2. Accelerated Reader 360 Presented by April Doornwaard Bill Sybert https://apps.renlearn.com/rdash/Status

3. The Basics Give Students Time to Read Access to Books Success: The time Motivator AR as a Motivator Self Direction and Freedom of choice Read Aloud to Students Variety The Student Reading Log Goal Setting A Word of Praise, a Pat on the Back TOPS Report Reading as a Reward Modeling

4. Give Students Time to Read Greatest single motivator to get students to read is to give them time to read at school. Each school should allow students to Read Independently for a minimum of 15 minutes per day and require at least 15 minutes at home. Time spent in Read To and Read With activities. Builds phonemic awareness and familiarity with books.

5. Success: The Prime Motivator “Nothing succeeds like success.” When we experience success with an activity, it reinforces our self-esteem and gives us a chance to demonstrate our mastery to others. AR tests are written to be mastered easily by any student who has read the book with comprehension.

6. AR as a Motivator Accelerated Reader motivates students to read in the same ways that games motivate children to play them. –Points are awarded based on the quality, quantity and difficulty level of the student’s performance. –Students receive immediate feedback. –Objective questions and computer-based testing ensure fairness.

7. TWI Reading To : reading aloud is critically important to a child’s reading development. Reading With : an important bridge to independent reading for beginning and remedial readers. Reading Independently : perhaps the only effective way a student develops comprehension and higher- order thinking skills.

8. Variety Provide students with the greatest possible variety of books to read at every level. The wider the selection the better the chance that she likes. Give students the chance to help choose some new books so when they come in they are ready to read.

9. ZPD The key to the increased growth in reading comprehension is maximizing the amount of reading practice a student performs within his “Zone of Proximal Development”. ZPD is the zone in which the student is both challenged and presented new vocabulary, but also in which there are enough context clues that the child can construct meaning without being frustrated.

10. Self-Direction & Freedom of Choice The process of training students to know their own reading levels and to use them to select books that help them meet their reading goals is a tremendous way for teacher to empower students. It helps develop responsibility while providing students with a feeling of control over their learning and their lives.

11. WELCOME TO “Accelerated Reader 360”

12. Door #1 Motivate

14. Goal Setting Setting individualized student achievement goals allows the teacher to tailor expectations to the student’s ability. You allow every student to feel a sense of success and accomplishment. There are at least four goals for each student:

17. The Student Reading Log Students keep a log of the title of the book the level of difficulty, and how many pages he has read since the day before. The resulting log is a huge motivator. Lets them see a daily record of achievement. Checking the log daily provides accountability. Allows the teacher to focus on students who are not reading enough or inappropriate books, and allow for quick adjustments.

19. Door # 2 Instruct

20. MINI-LESSONS Mini- lessons are ten to fifteen minute lessons that deal with a single objective and are integrated with the books that students are reading on their own.

21. TEACHING STUDENTS HOW TO SELECT BOOKS Your role is to help students know their individual reading levels and find the reading level information on AR books, so students can make judgements about whether or not to select a given book to read.

22. AR Chart with Lexile Levels

23. Individualized Student AR Chart

24. Instructional Planning Report

25. SCHEDULING BOOK DISCUSSIONS Sharing books, stories, and reading experiences combine modeling with direct instruction.

26. Door # 3 Monitor

27. Four Goals to Focus On Number of points to be achieved during that term. The average percent of correct answers on book test. The average book reading level The progress toward the next appropriate level of Reader Certification. (We use the STAR Test to determine this.) https://apps.renlearn.com/rdash/Status

28. TOPS Report Accelerated Reader includes a set of features that make it easy to provide this kind of adult recognition and praise on a routine basis. TOPS: T hree O pportunities to P raise a S tudent

31. STATUS OF THE CLASS Monitoring student progress is a regular activity that we recommend you perform on a daily basis. During your daily check on the Status of the Class, speak individually with each student viewing and initialing the student reading log. Ask questions like “How do you like that book so far?” “Who is your favorite character?” “Would you like to read another book by the same author?”

32. Door # 4 Intervene

33. INTERVENTION This means to “Get in the Way” whenever one of your students takes a turn onto the road to reading failure. The answer lies in reinforcing the fundamental elements of the MIMI cycle.

34. MIMI MOTIVATE INSTRUCT MONITORINTERVENE Instruct MonitorIntervene Motivate

35. 1. Modify Motivational strategies 2. Modify Methods of Instruction 3. Modify the Kinds of Monitoring.

36. http://doc.renlearn.com/KMNet/R003975403GG965F.pdf

37. Five Common Core Goals AR provides a quantitative measure (ATOS book level) and qualitative measure (interest level) of text complexity.

38. Five Common Core Goals AR measures your students’ comprehension. Quiz data helps you monitor students’ comprehension of texts at varying levels of complexity and makes it easier for you to provide instruction and guide practice.

39. Five Common Core Goals AR provides opportunities for the transfer of critical skills. Students must be able to apply the skills that you teach not only during lessons, but when they are reading on their own. When you check in with students every day during reading practice time, you consistently and deliberately support that application.

40. Five Common Core Goals AR gives you a way to move students into increasingly complex text at a pace that promotes competency. In the words of the Common Core, “harder texts may be appropriate for highly knowledgeable or skilled readers, and easier texts may be suitable as an expedient for building struggling readers’ knowledge or reading skill up to the level required by the Standards.”

41. Five Common Core Goals AR makes it possible for you to differentiate your students’ reading practice so that everyone reads at a level that is right for them as individuals—the ZPD. By monitoring AR data, you know when to expand their ZPD upwards so that they stretch their reading abilities and move into more complex text.

42. COMMUNITY INVOLVEMENT

43. Renaissance Home Connect http://www.renaissance.com/asp/video/video.asp?M=10321