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Quick Guide to Understanding Reading Levels

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Written by: Angie Olson

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With so many different types of reading assessments and leveling systems, it can be hard to keep track of which books are just right for your growing readers. Let’s take a look at some of the reading level systems to get a better understanding of each, and how they can be useful in your literacy block and small group instruction planning.

Guided Reading Level

The Guided Reading Level was developed by reading experts Fountas & Pinnell. The levels are matched to grade level specific reading goals. In order to progress to the next level, students must display proficient use of strategic actions. Decoding, word acquisition, vocabulary growth, making predictions, connecting to text, recognizing text features, summarizing, inferring, and bringing personal experiences to comprehension passages are just a few of the components measured on the Guided Reading Level. For a more in-depth look at Guided Reading Levels, check out this link.

  • 1st Grade: E – J
  • 2nd Grade: K – N

Lexile Bands

Lexile Measure is a valuable evaluation tool. A Lexile measure evaluates the complexity of text, as well as students’ ability to read and comprehend the text. To find the Lexile Grade Level Charts for 1st and 2nd grade, click here.

1st Grade Lexile Bands
BOY – FallMOY – WinterEOY – Spring
10L-435L85L-505L165L – 570L
2nd Grade Lexile Bands
BOY – FallMOY – WinterEOY – Spring
290L-675L355L-735L425L-795L

DRA

The Diagnostic Reading Assessment is an assessment that is ideally administered twice a year. To determine a student’s DRA reading level, students are administered an individual assessment that measures skills of phonemic awareness, phonics, and fluency. There are also measurements for vocabulary, comprehension, and engagement. The better a student scores, the higher the number of their DRA level.

Expected DRA levels:

  • 1st Grade: 4 – 16
  • 2nd Grade: 16 – 24

AR

The Accelerated Reader, or AR Level, is designed to match students with an appropriate level of text for independent reading. to Measure an AR text, three things are considered: average sentence length, average word length, and word difficulty level.

Expected AR Levels:

  • 1st Grade: 1.0-1.9
  • 2nd Grade: 2.0-2.9

Let’s take a closer look at a Lucky Little Learners 2nd Grade reading passage.

Download Reading Passages HERE

The reading comprehension passages are leveled using a Lexile band, but due to Lexile copyright, we cannot provide the exact level for each passage. The coding we use for each reading passage level is:

  • ⭐️Below Level/Star Passages: within the 300-500 band
  • ❤️On level/Heart Passages: within the 400-700 band
  • 🍏Above level/Apple passages: within the 600-800 band

When we design new products for 2nd grade that are leveled, we make sure they are within the CCSS recommended Lexile band for second grade (300-800).

Looking to compare the different reading level assessments? Take a look at this leveling chart.

Tools for Leveling Books

Are you searching for a “just right” book for a student? Check out Scholastic’s Book Wizard, where you can find the level of any book by simply typing the name or ISBN number. Voila! The Book Wizard generates the Grade Level, Guided Reading Level, Lexile Level, DRA Level, and ACR Level, all with the click of a button. If only organizing your classroom library was that easy! For tips on leveling and organizing a classroom library, check out this classroom library blog post.

More Digital Resources for Leveling Books:

Lexile Find a Book – from the Lexile

Level It Books App and QuickScan Book Leveler– these apps allow you to scan ISBN numbers with your phone’s camera, making library leveling a breeze!


Be sure to check out our reading comprehension passages in All Access.

Download Reading Passages HERE

Download 2nd Grade Reading Passages HERE

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What Reading Level Should a First Grader Be At?Making English Fun

Throughout elementary and middle school, reading levels are a core component of education. The reading level determines what your child is capable of reading and comprehending. Knowing what level they’re at will allow you to practice with them to enhance their skills and figure out how they compare to the rest of their class.

A first grader should be at a reading level between 3 to 12. Higher reading levels indicate that they’re near the top of their class, but there’s always room for growth. In some cases, your child might fall below or rise above the range. Practice and proper tutoring will improve their reading level.

In this article, you’ll also learn the following information about what reading level a first grader should be at:

  • Basic details that determine reading levels
  • How you can help your child improve or adjust their reading skills
  • Reading concepts they will learn from the beginning to the end of first grade
  • Links to reading resources designed by teachers

What Is a Reading Level?

A reading level is a guide or resource that indicates comprehension, pronunciation, and clarity of a person’s reading. First graders shouldn’t be expected to read the same books as sixth graders, so it’s essential to go slow and steady while they’re learning new skills. This process should flow with the rest of the class, as you’ll learn in the next section.

As explained by Scholastic, there are plenty of reading level guides, including alphabetical, numerical and more. Here are the following reading level indicators: This is not a definitive list and its can be fairly confusing for teachers as well as parents. There are comparison guides, like the one below from real kids mag so that you can properly choose books across levels for your students. We are producing our own Free downloadable one for you as well this week. We have linked to one here but if you have a guided reading system of your own you should be able to find the correct comparison chart as well.

Many publishers use their own systems as well

  • Scholastic Guided Level Reading Program
  • Scholastic Guided Reading Lexile Ranges
  • CCSS Lexile Recommendations
  • DRA Level
  • PM Benchmark

Since it’s one of the most common methods, we’ll focus on the DRA Level today. As you’ve read in the introduction, a first grader should be reading between 3 to 12. It’s crucial that you remember they won’t be at a 12 right when they start first grade. The next section will detail what they’ll learn throughout the year to bring them as high on the chart as possible.

Note: While 12 is at the top of the list for first graders, you shouldn’t worry if your child isn’t there at the end of the year. It’s not a requirement until the middle of their second-grade year. If they’re already at a 12 in first grade, they’re ahead of the curve. By the beginning of second grade, your child should be around 8.

What Reading Skills They Will Learn in First Grade

Perhaps the most essential part of learning and reading in first grade is comprehension. Teachers focus on helping your first grader retell stories and understand what they’re saying rather than merely repeating what they’ve heard. For this reason, big words and long stories could prove challenging at the beginning of the year.

According to Reading Rockets, a first grader will learn how to break down long words and understand various sounds made by each word. Patience is key since English is one of the most challenging languages to read, even for those who speak it natively. Combinations such as ‘th’, ‘ough,’ and ‘sh’ will be taught throughout the year in a native classroom, in Second language it will be focusing on word construction with CVC and Blends.

Punctuation is another essential part of the year. Exclamation points, question marks, periods, and commas will be highlighted. Semicolons and colons won’t be taught until later in the year or during second grade. Your goal as a parent should be to help your child learn the four previously mentioned punctuations.

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Another reading skill will be capitalization, pronouns, starting a sentence, and other capitalized letters will be explored. Remember that, along with punctuation, capitalization likely won’t be mastered until second grade. However, your first grader will be able to start understanding stories and sentences, opening the gates to inspired, entertaining reading sessions.

Once they learn how to comprehend sentences, they’ll start to engage much quicker. They might wonder why something is one way or another, and they could begin to correct sentences if they feel something is wrong. This is a crucial stage that you could help them realize right from wrong in the world of reading and writing.

What Language Will Books at These Reading Levels Contain?

During their first grade year, the language contained in books and stories includes three to four-letter words. They range from simple words like ‘the’ or ‘and,’ but they’ll lead to bigger words that could present a challenge. Remember to sound out each letter with them so they understand the variations of vowels.

Parents.com suggests asking your child questions about books, stories, and sentences that they’re reading. This step will cause them to think and build on their knowledge while comprehending what they’re studying. They also recommend engaging in predictions to get your first grader to dig deeper into the reading material. We have Comprehension workbooks to help with this.

Since first graders are guided towards comprehension rather than in-depth long words, they won’t have to learn too many words over four or five letters. They should take this year to practice their understanding of the basic concepts that form a sentence, including punctuation, pronunciation, and letter combinations, as mentioned in the previous section.

Here’s an excellent way to help them learn tough words:

  1. Break down every word into individual letters. If there’s a combination (sh, th, ough), separate it into its own chunk.
  2. Focus on words that they already know how to say. If they’re familiar with the word, they’ll be able to use contextual clues to figure out how to read it.
  3. Don’t study for too long. Short 15-minute study sessions hold their interest long enough to prevent reading from becoming a boring chore.
  4. Use the resources from school and online to supplement these skills. We have 1000s on our site for free and premium downloads.

How Can Parents Help Their First Grader Develop a Love for Reading?

Helping your child become an interested reader is one of the most understood processes in schooling. You don’t want to spend hours every day, or they’ll be overwhelmed and won’t retain most of the information. As you saw in the third tip of the previous section, short study sessions are the key to success.

Here’s a list of ways that you can help your first grader develop a love for reading:

  • Find reading material that they’re interested in. For example, if they love sports or cars, choose those books over anything else. It’s not the concept that matters; It’s the words found throughout the reading that makes a big difference. We have some leveled reading material aimed at young learners here.
  • Reward them for reading a specific number of words. They’ll begin to associate a learning session with enjoyment rather than a distraction from playing with toys or friends. Remember to read with them, so they don’t feel like they’re trying to learn by themselves.
  • Picture books can keep your child’s interest for countless minutes. If you stop reading after 15 to 20 minutes, they’ll be begging to jump back into the material.

All of these suggestions point to one fact: You can make your child love reading by finding out what they’re interested in and using it to educate and elevate their reading skills. Their reading level will naturally and gradually increase as the material becomes more challenging.

Finally

Now that you know where they should be and what they’ll learn, you’re equipped to help your child with at-home education. Some children can read and comprehend faster, so you might need to spend more or less time focusing on specific words.

Here’s a quick recap of the post:

  • First graders typically fall between a 3 to 12 reading level.
  • You can help them by focusing on challenging words and breaking down the meaning of each sentence.
  • Find books and stories that they’ll love to improve their engagement.
  • Use additional resources and activities to engage and inspire them

Sources

  • Scholastic – Learn About Leveled Reading
  • Reading Rockets – Goals for First Grade: Early Reading and Writing
  • Parents – What Will My Kid Learn in First Grade?

Hi I’m Marc. A teacher of over 15 years, English, General Studies and Outdoor Education. Thought it was about time to sharing both what I have learnt during that time and the resources I have put together. On this site we aim to teach the theory and share our thoughts, but also go that one step further and give you access to the hard resources you need for your class or for you children

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Making English Fun!

I have been a teacher of English for over 15 years, in that time i made hundreds and thousands of resources and learnt so much i think its worth sharing. Hopefully to help teachers and parents around the world.

Respirator protection classes

June 29, 2018

One of the main characteristics of a respirator is the filtering activity class or protection class. This indicator characterizes the ability of the protective device to retain harmful substances in the filter.

According to the European standard EN-149:2001, respirators are divided into three classes.

For the correct choice of personal respiratory protection equipment, it is necessary to know the indications of the maximum permissible concentration of harmful substances in the room and the characteristics of the SIDOS itself.

Class 1 respirators (FFP1)

1. Degree of filtering activity

They are used in well-ventilated rooms with medium dustiness with a maximum allowable concentration of impurities in the air from 2 mg/m3. times, detaining up to 80% of dust, liquid and solid aerosol particles.

2. Protection

Used in industrial premises with non-toxic dust, agriculture, food industry. Indispensable in mines and quarries, when working in limestone quarries, as well as in woodworking. Good protection against dust particles of calcium carbonate, natural and synthetic graphite, gypsum, chalk, cement, plaster, marble, zinc oxide, plant pollen, cellulose, sulfur, cotton, coal and metal filings. Suitable for work in smoky rooms (with non-toxic smoke), in foggy conditions.

3. Models

  • 3M 8101. One of the most popular respirators in its class. Ergonomic design and soft inner padding make it comfortable to use, and the technical characteristics allow you to reliably protect the respiratory system.
  • "Alina" 100. Equipped with 3D FLEX-TO-FIT tapes, which allows you to adjust the size of the headband. Fits snugly to the face, securely fixed, but does not impede breathing due to the wide filter surface.
  • U-2K. It has two valves - for inhalation and exhalation. Equipped with a nose clip for maximum tightness. It is used in the temperature range from -10 to 35°С at humidity up to 98%.

Neva 100, 110, 119 and others are also popular.

Respirators 2 protection class (FFP2)

1. Degree of filtration activity

Suitable for closed, poorly ventilated areas with MPC greater than 0.05 but less than 2 mg/m3. Reliably protect the respiratory system in conditions of up to 10 times the maximum allowable concentration of irritating substances in the air. At the same time, up to 84% of impurities are retained.

2. Protection

Used in enterprises where work is connected with solid particles of medium toxicity, asbestos, copper, barium, titanium, vanadium, chromium, manganese dust. They are mandatory when working with hardwood and coal, when welding, at mining, chemical, metallurgical industries, in shipbuilding. Suitable for areas with harmful carcinogenic dust, smoke and oil- and water-based aerosols in the air.

3. Models

  • 3M 8122. One of the best protection in its category. Provides safe operation when the concentration of hazardous particles in the air exceeds the maximum allowable standards by 12 times. Equipped with stiffening ribs that allow the respirator to restore its shape even after long-term storage. Anti-allergic soft interior lining enhances comfort of use.
  • Particulate control 9322. Equipped with advanced electret filter and parabolic exhalation valve. Easy to use, does not impede breathing and speech. Soft inner lining helps avoid irritation. Can be used at temperatures from -30 to 70°C.

Equally effective respiratory protection is ensured when using models "Alina" B and 200, "Julia" 209, 215, 219 and others.

Respirators of the 3rd protection class (FFP3)

1. The degree of filtering activity

Indispensable in industries with a high concentration of toxic substances in the air, the MPC of which is from 0.05 mg/m3. They are effective in conditions of exceeding the maximum permissible concentration by 30 times, retaining 99% of impurities dangerous to humans.

2. Protection

Used for welding and soldering. Suitable for enterprises where work is related to the use of beryl, antimony, arsenic, cadmium, cobalt, nickel, radium, strychnine, radioactive substances.

3. Models

  • With valve 9332. Compact protection equipped with an exhalation valve and a sweat-wicking layer on the nose clip. Fits tightly and tightly, does not impede speech.
  • "Alina" 310. Able to protect when the maximum permissible concentration of hazardous substances is exceeded by 50 times. It can be used at various temperatures, while maintaining the most comfortable humidity and temperature conditions.
  • "Julia" 319. One of the best representatives of the class with a seal made of foamed polymer, which allows to ensure optimal humidity and temperature inside the respirator. Has adjustable straps to fit.

All of the above respiratory systems are certified and comply with GOST or technical regulations of the customs union. Also in the lineup are other respirators that allow you to work in hazardous conditions without harm to health.

The selection of protective equipment in each specific case is carried out after testing, determining the type of harmful substances in the ambient air and their concentration.

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Configuring Keyboard and Mouse Class Drivers - Windows drivers

  • Article
  • Reading takes 11 minutes

Note

This section is for developers who configure keyboard and mouse class drivers. If you want to fix your mouse or keyboard, see the following articles:

  • Windows mouse, touchpad, and keyboard problems
  • Troubleshooting a wireless mouse that does not work correctly

Non-HID keyboards and mice can connect to multiple legacy buses but still use the same class driver. This section contains information about the class drivers themselves. The following sections describe controllers in detail.

This section describes the typical physical configuration of keyboard and mouse devices in Microsoft Windows 2000 and later.

The following figures show two common configurations using one keyboard and one mouse.

The figure on the left shows a keyboard and mouse connected to the system bus via independent controllers. A typical configuration consists of a PS/2 style keyboard running through an i8042 controller and a serial mouse style running through a serial port controller.

Important for keyboard and mouse manufacturers:

  • Keyboards are opened in exclusive mode by the operating system stack for security reasons
  • Windows supports simultaneous connection of multiple keyboard and mouse devices.
  • Windows does not support independent client access to each device.

Class driver features

This section describes the features of the following Microsoft Windows 2000 and later system class drivers:

Kbdclass implements the Kbdclass service and its executable image is kbdclass.sys.

Mouclass implements the Mouclass service and its executable image is mouclass.sys.

Each Kbdclass and Mouclass function:

  • Generic and hardware device class operation.

  • Plug and Play, Power Management, and Windows Management Instrumentation (WMI).

  • Operation of legacy devices.

  • Simultaneous operation of multiple devices.

  • Class service callback routine hook used by the function driver to pass data from the device's input buffer to the class driver's data buffer.

Configuring device objects

The following figure shows the device object configuration for a Plug and Play device with a PS/2 style keyboard and mouse. Each class driver creates a filter device object of the top-level class (filter DO) connected to the function device object ( FDO ) through an optional top-level device filter DO. The top-level device filter driver creates a DO top-level device filter. I8042prt creates a DO function and attaches it to the physical device object ( PDO ) created by the root bus driver.

PS/2 keyboard

The keyboard driver stack consists of the following elements.

  • Kbdclass Top Level Keyboard Class Filter Driver
  • One or more additional top-level keyboard filter drivers
  • I8042prt , function driver

PS/2 Mouse

The mouse driver stack consists of the following elements.

  • Mouclass - Top Level Mouse Class Filter Driver
  • One or more additional top-level mouse filter drivers
  • I8042prt , function driver

Kbdclass and Mouclass can support multiple devices in two different modes. In one-to-one mode, each device has an independent device stack. The class driver creates and attaches an independent DO class to each device stack. Each device stack has its own control state and input buffer. The Microsoft Win32 subsystem accesses input from each device through a unique file object.

In grandmaster mode, the class driver manages all devices as follows:

  • The class driver creates both a grandmaster class DO that represents all devices, and a subclass DO for each device.

    The class driver attaches a DO subclass to each device stack. Under the DO subclass, the device stack is the same as the one-to-one device stack.

  • The grandmaster DO class controls the operation of all DOS slaves.

  • The Win32 subsystem accesses all device input through a file object representing a grandmaster device.

  • All device inputs are buffered in the grandmaster data queue.

  • Grandmaster maintains one global device state.

Kbdclass and Mouclass work in one-to-one mode if their registry entry value is ConnectMultiplePorts is set to 0x00 (under " key HKLM\Services\CurrentControlSet\ \Parameters ", where class service is Kbdclass or Mouclass). Otherwise, Kbdclass and Mouclass run in grandmaster mode.

Opening and closing with class driver

The Microsoft Win32 subsystem opens all keyboard and mouse devices for exclusive use. For each device class, the Win32 subsystem treats input from all devices as if the input came from a single input device. An application cannot request input from only one specific device.

The Win32 subsystem dynamically opens Plug and Play input devices after receiving notification from the Plug and Play manager to enable the GUID_CLASS_KEYBOARD or GUID_CLASS_MOUSE device interface. The Win32 subsystem closes Plug and Play devices after receiving notification that an open interface has been disabled. The Win32 subsystem also opens legacy devices by name (for example, \Device\KeyboardLegacyClass0). Note that after successfully opening a legacy device, the Win32 subsystem cannot determine if the device will be physically removed.

Upon receiving a request to create kbdclass and Mouclass, they perform the following actions for Plug and Play and legacy operation:

  • Plug and Play operation

    If the device is in the Plug and Play start state, the class driver sends an IRP_MJ_CREATE request down the driver stack. Otherwise, the class driver completes the request without sending the request to the driver stack. The class driver specifies a trusted file with read access to the device. If there is a grandmaster device, the class driver sends a create request to all ports associated with the child class devices.

  • Obsolete operation

    The class driver sends an internal device control request to the port driver to enable the device.

Connecting a service callback to a device

Class drivers must connect a class service to a device before the device can be opened. Class drivers connect the class service after the DO class has been attached to the device stack. The function driver uses the class service callback to pass input from the device to the class's data queue for the device. The isR dispatch completion routine of the function driver for the device invokes the class service callback. Kbdclass provides class 9 service callback0172 KeyboardClassServiceCallback , and Mouclass provides a class service callback MouseClassServiceCallback .

The provider can change the class service callback operation by installing a top-level filter driver for the device. The Kbfiltr keyboard filter driver example defines the KbFilter_ServiceCallback callback , and the Moufiltr mouse filter driver example defines the MouFilter_ServiceCallback callback . The filter service callback examples can be configured to modify the input passed from the port input buffer for the device to the class's data queue. For example, a filter service callback can remove, transform, or insert data.

The class and filter service callbacks are connected as follows:

  • The class driver sends a request to connect an internal device to the device stack ( IOCTL_INTERNAL_KEYBOARD_CONNECT or IOCTL_INTERNAL_MOUSE_CONNECT ). The class's connection data is specified by the CONNECT_DATA structure, which includes a pointer to the class's device object and a pointer to the class's service callback.

  • After the filter driver receives a connection request, it saves a copy of the class connection data and replaces the request connection data with the filter data. The filter connection data specifies a pointer to a filter device object and a pointer to a filter driver service callback. The filter driver then sends a filtered connection request to the function driver.

The class and filter service callbacks are invoked as follows:

  • The function driver uses the filter connection data to make an initial callback to the filter service callback.

  • After filtering the input, the filter service callback uses the class connection data stored for the class service callback.

Query and configure keyboard device

IOCTL_KEYBOARD_SET_TYPEMATIC

See User Interface Devices Reference for more information about all keyboard control requests.

Keyboard Code Mapper Scan

In Microsoft Windows operating systems, PS/2 compatible scan codes provided by an input device are converted into virtual keys that are propagated through the system as Windows messages. If the device generates an incorrect verification code for a particular key, an incorrect virtual key message will be sent. This can be fixed by writing a filter driver that parses the scan codes generated by the firmware and changes the incorrect scan code to one that the system understands. However, this is a tedious process that can sometimes lead to serious problems if bugs exist in the kernel level filter driver.

Windows 2000 and Windows XP include a new scan code matching tool that provides a method for matching scan codes. Windows scan code mappings are stored in the following registry key: 

 HKEY_LOCAL_MACHINE\SYSTEM\CurrentControlSet\Control\Keyboard Layout

Note There is also a "Keyboard layout " key (note the plural form) under the control key, but this should not be changed.

In the key "Keyboard layout " you need to add the value of the Scancode card. This value is of type REG_BINARY (small Endian format) and has the data format specified in the following table.

version information
Start offset (in bytes) Size (in bytes) Data
0 4 Title:
4 4 Title: flags
8 4 Title: number of matches
12 4 Individual matching
. .. ... ...
Last 4 bytes 4 Terminator NULL (0x00000000)

The first and second DWORDS store header information must be set to all zeros for the current version of the scan code mapper. The third DWORD entry contains the number of next matches, including the terminating null match. So the minimum number would be 1 (no mappings specified). Individual mappings follow the header. Each mapping is DWORD long and is divided into two WORD length fields. Each WORD field stores a scan code for key matching.

After the map is stored in the registry, the system must be rebooted for the mappings to take effect. Note that if scan code matching is required for a keystroke, the step is done in user mode just before the scan code is converted to a virtual key. This user-mode conversion can present certain limitations, such as mismapping when run in Terminal Services.

To remove these mappings, delete the Scancode map registry value and reload it.

Example 1

Below is an example. To replace the left CTRL key with the CAPS LOCK key, use the Registry Editor (preferably Regedt32.exe) to change the Scancode card key with the following value:

The following table contains these entries broken down into DWORD fields and bytes replaced.

Meaning : interpretation

0x00000000 : header: version. Set to all zeros.

0x00000000 : header: flags. Set to all zeros.

0x00000003 : three entries in the map (including a NULL entry).

0x001D003A : left CTRL key -> CAPS LOCK (0x1D -> 0x3A).

0x003A001D : CAPS LOCK -> Left CTRL key (0x3A -> 0x1D).

0x00000000 : NULL terminator.

Example 2

You can also add a key that is not available on the keyboard or remove a key that is never used. The following example shows the value stored in Scancode scheme to remove the right CTRL key and change the functionality of the right ALT key to work as a mute key:

The following table contains these entries broken down into DWORD fields and bytes replaced.

Meaning : interpretation

0x00000000 : header: version. Set to all zeros.

0x00000000 : header: flags. Set to all zeros.

0x00000003 : three entries in the map (including a NULL entry).

0xE01D0000 : remove right CTRL key (0xE01D -> 0x00).

0xE038E020 : right ALT key --> disable key (0xE038 --> 0xE020).

0x00000000 : NULL terminator.

Once the required data has been created, it can be inserted into the registry in several ways.

  • You can create a .reg file that can be easily included in the system registry using Registry Editor.
  • An .inf file can also be created by using the [AddReg] key that contains the registry information to add.
  • Regedt32.exe can be used to manually add information to the registry.

The scan code matching tool has a number of advantages and disadvantages.

Benefits include:

  • The Matcher can be used as a simple patch to fix firmware errors.
  • Frequently used keys can be added to the keyboard by changing the map in the registry. Keys that are not frequently used (such as the CTRL key on the right) can be mapped to null (removed) or exchanged for other keys.
  • Key locations can be easily changed. Users can easily customize the location of frequently used keys to their advantage.

The following faults are recognized:

  • Once the card has been saved to the registry, a system restart is required to activate it.
  • Mappings stored in the registry operate at the system level and apply to all users. These mappings may not work differently depending on the current user.
  • The current implementation limits the functionality of the map so that mappings always apply to all keyboards connected to the system. It is currently not possible to create a map based on the keyboard.

Mouse device query

I8042prt supports the following internal device control query to query for mouse device information:

Registry settings associated with the mouse class driver

The following is a list of registry keys associated with the mouse class driver.

[Key: HKLM\SYSTEM\CurrentControlSet\Services\Mouclass\Parameters]

  • MaximumPortsServiced - Not used on Windows XP and later. For Windows NT4 only.
  • PointerDeviceBaseName Specifies the base name of device objects created by the mouse class device driver.
  • ConnectMultiplePorts Determines if one or more port device objects exist for each class device object. This entry is used primarily by device drivers.
  • MouseDataQueueSize Indicates the number of mouse events buffered by the mouse driver. It is also used to calculate the size of the mouse driver's internal buffer in the unpacked memory pool.

Device absolute indicators

For type 9 devices0172 GUID_CLASS_MOUSE device function driver:

  • Handles device related input.

  • Creates structures MOUSE_INPUT_DATA required by MouseClassServiceCallback .

  • Passes a MOUSE_INPUT_DATA structure to the Mouclass data queue by calling MouseClassServiceCallback in the send completion routine of the ISR.

For an absolute pointing device, the device function driver must set the elements LastX , LastY and Flags MOUSE_INPUT_DATA structures as follows:

  • In addition to dividing the device input value by the maximum device capability, the driver scales the device input value by 0xFFFF: 

     LastX = ((device input x value) * 0xFFFF ) / (Maximum x capability of the device) LastY = ((device input y value) * 0xFFFF ) / (Maximum y capability of the device)

  • The driver sets the MOUSE_MOVE_ABSOLUTE flag to flags .

  • If the input is to be mapped by the Window Manager to the entire virtual desktop, the driver sets the MOUSE_VIRTUAL_DESKTOP flag to flags . If the MOUSE_VIRTUAL_DESKTOP flag is not set, Window Manager only matches input to the primary monitor.

The following shows how these specific requirements for an absolute pointing device are implemented by device type: