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    Reading
    Into Reading
     
    We use the Into Reading program for reading instruction. This is taught whole-group/ small group and our focus is on using the Spalding Elements of Writing, as well as Mental Actions to help us comprehend the reading selections. Tests are usually taken on Thursday, where students are encouraged to use their books to find the answers. The students will focus on reading comprehension strategies and techniques. 
     
    Independent Practice (AR)
     
    In addition to our regular reading program, students will also participate in the Accelerated Reader program.  This program is designed to build independent reading and comprehension skills.  It includes 15 minutes of independent reading in class as well as 15-30 minutes per night of reading at home.
     
    Students should have two (2) AR books at all times.  The students should be reading picture books 3-5 times before they are ready to test.  At the beginning of the year, I ask that the students have an adult quiz them on their book before they take an AR test on it. 
     
    AR point goals and reading zones are set based on the student's current reading level.  The goals are designed to be challenging, yet attainable.  Students should be testing a minimum of 2-3 times per week, depending on their individual goals. Please help your child stay on top of his or her goal. 
     
    I have seen tremendous growth in students who participate in AR, and your support is greatly appreciated!
     
     
    Books
     
    AR Reading Zones
            0.9-1.5  Yellow
            1.6-2.0  Green
            2.1-2.5  Blue
            2.6-3.0 Red
            3.1-3.5  Pink
            3.6-4.0 White
     
    There are two types of AR books.  Picture books are worth 0.5 points.  Chapter books are worth 1.0 point and up.  Once students begin testing on chapter books, they are still required to continue testing on picture books.
     
    I encourage you to sign up for Home Connect to receive updates on your students testing progress.
     
     
    		 
     

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