Thanks to all who responded.
Here are the questions I asked -
Please let me know if you are using either of these
programs strictly to reward students for reading or
are there grading scales in place to give students
grades?
Do you have any policies that will not allow a child
to fail just because he/she does not get enough points
or pass enough books for a grading period.
If you use a grading scale or point scale, please send
it to me. Please be sure to let me know the grade
level.
Do you only allow students to read books just on their
lexile level or reading level?
Paula
We are using AR in grades 2-10. I cannot speak for
the elementary
but in grades 6-12 AR is considered part of the
student's English or
language arts grades. The percentage varies from
10-20%,
Most of the teachers require at least two AR books
each quarter.
Students
may earn extra credit by reading a state award nominee
book.
The middle schoolers receive incentives as certain
percentages are
reached. Grades 6-12 can receive an incentive from me
if they score
80% or better on the test for one of the award nominee
books.
Students are encouraged to read at the lower end of
their reading
range and to move up as they succeed.
We had a lot of rebellion from the high school boys at
first, but after
the
first book, some of them actually like reading now.
We would like to switch to Reading Counts from
Scholastic because their
program offers so many things that AR does not.
However, we do not have the money as of yet.
My school decided years ago for this program
to work it
needed to
be flexable. The eighth grade students needed some
young adult type
books to
read. We have been purchasing the young adult state
books. Our eighth
grade
students don't work toward points, they are required
to read two books,
on or
around their level, and make a passing percentage.
When a student
selects a
book that is not AR they may read the book and then
make up ten
questions.
Then one of the adult faculity members will read the
book and make up
ten
questions. We then install a test for that book. Oh,
the students are
delighted they have made a test. I do try to work
with students in the
6th
and 7th grades that are not passing a test or not
taking test. Some
time
just a little one on one help with book selection
helps. Bottom line
is our
reading scores are improving. Our faculity is bonded
together to make
this
happen we are not depending on AR to do any more than
its part.
t=
o
disagree. Which ever side you are on, nothing posted
SEEMS to convice
us =
to
switch "sides". I have a proposal;
I am one who does not philosophically agree with
either Accelerated
Reade=
r
or Reading Counts for many of the reasons already
posted as well as
from
personal experience as a child reader. =
However, in reading the past threads I have modified
my stance. I
believ=
e =
that if I ever need to implement the program II can do
so in such a way
a=
s
to negate some of what I consider to be the negative
effects.
Specificall=
y
I have learned from those in favor of the program
that;
- if the program is implemented correctly the points
and prizes need
not
control the program,
- that students who are not already strong readers can
increase their
reading level, =
-and that using the program increases book
circulation.
Are there others who while they are still
philosphically opposed --
have
modified their view of these programs and if so in
what ways.
I also believe that some of you who are strong
proponents of the
programs=
have also modified your views/practices based upon
some of the
discussion=
.
Could we also hear from you about how your views have
changed.
I am in hopes that this will be a productive way to
continue the
discussion.
I too applaud the responses to AR. I wrote an article
several years ago
for Library Talk comparing AR and RC before we
started. I was starry
eyed then and now am experienced, but I still think
that AR is one of
the best things that has happened to our school and
library. WHY?
Because KIDS ARE READING and KIDS ARE TALKING ABOUT
BOOKS! WIth the
quizzes we can also check their comprehension which in
today's world of
passive TV and video games, kids are held accountable
for understanding
something. I find one of the biggest problems in
todays world (both
kids and adults) is that NO ONE THINKS or PAYS
ATTENTION!
Before AR, the books just 'went out for air' and we
hardly ever had
books renewed ... because they were not being read.
Yes, our
circulation has increased, but more importantly kids
are talking about
and sharing books. I have had a single copy of the all
of the Lemony
Snicket books on the shelves for over a year...and
just since Christmas
I have had a 4th grader start reading them...and the
phenomomen spread
so fast that I had to purchase 2 more sets! All
because the kids were
talking about them!!!! Now both boys and girls are
challenging
themselves to read them, taking quizzes on them AND
passing the quizzes
with flying colors.
I was reluctant and skeptical with regard to "pushing"
AR and promoting
it
in the library in the beginning (5 years ago). But it
is hard to ignore
what
has been proven out in time.
1. Kids who love to read - are good readers and AR
rewards them.
2. Kids who a reluctant to read usually have some
discomfort with
reading
and reading practice seems to work towards overcoming
what ever the
diagnosis was.
3. AR promotes reading practice. Kind of like shooting
baskets from the
free
throw line will improve your free throw opportunities
in a game of
basketball.
4. Even kids who are reluctant to read are motivated
to take a test on
a
computer and get the TOPS report to show their
teacher/parent, etc. In
our
school - that is pretty much the reward - that and
meeting a personal
goal
in each marking period. Using the sports analogy -
it's like track -
you are
working for your personal best. We do celebrate at the
end of the
marking
period with a fun event of some kind.
5. There is a reading "culture" that is subtle but I
think it is
evident
even in young children. Reluctant readers are often
outside of the loop
-
they aren't included in the conversations and
enthusiasm around a
series
that is part of the "talk" in reading circles. AR
tears down those
walls.
All the kids know about Mary Pope Osborne (just as an
example) and most
have
read at least one of her books. Kids are talking about
books who
normally
would not.
5. And...a side light - our kids are actually getting
better at taking
tests.
Thank you, Tony. You said many of the things I had
been planning to say
when
I had a chance to write my response. The bottom line
is that AR cannot
be
nor does Renaissance Learning claim that it is a
comprehensive reading
program. For our students, it is the "outside reading"
component of
their
English class and can be used for extra credit in
physical science or
biology. It counts as a part of their English grade,
but we don't
provide
any other incentives. If a student really wants to
read a particular
book
that is outside of their reading range or isn't one
with an AR quiz,
teachers are flexible and provide an alternative way
to assess whether
the
student actually read the book.
We have seen some increase in our reading scores since
we began using
the
program school-wide three years ago. And I've seen it
encourage some of
our
struggling readers as success on quizzes gives them
immediate feedback
on
their reading progress. I've even seen a few become
avid readers
because
they've used AR in conjunction with their regimented
remedial reading
curriculum (Language! for those of you who want to
know). In addition,
our
good readers get credit for some of the reading they
do -- which never
happened before....
As many others have said, the criticism of the program
seems to be when
it's
misused and placed as the only reading program a
school uses. It's a
great
adjunct program, but not a centerpiece.
We have gone into AR in a big way this year. We have
a full-year program. Each quarter students are
rewarded with a small incentive: bookmarks, pencil
grips, etc. Students receive a grade in their
language arts class. Many of my teachers give extra
credit to students for reading. At the end of the
year, any students who have reached their goal three
out of the four quarters will go on a field trip.
I am in a 6-7-8 media center and we use reading
counts. In 7-8 grade each student has to pass four
book tests in the course of the year. The grading
scale for 7 grade is 6=D 7=C 8=B 9-10=A. The grading
scale for 8 grade is 7=D 8=C 9=B 10=A. If the
students fail the test they have to take chapter notes
on the book. (They can also choose a new book, but
they still have to do chapter notes.) 99% of the
students will pass the test after doing notes. If the
students do not pass four tests by the end of the
year, they will go to summer school. Students can do
as many extra credit book tests as they want. We have
a reading award for the student who reads the most
books. In 6 grade we run the program the same way.
However, they have to read 8 books during the year.
In 6 grade the grading scale is the same as in 7 grade
We set a schoolwide goal of nine tests taken and
passed on a
student's ZPD as set by a STAR reading test or a
teacher or media specialist
determination. We consider passing to be a score of
80% or better. For
students that meet this goal, I sponsor AR parties at
the end of each
quarter. The themes vary. Some of the most popular
include: a western
cook-out and games, a pirate limbo contest, a pajama
party read-in, an
ice cream social.
Students get individual invitations and must RSVP
with a letter.
Some are very creative and some even include artwork!
This helps
students get practice in writing and gives them and
also helps them learn
etiquette in replying to invitations.
This goal is set low to make it very acchievable
for every student
in our school. The kids love the parties because they
are fun and they
get out of class! The parties last 45-60 minutes.
We do not count AR tests in figuring grades. I
also do not make
students read on their level. I do sometimes use the
parties as an excuse
to encourage a student who is a struggling reader to
get a somewhat
easier book. I don't believe in taking a book a
student wants to read out
of his hands but I do not want students to get bogged
down in books
that are entirely too hard and get discouraged with
reading. We have lots
of AR tests on every level and include biography,
science, folk/fairy
tale, social studies, hobby and leisure, and poetry,
as well as fiction
and picture books.
Please let me know if you are using either of these
programs strictly to reward students for reading or
are there grading scales in place to give students
grades?
*Accelerated Reader--used for reward and grading
Do you have any policies that will not allow a child
to fail just because he/she does not get enough points
or pass enough books for a grading period.
*AR counts as 20% of E/LA grade. NO student can fail
because of this
grade. I've even told parents I would sue the
district if my kid failed
because of AR.
If you use a grading scale or point scale, please send
it to me. Please be sure to let me know the grade
level.
Students at different grade levels are supposed to
have x number of
points based on their grade level and the number of
minutes they read per
day (30 minutes at school). 10% of the E/LA grade is
based on the
number of points earned as opposed to the number the
student SHOULD have
earned. 10% is based on the overall percentage
correct for that grading
period...so, theoretically, a kid could read half
point books, get just
a few points and have a low point ratio, but have a
100% percentage
correct. Hmmm... I don't fully support this theory
and the principal,
curriculum specialist and I are supposed to discuss
some alternatives to
take to the E/LA teachers AS SOON AS we can all get
one minute of free
time!
Do you only allow students to read books just on their
lexile level or reading level?
*I don't really care what they read. I do get a
little cranky with our
older kids if they just check out picture books all
the time (we are
grades 5 - 8). Depending on the kids' reading and
past checkout, I may
or may not force them to change their book selections.
Mostly, I
leaveit up to the teacher to police that. I'm a LMS,
and I try to remember
that! Love of books first...AR later!
The English teachers use the program in various ways
in their
classrooms, but most of them use it as a grade. Most
of the teachers allow
students to read any book they would like; some
require a minimum reading
level or minimum number of points.
We are a public high school.
=====
Paula Yohe
Director Of Technology/Library Media Center
Dillon School District Two
405 West Washington Street
Dillon, SC 29536
Phone: 843-841-3604 Fax:843-774-1214
paula_yohe@yahoo.com
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