English in a Flash

Teacher’s Guide

What is English in a Flash? Contents

English in a Flash is a language learning software program for English
What is English in a Flash? . . . 1
language learners. It helps second language learners develop— as quickly
as possible—the language skills they need to go from learning English to How Does English in a
Flash Work? . . . . . . . . . . . . . . 2
learning in English. Six-year-old native speakers of English begin their
formal education with a fairly solid language base made up of three What is Covered in
English in a Flash? . . . . . . . . 3
core components:
Implementing
English in a Flash. . . . . . . . . . 4
• The English sound system
Teacher Mode. . . . . . . . . . . . . . . 7
• At least a 6,000-word-family vocabulary
Reports . . . . . . . . . . . . . . . . . . . . 8
• The underlying grammatical structures of English
Sample Reports . . . . . . . . . . . . 11

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.

1
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.

Input Recognition Intake Retention Automaticity

The learner The learner The learner processes the meaning, The learner remembers The learner can understand
hears or sees grasps the the sounds, the grammar, the all these elements of and produce this language
language. meaning. written form, and so on. language. effortlessly.

2
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.

orange

an orange shirt
He’s wearing an orange shirt.
a shirt

wearing

Lessons 1– 3 Lesson 4 Lesson 5

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.

3
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 You can access the Library
a Flash. and Chapter Guides from the
Teacher /Administrator Home
Oral Communication Tasks for Comprehension: Lesson 5 page. Under English in a
Flash, choose Resources,
In Lesson 5 of each chapter, students are exposed to a range of oral
and then choose Library and
communication tasks. See the Library Guide and Chapter Guides for
Chapter Guides.
examples of communication tasks covered in English in a Flash.

Implementing English in a Flash

Getting Started and Engaging the Learner
English in a Flash software is easy to use, but its approach to language Before You Begin
development may be challenging at first. Keep in mind that the purpose of Make sure your computers
EIAF is to for ELLs to develop listening skills efficiently and effectively. and headphones are function-
Although they take only 15 minutes to complete, the lessons may initially al and volume settings are
seem long or tedious because they contain a great deal of repetition and adequate. Check your screen
nothing for students “to do.” To encourage student engagement, the saver setting, too. Use a
number of times a student encounters a vocabulary word is determined setting of 20 minutes or
by his chapter pre-test. Vocabulary words answered correctly appear more. Set up the management
only once in lessons 1, 2, and 3. Minimal exposure such as this provides program with class and
the learner with a brief review of the words he knows, interspersed with student information before
several repetitions of words he needs to learn. Please encourage your students begin working. For
students to continue with this approach consistently for several weeks. full instructions on system
Students themselves will soon begin to notice how quickly their requirements and the class
vocabulary grows and their listening comprehension improves. A larger management program, please
vocabulary and stronger listening skills are the keys to progress in all see the software manual.
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.

4
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 Welcome screen for the beginning
a computer mouse. Observe your students during this time to see if anyone of each Library.
has problems moving and clicking a mouse. Demonstrate this, if necessary. Pretest
Martha Opie Chapter 4 Lesson

To skip the tutorial, which takes about three minutes, and move directly to
Quiz

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 Quiz items showing phonological
see three graphics. Using the mouse, they highlight the word that and semantic distractors.
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. Vocabulary item in isolation
Lesson 1: Lesson 1 is approximately 10–12 minutes of practice with (lesson 2).
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
Vocabulary item in context
program automatically moves them forward to Lesson 3.
(lesson 5).

5
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 Review
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 English in a Flash offers two
automatically advances to Lesson 4 for this chapter. Students who finish types of review.
lessons 1 or 2 with 90 items correct will not be presented with lesson 3 or Focused Review
quiz 3. This individualized review is
an automatic part of the
Lesson 3 and Quiz 3 (Approximate Time: 15 –20 minutes) lesson sequence. It presents
Lesson 3 gives more practice with the same set of vocabulary words. Like students with a brief lesson
Lesson 2, written words appear on the screen. After Lesson 3, students on only those items they
take another quiz. This is a continuation of the Pretest, Quiz 1, and Quiz missed (or were unable to
2. It, too, contains items the student hasn’t seen or has missed previously. test on) in Quizzes 3, 4, or 5.
It does not include items the student has already answered correctly. Quiz Students see and hear
3 stops if the student misses three items. multiple repetitions of these
items. After the review lesson,
Review, Lesson 4, and Quiz 4 (Approximate Time: 20 –25 minutes) students take another quiz,
This session begins with an individualized review that contains vocabulary which is a continuation of
words the student missed in Lessons 1–3 before beginning Lesson 4. the previous quiz for the
Lesson 4 combines words practiced in Lessons 1– 3 into longer chunks lesson. Correct answers will
of language. Students see and hear multiple repetitions of 40 different be added to the student’s
phrases and short sentences that contain vocabulary words from the total score for the lesson.
current as well as previous chapters. After Lesson 4, students take a quiz Students who complete
on language covered in this lesson. If six items are missed on Quiz 4, the lessons 3, 4, or 5 with 100%
quiz stops and an on-screen feedback page is shown. The next time the correct answers are not
student logs in, the student’s individualized review for Lesson 4 will presented with a Review
be presented. Lesson or Quiz.
My Practice. This is an
Review, Lesson 5, and Quiz 5 (Approximate Time: 20 –25 minutes) optional review that provides
Students complete items missed in Lesson 4 before starting Lesson 5, students the opportunity to
which includes longer sentences, short monologues, and dialogues. It custom-build a review of
combines words practiced in Lessons 1–3 and phrases practiced in vocabulary words. They can
Lesson 4 into communicative exchanges. Students see and hear multiple look at items from any
repetitions of 50 different monologues and dialogues spoken by multiple chapter whose Lesson 3 has
native speakers. After Lesson 5, students take a quiz on language covered been completed and select as
in this lesson. If six items are missed on Quiz 5, the quiz stops and an many as they want. Students
on-screen feedback page is shown. The next time the student logs in, the will then see multiple
individualized review for Lesson 5 will be presented. repetitions of the selected
items. This feature is
available from the Home
page and gives practice, only.
It does not include a quiz.

6
Feedback for Students
The 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 Mode
You 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.

Resources
Included 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.

7
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.

Reports
Twelve 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 Report

This 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 Report

This report shows which words students know and don't know from each

8
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 Report

This 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 Report

This 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 Report
This 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

9
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.

Accelerated Reader, English in a

Flash, “Make Teaching Exciting
and Learning Fun,” the Information
Pyramid design, and Renaissance
Learning are trademarks of
Renaissance Learning, Inc. and its
subsidiaries, registered, common
law, 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 by

U.S. and international copyright
laws. This document may be
reproduced only by staff members
in schools that have a license for
English in a Flash software. For
more information, contact:

Renaissance Learning, Inc.

P.O. Box 8036
Wisconsin Rapids, WI 54495-8036
(800) 338-4204
www.renlearn.com

09/ 08 R33729

10
 1 of 1
Class Progress Report
Printed Tuesday, September 12, 2006 5:01 PM
School: Mill Valley School Reporting Period: 9/5/2006- 10/13/2006 (MP1)
Report Options
Reporting Parameter Group: All Demographics [Default]
Group by: Class This report shows students’
cumulative work and allows you
to see at a glance how your
Class: English Arts 102 students are doing in relation to
Teacher: Johnson, Carol each other.

Library: 1
Phrases / Sentences/
Words Sentences Dialogues
Avg. % Avg. % Number of Avg. % Avg. % Total
Chapters Correct Correct My Practice Correct Correct Average %
Student Complete Pre-test Totala Sessions Quiz 4b Quiz 5b 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

11
 Student Record Report 1 of 1
Printed Tuesday, September 12, 2006 5:01 PM
School: Mill Valley School Reporting Period: 9/5/2006- 10/13/2006 (MP1)
Report Options
Reporting Parameter Group: All Demographics [Default]
Group by: Class This report gies you a detailed look at
each student’s performance on work
completed during a date range. Review
Gutierrez, Camila it at the end of marking periods and as
Grade: 7 Class: English 1-A needed.
Teacher: Fox, Susan

Library: 1
Words Correct Phrases/Sentences Correct Sentences/Dialogues
(90 possible per chapter) (40 possible) Correct (40 possible)
Focused Focused Focused Total %
Review Total % % My Review Total % Review Total % Correct for
Chapter Start Date Pre-Test Quiz 1 Quiz 2 Quiz 3 Quiza Correctb Practicec Quiz 4 Quiza Correctb Quiz 5 Quiza Correctb Chapterb
1 08/26/03 19 14 13 23 17 96 - 20 11 78 x 12 75 86
2 09/04/03 13 9 14 21 20 86 - 22 9 78 21 9 75 81
3 09/11/03 20 10 14 19 21 93 16/1 14 16 75 12 15 68 83
4 09/18/03 12 9 13 24 25 92 23/1 21 13 85 15 14 73 86
5 09/25/03 15 11 13 18 21 87 20/2 24 9 83 18 15 83 85
6 10/02/03 18 14 17 24 13 96 - 18 15 83 21 13 85 90
7 10/08/03 14 17 18 20 19 98 - 15 15 75 17 12 73 86
8 10/15/03 22 11 16 21 12 91 20/1 19 17 90 13 14 68 85
9 10/21/03 15 10 15 24 15 88 30/1 21 11 80 27 7 85 85
Average 16 12 15 22 18 92 22/1 19 13 81 18 12 76 85

12
x Lesson and quiz skipped
a Shows the total number correct
b Include review scores
c The percent of total items selected/number of sessions completed by the student
 1 of 1
Class Status Report
Printed Tuesday, September 12, 2006 5:01 PM
School: Mill Valley School Reporting Period: 9/5/2006- 10/13/2006 (MP1)
Report Options
Reporting Parameter Group: All Demographics [Default]
Group by: Class This report provides a snapshot of
student’s current work. Review
weekly to monitor how students are
Class: English 1-A doing in the program.
Teacher: Fox, Susan

Library 1
Words Correct Phrases/Sentences Sentences/Dialogues
(90 possible per chapter) Correct (40 possible) Correct (40 possible)
%
Focused Total Focused Total Focused Total
Current Review % My Review % Review %
Student Chaptera Pretest Quiz 1 Quiz 2 Quiz 3 Quizb Correctc Practiced Quiz 4 Quiz Correctc Quiz 5 Quiz Correctc
Gutiérrez, Camila 9 15 10 15 24 15 88 30/1 21 11 80 27 7 85
Ho, Tai 3 61 13 - - - - - - - - - - -
Lopez, José Luis 3 11 17 - - - - - - - - - - -
Kim, Kyung Hee 9 88 x x 2 x 100 - 30 - 75 25 5 75
Martinez, Andrea 7 10 14 20 24 0 68 - 21 - - - - -
Privic, Milan 9 11 20 - - - - - - - - - - -
Santos, Juan 8 11 20 17 21 15 93 5/2 13 5 45 9 - -
Teijeiro, Claudia 9 16 12 15 32 11 96 - 15 - - - - -
Toyama, Masahiko 9 10 10 16 20 10 73 - 18 15 83 17 12 73
Zawicki, Danila 10 21 18 25 21 0 94 - 14 10 60 - - -
Zepeda, Diego 9 13 19 22 20 13 97 - 31 0 78 26 0 65
Zhang, Shuyong 9 41 26 23 x x 100 - 30 5 88 36 0 90
Average 8 26 16 19 21 9 90 - 21 8 73 23 5 78

13
Chapter 9 is typical of Camila’s work. On the
pretest, she scored 15 correct out of 90, but
then made steady progress to reach 88%.
She used My Practice to review 30% of the
words, which is 27 words.
Chapter 9 was easy for Kyung Hee. She got
only two wrong on her pretest, so she will
move directly to the next chapter the next
time she logs in.

x Lesson and quiz skipped

a Chapter in which student is currently working
b Shows the total number correct
c Includes review scores
d The percent of total items currently selected/number of sessions completed by the student
 1 of 1
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
This report shows which words
Report Options This report shows which words
students know and
student know and don’t
don’t know
know from
from
Reporting Parameter Group: All Demographics [ Default]
the chapter. Words in each
one chapter. Words in each category
category
Group by: Class
are
are listed
listedfrom
frommost
mosttotoleast
leastknown
knownbyby
the
theclass.
class.Use
Usethis
thisreport
reporttotoplan
plan
Library: 1 lessonsand
lessons andactivities.
activities.
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 Two out of three students now
understand these words, so you
six an apple can use this new vocabulary in
one a backpack classroom activities. Students
who are still learning these words
a book a flower may benefit from mixed-level pair
a bird jeans and group work.
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 Words at the end of the lists
a truck are ones that a greater
a window percentage of students in the
animals class do not know.
a blanket
a jacket
a rabbit
a baseball Since only one of three students
a finger understands these words, this would
be a good time to use Teacher Mode
orange with the entire class. See page 7 for
a pillow other ideas on how to meet the needs
a golf club of students at different levels.
a hamburger
a basketball

See the Chapter Guide for a complete list of words in this Chapter.
14
 Words Correct Report This report lists all the
words a student has
for Milan Privic learned from a single
Printed Tuesday, September 12, 2006 5:01 PM chapter and can be printed
once the student has
School: Mill Valley School completed Quiz 3. This
Class: English 1-A report is great for use
Teacher: Fox, Susan during classroom activities
and can also be taken
home to share with parents.
Library: 1
Chapter: 4
Words Correct: 58
a ball a postcard a woman
a belt a purse an airplane
a box a radio camping
a broom a rainbow candy
a cake a rake checkers
a camera a ring cheese
a candle a rocking chair coffee
a clock a rubber band fishing
a doll a salad food
a hanger a shovel gloves
a horse a shower money
a kite a skateboard nuts
a letter a sleeping bag paper
a light bulb a stamp scissors
a mailbox a stop sign tape
a man a sweater tea
a mirror a teapot the alphabet
a mop a tent toys
a necklace a vacuum cleaner
a nest a wallet

Summary: All Chapters

Chapters Completed: 3
Words Correct: 210

15
 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 This report is personalized for each student. It lists
all the words the student does not yet know based
Library: 1 on their score for Quiz 3 of that chapter. Students
like to cut up this report to create flash cards.
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

16
 This report shows how many
words one student understands
from the program over time. Use
Parent Report with students and parents to
illustrate student progress during
for Camila Gutiérrez a marking period.
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 many
words 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.

This report prints messages in

Library 1: English and the student’s
native language, if available.
Words Correct
900

800

700

600
Words

500

400

300

200

100

0
1 2 3 4 5 6 7 8 9

Chapters

Chapters completed: 9
Words correct: 603

Teacher Signature: ______________________________________________________ Date: _______________________

Parent Signature: _______________________________________________________ Date: _______________________

Comments:

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