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Workshop Plan:

We will learn how to set-up,

understand, and effectively use Raz-
Kids to improve student reading
By Russell Walsh and Harrison Snowdon
Workshop Goal
Learn and understand how to use the many
functions Raz-Kids offers in order to improve
student reading inside and outside of the
classroom through improved individualized
instruction, and more effective use of

Introduction to RAZ-Kids Video
3:30 What is Raz-Kids & how can it improve student reading?
3:35 Creating a student list & differentiating their profiles/ assignments
3:50 Using reports to drive instruction
4:05 Using Raz-Kids resources to improve instruction
4:20 Motivating students & parents to use Raz-Kids
4:25 Reflection: What have I learned? What do I still want to learn?
How will I use Raz-kids this week or next?
4:30 Individual question period
Creating a student profile
Self-Paced level (from your classroom assessments)
Password ideas (keep it simple!)
Bookroom (more books, more choice!)
Incentives (keep kids motivated)

Reading Level Correlation Chart
Learning A-Z supplies a correlation chart for
various reading metrics: http://www.readinga-
Raz-kids Assessments
1. Running Record
2. Alphabet Assessment
3. High Frequency Word Assessment
Differentiate Your Own Student Profile
You Try:
Take 5 - 7 minutes to differentiate the profiles
and/or assign assignments to 1 or 2 of the
students currently on your roster. If you do
not have a roster, take 5 minutes to create a
profile, differentiating it, and adding an
assignment for that student.
Using Reports to Drive Instruction
Assignment Reports (make notes for future
instruction on the right)
Using Reports to Drive Instruction
Activity Report (homework/engagement
You can customize the length of each report (default is
one week)

Using Reports to Drive Instruction
View reports for individual students: Student needs help
classifying info

Or by class: Class needs a whole-group lesson on fact or
Using Reports to Drive Instruction
You Try:
Take 5 - 7 minutes and look through your class or
individual student reports, and make notes about
a few skills your class (or individual students)
could benefit from having more explicit
instruction. If you do not have a class report, you
can join someone at your table that does, or use
our example reports, available in handouts.
Using Resources to Improve Instruction
Below are the book resources available through
Learning A-Z

Using Resources to Improve Instruction
Shared Reading resources for 72 SMARTbooks,
complete with lesson plans, focus-skills and

Resources for
This is an
of a page in
a projectable
Shared Reading
book with
Using Resources to Improve Instruction
Below are the Key Reading Skills Resources.
Note there are also resources sets for:
Foundational Skills, Assessments, and ELL &
(down the
Using Resources to Improve Instruction
You Try:
Take 5 minutes to look through some of the
resources on Learning A-Z. After 5 minutes,
you will share your favorite resource with the
other 3 or 4 people at your table. Take note
of any resources you find interesting or
Communicating with Parents
- Raz-Kids can be used inside and outside of the classroom,
bringing literacy to life at home!
- The website includes many great features for
communicating with parents, integrating them into their
childs learning.
- Parents can register and follow their childs
progress while sending encouraging messages.
Communicating with Parents
- Print off the letter that RAZ-Kids automatically
prepares for every child, and send it home with
the automatically-prepared log-in card as well.
- This letter includes the website address, childs
username and password and a way for parents
to register themselves.
Sample Letter
Communicating with Parents
- The website also includes two helpful videos
for parents to help them navigate the
- http://www.raz-
- http://www.raz-
Evaluation - Poll Everywhere
- Survey can be completed online with this link
- Or live with the use of texting and this link
Curriculum Connections
1. read and demonstrate an understanding of a variety of
literary, graphic, and informational texts, using a range of
strategies to construct meaning;
2. recognize a variety of text forms, text features, and stylistic
elements and demonstrate understanding of how they help
communicate meaning;
3. use knowledge of words and cueing systems to read fluently;
4. reflect on and identify their strengths as readers, areas for
improvement, and the strategies they found most helpful
before, during, and after reading.
Books and Literacy in the Digital Age. (n.d.). American Libraries Magazine. Retrieved
May 21, 2014, from

Larson, L. C. (2012). It's Time to Turn the Digital Page: Preservice Teachers Explore E-
Book Reading. Journal of Adolescent & Adult Literacy, 56(4), 280-290.

News + Info. (n.d.). : Educational Tools, Learning Resources, Community Outreach.
Retrieved May 21, 2014, from

Raz-Kids. (n.d.). Interactive ebooks for children. Retrieved May 20, 2014, from

Schugar, H. R., Smith, C. A., & Schugar, J. T. (2013). Teaching With Interactive Picture
E-Books in Grades K-6. The Reading Teacher, 66(8), 615-624.