Renaissance Blog - Page 5

EEF launches nationwide effectiveness trial for Accelerated Reader

It was recently announced that the Education Endowment Foundation (EEF) will be launching a full effectiveness trial of Accelerated Reader in 200 schools, involving 18,000 pupils in the project. This will be carried out as part of a £4m scheme, comprising of 6 different projects, involving 920 schools and over 48,000 students. The programme will […]

Reading Millionaires at Neston High School

Each student at Neston High School in year 7, 8 or 9 is enrolled onto the Accelerated Reader system. Students can log into this program in school or at home and log their reading progress and success. The librarian, Miss Pearson, along with the English department run this system in school to allow students to track their reading and stretch themselves academically. Amongst other data, the system counts how many words a students has read in each book they have read. The Reading millionaires have all read more than 1 million words since starting this academic year in September 2015.

A ‘Rolling Stone’ gathers no moss

By Margaret Allen, Strategic Education Manager

According to an old proverb; ‘A rolling stone gathers no moss.’ And in more recent times, it is the rock band, the Rolling Stones, that we have to thank for being ‘free to do what we want’…

So as the UK prepares to celebrate #librariesday on Saturday 6th February, I’m on a personal mission to encourage primary teachers to give children even greater reading freedom and in doing so, help ensure that they ‘gather no moss’ when it comes to reading development.

Renaissance Learning Accelerates Primary Reading at Bett 2016

Renaissance Learning, a world leader in cloud-based assessment, teaching and learning solutions, is bringing its flagship Accelerated Reader and STAR Reading products to BETT 2016 this week (Stand B50); to kick-start a 2016 programme which will support primary schools in address Assessment without Levels, encouraging reading for pleasure and meeting age-related expectations. Margaret Allen, Strategic […]

From text to technology…

By Margaret Allen, Strategic Education Manager

When it comes to reading, my personal preference still remains to pick up a book and experience the turning of the page and the sense of excitement as each chapter of a story unfolds. Don’t get me wrong; I’ve tried to ‘go digital’ and download some of my favourite novels to the iPad, but it just doesn’t give me the same kind of pleasure as holding the book in my hands (each to their own of course).

Book Giveaway!

By Dirk Foch, Managing Director

Last December we ran a 10 Days of Christmas Giveaway, where each weekday a school could win a pallet of 2,000 books and a mystery gift bag. We gave away a total of 28,000 books that we have quizzed over the past 16 years.

All I Want for Christmas is a Happy Reader

By Margaret Allen, Strategic Education Manager

As the term draws to a close, many of us are struggling to keep the children focused as festive fun and the promise of presents create a major distraction and barrier to learning. Now, as teachers we know that embracing the holiday spirit and bringing this into lesson themes is an excellent way to engage the children; especially at a time when all they really want to think about is whether they have made it on to Santa’s ‘good’ list and what gifts might be waiting for them on Christmas morning… But when it comes to their reading development, how can we help ensure that they continue to make progress during the busy Christmas holidays?

This little piggy…

By Margaret Allen, Strategic Education Manager

In my experience, somewhere between guided and whole class reading probably best balances good practice and practicality… and in this post, I will share a few pointers that I have found particularly useful over the years…

Guest post from Alison Rogers, responding to the Commission on Assessment without Levels’ report

By Alison Rogers, Chief Executive, Chartered Institute of Educational Assessors

The Department for Education’s recently-published report following its Commission on Assessment without Levels places the emphasis on schools determining what type of assessment system will work for them. This should be seen as a good thing. The brave new world of teacher-designed assessment is an opportunity for classroom teachers to exercise their professionalism as we would expect them to, unencumbered by central diktat and control, using assessment processes that are tailored to the needs of their pupils.

Why ‘life without levels’ can inspire a love for reading

By Margaret Allen, Strategic Education Manager

Having recently visited schools around the country in my new role here at Renaissance Learning, I’ve learned many things… but one of the most hotly debated topics (not surprisingly) is the new Primary curriculum, and more specifically – Assessment without Levels.

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