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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?____________________________________________________________________________________________________________________________________________________________________________________________________________

A sixth grader has a ZPD of 2.2-3.6. He, too, reads Welvaerts book and scores 100%. How would you direct this student?____________________________________________________________________________________________________________________________________________________________________________________________________________Scenario 2 Grade 6Melissa is a sixth-grader. Her ZPD range is 3.2-5.0. She has been reading the Harry Potter books that all her friends are reading. Her scores on the quizzes for these books have been 60% to 70%. What would you do with this student to facilitate high quality comprehension? __________________________________________________________________________________________________________________________________

Ebony is a sixth-grader. Her ZPD range is 5.0-7.0. She has been reading the Harry Potter books that all her friends are reading. Her scores on the quizzes for these books have been 60% to 70%. What would you do with this student to facilitate high quality comprehension?__________________________________________________________________________________________________________________________________

Scenario 3

Grade 6 Aaron is a special needs student in the sixth grade. He has just begun reading independently and is very excited about it. He picks out two or three books from the classroom library every day, reading some of them in class and some at home. Some books are at the bottom of his ZPD range, some are at the top of his ZPD range. His teacher isnt sure which ones he is reading on his own and which ones his parents are reading to him. However, he likes to quiz on all the books. His average is 73%. What would you do with this student to facilitate high comprehension? _____________________________________________________________ _____________________________________________________________

Scenario 4Grade 6Derrick is in the sixth grade. His ZPD range is 4.5-8.0. His scores on AR quizzes vary considerably. Sometimes he achieves 100 %; other times, 20%. Occasionally he has taken two quizzes, one right after the other. What would you do with this student to facilitate high comprehension? Is there any information you need to best answer this question?__________________________________________________________________________________________________________________________________________________________________________________________

Scenario 5Grade 6Sylvia is a sixth grader. Her ZPD range is 1.7-2.0. She loves to read stories. She has just finished reading Amelia Bedelia (BL 2.2) and scored 70% on the quiz. What would you do to ensure success with her next book? Be as specific as possible.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Ways to InterveneDuring ReadingLet struggling student try a different book(a better fit for their ZPD)Encourage visualization (make a movie in your head)Encourage student to slow down, reread, or read ahead when confusedAsk student to make predictions about what might happen next

33Emphasize with teachers that its okay for students to stop reading a book if its too hard or they simply dont like it. This is a normal reading behavior. If a particular student has a hard time finishing anything, they might bargain with the studentto read 10 pages, for example, before deciding to drop the book.Visualization is a fundamental strategy that good readers employ without thinking about it. Struggling readers, however, usually need to be instructed to do this, and need to be supported with conversational questions.Slowing down, rereading, and reading ahead when confused are called fix-up strategies. Struggling readers often think they are the only ones who get confused when reading. They need to be told that even the best readers use these strategies.Refer teachers to the power lessons in their handout packet called Visualizing and Self-Correction Strategies. Making predictions about what might happen next helps students consolidate what theyve read so far and gets them ready to read on. It helps set a purpose for reading.Emphasize that teachers need to model reading strategies for their studentsa number of times. Teachers can do this as part of a power lesson. They also can reinforce strategies by occasionally pausing and thinking aloud when they read to students.

Ensure SuccessWith Next BookGuide to a shorter bookIf still too hard, try a lower book levelHelp student find a book she is highly interested in reading34Shorter before easier is our general guideline.If a student is very interested in a book, her comprehension is likely to be better.If the Renaissance Place preference to show missed questions is turned on, students can write the number of the missed questions on their TOPS Reports. If you see a pattern that the student is consistently missing questions at the beginning of a book, check to see how long the book is and how long it is taking the student to complete a book before quizzing. When reading long books, a student may need to briefly retell the story as he reads it in order to remember relevant details. If the student consistently misses questions at the end of the book, check to see if she is finishing the book so rapidly that she is missing important elements. In this case, encourage the student to monitor her pace. Check her understanding informally before she quizzes.SupportNonfiction ReadingHelp student use a prior-knowledge chartPreview the book with the studentTeach RCW strategyRead a few pagesClose your bookWrite what you remember35Nonfiction poses problems for many students. These can be overcome with explicit instruction on comprehension strategies.A prior-knowledge chart helps students identify what they already know about a topic and anticipate what they might learn. (This is sometimes referred to as KWL, which stands for, What do I know? What do I want to find out? and What have I learned? Refer teachers to the power lesson in their handout packet called Using Prior Knowledge.As mentioned earlier, previewing involves reading the front and back covers, the table of contents, and the chapter headings and looking over the graphics to get a sense of what the book is about, to stimulate prior knowledge, and to anticipate what will be learned. Teachers can explain to younger students that previewing makes their brain cells sticky.RCW stands for Read a Few Pages, Close Your Book, Write What You Remember. Direct teachers to the reproducible form in their handout packet. It can be used in a couple of different ways. Teachers can make bookmarks, or they can make little notebooks with the form as a cover stapled to blank pieces of paper the same size. The RCW strategy helps a student summarize small sections of text and assists recall. Points: Length, Not ValueBased on word count (text difficulty also factored in)Indicate how much practice a student has done Not associated with how good a book isNumber of points earned represents time on task engaged time

36This slide explains the relationship between points, length, and time.Explain that we use points to measure how much reading students have done. For example, because Executive Orders is so much longer than Macbeth, it will take a lot longer for a student to read it. Points are not a reflection of value. In other words, we dont mean to imply that Tom Clancys book is better or more worthwhile to read than Shakespeares play.Refer attendees to the pages in the Getting Results guide that explain points, book level, and interest level (pp. 7-9).You might compare ARs point system to the one used by Weight Watchers. Or to Frequent Flyer miles. Participants dont compete for points. Rather points measure something. In the case of Weight Watchers, its calories. In the case of Frequent Flyer miles, its distance traveled. In AR, its books read.Key Points to NoteManage practice but not too rigidly:Have students keep reading logsCheck in with students every day while they readAnalyze data on reportsMake adjustments as neededPromote self-efficacy, social interaction, and autonomy

37Have attendees record these notes in their AR to Go booklet under the third secret. Also have them record any Ah-has.Review 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. H38Correct 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 only take the STAR Test no more than three times a year.9. The teachers job during Independent Reading time is to silently model reading for his/her students.39Correct 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.Professional DevelopmentCohort A Session #: 921714-956Prof. dev. #: 200Topic/Description: 14, 26, 33Session outcome: 1Focal point: 1Hours: 6.0

Professional DevelopmentCohort B Session #: 921714-874Prof. dev. #: 200Topic/Description: 14, 26, 33Session outcome: 1Focal point: 1Hours: 6.0

Professional DevelopmentCohort C Session #: 921714-875Prof. dev. #: 200Topic/Description: 14, 26, 33Session outcome: 1Focal point: 1Hours: 6.0

Professional DevelopmentCohort DSession #: 921714-876Prof. dev. #: 200Topic/Description: 14, 26, 33Session outcome: 1Focal point: 1Hours: 6.0