Progress Monitoring Guidelines and Goals
Reading is a skill and, as with every skill, it requires not just instruction, but practice. The Saskatchewan English Language Arts (ELA) curriculum clearly identifies the outcomes and indicators that support optimal reading growth, the development of comprehension and the construction of meaning. This occurs through direct and indirect teacher-led instruction, guided inquiry, and meaningful learning experiences.
Accelerated Reader is a tool to help the classroom teacher monitor student reading practice. It is not designed to assess student achievement. The ELA curricula are instructional nature, but AR is not necessarily instructional. For these reasons, the use of AR to determine a student's "Reading" mark is not recommended. Progress Monitoring and AR When utilized appropriately, AR may play a role in helping students "Comprehend and Respond" to text as well as "Assess and Reflect" upon their learning. In these instances, AR may be recognized as a progress monitoring "task" or assignment that is factored into the larger reading assessment picture.
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Acceptable AR Task Guidelines
The incorporation of AR into a progress monitoring task shall only occur if the classroom teacher actively monitors student AR reading through goal setting.
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AR Task Criteria
I have exceeded my goals I have achieved my goals I am beginning to meet my goals I have not yet met my goals |
Gr. 4 to 5 Progress Monitoring
Excels at Outcomes Meeting Outcomes Beginning to Meet Outcomes Not Yet Meeting Outcomes |
Gr. 6 to 8 Progress Monitoring
A = 85% and higher B = 70 to 79% C = 60 to 69% D = 50 to 59% |