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WELCOME CLEVELAND MUNICIPAL SCHOOL DISTRICT LITERACY BLOCK INCORPORATING AR CLAIRE HAYES ELA SUPERVISOR K-8 CAROLE TAYLOR LITERACY COACH K-8. Ground Rules…. Take care of your needs Cell phones on vibrate or off Listen respectfully to others Active participation - PowerPoint PPT Presentation

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WELCOMECLEVELAND MUNICIPAL SCHOOL DISTRICT

LITERACY BLOCK INCORPORATING AR

CLAIRE HAYES ELA SUPERVISOR K-8CAROLE TAYLOR LITERACY COACH K-8

Ground Rules.Take care of your needsCell phones on vibrate or offListen respectfully to othersActive participationDont be afraid to ask.Parking LotHave FUN!!!Anticipation Guide True or False? The most important information to monitor is the number of points each student earns.Its a good idea to review the AR Diagnostic Report every week.Students with a low average percent correct on Quizzes, and low number of points earned, may need help finding appropriate books. Students with an average percent correct on two AR Quizzes greater than 90%, need to read harder books.Students with an average percent correct on AR Quizzes lower than 85% need your help. H3Correct answers are: (1) FalseAverage percent correct is most important. (2) True, (3) True.6. Dont help students as they read. Wait until after the quiz.Use the Student Record Report to analyze an individual students reading practice.8. Students can take AR Quizzes once a week, together as a class.9. The teachers job during Independent Reading time is to silently model reading for his/her students.4Correct answers are (1) FalseIts best if students maintain high averages. (2) True. (3) FalseIntervention is most effective while the student is actively reading. (4) True. (5) False (6) True (7)True (8)False, discuss (9) FalseThe following is a brief overview of the OAT outcomes for students in the Cleveland Metropolitan School District who participated in Accelerated Reader. The analyses were based on the test results for 15,051 students for whom we had OAT scores in both 2007-2008 and 2008-2009. These divided nearly equally into students who had used Accelerated Reader (7,753) and students who had not used Accelerated Reader (7,514).

To make a comparison, students were mathematically paired based on their 2007-2008 OAT scores in Reading. These like students who used Accelerated Reader, scored, on average, 3.76 points higher on the 2008-2009 Reading OAT than their peers who had not participated in Accelerated Reader.Effect of Accelerated Reader on OAT scores5Claire will contribute scores from Miles

Differences in OAT scores could be directly attributed to the number of books on which students had completed Accelerated Reader quizzes. For each completed book and quiz, reading scores increased, on average, by .147 points.The difference in scores observed for students who participated in Accelerated Reader raised the average scaled score in Reading on the OAT for the District by nearly 2 scaled points. - Dr. Russell Brown, July 2009 CMSD Senior Executive, Research & Assessment7NOTE: SCORES ON THE ACCELERATED READER QUIZZES WERE NOT FACTORED INTO THESE RESULTS.

Miles Data

Two grade 4 classroomsBoth teachers use AR best practices (35Z90) students quiz average is 87%4th grade students have read 1300 books December 2009 Reading Benchmark Test results for 4th grade: 25/38 students scored 400+In grades 3, 5, 6, 7 & 8 only 7-11 in each grade level scored 400+ (e.g. 11/41 eighth graders scored 400+)These teachers use AR with their students, but not the Best Practices model (35Z90).

Primary Goals

Enable students to practice at a personalized level and paceAccelerate growth in reading abilityFoster a love of reading in all studentsImprove test scores

9Point out that our primary goal is to accelerate reading growth. We do this by enabling effective reading practice. AR software gives teachers a continuous stream of information about their students performance with books the students choose themselves. In this way, teachers can better plan instruction and guide student practice.This, in turn, leads to success, and success means higher achievement and a positive attitude toward reading.AR also introduces students to the wonderful world of books.

10Handout see folderGOAL SETTING CHART

See handout

Goal setting chart11Most Important Data to MonitorQuality: Average percent correct on Reading Practice Quizzes for books in ZPDThe goal is for students to average 90% or betterDid student reach his/her goal? Focus on reaching goal, not number of points

12Remind teachers of the key data that they will want to monitor.Diagnostic ReportProvides a snapshot of every student and the class as a wholeIdentifies students having troubleReview weeklyH

13Explain that the Diagnostic Report provides all of this data.If teachers arent speaking to every student in the class every day, its especially important that they routinely monitor the Diagnostic Report. The Diagnostic Report will alert teachers to students having trouble. Pass out reports.

14Diagnostic Report key points:Provides a snapshot of every student and the class as a wholeIdentifies students having troubleReview weeklyCheck Diagnostic Codes

Letter codes indicate at riskNo quizzes taken during period (A)Low average percent correct (B, C)Low average percent correct, but high points (E, F)15Priorities for working on diagnostic codes are to (1) eliminate A codes, and (2) work toward increasing average percent correct to 85% or higher.You may not want to spend much time explaining engaged time to attendees if they are new to AR. If they ask about this piece of data, explain that it is an estimate of the amount of time a student has been actively engaged in reading practice, NOT the amount of time scheduled for reading by the teacher. The software considers the number of points a student has earned to be evidence of how much the student has read. The software then compares that number to what we can expect a student of the same reading ability to earn.For example, Devin Brown has a GE of 4.5. (This is not on this report. We know his GE because he was tested with STAR.) Our research data tells us that if a student is reading at this level, it takes him, on average, 93.75 minutes to earn one point. Devon has earned 30.6 points in this marking period. Thus we estimate he has read a total of 2668.75 minutes (93.75 x 30.6). If we divide that number by the 45 days in the marking period, we estimate he has read 63.75 minutes a day, which is rounded to 63.8.Other Key DataQuantity/Quality: Did student earn number of points set as his/her goal? Recognize students who earned 80%-100% of goalLevel: Average level of books read must be appropriate for individual students ZPD16Points earned depends on %, REMEMBER if student scores 60% or lower, they get NO pointshigher %, more pointsShows comprehension of books readLeads to reading growthmore growth with averages of 90% and higher35Z90High AveragePercent Correct 17Make in-school practicea priorityEnlist the support of your principalIncorporate reading practice into the literacy blockUpper grades: Include AR books for content area subjects, using their ZPD18Principals are aware of the 35Z90 plan. They received training in August and know that it is highly recommended to schedule time for practice.Focus On What MattersPAIR SHARE19What matters most concerning students independent reading?The Literacy Block IncorporatingAccelerated Reader (AR)Kindergarten Grade 8 I. Explicit Teaching a 15-20 minute focused power lesson on one strategy/skill.

II. K-8 SCHOOLS: 35Z90 Time students read text at their Zone of Proximal Development. Teachers monitor students reading practice

III. Wrap-Up (5 10 minutes). Students share examples of how they applied strategy/skill. HMini-LessonREADING PROCESS STANDARDApply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across content areas.4. Summarize the information in texts, recognizing important ideas and supporting details, and noting gaps or contradictions.Mini-Lesson to model GLISummarizing10-15 minutesText, Out of the Dust, by Karen HesseGraphic organizerStudents practice summarizing during independent readingPage 3-52235Z90 TimeRead your AR bookUse your hamburger organizer to summarize what you read.Be prepared to share.Part 3 Wrap-upSeveral students share what they wrote on graphic organizers.5-10 minutes

Getting AR books for your classroom!AR books are available on Ebay Type in class sets of Accelerated Reader booksBooks are organized by ZPDPrices are reasonable

25May not get toevery student every dayFirst: Students ready to take a quizSecond: Students starting new booksThird: Students continuing a book26Discuss why this order is important: You want to get students to the computer to take a quiz soon after they finish a book so that youre not testing their memory instead of comprehension. You want to confer with students before they select a book so that you ensure they make a good choice, and you want to make sure they dont have a lot of down time without a book.You might mention here that another category of students you will want to check in with frequently are those who have been scoring low on quizzes or otherwise need your support.Role Play Scenarios

1. work with others at your table2. have one person read the role play scenario3. discuss possible responses4. one person write a response(s)5. be prepared to share with larger group

H27Envelope per group, scenario. Scenario 1Grade 6A sixth grader has a ZPD of 2.2-3.6. He loves to read about animals, especially animals that live in the ocean. Right now hes struggling with Whales, by Scott Welvaert. The book is labeled BL 3.6. How would you help this student successfully read this nonfiction book?__________________________