AFTER THE STORM
EDUCATOR GUIDE
Classroom, Inc. is a nonprofit t hat h elps s tudents d evelop
literacy and leadership skills. By creating digital learning games
and curriculum set in the professional world and supporting
educators in creating student-centered classrooms, we invite
students to take charge of their learning.
Classroom, Inc. envisions a world in which all students are given
an equal opportunity to discover the power of literacy and
leadership for success in school, career, and life.
After the Storm® was developed by Classroom, Inc.,
in partnership with FableVision Studios.
Classroom, Inc. is grateful to the teachers and students
at James P. Sinnott Magnet School IS 218 and
William McKinley IS 259 in Brooklyn for taking the time to pilot
After the Storm in their schools.
© 2015 Classroom, Inc.
All Rights Reserved
CLASSROOM, INC. is a nonprofit that develops literacy and leadership skills for middle school students. Students become the boss through our digital learning games
set in the professional world. In the process, they read closely, think critically, and
solve real-world problems, all while balancing the hectic demands of an exciting
workplace.
Classroom, Inc.’s learning programs spark the interest of students, and teach and
reinforce key Common Core State Standards (CCSS) in English Language Arts and
21st century college and career readiness skills. Our After the Storm® program combines an immersive learning experience, reading/writing, assessment, and teacherled activities—including a 20-lesson hands-on Magazine Maker project in which
student groups create their own magazines.
After the Storm is flexible and can be used in a variety of settings, such as during
the school year, or in summer or extended day programs.
GETTING
STARTED
THE GA ME
ROLE OF PLAYER
Players take on the role of Editor-in-Chief of the online magazine, The Daily Byte, in the
aftermath of a major storm that has caused considerable damage and disruption to
the local community of Port Douglas. The Editor-in-Chief must balance the needs of
reporting and distributing news to readers with the individual needs and concerns of
The Daily Byte’s staff, who are themselves dealing with the storm’s aftermath.
In their role as an Editor-in-Chief, students are responsible for the following:
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Maintaining magazine operations and policies
Delegating tasks to staff members and freelancers
Reading draft magazine content and providing feedback to staff
Cross-checking facts and editorial details for articles
Ensuring technology is running smoothly
Editing site content
Writing editorial pieces
Motivating and developing staff
Managing communications with the publisher and advertisers
Overseeing magazine’s finances
POSSIBLE GAME PATHS
This example shows the two possible instructional game paths students might
take during a class session: the Support path or the Challenge path.
PRIMARY ACTIVITY/ASSESSMENT:
All students complete a PRIMARY activity.
In Morning, students use a highlighting tool to
identify claims and evidence in an article.
FIRST SUPPORT ACTIVITY: If students
score 79% or lower on the above PRIMARY
activity, they are directed to the FIRST
SUPPORT ACTIVITY.
CHALLENGE ACTIVITY: If students score
80% or better on the PRIMARY activity,
they are directed to the CHALLENGE activity.
FIRST SUPPORT ACTIVITY:
In the support activities, students
receive help from Super Ed,
the program’s literacy coach.
RETURN TO PRIMARY ACTIVITY:
If students score 80% or better on
the FIRST SUPPORT activity, they
are directed back to the PRIMARY
activity, where they retake the items
they got wrong.
REPEAT:
This same instructional loop is
repeated for two additional class
sessions, Midday and Afternoon.
SECOND SUPPORT ACTIVITY:
If students score 79% or lower on the
FIRST SUPPORT activity, they complete
an activity at a lower reading level,
and get more coaching from Super Ed
before returning to try to correct their
PRIMARY activity.
WRITING:
Each unit ends with a class period focused on a writing
activity in the Evening for the student as Editor-in-Chief.
UNIT OVERVIEW
EMERGENCY MANAGEMENT
It’s the day after Hurricane Dante, a major storm that has hit the midsize coastal city of Port Douglas. Players come to work as the Editor-in-Chief of The Daily
Byte , an online news magazine located in and serving the Port Douglas community.
In the direct aftermath of the storm, players have their hands full getting up
to speed on what’s going on both in the office an d in th e co mmunity at la rge.
Activities in this unit include surveying the office and community to assess how
people have “weathered” the storm, helping The Daily Byte’s lead reporter fix an important article, choosing key elements for a blog post, and identifying emergency
information the community needs to help them through this crisis. The day concludes
with an assignment to write the lead article for The Daily Byte’s homepage.
CCSS reinforced in this unit: Reading: Informational Text: Craft and Structure,
RI.6.4; Integration of Knowledge and Ideas, RI.6.7; Key Ideas and Details, RI.6.1; and
Writing: Text Types and Purposes, W.6.2.
GA ME CHAR ACTERS
Editor-in-Chief PLAYER
The player is the Editor-in-Chief of The Daily Byte. The player
is responsible for all of the operations and editorial content
of the magazine, including personnel issues, deciding which
stories to cover, writing and editing content, and ensuring
technical operations are up and running and that established
magazine policies are being followed.
Ernie Velasquez INTERN
Ernie is The Daily Byte’s intrepid intern, responsible for keeping his boss, the Editor-in-Chief, current on all that’s going on
at the magazine. A college student, Ernie is just getting his
feet wet in the world of work and often has questions for the
player as his boss and mentor.
LaDonna Watkins SENIOR FIELD REPORTER
LaDonna is The Daily Byte’s senior reporter and the go-to
writer for lead articles and interviews. Straightforward, headstrong, and charming, she’s great at getting what she needs
out of an interview or a source—and sometimes out of her
boss, the Editor-in-Chief.
Aziz Lari PHOTOGRAPHER
Aziz is The Daily Byte’s photographer, a former war correspondent who has settled into a simpler, quieter life in Port Douglas. He remains serious about his vocation, however, and takes
on each story as if it’s as critical as a war dispatch. Intense,
mysterious, and a bit distant, Aziz is the best at what he does
but can be a bit uncommunicative and gruff.
Maggie Ito SOCIAL MEDIA EDITOR
Social Media Editor, Maggie always has her smartphone with
her as she keeps The Daily Byte’s presence on Facebook, Twitter,
and Instagram up-to-date and posts to the magazine’s blog. She
frequently knows where and how to best reach the magazine’s
readers and she’s equally deft at keeping an eye on social media
to anticipate trends that may lead to the next big story.
Grace Howard DIRECTOR OF TECHNOLOGY
The Daily Byte’s Director of Technology, Grace has been around
since the magazine’s founding. Trained in computer science, she
is responsible for the technical operations of the day-to-day
running of both the magazine and the office itself; she is always
keeping an eye out for new and innovative ways technology can
aid in making the magazine better.
Zeke Davis CITIZEN
A rabble-rouser, conspiracy theorist, and thorn in the side of
many, Zeke is Port Douglas’ most outspoken critic of the
government and just about everyone else. Zeke is one of those
people who walk the line between “crazy but has a point” and
“just plain crazy.” He will often rant at whomever he’s talking to
without taking in their responses.
Teresa King CITIZEN
An employee of Port Douglas’ community bank, Teresa lost her
home to Hurricane Dante and is deeply engaged with recovery
efforts after the storm. She is both a voice for victims of the
storm and a valuable source to The Daily Byte for goings-on in
the community.
Super Ed LITERACY COACH
The face of the game’s instructional support, portrayed as an
editing program application, Super Ed is the player’s guide
through support-level activities and the writing assessments.
He provides coaching on key concepts, general hints and tips
about developing and applying certain skills, and quizzes players to make sure they understand key concepts.
NAVIGATION GUIDE
LOGGING IN
Both you and your students access After the Storm through a single login screen. You
are automatically directed to the main teacher menu, which allows you to manage your
classes, review dashboards, play the game, and edit their personal account details.
Students are directed to a menu of the sections of the game currently available
to them. Once they select a unit and section to work on (e.g., “Unbiased Reporting:
Morning”), they can begin to play.
STARTING THE GAME
Navigation in After the Storm is largely player-driven. Although certain activities and
interactions are locked until others are completed, players are generally allowed to
perform tasks in the order of their choosing. There are a set number of tasks for
each class period that can be accomplished by completing assessment activities,
reviewing information sources, or getting key information from other characters, but
the order of completion is up to the player. These tasks are spelled out on the player’s
To Do List, and each corresponds to a specific in-game activity.
GAME LOCATIONS
Units of the game take place at The Daily Byte’s offices and in the surrounding community. The game locations are:
The Daily Byte Offices:
Other Locations:
Editor-in-Chief’s Office
Cadman Park
Bullpen
The Coffee Shop
Audio-visual Studio
Breakroom
Each location contains information sources, some of which are fixed (such as
the Editor-in-Chief’s computer in the player’s office), while others come and go over
the course of the unit (such as co-workers in any of the work areas, and bulletinboard postings in the breakroom). As the game progresses, the specific information
available from each source changes (e.g., new emails on the computer, new videos
available in the studio, different dialogues with various co-workers). Players should
mouse over items and doors in the game to discover various resources.
The objects in the Editor-in-Chief’s office feature (or lead to) information sources,
most of which change during the day.
Phone
Paperweight
Door leading to bullpen
Laptop
Tablet
PLAYER TOOLS
Players “travel” with a phone, which is
embedded in the game navigation and
available to players at any time during
game play. The phone features the following tools:
To Do List—A list of all the
things players must do to
complete a given section of
the game (e.g., the Morning
of the unit). Each task corresponds to an action in the game, such as
talking to a character or reading a document. When players complete a task, that
item is automatically checked off in the
list. One item on the To Do List always corresponds to the Assessment Activity for
that section of the game. This item is only
marked as complete once players have
completed the entire instructional path,
including all support- or challenge-level
activities.
Messages—Periodically, players will receive phone messages directing
them to the tasks that are most important in their day. These include a
setup of the unit goal, as well as periodic reminders and feedback on other
tasks or decisions.
Glossary—An embedded glossary is linked to hotspots in game texts.
When players click on a blue word, the glossary opens up over the text
they are reading and they get the entry for that word. The Glossary is also
searchable.
Notes—Players have access to a note-taking tool that they can use to record thoughts and impressions as they go. Notes persist throughout a
given unit of the game, and the player is sometimes encouraged to take
notes on specific topics that will be covered elsewhere in the game (for
instance, in the writing assessments).
Progress Bar—When a To Do List item is completed, a new check appears on the progress bar at the top of
the screen, giving students a visual sense of
their progress throughout the game.
ACTIVITIES
The numerous assessed reading activities in After the Storm give students practice
in the target CCSS shown on p. 4 of this Guide. Activities differ in look and user interaction, but include some basic common functionality features, annotated here:
Read chat messages from
coworkers for activity context.
Read main text of
the activity.
Follow activity directions to
complete the assignment.
Scroll to read longer
documents.
Click on green check
box to submit answers.
ENDING A CLASS PERIOD/LOGGING OFF
Clicking on the coffee pot in the breakroom will either cause players to exit the game
or, if they’ve just finished Afternoon, lead them to an ending sequence in which they
see the effects of the decisions they’ve made on the community and their staff.
UNIT GUIDE
i
1
EMERGENCY
MANAGEMENT
1
PRE- AND
POST-UNIT DISCUSSION
QUESTIONS
emergency management
DISCUSSION QUESTIONS
PRE-GAMEPLAY
Elicit Background Knowledge
To prepare students for playing “Emergency Management” of After the Storm,
stimulate a discussion about journalism and about The Daily Byte by asking
these questions:
1.
How do people in your family read the
news—in print newspapers or magazines,
or online? What are the titles of the sources
they read? (Answers will vary. If students
and/or their families watch or listen to the
news instead of read it, briefly describe
print and online news sources people read,
e.g., newspapers and the websites of major
network and cable news shows.)
2.
What topics would you expect to read about in an online magazine devoted only to
your community? (e.g., news related to local government, businesses and schools;
crime reports, stories on arts, entertainment, sports, and news about weather
events affecting the community.)
3.
I’m going to ask you a few questions about job roles at an online magazine. Let’s
see what you know about them.
• What is an Editor-in-Chief, and what does that person do? (e.g., An Editorin-Chief is responsible for all the day-to-day operations of an online
publication, including assigning and editing stories.)
• Why would a news magazine need its own photographer? (e.g., It’s
important that a photographer be available to take photos at the site of a
breaking story.)
• LaDonna Watkins, Senior Field Reporter for The Daily Byte is out of the
office a lot during the day, but she’s working hard! What do you think
she’s doing? (e.g. She’s doing on-site research and interviewing key
people in a developing news story.)
4. A great many companies, including The Daily Byte, have a director of technology.
What might a person with that job do in a typical day? (e.g., That person would
troubleshoot any problems with office equipment, including computers, and make
sure servers, email, and the company website is working properly.)
5.
Today, lots of businesses have a social media editor. What is social media? Why
would a company want a social media editor? (e.g., Social media refers to online
communities, such as Facebook or Twitter, in which users share information,
messages, and images. Social media is a great way for businesses to attract and
communicate with people interested in what they do.)
POST-GAMEPLAY
Explore Meaning
To encourage students to delve deeper into their experience of Unit 1, direct students
to the writing section of their Editor-in-Chief’s Notebook to answer the following
questions after completing each session of “Emergency Management.”
Morning Session
1.
What is Ernie’s job position at The Daily Byte, and what does he do in that position?
(e.g., Ernie is an intern —a person, usually a student, who gets supervised workplace
experience. Ernie seems to do a bit of everything. This morning he helped locate
TDB employees who didn’t make it into work on time.)
2.
Publisher Hilary Dubois texts you that today is a very important day for the
magazine. Why is today especially important? (e.g., A major hurricane has hit Port
Douglas, knocking out electricity for many. People need TDB more than ever, yet to
reach its readers it has to overcome big obstacles imposed by the storm.)
3.
We find out from reading the story LaDonna is working on that some people
ignored Mayor Young’s mandatory evacuation order. How did their decision not to
leave their homes affect Port Douglas? (e.g., The city had to spend time and money
rescuing these people, unnecessarily straining emergency efforts.)
4. Aziz criticizes the town of Port Douglas for being unprepared for a storm as major
as Hurricane Dante, and he says why he thinks that is the case. What evidence
does he provide to back up his criticism? (The storm evacuation centers have run
out of room.)
5. As Editor-in-Chief of Port Douglas’s leading newspaper, what helpful contribution
can you make in the aftermath of Hurricane Dante? (Answers will vary, e.g., I can
make sure everyone gets important storm-related news; I can publish stories to
make people aware of what is going well or poorly in the recovery process.)
Midday Session
1.
You went to the city park in this game session. What effects of Hurricane Dante did
you observe there? (e.g., A banner had been knocked down, branches had been torn
from trees, there were puddles, a park sign had fallen down, papers were scattered,
posters for lost animals were stapled to a tree.)
2.
As Editor-­in-­Chief, you continue to ask your staff how they weathered the storm
and how their families are doing. Why is it important to do this even though you
are very busy dealing with reporting storm news? (Answers will vary, but students
should realize that, besides really caring about staff, an effective manager takes
time to address employees’ concerns and looks for ways to keep them happy and
productive.)
3.
LaDonna tells you that a downed power line caused an electrical fire on Lake Street.
“It looks like something out of a war zone.” Why does LaDonna compare Lake Street
to a war zone? (e.g., The damage caused by the storm and the fire makes the street
look like it has been destroyed by bombs and ground fighting.)
4. When Teresa described what happened to her house and others near her during the
storm, did you choose to ask her if she got pictures you could use in the magazine?
Why, or why not? (e.g., No, because I thought getting pictures for the magazine
would be the last thing on her mind; Yes, and she was angry I asked her that after
she had just lost her house.)
5. Give an example of Port Douglas residents helping each other out in the aftermath
of the storm. What source provided this information? (Residents with electricity
service set up power stations so those without it could charge their phones.
Maggie’s blog post gives this information.)
Afternoon Session
1.
How did Ernie manage to track down everyone working for The Daily Byte? (First
he tried calling them, and if that didn’t work he called their emergency contact
and found out where they were.)
2.
What was the major reason you decided to use posters or Twitter get out important
information? (e.g., I didn’t know how many people used Twitter but everyone can
read a poster and pass on the news; I thought Tweeting info would probably reach
a lot more people faster than a putting info up on a few posters.)
3.
When you are faced with a problem that you know has no perfect solution, what
do you do? (e.g., I make a list of possible ways to solve the problem and discuss the
pros and cons of each option with people I trust.)
Evening Session
You may wish to have your students write their essays in-game, or you may prefer
they write in the templates on the following pages. If they write offline, provide them
with copies of the templates and unit source materials that follow.
1
STUDENT
WRITING PROMPT
TEMPLATE
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And
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TITLE
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_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
INTRODUCTION
INTRODUCTION
Introduction
_________________________________________________________________________________
1.
1.
2.
2.
ture article can be on either of these topics:
Your fea
WRITING PROMPT TEMPLATE
UNIT
1: EMERGENCY
MANAGEMENT
UNIT
1: EMERGENCY
MANAGEMENT
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moment to think. Ask __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
INTRODUCTION
__________________________________________________________________________________
INTRODUCTION
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
TITLE
__________________________________________________________________________________
TITLE
__________________________________________________________________________________
2. Ge>ng help in the a@ermath of Dante -­‐-­‐ what’s available where? 1. The effects of Dante on Port Douglas -­‐-­‐ what’s working, what’s not? __________________________________________________________________________________
1. The effects of Dante on Port Douglas -­‐-­‐ what’s working, what’s not? 2. Ge>ng help in the a@ermath of Dante -­‐-­‐ what’s available where? Body
UNIT
EMERGENCY
MANAGEMENT
UNIT
1: 1:
EMERGENCY
MANAGEMENT
WRITING
PROMPT
TEMPLATE
emergency management
1 And don’t forget to let them know what they’ll be reading about! Now wrap it all up in
Write conclusion.
your introduc-on
your
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__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
INTRODUCTION
Conclusion
INTRODUCTION
__________________________________________________________________________________
__________________________________________________________________________________
TITLE
TITLE
__________________________________________________________________________________
__________________________________________________________________________________
2. Ge>ng help in the a@ermath of Dante -­‐-­‐ what’s available where? 1. The effects of Dante on Port Douglas -­‐-­‐ what’s working, what’s not? __________________________________________________________________________________
1. The effects of Dante on Port Douglas -­‐-­‐ what’s working, what’s not? 2. Ge>ng help in the a@ermath of Dante -­‐-­‐ what’s available where? Body (continued)
UNIT
EMERGENCY
MANAGEMENT
UNIT
1: 1:
EMERGENCY
MANAGEMENT
WRITING
PROMPT
TEMPLATE
emergency management
1 1
SOURCE
DOCUMENTS
emergency management
SOURCE DOCUMENTS
Evening
Hurricane Dante
approaches
Port Douglas
continue to next page
continue to next page
continue to next page
1
STUDENT
CHECKLIST
emergency management
STUDENT CHECKLIST
Evening
You’re going to be writing a feature article, which is a
pretty big deal for your first day on the job!
Don’t worry—I’ll guide you along the whole way, and
then I’ll pop in to make sure you covered all the big
points before you submit your writing. Here’s a checklist to keep you on track. You can check items off as you write.
Does the introduction of my feature article
††grab the attention of my readers?
††give an idea of what’s to come in the body of the article?
Does the body of my feature article
††include all my important ideas?
††provide details that are useful and/or interesting to my readers?
††support facts with evidence from my reading in the “Emergency
Management” section of the game?
Does the conclusion of my feature article
††summarize the main points I made in the article, or
††restate my central message, or
††leave my readers with an important on-topic new idea to
think about?
1
WRITING RUBRIC
WRITING RUBRIC
WRITING RUBRIC*
Emergency ManagementEvening
– Evening
http://www.corestand
ards.org/ELA-Literacy/
W/6/2/b/
W.6.2.b
SCORE
http://www.corestand
ards.org/ELA-Literacy/
W/6/2/a/
W.6.2.a
SCORE
is not logically organized and
strays from the topic
a main idea is not appropriately
supported with facts that draw
on evidence from the game
texts in the unit
either does not have a main
idea, or
The body of the lead article, if
done at all, is poor because it:
1 Poor
does not set up the reader’s
expectations for the body of the
article
fails to state, or only vaguely
states or implies, the main idea
of the article
fails to grab the reader’s
attention with a surprising fact,
question, or controversial
statement
The introduction in the lead
article, if done at all, is poor
because it:
1 Poor
4
is not fully or logically organized
refers to a main idea but does
not appropriately support it
with facts that draw on
evidence from the game texts in
the unit, or
does not refer to a main idea
The body of the lead article is
not entirely adequate. It
demonstrates strength in only
one of following ways:
2 Fair
sets up reader’s expectations for
the body of the article
states or implies the main idea
of the article
grabs the reader’s attention
with a surprising fact, question,
or controversial statement
The introduction in the lead
article is not entirely adequate
because it demonstrates
strength in only one of following
ways:
2 Fair
is logically organized and generally
stays on topic
draws on evidence from the game
texts in the unit
explicitly or implicitly refers to the
main idea
The body of the lead article is
adequate or good. It demonstrates
strength in just two of following
ways:
3 Adequate/Good
sets up reader’s expectations for
the body of the article
states or generally implies the
main idea of the article,
grabs the reader’s attention with a
surprising fact, question, or
controversial statement
The introduction in the lead article
is adequate or good because it
demonstrates strength in just two
of following ways:
3 Adequate/Good
is organized very logically and
consistently stays on topic
does a thorough job of drawing on
evidence from the game texts in the
unit
explicitly or implicitly refers to the
main idea
The body of the lead article is
excellent in all of the following ways:
4 Excellent
clearly sets up the reader’s
expectations for the body of the
article
states or clearly implies the main
idea of the article
grabs the reader’s attention with a
surprising fact, question, or
controversial statement
The introduction in the lead article is
excellent in all of the following ways:
4 Excellent
Addressed Standard: CCSS.W.6.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
Students write a feature article on one of these topics: The Effects of Dante on Port Douglas—What’s Working, What’s Not or Getting Help in the
Aftermath of Dante—What’s Available, Where.
emergency management
The conclusion of the lead article
is not entirely adequate because
it:
demonstrates the student has
minimal understanding of the
purpose of a conclusion, i.e., to
summarize important points,
restate the main idea, answer
questions not answered in the
body, or make a statement that
will leave the reader thinking
about the topic
demonstrates the student has
no understanding of the
purpose of a conclusion, i.e., to
summarize important points,
restate the main idea, answer
questions not answered in the
body, or make a statement that
will leave the reader thinking
about the topic
2 Fair
The conclusion of the lead
article, if done at all, is poor
because it:
1 Poor
The conclusion of the lead article is
excellent because it:
demonstrates student’s full
understanding of the purpose of a
conclusion by doing a strong job of
summarizing important points,
restating the main idea, answering
questions not answered in the
body, or making a statement that
will leave the reader thinking about
the topic
demonstrates student’s
understanding of the purpose of a
conclusion, i.e., to summarize
important points, restate the main
idea, answer questions not
answered in the body, or make a
statement that will leave the
reader thinking about the topic
4 Excellent
The conclusion to the lead article
does an adequate job because it:
3 Adequate/Good
5
* Writing Rubrics for After the Storm are meant as a guide for evaluating student writing in Grade 6 CCSS for Informative and Persuasive Writing. If you would like to average the
scores in all or some of the rubric categories, you may enter that average in the space provided under the core button on the writing activity screen of your dashboard.
http://www.corestand
ards.org/ELA-Literacy/
W/6/2/f/
W.6.2.f
SCORE
TEACHER
DASHBOARD
TEACHER DASHBOARD
CLASSES AND STUDENTS: MANAGING ACCOUNTS
Clicking on Classes and Students from your Teacher Dashboard allows you to manage
your classes to accomplish the following:
•
•
•
•
•
Add or delete a class
Add or delete a student
Change student information, including passwords
Print class lists (with student names and passwords)
Set student access to specific game episodes or units
REPORTS: PROGRESS AND PERFORMANCE
Clicking on Reports from the Teacher Dashboard allows you to view reports on how
students are performing on each activity and assessed CCSS, and how they are progressing through the game. It also allows you to see an individual student’s completed
reading and writing assignments, as well as gives access to answer keys and writing
rubrics for each activity.
THE CLASS PROGRESS REPORT
This report gives a quick overview of where your students are in the game. You can
tell what unit they’re in and if they’re in Morning, Midday, Afternoon, or Evening of
that unit. You can also tell at a glance which students have gone to at least one level
of support; if a student completes Morning in a unit and “Return” is also checked,
that means that student has gone to at least one level of support and has returned
to the primary assessment (marked “Main” in your dashboard) to change previously
incorrect answers.
Conversely, if you see a student is on Afternoon but “Return” in the Morning is not
checked, that student went from the Primary to the Challenge Activity.
THE CLASS PERFORMANCE REPORT
This report helps you identify how well a class or an individual student is performing
on each assessed standard. For each of the game’s target Common Core State Standards in Reading (p. 4 of this Guide), you can see the number of activities completed
by each student and each student’s average percent correct on those activities. A
student’s average is dynamic—it changes with the number of activities completed for
the reported standard. The first row of the table shows the aggregate average of the
class’ performance on that standard.
To switch between standards, click the up-down arrows to the right of the name
of the standard you’re viewing.
STUDENT ACTIVITY REPORT
This shows individual student progress and actual student work. It allows you to see
any activity completed by any of your students. It also reports your student’s score
on each reading activity and the exact amount of time it took the student to complete it. To see the correct answers for the activity, simply click “Answer Key” in the
upper right.
For each unit, you can read and score a student’s writing, using a rubric provided,
by clicking on the box with the pencil icon for that unit.
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