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LMIS_700 Thread:AR Chatboard Post:RE:AR Chatboard Date:Sunday, December 10, 2006 Status:PUBLISHED I couldn't find a chat room, but did find administrators room, teacher area, librarian area with articles and information that would be important to those types of folks sort of divided up. There was a listing of some "expert" folks and their writings about reading, lexile maps and frameworks to match books and readers. "Encouragement for reading voluminously and voluntarily" with a discussion about conversational language vs written language which was interesting to say the least. I'm not an expert chat room searcher and so gave up and went on to other things that caught my eye. Good luck with the search for it.
Thread:Idea Post:RE:RE:Idea Date:Sunday, December 10, 2006 Status:PUBLISHED I don't remember the exact process for imputing tests on
AR, but would imagine it is similiar to SRC. You write 30 questions with multiple choice
answers, put in the correct answer, if you know the lexile
or other reading level information you may enter that and then give the book
some points and import it to the data base.
Thread:What do....? Post:What do....? Date:Wednesday, December 6, 2006 Status:PUBLISHED Accelerated Reader and Reading Counts are only tools. There are not the end all and be all of improving reading comprehension and making everyone into life long readers. There is no one test that everyone can agree on that will judge what lexile or reading level a book should have or even one true test that will take into consideration reading comprehension, age level, maturity level, the lazy factor, or the get up and go factor for a child. We as librarians have to help find the right kind, type, genre book for an individual growing young person. I know that sounds very ambitious—and we may not hit on the right book right away---but when we do get it right---WOW! The teachers need to rely not on some arbitrary number given to a book or a child; but on how well they know the child and to trust the librarian (because we know books!!) I think in general we can judge a book by its cover (genre, subject matter)—for example I really don’t thing it’s appropriate for Jr/Sr to read the Junie B. books—nor should the 5th graders read Lurlene McDaniel’s books. We need to show the students how to pick up appropriate books/materials. There isn’t a program worth the money or time that can’t be used to treat (test) the individual. For us, we don’t expect the 2nd graders to do all 30 questions available for just about every test book. We do believe that the Sr. should have more than 5 questions on the books they are reading. When a story is read to the entire class; the teacher now has many options on how the students should test. Examples—one teacher does a round robin oral testing, one has them do a paper test (work on paper), one does an oral test (teacher reads questions and answers and students mark paper), one crosses out 2 of the 4 choices, leaving a 50/50 question. One teacher writes her own quizzes for a “special” child. The teacher can also decide, again, for the individual, how many points are expected per week, month, quarter, semester, end of year. Until about 5th grade the students really do look excited about the program. And Reading!! Is that a 100% of K -4; heavens no! Remember we still have individuals and what individual’s elementary students can be!! For upper elem, and Jr/Sr high school it suddenly becomes a chore (homework), but do we want to have them stop reading books unless they are for a report/research work? So we require them to read a book and take a test – we require them to study spelling words and take a test!! (How important is spelling now that we have spell checker on our computers?!?!) Unfortunately we live in a world where people won’t always do something for free or fun or just because—we need to offer an incentive. Weather it is a ribbon, a water bottle, a pin/medal or a grade that is added to the reading or English grade on the report card. It’s late in the day and I have a cart full of books to put away—and a part of me is remembering (fondly) that not so far back in time; I didn’t have that many books to put away everyday because not that many books where checked out. But you know I really like seeing a full cart because (hope springs eternal) that means all those books actually got READ! I'm not usually so long winded--but I really don't want to put those books away tonight--do you think the "Shelf Elf" might put them away for me tonight? (Shelf Elf by Jackie Hopkins) Thread:Lexile Post:RE:RE:RE:Lexile Date:Tuesday, December 5, 2006 Status:PUBLISHED I printed off the conversion chart and put one in each teachers mailbox. Also have some in our professional library for teachers/reading paras etc. to take for their knowledge. I published the lexile.com and scholastic ecatalog site in my newsletter where teachers can look up the lexile/guided reading level. Many of our teachers have leveled the books in their room.
Thread:chatboard visit Post:chatboard visit Date:Monday, December 4, 2006 Status:PUBLISHED I was browsing through the AR chatboard site and was very surprised by some of the posts! Some had nothing to do with AR or reading! One was for dating!! Well, whatever you need I guess. I did happen to read through a mother's post on the content of a book her daughter was reading for some high points, and when they got into it there was some inappropriate content for the daughters' age. I know this happens - just like with the lexile, etc., some of these points, levels, do not take into consideration the content level or subject matter of a book. I would much rather have readers reading an easier text and have it content/subject appropriate for their age - than getting them at a high word count/lexile level, etc. and have the content so above them, or not written for their age. Who's job is it, ours, parents/teachers??? This is a tough one. The mother had a right to be concerned, but I don't feel that as a librarian/teacher you always have to read every book all the way through. So then, is it the AR company's responsibility to check all materials for content? They are in it only for profit, right? And what is appropriate for one at the same age, may not be for another - does this sound like censorship?? I don't have the answers, but I'm not sure if the way the books are grouped in the AR sets are labeled to indicated subject levels, like movies - R, PG-13, G or E. I don't have to deal with ordering them so I'm not sure. Can someone answer that question? Some very interesting points made. Thread:What do they think? Post:What do they think? Date:Sunday, December 3, 2006 Status:PUBLISHED Thankfully we don't have that problem at my school. I think, though, that it will show up in a few years, not because of RC levels, but because of my district's use of guided reading levels. Within the last several years we have obtained several hundred copies of multiple copy kits all with GRL's. I also went through all of the kits we already had and labeled them with GRLs if I could find one ( we use Fontas & Pinnel). Also, the district purchased, through chapter money, thousands of single copy books for Reading Recovery which are, of course, labeled with both a RR level and a GRL (they only go through Level I, though, so are really only useful to kids in the primary grades, special needs students and lower level upper grade students). They are kept in the library and any student can check them out. So far most teachers are not giving their students their GRL and the kids aren't asking us in the library for a certain level. I think it's just a matter of time before students will start asking for books at their GRL. The teaching of reading is becoming much more individualized. Eventually, I see a GRL as standard on the catalog record for each title. We do a little of this now if we know the level. This is similar to the lexile levels in the catalog records that some of you were talking about awhile back. If I had students only reading for points, I would continue to do the tried and true library standbys. I would be sure that book displays and book talks included a variety of books, not only ones that had RC tests. I would put out a box labeled "Really Good Books" which also had a variety. I would try to steer students to a wider range of books--they certainly can check out more than one at a time--maybe one RC book, one nonfiction of interest and one fun fiction could be suggested. What I gathered from the AR chat and our own 'chats' these last few weeks is that these management programs work well if they are used as intended--for promoting reading. Their use should be voluntary and teacher driven. The library's role is one of support. If a library agrees to spend a small percentage of it's budget on quizes to match books already in the collection and obtains quizes for books they are buying anyway then I feel that is enough. We are contributing a part, yet it is not draining all our resources. The AR chat seemed to have a lot of posts about AR being used for grades. One parent was particularily upset that its use as such killed her daughter's love of reading. Aliteracy (can read, but don't) has become more noticable the last twenty-five years or so. I did my independent study for my masters in reading on aliteracy and after all my research I didn't find an answer either. Aesthetic reading requires and emotional connection. Students should be able to open a book and take from it what they want and need at that time. Human nature being what it is there will always be people who want the easy way out. There will always be people who can read and do when they need to, but hate reading for pleasure. Sometimes a person will rediscover reading when they get older. I think if libraries and we as librarians keep doing what we've been doing so well for years, remaining topical and technology infused then we are doing just about all that we can.
Thread:Who buys the books Post:Who buys the books Date:Saturday, December 2, 2006 Status:PUBLISHED Since my school does not use a reading management program,
I discussed this with the librarian in our district that does. She is
responsible for the selection of books and quizzes. A portion of her budget
is devoted to the program. Her major concern at the moment,
is the money and time necessary to upgrade the computers she has so the
program will still work. By the sounds of it, this is all very stressful and
time consuming as students do not want to read books unless they are AR
books. We have 14 elementary schools in Our schools are using Guiding Reading for a part of the reading program at the elementary and middle school level. In my building, the titles were selected by a groups of teachers and the funds did not come from the library budget. The librarian was consulted for title selection. There are no quizzes but someone did have to set up the system and label all books with the reading levels. I guess I am not sure if it is a Diebles score or lexile score. As for a strategy to keep from using all of my library budget for a reading management program, I would have to present research to administration that shows the importance of independent reading. I also know there is current research that indicates a well funded library collection helps improve reading scores. To promote what we think is best for kids I firmly believe we need to speak in the language that administrators understand. And, today that means good test scores-thanks to NCLB. So, I think a strong case could be made for not even having a reading management program, just spend money on good books for kids to read. It seems we need to be collaborating with teachers too, so they see other options to just reading for points that translate into a grade. I don't think our public library has any responsibilities for reading management programs. A few years ago, the PL hired a new children's librarian who is very committed to collaborating with local schools. She has scheduled fun programs for elementary students that correspond with vacation days. Librarians are emailed the info and we promote it to the students. The programs have been so successful, they have had to add additional session to keep up with the demand. Last year, a group of students did a survey guided by the gifted and talented math teacher. They asked kids in each grade what types of books they liked to read. The results were amazing to me. Primary students strongly preferred non-fiction books and older students preferred fiction titles. The gradual switch happend about 3rd grade. It matched what I was observing with book selection. My question is: What happens to kids in their reading choices? Why do they start out so enthusiastically reading non-fiction then switch to fiction? Is it a natural progression or do we do something to deflate that enthusiasm for reading by requriring book reports and things like AR quizzes? At this new school, I do have many non fiction readers but they are mostly boys. Thread:Articles Post:Articles Date:Friday, December 1, 2006 Status:PUBLISHED Just a few thoughts on a couple of articles.... Keeping Score..... It states that using a Reading Program increases circulation. Boy, I’ll say. In the school I worked at before (where we didn’t use such programs) circulation plummeted once the students started High School. Elementary students still loved checking out books and Middle School girls still checked out books (especially those Lurlene McDaniel books)--but we certainly lost the gentlemen readers. But might that not be a gender issue--boys don’t see men reading so reading can’t be manly. Also, homework gets loaded and what with the issue of raising the number of credits needed to graduate it will only get worse. The quote from Bennett “Do they read because they love to, or because they have to?” struck a cord. Maybe we have to make them before they want to. I don’t think enough time has passed to really see if our students will be readers after they stop being students. I do have a problem with the reading level/grade level they put on some of the books. For example, Lurlene McDaniel books are at a 4.5 - 6.0 grade level--I’m not sure that 4th, 5th, & 6th graders are ready for some of these books. I usually suggest that they want until 7th grade before starting her books. When I notice a child is failing quizzes I talk to their teacher. I suggest having them read at a lower level for awhile. I even mention that it might help if after each chapter the student write a short synopsis. (I now know that the Read 180 program does just that--but we only use Read 180 for Middle School). One last thought.....Betty Carter states “....some books I haven’t read and I got all the questions right.” Do you think we could invite her down and take her to the casino.... Argument against Accelerated Reader..... In a quote from this article...” The only thing a child must do is demonstrate comprehension and readiness to progress to the next level of books is score highly on the AR test.” Isn’t that true of all subject areas-- listen, read, study, and take a test to pass, and then go on to next topic. I think if we use the program a little differently that we do now--it might show more progress. One example would be to individualize it -- I know that sounds like a lot of work -- but I think it’s do-able. We can increase or decrease the number of questions that a student has--read a story (that corresponds to the curriculum) and have the students take a paper test. (it takes just a few minutes to go in and add to a students file that they passed a paper test). I read that there are some libraries that separate the AR/RC books from the regular sections. What? Isn’t that making more work for the poor librarian?? Isn’t that also taking away the possibility that the students might find something that isn’t a test book to read...something that would be a fun, cool, interesting, & intriguing book for “reading for pleasure.” When our Supt. suggested rearranging the shelves by lexile numbers I almost fell off my chair. How difficult it would be to find a specific title or author or even topic (Non-fiction books). I believe that all the books should be shelved together by the appropriate designation, Easy,Fiction, or Dewey Number. In Going beyond the debate.... I know that the reading textbooks always have a list of suggested enrichment or reinforcement books. If the person responsible for purchasing ( me, in this case) got that list, those books could be ordered along with the quizzes and then that would help reinforce the skills being taught. I actually had to go to a school board meeting during the first year we required High School students to prove we had plenty of books/quizzes for students to read. A couple of students had complained to Mom and Dad--who complained to someone on the School board. So I brought in a list of all titles. First a full alphabetical list, then a list in reading level order, and then a list done by interest level. They were surprised (and pleased) to see that we had plenty of books--so no more complaining. The teachers have never asked for anything but a points list. So I haven’t really looked at any other reports--something to think about--maybe give better feedback for the teachers. Thread:Who is responsible? Post:Who is responsible? Date:Wednesday, November 29, 2006 Status:PUBLISHED I feel like I have been "skipping" class for the last few days! We are in the middle of our Reading Rainforest book fair. It's amazing how much excitement that can bring to our elementary! It also is a bit overwhelming in the time department!Our AR books are purchased in another department in our school. I do visit with our Title instructor and try not to double up on the books that are ordered. I do try and order a few books from Book Adventure each year also. I think it's so important to have books available for the students, if the classroom has expectations for reports or tests. We do not have a public library in our community. The nearest public library is 25 miles away, so I think it's crucial to have books available to kids that they can use to fulfill the goals set by the teachers. I am hoping to use lexile scores to help with ordering also. I'd like to have books available in each lexile range. I'm not there yet, but I hope to be someday.Ordering books is probably the hardest thing I do each year. I ponder and worry about each purchase, hoping to make the best choice available. I have an elementary background, so ordering elementary books has never been a problem. I still struggle ordering books for the older kids. If anyone has any ideas on making process easier, I'd love some advice.
Thread:Who is responsible? Post:RE:Who is responsible? Date:Wednesday, November 29, 2006 Status:PUBLISHED Do any of you go online and use Follett to order your books? I use that most of the time. It seems to be priced right and you can purchase the tests at the same time you do the books. It will note which books have AR or RC tests for it. It also gives reviews of the books. You can also search for lexiled books. You can do a collection analysis and find the strengths and weaknesses of your collection. This is priceless if you need help deciding where your collection needs books added. Quiz Check shows you AR quizzes you own without a matching book and AR books you own without a matching quiz. If you haven't used this, you should definitely give it a look. Thread:Who buys the books? Post:Who buys the books? Date:Tuesday, November 28, 2006 Status:PUBLISHED All purchasing is done by me. I look through all the "library" magazines I get. I listen to the students -- what topic are they interested in, a specific author they really like, or even a specific book they loved. I listen to the teacher -- what topics/themes do they use every year, what they plan on doing in the future. I even watch the Booktalk on c-span. I go to either the library conference or reading conference and listen to the authors and other librarians/teachers on what is exciting. Does that mean I don't buy the occasional book that sits on the shelf and gathers dust--oh yeah! The only time that I had a mandate from the school board was right after we decided to use RC with the HS..They requested that the monies be spent on just HS (we're a k - 12 school). I do try to get the teachers involved in selection--a preview box that I ask them to look at--sometimes the look, but mostly I decide on my own. All RC quizzes are bought with library budge money. I wish there was some other budget and let me just by books/av/periodicals with lib. budget. I'll have to look into the places mentioned by some of the postings I've read. The public library and book mobile have been great. I ran off a list of RC quizzes; thinking they'd just keep the list handy. They went ahead and labeled all their books!! The other schools on the bookmobile route have done the same thing. It got a little confusing for the students. Which books were on our list or another schools? Whenever I get a new list of quizzes I make sure that the PL get a list and since they label their books I even run off a copy of the labels. One summer I offered to come into the library one day every two weeks for students to take quiz It worked very well, I had a lot of students come in. The next summer it was pretty much a waste of my time. No one came in. This last summer--I left a message with the office and PL that if anyone wanted to take a quiz to call me at home and set up a time. Only 2 phone calls--at least I didn't waste any time at school waiting for someone. Not that I didn't have plenty of work to do in the library. Since we decided to use lexile levels--I had to re label all the books. At the beginnng they teachers said the lexile numbers were confusing (hadn't done any testing to find individual lexiles)--so I left those numbers off the labels. Plus, I had noticed that the teachers all had a fairly big classroom library--so I offered to go through their libraries and label all books they had a quiz. In doing so I noticed that they had a lot of good books--so I went to Scholastics website and checked to see if there were quizzes available for those titles. I made a list and have been buying quizzes for those books. So far they haven't been loaning out to other rooms, but I started this in Sept. Thread:Who Buys theBooks? Post:Who Buys theBooks? Date:Monday, November 27, 2006 Status:PUBLISHED Our district has a language arts specialist who
investigates ALL programs available. Currently we have adopted the Balanced
Literacy approach to reading. Guided I also write a newsletter which lets teachers know of new arrivals. If they match a particular subject area I let them know as soon as they come in. If the district is looking into a particular reading
program of any kind, computerized or not, the data must be provided. It is
then submitted to the study committee which does further investigation. Once
a decision has been made several schools are asked to pilot the program
before it is formally adopted. Once adopted it is the responsibility of the
language arts specialist to ensure that the program is ordered and adequate
training is provided to the teachers. She orders the kits, books, supplemetary materials etc. These are provided by the
district as curriculum resources. They are all barcoded
at the warehouse and sent to the library with the teacher's name on them. I
distribute to the classroom and see if they need any other assistance. Lost
or damaged items are ordered through the building secretary and paid for by
the school that it is housed in. I used to mark easy reader/beginning chapter
books with a colored dot on the spine. These were titles that were purchased
through library funds. I no longer do this as it limits choices that students
have and also found that it does not promote curiosity or motivation. The DIR
(Department of Instructional Resources) is also involved with selection. They
often purchase book sets or titles that are recommended for the curriculum. I must add that our district has provided the A-Z reading program to any teacher who wants to use it as a supplement. This year I and another elementary school are piloting Tumblebooks, an online subscription reading program.. Teachers use them in their literacy centers. I find this program of great value to those who need a jump start. So far I have found that the visual and auditory components enhance the motivation to learn as well as provide the students with the words to read. Almost all book processing is done at the district office. Librarians do have the ability to add a copy if the title is already in the system. I add a barcode, spine label, stamp it and its ready for the shelf. Few hours are spent on this process. Selection for the library collection is done entirely by the librarian. I ask teachers for special requests and also take student requests. When I order books I consider the curriculum as they are often the most used books in the collection. Any additional books that teachers use in the classroom are purchased with their own funds and are not catalogued. Thread:Curious/inappropriate content Post:RE:RE:RE:RE:Curious/inappropriate content Date:Monday, November 27, 2006 Status:PUBLISHED I've had the same problem. Students picking inappropriate books. The teacher need to give a few guidelines to the students. In HS/MS the only guideline was book had to be over 4.5 reading level. I had Sr. boys checking out Pippi Longstockings. I asked the teachers for a few more guidelines---no (or few) pictures, over 150 pages, anything please. They did add a few more--so it helped. Now I use lexile level, grade/reading level, and subject of book. I haven't had too much trouble. In Elem. I've had parents insist on their child reading (or at least checking out) a higher level/point book. The parent reads the book to them --I've questioned the individual teachers on this--what to they want for record keeping? Is it okay (in higher elem) for it to be "Read to counts"? In HS/MS if student doesn't meet the point requirement--their grade shows it. The teachers don't push (remind, yes, not push). In Elem. the last few days of 9 wks it is a mad house in here at the computer--it feels like there is too much pressure/or points req. is too high for 1-3 grades. Thread:Responsibility of purchasing materials for management programs Post:Responsibility of purchasing materials for management programs Date:Sunday, November 26, 2006 Status:PUBLISHED Wow, where to start here. In our district, at least while I worked there, the individual library was responsible for funding the program. Thankfully, we have a great lady who works at our processing center who squeezes the last penny out of our budgets to get us great bargins. Some of us use the book club programs to cut some slack and other times we all use (except the high schools) book fairs to get us some more books and money for extra things. Our district is fortunate that we will loan books between the schools for our students if they are available and not needed in the other school. I think that if it is a classroom centered program--does this mean district wide, or an individual teacher deciding to add this? If it is district wide, I believe there should be a line item in the budget to support the program district wide. If it is an individual teacher--hope that he/she is great at writing grants, or has a lot of PTO support or something. If it is classroom-centered is it going to have materials catalogued? Our district had a lot of trouble keeping track of materials that were bought by the district for classrooms until they finally listened to the library side and began cataloging them.I don't think that the reading management program should eat up your whole budget. As to the percentage--is 5 to 10 percent to much, especially if you can find materials that will support the curriculum in other ways? When I did this, we marked the books with a red dot on the spine, added the title to the book list on the computers, put a label on the book telling how many points it was worth, crossing out the lexile number, and put it on the shelf--usually after a book talk (when possible to get in with classes in library)The Public library doesn't support the reading management programs as far as I know, unless you want to count on them having some of the books on the shelves that the students might read and then take the tests in the schools. I know that if there were popular books that the students wanted to read and ours were checked out, they would check the public library to see if they were there. I really don't know if they have ever been approached to do this--but I imagine they might suggest that it belongs in the schools.
Thread:Lexile Post:RE:RE:Lexile Date:Sunday, November 26, 2006 Status:PUBLISHE We have been given a "conversion" type chart that lists some of the different types of reading scores and it shows you which level matches in a different program. So for example, the lexile score would have a comparable rating with DIBELS. I have one at school so will check to see if AR scores are on the list.
Thread:Introduction Post:RE:RE:RE:RE:RE:RE:Introduction Date:Sunday, November 26, 2006 Status:PUBLISHED Is this teacher brand new? Will this teacher listen to you about reading selection? If there is a possibility of the teacher listening to you, I guess I'd try that route, but I wouldn't want to completly loose the teachers use of the library either. Why does the teacher think this is the route to go? You have a great challenge of work with this one. Guess that is why I don't like lexile numbers! I don't believe they are the answer for students selection of material. They might be a guide--but so is recommendation of peers and staff members.
Thread:Lexile Post:RE:RE:Lexile Date:Saturday, November 25, 2006 Status:PUBLISHED In our professional library where we have browsing books (paperbacks or consumables as I call them) I do mark them with the GR level and the lexile. These books are checked out 20-30 at a time, taken to the classroom where teachers use them for independent reading. They bring them back in a couple of weeks and check out more. I suppose I have about 500 of them which are mostly used by K-2 grades. But, my library has a huge collection of over 25,000 titles (which I am constantly weeding). I do not put the lexile scores on any of them. If a teacher asks me what it is I either look it up on Lexile.com or they will. Thread:Lexile Post:RE:Lexile Date:Tuesday, November 21, 2006 Status:PUBLISHED Do you have the lexile numbers written on the inside or outside of your books also in your library? Thread:Introduction Post:RE:RE:RE:RE:RE:Introduction Date:Monday, November 20, 2006 Status:PUBLISHED I have a teacher who is starting to adhere strictly to the lexile numbers---how can I politely tell her that isn't the best way for her students to pick out books? Should I go to the principal and talk to him first?
Thread:Lexile Post:Lexile Date:Sunday, November 19, 2006 Status:PUBLISHED We do MAP testing in our district. I have found that by using Lexile scores that we have a better profile of where the student is and an understanding of what the student comprehends when reading. Our library management system is Follett's Destiny which list almost all book titles lexile score. Students have learned that if a book is a 1070 lexile and they are reading on a third grade level that number is too high for them. Not all students understand this, but I see that the gifted students in our school look at the lexile number of a book.
Thread:Introduction Post:RE:RE:RE:RE:RE:RE:Introduction Date:Thursday, November 16, 2006 Status:PUBLISHED I do hope that lexile doesn't totally limit the students choices. Sometimes browsing is a fun thing to do ad might lead the student to a different genre of reading and maybe new challenges
Thread:Should students be told their reading level? Post:RE:Should students be told their reading level? Date:Thursday, November 16, 2006 I think that knowing a reading level and lexile scores is the same thing with just a different name. Just because the student can read the words, does he/she have the experience to go with what is at that level. Why should students always have to read "at level"? Do we always read everything "at level"? I liked the statement made by Dr. Kaywell "What does 'fourth grade second month mean? It's not an exact science." I know that I don't and I personally don't think that we build lifelong learners by limiting their reading up or down. Thread:Should students be told their reading level? Post:RE:Should students be told their reading level? Date:Thursday, November 16, 2006 Status:PUBLISHED I think students will learn what lexile scores mean just like they do AR levels. Kids are savvy, they figure it out pretty quickly. I guess I am not in favor of assigning any number or letter to a reading level for any student. A motivated student will read and comprehend much more difficult material no matter what their reading score is. If they want to learn about something they will put forth the effort or find someone who will help them with the reading. When you ask a student to read the first few paragraphs of a book, they know if it works for them or not. I also don't mind letting kids check out books occasionally that are too hard for them so they can "appear" to be reading the currently popular books. It happened alot with the Harry Potters, but, can't we help kids a bit in this area so they can, at times, save face with their friends? I also think, as a librarian, I have access to the resources to know what reading level different titles are at and should be able to help students by suggesting books that are at their level without having to give it some label for ability. It is also a great opportinity to collaborate with their teacher. When I do book talks, I include several levels so I can do that without having to embarass a student by recommending an "easier" title. Thread:Introduction Post:RE:Introduction Date:Thursday, November 16, 2006 Status:PUBLISHED Hi! We also use NWEA and they had mentioned to me last year about putting lexile #'s on books and that it should match up with the AR placement. Have you found that to be true? Do you use both?
Thread:Should students be told their reading level? Post:Should students be told their reading level? Date:Thursday, November 16, 2006 Status:PUBLISHED I'm reading this article "Keeping Score" and a good question pops up. Dr. Joan Kaywell says "A kid has no business knowing what reading level he is reading on". I know with our AR program I have had students tell me their reading level is ...... and then end by saying they are stupid. That's their thoughts because they have a low reading level. How would that compare to students knowing their lexile scores? Thread:Introduction Post:RE:RE:RE:RE:RE:Introduction Date:Thursday, November 16, 2006 Status:PUBLISHED Our school also gets their lexile scores from the NWEA. We have found the lexiles to be very helpful in finding books that the students can read with less frustration. We also have implemented the K-2 map test this year. I'll be anxious to see how the lexiles turn out for that grade level. *we do have many students that choose out of their lexile range...things that just catch their eye. Thread:Lexlie information Post:Lexlie information Date:Wednesday, November 15, 2006 Status:PUBLISHED This website has good information on Lexile numbers and links to a Lexile book databas http://www.Lexile.com Click on Euucators and Lexile Book database You can do a search for lexile search for specific titles of books in this link. Thread:Introduction Post:RE:RE:RE:Introduction Date:Wednesday, November 15, 2006 Status:PUBLISHED I use the lexile number to make sure the student isn't picking up a book that is too challenging for them to read. I don't want the students to get to frustrated by trying to read a book over their Lexile #. I also don't want a student who has a high lexile # to pick something so low that 10 minutes later they are back to take a test. Thread:Introduction Post:RE:RE:Introduction Date:Wednesday, November 15, 2006 Status:PUBLISHED Good morning, We are in the beginning stages of lexiling our library. I'm not quite sure how we will implement the numbers into the main stream of the library. We do have our classroom library lexiled(2nd grade). At that level, they find it very useful because it limits their frustration. Personally, I think it gives the student another aid in finding books that may interest them. We certainly won't let it ever be the only one. Their general interest in books will always be the best selection tool. Thread:Introduction Post:RE:RE:Introduction Date:Wednesday, November 15, 2006 Status:PUBLISHED I think I would say a huge NO to arranging the library with lexile scores. At this point we are in the initial stages of lexiling. To me, lexiles are a guide for teachers on books for instruction, and a help to students to give them an idea on what will save them frustration. Thread:Introduction Post:RE:Introduction Date:Tuesday, November 14, 2006 Status:PUBLISHED With the lexile scores on the books, do you find that some students go just for the material at their level or will they continue to browse. Are the students allowed to use material that isn't specifically at their level--either above or below--just because it might interest them? When do you find the time to do all of the lexile grading?
Thread:Int Post:RE:RE:Int Date:Tuesday, November 14, 2006 Status:PUBLISHED If you create a test using SRC the program will assist you with the lexile score and you put in 30 or so questions and the program rotates those questions so that the students answer only 10. You may also limit the number of times the student may take the tests. Thread:Hello, everyone Post:Hello, everyone Date:Tuesday, November 14, 2006 Status:PUBLISHED We have 55 students. I also teach grade 4 this year although I usually have a two grade combination. We have thought about using Accelerated Reader as a convenience and time saver. However, our concern is that children think the only kind of reading there is, is Accelerated Reader. We have concluded that we would rather have them read for pleasure. Our district is contemplating NWEA testing so I'm anxious to learn what others feel about lexile numbers. For reading rewards throughout the year, we do Pizza Hut Bookit. Because some of our families do not get to Pizza Hut, I also have a reading reward for those who reach their reading goals for five of the six months of the Bookit Program. Our MREC also does a reading contest among member schools in the spring.
Thread:FAQ about lexile #'s Post:FAQ about lexile #'s Date:Tuesday, November 14, 2006 Status:PUBLISHED Interesting Site! It may answer some of your questions. http://www.lexile.com/DesktopDefault.aspx?view=fa&tabindex=4&tabid=22#3 Thread:Lexile scores Post:Lexile scores Date:Tuesday, November 14, 2006 Status:PUBLISHED http://www.wisegeek.com/what-are-lexile-scores.htm This cite explains lexile scores for those of us who may be wondering. Thread:Introduction Post:RE:RE:Introduction Date:Tuesday, November 14, 2006 Status:PUBLISHED That's the way I feel about lexiles. Who's going to do it? When? It's not a small task!
Thread:Introduction Post:RE:Introduction Date:Tuesday, November 14, 2006 I had a scary moment earlier this school year. The supt. asked me what I thought about arranging the library books by lexile number!?!?! I said NO! I don't think so!!
Thread:Introduction Post:RE:Introduction Date:Tuesday, November 14, 2006 Status:PUBLISHED I was wondering what lexile scoring was, too. I found a website with a short overview of what it is. The website, if you have time to read it, is http://www.nwea.org/classroom/reading.asp. It sounds very useful and helps with the search for just the right book for your reader. It takes into consideration a student's interests and levels. Thread:Introduction Post:RE:Introduction Date:Tuesday, November 14, 2006 Status:PUBLISHED Hi! I would like to learn more about the lexile scores. Are you putting lexile numbers on all of the books?Why did you decide to do this? Do you like it thus far? Did the teachers and administration suggest using these scores? A colleague of mine has a son who attends Crookston Public Schools and they have started using the lexile numbers in their library. He asked me what I thought of using them and feel that I should learn a little more before I voice my opinion! Thread:Intro Post:Intro Author:Karen Arlienate:Tuesday, November 14, 2006 Status:PUBLISHED We are a K - 12 school--so I get to see everybody! We use Scholastic Reading Counts for K -12 students. The tests are taken in two location. K -6 takes quizzes in the library on computer #1. 7-8 takes quizzes in their home room. 9-12 takes quizzes in the library on computer #2. Each teacher set the goal for their class--1-6 require 100 pts by end of year. Middle School and High School have quarterly requirements for grades (MS 30-40 pts per quarter/HS 50 pts per quarter). The only time that the computers are really busy is the last week of each quarter. Unfortunately, I have to read the quizzes to K - 2 and a few 3rd graders--so I get interrupted a lot (like just now when I had to stop typing and read quizzes to Maria). I give out the Scholastic Reading Counts ribbons for K -6. Ribbon goals are 25, 50, 100, 250, and 500 pts. At the end of the year anyone over 250 pts receives an award medal and 500 pts gets a trophy. As of right now I have a 6th grader who has over 600 pts!! Another school has also been taking the NWEA tests and I re-labeled all are books with lexile numbers (when we first started everyone thought the lexile numbers where confusing and I left them off). Since we have over 4000 quiz books available for our students that was a lot of work!! This fall the Middle School began using the Scholastic Read 180 program. This program uses a different testing scale to decide student lexile levels. (the students NWEA score and Read 180 scores were different). There are also different books/quizzes they use -- ones not available to all students --just the Read 180 students. I purchase both quizzes and books out of the library budget. Now, not all books I buy have quizzes--the students can't figure why we'd need non-quiz books!??! The two computers in the library are password protected. I have to log in all the students. We did have a minor cheating problem a few years ago--middle school computer was not password protected. It was quite a clever scheme--the students would pay one student to take the quizzes for them. Unfortunately, someone talked to the wrong person and scheme was over. All quizzes were erased and the very clever young man had to donate his money to charity. Now the middle school computer is password protected!! Thread:Introduction Post:RE:Introduction Date:Tuesday, November 14, 2006 Status:PUBLISHED How do you feel about the lexile scores? Some say they shouldn't be put on books because it discourages some readers from reading books above their level. I have mixed emotions about this right now. I would love more input on thoughts of other librarians. Thread:Introduction Post:RE:Introduction Date:Tuesday, November 14, 2006 Status:PUBLISHED In your introduction to the discussion board you mentioned that your school is starting to mark the library books with a lexile score. Are you marking all the library books, the books in the AR program and who is doing the marking?? We have discussed lexile scoring but what a job! We are also using the NWEA testing. Did this testing then lead to the lexile scoring? Thread:Introduction Post:Introduction Date:Tuesday, November 14, 2006 Status:PUBLISHED I spend my mornings in the library, and the afternoon with the second grade. We do use Accelerated Reader with grades 3-7. Our Title program maintains the AR program, and we try and order books from the list each year. Some of our classroom teachers also use the Book Adventure program. One interesting thing we have started this year, is lexiling our books. We are a NWEA(Map Testing) school. Each student is given a lexile score after taking the tests. We have been working hard to put lexile scores on each book, so the students can find books that are within their intructional zone. We are just in the beginning stages of the process. Thread:Lexile Post:RE:RE:RE:Lexile Date:Tuesday, December 5, 2006 Status:PUBLISHED I printed off the conversion chart and put one in each teachers mailbox. Also have some in our professional library for teachers/reading paras etc. to take for their knowledge. I published the lexile.com and scholastic ecatalog site in my newsletter where teachers can look up the lexile/guided reading level. Many of our teachers have leveled the books in their room. Thread:Articles Post:Articles Date:Friday, December 1, 2006 Status:PUBLISHED Just a few thoughts on a couple of articles.... Keeping Score..... It states that using a Reading Program increases circulation. Boy, I’ll say. In the school I worked at before (where we didn’t use such programs) circulation plummeted once the students started High School. Elementary students still loved checking out books and Middle School girls still checked out books (especially those Lurlene McDaniel books)--but we certainly lost the gentlemen readers. But might that not be a gender issue--boys don’t see men reading so reading can’t be manly. Also, homework gets loaded and what with the issue of raising the number of credits needed to graduate it will only get worse. The quote from Bennett “Do they read because they love to, or because they have to?” struck a cord. Maybe we have to make them before they want to. I don’t think enough time has passed to really see if our students will be readers after they stop being students. I do have a problem with the reading level/grade level they put on some of the books. For example, Lurlene McDaniel books are at a 4.5 - 6.0 grade level--I’m not sure that 4th, 5th, & 6th graders are ready for some of these books. I usually suggest that they want until 7th grade before starting her books. When I notice a child is failing quizzes I talk to their teacher. I suggest having them read at a lower level for awhile. I even mention that it might help if after each chapter the student write a short synopsis. (I now know that the Read 180 program does just that--but we only use Read 180 for Middle School). One last thought.....Betty Carter states “....some books I haven’t read and I got all the questions right.” Do you think we could invite her down and take her to the casino.... Argument against Accelerated Reader..... In a quote from this article...” The only thing a child must do is demonstrate comprehension and readiness to progress to the next level of books is score highly on the AR test.” Isn’t that true of all subject areas-- listen, read, study, and take a test to pass, and then go on to next topic. I think if we use the program a little differently that we do now--it might show more progress. One example would be to individualize it -- I know that sounds like a lot of work -- but I think it’s do-able. We can increase or decrease the number of questions that a student has--read a story (that corresponds to the curriculum) and have the students take a paper test. (it takes just a few minutes to go in and add to a students file that they passed a paper test). I read that there are some libraries that separate the AR/RC books from the regular sections. What? Isn’t that making more work for the poor librarian?? Isn’t that also taking away the possibility that the students might find something that isn’t a test book to read...something that would be a fun, cool, interesting, & intriguing book for “reading for pleasure.” When our Supt. suggested rearranging the shelves by lexile numbers I almost fell off my chair. How difficult it would be to find a specific title or author or even topic (Non-fiction books). I believe that all the books should be shelved together by the appropriate designation, Easy,Fiction, or Dewey Number. In Going beyond the debate.... I know that the reading textbooks always have a list of suggested enrichment or reinforcement books. If the person responsible for purchasing ( me, in this case) got that list, those books could be ordered along with the quizzes and then that would help reinforce the skills being taught. ---------------------- I actually had to go to a school board meeting during the first year we required High School students to prove we had plenty of books/quizzes for students to read. A couple of students had complained to Mom and Dad--who complained to someone on the School board. So I brought in a list of all titles. First a full alphabetical list, then a list in reading level order, and then a list done by interest level. They were surprised (and pleased) to see that we had plenty of books--so no more complaining. ----------------- The teachers have never asked for anything but a points list. So I haven’t really looked at any other reports--something to think about--maybe give better feedback for the teachers. Thread:Lexile Post:RE:RE:Lexile Date:Sunday, November 26, 2006 Status:PUBLISHED We have been given a "conversion" type chart that lists some of the different types of reading scores and it shows you which level matches in a different program. So for example, the lexile score would have a comparable rating with DIBELS. I have one at school so will check to see if AR scores are on the list. Thread:Lexile Post:RE:RE:Lexile Date:Saturday, November 25, 2006 Status:PUBLISHED In our professional library where we have browsing books (paperbacks or consumables as I call them) I do mark them with the GR level and the lexile. These books are checked out 20-30 at a time, taken to the classroom where teachers use them for independent reading. They bring them back in a couple of weeks and check out more. I suppose I have about 500 of them which are mostly used by K-2 grades. But, my library has a huge collection of over 25,000 titles (which I am constantly weeding). I do not put the lexile scores on any of them. If a teacher asks me what it is I either look it up on Lexile.com or they will.
Thread:Lexile Post:RE:Lexile Date:Tuesday, November 21, 2006 Status:PUBLISHED
Do you have the lexile numbers written on the inside or outside of your books also in your library? Thread:Lexile Post:Lexile Date:Sunday, November 19, 2006 Status:PUBLISHED We do MAP testing in our district. I have found that by using Lexile scores that we have a better profile of where the student is and an understanding of what the student comprehends when reading. Our library management system is Follett's Destiny which list almost all book titles lexile score. Students have learned that if a book is a 1070 lexile and they are reading on a third grade level that number is too high for them. Not all students understand this, but I see that the gifted students in our school look at the lexile number of a book.
Thread:Lexlie information Post:Lexlie information Date:Wednesday, November 15, 2006 Status:PUBLISHED This website has good information on Lexile numbers and links to a Lexile book databas http://www.Lexile.com Click on Eucators and Lexile Book database You can do a search for lexile search for specific titles of books in this link. Thread:FAQ about lexile #'s Post:FAQ about lexile #'s Date:Tuesday, November 14, 2006 Status:PUBLISHED Interesting site! It may answer some of your questions. http://www.lexile.com/DesktopDefault.aspx?view=fa&tabindex=4&tabid=22#3 Thread:Lexile scores Post:Lexile scores Date:Tuesday, November 14, 2006 Status:PUBLISHED http://www.wisegeek.com/what-are-lexile-scores.htm This cite explains lexile scores for those of us who may be wondering. |