about literacy pro – for · pdf fileliteracy pro measures students’ reading...
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About Literacy Pro – for Teachers Assess your readers and texts Inform your decisions Develop your readers for success Christine Vale Scholastic Education [email protected]
Do you know…
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At what independent level are your students reading?
What level are the books they are reading ?
How much growth are they showing a year?
What is normal/average for a year level?
What growth should you expect or aim for?
What proficiency do students need to read the texts expected at their
year level?
How can you develop successful independent readers?
How well are they comprehending the books being read?
The answers are here in…
A.I.D. your readers for success
Powered by The Lexile Framework®
The Literacy Pro has three functions that together form the path to developing successful readers
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Assess reader ability and text complexity on the same developmental scale – Lexile.
Inform teachers about reading performance compared to norm-referenced data. Data may be used to plan and evaluate teaching/learning programs.
Develop readers’ skills through targeted reading of the right books. Students are motivated by immediate feedback and recognition.
The first function of Literacy Pro is ASSESSMENT
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Assess reader ability and text complexity on the same developmental scale – Lexile.
Inform teachers about reading performance compared to norm-referenced data. Data may be used to plan and evaluate teaching/learning programs.
Develop readers’ skills through targeted reading of the right books. Students are provided with immediate feedback and recognition.
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ASSESSMENT in Literacy Pro measures students and text on the same scale – The Lexile Framework ® Students Literacy Pro measures students’ reading comprehension through the online, adaptive LitPro test. Text Text complexity is analysed in Lexiles.
Lexiles
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MetaMetrics research found that the most reliable predictors of text complexity are: Semantics + Syntax
The Lexile Scale
To find the TEXT COMPLEXITY of a book/text, the entire prose text is analyzed for semantics and syntax. The result is a text Lexile.
To determine READER ABILITY, students take a comprehension test of passages that vary in Lexile complexity. This is a student Lexile.
TEXT LEXILE: Same story but different semantics and syntax = different Lexile
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The cat was sleeping in the warm sun.
Suddenly, she was awoken by barking a dog.
Arf, arf, arf, arf. The cat looked straight at the
dog. It was not afraid. The cat jumped down on
the ground and chased the dog. The dog was
surprised. It ran and hid under some bushes.
The cat was happy as it went back to its sunny
perch.
320L
The cat was snoozing on the windowsill in the
warm sun. Suddenly, she was awoken from her
slumber by the loud yapping of a dog. Arf, arf,
arf, arf. The cat twitched its whiskers and stared
straight at the dog. The dog was jumping up and
down trying to scare the cat, but the cat was not
afraid. The cat sprang to life and leaped down on
the ground and chased after the dog. The dog
wasn’t brave at all and scurried and hid under
some bushes. The cat purred as it trotted back to
its sunny perch.
750L
Cat Versus Dog
STUDENT’S LEXILE – Reading Comprehension
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This is Polly. She is in Year 3B.
Polly logs into Literacy Pro through her school’s Scholastic Learning Zone website link. Then she logs into Literacy Pro.
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Polly is taken to her Home page.
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To get started using Literacy Pro, Polly takes the LitPro Test to assess her comprehension.
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The first time Polly takes the test, she is given some practice questions to familiarise her with Lit Pro. These questions should be easy for her, based on her year level.
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Polly is warned when the practice test is over that the following questions will count towards her Lexile.
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The first question in Polly’s LitPro test is at the average Lexile for her year level.
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If Polly answers the question correctly she is given a more challenging question.
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If Polly answers incorrectly she is given an easier question. She may also skip up to three questions.
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The test adapts about 20 questions to Polly’s responses and then she is given her Lexile.
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Polly’s teacher is able to view and print her responses to the test items.
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Polly’s teacher may choose to use the test for diagnostic purposes.
Polly’s Lexile then displays on her Home page and My Results page. The LitPro Test is greyed out, until it is time for Polly to take it again.
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To find books to read in her Lexile range, Polly may choose some interests and generate a Recommended Reading List.
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Literacy Pro ASSESSMENT answers these questions
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ASSESS At what independent level are your students reading? What level are the books they are reading ?
Sally Smithers is the teacher for Class 3B – Polly’s class. She wants actionable data to answer these questions:
How much growth are students showing a
year?
What is normal/average for a year level?
What growth should you expect or aim for?
What proficiency do students need to read
the texts expected at their year level?
The second function of Literacy Pro is INFORMATION
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Assess reader ability and text complexity on the same developmental scale – Lexile.
Inform teachers about reading performance compared to norm-referenced data. Data may be used to plan and evaluate teaching/learning programs.
Develop readers’ skills through targeted reading of the right books. Students are provided with immediate feedback and recognition.
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The data gathered in Literacy Pro may be used to INFORM teachers about their students’ reading comprehension. This data is reported at several levels, and may be used by · School Leadership Teams · Teachers · Students Why gather the data? To use it to improve reading skills and target instruction.
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What does Sally know about her students in 3B? When Sally logs into Literacy Pro, on her Home dashboard she sees several key metrics.
Sally may wish to know, if the
class’s Average Lexile Growth is
90L, what growth have individual
students shown?
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What growth have the students in 3B shown? This data is shown on the Reports page under the Lexile Growth Report.
Sally clicks on View Report to see
the data by student.
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Sally can see most of the students have shown growth this year. She can also see the data in a table, and can export and print it.
In Sally’s class, Luke has shown the
greatest growth of 126L.
Polly has not shown any growth. This is
because has only done one test.
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How are Sally’s students performing compared to other students at their year level – or the “norm”?
Sally finds this data in the Lexile
Compared to Norm Report.
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This report shows the average End-of-year Lexile for other students in Year 3 – which is 590L – and how Sally’s students compare?
Sally has three students who have
already exceeded the Year 3
norm.
Polly is 136L below the norm.
150
475
590
700
810 880
955 1000
1045 1080
0
200
400
600
800
1000
1200
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10
Average End-of-year Lexile Reading Measure or Norm
MetaMetrics Inc. conducted research on over 500,000 US students to find the average end-of-year Norm for each year level.
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.
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So how much growth should Sally expect for each student? Is Polly likely to meet or exceed the norm?
Sally can find out on the Expected Lexile Growth Report. This report is also on her teacher’s Home page.
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This report shows each student’s current Lexile, their Expected End-of-year Lexile (EEOYL) and the Norm. The EEOYL is calculated from a student’s first Lexile of the school year.
Looking at these results, Sally can see that Polly is expected to reach the Norm by the end of the year.
The EEOYL is based on research conducted by MetaMetrics that compared students beginning-of-year Lexile with their end-of-year Lexile for Years 3 to 10.
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What levels are the texts that readers at Year 3 need to be able to read? This data is found on the Benchmarks page.
MetaMetrics analysed the texts
that students read at each year
level. These texts include
novels, text books, reference
books, nonfiction, etc.
They found that for students to
be Proficient readers in Year 3,
they need to be reading in the
Lexile range from 500-800L.
Basic readers may struggle with
what they are expected to
read.
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How proficient are Sally’s students as readers at Year 3? How well will they be able to read what is expected of them?
Reading Proficiency Report displays the Proficiency band for each student. This percentage of students in each Proficiency band is also on her teacher’s Home page.
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The Reading Proficiency Report identifies the students in their proficiency bands in several ways.
From this report, Sally is able to see that Polly is a Basic reader. So are five other students in her class. What this means, is that they are likely to struggle with many texts they are expected to read.
Literacy Pro’s INFORMATION answers these questions
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INFORM How much growth are they showing a year?
What is normal/average for a year level?
What growth should you expect or aim for?
What level of proficiency do students need to read the texts expected at their year level?
The third function of Literacy Pro is reading DEVELOPMENT
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Assess reader ability and text complexity on the same developmental scale – Lexile
Inform teachers about reading performance compared to norm-referenced data. Data may be used to plan and evaluate teaching/learning programs.
Develop readers’ skills through targeted reading of the right books. Students are motivated by immediate feedback and recognition.
DEVELOP Scholastic Literacy Pro uses the INFORMATION gathered to help DEVELOP students’ reading skills. This is optimised when students read in their targeted reading range.
When students read in their Targeted Reading range, they are challenged but not frustrated. So their reading skills DEVELOP.
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More than 75% comprehension:
Too easy!
Less than 75% comprehension:
Too hard!
Targeted range of 75% comprehension:
Just right!
How does Sally ensure that Polly is reading books that she will be able to comprehend and so develop her reading skills?
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Every time Polly logs into Literacy Pro, a Recommended Reading List is generated on her Home page. It may be viewed in two ways: • Blurb view • List view. This list is based on Polly’s: • Lexile Range (100L below to 50L
above her current Lexile), and • Reading interests.
How else can Polly search for a book?
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Polly can also use the Search page to find books. In this example, she is searching for books that: • Have quizzes • Are in her Lexile Range, and • In her School Library.
This search result is shown as the List view.
How well is Polly comprehending what she reads?
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After reading the book
she has selected, Polly
may choose to take a
Literacy Pro Quiz.
Literacy Pro quizzes have ten multiple-choice questions.
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The items are carefully
constructed so that it is
difficult to pass the quiz,
if the reader has not
comprehended what
they have read.
Polly clicks on the answer she thinks is correct.
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After Polly has selected
the answer she thinks is
correct, Polly clicks the
Next button to move to a
new question.
At the end of the quiz, Polly is given her score.
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Polly is also invited to
rank the book and
make a comment
about it.
How does Polly keep track of how well she is reading?
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After Polly has taken her
first quiz, the results are
summarised on her My
Results Page.
How does Polly keep track of how well she is reading?
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As Polly continues to
read, her My Results
page changes.
The Quizzes Passed,
Words Read and Average
Quiz Score all recalculate.
When she has reached
the criteria set, she will
also be awarded a
Certificate Level.
How does Sally keep track of Polly’s results?
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On her Reports page, Sally is able to search for Polly’s Reading Report Card. It summarises Sally’s current results. Also listed are the titles read. Sally may also view Polly’s quiz answers.
Can Sally see the Reading Report Cards for her whole class? Yes.
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On her Reports page, Sally is able
to generate a class Reading
Report Card.
It reports all key metrics.
How does Sally keep track of her whole class’s quiz results?
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On her Reports page, Sally is able
to generate a class report for
• Average Book Comprehension
• Quiz Pass Rate
Literacy Pro answers ALL these questions
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ASSESS At what independent level are your students reading? What level are the books they are reading ? INFORM How much growth are they showing a year? What is normal/average for a year level? What growth should you expect or aim for? What proficiency do students need to read the texts expected at their
year level? DEVELOP How can you develop successful independent readers? How well are they comprehending the books being read?
The Literacy Pro path to developing successful readers is an integrated cycle
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Assess reader ability and text complexity on the same developmental scale – Lexile.
Inform teachers about reading performance compared to norm-referenced data. Data may be used to plan and evaluate teaching/learning programs.
Develop readers’ skills through targeted reading of the right books. Students are motivated by immediate feedback and recognition.
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Scholastic Literacy Pro Assess your readers and texts Inform your decisions Develop your readers for success Contact: Your Territory Manager Phone: 1300 021 233 Email: [email protected]