incident at Hawk’s Hill 2

• The Man He Killed

• The Tamarack Tree 1, 2

• I play guitar pretty good

• Oracle Bones, Stars, and Wheelbarrows: Ancient Chinese Science and Technology 1, 2

• Wonders of Tigers

• How Computers Really Work

• The Robots Are Here

• The Prize Seekers: The Nobel Peace Prize 1, 2, 3

• What Would We Do Without You? A Guide to Volunteer Activities for Kids 1, 2



Strategy Lesson Titles

Strategy lessons demonstrate reading strategies such as interpreting figurative language and analyzing character, text, and word structure. The introductory lesson, “Welcome to Reading Investigations,” is grouped with the strategy lessons because it is a how-to lesson and not a literature-based one.

Grade Level Lesson Title

All Grades • Welcome to Reading Investigations

• Strategies for Answering Questions

Grade 6 • KWL Strategy

• Time Order Organization

• Character Analysis

• How to Read a Poem

• Recognizing Main Ideas

• Making Inferences

Grade 7 • Taking Notes

• Cause-Effect Organization

• Figurative Language: Similes and Metaphors

• Context Clues

• Problem-Solution Organization

• Story Elements: Characters and Problems

Grade 8 • Comparison-Contrast Organization

• Story Elements: Setting and Mood

• Concluding and Generalizing

• Fact and Opinion

• Noting Descriptive Details and Visualizing


Getting to Know Reading Investigations

The student’s path through Reading Investigations is determined by the options selected for his or her enrollment. When the course is launched, the student sees a door leading to the Reading Investigations office.

Preset Enrollment

Students who enter the course with the standard, preset enrollment begin with two special lessons: “Welcome to Reading Investigations,” a tutorial to the course, and “Strategies for Answering Questions.” Students then work through strategy lessons, excerpt lessons, and vocabulary development exercises in a carefully managed, individualized sequence that includes a full range of comprehension and thinking activities.


Student Lesson Choice

Students enrolled with Student Lesson Choice may choose their own paths through the lessons. They enter the Reading Investigations office and click the bookshelf to read an excerpt, the file cabinet to take a strategy lesson, or the dictionary to complete vocabulary exercises.

Activity 1: Exploring Reading Investigations

Using the user name and password assigned by your consultant, take a session in Reading Investigations. Student Lesson Choice has been activated for your enrollment. You will read an excerpt and complete a variety of exercises. As you take your session, follow the instructions listed in Parts 1, 2, and 3.

Part 1: Exploring the Student Resources

1. Click the Reading Investigations office door.

2. Click the bookshelf to see the list of excerpts.

3. Click the title All in a Day’s Work (Excerpt 1) at the top of the stack of books.

4. On the next screen, click Yes to indicate that you would like to read this excerpt.

5. After the audio stops, explore the four active icons at the top of the screen to find out what each one does.

NOTE: Follow these tips when using the student resources:

• When an icon is “grayed out,” it is not currently available

• On the Student Report, click Continue to return to the selection

• To close the Notebook, click the X at the top right-hand corner of the screen


Part 2: Exploring the Notebook

1. When you click Next, the Notebook appears.

2. Type a response to the question in Activity 1.

3. Click the Magnifying Glass icon to find out what it does. Then click Return to return to your notebook.

4. Close the Notebook by choosing Exit or Quit from the File menu.

5. At the alert prompt, click Yes to save your work.

6. Click Next on the title screen to continue.

Part 3: Exploring an Excerpt

NOTE: Use the scroll bar or Down arrow to view all the text on the page.

1. Read All in a Day’s Work (Excerpt 1). As you read the excerpt, click the asterisks and blanks to see what they do. If you complete all four parts of the excerpt, you will see some analysis and comprehension questions. Answer these questions if time permits.

2. If you still have time left in your session, complete one of the two writing activities, Summing Up or One Step Further, that follow the analysis and comprehension questions.

3. When your session ends, the Student Progress Report automatically appears.

4. Using data from your Student Report, complete these sentences.

• In my current session, I attempted __________________ exercises

• I spent __________________ minutes in the Notebook

• I have completed __________________ excerpt lessons and __________________ strategy lessons




1. How might students benefit from the pre-reading activities?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. What does the Magnifying Glass icon do?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. What is the purpose of the blank lines in the body of a reading passage?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

4. How can you tell which words in the reading passage have footnotes?

_____________________________________________________________________________________________________________________________

5. If you had time to complete some of the analysis activities at the end of the excerpt, describe the type of skill you saw in All in a Day’s Work (Excerpt 1).

_____________________________________________________________________________________________________________________________


Activity 3: Exploring a Strategy Lesson

Using a different user name and password provided by your consultant, take a 5-minute strategy lesson in Reading Investigations. Follow the steps below.


2. Click the top drawer of the file cabinet to see a set of file folders.

3. Choose a strategy; click the file tab labeled Answering Questions.

4. At the next screen, click Yes to indicate that you would like to see this lesson. Read the lesson and answer the questions until your report card appears.

5. Click the Exit button.

Activity 4: Exploring the Vocabulary Strand

Using the same user name and password provided by your consultant for the strategy lesson above (Activity 3), take a brief session using the vocabulary strand. Follow the steps below.


2. Click Choose at the lower right of the screen to return to the Reading Investigations office.

3. Click the dictionary to take a vocabulary lesson.

4. At the next screen, click Yes to begin the lesson. Answer the exercises until the office reappears.

5. Choose Exit from the File menu.



The Results Manager management system allows you to modify enrollment options to meet individual students’ needs. The three page tabs shown below, present the enrollment options of Reading Investigations.





Flexible Session Length

Starting Level


Lesson Choice

Extended Writing



The Course Report for Reading Investigations shows a variety of data and information useful for assessing students’ progress. It is divided into four sections—Summary, Performance in Vocabulary, Performance in Recent Lessons, and Performance in Judged Skills.

Look at each section of this sample Course Report for Nancy Yang.

Reading Investigations - Course Report

Yang, Nancy



Date Run: 06/03/01

Summary

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

Lessons Completed CurrentCourseLevel


Cumulative

Last Session

Support Usage

HelpUsed

NotebookTime Spent

TimeSpent

TotalSessions

Last SessionDate

Cumulative

Last Session

Excerpt Strategy Total

1464 1219 47 8 6.66

15 15

0 50

06/03/01

5583%

100%

16:38 4:34

0:11

Performance in Vocabulary

WordsMastered

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

Words NotMastered

HelpUsed

TimeSpent

Performance Support Usage

Cumulative

Last Session

403 348 120 0 0

39 32 0

86%

82%

0:39

Amazing Grace (excerpt)

Moon (excerpt)

Char. Analysis (strategy)


PerformanceLesson

FirstPresentation

Level ExercisesCorrect

PercentageCorrect

TimeSpent

NotebookTime Spent

HelpUsed


Yang, Nancy



Date Run: 06/03/01

SupportUsage

Recent TOTAL

ExercisesAttempted

6.50

6.75

15

13

23

15

12

16

0:11

0:08

0:13

0:00

0:01

0:02

0

0

0

100%

92%

70%

NA

N

Y

51 43 84% 00:030:32

Page 1 of 2



Yang, Nancy



Date Run: 06/03/01

Skill

ExercisesAttempted

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

ExercisesCorrect

PercentageCorrect

Performance in Judged Skills

Recent Cumulative

Constructing Meaning (cloze exercises)

Comprehending Literal Meaning

Making Inferences

Concluding and Generalizing

Identifying Main Ideas

Understanding Time Order Organization

Understanding Problem-Solution Organization

Understanding Cause-Effect Relationships

Understanding Comparisons and Contrasts

Applying Information

Identifying Facts and Opinions

Understanding Figurative Language

Analyzing Character

Recognizing Story Elements

Using Context Clues and Structural Analysis

Noting Descriptive Details and Visualizing

255

99

90

33

31

9

18

17

12

10

20

28

30

20

61

3

304

120

113

38

37

19

20

22

14

17

24

33

37

26

71

4

83%

80%

87%

84%

47%

90%

77%

86%

59%

83%

85%

81%

77%

86%

75%

27

11

10

5

5

2

2

2

0

3

3

3

3

5

6

0

34

12

13

6

5

3

2

3

1

4

3

5

3

5

10

0

79%

92%

77%

83%

100%

67%

100%

67%

0%

75%

100%

60%

100%

100%

60%

0%

109 87 899 73680%TOTALS

84%

82%

Legend:


-- Data not available or applicable


Page 2 of 2




1. How many sessions has Nancy completed? _____________________________

2. What is her course level after IPM? _____________________________

3. How many lessons has she completed? _____________________________

4. What is Nancy’s current level in the course? _____________________________

5. How many new vocabulary words has she mastered? _____________________________

6. Which lesson is she currently completing? _____________________________

7. How many exercises did Nancy attempt in her last session? _____________________________

8. How would you describe her performance in the three most recent lessons?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

9. Discuss Nancy’s recent and cumulative performance for the Using Context Clues and Structural Analysis skill.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

10. What might you do to help Nancy improve her performance?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Using the Reading Investigations Course Documentation

The course documentation, Reading Investigations Getting Started Guide, Reading Investigations Reference Manual, and Reading Investigations Classroom Presentation Guide, contains helpful information for implementing the course. Look at this sample page from the Reading Investigations Reference Manual.


Activity 7: Using the Reading Investigations Reference Manual

Use the sample page from this reference manual to answer the following true-false questions. Circle T (for True) or F (for False) to indicate your answer.

True/False Statement

T F Excerpt lessons are presented to students randomly from the three subject areas: literature, science, and social studies.

T F RI presents lessons to all students in the same sequence.

T F Delayed presentation occurs after a student has read all the parts of an excerpt and completed the associated activities, but has scored below 50%.

T F The objective of IPM is to find the student’s best functional level in the course.


SuccessMaker 210: Story Painter

Objectives


• Identify the purpose of Story Painter

• Manipulate the Work Area of Story Painter

• Identify the unique features of Story Painter

• Identify recommended and appropriate usage and enrollment of Story Painter

• Explore Student Enrollment Options in Story Painter

• Use Story Painter Courseware Documentation

Copyright © Pearson Education, Inc. Story Painter325

Story Painter

Overview

Course Code: SP

Levels: K–2

Summary: An age-appropriate writing and drawing tool that enables studentsto type, draw, build objects, and record their own audio

Structure: Tools

Features: Content in English or SpanishBackgrounds, stencils, and stampsNumerals and math symbolsAnimation and sound effectsWord labelsAudio recording and playbackText-to-speechTeacher assignmentsWord bankRebus-to-text

OnlineDocumentation: Story Painter Teacher’s Handbook


Work Areas

Story Painter is structured as a tool rather than a course. It does not have lessons or strands. Instead, it offers students a wealth of tools, stamps, backgrounds, stencils, and other aids, for self-directed or teacher-assigned writing and drawing.

Students use the four work areas, Paint, Text, Tool, and Media Selection, as they write and illustrate stories. These areas are shown below.

Paint Area

Students can draw, paint, and illustrate in this area using items from the Media Selection area or tools from the Tool area.

Media Selection Area

Students can select types and categories of illustrations in this area that can then be used in the Paint area.

Tool Area

Students can use a variety of tools from this area to draw, paint, and write. The tools can be used in both the Paint and Text area.

Text Area

Students can write their stories and other work in this area using text and stamps that can be changed to text using the Text-to-Speech tool. Students can also record and play back audio from this area.

MediaSelection Area

Tool Area

Paint Area

Text Area


Getting to Know Story Painter

After Story Painter is launched, an opening screen welcomes you to the course. The work area is then presented immediately. Before you can begin working, you must either accept the suggested story title or type a title of your choice.

Activity 1: Exploring Story Painter

Using the student user name and password provided by your consultant, take a session in Story Painter. As you take your session, follow the instructions listed in Parts 1 to 4.

Part 1: Identifying Menus

When you launch Story Painter, a dialog box appears asking you to type a title for your story.

1. Type “My Story” in the story title box.

2. Click OK.

3. Explore each of the five menus located on the Menu bar at the top of the screen. Note the contents and choices under each menu.

File Edit Student Assignment Help


4. Identify the menu choices by writing the name of the menu in the blank provided..

Part 2: The Media Selection and Paint Areas

The Media Selection area consists of a Viewer, Arrows and Bars, and Spinners. The Paint area is a work area in which you can manipulate media selections or drawings.

Follow the steps below to learn how to use the tools available in the Media Selection area. You will be creating an illustration.

1. In the Media Selection area, click the Media Type Spinner several times to see the Backgrounds, Stamps, and Stencils.

2. Click the Media Type Spinner until you see Backgrounds (snowcapped mountains) as shown in the Viewer in the illustration above.

3. Click the right arrow to scroll through the various background choices that appear in the Viewer.

4. Click the right bar to get to the end of the background choices.

Viewer

Arrows and Bars

Category Spinner

Media Type Spinner

Theme Spinner


5. Click the classroom background and drag it to the Paint area or click the classroom background and then click the Paint area. The classroom should now appear in the Paint area.

6. Click the Media Type spinner until you see Stamps, as represented by a picture of a rubber stamp.

7. Click the Category Spinner to explore various Stamp categories.

8. Click the Category Spinner until you see the people category, as represented by a man.

9. Click the arrows eight times until you see illustrations of boys displayed in the Viewer.

10. Click the second boy located in the left-hand column and drag him anywhere in the Paint area. Notice that the stamp includes animation.

11. Click the Category Spinner until you see the animals category, as represented by the dog.

12. Click the arrows until you see zebras in the Viewer.

13. Click the first zebra and drag it anywhere in the Paint area or click the first zebra and then click anywhere in the Paint area. Your illustration should look similar to the one below.

.


Part 3: The Text Area

The Text area consists of a variety of tools: forward and backward arrows, a scroll bar, a text-to-speech button, a microphone, a speaker, and rebus buttons, as shown below.

Follow the steps below to learn how to use the tools available in the Text area. You will be writing a story for your illustration.

1. Go to the Text area; click to the right of the red ball.

2. Type the text that you see in the following screen. Leave two spaces after “A” at the beginning of the first sentence.

3. Use the Media Selection tools to locate the zebra stamp again (Media Type Spinner: Stamps; Category Spinner: Animals).

4. In the Text area, place the cursor between the words “A” and “came.”

5. Click the zebra and drag it to the Text area. The zebra picture appears within the text.

NOTE: Stamps will appear wherever your cursor is left active within the text. Be sure to activate your cursor prior to dragging your media selection.

6. Click the Text-to-Speech tool (red ball). The story will be read to you.

NOTE: If you type using all capital letters, sometimes the letters will be read to you rather than the words.

7. To the left of the Text area, click the ABCD button. Note that the zebra picture changes to the word “zebra.”

8. Click the Cat button. Note that the word “zebra” changes back to the picture.

Forward arrow

Microphone

Speaker

Text-to-Speech button Scroll bar

Backward arrow

Rebus buttons


Part 4: The Tool Area

You can create or modify an illustration for your story in the Paint area by using illustrations from the Media Selection area and the many tools located in the Tool area. The tools are labeled in the illustration below.

Follow the steps below to learn how to use some of the tools in the Tool area. You will be modifying your illustration.

NOTE: If you make a mistake, use the Undo tool (spilled ink) in the Tool area. This tool undoes the last action performed. When clicked again, it restores the action.

1. In the Tool area, click the Font Block tool. Note that the Tool-o-Matic changes to display the font, size, and style choices.

2. In the Paint area, click the chalkboard. Type the word “zebra” so that it appears as if written on the chalkboard. Note that the word appears in the color displayed at the top of the Paint Color tool.

3. To have the word “zebra” appear as if written in chalk on the chalkboard, click White on the Paint Color tool. Note that both “zebra” and the top of the Paint Color tool turn white.

4. In the Tool-o-Matic, change the font by clicking the third letter “a” on the top row.

5. Click the third letter “A” on the second row of the Tool-o-Matic to change the font size.

6. In the third row of the Tool-o-Matic, click the letter “B” to change font style.

7. In the Media Selection area, find a globe stencil in the Viewer. The Media Type Spinner should be set to Stencils. The Category Spinner should be set to Things, as represented by a circle stencil.

8. Click and drag the globe stencil to the Paint area. Do not cover the boy, the zebra, or the word “zebra” on the chalkboard. Note that the choices in the Tool-o-Matic change.

Quit

Clear

Help Shape Fill Paint Color

Clock Undo Spray Can

Magnet Tool-o-Matic

Paint Selection Font Block Eraser

Paintbrush


9. In the first row of the Tool-o-Matic, click the enlarge tool (sphere with arrows pointing outward) to make the globe larger.

10. To color the continents, choose green from the Paint Color tool.

11. Click the Fill tool (dump truck) and then click inside the continent areas on the globe.

NOTE: When you use the Fill tool, the back end of the dump truck needs to be inside of whatever you want to fill with color.

12. Use the Paint Color tool and the Fill tool to color the oceans blue. Your story and illustration should look similar to the one below.

13. To save your story, choose Save Story from the File menu.

14. To end the session, either choose Quit from the File menu or click the open door located in the upper left-hand corner of the Tool area.



Think about your session in Story Painter. Use what you learned to answer the following questions.

1. Name one tool from the Tool area and describe its function.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. How might the rebus tools (cat and ABCD) assist your students with writing?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. How would you use Story Painter with your students?

_____________________________________________________________________________________________________________________________



The Results Manager management system allows you to modify enrollment options to meet student’ needs. In the screen below, the Page 1 tab shows the default enrollment options for Story Painter.




SessionLength (minutes)

Version (US, Spanish, UK, Int’l)


Using the Story Painter Course Documentation

The Story Painter Teacher’s Handbook explains features of Story Painter, gives instruction in creating online assignments, and provides information about writing assessment in both English and Spanish.

Look at these two sample pages from the Story Painter Teacher’s Handbook that describe observational checklists for writing assessment.

Writing Assessment 29

4

Observational ChecklistsObservational checklists are another tool for assessing students’ writing. A checklist or inventory is one of the easiest tools for recording students’ progress. It should be based on instructional objectives and on the expected development associated with acquisition of the skills being monitored. In general, observations should be based on regular daily activities, not on specially planned activities.

The following checklist is an example that you can modify to assess your students’ specific skills and to monitor their progress. It indicates milestones in the process of developing literacy. In addition, the checklist can be used for general classroom observation.

The checklist includes six levels of writing skills that reflect a developmental sequence.

Level 0 - The student—

____ distinguishes writing from drawing.

____ writes letters in a random way to convey a message.

____ asks an adult to write something for him or her.

____ tries to write his or her name.

____ distinguishes a specific word within a group of words.


____ tells or describes a story about a picture.

____ writes some environmental words.

____ makes an effort to write signs, labels, messages, lists, and so forth.

____ begins to use some initial consonants correctly when writing words.

____ breaks down instances into specific words in a way that indicates that he or she is beginning to understand the sound-word connection.


____ uses invented spelling with appropriate spacing.

____ makes a simple story map of a well-known story.

____ uses invented spelling that shows initial and final consonants.

____ makes words of approximate word lengths.


30 Story Painter Teacher’s Handbook


____ creates a coherent story from his or her imagination.

____ writes simple phrases on cards, letters, and signs, with many of the words reflecting actual speech sounds.

____ uses pictures, words, or both to create a simple, short book that has a beginning, a middle, and an end (may still need adult input).

____ records a few events in the appropriate sequence.

____ notices punctuation in reading and starts to use it in his or her writing (the punctuation may be invented).


____ makes labels, signs, and drawings on his or her own, to use in play situations.

____ takes a story pattern and changes it to make it his or her own story.

____ enjoys writing captions and dialogues.

____ plans a story, takes a few notes, and carries out the plan fairly easily.

____ uses some capital letters correctly (for example, the first word in a sentence).

____ creates books and stories more independently.

____ reads his or her own writing to others.


____ uses resources to find facts and ideas.

____ works cooperatively with another student to plan and write a story.

____ is able to do some more prewriting tasks (for example, planning or drafting) with less adult assistance.

____ understands the difference between and produces both factual and fictional writing.

____ uses a patterned story to create his or her own story.

____ uses periods, question marks, and exclamation points correctly much of the time.

____ corrects his or her own work most of the time.

____ offers and receives peer editing.

____ is able to take text through the prewriting, drafting, writing, and editing stages to create a story that communicates his or her thoughts well.


Activity 4: Using the Story Painter Teacher’s Handbook

Use the sample pages from the Story Painter Teacher’s Handbook to answer the following questions.

1. At what level is a student able to tell or describe a story about a picture?

_____________________________________________________________________________________________________________________________

2. If you were observing a student in your classroom writing a story and completing an illustration similar to one you completed during your Story Painter session, at what level(s) would you place the student? Explain your answer.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. How might you use this checklist with your students?

_____________________________________________________________________________________________________________________________


SuccessMaker 211: Writer’s Studio

Objectives


• Identify the purpose of Writer's Studio

• Explain the Course Structure of Writer's Studio

• Identify the unique features of Writer's Studio

• Identify the tools available for student use in Writer's Studio

• Explore Student Enrollment Options for Writer's Studio

• Identify recommended and appropriate usage and enrollment of Writer's Studio

• Identify the key information on the Course Report for Writer's Studio

• Use Writer's Studio Courseware Documentation

Copyright © Pearson Education, Inc. Writer’s Studio339

Writer’s Studio

Overview

Course Code: WS

Levels: 3–8 [3/4, 5/6, 7/8]

Summary: Provides students with ideas, guidance, tools, and instructionfor writing and publishing

Structure: Tool

Contents: Guidance for all stages of the writing processOver 100 writing assignments based on topics, books, and videosCreative ideas for prewriting and publishing Drafting, revising, and proofreading checklists

Features: Project PlannerTeacher Assignment ToolPrewriting tools: Cluster Map, Story Map, and SequencerWriting JournalSpelling checker with ongoing list of student’s misspelled wordsScoring rubrics

OnlineDocumentation: Writer’s Studio Teacher’s Activity Guide

Writer’s Studio Reports Guide


Course Structure

Writer'sStudio

Prewrite Draft Revise Proofread Publish

Checklist Checklist Checklist

Ideas Topics Starters Books Videos CoverPage Produce Send Perform


Getting to Know Writer’s Studio

Writer’s Studio is organized into five sections, for the five stages of the writing process: Prewrite, Draft, Revise, Proofread, and Publish.

The Writing Process

After Writer’s Studio is launched, an opening animation appears followed by the Main menu screen. Although students are prompted to follow the writing process through step-by-step guidance, they can enter any step at any time.

PrewriteStudents get tips and ideas for getting started on a writing project. They explore a variety of writing assignments and can choose topics for writing. Writing assignments cover expository, persuasive, descriptive, narrative, and poetry forms.

DraftStudents are guided in creating a first draft of their writing. A checklist helps students focus on audience, content, and purpose and encourages self-evaluation by asking students to note successes and ideas for improvement.

ReviseStudents get useful tips for working with peers and using resources for the revision process. A checklist assists students with revisions to their writing.

ProofreadStudents are provided with tips and a checklist that focuses on the details of mechanics and spelling to prepare their work for publication.

PublishStudents explore various methods and obtain step-by-step guidance and examples for publishing their work.


The Project Planner

Writing projects that students create in Writer’s Studio are organized in the Project Planner. Students use the Project Planner to access resources, tools, and checklists that assist in planning and organizing their writing. The Project Planner screen is shown below.


Prewriting Tools

There are three prewriting tools available to students in the Project Planner.

• Cluster MapA graphical mapping tool

• Story MapA tool that helps students identify elements of stories that they have read or are planning to write

• SequencerA graphical tool that assists students with the sequence or order of events

Writing & Publishing

The Project Planner gives students access to the Writer’s Studio word processor. Other writing and publishing tools are also available if installed on the system.

Checklists

The Project Planner assists students in revising and evaluating their work in the Draft, Revise, and/or Proofread sections of Writer’s Studio. Students can access the checklists from the Main menu or from within the Project Planner. Each checklist can be printed out, along with the student’s comments.

Spelling List

The Writer’s Studio word processor creates and maintains a Spelling list for each student. This file lists misspelled words found during spell checking, along with their correct spellings. The list is updated each time the student uses a spelling checker.

Cover Page

The Project Planner enables students to create a cover page for their writing assignment.


Student Resources

The table below gives the functions and descriptions of the five main icons in Writer’s Studio.

Activity 1: Exploring Writer’s Studio

Using the student user name and password provided by your consultant, take a session in Writer’s Studio. As you take your session, follow the instructions listed in Parts 1–6.

Icon Name Function

Student Report Displays a summary of the session’s activities; provides access to exiting the course

Audio Repeat Repeats or stops the audio

Writing Journal Opens a notepad for students to record thoughts and ideas

Project Planner Opens the Project Planner

Main Menu Returns user to the Main menu screen


Part 1: Exploring Prewrite

1. Launch Writer’s Studio.

2. At the Main menu screen, select Prewrite. The Prewrite screen appears.

Use the following tools as you explore Prewrite:

• Click the green arrows to scroll back and forth

• Click the ear icon to read information on the screen

• Click the word “Play” to begin a slide show or video

• Click the Return button to return to the Prewrite screen

NOTE: Do not click the Pick button on any of the screens.

3. Click the yellow buttons located at the bottom of the Prewrite screen (Ideas, Topics, Starters, Books, Videos) to discover prewriting ideas. Use the available tools to explore a variety of writing topics.

4. Once you have explored several of the options, click the Return button in the bottom right-hand corner to return to the Prewrite screen.

5. Click the Topics button.


6. In the Topics list, click Flights of Fancy.

7. Click the Story planet icon. The writing assignment appears.

8. Click the Pick button to open the Project Planner.

Part 2: Introducing the Project Planner

1. Click twice in the Project Name box and type “My Dream Trip” as a title for your project.

2. Click each empty text box and type short answers for the information requested. Use the mouse or the Tab key to move from one box to another. Notice that some of the boxes have preset options. These options can be displayed by using the down arrow. You may use these options or type your own answers.

3. When you are done, choose Save from the File menu.

4. Click the Hide Plan button. The Project Planner changes size to show only the resources.

.

5. Click Show Plan to see the Project Planner in full screen.


Part 3: Exploring the Story Map

1. Click the Story Map button in the Project Writing tools palette to open a Story Map.

2. Click Help. Notice that instructions for using the Story Map are available. Click Help again to return to the Story Map.

3. At the Story Map, click each box and type short answers for the information requested for your story.

NOTE: You can continue typing in the box even if it appears to be full. Use the scrollbar and arrows to see everything you have typed.

4. When you are done, choose Save from the File menu.

5. When the dialog box appears, type “MYSTORY” (it will not accept spaces or other characters) and click OK.

6. To return to the Project Planner, choose Exit from the File menu.


Part 4: Exploring the Writer’s Studio Word Processor and Spelling List

1. Click the Writing and Publishing button on the Project Planner. The following dialog box appears.

NOTE: Writer’s Studio supports (but does not require) Microsoft Word (6.x) and ClarisWorks (4.x or 5.x).

2. Choose Writer’s Studio word processor and click OK.

3. Type the text below. Be sure to keep the misspellings.

4. When you are finished, choose Check Spelling from the Tools menu. Correct the spelling errors.

5. Choose Save As from the File menu when you are finished.

6. Name your file “My Story” and click OK.

7. You will see the message, “File extension.nb2 added to file name.” Click OK. Click OK again to save your work.

8. Choose Exit from the File Menu to return to the Project Planner.


9. Click the Spelling List button at the Project Planner to access your spelling list.

NOTE: The Spelling List is only available when the Writer’s Studio word processor is used.

10. Choose Exit from the File menu to return to the Project Planner.

Part 5: Exploring the Writing Checklists in the Project Planner

1. Click the Checklists button at the Project Planner.

2. Choose Revise and click OK to access the Revise checklist shown below.

3. Return to the Project Planner by clicking the Project Planner icon at the bottom of the screen.

4. Repeat the previous steps to explore the Draft and Proofread checklists.

5. When you are finished, return to the Project Planner.

6. Choose Quit Planner and then click the Main menu icon to return to the Main menu screen.


Part 6: Exploring Publishing Ideas

1. Click Publish at the Main Menu to access the Publish screen.

2. Click each of the yellow icons at the bottom of the screen to browse publishing ideas. Press the Return button on each screen to return to the Publish screen.

3. When you are finished, choose Exit from the File menu. To exit the course, click Bye in the lower left-hand corner of the Student Report screen.



Think about your session in Writer’s Studio. Use what you learned to answer questions 1–5.

1. Describe one way students can access writing ideas from the Prewrite screen.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. Name one tool from the Project Planner that students can use to plan their writing.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. How would you use the checklists with your students?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

4. How might the Spelling List assist your students with writing?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

5. How would you use Writer’s Studio with your students?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________



The Results Manager management system allows you to modify enrollment options to meet individual students’ needs. In the screen shown below, the Page 1 tab shows the enrollment options available for Writer’s Studio.





Starting Level

Prewrite Section

Video

Help Music

Screen Transitions



The Writer’s Studio Course Report shows a variety of data and information useful for assessing students’ progress. It is divided into two sections—Summary and Detail for Recent Projects.

Look at each section of this sample Course Report for Anne Frazier.

Writer's Studio

Date Run: 01/25/01

Writer's Studio - Course Report

Frazier, Anne

Starting Level: 3.00 --- Session Length: 30 minutes --- Registration Date: 01/02/01

Summary

Usage

TotalProjects

TotalTimeSpent

Time Spentin Projects

TotalSessions

Last SessionDate

01/22/012:37 2:113 11

Detail for Recent Projects

Project Information

Project Filename (.wsf)

Project Time

Sections (Time Spent) :

Prewrite

Draft

Revise

Proofread

Publish

Tools:

Journal

Cluster Map

Story Map

Sequencer

Writing and Publishing

Dictionary

Access? Numberof Times






Cover Page

Encyclopedia

Project Name:

NA 0:04 0:14NA NA NANA NA NANA NA NA

0:22 1:24 0:25

0:04 0:13 0:11

N Y NY Y NY Y YN Y NY Y YN N NN N NN N N

My Family Computer Poem

Computer Story

projs003.wsf projs001.wsf projs002.wsf

**

**

****

1106

**

****

**

2111

**

****

**

0202

Legend:

NA Not active.

** Data not available.




Refer to the sample Course Report to answer the following questions:

1. How many sessions has Anne taken?

_____________________________________________________________________________________________________________________________

2. How much time has Anne spent working on all projects?

_____________________________________________________________________________________________________________________________

3. On which project has Anne spent the most amount of time?

_____________________________________________________________________________________________________________________________

4. When was Anne’s last session?

_____________________________________________________________________________________________________________________________

5. For Anne’s project “Computer Story,” in which section of Writer’s Studio did Anne spend the most time?

_____________________________________________________________________________________________________________________________

6. Which tools did Anne use for “Computer Story”?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Using the Writer’s Studio Course Documentation

The documentation, Writer’s Studio Teacher’s Activities Handbook, gives the information you need to begin using the program and integrating it into your language arts curriculum.

Look at this sample page from the Writer’s Studio Teacher’s Activities Handbook that introduces types of writing.

83

14

Types of Writing

Introduction

This chapter provides writing process strategies and tips for teaching 27 types of writing, plus suggestions for integrating Writer’s Studio’s content, tools, and resources into the instruction. For each type of writing, you’ll also find individual and collaborative project ideas, as well as suggestions for using the Internet. In addition, for each type, a “Writer’s Studio Connection” page identifies sections of the course and this handbook where you can find assignments, publishing ideas, blackline masters, rubrics, and other material you and your students can use. For quick reference, the list below gives the page number for each writing type.

Writing Types Page

Research Report 102Book Review 106Personal Essay 110Informational Essay 114Explanatory Essay 118Persuasive Essay 122Descriptive Essay 126Friendly Letter 130Business Letter 134Letter to the Editor 138Personal Narrative 142Biographical Incident 146Realistic Story 150Fantasy 154Tall Tale 158Historical Narrative 162Play or Skit 166Radio Play 170Speech 174Poem 178Haiku 182Song or Rap 186News Article 190Summary 194Journals (three types) 198


Activity 5: Using the Writer’s Studio Teacher’s Handbook

Use the sample page from the Writer’s Studio Teacher’s Handbook to answer questions 1 and 2.

1. What types of writing addressed in this chapter do you teach?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. How might Writer’s Studio help you teach a particular type of writing?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


SuccessMaker 212: Math Corner

Objectives


• Identify the purpose of Math Corner

• Explain the Course Structure of Math Corner

• Locate the Learning Stations in Math Corner

• Identify the tools available for student use in Math Corner

• Locate the Activities available for student use in Math Corner

• Identify recommended and appropriate usage and enrollment of Math Corner

• Explore the Student Enrollment Options for Math Corner

• Use Math Corner Courseware Documentation

Copyright © Pearson Education, Inc. Math Corner359

Math CornerCourse Code: MC

Levels: K–4

Summary: A resource bank with learning stations for exploringmathematical concepts and relationships and activities thatcan be modified to fit specific curricular needs

Structure: Tool

Contents: 15 learning stations:• Pattern Blocks• Attribute Blocks• Pentominoes• Geoboard• Fraction Strips• Money• Tangrams• Hundred Chart• Color Tiles• Clocks• Spreadsheets and Graphs• Stamps• Base-Ten Blocks• Spinners and Number Cubes• Toolbox

Features: 105 Online ActivitiesBackgroundsData BankJournalHelp SystemText-to-speech audioGlossaryTeacher Assignment ToolPortfolio

OnlineDocumentation: Math Corner Teacher’s Handbook


Course Structure

Math Corner

Hundred Chart

Stamps

Toolbox

Pentaminoes

Color Tiles Base TenBlocks

Pattern Blocks

Geoboard Clocks

Spinners & Number Cubes

TangramsFraction Strips

Attribute Blocks

Spreadsheets& Graphs

Learning StationsActivities

Money


Math Corner Learning StationsMath Corner provides a variety of tools for exploring mathematical concepts and relationships. Using Math Corner’s online tools and manipulatives, students build on their experience with physical manipulatives and move toward abstract representations of mathematical concepts. The chart below outlines a few ideas for using Math Corner Learning Stations.

Icon Math Corner Station Use

Attribute Blocks • To develop logical thinking and set recognition skills

• To develop sorting, classifying, counting, and patterning skills

• To develop properties of geometric shapes

Base-Ten Blocks • To learn about place value concepts

• To model, compare, and order numbers

• To model regrouping

Clocks • To develop time-telling skills with analog and digital clocks

• To learn about elapsed time

• To explore time zones

Color Tiles • To develop sorting, classifying, counting, and patterning skills

• To model whole-number operations and explore fraction concepts

• To explore part-part-whole relationships

• To investigate simple combinations and permutations concepts

Fraction Strips • To develop concepts of equivalence

• To learn about operations with fractions

• To compare and order fractions

• To develop an understanding of fractional notation

Geoboard • To create shapes and explore geometric relationships

• To investigate area, perimeter, and symmetry

• To model fractional parts of a whole

Hundred Chart • To explore counting, number patterns, and place value


Money • To identify coins and bills

• To count, compare, and show amounts of money

• To make change

• To add, subtract, multiply, and divide with money

Pattern Blocks • To develop sorting, classifying, counting, and patterning skills

• To investigate geometric relationships, symmetry, congruence, and area

• To develop fraction concepts

Pentominoes • To develop spatial visualization and problem-solving skills

• To explore area and perimeter

Spinners and Number Cubes

• To develop early concepts of probability

Spreadsheets and Graphs

• To develop data analysis skills of collecting, organizing, and representing data

• To interpret data

• To explore multiple representations of data

Stamps • To develop sorting, classifying, counting, and patterning skills

• To model whole-number operations and explore fraction concepts

• To model and solve word problems

Tangrams • To develop spatial visualization and reasoning skills

• To learn about geometric shapes and symmetry

• To explore area and perimeter

Toolbox • To investigate mathematical ideas and solve problems using any of the tools in the Toolbox

• To find multiple ways of solving the same problem

• To create multiple representations of data

Icon Math Corner Station Use


Getting to Know Math CornerWhen you launch Math Corner, the opening screen features an auditory introduction by the course characters, Zelda and Buzz. The next screen shows all of the learning stations.

Once you select a specific learning station, a setting appropriate for that station appears. In the example below, you see the setting for the Stamps learning station.

Work Setting

Slide PaletteButtons


The Menu Bar

File menuContains items for managing and printing files and text.

Edit menuProvides access to standard editing commands such as cut, copy, and paste.

Resources menuIncludes the Glossary, Data Bank, and Activities.

View-Specific menuContains special commands that add to the functionality of the station. In the example above, the Manipulatives menu is available.


The Work Setting

WorkspaceProvides the area in which to work with manipulatives, tools, and data. The nature of the workspace varies from station to station.

CatalogContains items to put into the workspace.

BackgroundsTailors the background to the specific tool being used.

Hide/Show JournalContains a journal in which to type text and to hear text read. Instructions for the activities also appear here.

MenuBrings you back to the Main menu selection screen.

Workspace

Menu

Hide/Show Journal

Backgrounds

Catalog


The Side Palette Buttons

The Side Palette is a gray area that contains buttons along the left side of the workspace. It provides special tools available for use in a workspace. The number and type of buttons vary depending on which workspace is active.

Icon Name Function

Arrow button Selects or moves objects within the workspace.

Link button Allows two or more workspaces to share data.

Iconize Button Shrinks a tool to a small icon in order to organize the screen.

Trash Button Removes a tool from the workspace.

Clear Clears all objects within a workspace.

Erase Erases one object within a workspace.

Catalog Shows the catalog associated with the workspace.

Help Audio help for the different components of Math Corner.


Activity 1: Exploring Math Corner

Using the student user name and password provided by your consultant, take a session in Math Corner. As you take your session, follow the instructions listed in Parts 1, 2, and 3 below.

Part 1: Exploring the Learning Stations

1. At the welcome screen, click Zelda to hear the introduction.

2. Click Go. The Main menu screen appears, showing all the learning stations you can explore.

3. Click a station to hear its title.

4. Click Pentominoes, and then click Go.

5. Click Backgrounds, and select Background 4. Click OK.

6. Move the pentominoes to the corresponding shape on the right.

TIP: Use the rotate and flip buttons on the lower right of your screen to adjust the shapes as needed.

7. Click the Menu icon to return to the Main menu screen.

8. Click No at the prompt for saving your work.

Color Tiles

Pentominoes

Geoboard

Fraction Strips

Money

Toolbox

Clocks

Stamps


Spinners and Number Cubes

Base-Ten Blocks

Attribute Blocks

Hundred ChartTangrams

PatternBlocks


Part 2: Exploring the Data Bank Resource and the Journal

1. Click the Toolbox, and then click Go.

2. Choose Resources from the Menu bar, and then select Data Bank.

3. Click any topic in the Data Bank menu (Land Mammals, for example). Click OK. The first data card for your topic appears.

4. Click the Zelda Speech button in the upper right corner of the card. Use the arrow buttons to see additional cards.

5. Click the Journal icon (the pencil at the bottom right of the screen).

6. Click in the text area of the journal. Type two facts from the data cards that interest you.

7. Click the Buzz Speech button in the upper left corner of the journal to hear your facts read.

NOTE: If you type using all capital letters, the letters are read to you rather than the words.

Buzz Speech button


8. Return to the Main menu by clicking the Menu icon in the lower right-hand corner.

9. Click Yes at the prompt for saving your work.

10. Name your file Data1. Click Save.

Part 3: Using the Activity Bank Resource

1. At the Main menu, choose Activities from the Resources menu.

2. The password dialog box appears. Type NCSLearn, and then click OK.

3. Select Data under Click a Topic. Then select How Old Are You? from the Click an Activity list. Note the activity description, the estimated time to complete the activity, and the level of the activity.

NOTE: Activities are classified by A, B, or C in order of increasing difficulty.


4. Click Select to begin the activity.

5. Click the Buzz Speech button in the journal to hear the directions.

6. Choose Resources from the top menu bar, and then choose Data Bank.

7. Click Kids Like Me, and then click OK.

8. Move the data card by clicking the border and dragging it so you can see the spreadsheet.

9. Using the information on the data cards, type the number of children that are each age in the spreadsheet columns.

10. Close the Data Bank by clicking the square in the upper left-hand corner.

11. To go to Question 2 of this activity, click the button labeled 2 on the journal.

12. Click the type of graph you would like to use from the left palette. Try several graphs.

13. Click the upper right-hand corner of the journal to open a space for responding to the question. Record your answer to the question.

14. Go to Question 3. Be sure to enter your answers in the Journal.

15. From the File menu, choose Save. Name the file AGE. Click Save.

16. Print your screen by choosing Print Screen from the File menu (optional).

17. To return to the Student Number screen, choose Exit from the File menu.

18. Click Yes to Save your work.



Use what you learned in Math Corner to answer the following questions.

1. What kind of information is available in the Data Bank?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. The activities in Math Corner are not judged by the system. How would you evaluate student learning in this course?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. Brainstorm some ways you could use Math Corner in your classroom.

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Exploring Student Enrollment OptionsThe Results Manager management system allows you to modify enrollment options to meet individual students’ needs. In the screen below, the Page 1 tab shows the default enrollment options for Math Corner.


With the help of your consultant, define the following student enrollment options and indicate their default values in the table below.



Activity Bank Password

Set Activity Bank Password


Using the Math Corner Course DocumentationThe course documentation, Math Corner Teacher’s Handbook, explains the features of Math Corner, lists details of the online activities available, and gives instructions for creating online assignments. Look at these sample pages from the Math Corner Teacher’s Handbook.

126 Math Corner Teacher’s Handbook

Spreadsheets and Graphs 3At the Park

Strand: Data Level: BTopic: Data Time: 15–20 min

Objective: To enter and interpret data in a spreadsheet

1. Students went to three parks. At Pine Park, they saw 3 ducks and 5 swans. At Oak Park, they saw 4 ducks and 1 swan. At Day Park, they saw 7 ducks and 2 swans. Type in the data to complete the table.

2. Which park had the most ducks? Which park had the fewest swans? Which park had the most ducks and swans?

3. How many more ducks did the students see at Day Park than at Pine Park? How many ducks and swans in all did the students see at the three parks?

Startup Screen

Question 1, Solution

Spreadsheets and Graphs 4How Old Are You?

Strand: Data Level: BTopic: Data Time: 20–30 min

Objective: To collect and graph a set of data

1. Open the Kids Like Me data stack. Make a table that shows the different ages of the children. Type the number of children that are each age in the table.

2. Now make a graph to show the data in the table. Use a bar graph, a pictograph, a line graph, or a circle graph. Which graph did you use? Explain why.

3. Look at the graph. How many children are 6 years old? How many more children are 8 years old than are 7 years old?

Startup Screen

Question 2, Solution


Activity Quick Reference Tables 211

B

Activities Sorted by Topic

Area and Perimeter

Station Title Objective Level Page

Pentominoes Area 20 To make shapes with a given area B 119

Tangrams How Big Is a Whale? To explore area with tangram shapes B 152

Geoboard Rectangles and Triangles To explore ways of finding the area of a triangle C 91

Pattern Blocks Layers and Layers To explore area by covering the areas of different shapes C 113

Pentominoes Pentomino Perimeters To use pentominoes to explore perimeter C 121

Toolbox Perimeter Puzzle To explore the relationship between area and perimeter C 161

Toolbox Patterns with Squares To explore relationships among side length, area, and perimeter of squares

C 162

Data



At the Park To enter and interpret data in a spreadsheet B 136


How Old Are You? To collect and graph a set of data B 136

Toolbox Sort and Graph To sort a set of objects and graph the number of objects in each category

B 160

Fractions


Fraction Strips Ordering Tenths To order fractions by tenths B 80

Geoboard Equal Parts To construct equal parts of a whole region in different ways B 90

Stamps Beach Party To model fractional parts of sets B 144

Toolbox One-Half Different Ways To model equivalent fractions in different ways B 160

Color Tiles Green Thirds To model fractional parts of sets C 75

Fraction Strips Fractions Many Ways To model equivalent fractions C 80

Fraction Strips Fractions, More or Less To compare and order fractions C 81

Fraction Strips Fraction Strips Sort To sort and compare fractions (close to 0, close to 1/2, close to 1)

C 81

Fraction Strips Make the Missing Fraction To explore addition of fractions C 82

Fraction Strips Ways to Make One-Half To find fractions equivalent to a given fraction C 82

Fraction Strips More, Less, and In-Between To compare and order fractions C 83

Stamps Toy Parade To solve problems involving fractional parts of sets C 145

Toolbox Two-Thirds Different Ways To model equivalent fractions in different ways C 162


Activity 4: Using the Math Corner Teacher’s Handbook

Use the sample pages from the Math Corner Teacher’s Handbook to answer the following questions.

1. What objective is addressed in the Toy Parade activity?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. How many different learning stations are used in the activity topic, Area and Perimeter?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. What stations, other than Fraction Strips, are used to develop the concepts of fractions?

_____________________________________________________________________________________________________________________________

4. How long should it take students to complete the How Old Are You? activity?

_____________________________________________________________________________________________________________________________

5. How would the At the Park activity expand or support the concept developed in How Old Are You?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


SuccessMaker 213: Math Investigations

Objectives


• Identify the purpose of Math Investigations

• Identify recommended and appropriate usage and enrollment of Math Investigations

• Identify the unique features of Math Investigations

• Identify the tools available for student use in Math Investigations

• Explain the design of Math Investigations

• Use Math Investigations Courseware Documentation

• Identify the key information on Math Investigations Course Reports

Copyright © Pearson Education, Inc. Math Investigations377

Math Investigations

Overview

Course Code: MI

Levels: 5–8

Summary: Promotes problem solving and application of mathematicalconcepts to real-life situations through 24 guided activities; includes the Math Processor tool set

Structure: Lessons

IPM: After three unsuccessful attempts at the first three investigations,the student is moved back 0.5 years.

Contents: 24 investigations, six for each gradeMath Processor

Features: Math Processor tool setReal-world problem solvingOpen-ended explorationsInterdisciplinary content Instructional feedback Multimedia. Full Motion Video (optional CD available upon request)

OnlineDocumentation: Math InvestigationsGetting Started Guide

Math Investigations Reference Manual Math Investigations User’s GuideMath Investigations Reports Guide


Course Structure

CoolCombinations

Hazard CityMessengers,

Part 1:The Big Skate

Grade 5

Math Processor(Math Lab)

Investigations

Hazard CityMessengers,

Part 2:It’s You Againstthe Simulator

Heady theFlying Dog,

Part 1:The Animation

System


Part 2:The Challenge

Rounds


Part 3:The Shortest

Sequence

Tessellations

Going ’Roundin Circles

Grade 6

BicycleTest Track

Monkeys, Take Your Marks

Mission: Mars

MartianMagic

DecimalDrag Racing

Wacko CardContest

Grade 7

Crisis inHydrotown

EstimatingElephant

Populationsin Africa

Flight ControlCenter

Patterns withDecimals

The PythagoreanTheorem

Space FoodCubes

Grade 8

The Troublewith Fibs

UnidentifiedFlying Cubes

How HighIs the Rocket

Euler NetworkPatterns

Math Investigations


Investigation Titles

The chart below shows investigation titles, content, destinations and locations.

Investigation Content Destination/Location

Grade 5.0

Cool Combinations Combinations, tree diagrams, organizational lists

Mega Mall: Cool Combinations Fashion Shoppe

Hazard CityMessengers, Part 1

Probability, ratio, measurement, estimation

Hazard City: Hazard City Messengers, Part 1

Hazard CityMessengers, Part 2

Probability, data analysis Hazard City: Hazard City Messengers, Part 2

Grade 5.5

Heady the FlyingDog, Part 1

Geometric transformations Babbage Hi-Tech Center: Exceptional Animations, Novice Training


Geometric transformations, strategy development

Babbage Hi-Tech Center: Exceptional Animations, Challenge Department


Geometric transformations Babbage Hi-Tech Center: Exceptional Animations, Advanced Animators

Grade 6.0

Tessellations Tessellating a region, regular polygons

Mathemagical Center: Tessellation Exhibit

Going ‘Roundin Circles

Relationships between diameter and circumference, developing approximations of

Matrix County Fair: Wheel Emporium

Bicycle Test Track Relationships between diameter and circumference

Euclid Sports Complex: Bicycle Test Track

Grade 6.5

Martian Magic Number systems/theory, integers computation

Mega Mall: Integer GameCompany

Monkeys, TakeYour Marks

Experimental and theoretical probabilities

Matrix County Fair: Monkey Booth

Mission: Mars Collecting, organizing, describing data, linear/rotational measurement

Galileo Space Central: Mars Mission Control


Grade 7.0

Decimal Drag Racing Reading, writing, ordering, and computing with decimals; calculating and comparing means

Euclid Sports Complex: Decimal Drag Racing

Wacko Card Contest Experimental and theoretical probabilities

Mega Mall: Super Duper Market

Crisis in Hydrotown Calculating volume and percents, large numbers, proportional reasoning

Boom County: Hydrotown

Grade 7.5

Patterns withDecimals

Numerical patterns, relating families to fractions

Mega Mall: Creative Cookie Company

Estimating ElephantPopulations in Africa

Sampling, proportional reasoning Googol International Airport: Safari Airlines

Flight Control Center Developing and analyzing network patterns

Googol International Airport: Flight Control Center

Grade 8.0

The PythagoreanTheorem

Exploring and applying the Pythagorean Theorem

Mathemagical Center: Pythagorean Exhibit

Space Food Cubes Surface areas and volumes of rectangular solids

Galileo Space Central: Space Travel Planning Center

The Troublewith Fibs

Patterns in numbers, gathering, organizing, analyzing data

Galileo Space Central: Fib Colony Research Center

Grade 8.5

Euler NetworkPatterns

Euler’s Formula for two-dimensional networks, vertices, edges, and regions of a planar network

Hazard City: Hazard Glass & Electric Company

UnidentifiedFlying Cubes

Linear, quadratic, cubic patterns, symbolic notation, representing the rule for a sequence

Galileo Space Central: Galactic Observation Center

How High Isthe Rocket?

Solving indirect measurement problems using tangent ratios

Boom County: Last Theorem School

Investigation Content Destination/Location


Getting to Know Math Investigations

When you launch Math Investigations, the Central Station screen appears. Clicking the Destinations Map takes you to the Destinations screen. The investigations that are available depend on the grade level at which the student is enrolled or the lesson set assigned to the student.


Activity 1: Exploring Math Investigations

Using the student login information provided by your consultant, take a session in Math Investigations. For this activity, you are enrolled at a sixth grade starting level. As you take your session, follow the instructions listed in Parts 1 and 2.

Part 1: Exploring Resources and the Toolbox

1. Click the Destinations map.

2. Select Matrix County Fair. Click Go.

3. Select Wheel Emporium. Click Go.

4. Wait until the audio stops before you explore some features on the menu bar. The following is an example of the selections for the Resources and Toolbox menus.


5. From the Resources menu, choose Glossary.

6. Find the definition of the word “diameter.” Click the Copy to Notebook icon to place a copy of the definition in your notebook.

7. Click Close to exit the Glossary.

8. Choose Notebook from the Resources menu. View the definition of diameter. Close your notebook by choosing Exit or Quit from the Notebook file menu. Click Yes at the prompt to save your file.

9. Choose Report from the Resources menu. Note the type of information that will be recorded here.

10. Click Close to return to the investigation.

Copy to Notebook


Part 2: Exploring the Investigation

1. Click Play to view the slide/video introduction to the investigation, Going ‘Round in Circles.

2. When the video/slide show has completed, click Next to begin the investigation.

3. Follow the audio instructions to measure and explore the distances. Continue until you receive a notebook prompt.

TIP: If you miss the audio instruction, choose Audio Repeat from the Help menu to repeat the instruction.

4. In your notebook, record your answer to the writing prompt.

5. Close and save your notebook.

6. Continue working until your session ends.


After you complete the session in Math Investigations, answer questions 1–3.

1. What is the purpose of the video in Math Investigations?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. What features make the glossary a useful resource?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. How does the investigation help the student discover the relationship between diameter and circumference?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________



The Results Manager management system allows you to modify enrollment options to meet individual students’ needs. In the screens shown below, the Page 1 tab shows the enrollment options available for Math Investigations. The Lesson Sets tab enables you to assign predefined sets of investigations to your students.



With the help of your consultant, define the following enrollment options and note their default values.



Starting Level

Idle time out (minutes)

Max successful tries per inv



The Course Report for Math Investigations shows a variety of data and information useful for assessing students’ progress. It is divided into two sections—Summary and Performance by Investigation.

Look at each section of this sample Course Report for Tyrone Johnson.

Math Investigations

Date Run: 05/11/00

Math Investigations - Course Report

Johnson, Tyrone

Starting Level: 5.00 --- Session Length: 30 minutes --- Registration Date: 03/07/00

Summary

Usage Performance Achievement

TimeSpent

TotalSessions

LastSession

Date

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

CurrentCourseLevel

Cumulative

Current Investigation


2:44

0:21

0%

78%

8

0 0

9 7

5.16

Estimating Elephant Population

Performance by Investigation

InvLevel

Status Accessible TimesPreviewed

TimesAttempted

TimesCompleted

TimesCompleted

Successfully

TimesCompleted

Unsuccessfully

Cool Combinations

Hazard City Messengers, Part 1

Hazard City Messengers, Part 2

Heady the Flying Dog, Part 1

5.05.05.5

5.0



Tessellations

Going 'Round in Circles

Bicycle Test Track

Martian Magic

Monkeys Take Your Marks

Mission: Mars

Decimal Drag Races

Wacko Card Contest

Crisis in Hydrotown

Patterns with Decimals

Flight Control Center

The Pythagorean Theorem

Space Food Cubes

The Trouble with Fibs

Euler Network Patterns

Unidentified Flying Cubes

How High Is the Rocket?

5.55.56.06.06.06.56.56.57.07.07.07.57.57.58.08.08.08.58.58.5

**

*

Total 2 10 1 0

Current

Legend:

Inv Investigation

* Investigation is available to the student. Accessible investigations will change as the student progresses through the course.


Successful1 00 0 01 10 1 0




1. What was Tyrone’s starting level in the course?

_____________________________________________________________________________________________________________________________

2. How many sessions has he taken?

_____________________________________________________________________________________________________________________________

3. What is the total time he has spent in the course?

_____________________________________________________________________________________________________________________________

4. How many questions did Tyrone answer correctly in his last session?

_____________________________________________________________________________________________________________________________

5. How many investigations has he completed successfully?

_____________________________________________________________________________________________________________________________

6. Look at the number of times Tyrone has previewed the investigations. What might you infer from this information?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Using the Math Investigations Course Documentation

The course documentation, Math Investigations Getting Started Guide and the Math Investigations Reference Manual, contains helpful information for implementing the course. Look at this sample page from the Math Investigations Reference Manual.


Activity 5: Using the Math Investigations Reference Manual

Use the sample page from the Math Investigations Reference Manual to answer questions 1–3.

1. How long does a student have to select a travel destination after entering Central Station?

_____________________________________________________________________________________________________________________________

2. When is an investigation considered successfully completed?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. What is the significance of a blue ticket?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________



SuccessMaker 214: Math Processor

Objectives


• Identify the purpose of Math Processor

• Explain the Course Structure of Math Processor

• Identify the unique features of Math Processor

• Identify the tools available for student use in Math Processor

• Identify recommended and appropriate usage and enrollment of Math Processor

• Use Math Processor Courseware Documentation

Copyright © Pearson Education, Inc. Math Processor393

Math Processor

Overview

Course Code: MP

Levels: 5–8

Summary: A tool set for modeling mathematical concepts and relationships

Structure: Tool

Contents: 10 mathematics tools• Calculation Tool• Spreadsheet • Graphs• Geometry Tool• Manipulatives• Fraction Strips• Frames• Probability Tools• Tape Measure• Text

Features: Flexible, problem-solving environmentsDynamically linked toolsMultiple representations of dataModeling of mathematics conceptsTools for mathematics communication

OnlineDocumentation: Math Processor User’s Guide

Math Processor Activity Guide


Course Structure

CalculationTool

GeometryTools

Spreadsheet

Manipulatives

Graphs

FractionStrips

Math Processor

Frames

ProbabilityTools

TapeMeasure

Text


Getting to Know the Math Processor

The Math Processor provides a variety of tools for creating documents and exploring mathematical concepts and relationships. When Math Processor is launched, you see the icon bar on the left, the menu bar across the top, and a blank workspace. The menus and tools are described below.

The Menu Bar

File MenuContains all the commands for managing and printing the files you have created within the Math Processor.

Edit MenuProvides the tools for editing Math Processor documents.

Resources MenuGives access to the Glossary, the only resource available when you enter Math Processor as a separate course.

Toolbox MenuGives access to the views of the Math Processor.

Help MenuGives access to Math Processor help.


View-Specific MenusWhen you place a Math Processor view on the workspace, a view-specific menu is often added to the Main menu at the top of your screen. These view-specific menus contain elements that add to the functionality of each type of view. For example, the menu for probability, shown here, enables you to manipulate the number cube or the spinner.

The Palette

The Palette is a gray area that contains buttons along the left side of the workspace. Four of these buttons are present whenever the Math Processor is open. Other buttons appear and disappear depending on which view is active. The four buttons that are always available are the Arrow button, the Color Link button, the Iconize button, and the Trash Can button.

Palette Button Name Function

Arrow button Selects or moves objects within the Math Processor workspace

Color Link button Allows two or more views to share data.

Iconize button Reduces the size of a view to a small icon in order to clear off the workspace.

Trash Can button Deletes views from the workspace.


The Toolbox Views

CalculationCalculation views can be used either as calculators or to assign values to variables in other Calculation views.

SpreadsheetSpreadsheet view is a basic spreadsheet used for recording and manipulating numerical data and formulas.

GraphsGraph views graph data from the Spreadsheet view, the Calculation views, or the Probability views. There are six kinds of graphs available in the Math Processor: bar graph, pictograph, line graph, circle graph, coordinate graph, and line plot.

GeometryGeometry view lets you create points, lines, circles, and other geometric figures. You can manipulate these geometric constructs and see in graphic form the consequences of changing their dimensions.

ManipulativesManipulative views let you work with a number of different math manipulatives. There are six types of Manipulatives: connecting cubes, money, base-ten blocks, decimal blocks, algebra tiles, and general workspace.

Fraction StripsFraction Strip view gives graphic representations of fractions.

FramesFrame views provide dynamic, graphical representations of numerical quantities. Frame views consist of an array of squares that can be rearranged and manipulated.

ProbabilityProbability views let you explore probability concepts. There are two types of Probability views: spinners and number cubes.

Tape MeasureTape measure view lets you measure the length of objects in the computer workspace.

TextText view is a very simple word processor that the student can use to explain or describe his or her math document.


Activity 1: Exploring Probability with the Math Processor

Using the student user name and password provided by your consultant, take a session in Math Processor. During this session, you will create a spreadsheet and graph data generated by a spinner. Follow the directions in parts 1 and 2 below to explore what happens to the graph and spreadsheet as you increase the number of spins.

Part 1: Creating a Spreadsheet, Spinner, and Graph

1. From the Toolbox menu choose Spreadsheet. An empty spreadsheet with view handles appear on the screen. The handles are small black areas at the bottom, right side, and bottom right corner of the Spreadsheet view.

2. Move the pointer over one of the view handles until the cursor turns into a two-headed arrow.

3. Click and drag the handle until the spreadsheet is two empty cells wide and six empty cells deep.

TIP: It is easy to see how far to drag the handles to get the number of columns needed. To get the number of rows, estimate the distance you need to drag, then release the mouse. Adjust if necessary.

4. Move the spreadsheet by placing the tip of the pointer on the border. Click and drag the spreadsheet to the upper left part of your workspace.

5. Choose Probability from the Toolbox, and highlight Spinner. A spinner with 2 wedges appears. Click and drag it to the lower left of your workspace.

6. Choose Spinner, a view-specific menu, from the top Menu Bar. Highlight 6 wedges. The spinner on the workspace now has 6 wedges.

7. Choose Graph from the Toolbox, and then highlight Bar Graph. A empty bar graph appears in the workspace.


Part 2: Linking the Spreadsheet, Spinner, and Graph

1. Choose Help from the top Menu Bar. Choose Using Views.

2. Click Color Linking and read the information given. Click Close.

3. Click the Color Link button on the left Palette.

4. Move the cursor into the Spinner view. When you see the cursor change into a tiny link, click and drag the link from the Spinner to the Select All box of the Spreadsheet. (The Select All box is in the upper left corner.) When you release the mouse button, you will see information from the Spinner linked to the spreadsheet, as shown below.

Color Link

Select All Box


5. Now link the Spinner to the Graph just as you linked the Spinner to the Spreadsheet.

6. Click the Spin button in the Spinner view. The data is recorded in the Spreadsheet and the Graph.

7. Change the number of Spins To Do on the Spinner view to 20. Click Spin and note the changes to the data records.

8. Change the number of spins to 500. Click Spin to see how the graph adjusts.

9. From the File menu, choose Save. Name your file Spin1, and then click OK.

10. Exit the Math Processor by choosing File, Exit, Save and Quit.


Activity 2: Discussing the Probability Exploration

With the help of your consultant, answer questions 1–5.

1. How do you display a blank spreadsheet?

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2. What is the purpose of the frame handles?

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3. What does the Color Link button do?

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4. Why do you think you were asked to name your file, Spin1?

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5. How would you use Math Processor with your students?

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Activity 3: Using Fraction Strips to Compare Fractions

Log in to take a session in Math Processor using the student user name and password provided by your consultant. In this activity, you will use Fraction Strips to compare fractions. As you take your session, follow the instructions listed in Parts 1 and 2.

Part 1: Creating Fraction Strips

1. Choose Fraction Strips from the Toolbox. Choose Fraction Strips again to get another strip.

2. Move the Fraction Strip views so that their left edges are aligned but do not overlap.

3. Click the top fraction strip to make it active. A catalog appears in the lower left corner. Click the arrow button on the catalog so that the number 2 is the denominator. Then click the denominator in the catalog.

4. Click the bottom fraction strip. Click the Arrow button on the catalog so that the number 6 is the denominator. Then click the denominator in the catalog.

5. Choose Help from the Menu bar. Choose Fraction Strip View Help.

TIP: If Fraction Strip View help is not visible, click one of the fraction strips to make it active.

6. Click Shading Segments and read the information. When you are finished, click Close.

7. Shade the segments so that the top fraction represents 1/2 and the bottom fraction represents 2/6.


Part 2: Linking the Fraction Strips

1. Choose Calculation from the Toolbox, and then highlight Evaluation. Move the Calculation view to the right of the first fraction strip, leaving some space.

2. Click the Color Link button on the palette.

3. Click the top fraction strip and hold down the mouse button. Drag until the link is inside the corresponding Evaluation view. Release your mouse button. Both views should now be outlined in the same color and the value of the strip expressed as a fraction.

4. Repeat steps 1, 2, and 3 for the second fraction strip.

5. Select a Text view from the Toolbox menu. Write a statement comparing the two fractions illustrated in the document.

6. Print your file (optional).

7. From the File menu, choose Save. Name your file Frac1. Click OK.

8. Exit the Math Processor by choosing File, Exit, Save and Quit.

Activity 4: Discussing the Fraction Strip Exploration

After you complete the session, answer questions 1 and 2.

1. How is the Calculation view used to express the value of the fraction strip?

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2. What makes the Math Processor a useful tool for comparing fractions?

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Using the Math Processor Course Documentation

The course documentation, Math Processor User’s Guide, includes step-by-step instructions on how to use each of the views; the Math Processor Activity Guide contains activities focused on using the tools to solve problems and explore mathematical concepts. Look at these sample pages from the Math Processor Activity Guide.

Using the Tools to Solve Problems Relationships Within Circles 67

2. Relationships Within Circles

Description Pi is a value that is related to circles in various ways. Does the value of pi change for different size circles? Is pi related to both the circumference and area of circles? In this activity you will explore these questions.

Figure 18. Sample tools used in this activity

Tools Used Geometry view and Spreadsheet view.

Notes Bicycle Test Track and Going ’Round in Circles are two investigations in CCC’s Math Investigations. In them, students learn about the relationship between pi, diameter, and circumference. This activity builds upon those investigations by letting students create Geometry views from which they can derive the value of pi themselves. This activity also expands upon the mathematical concepts presented in those investigations by introducing the formula for the area of a circle, and allowing students to also derive pi from this formula.

Procedures

1. Open a new Math Processor workspace.

2. Open a Geometry view.

3. Use the Circle button to draw a circle.

4. Use the Line Segment button to draw a line segment from the center to a point on the circle. This is the radius.

5. Open a Spreadsheet view.

6. Move the Spreadsheet view below the Geometry view as shown in Figure 18.

7. Resize the Spreadsheet view to 2 columns by 6 rows.

8. Resize Column A to make it wide enough to type what is shown in Figure 18.


68 Relationships Within Circles Using the Tools to Solve Problems

AdditionalActivities

A. Write a formula to calculate the diameter of a circle if you know the circumference and the value of pi.

B. Write a formula to calculate the area of a circle if you know the radius and the value of pi.

9. Click the B in the spreadsheet to select Column B. Change the data format to two decimal places by choosing Data Format from the Spreadsheet menu.

10. Label the cells in Column A as shown in Figure 18.

11. Color link the circumference of the circle to cell B1 by clicking the Color Link button. Then click the circle and drag to cell B1.

12. Color link the area of the circle to cell B2.

13. Color link the radius of the circle to cell B3. Move the linking tool around until the radius turns color.

14. Click cell B4 and type 2*B3.

15. Click cell B5 and type B1/B4. This is the same as C/D.

16. Click cell B6 and type B2/(B3*B3). This is the same as writing A/r2.

17. Click and drag the point on the circle to change the circle’s size.

18. Observe the value of C/D and A/r2. Does this value change with the size of the circle or stay about the same? Do you recognize this number?

19. Save this exploration if you wish.

Procedures


Activity 5: Using the Math Processor Activity Guide

Use the sample pages from the Math ProcessorActivity Guide to answer questions 1–4 about view-specific buttons.

1. What is the purpose of the activity shown in the sample pages?

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2. Which tools are used?

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3. Which Math Investigations are extensions of this activity?

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4. How will activities like this one help you and your students begin using the Math Processor?

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SuccessMaker 215: Algebra Topics

Objectives


• Identify the purpose of Algebra Topics

• Explain the Course Structure of Algebra Topics

• Identify the unique features of Algebra Topics

• Identify the tools available for student use in Algebra Topics

• Explore the Student Enrollment Options for Algebra Topics

• Identify key information on the Algebra Topics Course Report

• Identify recommended and appropriate usage and enrollment of Algebra Topics

• Use Algebra Topics Courseware Documentation

Copyright © Pearson Education, Inc. Algebra Topics409

Algebra Topics

Overview

Course Code: AT

Levels: 6-8

Summary: Parallels the content of introductory algebra courses at the secondary level. Includes exercises in applying problem-solving strategies to practical solutions.

Structure: Lessons

Contents: 32 lessons organized by topic

Features: Graphing environment graphs up to 10 functions.Equation Solver handles linear and quadratic equations.Expression Calculator evaluates variables and operations.Numerical Calculator performs standard computations.Glossary contains 254 terms, with definitions and examples.

OnlineDocumentation: Algebra Topics Teacher’s Handbook

Algebra Topics Reports Guide


Course Structure

9. SolvingEquations

17. Powers and Exponents

25. LinearEquations

26. Slope-InterceptForm of a

Linear Equation

27. Determiningthe Equation

of a Line

28. SolvingSystems of

Linear Equations

29. SquareRoots

30. The Pythagorean Theorem

31. RadicalExpressions

32. The Quadratic Formula

18. Adding andSubtractingPolynomials

19. Multiplying Polynomials

20. Factoring Polynomials

21. FactoringQuadratic

Polynomials

22. SolvingPolynomial Equations

By Factoring

23. The Coordinate System in a Plane

24. Functions

10. More onSolving

Equations

11. Inequalities

12. SolvingInequalities

13. CompoundInequalities

14. Translating Words

Into MathematicalSymbols

15. ExploringWord Problems

16. Mixture andWork Problems

2. Order of Operations

3. VariableExpressions

4. Introduction to Real Numbers

5. Properties ofAddition of

Real Numbers

6. Adding andSubtracting

Real Numbers

7. Properties ofMultiplication

Of Real Numbers

8. MultiplyingAnd DividingReal Numbers

Algebra Topics

1. Introduction to Algebra Topics


Getting to Know Algebra Topics

When Algebra Topics is launched, the lesson choices menu appears. The lessons are listed in order with “1. Introduction to Algebra Topics” selected.

1. Click the down arrow on the right side of the screen and select 16. Mixture and Work Problems.

2. Click the OK button. The opening screen for the “Mixture and Work” lesson appears.



Follow the instructions on the screen to complete a session in Algebra Topics.

Activity 2: Identifying Icons

Take another session and explore the active icons to discover their functions.

1. Click the second icon, the Graphing Environment. Click in each of the four boxes in the equation and change the numerators to 1, 2, 3, 4. Click Graph. Then click Change. On the Equation screen, change the denominators to 4, 3, 2, 1. Click Graph again to see how the graph has changed. Click Done.

2. Click the third icon, the Equation Solver. Type one of these three equations and use the Equation Solver to solve it: 1/2 + 3 = 10; a-3(a - 1) =4a + 5; 2r2 - 3r + 1=0. Click Quit to return to the exercises.

3. Click the fourth icon, the Expression Calculator, and use it to evaluate the expressions in one of the following:

Type 24/30 to reduce the fraction.

Type 144 + 123 - 234 to find the total.

Type 54 * 7 * 3 to multiply the factors.

Click Done to return to the exercises.

4. Click the Numerical Calculator. Click Off when you are ready to put it away.

5. Click the Student Report. Click Continue to return to the exercises.

6. Click the Glossary. Type Circle. Click OK. Repeat, this time typing Abscissa. Click Quit to return to the exercises.



Think about the sessions that you just completed. Answer the following questions.

• What happens when the student clicks the mouse icon?

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• What does the red line indicate?

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• What happens when the student answers a question incorrectly?

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The Results Manager management system allows you to modify enrollment options for Algebra Topics to meet individual students’ needs. The screen shown below shows the enrollment options for Algebra Topics.


With the help of your consultant, define the following student enrollment options for Algebra Topics and note their default values.

Session Length (minutes) _______________ Default value: ____________________

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Progression Time (seconds) _____________ Default value: ____________________

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Time-Out Time (minutes) _______________ Default value: ____________________

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The Course Report for Algebra Topics shows a variety of detailed information useful for assessing students’ progress in the course. It is divided into three sections - Summary, Performance by Lesson, and Areas of Difficulty. Look at each section of this sample Course Report for Kia Jackson.

Exercises Attempted

Exercises Correct

Percentage Correct

Current Lesson

275 238 87%

30 28 93% PM

Help Used Time-Outs Total Time Spent Review Time Graph Time

0:24 0:05

0:42

0 0

6:43 1:38

0:04

Lesson No.

Lesson code

Exercises Attempted

Percentage Correct

1 IN 15 100%

2 OO 30 73%

3 VE 29 97%

4 RN 68 87%

5 PA 18 89%

6 AS 75 87%

7 PM 40 83%

8 MD

9 SE

10 MS

11 IQ

12 SI

13 CI

14 TW

15 EP

16 MW

17 PE

18 AP

19 MP

20 FP

21 FQ

22 SP

23 CS

24 FN

25 LE

26 SI

27 EI

28 SL

29 SR

30 PT

31 RE

32 QF

Achievement

Page 1 of 2

Algebra Topics - Course Report

Algebra Topics

More on Solving Equations

Inequalities

Solving Inequalities

Compound Inequalities

Properties of Multiplication of Real Numbers

Support

Multiplying and Dividing Real Numbers

Solving Equations

Translating Words into Mathematical Symbols

Exploring Word Problems

Mixture and Work Problems

Powers and Exponents

Adding and Subtracting Polynomials

Multiplying Polynomials

Factoring Polynomials

Factoring Quadratic Polynomials

Solving Polynomial Equations by Factoring

The Coordinate System in a Plane

Functions

Linear Equations

The Pythagorean Theorem

Radical Expressions

Quadratic Formula

The Slope-Intercept Form of a Linear Equation

Determining the Equation of a Line

Solving Systems of Linear Equations

Square Roots

in progress

mastered

completed, not mastered

mastered

mastered

StatusLesson Name

mastered

Introduction to Algebra Topics

Order of Operations

Variable Expressions

Introduction to Real Numbers

Properties of Addition of Real Numbers

Adding and Subtracting Real Numbers

Performance by Lesson

Summary

Cumulativea

Last Sessiona

Cumulative

Last Sessiona

Performance

Enrollment: Flexible Session length, Student Lesson choice – Session Length: - – Enrollment Date: 02/28/2003

Jackson, Kia

Date Run: 08/20/2003

Last Session Date

8/20/03

Usage

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unmastered in review

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Lesson

PM

PM

PM

PM

AS

AS

Page 2 of 2


Legend

IN Introduction to Algebra Topics

OO Order of Operations

VE Variable Expressions

RN Introduction to Real Numbers

PA Properties of Addition of Real Numbers

AS Adding and Subtracting Real Numbers

PM Properties of Multiplication of Real Numbers

PT The Pythagorean Theorem

RE Radical Expressions

QF The Quadratic Formula

SI The Slope-Intercept Form of a Linear Equation

EL Determining the Equation of a Line

SL Solving Systems of Linear Equations

SR Square Roots

SP Solving Polynomial Equations by Factoring

CS The Coordinate System in a Plane

FN Functions

LE Linear Equations

AP Adding and Subtracting Polynomials

MP Multiplying Polynomials

FP Factoring Polynomials

FQ Factoring Quadratic Polynomials

TW Translating Words into Mathematical Symbols

EP Exploring Word Problems

MW Mixture and Work Problems

PE Powers and Exponents

Evaluate the expression a - (b - c), where -10 < a, b, c < 10.

IQ Inequalities

SQ Solving Inequalities

CI Compound Inequalities

MD Multiplying and Dividing Real Numbers

Areas of Difficulty (Most recent six objectives answered incorrectly)


Description

Find the product (a) (b) (c) (d), where a, b, c, d are real numbers and one of a, b, c, d equals 0.

Use the distributive property to mentally multiply a two-digit number times a one-digit number.

Use the distributive property to simplify the expression a(bn - c) - dn, where a, b, c, d are integers and n

is a variable.

SE Solving Equations

MS More on Solving Equations

Given four symbolic equations, select the one that illustrates the distributive property of multiplication

over addition.

Evaluate the expression -(a - k) - k, where -10 < a < 10.

Algebra Topics - Course Report

Algebra Topics

Enrollment: Flexible Session length, Student Lesson choice – Session Length: - – Enrollment Date: 02/28/2003

Jackson, Kia

Date Run: 08/20/2003

-


Activity 5: Identifying Algebra Topics Course Report Information

Refer to the sample Course Report for Kia Jackson to answer the following questions.

1. How long did Kia work in her last session?

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2. What topic was she working on in her last session?

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3. What is the total time that Kia has spent in Review?

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4. How is Kia doing in the course?

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Using the Teacher Handbook for Algebra Topics

Course Documentation

The Course Documentation, Algebra Topics Teacher’s Handbook, contains helpful information for implementing the course. Look at this sample page from the Algebra Topics Teacher’s Handbook..


Activity 6: Using the Algebra Topics Teacher’s Handbook

Use the sample pages from the Algebra Topics Teacher’s Handbook to answer questions1– 4.

1. How many exercises are presented in lesson 16? _____________________________

2. What is the lesson code for Radical Expressions? ____________________________

3. Which lesson has the greatest number of presentation screens? __________________

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4. How many total exercises are there in Algebra Topics? ________________________

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Algebra Topics Checklist

Name __________________________________________________________________

Student Number __________________________ Teacher ______________________

Lesson Lesson Score Date Completed

1. Introduction to Algebra Topics ______________ ______________

2. Order of Operations ______________ ______________

3. Variable Expressions ______________ ______________

4. Introduction to Real Numbers ______________ ______________

5. Properties of Addition of Real Numbers ______________ ______________

6. Adding and Subtracting Real Numbers ______________ ______________

7. Properties of Multiplication of Real Numbers ______________ ______________

8. Multiplying and Dividing of Real Numbers ______________ ______________

9. Solving Equations ______________ ______________

10. More on Solving Equations ______________ ______________

11. Inequalities ______________ ______________

12. Solving Inequalities ______________ ______________

13. Compound Inequalities ______________ ______________

14. Translating Words into Mathematical Symbols ______________ ______________

15. Exploring Work Problems ______________ ______________

16. Mixture and Work Problems ______________ ______________

17. Powers of Exponents ______________ ______________

18. Adding and Subtracting Polynomials ______________ ______________

19. Multiplying Polynomials ______________ ______________

20. Factoring Polynomials ______________ ______________

21. Factoring Quadratic Polynomials ______________ ______________

22. Solving Polynomial Equations by Factoring ______________ ______________

23. The Coordinate System in a Plane ______________ ______________

24. Functions ______________ ______________

25. Linear Equations ______________ ______________

26. The Slope-Intercept Form of a Linear Equation ______________ ______________

27. Determining the Equation of a Line ______________ ______________

28. Solving Systems of Linear Equations ______________ ______________

29. Square Roots ______________ ______________

30. The Pythagorean Theorem ______________ ______________

31. Radical Expressions ______________ ______________

32. The Quadratic Formula ______________ ______________



SuccessMaker 216: Science Discovery

Objectives


• Identify the purpose of Science Discovery

• Explain the Course Structure of Science Discovery

• Describe the Structure of a Module in Science Discovery

• Identify the unique features of Science Discovery

• Identify the student resources available in Science Discovery

• Identify the purposes of the three notebooks available in the Science Discovery Laboratory

• Explore Student Enrollment Options for Science Discovery

• Identify recommended and appropriate usage and enrollment of Science Discovery

• Identify the key information on a Science Discovery Course Report

• Use the Science Discovery Courseware Documentation

Copyright © Pearson Education, Inc. Science Discovery423

Science Discovery

Overview

Course Code: SD

Levels: 6-8

Summary: Guides students in the development of scientific reasoning and process skills. Enables students to observe and participate in laboratory investigations. Topics on earth science, physical science and life science.

Structure: Lessons

Contents: Ten modulesLaboratory

Features: Open-ended access to online simulationsAnimationsFull-motion video (Optional CD available upon request)Online notebooksTools: rulers, protractors, calculator, tape measureIllustrated glossaryAtlas

Online

Documentation: Science Discovery Teacher’s Handbook Science Discovery Activity Guide Science Discovery Reports Guide


Course Structure

Module Structure

S ta ticE le c tr ic ity


L ig h t a n dL e n s e s


W a v e sW a v e s C irc u its

C irc u its S im p leM a c h in e s

S im p leM a c h in e sS o u n d

S o u n d

P la teT e c to n ic s

P la teT e c to n ic sC e lls

C e lls

S c ie n c e D is c o v e ryS c ie n c e D is c o v e ry

M o tio nM o tio n

F o rc e sF o rc e s

M o d u le sM o d u le s

L a b o ra to ryL a b o ra to ry





W a v e sW a v e s C irc u its

C irc u its S im p leM a c h in e s

S im p leM a c h in e sS o u n d

S o u n d

P la teT e c to n ic s

P la teT e c to n ic sC e lls

C e lls

S c ie n c e D is c o v e ryS c ie n c e D is c o v e ry

M o tio nM o tio n

F o rc e sF o rc e s

M o d u le sM o d u le s

L a b o ra to ryL a b o ra to ry

Waves ModuleWaves Module

L2.4Wave Speed

L2.4Wave Speed

L2.3Frequency

L2.3Frequency

L2.2Wavelength

L2.2Wavelength

L2.1Amplitude

L2.1Amplitude

PresentationPhase

PresentationPhase Evaluation Phase

Evaluation Phase

L1 Wonderful World of Waves


L2 Characteristicsof Waves


L3 Waves Medium& Types of Waves


L4 WaveBehavior

L4 WaveBehavior

L5 Two Examplesof Waves


Waves ModuleWaves Module

L2.4Wave Speed

L2.4Wave Speed

L2.3Frequency

L2.3Frequency

L2.2Wavelength

L2.2Wavelength

L2.1Amplitude

L2.1Amplitude

PresentationPhase

PresentationPhase Evaluation Phase

Evaluation Phase







L4 WaveBehavior

L4 WaveBehavior




Science Discovery Course Content

STATIC ELECTRICITY MODULE (SE)

1. Static Electricity in the House1.1. Three examples1.2. The “shocking” doorknob

2. Static Electricity in the Lab2.1. Introducing the lab equipment2.2. Using the lab equipment2.3. Two types of charge2.4. Opposites attract; likes repel2.5. Applications

3. Matter3.1. Atoms3.2. Counting charge3.3. Applications

4. Conservation of Charge4.1. Conservation of charge4.2. Making a negative rod4.3. Making a positive rod4.4. Applications

5. Electric Force5.1. Introducing force5.2. Dependence on amount of charge5.3. Applications5.4. Dependence on distance5.5. Applications

6. Induction, Conductors, and Insulators6.1. Positive rod attracts neutral paper6.2. Negative rod attracts neutral paper6.3. Conductors and insulators6.4. Applications

7. Lightning7.1. How lightning starts7.2. Induction and lightning7.3. Lightning rods

LIGHT AND LENSES MODULE (LL)

1. Light Rays1.1. Introduction to light rays1.2. Light sources1.3. How we see the size of things

2. Lenses2.1. Recognizing lenses2.2. Lenses bend light rays2.3. Focal length of lenses2.4. Measuring focal length2.5. Instruments with lenses2.6. Images and magnification

3. Image Formation Laboratory3.1. Lab setup for slide projector3.2. Observing the image3.3. Focusing the image

4. Images and Light Rays4.1. Image formation4.2. Image size and orientation4.3. Focusing the image4.4. Image and focal length

MOTION MODULE (MO)

1. Distance, Speed, Time, and Direction1.1. Describing motion1.2. Understanding and calculating speed1.3. Calculating distance1.4. Calculating time1.5. Velocity

2. Graphing2.1. Graphing distance versus time2.2. Using graphs to compare speeds

3. Acceleration3.1. Identifying accelerating objects3.2. Quantitative definition of acceleration3.3. Calculating acceleration

4. Average Speed4.1. Calculating average speed

FORCES MODULE (FR)

1. Newton’s First Law1.1. Force1.2. Friction and Newton’s first law

2. Newton’s Second Law2.1. Acceleration and force2.2. Acceleration and mass2.3. Presentation of Newton’s second law

3. Newton’s Third Law3.1. Presentation of Newton’s third law3.2. Application of Newton’s laws

WAVES MODULE (WA)

1. The Wonderful World of Waves1.1. Four examples of waves

2. Characteristics of Waves2.1. Amplitude2.2. Wavelength2.3. Frequency2.4. Wave speed

3. Wave Medium and Types of Waves3.1. Different types of media3.2. Wave motion and medium motion3.3. Transverse waves3.4. Longitudinal waves

4. Wave Behavior4.1. Superposition4.2. Phase4.3. Interference4.4. Standing waves4.5. Waves in a rope4.6. Waves in a pool

5. Two Examples of Waves5.1. Sound5.2. Light

SOUND MODULE (SO)

1. What Is Sound and How Do We Hear It? 1.1. Examples of sound affecting things1.2. Sounds are vibrations1.3. The source of sound1.4. How we hear

2. The Speed of Sound2.1. The speed of sound in air2.2. The speed of sound in different

materials2.3. Comparing the speeds of sound

and light

3. How Sound Travels3.1. Motion of air molecules3.2. Sound and vacuums3.3. Looking at sound waves with an

oscilloscope

4. A Quick Survey of Waves4.1. Recognizing the basic properties

of waves4.2. The relationship between the basic

properties of waves4.3. Simple interference

5. How the Properties of Waves Relate to Sound5.1. Amplitude and loudness5.2. Frequency and pitch5.3. Adjusting amplitude and frequency of

a sound wave

6. The Doppler Shift6.1. What the Doppler shift is6.2. Why the Doppler shift occurs

7. Interference Between Waves of Different Frequencies7.1. What are beats?7.2. Why beats occur7.3. How fast beats occur7.4. Tuning a piano string


Science Discovery Course Content (Continued)

CIRCUITS MODULE (CI)

1. Short Introduction

2. What Is an Electric Circuit?2.1. Electricity2.2. Circuits2.3. Comparing electric current and static

electricity

3. Features of the Simplest Circuits (Series Circuits)8.1. Switches: open and closed circuits8.2. What can a current flow through?8.3. Power sources, loads, and energy

4. What Can We Measure in a Circuit?4.1. Current4.2. Voltage4.3. Resistance4.4. Comparing current, voltage, and

resistance

5. Relating Current, Voltage, and Resistance5.1. Changing voltage5.2. Changing resistance5.3. Ohm’s law

6. Parallel Circuits6.1. Identifying parallel circuits6.2. Where electrons flow in a parallel

circuit6.3. Applications

7. Take-Apart Lab7.1. Toaster oven7.2. Hairdryer7.3. Electric train set

SIMPLE MACHINES MODULE (SM)

1. Introduction to Simple Machines

2. Inclined Planes2.1. A closer study of a simple machine2.2. Distance and work2.3. Wedges

3. Levers3.1. Introduction to levers3.2. Force and distance3.3. Work3.4. Levers all around us

4. Wheel and Axles4.1. Introduction to wheel and axles4.2. Force and distance4.3. Work4.4. Other types of wheel and axles

5. Pulleys5.1. Introduction to pulleys5.2. Force and distance5.3. Work5.4. Pulleys all around us

6. Compound Machines6.1. Simple machines together6.2. Build a machine

CELLS MODULE (CE)

1. What Is a Cell?1.1. Living things are made of cells1.2. Magnification and tools1.3. Cells come from existing cells1.4. Cells are the basic units of life

2. Parts of Cells: Nucleus and Cell Division2.1. Introduction to equipment2.2. What is a nucleus?2.3. Phases of cell division2.4. Cell division and growth

3. Parts of Cells: The Rest of the Cell3.1. Still more magnification and tools3.2. Cell membranes3.3. Osmosis and diffusion3.4. Energy: mitochondria and

chloroplasts3.5. Internal transport and protein

synthesis

4. Cells as Parts of Multicellular Organisms4.1. The cell’s place in an organism4.2. Levels of organization4.3. Comparisons

PLATE TECTONICS MODULE (PT)

1. Why Study Plate Tectonics?

2. What Are Plates?2.1. Earth’s crust, mantle, and core2.2. Earth’s lithosphere and

asthenosphere2.3. Ocean crust and continental crust

3. Clues That Plates Move3.1. The puzzle of the drifting continents3.2. Mountains and rock types3.3. The mystery of Mesosaurus

4. How Do Plates Move?4.1. Sonar and the sea floor4.2. Sea-floor spreading4.3. Convection currents

5. Boundaries Between Plates5.1. Plate boundaries5.2. Mapping plate boundaries5.3. Plate motion

LABORATORY (LB)

Static Electricity SimulationsMetal ball and rodsForce, scale, and rods

Light and Lenses SimulationsFocusing a projectorChanging a focal length

Motion SimulationDistance = speed x time

Forces SimulationNewton’s law

Waves SimulationsOscilloscopeMeasuring light

Sound SimulationsSound and vacuumAmplitude and frequencyDoppler effectSound wave interferenceTuning fork-pitchTuning forks-beatsPiano tuning

Circuits SimulationsSeries vs. parallel circuitsInsulators and conductorsLoads and power sourcesOhm’s lawTake apart a hair dryer

Simple Machines SimulationsThe inclined planeThe leverThe wheel and axleThe pulley

Cells SimulationsUsing the magnifying glassUsing the microscopeDiffusion and osmosis

Plate Tectonics SimulationsExploring with P and S wavesContinental driftStudying the sea floorLocating earthquakesPlate boundaries


Getting to Know Science Discovery

Choosing a Module

When you launch Science Discovery, the opening screen introduces a module.

Click the Choose Module button at the bottom left of the opening screen.

The Module Selection screen appears.


Activity 1: Exploring a Module

Follow these steps to explore the Cells Module

1. On the opening screen, click Choose Module.

2. Click Cells and click the Done button.

3. Follow the instructions and complete some of the exercises.

4. Answer some exercises incorrectly to see what happens.

Activity 2: Identifying Student Resources

Explore the Student Resources at the top of the lesson screens. Click the resources to discover what they do.

What happens when the HELP resource is selected?

_____________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________

When might the FORWARD and BACK resources be important for students to use?

_____________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________

What tools are available in the TOOLS resource?

_____________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________

What two items are available for student use when the REFERENCE resource is selected?

_____________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________


Activity 3: Exploring a Laboratory Simulation

Follow the steps below to access a laboratory simulation on Osmosis.

1. On the opening screen, click Choose Module. The Module Selection screen appears.

2. Click SD Laboratory and click the Done button.

3. On the SD Laboratory Module screen, click Continue. The Module Selection menu appears again, but now within the laboratory format.

4. Click the ninth module Cells.

5. Click 3. Diffusion and Osmosis.

Part 1: Laboratory Notebooks

Before beginning the simulation, note the three notebooks that are available within the Laboratory Simulation. Note the purpose of each on the lines provided below.

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________


Part 2: Laboratory Simulation

Follow the steps below to explore a laboratory simulation on osmosis. Notice that for some steps, the buttons that appear on the screen will tell you what to do next.

1. Read the explanation at the top of the screen. Then click Select Bag.

2. Click bag 25.

3. Click Weigh Bag.

4. Click the bag and drag it to the scale. Click to drop it onto the scale. Click Done.

5. Note the weight of the bag.

6. Click Move Bag to Tank.

7. Move bag 25 from the scales to the tank. Click to drop the bag under the “10% Sugar” label.

8. Click Done.

9. Click Weigh Bag.

10. Click bag 25 in the tank. Move it to the scale. Click to drop it onto the scale.

11. Click Done. Note the weight of the bag. It should be different from the previous weight.

12. Repeat steps 6 through 10. The weight will differ again.



After you finish exploring the laboratory, answer the questions below.

• How are objects moved on the screen?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

• What kind of information is displayed in the yellow boxes?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

• How do you get an answer to appear?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

• Where are the lab results shown?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

• What happens when you click Exit?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________



The Results Manager management system allows you to modify enrollment options for Science Discovery to meet individual students’ needs. The screens shown below show the enrollment options for Science Discovery.




Session Length (minutes) ________________Default value: ____________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

Progression Time (seconds) ______________Default value: ____________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

Time-Out Time (minutes) ________________Default value: ____________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

Allow Module Choice ___________________Default value: ____________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

Allow Lesson Choice ___________________Default value: ____________________

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________



The Course Report for Science Discovery shows a variety of detailed information useful for assessing students’ progress in the course. It is divided into two sections - Summary and Performance on Ten Most Recent Lessons.

Look at each section of this sample Course Report for Hazel Edison.

Exercises Attempted

Exercises Correct

Percentage Correct

Current Lesson

Current Activity

Cumulative 566 442 78

Last Session 19 12 63 LL3 Evaluation

Last Cumulative Review 8 6 75

Help Used Time-Outs Back Used Time SpentSessions

TakenLast Session

Date

Cumulative 24

Last Session 2 0 1 0:20 03/07/03

LessonExercises Attempted

Percentage Correct

Static Electricity 1 8 75







Light and Lenses 1 62 63



Legend:

PT Plate Tectonics Module

LA Laboratory Module


Copyright (c) 2008 Pearson Education, Inc. All rights reserved.

SO Sound Module

CI Circuits Module

SM Simple Machines Module

CE Cells Module

LL Light and Lenses Module

MO Motion Module

FR Forces Module

WA Waves Module

completed without mastery

mastered

in progress

Science Discovery – Course Report

Science Discovery

Summary

Performance on Ten Most Recent Lessons

mastered

mastered

mastered

mastered

mastered

Date Run: 03/07/03

Edison, Hazel

SE Static Electricity Module

Enrollment: Set Session length, Module Choice, Lesson Choice --- Session Length: 20 minutes --- Enrollment Date: 09/18/02


Support Usage

Status

mastered

mastered

8:00


Activity 6: Identifying Key Information

Refer to the sample Course Report for Hazel Edison to answer the following questions.

• How many sessions has Hazel taken?____________________________________

• How much time has she spent in the course? _____________________________

• Considering the percentage correct that Hazel scored in her last session, what can you infer from her use of the HELP and BACK resources? ____________

_____________________________________________________________________

• Considering Hazel’s percentage correct in her last session, cumulative percentage correct in the course, and her last cumulative review, do you think this course challenges her?____________________________________________________________________


Using Science Discovery Course Documentation

The Course Documentation, Science DiscoveryActivity Guide, contains Classroom Investigations and Take-Home Activities that integrate with the various online simulations that the student will interact with while working in Science Discovery. Look at this sample page from the Science DiscoveryActivity Guide.


Activity 7: Using the Science Discovery Activity Guide

Use the sample page from the Science DiscoveryActivity Guide to answer questions 1– 3.

1. What Science Discovery module does this experiment correlate with?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

2. Would you use this experiment before or after the student completes the online simulation?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________

3. Do you think that your students could follow the directions and complete the experiment on their own?

_____________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________


Sc

Nam

Stude

Modu

STA

1.

2.

3.

4.

5.

6.

7.

LIG

1.

2.

3.

4.

MO

1.

2.

3.

4.

FOR

1.

2.

3.

APPENDIX I Student Checklist 143

ience Discovery Checklist

e

nt Number Instructor

le and Lesson Lesson Score Date completed

TIC ELECTRICITY (SE)

Static Electricity in the House

Static Electricity in the Lab

Matter

Conservation of Charge

Electric Force

Induction, Conductors, and Insulators

Lightning

HT AND LENSES (LL)

Light Rays

Lenses

Image Formation Laboratory

Images and Light Rays

TION (MO)

Distance, Speed, Time, and Direction

Graphing

Acceleration

Average Speed

CES (FR)

Newton's First Law

Newton's Second Law

Newton's Third Law


Module and Lesson Lesson Score Date completed

144 APPENDIX I Student Checklist

WAVES (WA)

1. The Wonderful World of Waves

2. Characteristics of Waves

3. Wave Medium and Types of Waves

4. Wave Behavior

5. Two Examples of Waves

SOUND (SO)

1. What Is Sound and How Do We Hear It?

2. The Speed of Sound

3. How Sound Travels

4. A Quick Survey of Waves

5. How the Properties of Waves Relate to Sound

6. The Doppler Shift

7. Interference Between Waves of Different Frequencies

CIRCUITS (CI)

1. Short Introduction

2. What Is an Electric Circuit?

3. Features of the Simplest Circuits

4. What Can We Measure in a Circuit?

5. Relating Current, Voltage, and Resistance

6. Parallel Circuits

7. Take-Apart Lab

SIMPLE MACHINES (SM)

1. Introduction

2. Inclined Planes

3. Levers

4. Wheel and Axles

5. Pulleys

6. Compound Machines


CEL

1.

2.

3.

4.

PLA

1.

2.

3.

4.

5.

LAB

Stat

Ligh

Mot

Forc

Wav

Sou

Circ

Sim

Cell

Plat

Modul

APPENDIX I Student Checklist 145

LS (CE)

What Is a Cell?

Parts of Cells: Nucleus and Cell Division

Parts of Cells: The Rest of the Cell

Cells as Parts of Multicellular Organisms

TE TECTONICS (PT)

Why Study Plate Tectonics?

What Are Plates?

Clues That Plates Move

How Do Plates Move?

Boundaries Between Plates

ORATORY (LB)

ic Electricity Simulations

t and Lenses Simulations

ion Simulation

es Simulation

es Simulations

nd Simulations

uits Simulations

ple Machines Simulations

s Simulations

e Tectonics Simulations

e and Lesson Lesson Score Date completed



SuccessMaker 301: Reports

Objectives• Identify the two types of SuccessMaker reports

• Identify key information on reports

• View and print reports

• Apply Report options

• Save report parameters

• Use reports to assess student usage

• Understand and interpret report data

Copyright © Pearson Education, Inc Administrative Reports443

SuccessMaker Reports OverviewTo effectively address the issues facing schools/districts today on student performance, the data available within the SuccessMaker reports provides critical and valuable information that will assist teachers in ensuring that student needs are met instructionally. Implementing the SuccessMaker solution for students is not just making instructional assignments, but is also evaluating and using the data provided in reports to make data-driven implementation and instructional decisions that ensure success.

Report Features

• Clearly defined headers and minimal abbreviations

• Standardized content across courses by report type

• Options for selecting report output

• Select information by student or by group depending on the report.

• Select students based on specified level, gain, or time for specified reports.

• Select Course report output to include summary data, performance by lesson/ strand/skill and areas of difficulty (as applicable).

• Select Last Session report output to include students with a session on or before or after a specified date.

• Options for sorting by column headings for specified reports.

• Aggregate data available for select reports: (data aggregated across sites at central server district module required)


Report TypesThere are two types of reports available within the management system allowing teachers and administrators to monitor individual student performance, trends among students, and system use. These are: Administrative Reports and Courseware Reports.

Administrative Reports provide information about the organization and usage of the system and Courseware Reports provide student performance information.

NOTE: Reports which can be aggregated on a Central District Server are discussed in the SuccessMaker Enterprise Central Server Guide.

Administrative ReportsThe SuccessMaker® Enterprise management system continuously accumulates data on system use. The data are available in the form of Administrative reports, which make the information easily accessible by teachers and administrators. Using the reports, the teachers and administrators can keep track of individual student information and monitor system use.

Administrative Reports

Report Description

Course Assignments Report Shows the SuccessMaker courses assigned to a student.

Group List Report Shows all users in specified groups, including the user name.

Group Usage Report Shows the number of days a student has been in the system and the amount of time spent using the system.

Group User Report Shows the groups to which users are assigned.

System Usage Report Shows the registration date, initial login date, last logout date, and the number of days in the system.

System User Report Shows the first and last names and user names of all users on the system.


Course Assignments Report

This reports lists, by student, the courses that are assigned to each user, the user name, and password required for log on (provided the password has also been entered in the Student ID field). It serves as a confirmation of assignments made by the teacher for every student.


Group List Report

This report delineates, by student, the groups to which they are assigned. This serves as confirmation of group membership.

Group Usage Report

This report provides SuccessMaker Enterprise attendance information for individual users within a specified group. The focus of this report is on the time students spend on SuccessMaker overall (regardless of what course assignments they have).


System Usage Report

This report provides an overall view, by student, of individual usage of the SuccessMaker Enterprise system.

Activity 1: Administrative Reports

Answer the following questions about SuccessMaker Administrative Reports.

1. Which report shows which SuccessMaker Courses are assigned to a particular user? _________________________________

2. Which report shows which groups students belong to? _________________________________

3. Which report shows attendance information as it relates to SuccessMaker use within the system for a student or group? _________________________________

4. Which report lists the users in a specific group? _________________________________

5. Which report shows the enrollment and usage information (registration date, initial login date, last logout date and number of days in system) for a specific user or group? _________________________________

6. Which report lists the first and last name, user name, and student ID of all of the users in the system? _________________________________


Courseware ReportsEach SuccessMaker Course has a set of reports that provide detailed information on individual student and/or group performance. To best understand the specific reports available for each course, refer to the Reports Documentation located within the “Help” area of the Results Manager Management System.

Description of Courseware Reports

Report Brief Description and/or Comments

Course The Course Report provides detailed information about a student’s performance and progress.

Cumulative Gains* (D) The Cumulative Gains Report presents information about the progress of groups of students as well as the progress of individual students in the group.

Cumulative Performance* (D)

The Cumulative Performance Report presents information about the progress of groups of students as well as the progress of individual students in the group.

Grouping by Areas of Difficulty

The Grouping by Areas of Difficulty Report lists the skills in Reader’s Workshop with which the selected groups of students are having difficulty. The report groups students by these skills to allow teachers to determine which students require assistance and/or intervention. The information includes the abbreviation of the strand name, the skill objective number, and a description of the skill the student is having difficulty mastering.

Last Session The Last Session Report provides information about the most recent session for groups of students and for individual students in the group.

Performance Percentages (D)

The Performance Percentages Report displays recent and cumulative performance percentages by judged skills for each student in a group as well as averages for the group and across groups.

Gains Across Reading Courses* (D)

The Gains Across Reading Report presents the total gains across Reading Readiness, Initial Reading, and Reader’s Workshop for each student in a group, the average gain for each group, and the average gain across groups. It also displays the total time spent since IPM across these reading courses.

Total Time Across Courses*

The Total Time Across Courses Report displays the time spent by groups of students across a maximum of 10 selected courses. It includes data for individual students and courses as well as total time and averages for the group.


*Aggregate report available for SuccessMaker Enterprise with the District ModuleNOTE: Student Reports that have Demographic Reporting capabilities are indicated by a (D)

Enrollment Check The Enrollment Check Report presents enrollment information for a selected group of students, including registration date, group(s) to which users are assigned, the starting level and session length for each assigned course, and whether Initial Placement Motion (IPM) is active.


The Prescriptive Scheduling Report displays a forecast of the additional time necessary for the student to reach a specified target course level or a forecast of the level the student will reach in the time specified.

Student Summary (Parent Report)

The Student Summary Report provides information to parents/guardians regarding performance in a course.

Report Brief Description and/or Comments


Availability of Courseware Reports

* Report only available for SuccessMaker Anywhere configurations

Report

Math and Science Reading and Language ArtsA

T

MC

S,

MC

SS

,

MC

S2

MC

MI

SD

MP

RR

IR RW

SP

S

DE

VA

L

FAB

RA

P

RA

RI

SP

WS

Course X X X X X X X X X X X X X X X

School/Home Course*

X X X X X X X X X X X X X X X

Cumulative Gains X X X X X

Cumulative Performance

X X X X X X X X X X X

Grouping by Areas of Difficulty

X X X X

Last Session X X X X X X X X X X X X

Performance Percentages

X X X X X X X X X


X X

Gains Across Reading

X X X

Total Time Across Courses

X X X X X X X X X X X X X X X X

Enrollment Check X X X X X X X X X X X X X X X X X X

Standards-Based Alignment

X

Student Summary (Parent Report)

X X X X X X X X X X X X X X X X


Activity 2: Availability of Courseware Reports

Refer to the table on the previous page and answer the following questions about the availability of SuccessMaker Enterprise reports.

• Which report is available for all of the courses? ____________________

• Which report is available only for strands courses? _________________

• Which report is available only for Reader’s Workshop and the Math Concepts and Skills suite of courses?____________________________

• Which report is available only for Reading strands courses? __________________________________________________________

• The Total Time Across Courses Report is available for all courses except: ____________________________________________________

Enrollment CheckThis report shows student registration, group, and assignment information.


Activity 3: Interpreting the Sample

Write at least 3 interpretive statements regarding information shown on the sample report on the previous page. Refer to the Reports Documentation in the Help section of Results Manager to check your answers.

1. _____________________________________________________

2. _____________________________________________________

3. _____________________________________________________

Application and Frequency

I could run this report to _________________________________________

My Consultant recommends I monitor this report (frequency): ____________________________

Course ReportThis report shows detailed information about a student’s performance and highlights specific areas of difficulty in a course.

NOTE: Each SuccessMaker course (except Math Processor, Math Corner, and Story Painter) has a comprehensive report named “Course Report.” Each report is studied within the respective course’s module, thus, this report is merely a representative course report for study in this module.



Schell, Ian


Date Run: 02/11/00


Summary


Last Session

Cumulative

ExercisesAttempted

ExercisesCorrect

PercentageCorrect

CRI SkillsCompleted

SkillsMastered

Percentageof Skills

Mastered

GainSinceIPM

CurrentCourseLevel

Support Usage

TutorialUsed

HelpUsed

AudioRepeatUsed

GlossaryUsed

Time-Outs

TimeSpent

Time SpentSince IPM

TotalSessions

Last SessionDate

Cumulative

Last Session

ReportCard

02/10/00

18:47

0:21

155 148 95% 0.732137 1633

66 59

0 0 0 0 0 0

52

4.38

15:56

76%

89%

91%

68 0 0 0 32

4.60


Computation Strands

SkillsCompleted

SkillsMastered

Percentageof Skills

Mastered

StrandLevel

Addition

Decimals

Division

Equations

Fractions

Multiplication

Speed Games

Subtraction

Total

Applications

Geometry

Measurement

Number Concepts

Problem Solving


Word Problems

Total

Probability & Statistics

4.354.154.204.504.104.354.604.10

4.604.404.534.454.444.70

4.00

12968611108

70

129685

1198

68

100%100%100%100%83%

100%90%

100%

97%

6121618101436

85

6121518101036

80

100%100%93%

100%100%71%

100%100%

94%

Application Strands

SkillsCompleted

SkillsMastered

Percentageof Skills

Mastered

StrandLevel

Areas of Difficulty


Current Computation Skills in Delayed Presentation

Addition 4.40 Fill in missing addend (sums 100-198, regrouping).

Page 1 of 3



Schell, Ian


Date Run: 02/11/00


Current Application Skills in First Delayed Presentation


Applications Read a horizontal bar graph with six items.ApplicationsMeasurementProblem Solving

Science ApplicationsScience Applications

4.404.504.404.504.204.40

Answer series of questions related to the average of a sequence.Identify appropriate measure, unit of measure (capacity, time, length).Identify unnecessary information in a problem.Identify the best reason for an object's classification.Read bar graph and answer questions about tree growth over time.Record, graph, and interpret data about effects of plant food on growth.

Problem Solving

4.20

Current Application Skills in Second Delayed Presentation


Measurement 4.40 Solve word problem containing irrelevant info (customary/ metric).

Page 2 of 3



Schell, Ian


Date Run: 02/11/00


Feb 02 00

Skills Not Mastered

Strand Name Strand Level Description Date NotMastered

Problem Solving

Problem Solving

Problem Solving

4.27

4.25

4.23

Identify open number sentence that represents soln. to add./sub. problem.Identify computational method to solve a problem involving division.Identify computational method to solve a problem involving multiplication.

Feb 01 00

Jan 22 00

4.20 Find the missing numbers in a sequence of arithmetic steps. Jan 13 00Problem Solving

Fractions

Measurement

3.95

3.55

Use geometric model to compare 2 fractions (halves-eighths, unlike den.).Identify another way to say the time (counting after/before the hour).

Jan 04 00

Nov 22 99

Legend:


NA Not active

TOP Topped out

CRI Computation retention index



-- Strand is on but level not yet reached


Page 3 of 3



Write at least 3 interpretive statements regarding information shown on the sample report on the previous page. Refer to the Reports Documentation in the Help section of Results Manager to check your answers.

1. _____________________________________________________

2. _____________________________________________________

3. _____________________________________________________





Cumulative GainsThis report provides detailed information about the progress of groups of students as well as individual students within the group. In reading and interpreting the data of this report, you will be able to establish performance within the course.

• The current course level field lets the teacher know if the student is on target to reach his/her goal.

• The Gain Since IPM and the Time Spent since IPM provide a snapshot for the teacher to see if the gain is appropriate for the time spent.

NOTE: Gain is a measure of the course content that has been COMPLETED and not necessarily MASTERED. To ensure that gain reflects MASTERY of the content covered, look at the “*” in the AP column to see if the student has met or exceeded acceptable performance levels.

• Compare the Recent Percentage Correct to the student’s Total Percentage Correct to see if the student’s or group’s progress is improving, declining or being maintained.

Cumulative Gains Report


Date Run: 02/15/00

Varnedo-4Math

Student Name CurrentCourseLevel

GainSinceIPM

Percentageof Skills

Mastered

TimeSpentSinceIPM

TotalSessions

Varnedo-4Math


AP

Cineau, James 20:44 970.864.17 68 *

George, Sandy 18:12 910.734.05 63 *

Schell, Ian 15:56 950.734.38 52 *

Thomas, Kaela 15:27 960.634.16 50 *

Worrell, Shawn 23:32 840.754.36 74

Mean:

Standard Deviation:

4.22 0.74 9361(5)

5 students

18:46(3:02)(0.13) (9)(0.07)

Percentage of students with AP : 80%



Write at least 3 interpretive statements regarding information shown on the above sample report. Refer to the Reports Documentation in the Help section of Results Manager to check your answers.

1. _____________________________________________________

2. _____________________________________________________

3. _____________________________________________________




Cumulative Gains Report


Date Run: 02/15/00

Varnedo-4Math

Summary Data CurrentCourseLevel

GainSinceIPM

Percentageof Skills

Mastered

TotalSessions

Mean:

Standard Deviation:

4.22 0.74 93(5)

6118:46(3:02)

Total: 5 students

(0.13) (0.07) (9)

AP

Legend:



* Meets Acceptable Performance (AP) of at least 90% skills mastered


TimeSpentSinceIPM



Gains Across ReadingThis report presents the total gains across Reading Readiness (RR), Initial Reading (IR) and Reader's Workshop (RW) for each student in the group, the average gain for each group, and the average gain across groups.

• The starting level, IPM level, current Course Level and Gain since IPM demonstrate student progress to their instructional level (not necessarily their designated grade level).

• The Gain Since IPM and the Time Spent since IPM provide a snapshot for the teacher to see if the gain is appropriate for the time spent.

NOTE: Gain is a measure of the course content completed and not necessarily mastered. To ensure that gain reflects mastery of the content covered, look at the Total %age Correct to establish if it is within the acceptable range (65-85%).

• The Overall section provides a snapshot of how the student is performing across all of the reading foundation courses that they have been assigned.

Gains Across Reading ReportDate Run: 02/15/00

Charles-4

Charles-4

0.00 3.0702/11/00InIPM813.07InIPM2.80RWFierro, Claudio 0:00InIPM

1.43 4.0111/02/994:47832.992.582.00IRGodfrey, Sean 22:490.41

02/15/0018:02724.012.822.80RW 1.19

0.68 4.2012/14/99InIPM932.99InIPM2.50IRJames, Alexa 10:39InIPM

02/15/0010:39664.203.522.80RW 0.68

0.78 3.3111/16/996:25802.992.532.00IRRoberson, Kevin 16:550.46

01/11/0010:30633.312.822.80RW 0.49

Mean:

Standard Deviation: (0.51) (0.47)(8:27)

12:36 0.72 3.65

4 students

Student Name

TotalTimeSpentSinceIPM

Individual Courses Overall

CourseCode

StartingLevel

IPMLevel

CurrentCourseLevel

GainSinceIPM

Total%age

Correct

TimeSpentSinceIPM

LastSession

Date

TotalGainSinceIPM

HighestCurrentCourseLevel




1. _____________________________________________________

2. _____________________________________________________

3. _____________________________________________________




Gains Across Reading ReportDate Run: 02/15/00

Charles-4

Summary Data

Mean:

Standard Deviation:

TotalTimeSpentSinceIPM

Individual Courses Overall

CourseCode

StartingLevel

IPMLevel

CurrentCourseLevel

GainSinceIPM

Total%age

Correct

TimeSpentSinceIPM

LastSession

Date

TotalGainSinceIPM

HighestCurrentCourseLevel

(0.47)(0.51)(8:27)

0.72 3.6512:36

Total: 4 students

Legend:

IR Initial ReadingRR Reading ReadinessRW Reader's Workshop

IPM Initial placement motion-- Data not available or applicableTotal Reading Gain is calculated from the Lowest IPM level to the highest Current Course Level. These are shown in bold.



Cumulative PerformanceThis report presents information about the progress of groups of students, as well as individual students within the group. It includes: the current course level for the student; performance in all of the exercises; the percentage of items covered and mastered; and the total time for individual students as well as the average time for the group. In reading this report, it would be helpful to review the following:

• Review the performance for each student

• Look for those students who do not have the desired time on task or number of sessions based on the implementation plan.

• Review the Total Percentage of Active Items Covered and the Total Percentage of Completed Items Mastered to identify those students with low mastery percentages.

• Determine whether a student is working and progressing at the desired rate by observing the Total Number attempted and correctly answered exercises, together with the student's Total Percentage correct (or AP) and Total Time Spent data.

• Compare student performance data from the report with your own personal performance criteria.

• Review the summary area

• Determine if the group is getting the desired amount of time and sessions per the implementation plan.

• Establish if the group is working and progressing at the desired rate.

• Look to see if the group is performing at an acceptable range.

• Look at the Standard Deviation fields to see how much students within the group differ from one another.

Cumulative Performance Report for one course:

Cumulative Performance Report

Math Concepts & Skills

Date Run: 02/15/03

Varnedo-4Math

TotalSessions

Student Name CurrentCourseLevel

GainSinceIPM

Percentageof Skills

Mastered

TimeSpentSinceIPM

TotalTimeSpent



TotalSkills

Completed

TotalSkills

Mastered

Varnedo-4Math


AP

Cineau, James 68 2117 16360.864.17 20:44 24:18 97173 168 *

George, Sandy 63 2183 15440.734.05 18:12 22:09 91143 131 *

Schell, Ian 52 2137 16330.734.38 15:56 18:47 95155 148 *

Thomas, Kaela 50 1575 11940.634.16 15:27 17:55 96123 119 *

Worrell, Shawn 74 3122 20080.754.36 23:32 26:02 84160 135

Mean:

Standard Deviation:

4.22 61 2,227 1,603

5 students

0.74 18:46 21:50

(3:02) (3:07)

140151 93

(5)(0.13) (0.07) (9) (500) (260) (17) (17)


PercentageCorrect

77

71

76

76

64

73

(5)


Cumulative Performance for one course, continued

Cumulative Performance Report is also available for all courses:


Math Concepts & Skills

Date Run: 02/15/00

Varnedo-4Math

Mean:

Standard Deviation:

Summary Data CurrentCourseLevel

GainSinceIPM

TimeSpentSinceIPM

TotalTimeSpent

TotalSessions



Percentageof Skills

Mastered

TotalSkills

Completed

TotalSkills

Mastered

4.22 61 2,227 1,603

Total: 5 students

930.74 18:46 21:50

(3:02) (3:07)

140

(5)

151

(0.13) (0.07) (9) (500) (260) (17) (17)

AP

Legend:





* Meets Acceptable Performance (AP) of at least 90% skills mastered

PercentageCorrect

73

(5)

Student Name Course Current Course Level

IPM Level Gain Since IPM

Time Spent Since IPM

Total Time Spent

Total Sessions

Total Exercises Attempted

Total Exercises Correct

Total Percentage

Correct

AP

Fierro, Claudio RW 3.07 In IPM In IPM In IPM 1:03 3 149 120 81 *

Thomas, Kaela MCS 4.16 3.53 0.63 15:27 17:55 50 1575 1194 76 *

Doughty, Kaitlin SPS 5.86 5.00 0.86 16:07 18:15 97 2400 1992 83 *

Beauchamp, Jean IR 1.57 1.00 0.57 10:30 10:30 58 1156 982 85 *

4 students

Mean 4 3 0.69 14:01 15:54 52 1320 1072 81

Standard Deviation

Kevin

Date Run: 04/12/04


Course(s) : RR, RW, IR, MCS, MCSS, SPS, MCS2

Kevin

(2) (1.65) (0.12) (2:30) (8:03) (33) (811) (666) (3)


Cumulative Performance Report is also available for all courses, continued.



1. _____________________________________________________

2. _____________________________________________________

3. _____________________________________________________




Summary Data Course Current Course Level

IPM Level Gain Since IPM

Time Spent Since IPM

Total Time Spent

Total Sessions

Total Exercises Attempted

Total Exercises Correct

Total Percentage

Correct

AP

Total: 4 students

Mean 52 1320 1072 81

Standard Deviation (2) (1.65) (0.12) (2:30) (8:03) (33) (811) (666) (3)

Date Run: 04/12/04


Kevin

Copyright © 2008 Pearson Education, Inc. All rights reserved

MCS Math Concepts and Skills

SPS Spelling Skills

* Students with Acceptable Performance

RW Reader's Workshop

IR Initial Reading

RR Reading Readiness

MCSS Math Concepts and Skills Spanish


AP Aceptable Performance


Legend

Course(s) : RR, RW, IR, MCS, MCSS, SPS, MCS2

0.69 14:01 15:544 3

MCS2 Math Concepts and Skills 2


Grouping by Areas of DifficultyThis report lists the skills with which the selected group of students is having difficulty. This report groups students by skills, providing teachers with data on which students need additional intervention and/or assistance on specific skills.

• The strand name, the skill ID, the skill description, student name, and current level are provided.

• Information that assists teachers in focusing on problem areas that are addressed on the upcoming tests is also included.

Grouping by Areas of Difficulty Report


Strand StrandLevel

Skill Description

Student Name Date Not Mastered

Date Run: 02/15/00

Express illustrated fraction as a fraction and as a decimal.3.50DC

Thomas, Kaela Feb 10 00

Solve for a or b in a + b = c ( sums 20-98).3.70EQ

Cineau, James

Solve for a or b in a - b = c (b is 20-99, no regrouping).3.90EQ

George, Sandy

Compare time difference to a given number (1-11 hours).3.80AP

George, Sandy

Analyze and interpret the data displayed in a pictograph.3.90AP

Cineau, James

George, Sandy

Thomas, Kaela

Fill in missing addend (sums 20-98, regrouping).4.10AD

Thomas, Kaela Feb 10 00

Read a horizontal bar graph with six items.4.20AP

Cineau, James

Find amount spent (sums $1.30-$1.90, no regrouping).4.20WP

Thomas, Kaela

Total skills listed in this report:

Total students listed in this report:

83

Legend:

AD

AP

Addition

Applications

DC

DV

EQ

FR

Decimals

Division

Equations

Fractions

GE

ME

Geometry

Measurement

Multiplication

Number Concepts

Probablity and Statistics

Problem-Solving Strategies


Speed Games

Subtraction

Word Problems

MU

NC

PR

PS

SA

SG

SU

WP


Group Name

Grade 3

Grade 3

Grade 3

Grade 3

Grade 3

Grade 3

Grade 3

Grade 3

Grade 3

Grade 3


Grouping by Areas of Difficulty, continued



1. _____________________________________________________

2. _____________________________________________________

3. _____________________________________________________




Grouping by Areas of Difficulty Report

Strand

StrandLevel

Skill Description

Student Name

Skill ID

Reader's Workshop

Date Run: 02/15/00

Distinguish between fact and opinion. IC 213.36Roberson, Kevin

Analyze characters based on their speech or actions. IC 244.10Godfrey, Sean

Identify explicitly stated information. PC 324.14James, Alexa

Identify main ideas. PC 354.14James, Alexa

Determine alphabetical order. RS 293.14Fierro, Claudio

Identify word meanings. WM 113.09Fierro, Claudio

4.03Godfrey, Sean

3.28Roberson, Kevin

Use vocabulary in context. WM 124.03Godfrey, Sean

4.20James, Alexa

3.28Roberson, Kevin

Total skills listed in this report:

Total students listed in this report:

7

4Legend:

PC Passage Comprehension

IC Interpretive Comprehension

LC Literal Comprehension

WM Word Meaning

WA Word Analysis

RS Reference Skills


Group Name

Grade 3

Grade 4

Grade 4

Grade 4

Grade 3

Grade 3

Grade 4

Grade 3

Grade 4

Grade 4

Grade 3


Last SessionThe Last Session Report provides information about the most recent session a student or group of students has completed. It includes performance information as indicated by the number and percentage of attempted and correctly answered exercises. It also provides data on student use of time-outs and the Help resource as well as the duration of the last session.

This report is available for a single course or for all courses. The information below is provided on each:

• The Current Course Level field in the Performance section establishes if the student is on target to reach the course level goal.

• The attempted exercises and correctly answered exercises sections let the teacher see if the student is attempting and correctly answering the desired number of exercises

• The Percentage correct field in the Performance section lets the teacher determine if the student's performance score is within the range of reasonable performance. (65% - 85%). Teachers can see whose performance is outside this range and provide encouragement and assistance as needed. Student's performance levels may fluctuate on a daily basis.

• The support area provides valuable information as to the “help” a student required during their sessions.

• The Usage section provides data on the actual amount of time a student spent working in a specific course during their last session.

Last Session Report for a Single Course


Last Session report for a single course, continued.

Last Session Report for All Courses



Write at least three interpretive statements regarding information shown on the sample report on the previous page. Refer to the Reports Documentation in the Help section of Results Manager to check your answers.

1. _____________________________________________________

2. _____________________________________________________

3. _____________________________________________________





Performance PercentagesThis report displays cumulative performance percentages by strand and across strands for each student in a group as well as averages for the group and across groups.

Performance Percentage Report--Sample report is from Math Concepts and Skills

Performance Percentages Report Date Run: 02/15/00


Varnedo-4Math

This report shows cumulative performance (percentage of skills mastered) by strand and across strands. The highlighted values indicate performance that is below 90%.

Student Name

MU

Computation Strands

AD DC DV EQ FR SG SU AP GE ME NC PR

TotalCurrentCourseLevel PS SA WP

Application Strands

Varnedo-4Math


100 100Cineau, James 100100 100 100 77 100 100 100 75 100 100 974.17 100 100 100

92 100George, Sandy 10050 100 77 100 90 100 92 92 95 100 914.05 63 100 100

100 100Schell, Ian 100100 83 100 90 100 100 100 93 100 100 954.38 71 100 100

80 83Thomas, Kaela 100100 100 91 100 100 100 100 100 100 100 964.16 87 100 100

76 83Worrell, Shawn 10083 83 88 100 84 60 70 84 100 71 844.36 61 100 100

5 students

Mean:

Standard Deviation:

90

(10)

93

(8)

87

(19)

100

(0)

93

(8)

91

(9)

93

(9)

95

(7)

92

(16)

92

(12)

89

(9) (2)

99

(12)

94

(5)

934.22

(0.13)

76 100 100

(15) (0) (0)

Performance Percentages ReportDate Run: 02/15/00


Varnedo-4Math

This report shows cumulative performance (percentage of skills mastered) by strand and across strands. The highlighted values indicate performance that is below 90%.

Mean:

Standard Deviation:

90

(10)

93

(8)

87

(19)

100

(0)

93

(8)

91

(9)

93

(9)

95

(7)

92

(16)

92

(12)

89

(9)

99

(2)

94

(12)

93

(5)

Total: 5 students

(0.13)

4.22

Summary Data

MU

Computation Strands

AD DC DV EQ FR SG SU AP GE ME NC PR

TotalCurrentCourseLevel PS SA WP

Application Strands

(0)(0)(15)

10010076

Legend:

-- Data not available

AD

AP

Addition

Applications

FR

GE

Fractions

Geometry

Indicates fewer than 3 objectives have been attempted..

DC

DV

EQ

ME

MUDecimals

Division

Equations

Measurement

MultiplicationNC

PR

PS

SA

Number Concepts

Probability and Statistics

Problem-Solving Strategies


In IPM Student is still in IPM


SG Speed Games

SU Subtraction

WP Word Problems

<1 Hr Student has been out of IPM for less than one hour




1. _____________________________________________________

2. _____________________________________________________

3. _____________________________________________________





e

Prescriptive SchedulingThis report displays a forecast of the additional time needed for the student to reach a specified target course level, or a forecast of the level the student will reach in the time specified (for MCS and RW only). This report can be used to plan an optimal schedule for reaching specific levels and for monitoring progress, as well as for making adjustment to the schedules to reach the targets. Note: Reader's Workshop reports are available in the Reports Documentation located in the Help section of Results Manager.

In reading this report, the following sections will provide the teacher with useful information on individual students meeting either a target course level or a specific amount of time target within Math Concepts and Skills or Reader's Workshop:

• In the Current section of the report, review the Course Level, Total Time, Gain Since IPM, and the Learning Rate to determine how the student is progressing within MCS or RW.

• Look for an exclamation point (!) in the Rate Decrease Alert column to establish if the student's learning rate has significantly decreased.

• If it appears, monitor the student's performance to determine the cause of the decline.

• A significant decrease (one that triggers this alert) could indicate that the student is encountering material that is difficult enough to slow the student's progress in the course (check their course report for specific areas of difficulty and non-mastered objectives) or alert the teacher that the student is distracted or not paying attention. Regardless, intervention strategies are necessary.

• Review Acceptable Performance

• Review the Forecast section of the report to establish how much gain and/or time the student requires to reach the target course level established by the teacher. Adjust the student's schedule as necessary.


Prescriptive Scheduling Report using course level as the target

Prescriptive Scheduling Report using course level for the target, continued

Prescriptive Scheduling Report

Date Run: 02/15/00Math Concepts and Skills

Varnedo-4Math


Student Name

CourseLevel

TotalTime

GainSinceIPM

Recent%age

of SkillsMastered

LearningRate

RateDecrease

Alert

CourseLevel

TotalGain

toReachTargetLevel

TimeNeeded

toReachTargetLevel

SessionsNeeded to

ReachTargetLevel

Target Forecast

Time CourseLevel

Current

@ SessionLength

Varnedo-4Math

Cineau, James

George, Sandy

Schell, Ian

Thomas, Kaela

Worrell, Shawn

High

Middle

Low

5 students

95%

90%

95%

100%

80%

100%

95%

80%

Med.

Med.

High

Med.

Med.

0.33 13:39 414.17 0.86 2024:184.50

0.45 18:48 574.05 0.73 2022:094.50

0.12 4:40 144.38 0.73 2018:474.50

0.34 13:46 424.16 0.63 2017:554.50

0.14 5:30 174.36 0.75 2026:024.50

14

41

57

4:40

13:39

18:48

0.33

0.12

0.45

4.50

4.50

4.50 4.38

4.17

4.05

26:02

22:09

17:55

0.86

0.73

0.63

20

20

20

This report shows the time needed to reach the target course level specified for this printing of the report. The number of sessions needed is based on each student's enrolled session length.



Varnedo-4Math

Summary Data

CourseLevel

TotalTime

GainSinceIPM

Recent%age

of SkillsMastered

LearningRate

RateDecrease

Alert

CourseLevel

TotalGain

toReachTargetLevel

TimeNeeded

toReachTargetLevel

SessionsNeeded to

ReachTargetLevel

Target Forecast

Time CourseLevel

Current

@ SessionLength

High

Middle

Low

Total: 5 students

Legend:


Not available


*

Learning Rate

In IPM

Number of strands insufficient

Forecast not available; manual change to history

Student has already reached the target

Shows when forecast is based on individual data, after 30 sessions beyond IPM Level

Student is still in IPM

NA

100%

95%

80% 14

41

57

4:40

13:39

18:48

0.33

0.12

0.45

4.50

4.50

4.50 4.38

4.17

4.05

26:02

22:09

17:55

0.86

0.73

0.63

20

20

20

This report shows the time needed to reach the target course level specified for this printing of the report. The number of sessions needed is based on each student's enrolled session length.


Prescriptive Scheduling Report using time as the target

Prescriptive Scheduling Report using time as the target, continued



Varnedo-4Math

This report shows the course level achievable in 10:00 hours and minutes. The number of sessions remaining is based on each student's enrolled session length.


Student Name

CourseLevel

TotalTime

GainSinceIPM

Recent%age

of SkillsMastered

LearningRate

RateDecrease

Alert

CourseLevel

TotalGain

toReach

ForecastLevel

TimeNeeded

toReach

ForecastLevel

SessionsNeeded to

ReachForecast

Level

Target Forecast

Time CourseLevel

Current

@ SessionLength

Varnedo-4Math

4.41 0.24 304.17 0.86 20Cineau, James 10:00 24:18

4.29 0.24 304.05 0.73 20George, Sandy 10:00 22:09

4.65 0.27 304.38 0.73 20Schell, Ian 10:00 18:47

4.41 0.25 304.16 0.63 20Thomas, Kaela 10:00 17:55

4.62 0.26 304.36 0.75

Med.

Med.

High

Med.

Med.

95%

90%

95%

100%

80% 20Worrell, Shawn 10:00 26:02

30

30

30

0.25

0.24

0.27High

Middle

Low

10:00

10:00

10:00

4.38

4.17

4.05

26:02

22:09

17:55

0.86

0.73

0.63

100%

95%

80%

4.65

4.41

4.29

20

20

20

5 students



Varnedo-4Math

This report shows the course level achievable in 10:00 hours and minutes. The number of sessions remaining is based on each student's enrolled session length.

Summary Data

CourseLevel

TotalTime

GainSinceIPM

Recent%age

of SkillsMastered

LearningRate

RateDecrease

Alert

CourseLevel

TotalGain

toReach

ForecastLevel

TimeNeeded

toReach

ForecastLevel

SessionsNeeded to

ReachForecast

Level

Target Forecast

Time CourseLevel

Current

@ SessionLength

0.27

0.25

0.24

30

30

30

High

Middle

Low

204.650.8626:024.3810:00

10:00 4.17 22:09 0.73 4.41 20

10:00 4.05 17:55 0.63 4.29

100%

95%

80% 20

Total: 5 students

Legend:


Not available


*

Learning Rate

In IPM

Number of strands insufficient

Forecast not available; manual change to history

Student has already reached the target

Shows when forecast is based on individual data, after 30 sessions beyond IPM Level

Student is still in IPM

NA


Prescriptive Scheduling Report with the number of days remaining


Prescriptive Scheduling Report with the number of days remaining. continued


Write at least three interpretive statements regarding information shown on the above sample report. Refer to the Reports Documentation in the Help section of Results Manager to check your answers.

1. _____________________________________________________

2. _____________________________________________________

3. _____________________________________________________





School/Home Course Usage Report SuccessMaker Anywhere Only

The School/Home Course Usage Report gives teachers information about the amount of time spent by students on the LAN or the Web in all their assigned courses. This includes all courses except Math Processor because no record exists of the last session time and the total time spent by the user on the Math Processor course.

Date Run: 08/10/03

# Usage # Usage # Usage

Parker-8

Javier, Jaimie Science Discovery 5 1:40 4 1:20 9 3:00 07/01/2003 LAN 0:20

Algebra Topics 2 0:50 7 3:00 9 3:50 07/02/2003 Web 0:25

Jelani, Tanisha Science Discovery 2 1:00 5 1:40 7 2:40 07/02/2003 Web 0:30


Baxter, Todd Science Discovery 2 2:40 5 2:40 7 5:20 07/03/2003 LAN 0:32

Algebra Topics 3 3:40 7 3:40 10 7:20 07/04/2003 LAN 0:31

Chayton, Len Science Discovery 6 2:00 4 1:00 10 3:00 07/04/2003 Web 0:20


4 students

Total Students: 4

Legend:

-- Data not available or applicable# Number of sessions

School /Home Course Usage Report

Parker-8

Usage

Last Session

Course NameStudent NameDate LAN/Web

Web LAN Total

Session





1. _____________________________________________________

2. _____________________________________________________

3. _____________________________________________________





Individual Standards Alignment ProgressThe Individual Standards Alignment Progress Report for Math Concepts and Skills family of courses (MCS, MCS2, MCS Spanish) provides information about the extent to which an individual student taking the course has mastered the standards or learning objectives of a particular state.

The learning objectives of MCS/MCS2/MCSS have been aligned to the Pearson Core Objectives, which in turn are aligned to the standards of different states. When a student masters all the MCS/MCSS objectives aligned to a Pearson Core Objective, he or she has achieved mastery over the content covered by the Pearson Core Objective as well as the corresponding state objective.

The information presented in the report includes a detailed description of each state objective, the unique identifier (ID) of the corresponding Pearson Core Objective and MCS/MCS2/MCSS objectives, and the student's performance on each MCS/MCS2/MCSS objective.

Date Run: 04/27/2004

Current Course Level 3.65

Percentage Correct 85%

Performance Objective ID

Skill Identifier Status Weighting

AZMA03-1.1.PO 1AZMA03-1.1.PO 3

CSMA03-1.1.1 NC 3.00 Mastered 20%NC 3.04 Mastered 15%NC 3.25 Mastered 25%NC 3.65 In Progress 50%

In Progress 100% Coverage NC 3.67 Not Presented Yet 50%

AZMA03-1.1.PO 2AZMA03-1.1.PO 9

CSMA03-1.1.3 NC 3.00 Mastered 20%NC 3.04 Mastered 15%NC 3.10 Not Mastered 25%NC 3.15 Mastered 10%NC 3.20 Mastered 90%

Major Part Mastered 100% Coverage NC 3.57 Mastered 100%

AZMA03-1.1.PO 4

AZMA03-1.1.PO 5CSMA03-1.1.4 NC 3.05 Mastered 50%

Mastered 100% Coverage NC 3.33 Mastered 50%

AZMA03-1.1.PO 8CSMA03-1.1.5 EQ 3.00 Mastered 25%

EQ 3.30 25%NC 3.10 Not Mastered 25%

100% Coverage NC 3.55 Mastered 100%

AZMA03-1.1.PO 4

CSMA03-1.1.7 NC 3.05 Mastered 50%NC 3.35 Mastered 75%NC 3.72 Not Presented Yet 50%


AZMA03-1.1.PO 6CSMA03-1.1.8 NC 3.52 Not Mastered 75%


AZMA03-1.1.PO 20CSMA03-1.1.9 MU 3.92 65%65% Coverage Not Covered 35%

Apply expanded notation to model place value through 9,999. (e.g., 5,378 = 5,000 + 300 + 70 + 8)

Identify whole-number factors and/or pairs of factors for a given whole number through 24.

Identify six-digit whole numbers in or out of order.Order three or more whole numbers through six-digit numbers (least to greatest, or greatest to least).

State whole numbers, through six-digits, with correct place value, by using models, illustrations, symbols, or expanded notation. (e.g., 53,941 = 50,000 + 3,000 + 900 + 40 +1)Construct models to represent place value concepts for the one’s, ten’s, and hundred’s places.

Compare two whole numbers, through six-digits.

State whole numbers, through six-digits, with correct place value, by using models, illustrations, symbols, or expanded notation. (e.g.,53,941 = 50,000 + 3,000 + 900 + 40 +1)

Number Relationships and Properties

Read whole numbers in contextual situations (through six-digit numbers).Write whole numbers through six-digits in or out of order.

Performance Objective description

MCS Objective

Number Sense

PCS Core Objective IDMastery Status

Core Strand Description

Core Goal Description

Individual Standards Alignment Progress Report - Arizona


Kevin Rutherford

Not Presented Yet

Not Presented Yet

Mastered

Major Part Mastered




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Standards Alignment Group Progress The Standards Alignment Group Progress Report for Math Concepts and Skills (MCS)/Math Concepts and Skills, Spanish (MCSS) provides an overall view of the progress made by a group of students towards mastery of the standards of a particular state. The information presented in the report includes a description of each state objective, the unique identifier (ID) of the Pearson Core Objective to which each state objective is aligned, the percentage coverage of each Pearson Core Objective/state objective by MCS/MCSS objectives, and the performance of a group of students on each state objective.

Note: The Standards Alignment Group Progress report is too wide to be shown here. For more detail, please see the close-up (below) and the Reports Documentation located in the Help section of Results Manager.




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Total Time Across CoursesThis report displays the time spent by a specific group of students across a maximum of 10 SuccessMaker courses. It includes data for individual students as well as total time and averages on a group basis, and provides:

• the ability to review the time that each individual student has spent in the SuccessMaker courses that have been assigned

• the Total time that a student has spent in SuccessMaker courses

• the ability to determine the average time students spent in each course and across all courses

This report is useful for documenting courseware usage for program funding sources, school boards, and local and district office personnel. Principals can see at a glance which students and which groups are getting the specified time in the courses as described in the implementation plan for the school.

Total Time Across Courses ReportDate Run: 02/15/00

Initial Reading, Reader's Workshop, Reading Adventures, Reading Adventures Primary, Reading Readiness, Math Concepts and Skills

After School Prgm-A

IR RW RA RAP RR GrandTotalTime

MCS

After School Prgm-A

Beauchamp, Jean 10:30 6:57 17:27Breckner, Simon 32:49 32:49Crist, Vicki 31:12 31:12

Denver, Francis 15:11 4:15 19:26Francois, Daphne 15:19 18:46 34:05George, Sandy 25:35 22:09 47:44

Godfrey, Sean 7:10 18:02 23:26 48:38Hampton, Kayla 26:11 26:11Marshall, Latisha 18:19 18:19

Munoz, Luis 28:38 28:38Pierre, Caroline 33:59 27:06 61:05Thomas, Kaela 20:47 17:55 38:42

Worrell, Shawn 2:35 22:36 26:02 51:13

Total Students:

Total Time:

Mean:

Standard Deviation:

5

50:45

10:09

(4:52)

5

105:19

21:04

(2:49)

3

98:00

32:40

(1:08)

2

54:49

27:25

(1:14)

2

11:12

5:36

(1:21)

6 0 0 0 0

135:24

22:34

(3:24)

13

455:29

35:02

(13:13)




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Initial Reading, Reader's Workshop, Reading Adventures, Reading Adventures Primary, Reading Readiness, Math Concepts and Skills

Total Time Across Courses ReportDate Run: 02/15/00

After School Prgm-A

IR RW RA RAP RR GrandTotalTime

MCS

Total Students:

Total Time:

Mean:

Standard Deviation:

5

50:45

10:09

(4:52)

5

105:19

21:04

(2:49)

3

98:00

32:40

(1:08)

2

54:49

27:25

(1:14)

2

11:12

5:36

(1:21)

6

135:24

22:34

(3:24)

13

455:29

35:02

(13:13)

Legend:

NA Not Active


IR

RW

RA

RAP

RR

Initial Reading

Reader's Workshop

Reading Adventures


Reading Readiness

MCS Math Concepts and Skills

0 0 0 0


Student Summary (Parent Report)This report provides information which can be used for communication with parents. The report includes summary information as well as areas of difficulty. This report is also available in Spanish.

Student Summary (Parent Report) for a single course


Student Summary (Parent Report) for all courses


Student Summary (Parent Report) for all courses, continued


Student Summary (Parent Report) for all courses, continued



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How to View and Print Student Reports

1. At the Classroom, click the printer to see the list of report categories.

2. Double-click the category folder or click the radio button beside the category name to see the list of available reports.

3. Select a report and then click the View Options button. A window displaying the options for how and whom to generate your report appears. The tabs and options on this window vary depending on which report you choose.

The sample shown below is the Course Report Choose Options screen for Math Concepts and Skills.

4. At the Report Options tab, select the report options (as applicable) for generating the report.

NOTE: See the following table for report options available.

5. Click the SM Courses tab to select the course(s) and/or custom course(s) to include in the report.

NOTE: If printing a report for Custom Courses, you must select the appropriate Custom Course name under the SM Courses tab or no data will appear on the report.

6. Click the Users tab to select the user(s) or group(s) to include in the report. Click the Add or Remove buttons, as needed, until you have selected all the students or groups that you want to include.

7. When you finish adding groups or students, click View. A window opens displaying the report(s) you requested.

8. Close the report window when finished viewing the report.


Report Options

When you request a report through Results Manager, you can customize the report to meet your requirements. The table below lists the options available for the various reports in Results Manager.


Report Parameters

Results Manager enables a teacher or administrator to save the report parameters that they have selected for a particular report and easily access the parameters anytime they are generating reports. Report headers, report sections, and selected users can be saved for later use. These capabilities make reporting easier and less time consuming for teachers and administrators.

How to Save Report Parameters

1. Click on the Printer in the Teacher Classroom.

2. Select a report that you would likely print often. (ex. Math Concepts and Skills Course Report).

3. Click the View Options button at the bottom of the screen. The Option window for the course that you selected appears.

4. Complete the Report Options tab as desired.

5. On the SM Courses tab, select the SuccessMaker Enterprise course or the Custom Course you desire for the report to be generated for.


6. At the Users or Groups tab, click the Add button.

7. Select the User or Group for which you desire the report be printed. Click OK.

8. Click the Save As button at the bottom of the screen. The “Save Report Options As...” window appears.

9. Next to File Name: type the filename that you desire these parameters be saved under and click the Save button.

NOTE: The file name can be no more than 20 characters and can not include spaces or special symbols.

10. You will be given an Alert window stating that the Report Properties have been saved. Click OK.


How to View a Report with Saved Parameters

1. Click on the Printer in the Teacher Classroom.

2. Double-click on the folder that contains your saved report.

3. Notice the radio button that now appears to the left of the report that you selected originally. Click on that button one time to expand the folder. You should see your new report listed.

4. Select the Saved Report (noted by.prop filename) and click the View Report button.

5. The report with the parameters that you set will automatically be generated.

6. Close the report window when finished viewing the report.


How to Remove Report Parameters

As users and groups on the SuccessMaker Enterprise system change, there will be a need to remove some of the saved Report Parameters.

1. Click on the books on the bookshelf to access the Teacher Resource Center.

2. Select User File Management and click the OK button. The User File Management window will appear.

3. Highlight the report parameters that you desire to remove and click the Delete Files button.

4. Confirm by clicking OK.

5. Close the User File Management window when finished.


Activity 17: Viewing and Printing Student Reports

Complete the following tasks.

1. Print a report for one of your courses that you created previously.

2. Change the enrollment options for the Enrollment Check Report to include First Name, Last Name, Username, Student ID and no legend. Print this report for one of your groups.

3. Print a Last Session report for All Courses in order to see how your students performed during their last session on the SuccessMaker Enterprise system. Change the enrollment options to include users with last session date after yesterday’s date. This will enable the report to reflect only those students who took sessions today. Choose to sort your report by Percentage correct.

4. Print a Grouping by Areas of Difficulties report. In the Header field type “Students requiring Tutorials”. Complete the other two tabs and click the View button.

5. Set Report Parameters for yourself for a Grouping by Areas of Difficulty Report (Math Concepts and Skills).



www.PearsonSchool.com/Digital

888.977.7900

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http://www.pearsonschool.com/digital

Documents

SuccessMaker Enterprise v1.7it.dadeschools.net/Pearson/TrainingGuide/SME_172_TRNG_GD.pdf · viii Using the ¡Vamos a leer! Course Documentation .....251 Activity 7: Using the ¡Vamos