Accelerated ReaderAccelerated Reader

Status of the ClassStatus of the Class

What is Status of the Class?What is Status of the Class?

A routine for checking in with A routine for checking in with each student dailyeach student daily

A A brief brief interactioninteraction 30 to 90 seconds30 to 90 seconds

An important part of a successful An important part of a successful Reading Renaissance ProgramReading Renaissance Program

What is its purpose?What is its purpose?

Guide and monitor student Guide and monitor student reading practicereading practice

Check student application of a Check student application of a skill (character, setting, problem)skill (character, setting, problem)

Immediate interventionImmediate intervention One-on-one connection with One-on-one connection with

each studenteach student

Daily RoutineDaily Routine

Meet briefly with each student Meet briefly with each student during reading practice timeduring reading practice time

Check that Student Reading Check that Student Reading Logs are up-to-dateLogs are up-to-date

Assess appropriateness of book Assess appropriateness of book level, length, and number of level, length, and number of pages (or books) readpages (or books) read

Daily Routine Daily Routine (continued)(continued)

Engage student in brief Engage student in brief discussiondiscussion Check comprehensionCheck comprehension Check application of a skillCheck application of a skill Try intervention strategiesTry intervention strategies Show interestShow interest

Initial the Student Reading LogInitial the Student Reading Log

Tips for SuccessTips for Success

Teach students the Status-of-Teach students the Status-of-the-Class routine at the the-Class routine at the beginning of the school yearbeginning of the school year

If class is large, perform this If class is large, perform this routine quickly & efficientlyroutine quickly & efficiently

BE CONSISTENT with your BE CONSISTENT with your routine (it helps students stay on routine (it helps students stay on task & know what to expect)task & know what to expect)

InspectInspect

what youwhat you

ExpectExpect

Helping Struggling StudentsHelping Struggling Students

Use the Diagnostic Report to Use the Diagnostic Report to identify students who need helpidentify students who need help Run report weeklyRun report weekly Friday pm or Monday amFriday pm or Monday am Immediate interventionImmediate intervention

Meet first & spend more time Meet first & spend more time with these studentswith these students

D. A. T.D. A. T.

Helping Struggling StudentsHelping Struggling Students

Try to determine if student is…Try to determine if student is… Comprehending what s/he is Comprehending what s/he is

readingreading Reading a book that is too difficult Reading a book that is too difficult

(readability)(readability) Reading a book that is too long Reading a book that is too long

(reading stamina)(reading stamina) Rushing through the book Rushing through the book

(competing for points)(competing for points)

Status-of-the-Class is Status-of-the-Class is Motivating!Motivating!

Offer praise and encouragementOffer praise and encouragement Share your enthusiasm for Share your enthusiasm for

reading and booksreading and books Show your interestShow your interest

Time is a key motivatorTime is a key motivator Attention is a key motivatorAttention is a key motivator

Teacher Routines for taking Teacher Routines for taking Status-of-the-ClassStatus-of-the-Class

Review, discuss, and initial Review, discuss, and initial student reading logs (30 to 90 student reading logs (30 to 90 seconds with each student)seconds with each student)

Meet with students in this order:Meet with students in this order: Students who need to quizStudents who need to quiz Students who are starting new Students who are starting new

booksbooks All other studentsAll other students

Status-of-the-Class RoutinesStatus-of-the-Class Routines If a student is ready to quiz:If a student is ready to quiz:

Check the number of pages in the Check the number of pages in the book and the number of pages read book and the number of pages read – has s/he really finished? Did s/he – has s/he really finished? Did s/he read at a reasonable pace?read at a reasonable pace?

Ask questions to ensure successAsk questions to ensure success What was the book about?What was the book about? What happened at the beginning, the What happened at the beginning, the

middle, and the end?middle, and the end? Who were the main characters? What Who were the main characters? What

were they like?were they like? What have you learned from the book?What have you learned from the book?

Status-of-the-Class RoutinesStatus-of-the-Class Routines If a student is beginning a new book:If a student is beginning a new book:

Check book level – is it in the student’s Check book level – is it in the student’s ZPD? If not, do you approve?ZPD? If not, do you approve?

Check the book’s point value – is the Check the book’s point value – is the book length appropriate?book length appropriate?

Check genre, author, and subject:Check genre, author, and subject: Why did you choose this book?Why did you choose this book? Is there a reason you chose this author?Is there a reason you chose this author? Why do you like this genre?Why do you like this genre? What do you think this book is going to be What do you think this book is going to be

about?about? What do you know about this subject What do you know about this subject

already?already?

Status-of-the-Class RoutinesStatus-of-the-Class Routines

If a student is continuing with If a student is continuing with the same book:the same book: Check number of pages read Check number of pages read

since last “status” takensince last “status” taken If too few ask why? (Is it too long? If too few ask why? (Is it too long?

Too hard? Not interesting? Is there Too hard? Not interesting? Is there something you don’t understand?)something you don’t understand?)

If too many, ask: when did you read If too many, ask: when did you read these pages? Can you summarize these pages? Can you summarize what you’ve read?what you’ve read?

Status-of-the-Class RoutinesStatus-of-the-Class Routines

If a student is continuing with the If a student is continuing with the same book:same book: Ask questions to ensure the student is Ask questions to ensure the student is

comprehending, such as:comprehending, such as: What’s the book about?What’s the book about? Does everything make sense?Does everything make sense? Do you have any questions about anything?Do you have any questions about anything? What’s happening in the book right now?What’s happening in the book right now? What do you think will happen next?What do you think will happen next? What are the main characters like?What are the main characters like? Are you enjoying the book?Are you enjoying the book?

Remember…Remember…

Optimal growth is happening Optimal growth is happening when a student is earning an when a student is earning an average of 85% or higher on average of 85% or higher on his/her quizzeshis/her quizzes

Status-of-the-Class helps Status-of-the-Class helps ensure that problems are ensure that problems are detected before the student detected before the student experiences failureexperiences failure

Remember…Remember…

Reading is supposed to be fun Reading is supposed to be fun so show your enthusiasm for so show your enthusiasm for your students’ readingyour students’ reading

AR is simply a tool to help the AR is simply a tool to help the teacher evaluate a student’s teacher evaluate a student’s reading progressreading progress

AR does NOT teach anyone to AR does NOT teach anyone to read – the Teacher does.read – the Teacher does.