Accelerated Reader Information

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.