AR

The Accelerated Reader program will be used as an assessment and motivational reading program to monitor independent reading and to encourage every child to develop a passion for reading. Positive motivation along with monitored student practice of reading skills will create lifelong learners who love to read. Each teacher will provide scheduled opportunities for independent reading (a minimum of 30 minutes per day) while guiding student practice through conferencing and monitoring individual reading plans. Success in the program will be defined as meeting or exceeding personal goals rather than child-to-child competition and be recognized with both tangible rewards and experienced based opportunities.

*Accelerated Reader test scores will not be averaged into the child’s reading grade at any age level at White Oak Elementary School.

Four Basic Principles of Accelerated Reader

1. Provide each child with the opportunity to practice their reading skills and provide instruction on skills as needed.

2. Students are to read independently within their appropriate level (ZPD) to achieve the greatest possible growth.

3. Students need to receive daily feedback on their reading.

4. Goal Setting must be done with input from both the teacher and individual student.

Grade Level Guidelines for Accelerated Reader at White Oak Elementary School

Kindergarten

1^st Nine Weeks : The students will be introduced to the wealth of all classroom books.

2^nd Nine Weeks : Using the presentation system or small group settings, the teacher will introduce the concept of testing the Accelerated Reading books by “walking” the students through the process of reading the book and taking a test. By the middle of the nine weeks (early November) the students will begin taking tests with guidance of their older (upper grade) reading buddy.

3^rd & 4^th Nine Weeks : By November kindergartners will be expected to complete one AR test per month, resulting in a minimum of 7 AR tests for the year.

· At the end of kindergarten year all tests taken will be “wiped out” to allow the students to reread the books independently the following year and retake the tests.

First Grade

1^ST Nine Weeks : Begin the year continuing with the kindergarten guidelines, but increase the expectation to a minimum of two books per month beginning in September and continuing throughout the year.

2^nd Nine Weeks : Through a mini lesson on the presentation system or small groups, introduce the concept of 85% average correct on total test taken.

3^rd & 4^th Nine Weeks : Introduce the concept of reading logs (emergent) and ZPDs. ZPDs are determined through teacher assessment and use of the STAR test component. STAR tests are only utilized for those students possessing a minimum of a 100-sight word vocabulary.

Second Grade

1^st Nine Weeks : At the beginning of the year the teacher utilizes various forms of assessment (including the STAR test) to determine each child’s individual ZPD. Teachers need to indicate the appropriate range on a card or bookmark that the child can carry with them to the media center, which will allow the media staff to guide the students in selection of appropriate books. Teachers will conduct mini lessons to review the concepts of ZPD and 85% correct. Throughout the first nine weeks students will be expected to take a minimum of 3 tests per month.

2^nd Nine Weeks : The teacher will introduce the concept of point goals. Using the point chart and the child’s ZPDs, the teacher and child will set individual goals implementing the student reading plan. Through mini lessons and individual conferencing, instruct the children in understanding their student reading plan and strategies for recording test results on their individual logs. As students become independent readers transition them into the established reading log. Individual conferencing will help ensure a successful transition to the log and guide them into taking more of an ownership in their own independent reading.

3^rd & 4^th Nine Weeks : Continue monitoring each child’s individual progress making adjustments in reading range (ZPD) or individual point goals as needed on the student reading plan. Teachers need to intervene when goals are unattainable in spite of the student’s best efforts. Possible strategies may include shortening the length of the book, encouraging the child to read on a lower level within their range, or modifying their point goal.

Third through Fifth Grades

Students complete the STAR test and additional reading assessments to determine an appropriate ZPD (reading range). The teacher will then meet with the child to set and record goals on their individual reading plan. Teachers will continue to monitor individual student progress through use of the established log and conferencing, making sure to uphold the 85% average on tests taken, the minimum book level average, and student point goals. Each nine weeks the teacher and student will meet to evaluate the individual progress and modify the plan as needed.