Ground Rules….

1. WELCOMECLEVELAND MUNICIPAL SCHOOL DISTRICTLITERACY BLOCK INCORPORATING ARCLAIRE HAYES ELA SUPERVISOR K-8CAROLE TAYLOR LITERACY COACH K-8

2. Ground Rules…. • Take care of your needs • Cell phones on vibrate or off • Listen respectfully to others • Active participation • Don’t be afraid to ask….Parking Lot • Have FUN!!!

3. Anticipation Guide True or False? • The most important information to monitor is the number of points each student earns. • It’s a good idea to review the AR Diagnostic Report every week. • Students with a low average percent correct on Quizzes, and low number of points earned, may need help finding appropriate books. • Students with an average percent correct on two AR Quizzes greater than 90%, need to read harder books. • Students with an average percent correct on AR Quizzes lower than 85% need your help. H

4. 6. Don’t help students as they read. Wait until after the quiz. • Use the Student Record Report to analyze an individual student’s reading practice. 8. Students can take AR Quizzes once a week, together as a class. 9. The teacher’s job during Independent Reading time is to silently model reading for his/her students.

5. Effect of Accelerated Reader on OAT scores The following is a brief overview of the OAT outcomes for students in the Cleveland Metropolitan School District who participated in Accelerated Reader. The analyses were based on the test results for 15,051 students for whom we had OAT scores in both 2007-2008 and 2008-2009. These divided nearly equally into students who had used Accelerated Reader (7,753) and students who had not used Accelerated Reader (7,514). To make a comparison, students were mathematically paired based on their 2007-2008 OAT scores in Reading. These like students who used Accelerated Reader, scored, on average, 3.76 points higher on the 2008-2009 Reading OAT than their peers who had not participated in Accelerated Reader.

7. Differences in OAT scores could be directly attributed to the number of books on which students had completed Accelerated Reader quizzes. For each completed book and quiz, reading scores increased, on average, by .147 points.The difference in scores observed for students who participated in Accelerated Reader raised the average scaled score in Reading on the OAT for the District by nearly 2 scaled points. - Dr. Russell Brown, July 2009 CMSD Senior Executive, Research & Assessment

8. Miles Data • Two grade 4 classrooms • Both teachers use AR best practices (35Z90) – students’ quiz average is 87% • 4th grade students have read 1300 books • December 2009 Reading Benchmark Test results for 4th grade: 25/38 students scored 400+ • In grades 3, 5, 6, 7 & 8 only 7-11 in each grade level scored 400+ (e.g. 11/41 eighth graders scored 400+) • These teachers use AR with their students, but not the Best Practices model (35Z90).

9. Primary Goals • Enable students to practice at a personalized level and pace • Accelerate growth in reading ability • Foster a love of reading in all students • Improve test scores

11. GOAL SETTING CHARTSee handout

12. Most Important Data to Monitor • Quality: • Average percent correct on Reading Practice Quizzes for books in ZPD • The goal is for students to average 90% or better • Did student reach his/her goal? Focus on reaching goal, not number of points

13. Diagnostic Report • Provides a snapshot of every student and the class as a whole • Identifies students having trouble • Review weekly H

15. Check Diagnostic Codes • Letter codes indicate “at risk” • No quizzes taken during period (A) • Low average percent correct (B, C) • Low average percent correct, but high points (E, F)

16. Other Key Data • Quantity/Quality: Did student earn number of points set as his/her goal? Recognize students who earned 80%-100% of goal • Level: Average level of books read— must be appropriate for individual student’s ZPD

17. High AveragePercent Correct • Shows comprehension of books read • Leads to reading growth—more growth with averages of 90% and higher • 35Z90

18. Make in-school practicea priority • Enlist the support of your principal • Incorporate reading practice into the literacy block • Upper grades: Include AR books for content area subjects, using their ZPD

19. Focus On What Matters • PAIR SHARE

20. The Literacy Block IncorporatingAccelerated Reader (AR)Kindergarten – Grade 8 I. Explicit Teaching – a 15-20 minute focused power lesson on one strategy/skill.II. K-8 SCHOOLS: 35Z90 Time – students read text at their Zone of Proximal Development. Teachers monitor students’ reading practiceIII. Wrap-Up (5 – 10 minutes). Students share examples of how they applied strategy/skill. H

21. Mini-Lesson READING PROCESS STANDARD • Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across content areas. 4. Summarize the information in texts, recognizing important ideas and supporting details, and noting gaps or contradictions.

22. Mini-Lesson to model GLISummarizing • 10-15 minutes • Text, Out of the Dust, by Karen Hesse • Graphic organizer • Students practice summarizing during independent reading

23. 35Z90 Time • Read your AR book • Use your hamburger organizer to summarize what you read. • Be prepared to share.

24. Part 3 – Wrap-up • Several students share what they wrote on graphic organizers. • 5-10 minutes

25. Getting AR books for your classroom! • AR books are available on Ebay • Type in class sets of Accelerated Reader books • Books are organized by ZPD • Prices are reasonable

26. May not get toevery student every day • First: Students ready to take a quiz • Second: Students starting new books • Third: Students continuing a book

27. Role Play Scenarios1. work with others at your table2. have one person read the role play scenario3. discuss possible responses4. one person write a response(s)5. be prepared to share with larger group H

28. Scenario 1 • Grade 6 • A sixth grader has a ZPD of 2.2-3.6. He loves to read about animals, especially animals that live in the ocean. Right now he’s struggling with Whales, by Scott Welvaert. The book is labeled BL 3.6. How would you help this student successfully read this nonfiction book? • ____________________________________________________________________________________________________________________________________________________________________________________________________________ • A sixth grader has a ZPD of 2.2-3.6. He, too, reads Welvaert’s book and scores 100%. How would you direct this student? • ____________________________________________________________________ • ________________________________________________________________________________________________________________________________________

29. Scenario 2 Grade 6 Melissa is a sixth-grader. Her ZPD range is 3.2-5.0. She has been reading the Harry Potter books that all her friends are reading. Her scores on the quizzes for these books have been 60% to 70%. What would you do with this student to facilitate high quality comprehension? __________________________________________________________________________________________________________________________________ Ebony is a sixth-grader. Her ZPD range is 5.0-7.0. She has been reading the Harry Potter books that all her friends are reading. Her scores on the quizzes for these books have been 60% to 70%. What would you do with this student to facilitate high quality comprehension? __________________________________________________________________________________________________________________________________

30. Scenario 3 Grade 6 Aaron is a special needs student in the sixth grade. He has just begun reading independently and is very excited about it. He picks out two or three books from the classroom library every day, reading some of them in class and some at home. Some books are at the bottom of his ZPD range, some are at the top of his ZPD range. His teacher isn’t sure which ones he is reading on his own and which ones his parents are reading to him. However, he likes to quiz on all the books. His average is 73%. What would you do with this student to facilitate high comprehension? _____________________________________________________________ _____________________________________________________________

31. Scenario 4 Grade 6 Derrick is in the sixth grade. His ZPD range is 4.5-8.0. His scores on AR quizzes vary considerably. Sometimes he achieves 100 %; other times, 20%. Occasionally he has taken two quizzes, one right after the other. What would you do with this student to facilitate high comprehension? Is there any information you need to best answer this question? __________________________________________________________________________________________________________________________________________________________________________________________

32. Scenario 5 Grade 6 Sylvia is a sixth grader. Her ZPD range is 1.7-2.0. She loves to read stories. She has just finished reading Amelia Bedelia (BL 2.2) and scored 70% on the quiz. What would you do to ensure success with her next book? Be as specific as possible. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

33. Ways to Intervene—During Reading • Let struggling student try a different book(a better fit for their ZPD) • Encourage visualization (“make a movie in your head”) • Encourage student to slow down, reread, or read ahead when confused • Ask student to make predictions about what might happen next

34. Ensure SuccessWith Next Book • Guide to a shorter book • If still too hard, try a lower book level • Help student find a book she is highly interested in reading

35. SupportNonfiction Reading • Help student use a prior-knowledge chart • Preview the book with the student • Teach RCW strategy • Read a few pages • Close your book • Write what you remember

36. Points: Length, Not Value • Based on word count (text difficulty also factored in) • Indicate how much practice a student has done • Not associated with how “good” a book is • Number of points earned represents time on task— “engaged time”

37. Key Points to Note Manage practice but not too rigidly: • Have students keep reading logs • Check in with students every day while they read • Analyze data on reports • Make adjustments as needed • Promote self-efficacy, social interaction, and autonomy

38. ReviewAnticipation Guide True or False? • The most important information to monitor is the number of points each student earns. • It’s a good idea to review the AR Diagnostic Report every week. • Students with a low average percent correct on Quizzes, and low number of points earned, may need help finding appropriate books. • Students with an average percent correct on two AR Quizzes greater than 90%, need to read harder books. • Students with an average percent correct on AR Quizzes lower than 85% need your help. H

39. 6. Don’t help students as they read. Wait until after the quiz. • Use the Student Record Report to analyze an individual student’s reading practice. 8. Students can only take the STAR Test no more than three times a year. 9. The teacher’s job during Independent Reading time is to silently model reading for his/her students.

40. Professional DevelopmentCohort A • Session #: 921714-956 • Prof. dev. #: 200 • Topic/Description: 14, 26, 33 • Session outcome: 1 • Focal point: 1 • Hours: 6.0

41. Professional DevelopmentCohort B • Session #: 921714-874 • Prof. dev. #: 200 • Topic/Description: 14, 26, 33 • Session outcome: 1 • Focal point: 1 • Hours: 6.0

42. Professional DevelopmentCohort C • Session #: 921714-875 • Prof. dev. #: 200 • Topic/Description: 14, 26, 33 • Session outcome: 1 • Focal point: 1 • Hours: 6.0

43. Professional DevelopmentCohort D • Session #: 921714-876 • Prof. dev. #: 200 • Topic/Description: 14, 26, 33 • Session outcome: 1 • Focal point: 1 • Hours: 6.0