Reading Recognition Program Commends Student Progress

ELLEN LI
News Editor

On Feb. 17, AHS held its first Annual Reading Recognition Ceremony in the cafeteria, where parents and school administration were invited to partake in honoring students for their achievements and improvements in the reading program.
According to English teacher Elizabeth Proud, the program consists of four different classes: English I and II Intensive, which serves freshmen and sophomore students on campus who are at least two grade levels behind in reading, and Stretch 9 and 10, which serve the students that are only one grade level behind.
“The goal is that [each] student can increase their lexile score by at least 100 points, which is roughly two grade levels within a school
year,” Proud said. “Besides lexile score, which is determined by taking the Scholastic Reading Inventory, the class really dedicates much of its time to instill independent reading habits so that students will eventually be life-long learners and readers.”
Lexile scores are a measurement of a child’s reading abilities based on the Lexile Framework for Reading.
The Lexile Framework evaluates both reading ability and text complexity on the same scale. Unlike other systems, the Lexile Framwork uses assessment results to match readers with texts essential for growth, while monitoring their progress towards standards.
Parents and students in the program enjoyed a complementary breakfast provided by the school while students were individually recognized with certificates for improvements in their lexile scores.
“[The program] will encourage kids to do a better job in school,” Claudia Calero, mother of Justine Calero, said. “To see my daughter
being recognized for something she accomplished is a really nice feeling. I see improvement in my daughter’s reading skills, and I think the teachers are on the right track.”
Many strategies were implemented in order to better foster learning in the students. For instance, smaller class sizes allowed for more one-on-one teaching, and active reading strategies, explicit teaching of reading strategies and a scaffolded core curriculum were employed.
Furthermore, independent reading at the students’ levels allowed them to use their new skills to read on their own. Together,
these approaches helped many students improve.
“We wanted to motivate students and show them others cared about their success,” Proud said. “When we did this celebration, students realized that they actually did make a lot of growth.”