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	updated Nov. 20, 2006

Language Arts (Reading, Writing, Spelling) skills are taught in accordance with the North Carolina English Language Arts Standard Course of Study. Text books (McGraw Hill) and other programs used at Parsley help us meet those goals and objectives.

Reading Renaissance / Write From the Beginning & Thinking Maps / Suggested Reading Lists / Core Words (K-2)

Reading Renaissance is one part of the Reading Curriculum at Parsley Elementary.

• Accelerate growth in reading ability
• Foster a love of reading in all students
• Improve test scores

Reading Renaissance is a set of teaching strategies that, when combined with Accelerated Reader (AR), results in maximum reading growth for every student. It takes AR to deeper levels.

Time is devoted during the school day to reading books on student's independent reading level.

Teachers have available to them information from AR to monitor and guide each student's reading.

It is research based.

The Reading Renaissance classroom provides time for reading and gives immediate feedback to students. The teachers provide continuous monitoring and guidance. It is motivational.

What is a ZPD?

ZPD stand for Zone of Proximal Development.

For reading to develop and for maximum reading growth, students should average 85% or higher in comprehension. To achieve this, students should be reading material that is not too easy, yet not beyond their limit. When students consistently score 100% it means the reading is too easy and no growth is occurring. Below 80% means the material is too difficult.

Periodically throughout the school year, students take a STAR test on the computer. The STAR report gives the teacher information that allows him/her to track student growth, instructional levels, grade equivalents and percentile rankings. This data is used to assign a ZPD. The ZPD is a reading level range that puts students in a "comfort zone" and yet allows for growth. The ZPD is adjusted by the teacher as needed.

Students select books within their ZPD range from the classroom or Media Center. In the Media Center (and in many classrooms) books are labeled with a reading level for easier selection. Students can also look for a book on a list in the Media Center. AR quiz lists are printed by Title, Author, and Reading Level. AR quiz lists will also be available on our website.

Setting Reading Goals

AR Quizzes
After reading an "AR" book, students go to the computer to take and AR quiz. Students should take the quiz as soon after finishing the book as is possible. An AR quiz is a measure that the student has indeed read the book and understood the content. It is not a test of reading ability or memory, thus the need to take the quiz soon after reading the book. Quizzes are written such that you have to read the book to pass the quiz. (Watching the movie won't give you the details that were in the book!)

When taking a quiz, the program first asks the reader if the book was read to them (Read To), if they read the book with someone (Read With), or if they read the book independently (Read Independently). This allows for young beginning readers to participate in the program, as well as also being able to measure listening comprehension on all grade levels. Parents may read stories to their children at home, or volunteers or older students may read to young students. These young readers may then have the quiz read to them or have assistance as they try to read it themselves. If a book was checked as being a "Read To" or a "Read With", the student may retake the same quiz six months later as a "Read Independently". This flexibility in the program allows for variations in the reading program and opportunities for growth.

Quizzes are either 5, 10, or (very few) 20 questions long. Students read each question and select one of four answers. When the quiz is over, the window shows the student how well they performed and then a TOPS report prints.

TOPS Reports
After a student takes an AR quiz, a TOPS report prints out, is reviewed, and is sent home.

"TOPS" stands for Three Opportunities to Praise a Student. Students taking an AR quiz have up to three opportunities to be praised for a job well done.

1. By the person helping administer the quiz. This is usually a volunteer or older student who helps young readers as they begin with AR.
2. By the classroom teacher
3. By the parent

As TOPS reports come home, look not only for how your child did on the current quiz but how he/she is doing compared to his/her goal. Parents can help students learn to be better "time managers" when they discuss with their child how to pace themselves throughout the grading period.

Sample TOPS Report In the first section, look to see how your child performed on the individual quiz. In the second section, 'Marking Period Results' help you to know how well he/she is meeting their goal for the grading period.

"I really want to read this book, but it's not AR...."
Teachers have the option of allowing students to read non-AR books and magazines and then assessing them with alternate methods.  The teacher may then give the students "AR credit" for the assignment by reducing their AR goal by an appropriate number of points.

Take a sample AR Quiz

Write From the Beginning is a developmental writing program for students in Kindergarten through Fifth Grade. Teachers within a school develop a common, targeted focus and shared accountability for school wide writing performance.

Purpose: To give students and teachers in grades K-5 the knowledge and skills necessary for age-appropriate writing instruction and achievement. Teachers at each grade have expectations for their particular grade level. Teachers use Improvement Rubrics and focused mini lessons to help establish a solid foundation in the writing process.

Implementation: Teachers have received training in Write From the Beginning and Thinking Maps. Grade level specific introductory workshops were given and followed up by additional training.

Assessment of Program: Success in writing achievement is determined at the individual student level through the use of an Improvement Rubric to evaluate overall success. The Improvement Rubrics use a twenty-point scale to assess both skills of conventions and content proficiency. The goal for each child is to score a minimum of 16 points. This is a developmental program that builds on the successes of each student. Our goal is to have all students proficient in writing as they reach the fourth grade writing test, which is used as a gateway in the NC Student Accountability Program.

Use the links below to view Write From the Beginning Rubrics for each grade level. Note: The expectation is that the student exhibit the criteria in the rubric by the end of the school year.
Kindergarten Drawing & Writing	1st Grade Recount Narrative	2nd Grade Personal Narrative	3rd Grade Narrative or Personal	4th Grade Narrative	5th Grade Narrative

Suggested Reading Lists by Grade Levels and special categories

Authors' Celebration in Miss Wood's Class 1st grade students in Miss Wood's class share stories they have written with their parents and other invited guests. Students throughout the year write many stories! Their stories may be hand written and/or word processed, illustrated in crayon or using the Kid Pix program. Their stories are fiction and non-fiction, many of which take lots of research in the Media Center and/or the Internet.