Renaissance Blog - Page 5

Introducing Middle Years+

By Cecelia Powell, Managing Editor

The Content team is thrilled to introduce a new feature to better inform teachers and librarians using Renaissance Accelerated Reader as to whether a book is suitable for a particular reader. So, henceforward there will be a fourth Interest Level listing, which will slot in between Middle Years and Upper Years, and will be known as Middle Years+, age 12 and above.

Why I think Mr Fox is so Fantastic

By Margaret Allen, Strategic Education Manager

While not wanting to give away my age, I have to admit that when it was first published in 1970, I was already a mother and Roald Dahl was a much loved author in the household. And Fantastic Mr Fox quickly became an equally loved personal favourite of mine.

If you’re happy and you know it, clap your hands!

By Margaret Allen, Strategic Education Manager

Children of primary school age are still exploring and discovering at the same time as learning. They are developing at such a rate, both mentally, emotionally and physically, that the best thing we can do for them as teachers, carers or parents – is to provide enough guidance and structure to help them grow… but without stifling their own creativity or potential.

Guest Blog #1: Georgina Sheridan, KS2 Teacher, Brooklands Farm Primary School

By Georgina Sheridan, KS2 Teacher

Having spent the last year working hard on an NFER (National Foundation for Educational Research) led project which has focused on the role of feedback in children’s reading development; Georgina Sheridan, a KS2 teacher at Brooklands Farm Primary School in Milton Keynes, shares some of the key learnings to date and explains why, when it comes to reporting and feedback, ‘Actions Speak Louder than Words’…

What’s the time Mr Wolf?

By Margaret Allen, Strategic Education Manager

Not quite time for the summer holidays, which means it’s no rest for the wicked (I must be very bad given my diary for the next few weeks)! On the subject of time, which I know is very precious for us primary teachers (in a recent survey by Oxford University Press (OUP), more than half of UK primary school teachers said that they do not have enough time to read and discuss books in the classroom) I wanted to share my latest tips on reading for pleasure with you all – please feel free to pass on, or get in touch with your own classroom ideas!

Guest Blog #2: Judy Grevett, Headteacher, River Beach Primary School

By Judy Grevett, Headteacher

In the second and final instalment of our current guest blog series, Judy Grevett, Headteacher at River Beach Primary School in Littlehampton, returns to finish her Accelerated Reader (AR) story so far and explains why: ‘Practice what you preach’ has played a pivotal role in embedding such a positive reading culture throughout the whole school…

Sharing is Caring

By Margaret Allen, Strategic Education Manager

In the last week alone I’ve visited a School Library Service (SLS) in Essex, a Teach Meet in Marloborough and joined a session with a Federation of Small Schools in Buckinghamshire. From each and every one of these I’ve taken away a top tip for sharing – which I want to share with you.

Guest Blog #1: Judy Grevett, Headteacher, River Beach Primary School

By Judy Grevett, Headteacher

After a successful short Ofsted inspection last month, Judy Grevett, Headteacher at River Beach Primary School in Littlehampton, has taken the time out to share some poignant learnings with us here at Renaissance Learning. With the development of a positive reading culture a topic very close to her heart, Judy has some touching advice on how to inspire a love for reading (even with the most reluctant readers). In Part 1 of her guest blog series, Judy shares her experience as to why: ‘Reading is a journey, not a destination…’

Testing times for pupils necessitates a re-think in our approach to primary assessment

By James Bell, Director of Professional Services

A recent piece of research published by the National Literacy Trust and Coventry University into the effectiveness of AR in improving children’s enjoyment of reading found that children who use the AR programme enjoy reading “quite a lot” more than those who do not (58% enjoy it compared with 51% who do not). This is significant as it shows that assessment, when implemented formatively, can help increase children’s enjoyment of learning and literature.

What reading level does a child need to have to read a piece of text?

By Margaret Allen, Strategic Education Manager

Level a piece of text and calculate the readability level? This free piece of software does just that. The ATOS readability formula is a research-proven tool to guide students to appropriate-level books. ATOS takes into account the most important predictors of text complexity—average sentence length, average word length, and word difficulty level. 

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