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If your children's school uses Accelerated Reader (AR), are students required to acquire a set number of points per month? How are the AR point goals set? If a book is very long and/or worth a lot of points, what happens if the student doesn't finish it by the end of the month?

 

This is causing problems for my DD, and I'm curious if it's a common issue for AR users in general or if our school just has an unreasonable way of handling it.

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My kid's school's AR goal is set quarterly. For each quarter, they have to have acquired a certain amount of AR points to reach their goal and go to the AR party at the end of the quarter. From what I understand, every kid has a different goal based on their reading/skill level.

 

The kiddo has to read a book, then take a computer quiz on it. They have to score an 80% or better for it to be counted toward their goal. So if they haven't finished a book, they probably won't do too well with the required quiz. Chapter books are usually worth 2 points, while "regular" books are worth .5. What I do is have my kids read a "regular" book 3 times (I'll read it to them, then with them, then they read it by themselves) then they take the AR test on that book the next day. I've found this to be the fastest way to meet their goals.

 

At the end of the year, they hand out medals to the children who've met their goal for each quarter, so that's something they really look forward to.

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My son is in 4th grade and doing RC to participate in RC parties.  

 

He totally saves the last chapter of books, or saves books he has read, and doesn't take the test until near the RC party, so he knows he gets the right points.  

 

If he is close to finishing another book that has a lot of points, he saves it until after the party, so it will count for the next party.

 

He has been fine to read one Harry Potter book per semester, plus one additional book.  

 

His points are based on Lexile levels based on MAP testing.  They do not make the goal too high, b/c it is supposed to be about reading being fun so you get to go to the RC party, there are 4 per year.  

 

He would not finish his HP book over the summer, he wanted to have it ready to count for the first RC party of this school year.  

 

It seems like it is going okay for him.  This year he is finishing his books during free reading and evening reading, and he only takes enough points to do the RC parties, so it is not too onerous for him.  

 

Last year he was feeling like he hoped he could get the RC parties, but that has not been an issue since he started reading HP for them.

 

HP has a reputation that you can read one book and they count for a lot of points, and he does read them (he is in Book 6 now), but he has seen the movies and so it is not stressful to him.  

 

It was harder on him when he was trying to read multiple shorter books.  Also ----- it is MUCH easier on him this year, b/c he has 20 minutes a day that is free reading only.  It is much easier than when he is supposed to fit in reading in dribs and drabs, b/c often he does not have much time, b/c his other schoolwork takes him longer, and he ends up having very little free reading time that way.  It was hard on him in previous years when he would get to the end of a day and have other work undone let alone reading, while other kids might have spent 30+ minutes reading as they finished things early.  

 

His reading level has also gone up, which seems to make it a lot easier for him.  

 

I talked to his teacher about "what if he can't finish HP in time for the RC party?" and she said that if, a week before, he wasn't going to be able to finish, she would sit down with him and figure something out she knew he would be able to do.  I think that is something worth asking the teacher about, b/c I think it is very counterproductive to spend 2 months reading HP and then not finish the book in time and so miss the RC party.  His teacher did put my mind at rest on that.  Then my son has spaced his books out anyway, so it has worked out anyway for him.  

 

He is one of the kids who is VERY into reading HP and likes to keep his book on top of his desk for other kids to see.  He is VERY proud of himself and that is also part of the reason he is spacing them out, I think.  

 

I would ask the teacher, if this came up, if the teacher could be flexible.  Ours are, but they would not be if they thought someone was not doing as much as they were capable of.  They might have a different answer in different situations.  They don't like it if they think kids are reading books at too high of a level, for where they think their reading level is, at my son's school.  But he has also talked to his teacher about reading a book that is at a higher Lexile level than is supposed to be his Lexile range, and his teacher okayed it.  That is case-by-case but it has worked out for him.  

 

His teacher wants him to bring it up with him, not have me come and bring it up with her for him.  That is fine for my son -- if it wasn't, I would step in.  I helped him plan what to say to her when he wanted to read HP while his Lexile level was not high enough.  

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My kids (3rd grade) are given a minimum goal each term, and there is a grade-wide goal for making the "wall of fame" and attending the annual ice cream party.  In grades 1-2, the minimum goal (as well as the "wall" threshold) was the same for all students in a class.  Now in grade 3, the teacher is giving individualized minimum goals.  I assume they are based on reading ability.

 

This year they have to get 125 points to "make the wall."  Miss E is at 106 to date, and Miss A is at 34.2.  (Miss A is suddenly getting motivated now, so maybe she'll make it - time will tell.)  The trimester minimum for Miss E is 20.3, for Miss A 13.7.

 

The teachers will periodically nudge students by saying that they are supposed to have __% of their minimum trimester points.  Miss E missed recess for a day or so because she had not taken a quiz in a long time.

 

I don't know if there is any provision for getting partial credit for a long book that straddles terms.  This has not been an issue for us here.  I am guessing there would be no mercy at our school.  I'm guessing they would tell the individual to read some short books to get the required points in the interim.

 

Right now the biggest issue we have is that my kids' zpd ranges are not allowing them to test on a lot of the books they choose (or would choose) to read.

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I hate AR!  I really think it is a dumb way to try to motivate children to love reading.  My dc goals are set and they find that level by some type of testing they did.  No real punishment for not reaching it, (if they do some) but rewards for reaching it.

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AR is 25% of my kids' reading grade.  12.5% for comprehension and 12.5% for points.  So my kids' grades would be docked if they didn't meet the minimum goal on either measure.  Some teachers average the quiz average into their reading grade, others just give 100% if the 85% target is met.

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Honestly it sounds like a horrible system. I resent even having to write down the name of each book let alone take a quiz. Do the kids choose not to read books that don't count? And what about the joy of rereading.

 

I agree completely. And yes, an unintended consequence is that my kids do indeed read fewer books from our home library that they would like to read—especially nonfiction titles—because they don't "count." I hate it.

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Can she do this without much trouble?  If it is not much trouble, I would accept that.  

 

If it is something difficult for her to do, or really putting her off of things, go back and talk to the teacher again.  They do not have much time at P/T conferences.  Send a follow-up e-mail or make another appointment.  Explain in greater detail.  

I mean -- the teacher does make sense.

 

But if *you* have information that causes you to think -- that is not a solution for your daughter -- you can still bring it up when there is more time.  

 

Nothing much will ever be accomplished at a P/T conference.  They have a few minutes and their list of things to go through.  But don't go and shake your head b/c they didn't immediately agree to change something you brought up at P/T conference.  It is only Step 1.  

 

But -- if your daughter *can* do the teacher's suggestion and it is not too big of a deal, more just not your first choice, then I would go that way.  If you know that she is upset about it, frustrated, has a lot of trouble switching between books, has a lot of trouble finding books she is motivated to read, etc, then DO go back for Step 2 of bringing it up again, asking for more consideration, letting the teacher know why you think it would really be helpful if she could be a little flexible on this.  

 

If it is just irritating and stupid -- then I think, it is not the end of the world.  If it is more than that -- keep trying!  

 

If it is just irritating and stupid -- venting about it to people with like minds is nice.  :)

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AR is 25% of my kids' reading grade. 12.5% for comprehension and 12.5% for points. So my kids' grades would be docked if they didn't meet the minimum goal on either measure. Some teachers average the quiz average into their reading grade, others just give 100% if the 85% target is met.

I don't see why kids need to have grades though. If they are not doing well they need help not a poor grade and if they are doing well they need to be challenged more. Mind you our schools are pretty bad at the challenge bit.

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I don't see why kids need to have grades though. If they are not doing well they need help not a poor grade and if they are doing well they need to be challenged more. Mind you our schools are pretty bad at the challenge bit.

 

In our school, I think perhaps they believe the grades challenge students to do better / compete? 

 

Recently my daughter got behind due to missing some days of school.  There was some "class work" the teacher refused to send home so she could catch up quicker.  The reason?  "Class work" is weighted more heavily than "homework" in the grades.  Apparently it is not fair for an 8yo to get a chance at a slightly higher grade by doing make-up work at home.  But apparently it is fair for her to miss weeks of recess and be hassled and brought to tears in class over the unfinished work.  :/

 

I have a lot of issues with the way they grade for AR and other things, but we're stuck with it.  I'm learning to relax about it, now that I have stopped feeling pressure about my kid's placement.

 

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Yep sometimes you just have to accept. I wouldn't expect my child to have to make up work they missed through being sick though. I would just expect the grade to be based on what they did when they were there. Any missed bits will be taught again at that level.

 

I don't think kids competing against each other for grades is a good idea. But there are a lot of other things I quite like about the US system.

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