1. eRead and Report

2. What is... Independent eBook Reading with a Vocabulary and Comprehension Assessment Focuses mainly on Reading Informational Texts Aligns with STAAR supporting text complexity and graphic features for grades K-8 Allows many students to read the same book simultaneously Teacher assigned reading or self-selected Teachers can assign individual, small group, or whole group assignments Web-hosted so students can read anywhere on any web- connected device -connected device – tablets, smart phones, computers…

3. Why we created… To support student’s independent reading Provide data that drives instruction To build connections from reading Provide students with more complex text Increase the rigor of assessments and performance by assessing skills at a greater depth and level of cognitive complexity

4. www.rourkeeducationalmedia.com

5. » Administrators » Teachers » Librarians and Media Specialists » Students » Parents

6. » Log in using assigned login and password » Check MY FOLDER for assignments » Search Title Library for an e-book of interest » After reading, students will complete questions in multiple choice form » Evaluate progress and conference with teacher and parents

7. » Add students at any time » Add and change groups » Create assignments for individual students, groups, or whole class » View and share data » Print reports » Review data with students and parents » Make instructional decisions

8. » Use in the library to reinforce concepts being taught in the classroom » Assign assignments and Independent Reading » Train staff members and parents

9. » Usernames and passwords will be provided by the school and the initial upload will be done by Rourke » Administrators can assess the progress on a student, classroom, and building wide level » Track usage » Rourke will provide stats and study of effectiveness when needed by an individual school or district

10. » TIER 1 – Tier one vocabulary words consist of basic words. These words usually do not require direct instruction and typically do not have multiple meanings. Sight words, nouns, verbs, adjectives, and early reading words are part of this level. boy, cat, walk, red, and, chair » Tier 2 – Tier two vocabulary words consist of words that occur across a variety of domains. These words occur often in informational texts and literature. Tier two words are important for reading comprehension and have multiple meanings. They are words that allow us to describe concepts in a detailed manner. energy, results, trials, compare, » Tier 3 – Tier three vocabulary words consist of words that occur in specific domains, including subjects in school, occupations, technical fields, etc. These words are content specific and are generally learned when they are needed. photosynthesis, samurai, tectonic, gigabyte

11. » Using and Interpreting Text Features » Determining Importance of Central Ideas and Identifying Key Details » Synthesizing or Summarizing Complex Concepts or Processes » Visualizing » Making Inferences » Making Connections » Asking Questions

12. “A rigorous and relevant education is a product of effective learning, which takes place when standards, curriculum, instruction, and assessment interrelate and reinforce each other.” -Willard R. Daggett

13. Dimensions of Text Complexity: » The Qualitative Dimension of Text Complexity focuses mostly on levels of meaning, purpose, structure, language conventionality and clarity, and knowledge demands. » The Quantitative Dimension of Text Complexity focuses on factors such as word length or frequency, sentence length, and text cohesion. In writing our books, we consider all of these factors to build diversity in the reading levels of our books. » The Reader and Task Dimensions of Text Complexity focus on the individual student and what types of supports he needs to read a variety of diverse texts. This takes into account the role of teachers matching books to readers and matching instruction to readers. REM provides free, on-line Teacher’s Notes that guide teachers in selecting appropriate books for individual readers and scaffolding their instruction so all students can build the skills and strategies needed to read complex texts at their grade level and beyond.

14. Factors that Influence Text Complexity » Word Difficulty and Language Structure » Text Structure – description, chronology, cause/effect, problem/solution » Schema and/or Degree of Familiarity with Content » Level of Reasoning Required – sophistication of themes and ideas » Format and Layout of Text » Length of Text

15. » Teacher’s Guide » Leveling Conversion Chart » Correlation to TEKS » Teacher Notes » Author Interviews » Skype with Authors

16. www.rourkeeducationalmedia.com Technical Support 1-800-394-7055