La Joya ISD Accelerated Reader Enterprise Getting Results
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La Joya ISD Accelerated Reader Enterprise Getting Results Domingo Treviño Middle School Veronica R. Peña Our TARGET, every student a life long READER.
Purpose • providing data that helps you monitor and personalize reading practice. • encouraging substantial amounts of practice, according to guidelines based on research findings. • making practice fun for students by facilitating successful encounters with text.
What is reading? ❑Reading is a skill, ❑it requires not just instruction but practice. ❑Reading practice enables students to apply the skills and strategies that you teach. ❑ It gives teachers the opportunities to check student learning and identify weaknesses. ❑ it draws students into the world of “real” reading—a world in which people learn from and enjoy books.
10 Benefits of Reading: Why You Should Read Every Day • • Mental Stimulation. . Stress Reduction. . Knowledge. . Vocabulary Expansion. . Memory Improvement. . Stronger Analytical Thinking Skills. . Improved Focus and Concentration. . Better Writing Skills.
Why Practice Reading? http: //videos. renaissance. com/watch/8 d. N 75 o. Xm. WUVXRusj. JESu. ZK
1. Personalize Reading Practice— STAR Reading Assessment ❑ Use a STAR assessment for baseline data ❑ BOY STAR Reading Assessment- Aug-Sept
2. Zone of Proximal Development (ZPD)
Zone of Proximal Development (ZPD) • ZPD represents the level of difficulty that is neither too hard nor too easy, and is the level at which optimal learning takes place. • Practice a skill at the right level will get the most from our efforts • Practicing with books that are too hard results in frustration. • Practicing with books that are too easy does little to improve skills and leads to boredom. • Accelerated Reader; ZPD matches students to appropriate books.
3. Set Goals
Setting Goals—How Much practice? Set individual goals for students at 85 -90% Set Individual book level goal
Book Level • represents the difficulty of the text. • It is determined by a readability formula called ATOS • ATOS analyzes the average length of the sentences in the book, the average length of the words, and the average grade level of the words. • ATOS reports the overall book level in terms of grade. – Personalize Learning – Differentiate Instruction
• When setting a goal for average book level, consider the student's reading level and Zone of Proximal Development (ZPD), which is a range of book levels that are neither too easy nor too challenging (and listed on the Goal Setting Chart and the Goal-Setting Chart for Lexile® Measures). We recommend setting the average book level as a minimum goal - at or near the lower end of the ZPD.
ZPD • Allow students to start at the beginning of their ZPD • Allow to read throughout their range • Monitor student reading
Goals in Lexile Measures: Personalize Learning Differentiate Instruction https: //fab. lexile. com/ https: //lexile. com/educators/measurin g-growth-with-lexile/lexile-measuresgrade-equivalents ❑ Goals can be change to Lexile measure by your librarian ❑ School Wide only ❑ They can not be by individual teacher
Compared to students without Accelerated Reader goals set, students with Accelerated Reader goals …. t Set in als o g. G Scored 5% higher on reading comprehension quizzes Read more DIFFICULT books Read 39% more minutes per day Took 33% more quizzes Based on 3 years of data from 4, 995, 969 students reading 329, 486, 961 books Experienced HIGHER reading achievement growth
Set Meaningful Student Goals http: //videos. renaissance. com/watch/k. KXVm. Jvj XWX 3 U 9 ZLw. Xg. PUJ? %5 C=
4. Set Student Reading Targets (Student Conferencing) • Motivate students and personalize their reading practice • setting personalized termly targets for their Average Percentage Correct • Generate targets so your students and their parents can keep track of your expectations https: //help. renlearn. co. uk/UK/PDF/AR/ UKStudent. Reading. Plan. pdf
• Reading Plan
▪ Student Goals
5. Schedule time • • Independent Reading time is a priority 20 -35 minutes of schedule reading time per day to accelerate growth – Reading Practice – Vocabulary Practice – Literacy Skills Practice
6. Monitor Students fill out their Reading Logs. Students read Independently The teacher circulates, checking in with students
Status of the class video https: //www. youtube. com/watch? v=Nb. Up 0 t 8 N 6 As
Daily check students reading
Daily check students reading
7. Reading Log
Reading Logs • Reading logs should serve as both teaching tools and data for the classroom teacher. • They should provide teachers with the information that they need in order to help guide students towards a stronger, richer, and more meaningful reading life. • Helps teachers monitor student progress -Reading Levels
Open-book quizzing • Teachers are discouraged from allowing open-book quizzing with Accelerated Reader. When a student relies on recall while quizzing, quiz scores indicate the student’s level of reading comprehension. • If a student relies on finding information in a book while quizzing, the quiz results no longer accurately indicate reading comprehension. • A student may continue to select books that are too difficult, yet pass the quiz by looking up answers in the book
Open-book quizzing • As a result, the teacher may not realize for some time that the student needs additional support to improve reading comprehension—until that student receives a low score on the STAR Reading assessment, a state test, or another standardized test of reading achievement. • There a couple exceptions where open-book quizzing in AR may be allowed ❑ During instruction of how to take Accelerated Reader quizzes, but for no more than two weeks ❑ During instruction of how to read nonfiction and take corresponding Accelerated Reader quizzes, but for no more than two weeks ❑ For emergent readers who read picture books ❑ As an intervention method for a special education student
8. Review Reports
Diagnose Problems, Set Goals & Motivate Students ▪ Intervene promptly to ensure successful reading. ▪ Set student reading goals. ▪ Create a system of motivators.
9. Intervene Promptly Analyzing Individual Needs
Interventions • • • Adjust student goal-to ensure success Note students’ reading levels and zones of proximal development (ZPD) Guide students to select books with readability levels that fall within their individual ZPD ranges Monitor progress daily Monitor Student Reading Plan- https: //help. renaissance. com/ar/Resources
❑Reports ➢Accelerated Reader Reports
10. Create Motivators • Celebrate Success individual student growth • Make Success visible • Acknowledge Achievement https: //help. renaissance. com/US/PDF/AR/Reader. Certification. Criteria. pdf
Renaissance Royals https: //www. renaissance. com/honor-roll/
YES, there is help…. . ✓ Your librarian is your facilitator ✓ Instruction Tri-Fold for all reports you need to access
Enable Home Connect ▪ Parents/Students can view their reading success ▪ Parents can monitor their kids
Resources • Renaissance Learning • https: //www. renaissance. com/resou rces/staract/? utm_source=rli&utm_medium= banner&utm_campaign=highschool • www. renaissance. com
Questions & Assistance Veronica R. Peña Domingo Treviño Middle School Librarian v. pena [email protected]. net 956 -323 -2810 Maria M. Quintos Renaissance Learning Coordinator m. [email protected]. net 956 -323 -2504
Recommended Videos • Set Meaningful Student Goals • http: //videos. renaissance. com/watch/k. KXVm. Jvj. XWX 3 U 9 ZLw. Xg. PUJ? %5 C= • Why Practice Reading? • http: //videos. renaissance. com/watch/8 d. N 75 o. Xm. WUV XRusj. JESu. ZK • Status of the Class Video • https: //www. youtube. com/watch? v=Nb. Up 0 t 8 N 6 As