Don't you wonder where the schools of education have been on this--programs and 
coursework for elementary school teachers, reading specialists, and so on? How 
could they have missed this issue?
AR


________________________________
 From: Aileen Grossberg <[email protected]>
To: [email protected]; [email protected] 
Sent: Thursday, January 16, 2014 11:54 AM
Subject: Re: [ha-Safran] More on Acc. Reader
 


At one point when I was reviewing book for our library consortium, we had to do 
a readability check on each book. It was amazing how many picture books have a 
high readability level. But, of course, that's because many are meant to be 
read aloud by an adult to a child with the adult as an interpreter of 
sophisticated subject matter.

Many of those books are now on the child's independent reading lists (Polacco, 
for example) so the adult has been removed from the reading equation. 

I wonder how many picture books no longer get read because there appears to be 
disconnect between the format and the readability.

Aileen Grossberg
Lampert Library
Congregation Shomrei Emunah
Montclair, NJ


-----Original Message-----
From: Andrea Rapp <[email protected]>
To: Hasafran <[email protected]>
Sent: Thu, Jan 16, 2014 10:49 am
Subject: [ha-Safran] More on Acc. Reader


The chapter books can be assigned ridiculously low levels, while the picture 
books are the opposite.  Polacco's The Keeping Quilt is mid 4th grade, as is 
Nina Jaffe's In the Month of Kislev.  These books are graded at a higher 
reading level that Levine's Freefall andthe same as  Kass' Real Time.  Real 
Time, about a teenager visiting Israel who experiences a terrorist incident is 
also given a level of 4.4, same as The Keeping Quilt!  I want to accommodate 
the needs and requests of our schoolchildren, but one hopes that their public 
and day schools who use Accelerated Reader are not rigid (as I fear many of 
them are) when implementing the program.
Andrea Rapp (another AR).
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