[MOSAIC] Accelerated Reader/Bill's response

[Bill Roberts]

> How do you avoid sending the message that the purpose of the reading is to
> take a test...when it indeed is in this case?

Model how you pick books, read stories just for fun and tell the kids that 
is only for fun....no worksheets, no questions, no assignments.  Model 
different types of reading:  Magazines, joke books, comic books, anime, 
video game manuals, etc....even phone books and newspapers!


>And, more damaging in my opinion, how do you avoid sending the message that 
>reading is something so
> undesirable that you have be bribed to do it?

Talk with the kids.  Explain the difference between AR reading and REAL 
reading.  The point of AR is that it makes non-readers read.  Once they find 
an author or genre they enjoy, they will keep reading in spite of AR.  If 
one of my kids read a book that isn't AR and are enjoying the book, we look 
it up to see if there is an AR test and get the librarian to order it.  It 
takes a couple of weeks sometimes, but usually they do fine.


And how do you avoid sending
> the message that you, the child, are capable of reading different books at
> different times for different reasons with different supports, rather than
> "I'm a 3.3 to a 5.1; that's all the better I can read, and it won't help 
> to
> pick books on snakes even though I"ve read many, many books on the subject
> and read far above the STAR when I know all about a topic, a genre, etc. 
> I
> can't read 7.3 books."  How can you avoid sending the message that a child
> can sometimes read books too easy, too hard, or just right when you 
> prohibit
> that?

Don't prohibit it, then.  I allow students to read above their levels if 
they show me they are interested in the book AND IF I THINK THEY CAN HANDLE 
IT.  I'm not going to let a child read a book that they won't be able to 
read, but I offer guidance in selecting the book and teach them that if the 
book is too boring or too difficult......STOP!  Some teachers make the kids 
finish the book...no matter what.  I think that causes more damage than an 
AR test.  I monitor their reading and scores so I can help the ones who 
aren't making their goals. Most of my kids like having goals....when they 
reach them, we find new goals.  My students' goals right now are to read on 
grade level or come close.  If they reach their goals, I set new ones with 
them.


>How do you avoid sending the message that it's just fine to read a
> book without reflection in order to read it fast when your actions show 
> the
> opposite to be true?  How do you avoid sending the message that it doesn't
> really matter what a person "chooses" to read. . . it's all just practice
> anyway?

What's wrong with practice?  Athletes practice, musicians practice, cooks 
practice....practice improves their performance.  I give my kids the analogy 
that reading AR is more for practice.  If they can find a book they enjoy, 
all the better.  But like any skill, practice makes perfect.  If you want 
reflection, have your kids write a journal while reading.  I ask my kids to 
tell me when they are done what they liked (or didn't like) about the book 
and tell me why they feel that way.  I've also had them write daily 
reflection logs about the books while they are reading them, and I've done 
response journals with them weekly about their novels.  It takes a little 
more work, but it's worth it.  AR is just one more source for data....data 
the teacher can use to help the student.

The only limitations are the ones you set on yourself.

Bill
>