1. System 44: Using Data to Make It Work in the READ 180 Classroom
TRAINER
Welcome to today’s System 44 webinar, Making it Work in the READ 180 Classroom.
As participants in an online training, you will interact and take part in activities, just as you would during an in-person training. Whenever you have a question or comment, click the hand icon on the right side of the screen to Raise Your Hand. Let’s practice using the hand icon now.
Tell participants to click the hand icon. Check Participant Panel to make sure everyone has located and clicked the hand icon. Then ask participants to click the icon again to lower their hands. Next, explain that participants will also be using the green check/red X tools (Yes/No buttons on Macs) to answer questions throughout training.
Let’s practice using the green check and red X tools (Yes and No for Macs). How many of you have taken an online training before? Select the green check (or Yes) if you have taken an online training. Select the red X (or No) if you haven’t taken an online training.
Monitor responses. If many or all participants are new to online training, you may have to point out the icons and learning tools each time you direct participants to use them.
HOST
√ Use the Pointer to indicate where participants can locate the hand icon.
√ Use the Pointer to indicate where participants can locate the green check or red X (Yes or No for Macs). TM
System 44: Using Data to Make It Work in the READ 180 Classroom
TM & © Scholastic Inc. 04/24/09

2. Learning Outcomes
Understand how to use reports to regroup students for targeted instruction.
Plan Small-Group Instruction with System 44 and READ 180 materials.
Identify strategies for managing System 44 in your READ 180 classroom.
Incorporate System 44 data into your existing grading process.
TRAINER
Today’s webinar will help you:
• Understand how to use reports to regroup students for targeted instruction.
• Plan Small-Group Instruction with System 44 and READ 180 materials.
Identify strategies for managing System 44 in your READ 180 classroom.
• Incorporate System 44 data into your existing grading process.
HOST
√ Use an Annotation Tool (e.g., highlighter, line) to emphasize key words (bold in script) as Trainer reviews each learning outcome.
TM & © Scholastic Inc. 04/24/09

3. Where Do You Stand? Using report data Exploring resources Just
getting started
TRAINER
Understanding System 44 Reports (20 minutes)
During the first part of today’s webinar, we will review key System 44 reports. Let’s begin with a quick activity to share what you already know about the reports.
Use your Pointer as you explain the continuum.
If you are using the System 44 reports on an ongoing basis to inform your daily instruction, you’ll place your Pointer in this part of the continuum (Using report data). If you know a little about the System 44 reports and have run a report, you’ll place your Pointer here (Exploring resources). If you haven’t yet used the report data, you’ll place your Pointer in this part of the continuum (Just getting started).
Click the arrow icon at the top of your screen to use your Pointer tool. Place your Pointer next to the appropriate part of the continuum. Then click again to reveal your Pointer.
Determine the level of expertise within the group. You may want to have participants use Chat to share favorite reports.
TRAINER TIP: Adjust the amount of time you spend on this section of the agenda based on group experience.
HOST
√ Model by placing your Pointer next to the continuum.
TM & © Scholastic Inc. 04/24/09

4. Using Reports to Group Students
STEP 1: Administer SRI test.
TRAINER
One effective grouping method is analyzing report data to group students with similar academic needs. We’ll begin today’s training by exploring how to group students using SAM reports.
The first step is to administer initial screening and placement assessments. Click the green check (or Yes) if you have given all of your students the Scholastic Reading Inventory. Click the red X (or No) if you haven’t administered the SRI.
TRAINER TIP: If several participants click the red X, find out more information and offer a brief review of SRI, if needed. Explain that SRI assesses students’ reading levels, reported as Lexiles, and places students in the READ 180 software.
You can run the SRI Intervention Grouping Report to view students’ Lexiles as well as initial grouping based on reading proficiency. Notice that four students on this report are identified as far below grade level. Scholastic recommends screening students who score BR to 400 Lexiles with SPI to determine whether they are candidates for System 44.
HOST
√ Use your Annotation Tools to highlight the red Below Basic group on the SRI report.
TM & © Scholastic Inc. 04/24/09

5. Using Reports to Group Students
STEP 2: Screen select students with SPI.
TRAINER
The second step in screening in the Scholastic Phonics Inventory. Click the green check (or Yes) if you’ve administered the SPI to your lowest readers to see if they would benefit from using System 44. Click the red X (or No) if not.
Monitor the Participant Panel to check how many participants have already administered the SPI test.
The SPI helps to determine whether students’ low reading scores are a result of weak foundational skills or vocabulary and comprehension.
After administering the test, you can run the SPI Screening and Placement Report. This report shows a breakdown of students’ decoding accuracy and decoding fluency scores based on response time. It also recommends placement in either System 44 or READ 180.
Click to reveal a box highlighting the Recommended Placement column on the report.
Most likely, participants will have already administered the SRI and SPI. Answer any questions about these two assessments before moving on.
HOST
√ Use your Pointer to indicate the SPI.
√ Use your Pointer to indicate the SPI Screening and Placement Report.
TM & © Scholastic Inc. 04/24/09

6. Using Reports to Group Students
STEP 3: Place all students using System 44 into one group,
if possible.
Student
Lexile
Software
Lewis, Chequan
1080
READ 180
Freeman, Charles
930
Cho, Henry
820
Morgan, Rebekah
690
Gilmore, Nicholas
680
Camarillo, Teri
620
Levin, Daniel
570
Ferguson, Jessica
520
Richardson, Margaret
410
System 44
Nelson, Michael
320
Stedman, Mark
250
Morris, Timothy BR
TRAINER
The third step is to use the data to form small groups. After you review the SRI and SPI report data, you may find that you have just enough System 44 students to fill one of your three instructional groups. If so, place them all in the same group, even if some students are in Series 1 and others are in Series 4 on the System 44 software.
Divide the rest of your students into two more groups based on their Lexiles. You can use the SRI Intervention Grouping Report to help you do this.
HOST
√ Use your Pointer to point to the students in Group 3.
Group 1
Group 2
Group 3
TM & © Scholastic Inc. 04/24/09

7. Using Reports to Group Students
STEP 4: Otherwise, form a mixed group of System 44 and
low level READ 180 students.
Student
Lexile
Software
Lewis, Chequan
1080
READ 180
Freeman, Charles
930
Cho, Henry
820
Morgan, Rebekah
690
Gilmore, Nicholas
680
Camarillo, Teri
620
Levin, Daniel
570
Ferguson, Jessica
520
Richardson, Margaret
410
Nelson, Michael
320
Stedman, Mark
250
System 44
Morris, Timothy BR
TRAINER
If you have too few or too many System 44 students to fill one group, then form a mixed group of System 44 students and low-level READ 180 students.
We’ll talk about how to plan Small-Group Instruction for a mixed group later in training.
Again, divide the rest of your students into two more rotation groups based on their Lexiles. You can use the SRI Intervention Grouping Report to help you do this.
HOST
√ Use your Pointer to point to the students in Group 3.
Group 1
Group 2
Group 3
TM & © Scholastic Inc. 04/24/09

8. Using Reports to Group Students
STEP 5: Regroup READ 180 students throughout the year.
TRAINER
Throughout the year, you may want to regroup your READ 180 students to provide more targeted instruction. Use the READ 180 Comprehension Skills Grouping Report. You can find this report on page 84 of your PARG. Please locate this report now. Click the green check (or Yes) when you have found it.
Notice that this report groups students according to comprehension skill needs based on their performance on the READ 180 Topic Software. Use this data to create differentiated groups for Small-Group Instruction so that you can review specific skills using the RDI, or Resources for Differentiated Instruction, books.
Take a moment to look at this report. Then place your Pointer on a data point that you find interesting. Be prepared to explain why.
Ask two or three participants to share why they placed their Pointer where they did. Possible responses include: several students struggle with main idea and compare and contrast, some students appear on the report several times, and students at different levels struggle with the same skill.
HOST
√ Assist Trainer in monitoring Participant Panel.
√ Remind participants how to use the Pointer, if necessary.
PARG page 84
TM & © Scholastic Inc. 04/24/09

9. Using Reports to Group Students
STEP 6: If possible, regroup System 44 students
throughout the year.
TRAINER
If you have only one group of System 44 students, then you’ll want to keep them together until they complete the System 44 software. This allows you to provide additional support with the System 44 Teaching Guide lessons as needed, as well as monitor student practice in the 44Book and Decodable Digest.
If you have more than one group of System 44 students, then you can regroup students flexibly throughout the year. Use the System 44 Differentiated Instruction Grouping Report to help you form new groups. Like the READ 180 Comprehension Skills Grouping Report, this report groups students according to their skill needs based on System 44 software performance. We’ll explore this report in more detail later in training.
HOST
√ Monitor Participant Panel for Raised Hands or comments.
TM & © Scholastic Inc. 04/24/09

10. Planning for Small-Group Instruction
TRAINER
Planning for Small-Group Instruction (35 minutes)
Let’s discuss how to plan for Small-Group Instruction, what resources you have to support you, and how to balance differentiating and individualizing with the time you have.
Let’s start with a temperature check of how you currently feel about planning for small-group. You’ll notice a yellow smiley face icon on your Participant Panel. Click the drop-down menu next to this icon to view a selection of emoticons. You can hover your mouse over an emoticon to get a description.
How are you feeling about planning for Small-Group Instruction with both System 44 and READ 180? Select an emoticon to show everyone!
Monitor responses. Ask two or three participants to share why they selected the emoticon that they did.
HOST
√ Use your Pointer to show participants where to look for the emoticon icon.
√ Model by selecting an emoticon.
TM & © Scholastic Inc. 04/24/09

11. READ 180 Instructional Model
READ 180 or System 44 software
rBook or System 44 Teaching Guide
Whole-Group
Instruction
Wrap-Up
Small-Group
Instructional
Software
Modeled and Independent Reading
TRAINER
Before we take a close look at planning for Small-Group Instruction, let’s review how System 44 integrates into your READ 180 classroom.
As you know, the READ 180 Instructional Model begins with Whole-Group Instruction followed by small-group rotations. Place your Pointer on the part of the Instructional Model that you or your students enjoy most. Be prepared to explain why.
Choose participants to explain what happens during each part of class and why they enjoy it. Be sure to review all parts of the Instructional Model and the goals of each, even if they do not have Pointers on them.
Notice that all students in your class—even those using System 44—can use the rBook during Whole-Group Instruction. This exposes them to comprehension skills and strategies, builds academic vocabulary, and fosters a sense of class community. Small-group time is where you can review and reinforce the skills your System 44 students are learning on the software. Remember the goal is to accelerate them through the System so they can be successful in READ 180!
HOST
√ If necessary, remind participants how to use the Pointer.
√ Use your Pointer to emphasize Whole-Group Instruction.
√ Use your Pointer to emphasize Small-Group Instruction.
rBook
Exit Slips, QuickWrites, etc.
READ 180 or System 44
Paperbacks and Audiobooks
TM & © Scholastic Inc. 04/24/09

12. Planning for Mixed Groups
How do you plan for Small-Group Instruction with a mixed group of READ 180 and System 44 students?
Use the rBook with all students.
Use CheckPoints for Differentiated Instruction to teach S.M.A.R.T. lessons.
Have System 44 students use the 44Book and Decodable Digest during Modeled and Independent Reading.
TRAINER
Before we move on, let’s discuss how to plan for small-groups that include both READ 180 and System 44 students.
One idea for a mixed group of READ 180 and System 44 students is to use the rBook as you would for all students.
Then at CheckPoints for Differentiated Instruction, you can use the System 44 Teaching Guide to teach S.M.A.R.T. lessons to the whole small-group.
These lessons teach essential concepts, build background, and introduce academic vocabulary. They are “big idea” lessons about the System and are relevant for many READ 180 students, in addition to your System 44 students. You can either work through the lessons in sequence or run the System 44 Differentiated Instruction Grouping Report to identify S.M.A.R.T. lessons for specific skills.
Your System 44 students can still practice in the 44Book and Decodable Digest during Modeled and Independent Reading.
Ask participants to use Chat to share additional ideas for planning for a mixed group or to ask questions. Respond to shared ideas and answer any questions before continuing.
HOST
√ Use your Pointer to emphasize each bullet point as Trainer mentions it.
√ Assist Trainer in monitoring Chat.
TM & © Scholastic Inc. 04/24/09

13. Using the rBook with System 44 students
TRAINER
You may also choose to use the rBook during Small-Group Instruction with your System 44 students from time to time.
For example, some teachers use the rBook with their System 44 small-group during the writing portion of each Workshop, to give their students practice with writing skills.
You may also decide to use the rBook with your System 44 students when you think they’ll enjoy a particular reading or benefit from practice with a specific comprehension skill.
Remind participants that the goal of System 44 is to accelerate students’ reading progress so that they can be successful with READ 180. Small-Group Instruction time is intended to target the skills individual students need most—which may include phonics and word study for System 44 students.
Ask participants to use Chat to share additional ideas or questions about using the rBook with System 44 students.
HOST
√ Use your Text Tool to take notes on using the rBook with System 44 students.
√ Assist Trainer in monitoring Chat.
TM & © Scholastic Inc. 04/24/09

14. Participant Guide page 2
System 44 Materials
Participant Guide page 2 A B C D
1. Provide practice with sound-spelling correspondences students are learning on the System 44 software
2. Monitor and support independent reading of System 44 Library
3. Teach phonemic awareness, phonics, vocabulary, and word strategies for any student needing additional instruction
4. Provide reading fluency practice with high-interest decodable text for System 44 students
TRAINER
Let’s review the System 44 teaching and practice materials you and your students will be using during Small-Group Instruction. Turn to page 2 of your Participant Guide. Take a minute to match each resource on the left to its purpose. Then you’ll have a chance to share your answers.
We’ll start with the System 44 Teaching Guide. Use your Pointer to point to the purpose of this resource.
Yes, the System 44 Teaching Guide provides comprehensive lessons for teaching phonemic awareness, phonics, vocabulary, and word strategies. Now use your Pointer to point to the purpose of the Decodable Digest.
Yes, the Decodable Digest includes high-interest decodable text for fluency practice. Each Topic on the software has a related passage in the Decodable Digest. What about the 44Book?
Yes, the 44Book contains practice pages on the sound-spelling correspondences that students are learning on the software. And finally, Teaching Resources for the System 44 Library helps you to monitor and support students as they read a book or audiobook in the System 44 Library.
These are your tools for individualizing instruction and practice during Small-Group Instruction.
HOST
√ Set your timer for one minute. Provide a 15-second warning.
√ After participants have placed their Pointers on the correct purpose for each resource, use the line Annotation Tool to connect the resource to its purpose.
TM & © Scholastic Inc. 04/24/09

15. Facilitating Student Practice and Learning
Provide one-on-one instruction while monitoring others
Provide two/three-on-one instruction while monitoring others
Teach all students in small-group
Monitor all students in small-group
TRAINER
Let’s take a closer look at what you’ll be doing in small-group with your System 44 students. Remember that the System 44 software provides individualized pacing and instruction to target the needs of each student. Differentiated placement, adaptive practice, and Fast Tracking mean that your students may be working on a wide range of software Topics.
For example, one student might be working with Long a Vowel Team Syllables in Topic 15.3 while another student is learning the consonant sound /d/ in Topic 2.2. How will you address the specific needs of both students in small-group?
Luckily the System 44 software provides the daily, direct instruction your students need to learn new skills. This allows you to focus on facilitating individualized practice and reviewing and reinforcing skills, as needed.
Use this slide to explain the different ways teachers can facilitate student practice and learning during Small-Group Instruction. Emphasize that the report data will be their guide to help determine which students need one-on-one instruction and which skills are challenging for the whole small-group.
HOST
√ Use your Pointer to emphasize each bullet as Trainer mentions it.
TM & © Scholastic Inc. 04/24/09

16. Self-Monitoring Chart
SAM Keyword: 44 Student Chart
TRAINER
You may be wondering how you’ll keep track of which System 44 materials to use with which students during small-group.
Here’s where the System 44 Self-Monitoring Chart is essential! Turn to page 117 in your TIG to see a copy of this chart. You can also download the chart from the green Resources tab in SAM (SAM Keyword: 44 Student Chart).
TRAINER TIP: If participants cannot find the chart in their TIG, they likely have a copy of the first printing. Remind them to download it from SAM when they return to their classrooms.
The Self-Monitoring Chart lists all practice materials—in the Decodable Digest, 44Book, or System 44 Library—for each Topic in the software. Your students can use this chart to keep track of completed software Topics and identify practice materials to work on during Small-Group Instruction.
Suggest that participants make copies and staple the chart inside each student’s folder or notebook.
Model how to color in the circle next to a software Topic and find related practice materials. By teaching your older readers to use the chart on their own, you’ll invest them in the scope and sequence of the System and help them to become independent learners.
HOST
√ Use your Pointer to emphasize the TIG page numbers.
√ Use your Pointer to indicate the circles in the second column of the chart.
TIG pages 117–120
TM & © Scholastic Inc. 04/24/09

17. Self-Monitoring Chart
TRAINER
Let’s take a closer look at how the Self-Monitoring Chart is organized.
As you explain the chart using the information below, click to reveal a box around each bolded feature.
You’ll notice the Series are listed along the left side of the chart. Remember that there are 25 Series and that each one includes 5–8 Topics.
The first column lists the Software Topics, including the Topic number and a brief description of the skill addressed.
Follow each row across to find related pages in the 44Book and Decodable Digest, as well as System 44 Paperbacks and Audiobooks that provide additional practice with the skill addressed in each Topic.
Students can check off the empty boxes as they complete each practice activity.
You can initial the Check-In column when you meet with students to check their progress at the beginning or end of small-group.
HOST
√ Use your Pointer to emphasize each column as Trainer mentions it.
TM & © Scholastic Inc. 04/24/09

18. Navigating System 44 ReportsW S
TRAINER
Let’s work together to identify resources to help “navigate” the System 44 reports. Use Chat, on the bottom right side of your screen, to share one resource you have used to better understand the report data. Remember to select “All Participants” before clicking Send so that everyone can benefit from your ideas!
Model a response using this example or one of your own: For example, I can find short explanations in SAM for the purpose of each report.
Read aloud suggestions shared. Be sure to mention the following resources:
Screening, Assessment, and Reporting Guide (SARG)
System 44 Teacher Implementation Guide (TIG)
Scholastic Achievement Manager (SAM)
System 44 Teaching Guide
Ask participants if they have questions about locating any of the resources mentioned before continuing.
HOST
√ Direct participants to the right side of the screen, below the participant list.
√ Assist Trainer in monitoring Chat.
√ As participants respond, use your Text Tool to write responses next to the arrows on the compass. Be sure to include SAM, SARG, TIG, and System 44 Teaching Guide.
TM & © Scholastic Inc. 04/24/09

19. Reading Progress Report
SARG page 70 or TIG page 82
Participant Guide page 3
Reading Progress Report
TRAINER
Analyzing System 44 Reports (35 minutes)
We’ve briefly reviewed the types of data at your fingertips in the System 44 reports. Now let’s dig deeper and learn about how you can use the data to meet your students’ needs. We’ll practice with four key System 44 reports.
Let’s begin by revisiting the Reading Progress Report, which you can find on SARG page 70. As we take a close look at this report, you may want to jot down notes on page 3 of your Participant guide.
Ask participants to click the green check (or Yes) to indicate they have found the report before moving on. The report also appears on TIG page 82.
HOST
√ Use your Annotation Tools to highlight the SARG and TIG page numbers.
SARG page 70
TM & © Scholastic Inc. 04/24/09

20. Reading Progress Report
SARG page 70 or TIG page 82
Participant Guide page 3
Reading Progress Report
TRAINER
The Reading Progress Report shows data on students’ current status in the System, software usage, and cumulative performance on software activities.
Click to reveal a box around the Current Topic and Topic Name columns.
Look at the first two columns under Status: Current Topic and Topic Name. Why might it be useful to have all of your students’ current software Topics listed in one place? Use Chat to share your ideas!
Read aloud participants’ ideas. Answers might include: to select Teaching Guide lessons and do small group reading with the same paperback.
TRAINER TIP: Though the report displays students’ current Topics in the first two columns, the rest of the report data comes from completed Topics only.
HOST
√ Use your Pointer to emphasize the Status, Usage, and Cumulative Performance columns.
√ Use your Pointer to emphasize the Current Topic and Topic Name columns.
√ Assist Trainer in monitoring Chat.
TM & © Scholastic Inc. 04/24/09

21. Reading Progress Report
SARG page 70 or TIG page 82
Participant Guide page 3
Reading Progress Report
TRAINER
Now let’s look at the first column under Usage: “Median Session Time.” Yikes! I notice that some students are using the software for less than 15 minutes each day. Who can tell me the names of these students? Raise Your Hand to volunteer.
Call on a volunteer to answer (Carol Benson, Khaleel Imran).
TRAINER TIP: You may choose to highlight the difference between median (middle value) and mean (average). In the Median Session Time column, the report calculates the median value of each student’s daily time on the software for a more accurate representation of software usage.
Scholastic recommends students use the System 44 software at least 20 minutes each day. How might you follow up on this information? Use Chat.
Read aloud participants’ responses, which might include: checking attendance and making sure the students are using the software correctly.
Click to reveal a box around the Total Time column. Explain that this column shows the cumulative total number of INSTRUCTIONAL minutes on the software (this differs from Median Session Time, which also counts Login and Explore Mode).
HOST
√ Use your Pointer to emphasize the Median Session Time column.
√ Assist Trainer in monitoring Chat.
√ Use your Pointer to emphasize the Total Time column.
TM & © Scholastic Inc. 04/24/09

22. Reading Progress Report
SARG page 70 or TIG page 82
Participant Guide page 3
Reading Progress Report
Average percentage of target words scored as accurate on the Progress Monitor
Decoding Accuracy Score
Decoding Fluency Score
Average percentage of target words scored as fluent on the Progress Monitor
TRAINER
Now let’s look at the report data on students’ cumulative performance on the software activities.
Compare the columns titled, Decoding Accuracy Score and Decoding Fluency Score. These scores come from the Progress Monitor assessment at the end of each Topic except in Success. What do you notice about the student Riko Charles? Raise Your Hand to share.
Call on a participant to volunteer the answer.
Right, Riko’s decoding fluency score is much lower than his accuracy score. This data tells me that Riko is acquiring new skills but is not yet automatic with them. How might you support Riko to improve his fluency? Use Chat to share.
Read out and respond to participants’ ideas. Answers might include: having Riko practice reading a list of Target Words from his current Topic (Word Lists are available in the back of the Teaching Guide) during small-group and completing the 44Book page that connects with his software Topic.
HOST
√ Use your Pointer to emphasize the data for Riko Charles in the Decoding Accuracy Score and Decoding Fluency Score columns.
√ Assist Trainer in monitoring Chat.
TM & © Scholastic Inc. 04/24/09

23. Reading Progress Report
SARG page 70 or TIG page 82
Participant Guide page 3
Reading Progress Report
TRAINER
As you can see, this report has loads of useful, at-a-glance information. Let’s take a look at the other columns on this report and see where the data comes from.
As you briefly explain each data point using the notes below, click to reveal a box around the appropriate column. Remind participants that all data in these columns is cumulative.
Words Read: Number of words read, including Target Words for each Topic and words read in System 44 books for which a SRC! quiz has been successfully completed.
Spelling Score: Average percentage of Target Words spelled correctly on the first attempt in the Spelling Challenge for all Topics except Success.
Comprehension Score: Average percentage of correct answers on the first attempt in the Read & Think activity in the Fluency Zone for all Topics except Success.
Oral Reading Fluency: Average fluency score of teacher- scored Success Passage recordings. The rubric for scoring passages is built into the evaluation tool in SAM.
Ask participants to use Chat if they have questions about this report. Address any questions before continuing.
HOST
√ Use your Pointer to emphasize each column as Trainer mentions it.
TM & © Scholastic Inc. 04/24/09

24. Student Mastery Report
SARG page 76 or TIG page 80
Student Mastery Report
TRAINER
Now let’s take a closer look at the data on the Student Mastery Report. You can find Andy Sullivan’s report on page 76 in your SARG.
You may want to have participants click the green check (or Yes) to indicate they have found the report before moving on. The report also appears on TIG page 80.
HOST
√ Use your Annotation Tools to highlight the SARG and TIG page numbers.
SARG page 76
TM & © Scholastic Inc. 04/24/09

25. Student Mastery Report
SARG page 76 or TIG page 80
Student Mastery Report
Date Started System 44: 09/05/08
Rate of Completion: 25 Minutes/Topic
TRAINER
Let’s first look at the box at the top of the report. How many minutes on average does Andy Sullivan spend on a Topic? Raise Your Hand.
Right, 25 minutes. If you notice a student whose rate of completion is much higher than the rest of the class, check in with him or her to make sure they are comfortable using the software. Most Topics take between 30–40 minutes. Topics earlier in the scope and sequence may take less time.
The chart in the center of the report gives a snapshot of Andy’s progress through the System, which consists of 160 Topics from one of six instructional areas: consonants, vowels, sight words, word parts, syllables, or success.
Click to reveal a box around the instructional categories. Click again to reveal a box around the second row of data.
For example, 29 of the 160 Topics address vowels. Andy has mastered 45% of vowel Topics because he has completed 13 out of 29 Topics. How many Topics address syllables? What percentage has Andy completed? Raise Your Hand.
Call on volunteers to answer the above questions. Ask them to use their Pointer to show where in the chart they located their answer.
THE SYSTEM
DATE STARTED
TOTAL TIME (MIN.)
TOPICS MASTERED/160
PERCENT MASTERED
Consonants
09/05/08
525
34/34
100%
Vowels
09/08/08
234
13/29
45%
Sight Words
09/12/08
240
15/21
71%
Word Parts
09/13/08
225
15/28
54%
Syllables
10/02/08
12/23
52%
Success
09/14/08
270
12/25
48%
Total Scope & Sequence
1,734
101/160
63%
HOST
√ Use your Pointer to emphasize features of the report as Trainer mentions them.
√ Assist Trainer in monitoring the Participant Panel.
TM & © Scholastic Inc. 04/24/09

26. Student Mastery Report
SARG page 76 or TIG page 80
Student Mastery Report
Date Started System 44: 09/05/08
Rate of Completion: 25 Minutes/Topic
TRAINER
The chart also shows the number of instructional minutes that Andy has spent on each category of Topics.
Click to reveal a box around the number of minutes Andy spent on consonant Topics.
For example, Andy spent 525 minutes on consonant Topics and he’s mastered all 34 of them. How much time has Andy spent on word parts? Raise Your Hand.
Call on a volunteer to share the answer [A: 225 minutes].
How might you use this information about time spent on each instructional category? Use Chat to share your ideas.
Read aloud participants’ responses. Answers might include: monitoring whether a particular instructional category is challenging for Andy and how long it is taking Andy to get through the System 44 scope and sequence.
THE SYSTEM
DATE STARTED
TOTAL TIME (MIN.)
TOPICS MASTERED/160
PERCENT MASTERED
Consonants
09/05/08
525
34/34
100%
Vowels
09/08/08
234
13/29
45%
Sight Words
09/12/08
240
15/21
71%
Word Parts
09/13/08
225
15/28
54%
Syllables
10/02/08
12/23
52%
Success
09/14/08
270
12/25
48%
Total Scope & Sequence
1,734
101/160
63%
HOST
√ Use your Pointer to emphasize features of the report as Trainer mentions them.
√ Assist Trainer in monitoring Chat.
TM & © Scholastic Inc. 04/24/09

27. Student Software Performance Report
SARG page 68 or TIG page 84
Participant Guide page 4
Student Software Performance Report
TRAINER
Let’s turn now to the Student Software Performance Report, which you can find on page 68 of your SARG. As we take a close look at this report, you may want to jot down notes on page 4 of your Participant guide.
You may want to have participants click the green check (or Yes) to indicate they have found the report before moving on. The report also appears on TIG page 84.
Like the Reading Progress Report, this report lets you know how students are performing on the System 44 software. But because this report shows data for just one student, it provides more detailed information about all completed and current Topics.
You can run this report to drill down on data for students whose software performance is below benchmark on the class-level report. Let’s take a closer look at the data.
HOST
√ Use your Annotation Tools to highlight the SARG and TIG page numbers.
SARG page 68
TM & © Scholastic Inc. 04/24/09

28. Student Software Performance Report
SARG page 68 or TIG page 84
Participant Guide page 4
Student Software Performance Report
CURRENT STATUS
Current Topic
More s-Blends
Scope and Sequence Completion
24/160 Topics
Fast-Tracked Series
N/A
TRAINER
Let’s start by looking at the box toward the top of the report. Notice that this box tells you the student’s current Topic, how much of the System they’ve mastered, and which Series they’ve Fast-Tracked.
According to this report, Andy Sullivan is near the beginning of the scope and sequence and has not Fast-Tracked any of the System 44 Series. If he had, the numbers of skipped Series would appear in this space.
TRAINER TIP: Fast Track begins at Series 4 and is not available for Series 24 and 25. Setting a student’s pacing to Standard in SAM will disable Fast-Track.
Let’s review how Fast-Tracking works. If a student shows quick mastery in the software, he or she will receive a Fast-Track assessment before starting a new Series. The Fast-Track assesses every skill taught in the upcoming Series. If the student demonstrates mastery, he or she will skip that Series and move on to the next one. We want to make sure students don’t waste time and focus on the skills they need. Click the green check (or Yes) if you have a student who has Fast-Tracked a Series.
Monitor responses and ask for questions before continuing.
HOST
√ Use your Pointer to point to each feature in the box as Trainer mentions it.
√ Use your Pointer to indicate the N/A in the bottom row of the chart.
√ Assist Trainer in monitoring the Participant Panel.
TM & © Scholastic Inc. 04/24/09

29. Student Software Performance Report
SARG page 68 or TIG page 84
Participant Guide page 4
Student Software Performance Report
SERIES/TOPIC
TOTAL TIME (MIN.)
NO. OF CYCLES TO MASTERY
SOUND SCORE
WORD SCORE
SPELLING SCORE
COMP. SCORE
4.1 More s-Blends
25 min.
In Progress
65 %
67 %
50 %
3.7 Sight Words
60 min. 3
68 %
60 %
66 %
88 %
75 %
83 %
3.6 Consonants v, z, q
110 min. 5
55 %
69 %
90 %
80 %
3.5 Consonants g, y
40 min. 2
95 %
78 %
100 %
98 %
3.4 Short u
88 min. 4
58 %
33 %
71 %
3.3 Consonants j, w 1
3.2 Short e
75 min.
89 %
3.1 s-Blends
135 min.
Provisional Promotion
17 %
TRAINER
Now let’s take a look at the chart in the center of the report. We’ll briefly discuss each column of data. Remember, the SARG is your guide to understanding the data. For example, page 69 in the SARG explains each data point in this report.
As you explain each data point using the notes below, click to reveal a box around the appropriate column.
Series/Topic: All Topics mastered in the specific time period.
Total Time: Number of instructional minutes the student spent on each Topic (excludes Login and Explore Mode).
No. of Cycles to Mastery: Number of complete passes through a Topic’s activities.
A student can cycle through a Topic up to six times, if needed, for mastery. Each cycle includes fresh practice words, so that a student isn’t stuck doing the same thing over and over. To move on, a student must demonstrate mastery on the Progress Monitor at the end of every Topic except Success. A student who hasn’t mastered a Topic after six cycles will be Provisionally Promoted, as Andy was for Topic 3.1. Provisional Promotion signals that the student needs additional, teacher-directed support with that skill.
HOST
√ Use your Pointer to highlight “Provisional Promotion” in the last row of the chart.
TM & © Scholastic Inc. 04/24/09

30. Student Software Performance Report
SARG page 68 or TIG page 84
Participant Guide page 4
Student Software Performance Report
SERIES/TOPIC
TOTAL TIME (MIN.)
NO. OF CYCLES TO MASTERY
SOUND SCORE
WORD SCORE
SPELLING SCORE
COMP. SCORE
4.1 More s-Blends
25 min.
In Progress
65 %
67 %
50 %
3.7 Sight Words
60 min. 3
68 %
60 %
66 %
88 %
75 %
83 %
3.6 Consonants v, z, q
110 min. 5
55 %
69 %
90 %
80 %
3.5 Consonants g, y
40 min. 2
95 %
78 %
100 %
98 %
3.4 Short u
88 min. 4
58 %
33 %
71 %
3.3 Consonants j, w 1
3.2 Short e
75 min.
89 %
3.1 s-Blends
135 min.
Provisional Promotion
17 %
TRAINER
You’ll notice that every Topic on Andy’s report has two rows of data except 3.3 and his current Topic, 4.1. If it only takes a student one cycle to master a Topic, only one row of data will appear on the report.
If it takes a student more than one cycle to master a Topic, then you’ll see two rows of data. The top row shows the student’s performance during the first cycle, and the bottom row shows performance during the last cycle. You can compare the two rows of data to assess student growth on that skill. Now let’s discuss where in the software this data comes from.
HOST
√ Use your Pointer to highlight the two rows of data for every Topic except 3.3 and 4.1.
TM & © Scholastic Inc. 04/24/09

31. Student Software Performance Report
SARG page 68 or TIG page 84
Participant Guide page 4
Student Software Performance Report
SERIES/TOPIC
TOTAL TIME (MIN.)
NO. OF CYCLES TO MASTERY
SOUND SCORE
WORD SCORE
SPELLING SCORE
COMP. SCORE
4.1 More s-Blends
25 min.
In Progress
65 %
67 %
50 %
3.7 Sight Words
60 min. 3
68 %
60 %
66 %
88 %
75 %
83 %
3.6 Consonants v, z, q
110 min. 5
55 %
69 %
90 %
80 %
3.5 Consonants g, y
40 min. 2
95 %
78 %
100 %
98 %
3.4 Short u
88 min. 4
58 %
33 %
71 %
3.3 Consonants j, w 1
3.2 Short e
75 min.
89 %
3.1 s-Blends
135 min.
Provisional Promotion
17 %
TRAINER
Each percentage score represents performance data from each of the zones in a Topic: Smart, Word, Spelling, and Fluency. Success Topic scores are in a separate chart on this report.
As you briefly explain each data point using the notes below, click to reveal a box around the appropriate column.
Sound Score: Percent of target sound-spellings scored as fluent on the first attempt at Sound Challenge in the Smart Zone. Only Code Topics that teach sounds practiced in isolation will have a Sound Score to report.
Word Score: Percent of Target Words scored as fluent on the first attempt at Word Challenge in the Word Zone.
Spelling Score: Percent of target spelling words scored as fluent on the first attempt at Spelling Challenge in the Spelling Zone.
Comprehension Score: Percent of correct answers on the first attempt at Read & Think in the Fluency Zone.
Place your Pointer on a data point that you find interesting. Be ready to share why.
Call on two or three participants to share. Responses may include: Andy received a Provisional Promotion on Topic 3.1, Andy mastered Topic 3.3 in just one cycle, and Andy has the least number of benchmark scores in comprehension.
HOST
√ Use your Pointer to highlight each column as Trainer explains it.
TM & © Scholastic Inc. 04/24/09

32. Student Software Performance Report
SARG page 68
Student Software Performance Report
SERIES
PASSAGE TITLE
PASSAGE COMPREHENSION
ORAL READING FLUENCY RECORDING SCORE (OUT OF 6) 3
Run, Jesse, Run
2 out of 2 correct
2: Emerging Fluency 2
Art for Kicks
3: Developing Fluency 1
Bats Do That?
1 out of 2 correct
1: Beginning Fluency
TRAINER
Let’s look at the last table on this report, which is on SARG page 68. Here you’ll see data from the Success strand. Students complete one Topic from Success at the end of each Series.
TRAINER TIP: Page 2 of the report, which shows Success strand performance does not appear in the TIG.
Andy has completed the first three Series. The second column lists the title of each of the Success Passages, and the third column shows the number of comprehension questions that Andy answered correctly on his first attempt. The final column displays fluency scores based on teacher evaluation of Andy’s Success Passage recordings. The rubric for assessing oral reading fluency is built into the Grading Tool in SAM.
Any questions about this report? Let’s analyze the data to identify Andy’s strengths and challenges. Use Chat to share. For example, ______ knows that s-Blends are a challenge for Andy because he received a Provisional Promotion on that Topic. What else does the data in this report tell us?
Read aloud responses. Strengths may include: consonants j, w and sound-spelling activities. Challenges may include: consonants v, z, q and comprehension activities. Emphasize how the data lets teachers know what skills to focus on in small-group.
HOST
√ Use your Pointer to emphasize each column of the table as Trainer mentions it.
√ In Chat type: challenge: s-Blends.
√ Assist Trainer in monitoring Chat.
TM & © Scholastic Inc. 04/24/09

33. Differentiated Instruction Grouping Report
SARG page 74 or TIG page 86
Differentiated Instruction Grouping Report
TRAINER
We’ve looked at a few reports that tell you exactly how your students are doing in the System 44 software. Now let’s look at a report that makes it easy for you to select lessons to target instruction. You’ll see why this report is a favorite of System 44 teachers!
Please turn to the Differentiated Instruction Grouping Report on page 74 of your SARG.
You may want to have participants click the green check (or Yes) to indicate that they have found the report before moving on. The report also appears on TIG page 86.
TRAINER TIP: Only page 1 of the Differentiated Instruction Grouping Report is printed in the TIG.
HOST
√ Use your Annotation Tools to highlight the SARG and TIG page numbers.
SARG page 74
TM & © Scholastic Inc. 04/24/09

34. Differentiated Instruction Grouping Report
SARG page 74 or TIG page 86
Differentiated Instruction Grouping Report
CONSONANTS (S.M.A.R.T. Lessons 2; 7; 26)
INSTRUCTIONAL GROUP
STUDENT
CURRENT TOPIC
SAMPLE ERRORS
Single Consonants
Garcia, Matt
2.2 Consonants d, f
bad, dip, fan
Rupp, Jeremy
2.3 Consonants h, k
ham, hid, hip
Blends
Darling, Cynthia
5.1 l-Blends
blast
Digraphs
Hsu, Marisa
7.1 Digraph sh
shell, crash, dish
Woodward, Brian
7.2 Digraph ch
N/A
TRAINER
Let’s take a look at how the data in this report is organized.
Click to reveal a box to emphasize each data point as you explain it using the notes below.
The report first groups your System 44 students into six instructional categories according to their current software Topics. In this class, students are working on Consonants and Vowels. Other possible categories include Syllables, Word Parts, Sight Words, and Success. Notice the S.M.A.R.T. lessons listed next to each category. These lessons are appropriate for all students in that category.
The report further groups students into “mini small-groups,” based on their current software Topics. In this class, there are three Instructional Groups under Consonants and five Instructional Groups under Vowels.
You can identify students working on similar skills to pull together for a review lesson during small-group. For example, there are two students working on Single Consonants: Matt Garcia and Jeremy Rupp.
The report shows each student’s Current Topic and up to three Sample Errors each student made while learning that skill. For example, Matt Garcia is learning consonants d and f, and he made mistakes with the words bad, dip, and fan.
HOST
√ Use your Pointer to emphasize features of the report as Trainer mentions them.
VOWELS (S.M.A.R.T. Lessons 5; 23; 62)
INSTRUCTIONAL GROUP
STUDENT
CURRENT TOPIC
SAMPLE ERRORS
Short Vowels
Kramer, Andrea
2.1 Short i
bit, sit
Lowell, Sarah
2.4 Short o
mop, top, sob
Long Vowels (VCe)
Brown, Gretchen
11.2 Long u (u_e)
cube, dune
Long Vowel Teams
Wang, Andrew
16.2 Long o Vowel Team (ow)
bowl, throw, tow
r-Controlled Vowels
Kurdian, Joyce
19.1 ar
arch, chart
Williams, Sean
No Errors
Variant Vowels
Fisher, Julie
21.1 oi, oy
choice, moist
Larson, Stacey
20.1 or, ore
score
TM & © Scholastic Inc. 04/24/09

35. Differentiated Instruction Grouping Report
SARG page 74 or TIG page 86
Differentiated Instruction Grouping Report
How might you use this report data in your classroom?
TRAINER
Let’s share ideas for how you might use the data on the Differentiated Instruction Grouping Report in your classroom. Use your Pointer to claim space on the Whiteboard. Then use your Text Tool to type an idea that you have for using the data in this report in your classroom.
Allow time for participants to type. Then read aloud a few responses, which may include:
Group and regroup students for Small-Group
Instruction.
Engage students with others who have similar needs,
for example, by having them partner-read pages from the
Decodable Digest.
Select S.M.A.R.T. lessons to teach the whole small-group.
Provide individualized practice and homework.
HOST
√ If necessary, remind participants how to use the Pointer and Text Tool.
TM & © Scholastic Inc. 04/24/09

36. Using Data to Plan Instruction
Participant Guide page 3
Using Data to Plan Instruction
Step 1: Form instructional groups
What factors do you consider when grouping students?
TRAINER
Using Data to Plan Instruction (20 minutes)
We’ve gone over which reports to run and how. We’ve also looked in-depth at the data points. In the last part of today’s training, we’ll discuss how you can use the data to plan your daily instruction. You may want to take notes on page 5 of your Participant Guide.
As you know, the System 44 software does the heavy lifting. But you may have to review or reteach skills in small groups from time to time based on your students’ needs. Let’s start by talking about how you form small groups. What factors do you consider when grouping students? Use Chat to share.
Monitor Chat to read aloud participants’ ideas. Possible answers could include:
English language learner status
Special Education classification
Phonemic awareness and alphabet recognition
instructional needs
Behavior and/or personalities of the group
Lexile measures
Report data
HOST
√ Assist Trainer in monitoring Chat.
√ Use Text Tool to take notes on participants’ ideas on the Whiteboard.
TM & © Scholastic Inc. 04/24/09

37. Which factor do you consider most when first grouping students?
Student Relationships
Similar Interests
TRAINER
Using Reports to Group Students (20 minutes)
During the first part of today’s training, we will discuss how you can use System 44 and READ 180 report data to group and regroup students for targeted instruction. Let’s begin with a quick activity to share how you currently group students in your classroom.
Which of these five factors do you consider most when first grouping students? Click the arrow icon at the top of your screen to activate the Pointer tool. Place your Pointer next to the factor that you think most essential when first grouping your students. Then click again to reveal your Pointer.
Monitor participants’ responses. If anyone selects “Other,” ask them to use Chat or the phone to share what they consider most when first grouping students.
TRAINER TIP: Adjust the amount of time you spend on this section based on participants’ experience with using report data to form instructional groups.
HOST
√ Model by placing your Pointer next to a factor.
Reading Levels
Report Data
Other
TM & © Scholastic Inc. 04/24/09

38. Using Data to Plan Instruction
SARG page 74 or TIG page 86
Using Data to Plan Instruction
Step 2: Identify related S.M.A.R.T. lessons
CONSONANTS (S.M.A.R.T. Lessons 2; 7; 26)
INSTRUCTIONAL GROUP
STUDENT
CURRENT TOPIC
SAMPLE ERRORS
Single Consonants
Garcia, Matt
2.2 Consonants d, f
bad, dip, fan
Rupp, Jeremy
2.3 Consonants h, k
ham, hid, hip
Blends
Darling, Cynthia
5.1 l-Blends
blast
Digraphs
Hsu, Marisa
7.1 Digraph sh
shell, crash, dish
Woodward, Brian
7.2 Digraph ch
N/A
TRAINER
Remember, the Differentiated Instruction Grouping Report assigns students to groups within 6 instructional categories: Consonants, Vowels, Word Parts, Syllables, Sight Words, and Success. In other words, this report forms your groups for you! When grouping students, start with this report and then consider the other factors to switch one or two students as necessary. Are there any questions?
Once your students are in these groups, how do you select lessons? Again, the Differentiated Instruction Grouping Report (SARG page 74, TIG page 86) is your guide. Notice that, next to each instructional category, the report suggests related S.M.A.R.T. lessons. Which S.M.A.R.T. lessons review and reinforce consonants? [A: 2, 7, 26] Vowel Topics? [A; 5, 23, 62] Raise Your Hand.
Call on volunteers to answer each of the above questions.
S.M.A.R.T. lessons teach essential concepts, build background, and introduce academic vocabulary. Therefore, all students working on the same instructional category can benefit from S.M.A.R.T. lessons, regardless of their current software Topics. Teach the S.M.A.R.T. lessons to all students in the small-group one day a week, for example on Mondays.
HOST
√ Use Annotation Tool (highlighter, box, circle) to highlight the suggested S.M.A.R.T. lessons on the report.
VOWELS (S.M.A.R.T. Lessons 5; 23; 62)
INSTRUCTIONAL GROUP
STUDENT
CURRENT TOPIC
SAMPLE ERRORS
Short Vowels
Kramer, Andrea
2.1 Short i
bit, sit
Lowell, Sarah
2.4 Short o
mop, top, sob
Long Vowels (VCe)
Brown, Gretchen
11.2 Long u (u_e)
cube, dune
Long Vowel Teams
Wang, Andrew
16.2 Long o Vowel Team (ow)
bowl, throw, tow
r-Controlled Vowels
Kurdian, Joyce
19.1 ar
arch, chart
Williams, Sean
No Errors
Variant Vowels
Fisher, Julie
21.1 oi, oy
choice, moist
Larson, Stacey
20.1 or, ore
score
TM & © Scholastic Inc. 04/24/09

39. Using Data to Plan Instruction
SARG page 74 or TIG page 86
Using Data to Plan Instruction
Step 3: Further divide small-group into mini small-groups
CONSONANTS (S.M.A.R.T. Lessons 2; 7; 26)
INSTRUCTIONAL GROUP
STUDENT
CURRENT TOPIC
SAMPLE ERRORS
Single Consonants
Garcia, Matt
2.2 Consonants d, f
bad, dip, fan
Rupp, Jeremy
2.3 Consonants h, k
ham, hid, hip
Blends
Darling, Cynthia
5.1 l-Blends
blast
Digraphs
Hsu, Marisa
7.1 Digraph sh
shell, crash, dish
Woodward, Brian
7.2 Digraph ch
N/A
TRAINER
Remember that the System 44 software provides individualized pacing and instruction to target the specific needs of each student. Differentiated placement, adaptive practice, and Fast Tracking mean that your students may be working on a wide range of software Topics.
For example, students learning consonants are working on Topics 2.2 to 7.2 on this report. What range of Topics are students learning vowels working on? Raise Your Hand.
Call on a volunteer to answer [2.1 to 20.1].
Because of this wide range, the report suggests mini small-groups within each instructional category. For example, Single Consonants, Blends, and Digraphs are mini small-groups for students working on consonants. What are the mini small-groups for students working on vowels? Raise Your Hand.
Call on a volunteer. [A: Short Vowels, Long Vowels, Long Vowel Teams, r-controlled Vowels, Variant Vowels]
The mini small-groups make it easy to identify students who are working on similar skills. During Small-Group Instruction, you can work with one of the mini small-groups to support the skills those students are learning on the software and address the mistakes they have made.
HOST
√ Use your Pointer to emphasize the range of current Topics for both instructional categories.
√ Use your Pointer to emphasize the instructional groups under Consonants and Vowels.
VOWELS (S.M.A.R.T. Lessons 5; 23; 62)
INSTRUCTIONAL GROUP
STUDENT
CURRENT TOPIC
SAMPLE ERRORS
Short Vowels
Kramer, Andrea
2.1 Short i
bit, sit
Lowell, Sarah
2.4 Short o
mop, top, sob
Long Vowels (VCe)
Brown, Gretchen
11.2 Long u (u_e)
cube, dune
Long Vowel Teams
Wang, Andrew
16.2 Long o Vowel Team (ow)
bowl, throw, tow
r-Controlled Vowels
Kurdian, Joyce
19.1 ar
arch, chart
Williams, Sean
No Errors
Variant Vowels
Fisher, Julie
21.1 oi, oy
choice, moist
Larson, Stacey
20.1 or, ore
score
TM & © Scholastic Inc. 04/24/09

40. Using Data to Plan Instruction
SARG page 74 or TIG page 86
Using Data to Plan Instruction
Step 4: Decide what to teach each mini small-group
CONSONANTS (S.M.A.R.T. Lessons 2; 7; 26)
INSTRUCTIONAL GROUP
STUDENT
CURRENT TOPIC
SAMPLE ERRORS
Single Consonants
Garcia, Matt
2.2 Consonants d, f
bad, dip, fan
Rupp, Jeremy
2.3 Consonants h, k
ham, hid, hip
Blends
Darling, Cynthia
5.1 l-Blends
blast
Digraphs
Hsu, Marisa
7.1 Digraph sh
shell, crash, dish
Woodward, Brian
7.2 Digraph ch
N/A
TRAINER
What will you teach each mini small-group? Here’s where data on current Topics and errors becomes handy!
Notice the mini small-group, Single Consonants. The two students in this mini small-group, Matt and Jeremy, are working on Topics 2.2 and 2.3. Use the Series 2 Instructional Overview chart in the Teaching Guide to identify lessons that correspond to these two Topics in order to provide Matt and Jeremy with focused instruction. You could also review the errors that they made: bad, dip, fan, ham, hid, and hip.
Click to reveal a box around Marisa Hsu and Brian Woodward. Call on a volunteer to answer each question below.
Let’s look at another mini small-group: Digraphs. Which two students are in this group? (A: Marisa and Brian)
What Topics are they working on? (A: 7.1 and 7.2)
What are some errors they made? (A: shell, crash, dish)
How might you follow-up with instruction? (A: Use the Series 7 Instructional Overview to identify lessons to teach and related practice materials. Review the errors they made.)
Remember that you can also use the Student Software Performance Report to zero in on an individual student.
HOST
√ Use Annotation Tool (highlighter, box, circle) to highlight the Current Topics and Sample Errors for Matt and Jeremy.
√ Use Annotation Tool (highlighter, box, circle) to highlight the Current Topics and Sample Errors for Marisa and Brian.
VOWELS (S.M.A.R.T. Lessons 5; 23; 62)
INSTRUCTIONAL GROUP
STUDENT
CURRENT TOPIC
SAMPLE ERRORS
Short Vowels
Kramer, Andrea
2.1 Short i
bit, sit
Lowell, Sarah
2.4 Short o
mop, top, sob
Long Vowels (VCe)
Brown, Gretchen
11.2 Long u (u_e)
cube, dune
Long Vowel Teams
Wang, Andrew
16.2 Long o Vowel Team (ow)
bowl, throw, tow
r-Controlled Vowels
Kurdian, Joyce
19.1 ar
arch, chart
Williams, Sean
No Errors
Variant Vowels
Fisher, Julie
21.1 oi, oy
choice, moist
Larson, Stacey
20.1 or, ore
score
TM & © Scholastic Inc. 04/24/09

41. Using Data to Plan Instruction
TIG page 117
Using Data to Plan Instruction
Step 5: Monitor other students in the small-group
TRAINER
You may be wondering what the other students in the small-group are doing while you provide targeted instruction to a mini small-group. Remember that the System 44 software provides daily direct instruction! Therefore, the other students can work independently on skills that they are learning while you work with one or two students individually.
Here’s where the System 44 Self-Monitoring Chart is essential! Turn to page 117 in your TIG to see a copy of this chart. You can also download the chart from SAM (SAM Keyword: 44 Student Chart).
TRAINER TIP: A list of SAM Keywords is on pages 604–611 in the System 44 Teaching Guide.
The Self-Monitoring Chart lists all practice materials—in the Decodable Digest, 44Book, and System 44 library—for each Topic in the software. Your students can use this chart to keep track of completed software Topics and identify practice materials to work on during Small-Group Instruction.
Model how to color in the circle next to a software Topic and find related practice materials. By teaching your older readers to use the chart on their own, you’ll invest them in the scope and sequence of the System and help them to become independent learners.
HOST
√ Use your Pointer to emphasize the TIG page numbers.
√ Use your Pointer to emphasize the circles in the second column of the chart.
TIG pages 117–120
SAM Keyword:
44 Student Chart
TM & © Scholastic Inc. 04/24/09

42. Self-Monitoring Chart
TIG page 117
Self-Monitoring Chart
TRAINER
As you explain the chart using the information below, click to reveal a box around each bolded feature.
You’ll notice the Series are listed along the left side of the chart. Remember that there are 25 Series and that each one includes 5–8 Topics.
The first column lists the Software Topics, including the Topic number and a brief description of the skill addressed.
Follow each row across to find related pages in the 44Book and Decodable Digest, as well as System 44 Paperbacks and Audiobooks that provide additional practice with the skill addressed in each Topic.
Students can check off the empty boxes as they complete each practice activity.
Initial the Check-In column when you meet with students to check their progress at the beginning or end of small-group.
Let’s practice using the chart. Matt Garcia, in our example class, is currently working on Topic 2.2. What activities can he do while you address the needs of another mini small-group? Raise Your Hand (44Book page 17, Decodable Digest pages 20–21, Library books 1–2).
Ask if there are any questions about using the Self-Monitoring Chart or using data to plan instruction before continuing.
HOST
√ Use your Pointer to emphasize each column as Trainer mentions it.
√ Use your Pointer to emphasize the row with Topic 2.2.
TM & © Scholastic Inc. 04/24/09

43. Grading Students
What do you currently use to determine student grades in READ 180?
SAM report data
rSkills Tests scores
Other test scores
Classwork and homework completion
Informal assessment of student effort
TRAINER
Incorporating System 44 Data into Your Grading Process (20 minutes)
During the last part of today’s training, we’ll focus on how to incorporate System 44 data into your READ 180 grading process. But first, let’s see how you currently determine student grades.
For each grading component below, ask participants to click the green check (or Yes) if they consider it when determining student grades. Remind them to re-click before asking about the next component.
SAM report data.
rSkills Tests scores.
Other test scores.
Classwork and homework completion.
Informal assessment of student effort.
Ask participants to use Chat to share other criteria they use to determine grades in READ 180.
TRAINER TIP: Adjust the amount of time you spend on this section based on participants’ experience with using report data to grade their students.
HOST
√ Use your Text Tool to type the number of green checks next to each grading component as Trainer asks about it.
TM & © Scholastic Inc. 04/24/09

44. Using Report Data for Grading
READ 180 Students
System 44 Students
READ 180 Grading Report
System 44 Reading Progress Report
TRAINER
Let’s discuss how you can use report data to make grading easy! You can use SAM to access reports to determine weekly grades, progress reports, or report card grades.
Introduce the following two key reports for grading before examining each one more in depth. You may want to ask participants to click the green check (or Yes) if they have run one or both of these reports.
The READ 180 Grading Report for students using the READ 180 Topic Software.
The System 44 Reading Progress Report for students using the System 44 software.
Let’s take a closer look at each of these reports now.
HOST
√ Monitor the Participant Panel for Raised Hands.
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45. READ 180 Grading Report PARG page 78 TRAINER
Turn to the READ 180 Grading Report on page 78 in your PARG. This report gives a snapshot of students’ progress in READ 180 by showing grades for software performance, independent reading, and teacher-directed instruction.
Click to reveal a box around each column as you explain it:
Comprehension, Vocabulary, Word Fluency, Spelling, and Context Passage Scores: Percentage of correct answers on the first try in READ 180 software zone activities.
Final Fluency Recording: Most recent score on Success Zone passage recording based on teacher input using the Grading Tool in SAM.
Book Quiz Average: Average score on all Scholastic Reading Counts! quizzes passed during selected time period.
Whole- and Small-Group: Average of grades inputted using the SAM Grading Tool for rBook work, QuickWrites, etc.
Final Grade: The last column is intentionally blank. After printing the report, decide how much to weight each part of the Instructional Model and whether to include other factors—such as participation or projects. Then calculate final grades and write them in this column.
Ask participants to use Chat to share how they weight their students’ grades. Ask for any questions before moving on.
HOST
√ Use your Pointer to point to the specific columns as Trainer mentions them.
√ Assist Trainer in monitoring Chat.
PARG page 78
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46. System 44 Reading Progress Report
TIG page 82
TRAINER
Just like in READ 180, System 44 has its own report to help you grade students. Please turn to the System 44 Reading Progress Report, which you can find on TIG page 82.
This report includes data on students’ software performance just like the READ 180 report. Look at the last five columns: the two decoding scores come from the Progress Monitor activity at the end of a Topic, the spelling score is from the Spelling Challenge, and the comprehension score comes from the Read & Think activity in the Fluency zone.
Point out the last column, which is similar to the READ 180 report. Explain that teachers can use the System 44 Grading Tool to assess students’ recordings of Success Passages using a rubric similar to the READ 180 rubric.
You can combine software performance data with your own assessment of students’ progress in independent reading and teacher-directed instruction to get a final grade for your System 44 students.
Explain that teachers can also run the SRC! Reading Progress Report to check student scores on the quizzes.
HOST
√ Use your Pointer to emphasize the last five columns on the report.
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47. Comparing Report Data for Grading
Participant Guide page 5
Comparing Report Data for Grading
READ 180
Grading Report
Vocabulary Score
Word Fluency
Final Fluency
Spelling Score
Comprehension Score
Context Passage
System 44 Reading Progress Report
Decoding Accuracy
Decoding Fluency
Oral Reading Fluency
TRAINER
Even though you will be using different reports to grade your READ 180 and System 44 students, the two reports provide very similar data.
Notice how each factor on the READ 180 Grading Report correlates to a similar factor on the System 44 Reading Progress Report. For example, the READ 180 vocabulary score is similar to the System 44 decoding accuracy score.
Click to reveal a blue oval around that example.
You may want to use these correlations—listed on page 5 of your Participant Guide—to weight each component of your READ 180 and System 44 students’ grades the same way. For example, you could assign System 44 students’ decoding accuracy scores the same weight that you give to READ 180 students’ vocabulary scores.
If you choose to do this, you may want to count the System 44 comprehension score twice—once with the same weight as the READ 180 comprehension score and once with the same weight as the READ 180 context passage score.
Ask participants to use Chat or Raise Their Hand if they have any questions or suggestions about correlating READ 180 and System 44 students’ grades before moving on.
HOST
√ Use your Pointer to emphasize the correlation on the bottom of the slide.
√ Assist Trainer in monitoring Chat and the Participant Panel.
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48. Learning Outcomes
Understand how to use reports to regroup students for targeted instruction.
Plan Small-Group Instruction with System 44 and READ 180 materials.
Identify strategies for managing System 44 in your READ 180 classroom.
Incorporate System 44 data into your existing grading process.
TRAINER
Let’s review our learning today. Which of these learning outcomes was most helpful? Use your Pointer to indicate the most significant learning outcome.
Ask for volunteers to speak about their chosen learning outcome and what they gained from the training.
HOST
√ Model by placing your Pointer next to one of the learning outcomes.
TM & © Scholastic Inc. 04/24/09