Workshop Plan: How to Use Raz-Kids to Improve Student Learning

By Russell Walsh and Harrison Snowdon

*This plan is designed to help the presenter present. The powerpoint is what the staff would see*

Prior Knowledge
Ideally this workshop would take place in the first two weeks of the school year, or within two
weeks of the school purchasing the Raz-Kids and Learning A-Z subscription. All teachers, therefore,
would have had access to Raz-Kids and A-Z Learning sites as a school resource for 2 weeks, but no
explanation/modelling of the website has been given by administration. Up to this point, some
teachers have created their student profiles and began using it with their students (the eager
teachers), others have created student profiles but not implemented its usage (timid teachers). Other
teachers have yet to create profiles (reluctant teachers).

Setup
Round tables with 4 or 5 chairs at each table. Teachers should group themselves into grade levels or
one grade below/above (this will make the resource finding/sharing exercise more applicable for
each member of the group). Smart Board for workshop leader. One laptop for each teacher. The
entire workshop will be done interactively, so that teachers can use laptops to navigate the site in
order practice the skills shown to them, as well as explore and share resources. Hard copies of
sample reports available for any teachers who have not yet begun using Raz-Kids with their
students.

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 resources.

Schedule
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

Intro: What is Raz-Kids & how can it improve student reading? (5 minutes)
Teachers come in with PPT workshop plan displayed on smart board. As people get settled, explain
workshop goal and then watch the short Raz-Kids Informational Video to give a general overview
of the site and its functions, uses, and possibilities.

Creating a student list & differentiating their profiles/ assignments (15 minutes)
Staff will be shown (projected on the smart board) how to access their profile, add students to their
roster, and differentiate each roster according to student skills and needs. Things staff will be shown
with regards to rosters are:
Self-Paced level (from your classroom assessments - see correlation chart)
Password ideas (keep it simple!)
Bookroom (more books, more choice!)
Incentives (keep kids motivated)
Staff will also be shown the level correlation chart, and how to access it on their
own. http://www.readinga-z.com/readinga-z-levels/level-correlation-chart/,
Staff will finally be shown how to assign assignments to students. These assignments include
1. Running Records
2. Alphabet Assessments
3. High Frequency Word Assessments

You try: staff will now be given 5 - 7 minutes to differentiate the profiles and/or assign assignments
to 1 or 2 of the students currently on their roster. If they do not have a roster, they will take 5
minutes to create a profile, differentiating it, and adding an assignment for that student.

Using Reports to Drive Instruction (15 minutes)
Staff will now be shown (projected on the smart board) how to access and navigate the assignment
reports, the activity reports, and the skills reports (generated from the quizzes students take).
Explanation of the features of each report will accompany the navigation of each report. Teachers
will be able to use these reports to individualize instruction for students, or groups of students.
You try: staff will now be given 5 - 7 minutes and look through their class or individual student
reports, and make notes about a few skills their class (or individual students) could benefit from
having more explicit instruction. For staff members without class reports, they can join someone at
their table that does, or use the example reports, available in handouts.
Using Resources to Improve Instruction (15 minutes)
Staff will now be shown (projected on the smart board) the myriad resources available through
Learning A-Z and the depth to which the resources go. We will navigate to the Books resources,
then accessing Shared Reading, and Jane Goodall: Friend of the Forest projectable file, demonstrating
the various features available to teachers in the Shared Reading resources. Staff will then be shown
how to navigate to other resources (Key Reading Skills, Foundational Skills, Assessments, and ELL
& Bilingual).
You try: staff will now be given 5 minutes to look through some of the resources on Learning A-Z.
After 5 minutes, staff will share their favorite resource with the other 3 or 4 people at their table.
Staff will be instructed to take notes of any resources they find interesting or useful.
Strategies for Communicating with Parents (5 minutes)
Staff will now be shown (projected on the smart board) how to access the parent access
page, http://www.raz-kids.com/main/ViewPage/name/tc-parentaccess/, and explained that Raz-
Kids can be used inside and outside of the classroom, bringing literacy to life at home. Teachers will
be shown the parent letter, the login cards, and how to encourage parents to follow and integrate
themselves into their childs learning, using these video links:

http://www.raz-kids.com/main/VideoLibrary/id/302
http://www.raz-kids.com/main/VideoLibrary/id/297

Reflection (5 minutes)
Staff will be handed three different coloured sticky notes (red, green, and yellow). On the yellow one
they will write what they have learned. This will stay with the staff member who wrote it (to serve as
a reminder). On the red one staff will write a question they still have. This will be left with the
instructor (to serve as possible next steps). On the green one they will write one way they will Raz-
kids this week or next. This will also stay with the staff member who wrote it (also to serve as a
reminder).
At this point, staff will be directed to the reading and reference list, encouraged to browse more on
the topic on their own time. Staff will be sent the PPT via email at the conclusion of the workshop.
Staff will also be emailed the link to the feedback survey, asking them to give details regarding the
workshop.
Individual Question Time (no time constraints)
Staff who still have questions will be able to stick around and get personalized attention at this time.

References and Reading List
Curriculum Connections for Reading
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.

References

Books and Literacy in the Digital Age. (n.d.). American Libraries Magazine. Retrieved May 21, 2014,
from http://www.americanlibrariesmagazine.org/article/books-and-literacy-digital-age

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 http://www.learninga-z.com/news-and-information.html

Raz-Kids. (n.d.). Interactive ebooks for children. Retrieved May 20, 2014, from http://www.raz-
kids.com/

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.

Reading List
1. Teacher Tips. (n.d.). Interactive ebooks for children. Retrieved May 21, 2014, from http://www.raz-
kids.com/main/ViewPage/name/tips/
2. Books and Literacy in the Digital Age. (n.d.). American Libraries Magazine. Retrieved May 21, 2014,
from http://www.americanlibrariesmagazine.org/article/books-and-literacy-digital-age

RAZ-Kids Survey

1. The instructors were knowledgeable about the uses of RAZ-Kids inside and outside of
the classroom.
1 (not at all)
2 (somewhat)
3 (adequately)
4 (very)

2. I understand how to use Raz-kids reports to drive my instruction.
1 (strongly disagree)
2 (disagree)
3 (agree)
4 (strongly agree)

3. RAZ-Kids would be a helpful addition to my literacy program.
1 (strongly disagree)
2 (disagree)
3 (agree)
4 (strongly agree)

4. I understand how to inform parents about using RAZ-Kids at home.
1 (It seems easy)
2 (I could figure it out)
3 (A bit confused)
4 (I have no idea...)

5. I understand how to use Raz-kids/A-Z resource to improve my instruction.
1 (not at all)
2 (some what)
3 (well)
4 (very well)

6. What did you like about this workshop?

7. How would you do this workshop differently? (Suggestions for improvement)

8. Text any questions that you still have about RAZ-Kids