Raz-Kids

Raz-Kids 

Raz-Kids provides teachers and students a 

targeted strategic program for increasing 

reading skills, modeled reading fluency, reading 

for practice through recordings and practice in 

comprehension. Within the framework of the 

Response to Intervention Model (RTI), the 

program can be considered a strong component 

for students identified in Tier 2. 

Monitoring student progress over time is 

extremely important to successful reading. Reading performance is tracked through online 

running records, which can be downloaded for pre/post comparison. The program comes with 

leveled books (fiction, non-fiction) from K-6. Additional books are added to the collection 

throughout the year. 

Logging In 

1. Launch browser: raz-kids.com 

2. Teacher Login: Click Green Button and enter 

your Username and Password. 

3. Student Login: Click Parrot icon and enter 

Username; Password if provided 

RAZ-KIDS – HOW TO INSTRUCTIONS (2013 01 21) page 1

Add Students to Roster 

This can be done in multiple ways (Add a New Student (or Add Multiple Students/Transfer/ 

Restore Deleted Students) 

1. Click Roster. 

2. Click Add New Student. Or Click Add Multiple Students. 

3. Fill in First 

Name. (*Note: 

Last Name is 

optional.) 

4. Select Reading 

Level from 

dropdown 

screen. 

5. Change the Student Icon (optional) > click it and select icon and location. 

6. Student Password > select it to add 

a password (optional) 

7. When complete > Click Add New 

(bottom right of screen). 


Starting Points [Use In-Basket] 

Use an assessment to know where to start your running record assessment (eg. San Diego 

Quick Assessment – See Appendix). The power of the running record allows strategic 

monitoring of reading fluency (greatest indicator of reading success) and comprehension. The 

assessment (wcpm) is matched against the Oral Reading Fluency Chart (Hasbrouck & Tindal). 

Each recording (mp3) can be downloaded for your use. 

There are 2 tabs: Running Records and Practice Recordings. 

1. Click Assign a Running Record. 

2. Select Student (from dropdown) and 

the Reading Level (to bring up the 

group of assessments). 

3. Select the passage by clicking in the 

radial button. 

[Note: When the student completes the 

running record, it will show up here for 

you to REVIEW. When completed, the 

recording will move to the Recently 

Reviewed Running Records.] 


Review a Running Record 

1. Click In-Basket and click on the student’s name. 

2. Listen to the recording to make sure you have a starting point for the word count. Move the 

sliders (green/red) on the timeline. Press the Green arrow to start. 

3. At a miscue, click on the word. A popup 

appears for you to code errors. [This autopopulates 

onto the Scorecard on the right. 


4. On completion, you can send a message to the student, award bonus points. 

You can make a note to yourself as reference. 

5. Click SAVE before moving further. 

6. Download the mp3 file or Print Results here. 

[*Note: Having a local copy of the mp3 recording can provide a comparison with 

another recording at a later time. This may be helpful for the student to hear their own 

results.] 

Retelling 

1. Score this section by 

clicking in the 

appropriate dropdown 

(see Scoring Guide) from 

the student’s retelling 

recording. 

Quiz 

1. This section shows the student responses scored against correct answers. 


Assign Reading 

To assign reading, click Reading tab. 

1. Choose Self- 

Paced 

Assignments 

only if you wish 

the student to 

move through 

the books 

incrementally 

[No option for 

choice.] 

2. Choose Custom 

Assignments to 

select specific 

books, levels, 

tasks to 

individualize 

the experience. 

[Note: All assigned texts will show up both on this page and on individual student details.] 


Reports 

Reports can be individual by student (selected from the dropdown) or by whole class (as 

comparison). They can be viewed online or downloaded. 

1. Select the student, report (via the radial button) and click View Report. 

2. Class Reports > follow steps above. 


Viewing Students at a Glance 

1. Click on Roster. The blue tabs access an overview of all students. 

2. Class Messages: Send a message to all students. Or select a Student (from the dropdown) 

and send a private message. [Student will see message when they launch their screen.] 

3. Activity: view all active student activities. Download reports for active and inactive work. 


4. Assignment Progress: view all 

progress by percentage 

completed. 

Assignments can be quickly edited by 

clicking Update Assignments. 

5. Running Records: view all 

Running Records. 

* This location also shows 

those running records waiting 

for the teacher’s review. 

* You can also assign a Running 

Record here. 

6. Practice Recordings: view all Practice recordings that students have completed. 


Book Level Correlations In Raz-Kids 


San Diego Quick Assessment of Reading Ability 

Grade level K-11 

Word Recognition 

Individual testing 

10 minutes 

WHAT This test measures the recognition of words out of context. Generally, 

proficient readers read as accurately both in and out of context. This test 

consists of 13 graded word lists from preprimer to eleventh grade. The words 

within each list are of about equal difficulty. 

WHY Weak readers overrely on context and recognize words in context more 

easily than out of context. 

HOW Begin with a list two or three sets below the student’s grade level and 

continue until the student makes three or more errors in a list. Present the 

Student Material word list to the student. Use a paper to cover word lists not 

being read. Mark errors on the Record form by crossing out each missed word. 

Mispronunciations can be written down next to the word. 

When the teacher says “next”, the student should move the paper down and read 

the next word. Encourage the student to read words that he or she does not 

know so that you can identify the techniques used for word identification. Wait 

no longer than five seconds before moving on to the next word. 

WHAT IT MEANS Each list completed by the student can be scored as shown 

below. 

Errors/List Reading Level 

1 error Independent Level 

2 errors Instructional Level 

3 errors Frustration Level 

Student Reading Level = The student’s reading level is the last grade-level 

word list in which the student reads eight or more words correctly. 


San Diego Quick Assessment – Record Form 

Name ___________________ Grade _______ Date _________ 

Directions: Begin with a list that is at least two or three sets below the student’s grade level. Have the 

student read each word aloud on that list. Continue until the student makes three or more errors in a list. 

Reading Levels: One error- independent level; two errors- instructional level; three errors- frustration 

level. When testing is completed, record the highest level in each of these categories in the spaces 

below. 

INDEPENDENT ____________ INSTRUCTIONAL _____________ FRUSTRATION _____________ 

Preprimer Primer Grade 1 Grade 2 Grade 3 

see you road our city 

play come live please middle 

me not thank myself moment 

at with when town frightened 

run jump bigger early exclaimed 

go help how send several 

and is always wide lonely 

look work night believe drew 

can are spring quietly since 

here this today carefully straight 

Grade 4 Grade 5 Grade 6 Grade 7 

decided scanty bridge amber 

served business commercial dominion 

amazed develop abolish sundry 

silent considered trucker capillary 

wrecked discussed apparatus impetuous 

improved behaved elementary blight 

certainly splendid comment wrest 

entered acquainted necessity enumerate 

realized escaped gallery daunted 

interrupted grim relativity condescend 

Grade 8 Grade 9 Grade 10 Grade 11 

capacious conscientious zany galore 

limitation isolation jerkin rotunda 

pretext molecule nausea capitalism 

intrigue ritual gratuitous prevaricate 

delusion momentous linear visible 

immaculate vulnerable inept exonerate 

ascent kinship legality superannuate 

acrid conservatism aspen luxuriate 

binocular jaunty amnesty piebald 

embankment inventive barometer crunch 

Copyright © 1999 CORE, The Graded Word List: Quick Gauge of Reading Ability. 


see 

play 

me 

at 

run 

go 

and 

look 

can 

here 

decided 

served 

amazed 

silent 

wrecked 

improved 

certainly 

entered 

realized 

interrupted 

San Diego Quick Assessment – Student Material 

you 

come 

not 

with 

jump 

help 

is 

work 

are 

this 

scanty 

business 

develop 

considered 

discussed 

behaved 

splendid 

acquainted 

escaped 

grim 

road 

live 

thank 

when 

bigger 

how 

always 

night 

spring 

today 

bridge 

RAZ-KIDS – HOW TO INSTRUCTIONS (2013 01 21) page 13 

our 

please 

myself 

town 

early 

send 

wide 

believe 

quietly 

carefully 

commercial 

abolish 

trucker 

apparatus 

elementary 

comment 

necessity 

gallery 

relativity 

city 

middle 

moment 

frightened 

exclaimed 

several 

lonely 

drew 

since 

straight 

amber 

dominion 

sundry 

capillary 

impetuous 

blight 

wrest 

enumerate 

daunted 

condescend

San Diego Quick Assessment – Student Material 

capacious 

limitation 

pretext 

intrigue 

delusion 

immaculate 

ascent 

acrid 

binocular 

embankment 

conscientious 

isolation 

molecule 

ritual 

momentous 

vulnerable 

kinship 

conservation 

jaunty 

inventive 

zany 

jerkin 

nausea 

gratuitous 

linear 

inept 

legality 

aspen 

amnesty 

barometer 

galore 

rotunda 

capitalism 

prevaricate 

visible 

exonerate 

superannuate 

luxuriate 

piebald 

crunch 


2006 Hasbrouck & Tindal Oral Reading Fluency 

Jan Hasbrouck and Gerald Tindal have completed an extensive study of oral reading fluency. The results 

of their study were published "Oral Reading Fluency: 90 Years of Measurement," [University of Oregon’s 

website, brt.uoregon.edu/tech_reports.htm] in The Reading Teacher in 2006 (Hasbrouck, J. & Tindal, G. 

A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading 

Teacher. 59(7), 636-644.). 

Students scoring 10 or more words below the 50th percentile using the average score of 

two unpracticed readings from grade-level materials need a fluency-building program. In addition, 

teachers can use the table to set the long-term fluency goals for their struggling readers. 

Average weekly improvement is the average words per week growth you can expect from a 

student. It was calculated by subtracting the fall score from the spring score and dividing the difference by 

32, the typical number of weeks between the fall and spring assessments. For grade 1, since there is no 

fall assessment, the average weekly improvement was calculated by subtracting the winter score from the 

spring score and dividing the difference by 16, the typical number of weeks between the winter and spring 

assessments.

Raz-Kids

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