Avenue: MAZE and KidSpeak Passages Avenue Animal

Target Reading Level

Flesch-Kinkaid Reading Level

Lexile % Expository % Narrative

1.0

.6

1.5 1.2

2.0 1.8

2.5 2.3

3.0 3.1

3.5 3.7

4.0 3.3

4.5 4.4

5.0 4.6

5.5 5.3

6.0 5.5

6.5 6.2

AVE Level

Syntax Patterns Example

NP= Det + N (The boy plays a guitar.)

The boy plays a guitar.

VP= intransitive, present tense

The dog barks.

ADV= time and place The money arrives today.

NP= Det + adj. +N (The bog boy ran.)

The bog boy ran.

NP= Pronouns ( I ,we, he , she, it, they)

He won the race.

VP = be, have, past tense The girl was standing at the door.

ADV= degree, manner The teacher spoke softly.

Negation=not The dog was not in the house.

NP= with mod. Preposition The boy with spots on his face

NP= indirect object with prep Bring the box to grandma.

NP=indirect object without prep.

Give the man the money.

Compliments= want to, like to, try to

I want to play a game with you.

Compliments= gerunds, swimming

I want to go swimming.

ADV= place (here , there) and time

I will be at here before noon.

Neg.= neg. verb, are no This class is not going on the field trip.

Conjunction Mom and dad are in the apartment.

NP=possessives, comparative adj. (-er, est)

My brother is the tallest person in my family.

NP= neg. indefinite- no, none, nothing, indefinite -someone, something

None of my friends came to the party.

VP= present/ past progressive

The children were reading a book.

VP= modals of permission= will, can, could

I could go with you in the morning.

VP= modals of obligation= The dog should go for a long

would , should walk.

Compliments= infinitive + gerund

I want to go swimming with the kids.

Adverbs = time, frequency The students like to work on the computer every day.

Negation= contractions, adverb-never

I can’t believe that we never received our reading books.

Conjunction=subjects, objects, adverbs

They walked in to the room quietly and quickly

NP= Indefinite pronouns Everyone in the room was a friend of mine.

NP= Reflective pronouns I think I can do this myself.

NP= reciprocal The students helped each other with their homework.

VP= future verbs The Vikings are going to win the Superbowl someday.

VP= semi modal We had to sit quietly for one hour.

VP=Particle Shift Please turn the lights off when you leave the room

VP=Past perfect We had read the book before we met the author

Compliments= Infinitive compliment

Joe loves to eat.

Compliments= Infinitive of purpose

He came to help.

Compliments= Gerunds in subject position

Swimming is fun in the summertime.

Complements= possessive John’s coat was laying on the floor.

Adv= clauses of cause ,e.g. because, time

When I came home it was cold and snowy and the road were slippery.

Negative= adjective of degree, e.g. few

Several of the children won prizes at the school fair.

Conjunctions= but I would join you but I must help my mother today.

NP= with relative clause The money was given by that man who won the lottery.

NP=relative pronouns- who, which whom

The man who won the lottery is my uncle.

Verbs=perfect progressive, The boy has been eating only noodles since he was three years

old.

verbs= semi modals=- used to , be able to

I am able to run a mile in a minute.

Complements= infinitive complements

Mom helped Tyler to pack his sleeping bag.

Complements= that in the object position

I think that this is a good time to go to bed.

NP=appositives My teacher, Alex Smith, is the best teacher in the world.

NP=gerunds and gerund phrases

Playing soccer with my friend is my favorite thing to do.

VP= participles The car was hit by the bus.

VP=particles = two word verb He looked up at the stars.

Complements= -ing with pronoun

I watched him dancing.

Adverb clauses= condition-- If I finish my book I will go with you to the store.

Adverb of comparison Tyler is as tall as his sisters.

Neg. element= neither … nor I do not want to eat peas nor do I want ice cream for dessert.

Conjunctions= either, or, but We can either turn left or turn right.

Discourse= indirect Our teacher said that we could pick out our own books to read.

Avenue

Using Data and e-based technology to monitor students’ literacy

E-based technology and Progress Monitoring

• Susan Rose, Ph.D., (srose@umn.edu)

– University of Minnesota,

– Special Education Programs

• Simon Hooper, Ph.D. (sxh12@psu.edu)

– Penn State University

• Charles Miller, Ph.D. ( mill1957@umn.edu)

– University of Minnesota

Agenda: Estimated Time

A. Brief Overview of Software Tools (20 mintues) 1:30-1:50

B.. Review of Progress Monitoring (10 min.) 1:50-2:00 a. Reading b. Writing B. Demonstration of Flip Grid (ipad/ desk top) ( 30 min.) 2:00-2:30 D. Demonstration and use of Avenue: DHH (PM) ( 1.5 hours / breaktime) 2:30-4:00 a. Slash b. Maze c. Kidspeak d. WordMark E. Demonstration of Avenue: ASL ( 20 min.) 4:00- 4:20 Break Time as needed. We’ll try to break at the mid point, let us know when you need a break!

OBJECTIVE 1

• Participants will identify three reasons why data -based monitoring of students’ progress frequently is an important part of the teaching and learning process.

• Quick Review of the basics (15 minutes max.)

Objective 2

• Participants will be able to access and use two free software tools, Avenue:DHH and Avenue: ASL to monitor students’ progress in the areas of language, reading and writing.

• http://lt.umn.edu/dhh http://lt.umn.edu

Objective 3

• Participants will describe how general outcome data can be used to determine students’ progress in reading and writing.

Objective 4

• Participants will be able to access and generate a variety of instructional strategies that impact DHH students’ literacy skills including the use of Flip Grid as a video based communication tool.

• http://flipgrid.com

MDS has a diverse student population with many of our students coming from non-English/non-signing homes. In my class this year, I had one student from a deaf family and the rest came from non-signing families. I saw weakness in both academic and social ASL and used Flipgrid as a way to build upon students' language. The website was easy for them to learn and we built it into our 'Morning Meeting' part of the day then reviewed their answers. Students gained empowerment skills by critiquing their peers and receiving feedback on their answers. We graded for staying on topic, clear signing/fingerspelling, complete sentences and affect. I am a huge fan of Flipgrid and how it allows students to see the language they produce and deconstruct it.

Let’s Try It

• Application:

• Connecting students across school settings

• Problem solving activities

• Brainstorming activities

• Responding to Math Word problems

Metro Deaf School

• Teacher: Anne-Grace Donnatucci

• http://flipgrid.com/#788c8680 - Intro/ overview

http://flipgrid.com/#905171ab- MDS

Avenue:DHH/PM and Avenue

Avenue: PM (Progress Monitoring)

• Why monitor student progress?

• How are formative assessments different from summative assessments?

• How do we know students are making progress?

• What do you think of when you hear CBM (Curriculum Based Measurement)?

Why Monitor Student Progress?

To determine effectiveness of instruction within a short period of time.

To alter instructional variables to meet individual student needs.

Accountability- Am I making a difference.

Effects of Placement and Communication decisions.

Progress Monitoring Measures

Mastery Monitoring

Curriculum Based Measures (CBM)

CBM: Characteristics

• Reliable and Valid (technically sound)

• Easy to Administer (usable)

• Time Efficient (frequently used)

• Effective (functional information)

• Can be used to communicate • Deno (1992) The nature and development of

Curriculum-Based Measurement. Preventing School Failure, 36,2, 5-10

CBM

• Assessment of a broad range of skills using an “indicator” or probe!

• Standardized Administration

• Standardized scoring

• Comprehensible & objective data

Avenue: DHH (PM) Apps

• Slash – KIDSATALOFFOOD

• MAZE – The dog barked at (can/when/me).

• KidSpeak - The dog barked at me.

• WordMark- Write about your favorite session.

Avenue Apps

• Desk top computers – Setting up a class

– Student and Parent registration

– Managing data (scoring, performance graphs)

– Add notes to data

– WordMark – monitoring written expression

• Ipads (Slash, MAZE, Kidspeak) – Student tasks

Avenue:DHH (PM)

• 1. Gaming format

• 2. Feedback

• 3.Auto scoring and Graphing

• 4.Increase at .5 grade levels

Student’s Screen

Slash

Slash- Completed- Scored

Slash: Linguistic Rules

MAZE

MAZE 5th Grade Passage

MAZE

Kidspeak

WordMark

WorkMark – 3 minute Sample

Using the Data

Adding a note

Data Sheet

Research

• Slash- Correlations between Reading levels reported by the teachers and highest level reached r=.61

• MAZE- Correlations between Reading levels reported by he teachers and highest level r

• Reached r=.57, p>.01

• N=103 DHH students

Research

• Relationship between frequency of use and performance level change on Slash and Maze.

• Significant Moderate Correlations for both Maze and Slash (Kendal Tau-b, .50-.59)

• Highest corrlations at higher grade levels

– Maze Tau-b=.67, p.<.01 (Reading Level 3)

– Slash Tau-B=.73, p<.01

Teachers responses

• N= 69 /140

Very positive responses

easy to use time efficient

motivating fun

independent use by students

students request using AVE

What’s next?

• Get involved

• Sign on: http://lt.umn.edu/dhh

• Sign up: contact Susan Rose srose@umn.edu

Avenue ASL

• https://avenue.umn.edu/info/