Accelerated Reader™, ATOS™, and the
Common Core State Standards
English Language Arts
Critical to the success of all children, as evidenced by the
Standards and the accompanying Appendices, is the ability
to read and comprehend many different types of text of
increasing difficulty. Accelerated Reader (AR) is a concrete
way to help students meet the Standards. By guiding
students to read widely and deeply from a broad range of
books, incorporating daily reading practice into the school
day, setting individualized reading practice goals, and
monitoring progress toward those goals in AR, students are
sure to experience success and growth. Accelerated Reader’s
instant reporting helps teachers monitor progress and
quickly identify students who may need assistance.
Accelerated Reader uses the ATOS readability formula, and
every title with an AR Quiz includes an ATOS book level.
Coming fall 2014, customers can choose between an ATOS
or Lexile® measure to help assess aspects of text complexity.
An independent study, “Measures of Text Difficulty: Testing
their Predictive Value for Grade Level and Performance,”
found ATOS to be a valid, reliable measure of text complexity
as required by the Common Core State Standards (CCSS)
for English Language Arts. The study spurred a supplement
to Appendix A of the Common Core State Standards, listing
ATOS as a valid, reliable measure of text complexity and can
be found at http://corestandards.org/resources. To learn
more about text complexity, visit http://www.renaissance.
com/products/accelerated-reader/text-complexity.
College and Career Readiness Anchor Standards for Reading
The Common Core State Standards include College and Career Readiness (CCR) Anchor Standards1 (listed below).
These Anchor Standards cross all grade levels and as students get older, the texts they read should become increasingly
more difficult.
While all of the CCR Anchor Standards pertain to Accelerated Reader to some degree, Anchor Standard 10 is particularly
relevant. Accelerated Reader makes it easy for educators to guide students to a variety of genres and balance of fiction/
nonfiction interests, and not only track what students are reading, but also track the complexity of what they are reading.
Perhaps even more important, Accelerated Reader is an easy way to know if students are able to comprehend what they’ve
read. All of this data is rolled up into easy-to-read reports to monitor progress and keep parents informed.
CCR Anchor Standards
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
5. A
nalyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as
well as in words.
8. D
elineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as
the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Level of Text Complexity
10.Read and comprehend complex literary and informational texts independently and proficiently.
Accelerated Reader has been
aligned to the Common Core
State Standards.
1 Common Core State Standards Initiative. (2010). Common Core State Standards for English language arts & literacy in history/ social studies, science, and technical
subjects. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers, Council of Chief State School Officers.
Retrieved from www.corestandards.org
2
The Common Core State Standards Model of Text Complexity
Common Core State Standards Appendix A: Research Supporting the Key Elements of
the Standards2 provides guidance to educators on text complexity. Text complexity is
defined using an equal three-part model consisting of qualitative dimensions, quantitative
dimensions, and reader and task considerations.
Throughout this document, Appendix A* is referenced in gray boxes (unless otherwise
noted). Following the gray box is an explanation of how Accelerated Reader can help
support the challenge of the Common Core State Standards.
CCR Anchor Standards
a
Qu
ive
t
lita
Qu
an
tita
tiv
e
Reader and Task
Adapted from Appendix A of the CCSS for English
Language Arts and Literacy.
1. Qualitative Dimensions of Text Complexity
“Those aspects of text complexity best measured by an attentive human reader, such as levels of meaning or purpose;
structure; language conventionality and clarity; and knowledge demands” (p. 4).
In AR, every text is given an interest level that is based on content—the book’s themes and ideas—and indicates for which age
group a book is appropriate. AR also makes it easy to identify fiction/nonfiction books to assist teachers with the qualitative
dimension of text complexity.
2. Quantitative Dimensions of Text Complexity
“Those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion that are difficult if
not impossible for a human reader to evaluate efficiently, especially in long texts, and are typically measured by computer
software” (p. 4).
AR uses the ATOS readability formula as its quantitative measure. ATOS levels are based on a book’s average sentence
length, average word length, word level from a graded vocabulary list of over 100,000 words, and the number of words in a
book. ATOS values are expressed on an easily understandable grade-level scale. For example, an ATOS reading level of 5.4
translates to “fifth year, fourth month.”
ATOS, Flesch-Kincaid Grade Level test, Dale-Chall Readability Formula, Coh-Metrix, and the Lexile® Framework for Reading are
all listed in Appendix A as examples of quantitative tools to help educators assess aspects of text complexity. Lexile measures
will be available for Accelerated Reader in fall 2014.
3. Reader and Task Considerations
“Variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as
purpose and the complexity of the task assigned and the questions posed) must be considered when determining whether a
text is appropriate for a given student. Such assessments are best made by teachers employing their professional judgment,
experience, and knowledge of their students and the subject” (p. 4).
AR utilizes Status of the Class—a process in which the teacher checks in with each student’s “status” to guide book selection,
hold brief conversations about reading practice, review quiz results, etc. This is an opportunity for the teacher to utilize what
she knows about the student, the book, and the reading task, to guide reading practice.
* An update to Appendix A can be found at http://www.corestandards.org/resources (first PDF).
2 Common Core State Standards Initiative. (2010). Common Core State Standards for English language arts & literacy in history/ social studies, science, and technical
subjects. Appendix A: Research supporting the key elements of the standards, Glossary of terms. Washington, DC: National Governors Association Center for Best
Practices, Council of Chief State School Officers, Council of Chief State School Officers. Retrieved from www.corestandards.org
3
Text Complexity Grade Bands and ATOS™
The Common Core State Standards call for all students to “stretch”
and read increasingly difficult text as specified by their grade (see
chart below). However, the Standards intend for this recommendation
to be an end-of-year goal, and not a guideline for daily practice. As
such, not all reading needs to be done at such demanding levels.
One of the key requirements
of the Common Core State
Standards for Reading is that
all students must be able to
comprehend texts of steadily
increasing complexity as they
progress through school.
To provide guidance on the Standards’ rigorous requirements for
instructional reading practice, Renaissance Learning ran a sample
of 959 text passages identified for a particular grade level through
our ATOS analyzer. This sample included passages from state tests,
college and career texts, Gates McGinitie, NAEP, and the Common Core
State Standards exemplar texts. We then identified the 25th and 75th
percentile as the upper and lower range for each grade band to arrive at ATOS ranges aligned to college and career ready
(CCR) expectations. These ranges were validated through a study by Student Achievement Partners, and funded by the Gates
Foundation, titled Measures of Text Difficulty: Testing their Predictive Value for Grade Levels and Student Performance.3
These ranges provide guidance on materials appropriate for instructional use with students in each grade band and are not
based on a student’s individual reading level. These stretch ranges include challenging levels of text complexity that will be
too difficult for many students to read independently. Students whose reading ability is not within the stretch ranges can
benefit from exposure and “close, repeated reading” of more complex text during instructional periods when scaffolding,
coaching, and discussion are available.
Text Complexity by Grade as
Required in the Standards
Recommended ATOS Level Ranges
Aligned to CCR Expectations
1
1.6-3.3
2
2.8-4.2
3
3.9-5.1
4
5.0-6.1
5
6.0-7.0
6
7.0-8.0
7
8.0-9.0
8
8.8-10.0
9
9.7-11.0
10
10.5-12.0
11
11.2-13.0
12
11.9-14.1
3 Nelson, J., Perfetti, C., Liben, D., & Liben, M. (2011). Measures of text difficulty: Testing their predictive value for grade levels and student performance. Technical
Report to the Gates Foundation (also to be submitted for publication). Available online from
http://www.ccsso.org/Documents/2012/Measures ofText Difficulty_final.2012.pdf
4
Using Accelerated Reader™ with the Common Core State Standards
CCSS Emphasis: Informational Texts
“Current instructional practice does not do enough to facilitate the independent reading of complex texts, particularly
informational texts, despite the fact that sustained exposure to expository text is the most common reading requirement in
college and the workforce” (p. 3).
Nearly half of the more than 160,000 AR Quizzes are on nonfiction titles. This wide range of informational texts makes it easy
for reading teachers as well as content-area specialists to incorporate nonfiction reading practice into the curriculum.
While reading texts independently and proficiently is consistent with past standards, the “complex literary and informational
texts” aspect is noticeably different than the approach used previously which focused more on skill development without
an emphasis on text complexity. The Common Core State Standards challenge students to perform skills within increasingly
complex texts. By raising the bar and requiring students to read more challenging texts, the goal is that students will be
equipped to handle the reading requirements of college and career.
CCSS Emphasis: Monitoring Text Complexity
“While the reading demands of college, workforce training programs, and citizenship have held steady or risen over the past
fifty years or so, K-12 texts have, if anything, become less demanding. This finding is the key impetus behind the Standards’
strong emphasis on increasing text complexity as a key requirement in reading” (p. 2).
A unique feature offered by AR is Reader Certification. As a student progresses through more complex texts, the program
establishes easy-to-understand levels that represent the student’s current status and transitions, such as moving from picture
books to chapter books. Reader Certification encourages students to broaden their reading experiences by attempting books
that are challenging, yet within their zone of proximal development.
Challenging students to read complex texts is important, however, it’s even more important that students are able to
comprehend this challenging text. Accelerated Reader Quizzes serve as an efficient method for determining if students
can understand what they read. Further, AR provides an easy way for educators to monitor and manage what students are
reading, the text complexity of what they are reading, and the amount they are reading. Because Accelerated Reader includes
more than 160,000 quizzes, on both fiction and nonfiction, ranging from the most basic text for emerging readers to the most
complex texts for high schools, it is the perfect tool to support Common Core State Standards implementations.
CCSS Emphasis: Comprehension
Research indicates that there is a high correlation between literal and inferential comprehension. A 2006 ACT study cited in
Appendix A says, “that a pedagogy focused only on ‘higher-order’ or ‘critical’ thinking was insufficient to ensure that students
were reading for college and careers” (p. 3).
AR Quizzes are designed to measure how well students understand and recall what they read. A study that examined
reading data from more than 6,000 schools showed that students in schools that used AR did significantly better on both
standardized and performance-based assessments designed to measure critical thinking.4 This suggests that the knowledge
on which AR Quizzes are based builds a foundation for critical reading and provides the background knowledge needed for
higher-order thinking.
4 Paul, T. D., VanderZee, D., Rue, R., & Swanson, S. (1996, October). Impact of Accelerated Reader on overall academic achievement and school attendance. Paper
presented at the National Reading Research Center Conference, Literacy and Technology for the 21st Century, Atlanta, GA.
5
CCSS Emphasis: Content-Area Reading
“These standards also ensure students are being prepared to read, write, and research across the curriculum, including in
history and science. These goals can be achieved by ensuring that teachers in other disciplines are also focusing on reading
and writing to build knowledge within their subject areas.”5
Because AR provides quizzes for such a wide-range of titles, it’s easy for content-area teachers as well as reading teachers to
incorporate content-area reading through genres such as historical fiction, informational texts, and expository texts. Books
can be selected so students are challenged with complex texts of appropriate difficulty.
CCSS Emphasis: Read Aloud and Read With
“It is particularly important that students in the earliest grades build knowledge through being read to as well as through
reading, with the balance gradually shifting to reading independently. By reading a story or nonfiction selection aloud,
teachers allow children to experience written language without the burden of decoding, granting them access to content that
they may not be able to read and understand by themselves” (p. 27).
The versatility of AR and its compatibility with the Standards is evident in the early grades. Teachers and students may
choose how students interact with a book: Read To, Read With, and Read Independently (TWI). The program allows teachers
to run a TWI Report to monitor all types of reading practice. In addition, Recorded Voice Quizzes read the question and
answer choices to a student who has had a book read aloud.
CCSS Emphasis: Vocabulary
“Although direct study of language is essential to student progress, most word learning occurs indirectly and unconsciously
through normal reading, writing, listening, and speaking (Miller, 1999; Nagy, Anderson, & Herman, 1987)” (p. 32).
The best way to expand one’s vocabulary is through reading. AR includes Vocabulary Practice Quizzes for over 10,000 titles.
These quizzes are designed to reinforce vocabulary acquisition, assist with individualizing vocabulary instruction, and
generate student interest in words through authentic, in-context literature experiences. Vocabulary words are identified by
finding words that are at or above the average reading level of the text, appear in the book at least twice, are significant to the
book’s meaning, and are interesting or useful in everyday conversation. Many of the words selected for Vocabulary Practice
Quizzes fall into the category of “academic vocabulary” or “Tier 2 words”—those words that go beyond high-frequency
words, yet are not content-area words. Quizzes include 5, 10, or 15 words from a particular book as well as review words from
previously read books.
CCSS Emphasis: Variety of Texts
“Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range
of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective.”6
With more than 160,000 quizzes ranging from contemporary fiction and classics to nearly 70,000 nonfiction titles, AR
offers reading practice for nearly any title chosen. Teachers can help guide students to a wider genre of books through the
advanced search options in AR BookFinder to help challenge and broaden students’ perspectives.
6 Common Core State Standards Initiative. (2010). Common Core State Standards for English language arts & literacy in history/ social studies, science, and technical
subjects. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers, Council of Chief State School Officers.
Retrieved from www.corestandards.org
6
CCSS Emphasis: Pleasure Reading
“Students need opportunities to stretch their reading abilities but also to experience the satisfaction and pleasure of easy,
fluent reading within them, both of which the Standards allow for” (p. 9).
Among the collection of more than 160,000 books with available AR Quizzes is a broad selection of popular contemporary
literature. To promote independent reading practice, students can easily search for topics and books within their reading and
maturity level through AR BookFinder. AR BookFinder is a free service available to anyone with Internet access.
CCSS Emphasis: Exemplars of Reading Text Complexity, Quality, and Range
Appendix B includes exemplars of reading text complexity, quality, and range that serve as examples of the type and breadth
of texts in which students in each grade band should be engaged. These texts are intended to serve as examples rather than a
required reading list.7
The text exemplars included in the Standards are very diverse, ranging from read-alouds and poetry to complex
informational texts and speech excerpts. Nearly half of the exemplar texts have an Accelerated Reader quiz and can be
located under the advanced search in AR BookFinder. Some of the remaining texts do not lend themselves to AR Reading
Practice Quizzes (e.g. poetry).
CCSS Emphasis: Research and Evidence-Based Criteria
Evidence and research-based criteria have been set by states through their national organizations’ CCSSO and the
NGA Center.8
Accelerated Reader™ is supported by 173
scientific
research
studies
and148
reviews*
AR is supported by 173 scientific
research studies
and reviews.
Of those,
are independent research studies, and 26 are
The large evidence base supporting Accelerated Reader includes experimental and quasi-experimental research
peer reviewed studies.
studies—generally considered by the research community to provide the strongest evidence of effectiveness
and to be consistent with the definition of scientifically based research—and includes articles published in peerreviewed journals.
INDEPENDENT RESEARCH
RENAISSANCE
LEARNING
INTERNAL
RESEARCH
TOTALS
1
4
30
30
67
10
107
n/a
n/a
10
10
Reliability and Validity
Assessment Research
1
n/a
1
2
Independent Reviews
24
n/a
n/a
24
TOTALS
80
68
25
173
GOVERNMENT/
UNIVERSITY/
RESEARCH FIRM
SCHOOL
Experimental and
Quasi-Experimental
25
Correlational and
Case Studies
TYPE OF RESEARCH
Product Foundation
White Papers
*As of April 2014
Total Independent Research Studies = 148
Total Peer Reviewed Studies = 26
© 2014 Renaissance Learning, Inc. All logos, designs, and brand names for Renaissance Learning’s products and services, including but not limited to
Accelerated Reader and Renaissance Learning, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending
registration in the United States and other countries. All other product and company names should be considered the property of their respective
companies and organizations.
Page 1 of 1
R43179.140401
7 Common Core State Standards Initiative.
(2010). Common
Core State Standards
for English language arts & literacy in history/ social studies, science, and technical
PO Box 8036Wisconsin
Rapids, WI 54495-8036(800)
338-4204www.renaissance.com
subjects. Appendix B: Text exemplars and sample performance tasks Washington, DC: National Governors Association Center for Best Practices, Council of Chief State
School Officers, Council of Chief State School Officers. Retrieved from www.corestandards.org
8 http://corestandards.org/frequently-asked-questions
7
Actionable insight to drive growth.
The new Reading Dashboard combines key data from across Renaissance’s products to provide a 360 degree view of student
performance and progress toward goals. At a glance data paired with actionable insight helps teachers drive student growth
to meet Common Core standards and ensure college and career readiness.
Review data at the student, group, or class level and various timeframes to determine what’s working, what isn’t, and most
importantly, where to focus attention to drive growth.
Dave Roberts
Live Support
Reading Dashboard
Class:
Mr. Roberts 2nd Period Reading
Focus On:
Adriana
All Time
School Year
Growth and Achievement
Proficient
800
756
750
Basic
642
578
Quiz % Correct
Target:
85%
Target:
85%
81%
68%
AR Points
Predicted
645
Goal (edit)
630
Projected
Minutes Read
Accumulated
Quantity
671
Quiz % Correct
Target
(Catch up)
700
Target:
15
Projected
Accumulated
644
7
265
Minimal
Performance
Jan 6
500
% Nonfiction
June 12
September 18, 2013
Nonfiction
450
–4
June 12, 2014
+2
–6
–2
Practice 26%
58%
Instruction
41%
Combined
Target: 50%
–8
SGP Comparison
(by grade)
ATOS Level
ATOS Level
Class
Median
School
Median
District
Median
National
Median
Complexity
Target
Group
Median
Projected
Target:
800
17
24
550
Reading at a Glance
View growth,
independent, and close
reading data in one place
to get a 360 degree view
of students’ reading
performance.
Comprehension
850
Instruction
Practice
Advanced
Last 7 Days
Build a Growth Plan
Wisconsin WKCE
900
600
Last 30 Days
Activity
Scaled Score
650
Marking Period
No
Activity
26%
Below ZPD
58%
ZPD
16%
Above ZPD
Only show activity in the selected class
8
Target
7%
Below Grade
72%
At Grade
21%
Above Grade
Guided Independent Reading Practice
In order for students to read increasingly difficult texts, they need lots
of reading practice. This is where Accelerated Reader can help. AR can
take every student from where they are and move them forward toward
the goals of the Common Core State Standards. AR allows students to
practice in their Zone of Proximal Development (ZPD) expressed as a
Grade Equivalent (GE) score. In other words, they read books in their
reading range that are challenging without causing frustration. This is
important for building confidence and experiencing success with texts.
“…aim to increase regular
independent reading of texts
that appeal to students’
interests while developing
both their knowledge base
and joy in reading.”
ZPDs are based on a student’s reading level, not a student’s grade
Publishers’ Criteria for the CCSS in
level and provide guidance for independent reading practice. ZPDs
English Language Arts and Literacy
serve as a starting point that should be adjusted based on a student’s
performance and motivation, with the goal of moving students to the
high end of the range, and ultimately, to the level of difficulty required by the Common Core State Standards. ZPD ranges
were developed and have been updated using actual student reading data.9 The ranges were also validated through a
sophisticated analysis of reading data from more than 50,000 students.10
Grade Equivalent Score
Suggested ZPD
1
1.0-2.0
2
2.0-3.0
3
2.6-3.6
4
3.0-4.5
5
3.4-5.4
6
4.0-6.1
7
4.3-7.0
8
4.5-8.0
9
4.6-9.0
10
4.7-10.0
11
4.8-11.0
12
4.9-12.0
* These recommendations are for a student performing at grade level. Each student’s unique reading level
should be considered when setting a student’s Zone of Proximal Development (ZPD). ZPD is the range in
which students should read to be challenged without being frustrated.
9 Paul, T. D. (2003). Guided independent reading: An examination of the Reading Practice Database and the scientific research supporting guided independent reading as
implemented in Reading Renaissance. Wisconsin Rapids, WI: Renaissance Learning. Available online: http://doc.renlearn.com/KMNet/R001541030GD656E.pdf
10 Borman, G. D., & Dowling, N. M. (2004). Testing the Reading Renaissance program theory: A multilevel analysis of student and classroom effects on reading
achievement. Unpublished manuscript, University of Wisconsin-Madison. Available online:
http://www.education.wisc.edu/elpa/people/faculty/Borman/BormanDowling2004_RdgRenProg.pdf
9
Accelerated Reader™ College and Career Readiness Report
Accelerated Reader data can be used to monitor College and Career Readiness by comparing reading practice data with
expectations, defined by the Common Core State Standards (CCSS). Anchor Standard 10 of the CCSS is particularly applicable
to AR because it requires students to “Read and comprehend complex literary and informational texts independently and
proficiently.” For more information on Anchor Standards, see page 10 of the CCSS for English Language Arts at
http://www.corestandards.org/the-standards.
Text Complexity
AR uses ATOS book level as its quantitative measure of text complexity. This formula takes into account the most important
predictors of text complexity—average sentence length, average word length, word difficulty level, and total number of words
in a book or passage. Coming fall 2014, Lexile® measures will also be available. Per the CCSS, in addition to a quantitative
measure, qualitative measures of text complexity and reader/task considerations must also be taken into account when
matching students and books. To learn more about text complexity, visit
http://www.renaissance.com/products/accelerated-reader/text-complexity.
The CCSS call for students to read more difficult text at earlier grades than in the past. The ATOS and Lexile® ranges aligned
to College and Career Readiness expectations are shown in the table below. Keep in mind that these ranges are the goal for
instructional reading and not all students will be able to read at these levels without scaffolding and support.
Text-Complexity Grade Bands for Instructional Use
CCSS Grade Bands
Recommended ATOS Level Ranges
Aligned to CCR Expectations
Recommended Lexile Level Ranges
Aligned to CCR Expectations
2nd to 3rd grade
2.75–5.14
450L-725L
4th to 5th grade
4.97–7.03
645L-845L
6th to 8th grade
7.00–9.98
860L-1010L
9th to 10th grade
9.67–12.01
960L-1115L
11th grade to CCR
11.20–14.10
1070L-1220L
The information provided on this report is a reflection of a student’s independent reading practice and may serve as an
indicator of how well-prepared students are to tackle the complex texts they will encounter in college and career. Keep in mind
that not all reading is tracked by Accelerated Reader. Students will likely be engaged with other texts, and not all reading
needs to be at the difficulty levels outlined by the CCSS.
10
Fiction and Nonfiction Texts
This report is designed to display fiction and nonfiction reading separately since the CCSS indicate students need to read
more nonfiction texts to be prepared for college and career. As students get older, the amount of nonfiction reading expected
Fiction
an dbelow
Nonfictio
n Texts
increases.
The table
is taken from
page 5 of the CCSS for English Language Arts at
http://www.corestandards.org/the-standards.
This report is designed to display fiction and nonfiction reading separately since the CCSS indicate students
need to read more nonfiction texts to be prepared for college and career. As students get older, the amount
of nonfiction reading expected increases. The table below is taken from page 5 of the CCSS for English
Language Arts at http://www.corestandards.org/the-standards.
Distribution of Literary and Informational Passages by Grade in the 2009 NAEP
Reading Frameworka
Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading
Frameworka
Grade
Literary
Informational
Grade
Literary
4
a
Informational
50%
50%
8 4
50% 45%
50%
55%
12 8
45% 30%
55%
70%
30%
70%
12
Source: National Assessment Governing Board (2008). Reading framework for the 2009 National Assessment of Educational Progress.
Washington,
DC: U.S.National
Government
Printing Office.
a. Source:
Assessment
Governing Board (2008). Reading framework for the 2009 National
Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.
Considerations
When Looking
at theLookin
Report Data
Consid erations
when
g at(Below)
the Repo rt Data
• What ATOS book level can a student handle with instructional support AA ? What ATOS book level can a student handle
Blevel
when reading
independently
? can a student handle with instructional support A? What ATOS book level can a student
• What
ATOS book B
handlebewhen
reading
independently
Btexts
?
• Should the student
guided
to more
nonfiction
CC ?
Should the
student be guided to morescore,
nonfiction
C?
• B
ased on the• student’s
average-percent-correct
doestexts
the student
need more support when reading either fiction
D
or nonfiction• DBased
?
on the student’s average-percent-correct score, does the student need more support when reading either
fiction ordifficult
nonfiction
D?EE ? How successful is the student with those texts FF ? In this example, all students
• I s the student reading
texts
have read Hamlet,
has
an ATOS
book
level
10.5.successful is the student with those texts F? In this example, all
• Is thewhich
student
reading
difficult
texts
E?ofHow
students have read Hamlet, which has an ATOS book level of 10.5.
,
Grade 10 End-of-Year Expectations
Use Accelerated Reader (AR) data to monitor College and Career Readiness (CCR) by comparing reading practice data with expectations, defined by the Common Core State Standards (CCSS).
% Fiction / Nonfiction: 30 / 70 Remember to consider students’ reading that is not tracked with an AR quiz.
Average % Correct: 85 CCSS recommends students read with a high level of comprehension; 85% or above is an AR best practice.
ATOS Book Level (BL): 10.5-12.0 Independent reading is typically done at a level lower than CCR expectations, closer to students’ ZPD.
STAR Reading™
A Most
A
Student
Babb, Jeanna
Recent
IRL
4.7
Barlow, Dawn
11.1
B ZPD
B
(in Record
Book)
2.9-4.3
4.8-10.9
Fiction
C %
C
Fiction /
Nonfiction
100 / 0
100 / 0
Quizzes
Passed
3
F
ATOS
F
E
Average %
% Correct on
Average BL D Correct
Highest BL Highest BL
5
3.2
6.0
E
D
Nonfiction
Quizzes
Passed
Average BL
68.3
96.0
10.5
75.0
-
-
10.5
100.0
-
-
F
F
ATOS
E
Average %
% Correct on
Highest BL Highest BL
D Correct
D
E
-
-
-
-
-
-
Blackman, Mark
PHS
5.0-12.9
68 / 32
2
7.5
93.0
10.5
95.0
1
5.7
90.0
5.7
90.0
Cooper, Kevin
PHS
5.0-12.9
71 / 29
5
8.5
97.0
10.5
95.0
2
9.9
95.0
10.1
90.0
Derrick, Isabel
6.9
4.4-7.6
100 / 0
5
5.8
94.0
10.5
90.0
-
-
-
-
-
Galvez, Mario
9.8
4.6-9.3
100 / 0
2
6.1
90.0
10.5
90.0
-
-
-
-
-
Gaven, Julia
10.8
4.7-9.6
100 / 0
5
6.3
96.0
10.5
90.0
-
-
-
-
-
Grover, Jillian
7.2
4.5-7.9
100 / 0
5
5.7
91.0
10.5
95.0
-
-
-
-
-
Jean, William
6.5
4.0-6.2
100 / 0
5
5.3
93.0
10.5
85.0
-
-
-
-
-
MacDonald, Katie
8.6
4.6-8.5
100 / 0
5
6.0
96.0
10.5
100.0
-
-
-
-
Maxwell, Zach
6.3
4.1-6.3
1
10.5
80.0
10.5
80.0
3
6.8
Paulson, Carter
6.1
3.6-5.6
100 / 0
5
5.9
75.8
10.5
75.0
-
-
-
-
Rudd, Kisha
4.6
3.2-4.9
100 / 0
4
6.2
95.0
10.5
75.0
-
-
-
-
Schaefer, Russell
12.9
5.0-12.9
3
8.0
100.0
10.5
100.0
1
7.0
Wagner, Jason
11.9
5.0-12.9
4
7.6
97.5
10.5
90.0
-
-
4
6.6
90.8
10.5
89.0
2
7.4
Average
31 / 69
58 / 42
100 / 0
89 / 11
2
11
76.6
100.0
90.4
7.2
7.0
7.5
70.0
100.0
87.5
R56070.130215
12
The IRL and ZPD are included
to help suggest appropriate
instructional reading levels and
guide students toward books for
independent reading practice.
Lexile® measures will also
be available fall 2014.
This report comares
fiction and nonfiction
reading practice to
Common Core State
Standards expectations.
13
This chart shows the highest level
of fiction and nonfiction books
students have successfully read and
compares that to their ZPD and CCR
expectations for the grade.
See how much fiction
versus nonfiction has been
read by each student.
A Sampling of Text Exemplars Taken from Appendix B
The Common Core State Standards Appendix B: Text Exemplars and Sample Performance Tasks11 provides hundreds of
examples of texts identified as being exemplar in the following categories: stories, poetry, read-aloud stories (K-3), read-aloud
poetry (K-3), informational texts, read-aloud informational texts (K-3), and drama (6-12). Below are examples of the types of
texts included in Appendix B, along with ATOS book level and interest level information.
Grade
Band
Fiction/
Nonfiction
Title/Author (Copyright)
ATOS Book
Level
Interest Level
K
Kitten’s First Full Moon by Kevin Henkes (2004)
F
2.3
Lower Grades (K-3)
K
My Five Senses by Aliki (1962)
NF
2.0
Lower Grades (K-3)
1
Hi! Fly Guy by Tedd Arnold (2006)
F
1.5
Lower Grades (K-3)
1
Starfish by Edith Thacher Hurd (1962)
NF
2.3
Lower Grades (K-3)
2-3
Tops and Bottoms by Janet Stevens (1995)
F
3.2
Lower Grades (K-3)
2-3
The Story of Ruby Bridges by Robert Coles (1995)
NF
4.4
Lower Grades (K-3)
4-5
The Black Stallion by Walter Farley (1941)
F
5.2
Middle Grades (4-8)
4-5
Hurricanes: Earth’s Mightiest Storms by Patricia
Lauber (1996)
NF
6.0
Middle Grades (4-8)
6-8
Dragonwings by Laurence Yep (1975)
F
5.3
Middle Grades Plus (6-12)
6-8
Harriet Tubman: Conductor on the Underground
Railroad by Ann Petry (1955)
NF
6.6
Middle Grades (4-8)
9-10
Fahrenheit 451 by Ray Bradbury (1953)
F
5.2
Upper Grades (9-12)
9-10
The Gettysburg Address by Abraham
Lincoln (1863)
NF
4.3
Middle Grades (4-8)
11-CCR*
Their Eyes Were Watching God by Zora Neale
Hurston (1937)
F
5.6
Upper Grades (9-12)
11-CCR*
Walden by Henry David Thoreau (1854)
NF
8.7
Upper Grades (9-12)
* College and Career Ready (CCR)
At the lower end of the grade bands, it’s common for books to have a higher ATOS book level because books are often used
as read alouds at that level. Notice that in many cases, the ATOS book level is lower than the grade band, particularly as the
grade levels increase. The broad readability range at the higher grades reflects the varied texts to which students should be
exposed, including those with low readability, yet higher-level content and themes. Most reading material is written at a level
below 6.0.
Find Common Core Exemplar Texts with AR Quizzes in the “Topic” section of the “Advanced Search” tab in AR BookFinder,
www.arbookfind.com.
11 Common Core State Standards Initiative. (2010). Common Core State Standards for English language arts & literacy in history/ social studies, science, and technical
subjects. Appendix B: Text exemplars and sample performance tasks. Washington, DC: National Governors Association Center for Best Practices, Council of Chief
State School Officers, Council of Chief State School Officers. Retrieved from www.corestandards.org
14
Renaissance Learning™ Tools to Support Text Complexity
• A
ll books with an Accelerated Reader Quiz, more than 160,000 titles, have an ATOS book level to provide a quantitative
measure of text complexity, as well as an interest level and fiction/nonfiction designation to provide qualitative
information on text complexity.
• This information is readily available on AR BookFinder at www.arbookfind.com. When this information is coupled with
reader and task considerations, educators have a powerful tool for guiding students to appropriately challenging texts.
• AR BookFinder also includes information on Common Core State Standards exemplar texts. This information can be
found by going to the Advanced Search tab and choosing Common Core State Standards Appendix B Titles from the
Additional Criteria dropdown menu. The Subtopics field allows you to select a grade band.
Lexile® measures
coming fall 2014.
ATOS Book Level and Interest
Level information are available
for every title.
Exemplar Texts with AR Quizzes
can easily be found in the
Advanced Search tab.
• E
ducators can also submit text for ATOS analysis at
http://www.renaissance.com/products/accelerated-reader/atos-analyzer.
Simply enter the text and automatically receive its ATOS level.
With the ATOS Analyzer educators
can submit thier own materials and
instantly receive an ATOS level.
15
Accolades for Accelerated Reader™
There is consensus among key federally funded organizations charged with evaluating educational products that
Accelerated Reader is fully supported by scientifically based research.
Accelerated Reader has earned the top rating for
Prevention and Intervention at all grade levels by the
National Dropout Prevention Center.
Accelerated Reader has been awarded the Readers’ Choice
Top 100 Products of 2010.
For More Information
More information is available on the sites listed below.
• Common Core State Standards, visit: http://corestandards.org/
• Renaissance Learning tools and services to support the CCSS, visit: http://www.renaissance.com/Resources/Standards
• Text Complexity, visit: http://www.renaissance.com/products/accelerated-reader/text-complexity
• Accelerated Reader, visit: http://www.renaissance.com/products/accelerated-reader
Professional Services help create highly effective learning environments.
To be highly effective, educators need both targeted instruction and ongoing support. Renaissance Learning offers a variety of
professional development services that can be blended to meet each school’s unique needs. These services include engaging
onsite seminars and face-to-face, job-embedded consulting for teachers and administrators, as well as high-quality online
data coaching and instruction through Renaissance-U.
For more information, contact your Renaissance Learning representative,
call (800) 338-4204, or visit www.renaissance.com
© 2014 Renaissance Learning, Inc. All logos, designs, and brand names for Renaissance Learning’s products and services, including but not limited to Accelerated Math, Accelerated Reader,
AccelScan, AccelTest, AR, ATOS, Core Progress, English in a Flash, Learnalytics, MathFacts in a Flash, Progress Pulse, Renaissance Home Connect, Renaissance Learning, Renaissance Place,
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