Accelerated ReaderAccelerated Reader

BASICS BASICS AND BEST AND BEST

PRACTICESPRACTICES

What is Accelerated Reader?What is Accelerated Reader?

Since 1986, it has been a widely used tool across the United States to motivate and monitor student’s reading.Today it is used in over 60,000 schools by over 500,000 teachers and educators.It collects extensive amounts of data on student reading behavior.It allows opportunities for POWERFUL personalized reading practice.It is a program that research has proven to be successful in increasing student achievement in reading.

WHAT THE WHAT THE RESEARCH RESEARCH

SAYS?SAYS?

In a nutshell…...In a nutshell…...

The purpose of the Accelerated Reader program is to encourage students to select appropriate books for their reading level and increase their reading level while enjoying themselves.

How Accelerated Reader works:How Accelerated Reader works:Key ComponentsKey Components

• STAR TESTING Students are tested for the reading level using this test. The results are the ZPD range. No more than 3 times a year

• BOOK LIST Over 110,000 tests available Access to titles through ARBOOKFIND.COM

• QUIZZES Computer-based Accountability-time on task Establishes comprehension

• POINTS ON COMPUTER Incentives Tracking student performance

The ProgramThe Program

The Library is equipped with AR books, designated with labels that include Reading Level and points for each book.

Label Example

Computers in the library & classrooms are equipped with the AR which has quizzes for the designated books.

The Librarian serves as the administrator of the program and co-monitors the program with teachers and students.

An incentive program is implemented for students to be rewarded with.

AR

BL 1.5

0.5 PTS

Any program needs to be properly implemented and monitored in order to succeed. Anything less results in

disappointment.

Using the Program…..Using the Program…..1. In September every student is assessed using the STAR

Reading Test during the computer lab time.2. Teachers receive 2 copies of the STAR report; (1 for parent

& 1 for teachers record)3. Goals are set using the ZPD and the Goal-Setting Chart.4. Students are required to memorize their ZPD.5. Using the ZPD range-students check out designated library

books that fall within their range. *It is important to remain within the range. Going below

the range will not result in improvement. Students going above their ZPD range should be monitored.

6. Student reads the book.

Cont’d:Cont’d:

7. Once the student finishes reading the book, he/she takes a quiz on the computer in the classroom or library.

8. Students can test any time during school hours : Mon-Fri. (8:00 – 3:30)

9. Student writes information on student reading log. Student & teacher review results.

10. In order for the program to be effective, student reading logs should be closely monitored.

STAR: STAR: Standardized Test for Assessment of Standardized Test for Assessment of

ReadingReading• A computer-based reading assessment• Normed against 60,000 students• Takes 10 minutes• Uses adaptive branching: the questions get more difficult

as the student answers them.• Instant statistical report with data• Data that includes ZPD (Zone of Proximal Development)

range, recommendations, grade level, (IR) Instructional Reading Level, Grade Equivalent (G.E.), and Percentile Ranking (PR)

• Entire class tested at once• No two tests are alike• Assessment given at the beginning and end of school year

to determine reading growth.

Diagnostic ReportDiagnostic Report

WHAT DOES IT MEAN?WHAT DOES IT MEAN?

• ZPD – Zone of Proximal Development

Independent readability level range.

• GE – Grade Equivalent

• PR – Percentile Rank – Normed with students nationally

• IRL – Instructional Reading Level

ZONE OF PROXIMAL ZONE OF PROXIMAL DEVELOPMENT (ZPD)DEVELOPMENT (ZPD)

• A range of readability levels from which a student selects books to read. It is a range that is neither too hard or too easy wherein students can experience optimal growth. Based on the STAR test. Students should memorize their ZPD. Quiz averages of at least 85% indicate students

are reading in their zone. Used to set individual personalized point goals. May need to be adjusted

How does it work?How does it work?• TWI-Read To, Read With or Read

Independently

• MIMI:

• Motivation

• Instruction

• MonitoringDiagnosis

• Intervention

TWI-TWI-Read To, Read With or Read To, Read With or

Read IndependentlyRead Independently

• Single most important part of AR formula

• Suggested 60 minutes a day.

• Read To: Read aloud• Read With: Alternate

reading, choral or echo reading, book buddy, etc.

• Read Independently: Allow children time to read on their own

When do I TWI?

Look at your daily schedule Implement a DEAR time Before the bell rings. (last 15

minutes of school day) Before or after lunch time (10

minutes) Before school starts, while

students wait for teacher to arrive. Use mini-lesson to practice

reading. Encourage students to read when

they finish their work.

What about instruction?What about instruction?• Plan for TWI

Set aside time or Integrate with other subjects. Combine Reading & Language Arts. Design mini-lessons.

• Teach students how to be selective Teach students at the beginning of the school year how

to select books. Train students how to utilize their time. Set procedures for students to follow.

• Create activities Create activities where students share experiences. Paired reading activities. Create reading contracts.

• DEAR- Drop Everything and Read

MonitoringMonitoring

• Take Status of the Class• Review Reading Log as often as possible.• Question students about books.• Make sure students know their ZPD range and select

books accordingly.• Compliment students.• Avoid negative attitudes when students do not

progress at a fast pace.• Monitor quiz taking.• Communicate with parents.

• *If monitoring exists, then students are held responsible for their actions.

MotivationMotivation• Create “Cycles of Success”

• Set Goals

• Reward Extrinsically/Intrinsically

• Model

• Provide support and enthusiasm

• Use the TOPS (Three Opportunities to Praise) Report

InterventionsInterventionsConsult reports

providedReevaluate strategies

in placeReview with Librarian

other options to help student

Reports:Reports:What to do with all the reports?What to do with all the reports?

• TOPS report

• Student reading log

• Student Record Report

• Student Summary Report

• At-Risk Reports

• Run reports weekly

• Marking Period Awards

TOPS REPORTTOPS REPORT(Three (Three

Opportunities to Opportunities to praise student)praise student)

THREE PARTS:

Current Test

Marking Period Progress

School Year Summary

Student Reading LogStudent Reading Log• Every student should be

held accountable for their Reading Log

• Students document the book read, level, pts and how they have read the book.

• There is a section for teacher initial and notes.

• Documentation should be done every time a student takes a test.

• It should be easily accessible so students can have it whenever they take a quiz.

• Help monitors progress.

AR Reading LogAR Reading Log

ACCELERATED READER READING LOGNAME________________________________ZPD_________________POINTS GOAL_______

DATETITLE BOOK

LEVEL%

CORRECT

TEACHER’S INITIALS

STUDENT RECORD REPORT

You can choose to not have these options printed on the report

You can choose to leave these off the report, also.

Diagnostic Diagnostic ReportReport

• Provides detailed information on each student.

• Includes: At risk codes (defined) Tests passed Tests taken Avg % right Points earned Points possible Average reading level

• The points earned column also includes trouble value

• Provides complete classroom information

DIAGNOSTIC REPORT

Teacher’s Role:Teacher’s Role:• To provide MIMI: motivation,

instruction, monitor, and intervention• To implement program to achieve

success.• Management• Encourage• Role Model• High expectations• Utilize reports to provide success• Prepare students to participate in

program• Work together with students & staff

Classroom teacher is the key to success.

Librarian’s RoleLibrarian’s Role

• To administer program• To provide up to date and

current books & quizzes.• To provide incentives• To serve as a reading liaison

for teachers and students• Provide suggestions to

solve problems regarding students’ progress.

• To motivate• To provide up-to-date

workshops or staff development on AR information.

Parent’s RoleParent’s Role• Encourage child to read daily.

• If the book is short, have them read it several times.

• Ask questions about the story or have them make up questions for you.

• Read stories to them.

• Let them see you reading to model the importance of everyday reading.

• Praise them for completing books, reaching goals, earning ribbons, and READING.

• Encourage them to stay within their reading range level (ZPD) in order to make the most gains in reading.

• Encourage them to maintain their Reading Log.

• Most importantly: INFLUENCE THEM TO ENJOY READING AND BECOME BETTER READERS.

Ultimate Goals:Ultimate Goals:To instill the lifelong love of Reading

in studentsTo help them become independent,

successful and productive readers in our society

Last bit of advice:Familiarize yourself with the

Accelerated Reading ProgramTeachers + students+ Librarians+

staff+ parent = SUCCESS

PRACTICE USING THE PRACTICE USING THE PROGRAMPROGRAM

• EXERCISES ON PAGES 1 – 4

• IN APPENDIX Enter Monitor Password Find your students’ names and passwords. View and customize STAR Reports. Take a Reading Practice Quiz Edit Quiz Information and Preview a Quiz. Select marking periods and set student Goals View and Print Reports Using Home Connect.