What is English in a Flash?English in a Flash is a language learning software program for English
language learners. It helps second language learners develop—as quickly
as possible—the language skills they need to go from learning English to
learning in English. Six-year-old native speakers of English begin their
formal education with a fairly solid language base made up of three
core components:
• The English sound system
• At least a 6,000-word-family vocabulary
• The underlying grammatical structures of English
Children typically add two to three words per day to their native-language
core vocabulary—about 1,000 words per year of formal education. This
growth is built on the foundation of the sound system and underlying
grammatical structures, both of which are already internalized before
formal education begins.
Non-native speakers must keep pace with the language that native
speakers are learning in school and simultaneously catch up on everything
that native speakers have already internalized. For many non-native
speakers, this process of “catching up” takes five to seven years. As a
result, learning does not occur quickly enough for English language
learners, and academically they begin to slip further and further behind
their native-speaking peers.
It’s of critical importance to help English language learners build aural
comprehension skills as quickly as possible if they are to understand and
learn what the teacher is saying. English in a Flash closes the listening
comprehension gap between native and non-native speakers through
systematic, explicit oral vocabulary instruction.
Renaissance Learning recognizes that there is variability in language
learning. As a result, English in a Flash places each student according to
his vocabulary knowledge, knowing that his chapter pretest score will
determine whether that student remains in the chapter or is to be moved
to the subsequent chapter. Quiz items contain phonological and semantic
distractors to ensure the learner really knows the word. Teachers whose
students are within a single proficiency level (intermediate, for example),
will notice immediately that their students are working in different parts
of the program.
English in a FlashTeacher’s Guide
Contents
What is English in a Flash? . . . 1
How Does English in a Flash Work? . . . . . . . . . . . . . . 2
What is Covered in English in a Flash? . . . . . . . . 3
Implementing English in a Flash. . . . . . . . . . 4
Teacher Mode. . . . . . . . . . . . . . . 7
Reports . . . . . . . . . . . . . . . . . . . . 8
Sample Reports . . . . . . . . . . . . 11
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Integrating basic interpersonal language skills (BICS) with cognitive
academic language proficiency (CALP), English in a Flash meets the
needs of the individual. English in a Flash resource activities—listening,
speaking, reading, and writing—support the vocabulary and grammatical
structures as they are acquired.
How Does English in a Flash Work?Most traditional language programs move rapidly from input (listening or
reading) to output (speaking or writing). Students are exposed to language
and then quickly asked to use it to communicate. Often, initial exposure
to new language is in fairly large chunks—phrases, sentences, and even
dialogues or paragraphs. Students may learn general meaning from this
type of exposure but frequently do not understand the individual parts.
English in a Flash takes a very different and deceptively simple approach
to language. This software program focuses on input—maximizing the
amount of language that a student is exposed to each day. Through rich
and varied input at the word and phrase level, English in a Flash helps
students simultaneously acquire the basic building blocks of language—
the sound system, core vocabulary, and underlying grammatical struc-
tures. Students learn via computer technology through short and repeated
practice with both audio and visual input.
Input from English in a Flash begins with the smallest units of meaning:
sounds and visual images. The audio input is comprised of multiple
voices, both female and male, young and old. As the speakers say the
word(s), students see a graphic. For example, at the same time the
student hears “a dog,” a picture of a dog flashes on the screen. Meaning is
immediately conveyed; no guesswork or explanation is involved. The
learner instantly knows the target vocabulary and what it means. Because
the brain is always looking for meaning first, instant recognition is
critical. If meaning is clear, the brain is more likely to register and “take
in” that input. When the brain takes in and processes new language, it
simultaneously develops underlying connections that allow the learner to
remember, understand, and produce language. Without this critical step
of input to intake, the learner can never progress toward retention and
ultimately automaticity. The diagram below shows this progression.
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InputThe learnerhears or seeslanguage.
RecognitionThe learnergrasps themeaning.
RetentionThe learner remembers all these elements of language.
AutomaticityThe learner can understandand produce this languageeffortlessly.
IntakeThe learner processes the meaning, the sounds, the grammar, the written form, and so on.
Lessons 1–3 of every English in a Flash chapter focus on the smallest
complete units of meaning: words. After multiple practices designed to
firmly establish these units, English in a Flash builds to larger chunks in
Lessons 4 and 5. The program progresses from words to phrases and then
to sentences, short monologues and dialogues. The key is that the program
builds from the bottom up, putting an individual piece (a word) in place
and then adding to that word to build longer strings—progressing from
the parts to the whole. This buildup is done with no formal explanation or
translation. The diagram below illustrates this process.
Other programs start at the right side of the diagram, expecting students to
learn the language from complete sentences and dialogues even though
they lack the vocabulary or grammatical knowledge to understand what
they’re hearing. To teach students to understand: “He’s wearing an orange
shirt,” you would have to teach the key vocabulary and explain the
grammar - pronouns, contractions, verb tenses, and adjective placement.
This approach helps students learn a lot about the language, but it is a
very inefficient way to acquire language.
What Is Covered in English in a Flash?English in a Flash consists of three libraries that provide exposure to
comprehensible input containing over 4,000 vocabulary words. In addition
to the 1,350 words taught explicitly in each library, several hundred more
are covered implicitly. In all, English in a Flash includes approximately
6,000 vocabulary words.
Vocabulary: Lessons 1–3
In English in a Flash, Lessons 1–3 of each chapter systematically present
vocabulary. Please see the Content Guides—the Library Guide and
Chapter Guides—for specific information.
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orange
an orange shirtHe’s wearing an orange shirt.
a shirt
wearing
Lessons 1–3 Lesson 4 Lesson 5
Grammatical Structures: Lessons 4 and 5
English in a Flash teaches English grammar implicitly, which means that
the program does not give grammar explanations. What it does provide—
by building from the word to phrase to sentence level—is systematic,
comprehensible, bottom-up input using all key, high- and low-frequency
structures in English. Lessons 4 and 5 of each chapter include critical
aspects of American English syntax. See the Library Guide and Chapter
Guides for examples of grammatical structures covered in English in
a Flash.
Oral Communication Tasks for Comprehension: Lesson 5
In Lesson 5 of each chapter, students are exposed to a range of oral
communication tasks. See the Library Guide and Chapter Guides for
examples of communication tasks covered in English in a Flash.
Implementing English in a FlashGetting Started and Engaging the Learner
English in a Flash software is easy to use, but its approach to language
development may be challenging at first. Keep in mind that the purpose of
EIAF is to for ELLs to develop listening skills efficiently and effectively.
Although they take only 15 minutes to complete, the lessons may initially
seem long or tedious because they contain a great deal of repetition and
nothing for students “to do.” To encourage student engagement, the
number of times a student encounters a vocabulary word is determined
by his chapter pre-test. Vocabulary words answered correctly appear
only once in lessons 1, 2, and 3. Minimal exposure such as this provides
the learner with a brief review of the words he knows, interspersed with
several repetitions of words he needs to learn. Please encourage your
students to continue with this approach consistently for several weeks.
Students themselves will soon begin to notice how quickly their
vocabulary grows and their listening comprehension improves. A larger
vocabulary and stronger listening skills are the keys to progress in all
skills. To ensure students are working on what they need, not what they
already know, English in a Flash places students according to their
vocabulary knowledge.
Setting Up
You can use English in a Flash in a computer lab or in the classroom. In
either setting, the program is most effective when used with headphones,
which block out background noise. A lab setting is preferable for
minimizing potential distractions. Plan a schedule that allows your
students to work on English in a Flash at least three times per week.
For optimal results, have students work 15–20 minutes per day,
four–five days per week.
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You can access the Libraryand Chapter Guides from theTeacher/Administrator Homepage. Under English in aFlash, choose Resources,and then choose Library andChapter Guides.
Before You BeginMake sure your computersand headphones are function-al and volume settings are adequate. Check your screensaver setting, too. Use a setting of 20 minutes ormore. Set up the managementprogram with class and student information beforestudents begin working. Forfull instructions on systemrequirements and the classmanagement program, pleasesee the software manual.
The First Chapter
A commitment to student engagement is built into the chapter sequence.
Knowing where they are and how they are doing helps students stay
focused and maximize learning.
Screen shots let students know what library they are in, what chapter they
have begun, and what lesson or quiz is upcoming. Encouraging words are
also provided on screen as well as auditorally.
The following is the general progression for each chapter.
Mouse Tutorial (Before Chapter 1, only)When students log in for the first time, they’ll do a short tutorial on using
a computer mouse. Observe your students during this time to see if anyone
has problems moving and clicking a mouse. Demonstrate this, if necessary.
To skip the tutorial, which takes about three minutes, and move directly to
the Chapter 1 pretest, use Ctrl+S.
Pretest, Lesson 1, and Quiz 1 (Approximate Time: 20 minutes)Pretest: Chapter pretests determine whether or not the students
1) need to learn the vocabulary, 2) need to brush up on the
vocabulary, or 3) know the vocabulary. Each chapter begins with a
vocabulary test which determines whether the student should remain in
the chapter or be taken to the next chapter. Students hear a word and
see three graphics. Using the mouse, they highlight the word that
matches the audio they hear. Any choice moves the program forward.
If students do not make a choice within 10 seconds, the program
continues to the next item. Encourage students to do their best and to
complete every item. The pretest stops if a student misses fourteen
items, and the program automatically moves to Lesson 1. If the student
misses six or less items on the pretest, the program automatically
moves on to the pretest for the next chapter. If the student misses seven
to thirteen items, the program moves on to Lesson 3. Pretest results are
the first step in individualization.
Lesson 1: Lesson 1 is approximately 10–12 minutes of practice with
90 vocabulary words. Students listen to words as the graphics are
presented on the screen. During this segment, students should watch
and listen. They can repeat words aloud if they want to, but they do
not need to do anything else. Encourage students to relax and absorb
the language.
Quiz 1: After Lesson 1, students take a quiz. This quiz begins with
words that students missed on the pretest, and continues with words the
student hasn’t tested on yet. The quiz stops if the student misses three
items. If students have a total of 88 or more correct at this point, the
program automatically moves them forward to Lesson 3.
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Chapter 4Martha OpiePretestLessonQuiz
Quiz items showing phonologicaland semantic distractors.
Vocabulary item in isolation (lesson 2).
Vocabulary item in context (lesson 5).
Welcome screen for the beginningof each Library.
Lesson 2 and Quiz 2 (Approximate Time: 15–20 minutes)Lesson 2 provides practice on the same set of vocabulary words as Lesson
1, but this time, written words also appear on the screen. After Lesson 2,
students take another quiz, which is a continuation of Pretest and Quiz 1.
It begins with words a student has already missed, and it continues with
words the student hasn’t tested on yet. The quiz stops if a student misses
three items. If the student gets 88 or more correct on the quiz, he/she
automatically advances to Lesson 4 for this chapter. Students who finish
lessons 1 or 2 with 90 items correct will not be presented with lesson 3 or
quiz 3.
Lesson 3 and Quiz 3 (Approximate Time: 15–20 minutes)Lesson 3 gives more practice with the same set of vocabulary words. Like
Lesson 2, written words appear on the screen. After Lesson 3, students
take another quiz. This is a continuation of the Pretest, Quiz 1, and Quiz
2. It, too, contains items the student hasn’t seen or has missed previously.
It does not include items the student has already answered correctly. Quiz
3 stops if the student misses three items.
Review, Lesson 4, and Quiz 4 (Approximate Time: 20–25 minutes)This session begins with an individualized review that contains vocabulary
words the student missed in Lessons 1–3 before beginning Lesson 4.
Lesson 4 combines words practiced in Lessons 1–3 into longer chunks
of language. Students see and hear multiple repetitions of 40 different
phrases and short sentences that contain vocabulary words from the
current as well as previous chapters. After Lesson 4, students take a quiz
on language covered in this lesson. If six items are missed on Quiz 4, the
quiz stops and an on-screen feedback page is shown. The next time the
student logs in, the student’s individualized review for Lesson 4 will
be presented.
Review, Lesson 5, and Quiz 5 (Approximate Time: 20–25 minutes)Students complete items missed in Lesson 4 before starting Lesson 5,
which includes longer sentences, short monologues, and dialogues. It
combines words practiced in Lessons 1–3 and phrases practiced in
Lesson 4 into communicative exchanges. Students see and hear multiple
repetitions of 50 different monologues and dialogues spoken by multiple
native speakers. After Lesson 5, students take a quiz on language covered
in this lesson. If six items are missed on Quiz 5, the quiz stops and an
on-screen feedback page is shown. The next time the student logs in, the
individualized review for Lesson 5 will be presented.
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Review
English in a Flash offers twotypes of review.
Focused Review This individualized review isan automatic part of the lesson sequence. It presents students with a brief lessonon only those items theymissed (or were unable totest on) in Quizzes 3, 4, or 5.Students see and hear multiple repetitions of theseitems. After the review lesson,students take another quiz,which is a continuation ofthe previous quiz for the lesson. Correct answers willbe added to the student’stotal score for the lesson.Students who complete lessons 3, 4, or 5 with 100%correct answers are not presented with a ReviewLesson or Quiz.
My Practice. This is anoptional review that providesstudents the opportunity tocustom-build a review ofvocabulary words. They canlook at items from any chapter whose Lesson 3 hasbeen completed and select asmany as they want. Studentswill then see multiple repetitions of the selecteditems. This feature is available from the Homepage and gives practice, only.It does not include a quiz.
Feedback for StudentsThe on-screen feedback page is shown after each lesson quiz is
completed and gives students their results. Perfect for English learners of
all proficiency levels, this feedback is in the form of a simple bar graph
and shows cumulative growth in the students’ recognition of vocabulary.
Teacher ModeYou can access Teacher Mode from the Teacher/Administrator Home page
task list. Teacher Mode lets you use the software without collecting data
(test scores or other information on individual students). You can use
Teacher Mode to demonstrate part or all of the software one-on-one, to a
small group of students gathered around one computer, or to the whole
class using a projector.
In Teacher Mode, you can view any lesson and/or quiz without affecting
student data. This gives you many possibilities for both individual and
class practice. For example, with a projector, you can use Lesson 1
(without text) for group spelling quizzes and Lessons 4 and 5 (with
pauses) for mini-dictation sessions. You can also use Lessons 4 and 5 as
practice for role-plays and mini-dramas. Likewise, you can use any of the
quizzes for competitions and games—dividing your class into two or
more teams and letting the teams take turns selecting answers. With
individual students, you can provide un-scored practice for those who
may need it before any assessment.
ResourcesIncluded in the English in a Flash resources are support activities by
chapter that provide students the opportunity to use the new vocabulary
and grammatical structures. Activities are organized by grade level—K-2,
3-5, and 6-12—and meet standards for both English language development
and English language arts in listening, speaking, reading, and writing.
Also found in English in a Flash resources are book lists that contain
recommended reading following completion of English in a Flash
chapters, beginning with library 1, chapter 9. Supported by research,
95% of the words in these books are found in the current or previously-
completed English in a Flash chapter which ensures, that learners have the
vocabulary knowledge required for comprehension of the book. Book lists
include Accelerated Reader quiz numbers so students can demonstrate
comprehension. There are more than 6,500 books on the English in a
Flash Recommended Reading Lists, with book levels from .2–5.6, as
well as books for lower, middle, and upper interest levels. In addition, in
order to meet the interest levels of middle and upper English language
learners, books that meet the minimum recommended criterion (90%
known words) are available for Libraries 2 & 3.
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You may also print Flashcards from the resource view. They are available
for all chapters for words taught in lessons 1-3. You can select four, nine,
or 16 flash cards to print on each page.
ReportsTwelve reports are available in English in a Flash. Some of these are
geared toward teachers, some to students, and one to parents.
Reports for Teachers
The Class Progress Report, the Student Record Report, the Class Status
Report, and the Word Grouping Report provide information that ranges
from very broad to very specific. These reports are described below, and
samples with further explanation follow on pages 11–14.
Class Progress ReportThis report gives a very high-level picture of how students are progressing
over time. It shows cumulative work for a specific date range and allows
you to see at a glance how students are doing in relation to one another.
You can use it to monitor progress in general and identify students who
may need help. The report gives you averages over time on pretests and
quizzes, so you can quickly tell where students began and how they’ve
progressed. See the sample Class Progress Report on page 11. For
specific information on a class’s work currently in progress, look at the
Class Status Report and for individual students, look at the Student
Record Report.
Student Record Report This report gives detailed information about each student’s progress. It
shows all work, chapter by chapter, done by an individual student during a
specific date range. You can use it to plan ways to help students who are
struggling or to spot students who need more challenge. For example, you
will be able to see if a student is doing well at the word level (Lessons
1–3) but is faltering at the phrase and sentence levels (Lessons 4 and 5).
You might then suggest more review after Lessons 4 and 5. The sample
on page 12 gives more information on this report.
Class Status Report This report shows how all students are performing on their current work.
You can use this report as often as you like to see where students are and
how they’re doing. The report lists each student’s current chapter, their
pretest and quiz scores, and the number of review sessions and quizzes
completed. See the sample on page 13.
Word Grouping ReportThis report shows which words students know and don't know from each
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chapter. Words in each category are listed from most to least known.
Please see the sample on page 14.
• Use this report to look at work by one student, a group of students, or
the entire class. Then use the information to plan lessons and activities.
• Use the first list—the words most students readily recognize—as a
guide for language expansion activities.
• Use the second list—the words most students do not yet know—to
help target areas needing additional practice and perhaps different
approaches.
• This report can also be used to help plan group work. Customize the
report to see which students are at similar levels of vocabulary growth.
Use that information to form groups with students at similar levels, for
example, or with a mix of levels.
Reports for Students
Words Correct ReportThis report shows the words a student knows from one chapter. See the
sample on page 15.
• After a student has completed Quiz 3 and the review, print this report
for them to take home and share with their parents.
• Encourage students to begin using this vocabulary in both speaking
and writing. You can do spelling and/or pronunciation checks of
this vocabulary and incorporate the vocabulary in class and
homework activities.
Words to Study ReportThis report shows the words that a student has missed on the Pretest
through Quiz 3 and the review. See the sample on page 16.
• You can choose this report with or without graphics and print it after a
student has completed Quiz 3 and the review.
• Encourage students to study the words on this report. If the student has
many words listed, you may want to divide it into sections to make
studying more manageable.
Report for Parents
Parent ReportThis report shows how many words a student understands from using the
program over time. Use it to show both students and parents a student’s
progress during a marking period. You can easily share it with parents
who have limited English proficiency themselves. By default, this report
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prints messages in English. It will also print text in Arabic, Chinese,
Haitian Creole, Hmong, Korean, Russian, Spanish, or Vietnamese, if one
of those languages was selected for the student in the management portion
of the program. See the sample on page 17.
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Accelerated Reader, English in aFlash, “Make Teaching Excitingand Learning Fun,” the InformationPyramid design, and RenaissanceLearning are trademarks ofRenaissance Learning, Inc. and itssubsidiaries, registered, commonlaw, or pending registration in the United States and in other countries.
© 2007 by Renaissance Learning,Inc. All rights reserved. Printed in the United States of America.Protected by US Patent Number 7,052,278
This publication is protected byU.S. and international copyrightlaws. This document may be reproduced only by staff membersin schools that have a license forEnglish in a Flash software. Formore information, contact:
Renaissance Learning, Inc.P.O. Box 8036Wisconsin Rapids, WI 54495-8036(800) 338-4204www.renlearn.com
09/08 R33729
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Class Progress Report Printed Tuesday, September 12, 2006 5:01 PM
School: Mill Valley School Reporting Period: 9/5/2006- 10/13/2006 (MP1)
1 of 1
Report OptionsReporting Parameter Group: All Demographics [Default] Group by: Class
Class: English Arts 102 Teacher: Johnson, Carol
Library: 1
WordsPhrases / Sentences
Sentences/ Dialogues
Student Chapters Complete
Avg. % Correct Pre-test
Avg. % Correct Totala
Number of My Practice
Sessions
Avg. % Correct Quiz 4b
Avg. % Correct Quiz 5b
Total Average %Correcta
Gutiérrez, Camila 9 18 92 6 81 76 85 Ho, Tai 2 89 100 1 93 95 97 Lopez, José Luis 2 10 94 - 86 83 89 Kim, Kyung Hee 9 95 98 3 89 86 93 Martinez, Andrea 6 12 88 3 83 81 85 Privic, Milan 8 15 93 4 78 80 86 Santos, Juan 8 10 72 2 68 72 71 Teijeiro, Claudia 9 83 96 5 90 85 92 Toyama, Masahiko 9 13 84 3 90 88 86 Zawicki, Danila 9 17 96 5 93 95 95 Zepeda, Diego 9 11 91 3 90 93 91 Zhang, Shuyong 9 23 90 2 93 95 92 Average 7 32 91 86 86 89
This report shows students’cumulative work and allows you to see at a glance how yourstudents are doing in relation toeach other.
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per
cha
pter
) Ph
rase
s/Se
nten
ces
C
orre
ct (4
0 po
ssib
le)
Sent
ence
s/D
ialo
gues
C
orre
ct (4
0 po
ssib
le)
Stud
ent
Cur
rent
C
hapt
era
Pre
test
Q
uiz
1 Q
uiz
2 Q
uiz
3
Focu
sed
Rev
iew
Qui
zb
Tota
l%
C
orre
ctc
%
My
Prac
ticed
Qui
z 4
Focu
sed
Rev
iew
Qui
z
Tota
l%
C
orre
ctc
Qui
z5
Focu
sed
Rev
iew
Qui
z
Tota
l%
C
orre
ctc
Gut
iérre
z, C
amila
9
15
10
15
24
15
88
30/1
21
11
80
27
7
85
Ho,
Tai
3
61
13
- -
- -
- -
- -
- -
- Lo
pez,
Jos
é Lu
is
3 11
17
-
- -
- -
- -
- -
- -
Kim
, Kyu
ng H
ee
9 88
x
x 2
x 10
0 -
30
- 75
25
5
75
Mar
tinez
, And
rea
7 10
14
20
24
0
68
- 21
-
- -
- -
Priv
ic, M
ilan
9 11
20
-
- -
- -
- -
- -
- -
Sant
os, J
uan
8 11
20
17
21
15
93
5/
2 13
5
45
9 -
- Te
ijeiro
, Cla
udia
9
16
12
15
32
11
96
- 15
-
- -
- -
Toya
ma,
Mas
ahik
o 9
10
10
16
20
10
73
- 18
15
83
17
12
73
Za
wic
ki, D
anila
10
21
18
25
21
0
94
- 14
10
60
-
- -
Zepe
da, D
iego
9 13
19
22
20
13
97
-
31
0 78
26
0
65
Zhan
g, S
huyo
ng
9 41
26
23
x
x 10
0 -
30
5 88
36
0
90
Aver
age
8 26
16
19
21
9
90
- 21
8
73
23
5 78
This
repo
rt p
rovi
des
a sn
apsh
ot o
f st
uden
t’s c
urre
nt w
ork.
Rev
iew
wee
kly
to m
onito
r how
stud
ents
are
do
ing
in th
e pr
ogra
m.
Cha
pter
9 is
typi
cal o
f Cam
ila’s
wor
k.O
nth
e pr
etes
t, sh
e sc
ored
15
corr
ect o
ut o
f 90,
but
then
mad
e st
eady
pro
gres
s to
reac
h 88
%.
She
used
My
Prac
tice
to re
view
30%
of t
he
wor
ds, w
hich
is 2
7 w
ords
.
Cha
pter
9 w
as e
asy
for K
yung
Hee
. She
got
on
ly tw
o w
rong
on
her p
rete
st, s
o sh
e w
ill
mov
e di
rect
lyto
the
next
cha
pter
the
next
time
she
logs
in.
14
Word Grouping Report Printed Tuesday, September 12, 2006 5:01 PM
School: Mill Valley School Reporting Period: 9/5/2006- 10/13/2006 (MP1) Class: English 1-A Teacher: Fox, Susan
See the Chapter Guide for a complete list of words in this Chapter.
1 of 1
Report Options Reporting Parameter Group: All Demographics [ Default] Group by: Class
Library: 1 Chapter: 1 Number of Students: 12 / 12
Words Understood by at Least Two-thirds of Students
a boy an eye yellow a dog four zero a girl green an arm a tree a bed two a hand white six an apple one a backpacka book a flower a bird jeans five a pencil a foot a sandwich head socks a nose swimming three a teacher
Words Not Understood by Two-thirds of Students
clouds a tennis racket shorts skating a truck a window animals a blanket a jacket a rabbit a baseball a finger orange a pillow a golf club a hamburger a basketball
This report shows which wordsstudent know and don’t know from one chapter. Words in each categoryare listed from most to least known bythe class. Use this report to plan
lessons and activities.
Two out of three students nowunderstand these words, so you can use this new vocabulary inclassroom activities. Students who are still learning these words may benefit from mixed-level pair and group work.
Since only one of three studentsunderstands these words, this would be a good time to use Teacher Modewith the entire class. See page 7 for other ideas on how to meet the needs
of students at different levels.
Words at the end of the lists are ones that a greaterpercentage of students in the
class do not know.
This report shows which words students know and don’t know from the chapter. Words in each categoryare listed from most to least known bythe class. Use this report to plan lessons and activities.
15
Words Correct Report for Milan Privic
Printed Tuesday, September 12, 2006 5:01 PM
School: Mill Valley School Class: English 1-A Teacher: Fox, Susan
Library: 1 Chapter: 4 Words Correct: 58
Summary: All Chapters
Chapters Completed: 3 Words Correct: 210
a ball a belt a box a broom a cake a camera a candle a clock a doll a hanger a horse a kite a letter a light bulb a mailboxa man a mirror a mop a necklace a nest
a postcard a purse a radio a rainbow a rake a ring a rocking chair a rubber band a salad a shovel a shower a skateboard a sleeping bag a stamp a stop sign a sweater a teapot a tent a vacuum cleaner a wallet
a woman an airplane camping candy checkers cheese coffee fishing food gloves money nuts paper scissors tape tea the alphabet toys
This report lists all the
words a student has
learned from a single
chapter and can be printed
once the student has
completed Quiz 3. This
report is great for use
during classroom activities
and can also be taken
home to share with parents.
16
Words to Study Report for Andrea Martinez
Printed Tuesday, September 12, 2006 5:01 PM
School: Mill Valley School Reporting Period: 9/5/2006- 10/13/2006 (MP1) Class: English 1-A Teacher: Fox, Susan
Library: 1 Chapter: 1
a cat socks a baseball
a dog shoes a basketball
an egg an apple a hamburger
a book a pillow a motorcycle
a bird a rabbit
a lamp a jacket
a skirt a school bus
a chair a fire truck
a truck running
a snake a bicycle
This report is personalized for each student. It lists all the words the student does not yet know basedon their score for Quiz 3 of that chapter. Students like to cut up this report to create flash cards.
17
Parent Report for Camila Gutiérrez
Printed Tuesday, September 12, 2006 5:01 PM
School: Mill Valley School Reporting Period: 9/5/2006- 10/13/2006 (MP1) Teacher: Fox, Susan
Class: English 1-A
Dear Parent or Guardian of Camila Gutiérrez:
Your child is using English in a Flash software to learn English. This chart shows how your child is doing. It shows how manywords your child understands from the program.
Estimados padres: Su hijo/a está utilizando el software English in a Flash para aprender inglés. Esta gráfica describe el progreso hecho por su hijo/a. La gráfica muestra la cantidad de palabras que su hijo/a ya entiende a travez del programa.
Library 1:
Words Correct
0
100
200
300
400
500
600
700
800
900
1 2 3 4 5 6 7 8 9
Chapters
Wo
rds
Chapters completed: 9 Words correct: 603
Teacher Signature: ______________________________________________________ Date: _______________________
Parent Signature: _______________________________________________________ Date: _______________________
Comments:
This report shows how many
words one student understands
from the program over time. Use
with students and parents to
illustrate student progress during
a marking period.
This report prints messages in
English and the student’s
native language, if available.