The Key to Success:The Key to Success:Ensuring Students Do WellEnsuring Students Do Well

On Reading Practice QuizzesOn Reading Practice Quizzes

Success on Reading Practice Success on Reading Practice QuizzesQuizzes

Averaging 85% correct shows Averaging 85% correct shows comprehension of books read and leads to comprehension of books read and leads to reading growthreading growth

Averaging 90% and above leads to even Averaging 90% and above leads to even greater growthgreater growth

YOU are the essential element in a YOU are the essential element in a student’s successstudent’s success

Start with Book SelectionStart with Book Selection

Guide students to books in their ZPD (book-Guide students to books in their ZPD (book-level range appropriate for reading abilitylevel range appropriate for reading ability– Check Interest Level, too!Check Interest Level, too!

Get to know your students and help them Get to know your students and help them find books that build on their interestsfind books that build on their interests

Remember, non-fiction reading has its own Remember, non-fiction reading has its own set of skills that must be taughtset of skills that must be taught

Monitor Reading PracticeMonitor Reading Practice

Status-of-the-ClassStatus-of-the-Class– Ensures one-on-one interaction with each Ensures one-on-one interaction with each

studentstudent– Chance to check reading logsChance to check reading logs– Discuss how they’re doing with the current bookDiscuss how they’re doing with the current book– Address concerns BEFORE the student tries to Address concerns BEFORE the student tries to

take a quiztake a quiz

Review Key ReportsReview Key Reports

TOPS – check how the student performed TOPS – check how the student performed on each quizon each quiz

Student Record – see details of students’ Student Record – see details of students’ performance on every quiz performance on every quiz

Diagnostic – monitor how the class is doing Diagnostic – monitor how the class is doing and identify who needs helpand identify who needs help– Look for diagnostic codesLook for diagnostic codes– Tailor lessons to those who need them rather Tailor lessons to those who need them rather

than the entire classthan the entire class

Intervene PromptlyIntervene Promptly

Take steps to help if a student:Take steps to help if a student:– Is clearly struggling with a bookIs clearly struggling with a book– Scores below 80% on a single quizScores below 80% on a single quiz– Averages below 85%Averages below 85%

Talk to your students to identify what’s Talk to your students to identify what’s causing the problem then use your causing the problem then use your professional judgment for interventionprofessional judgment for intervention

Take a Look at the Student’s BookTake a Look at the Student’s Book

Is the book too long?Is the book too long? Is the readability level too difficult?Is the readability level too difficult? Is it in a genre with unfamiliar conventions or Is it in a genre with unfamiliar conventions or

new to the student?new to the student? Does it deal with a subject or situation with Does it deal with a subject or situation with

which the student is unfamiliar?which the student is unfamiliar? Is the student just not interested in the Is the student just not interested in the

story?story?

Help with the Next Book ChoiceHelp with the Next Book Choice

If students struggle with a book, make sure If students struggle with a book, make sure they succeed with their next onethey succeed with their next one– Success is a powerful motivatorSuccess is a powerful motivator– So is failureSo is failure

Try shorter books FIRST, then try easier Try shorter books FIRST, then try easier books (lower book level)books (lower book level)

Look for high-interest books (hi/lo)Look for high-interest books (hi/lo)

Address Other Common ProblemsAddress Other Common Problems

Reads too fast (rushes to the end) or too Reads too fast (rushes to the end) or too slowly (forgets the early parts)slowly (forgets the early parts)

Student doesn’t recognize when s/he is Student doesn’t recognize when s/he is confused so fixing strategies aren’t appliedconfused so fixing strategies aren’t applied

Forgets or doesn’t know how to review a Forgets or doesn’t know how to review a book before quizzingbook before quizzing

Doesn’t quiz carefully (VGS: video game Doesn’t quiz carefully (VGS: video game syndrome)syndrome)

Provide InstructionProvide Instruction

Make sure students know to read carefully Make sure students know to read carefully and to try their best on EVERY quizand to try their best on EVERY quiz

Teach comprehension and vocabulary Teach comprehension and vocabulary strategies for successful readingstrategies for successful reading

Help with phonemic awareness, phonics, Help with phonemic awareness, phonics, and fluency as neededand fluency as needed

Target lessons to what the student needsTarget lessons to what the student needs

Common ProblemsCommon Problems

Student is reading a book (fiction) that’s too Student is reading a book (fiction) that’s too hard or too longhard or too long– Have student do “Read With” to finish the bookHave student do “Read With” to finish the book– Guide student in selecting shorter book next Guide student in selecting shorter book next

timetime– If a shorter book is still too hard, have student If a shorter book is still too hard, have student

try a lower reading leveltry a lower reading level

Common ProblemsCommon Problems

Student reads too quickly and often rushes Student reads too quickly and often rushes through the last chapters of the bookthrough the last chapters of the book– Have the student re-read the parts of the book Have the student re-read the parts of the book

s/he’s forgottens/he’s forgotten– Teach the student to jot down brief notes on Teach the student to jot down brief notes on

each chapter before taking a quizeach chapter before taking a quiz Don’t forget to teach note-taking/outlining skillsDon’t forget to teach note-taking/outlining skills Don’t assume the student knows how to pick up on Don’t assume the student knows how to pick up on

key points/words, plot, characters, setting changes, key points/words, plot, characters, setting changes, etc.etc.

Common ProblemsCommon Problems

Student is struggling with a non-fiction bookStudent is struggling with a non-fiction book– Teach strategies for reading non-fictionTeach strategies for reading non-fiction

PreviewingPreviewing OutliningOutlining SkimmingSkimming SummarizingSummarizing

– Before quizzing, have student use strategies to Before quizzing, have student use strategies to review main ideasreview main ideas

– Guide student in selecting a shorter or easier Guide student in selecting a shorter or easier non-fiction book next timenon-fiction book next time

Common ProblemsCommon Problems Student has trouble or is not careful taking AR Student has trouble or is not careful taking AR

quizzesquizzes– Watch student take a few quizzesWatch student take a few quizzes

Going too fast?Going too fast? Not reading all choices before making a selection?Not reading all choices before making a selection? Clicking answers by accidentClicking answers by accident

– Give guidance and instruction as neededGive guidance and instruction as needed– Emphasize the importance of slowing down and testing Emphasize the importance of slowing down and testing

carefullycarefully Don’t assume your student knows how to take a computer-Don’t assume your student knows how to take a computer-

generated quizgenerated quiz Don’t assume the fine motor skills necessary for mouse Don’t assume the fine motor skills necessary for mouse

manipulation are theremanipulation are there

Common ProblemsCommon Problems

Student is not successful in his/her reading Student is not successful in his/her reading practice (average drops below 85%) in spite practice (average drops below 85%) in spite of all of the above suggestionsof all of the above suggestions– Re-evaluate student’s ZPDRe-evaluate student’s ZPD– Work with student to identify problems with Work with student to identify problems with

basic reading skillsbasic reading skills– Provide targeted instruction as needed in Provide targeted instruction as needed in

comprehension, vocabulary, fluency, phonics, comprehension, vocabulary, fluency, phonics, and phonemic awarenessand phonemic awareness