Trussville City Schools
Paine Intermediate Accelerated Reader Questions and Answers
September 2013
This document is provided
to answer commonly asked questions about
Accelerated Reader and how it is used at Paine Intermediate.
What
exactly is Accelerated Reader (AR)?
Accelerated
Reader is an assessment that primarily determines whether or not a child has
read a book. The software provides additional information to teachers regarding
reading rates, amount of reading, and other variables related to reading.
Additionally, a number of other assessments are available to assess higher
order thinking skills and vocabulary. Quizzes can be taken on fiction and
non-fiction books. There are more than 100,000 books in the Accelerated Reader
database.
There
are three steps to using Accelerated Reader.
·
First, students choose and read a
fiction or non-fiction book.
·
Second, students take a quiz. The quizzes are multiple choice with 5, 10,
and 20 questions depending on the book's difficulty and length. The questions
ask literal comprehension questions. Students must correctly answer a set
number of questions in order to pass a quiz, for which they are given a
percentage of points associated with the book depending on their achievement on
the quiz.
·
Third, the teacher receives information
that is intended to assist, motivate reading, monitor progress, and target
instruction. Reports regarding reading level and comprehension skills are
available through the software.
What
percentage of my child’s reading grade comes from AR?
Thirty percent of the reading grade comes from AR. The other seventy percent comes from
teacher-made assessments, projects, and classwork.
What are the benefits of utilizing AR?
Accelerated
Reader reports help students, teachers, and parents monitor student progress.
Reports are available regarding student reading, comprehension, amount of
reading, diagnostic information, and other variables. These reports allow
students to immediately review specific concepts with which they had
difficulty, and to alert teachers to anyone having difficulty. Diagnostic
Reports identify students in need of intervention based on various factors.
The Student Record Report is a complete record of the books the student
has read, including quiz scores.
Accelerated
Reader allows the teacher to assess whether or not a student has read a book. The program is not used to assess higher
order thinking skills, to teach or replace curriculum, to supersede the role of
the teacher, or to provide extrinsic reward.
Why can’t my child’s teacher just ask my child questions about her
book to determine comprehension?
Our students utilize the Trussville Public Library, the Paine
Intermediate Library, individual classroom libraries, home libraries, and
purchase books through book fairs and local bookstores. Our teachers have read intermediate level and
young adult literature extensively, but they are unable to read every book that
our students choose to read. Teachers
would not always be able to conference and question students on every
book.
What are the independent reading requirements for students at
Paine Intermediate?
At
the beginning of every trimester, each teacher meets with individual students
to set goals. Together, the student and
teacher determine how many points the student should strive to achieve. This goal is based on various pieces of data
that may include the STAR report, teacher observation, student motivation,
student ability, home support, and the amount of time a student is able to read
during the school day. They also
determine a reading level range based on data, teacher observation, and student
input. The student is expected to
achieve all 3 goals recommended by Renaissance: score at least 80% on quizzes,
accumulate all individual points, and read books on their level.
How much independent reading are students asked to do?
Most students are expected to read independently each morning from
8:15 until 8:45 or in the afternoon from 2:15 until 2:45. However, struggling students work with the
teacher during this time in a small group on specific reading skills like
comprehension, fluency, or phonics. Some
students may receive math intervention during this time. These students do not have those thirty
minutes to read independently, so it is even more important that they have an
adult to read with nightly. All students
are expected to read at home each night for a minimum of 20 minutes.
Why are Paine Intermediate students encouraged to read so
much? Why is independent reading so
important?
Reading is a skill. The
more you use a skill, the better you become at that skill. The less you use it, the more difficult it
is. Just like basketball, a player can
have an effective coach who demonstrates each basketball skill, but unless the
player actually practices those skills, he will not improve. The same is true of reading. The research is
clear:
·
Students who read the most
also have the most success in reading between second grade and fifth grade.
·
Reading independently for
an extended period helps the reader develop the stamina needed to sustain the
necessary attention to persevere with challenging text and to comprehend that
text.
·
Engaging in independent
reading impacts vocabulary, spelling, writing, and language skills.
Is there such a thing as too much reading?
All students need a balanced curriculum that includes math,
science, social studies, language skills, writing, technology, physical
education, arts education, reading skills instruction, and time for practicing
and developing reading and writing. A
balanced curriculum is an expectation at Paine Intermediate, and it is what
makes school interesting, fun, and engaging.
A balance is important in everything we do in life. We want students to balance schoolwork,
extracurricular activities, television viewing, computer time, family time,
sports and playing. All of these activities
contribute to a well-rounded child. We
have never witnessed a child who has overdosed on reading. We do occasionally have students whose lives
are consumed by sports, Facebook, or television.
Do all students have success using AR?
Approximately 90% of our students read independently and
successfully test using AR without any type of intervention by the
teacher. The other 10% require
intervention, rigorous encouragement, or closer supervision by the teacher,
parent, or other adult in our building.
Why do some students have difficulties taking AR tests?
Typically, there are two reasons that students have difficulties
taking AR tests. Occasionally, some
struggling readers choose books that are too difficult. Students are encouraged to choose their own
books, but occasionally the teacher must intervene and help the student choose
books that are on the appropriate level. The other reason is that some students
do not necessarily struggle to read; they do not want to read. We call these students, "reluctant
readers." Reluctant readers have
difficulties finding books that they want to read. They often abandon the book before completing
it or will take a test before they have completed the book.
What is the school doing to help those struggling readers and
reluctant readers?
All students are assessed to determine their reading growth using
multiple tools by the classroom teachers.
Every student who struggles and is reading below grade level receives
intensive, focused, small-group instruction during reading intervention. This is in addition to the regular reading
curriculum. Students who need even more
intervention attend learning labs.
Learning labs utilize teachers who are specially trained to work with
students who struggle or need a smaller
group setting. There are at least two
adults in the learning labs to assist individual students. Additionally, strugglers have access to an
online reading program that they utilize both at school and at home. Every teaching assistant in the building
reads with small groups of reluctant readers or with individuals before school
or during intervention. Volunteers
regularly read with individual students here at school. Throughout the year book clubs are formed for
students to read and discuss with other students who share interests like
horses, sports, or particular reading series.
Teachers look at individual students' data throughout the year
during data meetings. Suggestions are
brainstormed during these meetings that may help students who are not
succeeding like they should. Students who have serious difficulties and who are
not making the expected progress are provided additional intervention. If the interventions are not successful, other
recommendations may be made including further testing to help determine the
cause of the problems.
Teachers meet regularly (weekly or more) to design reading and
writing lessons and to share ideas and strategies for teaching reading. During these sessions, teachers determine
ways to help all of our students read and succeed. They bring their students’ work and examine
the work to assess levels of achievement and engagement. Lessons are redesigned based on the
achievement and engagement data.
Teachers, the reading coach, media specialist, counselors and
administrators regularly conference with students and parents to offer support
and suggestions.
What are the main complaints of parents about AR?
There are various reasons why parents complain about the use of
AR. Again, 90% of our students require
very little support from home to complete independent reading and AR
goals. However, for the parents of
reluctant readers, getting their children to read at home can be challenging. It takes extra effort to get the child to
read, and oftentimes, students who are reluctant to read are reluctant to
complete other homework. Some households
are overwhelmed with family illnesses, financial woes, etc. Getting their children to read understandably
takes a back seat. We hope that these
families will let the teacher know so that we can provide additional support
and understanding at school. The parents
of struggling readers may not know how to help their child. It can be frustrating for the parent of a
struggling reader to listen to them read aloud.
Why do teachers at Paine Intermediate believe that AR is such a
useful tool?
Our students who read appropriate level books each day achieve at
a much higher level than students who read a minimal amount. Each year teachers see miracles occur when
students find that "just right" book that hooks them as lifelong
readers. We have dozens of examples of students
who were struggling and not reading who began reading, and their achievement
soared. One example of this
transformation is "Joe," (not his real name) a former fifth grader at
Paine Intermediate. Throughout third
grade, Joe struggled as a reader. He did
not like to read and struggled to meet minimum requirements. Joe also disliked school, and had behavior
problems. He finished the year below
grade level according to his STAR report.
At the beginning of fourth grade, Joe exhibited the same patterns of
behavior. His teacher continued to work
with Joe, encouraging him to find just the right book. She solicited the help of a parent volunteer
who read multiple times per week with Joe during intervention. Joe was quite capable of reading; he just
wouldn't do it on his own. After a few
weeks of this intensive support, Joe found that perfect book that hooked him as
a reader. By the end of fourth grade,
Joe scored at a ninth grade reading level on his STAR report and 96% in reading
on the SAT. Joe's behavior problems
disappeared, too!
Reading is necessary if we want our students to become skilled,
lifelong learners. AR is a way to ensure
that our students really do read. Why
wouldn't we use this tool?
My child prefers reading magazines. Why is it important for him to read
novels?
Reading a novel challenges a reader to organize their thoughts
around multiple characters, settings, plots, motives, etc. The reader must use multiple comprehension
skills (that our teachers all teach) in order to understand, make meaning out
of new ideas, and to connect to prior knowledge. Comprehension skills are taught daily in
reading, language, science, social studies, music, art, technology, and
counseling classes. In all these
classes, students are asked to engage in strategic reading - to read for an
intellectual or arresting purpose. They
receive explicit instruction in how to underline or take notes or reread
portions of text in order to support interpretation or clarify meaning. The teachers model exactly how to use these
comprehension skills, provide support as they gradually give students opportunities
to try out the skills, and then ask them to apply them to articles and books
independently.
There are multiple occasions and opportunities for reading picture
books or nonfiction for different purposes. However, for sustained, silent
reading, getting into a great novel provides the greatest opportunity for
practicing comprehension skills and holding students' attention spans.
My child just doesn't like to read. What can a parent do to help?
The best time to begin to raise a reader is in infancy. Reading aloud to infants and young children
develops a positive attitude about books and reading, develops vocabulary and
content knowledge, develops a longer attention span, and increases the chances
that the child will succeed in school.
However, it is never too late to help your child become a reader! If your child isn't already an avid reader,
it will take some extra effort. But it
can and will happen! Ask yourself these
questions.
·
As an adult, do I model
reading for my child? Does he see me reading on a regular basis? Do I share books that I am reading with my
child? Do I talk to my child and answer
his questions? Do I read aloud to my
child? (Your child is NOT too old to
enjoy a read-aloud with their parent.)
·
At night when it is time for
my child to read, what is going on in the home?
Do I tell my child to go to his room and read while I sit in front of
the television? Am I sending the message
to my child that reading is a punishment just for school children? Is he getting the message that reading isn't
a satisfying activity and that when he becomes an adult he will no longer have
to read?
·
If my child is a struggling
reader, do I ask him to read independently, without my assistance? (Students who struggle with fluency need to
read aloud to an adult every night.
That adult needs to correct errors and model fluent reading for the
child. Students who struggle to
comprehend what they are reading need to read aloud to an adult every night,
too. The adult and child need to read a
short section, clarify any unknown word meanings, answer any questions the
child may have, and summarize the section together before moving on to another
section. Teachers sometimes have students use sticky notes to write brief
summaries at the end of each chapter, placing the sticky notes at the end of
each chapter. The student then re-reads the sticky notes to refresh his
memory before taking the AR test. These
strategies can help emerging readers organize their thoughts and comprehend the
text.)
·
What is my attitude about
helping my child read? Do I encourage my
child and make our time together pleasant?
Simply put,
·
Condition your child to
associate reading with pleasure.
·
Talk to your child and
create background knowledge. The less we
know about a subject, the slower we read and the less we understand.
·
Be a reading role model.
If you are having problems helping your child become an
independent reader, please contact your child's teacher or our reading coach, Kelly
McGough. We want to help every child succeed.
So, what's the big deal about AR?
Good
question. It isn't a big deal. AR is used at our school exclusively as a
tool to determine if students are reading the books they hold in front of
themselves each morning and if they actually understand what they read. AR is not our reading program. AR accounts for only 30% of a child's grade
each twelve weeks. AR is not a
teaching tool. It is merely an
assessment and accountability tool. The majority of our students do their
homework each night (read nightly) and spend the 30 minutes of classroom
intervention engaged in their independent reading so their goals are met. We work very
hard to provide support for our strugglers and for our reluctant readers. We expect all of our students to work hard, too!
"Good
is the enemy of great. Greatness is not
a function of circumstance. Greatness,
it turns out, is largely a matter of conscious choice, and discipline."
Jim
Collins author of Good to Great
According to Jim Trelease, author of The Read-Aloud Handbook:
The more
you read, the better you get at it; the better you get at it, the more you like
it; and the more you like it, the more
you do it. And the more you read, the
more you know; and the more you know, the smarter you grow.
