PHS Literacy Center

The Accelerated Reading Program is the foundation of our literacy program but is not, in and of itself, a reading intervention program. AR, when implemented correctly, is an effective and efficient program for engaging students in independent reading, monitoring reading practice and creating a "culture of literacy". We are trying to improve vocabulary and reading comprehension through reading practice, but our primary goal with AR is to foster a life-long love of reading in all students.

California standard 2.0 Reading Comprehension says "In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, news papers, and online information. In grades nine and ten, students make substantial progress toward this goal." Reading a million words a year can increase vocabulary more than a thousand words. The California Reading/Language Arts Curriculum Framework states "Independent reading significantly improves a student's reading comprehension and vocabulary and increases familiarity with models of good writing and conventions of writing and spelling. It also serves an important affective purpose; that is, to develop a lifelong appreciation for reading for pleasure and information. Recent research indicates that the volume of reading also affects general cognitive development."

The students are reading more, but we can increase their participation by increasing motivation and ensuring that the AR program is implemented fully and consistently. We want to be sure that the students are getting the most out of our investment in this program. The English Department has taken a leadership role in establishing the AR program. They have voted on department policies regarding the implementation of the AR program. To implement the program correctly and consistently the following is required of all teachers responsible for using AR in their classroom.

1. In English classes AR reading will represent 15-25% of the English class grade. The teacher determines the percentage for their class. Grading for AR is positive not negative. Students receive credit for whatever percentage of their AR point goal they earn. There is no minimum a student must earn to receive credit for what they have read. If they earn 100% of their goal they receive 100% on the AR grade. If they earn 5% of their goal they receive 5% of the AR grade, etc.

2. Students may choose to read any AR book that is within or above their teacher-assigned ZPD. At this time an "AR" book means a book for which we have an AR quiz. We have over 10,400 AR quizzes at this time. We will add AR quizzes as they become available.

3. AR reading goals must relate to a student's reading ability. Teachers will use the AR Star Reading Test results and the PHS AR Point Goal Chart as a starting point. This chart is a guideline only. Both grade-equivalent scores and book readability levels are approximations. Teachers use their professional judgment and other assessments to adjust ZPD ranges to match individual students, taking into account such factors as a student’s prior knowledge, appetite for challenge, interest and need for variety. When moving to a higher level, students should consider shorter books. Teachers set goals for students that are realistic – ambitious, yet attainable – and that you review and adjust them as needed.

4. All students will be required to keep an AR Reading log and teachers will sign the log regularly (2-3 times per week minimum). The logs must be filled out completely (ZPD, Point Goals, book title, etc.). All teachers and the library staff can use this information to help students with the AR program.