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As you gear up for a productive winter season, let’s take a minute to think about spring. We recommend using benchmark assessment data to compare the average weekly improvement of your students to the norms in the Average Weekly Improvement (AWI) table. Additionally, this data can help you set spring targets for your students.

Comparing your students’ weekly fluency gains to national norms provides a useful snapshot of how they measure up to their peers, but it’s equally important to determine whether a student is making the right amount of growth compared to him/herself. Some school districts have predetermined spring targets for students. If your district does not have predetermined targets, you can set them yourself. Read more

The ground is covered in snow here in Minnesota, which reminds us of many things. Bundle up, drive carefully, and don’t forget those winter benchmark assessments! The recommended testing window is December 19 – February 6. Once the testing is complete, how can you make the most of the data you collect?

When you have data from both fall and winter assessments, you can analyze the student’s week-by-week growth in fluency. This growth can be compared to the Average Weekly Improvement (AWI) table to give you a more complete picture of the student’s progress. Read more

You've likely heard the old saying, “to everything there is a season.” This timeless wisdom applies to many aspects of life—including, yes, benchmark assessments.

After Read Naturally implemented Benchmark Assessor Live assessments, we realized a need to reinforce the importance of following testing date guidelines. To ensure the most accurate data, schools must conduct benchmark assessments during specific periods of the school year, and these tests should be a certain number of weeks apart. Read more

Last week, we discussed the importance of using the Read Naturally placement passages to place your students in Read Naturally. Yet even if you follow that procedure to a tee, some students will perform unexpectedly. Therefore, the next step in the placement process is to evaluate each student’s initial placement to ensure it was correct. Read more

Years ago, Read Naturally cofounder Candyce Ihnot asked a little boy named Christopher about his experience shopping for new shoes. “How many pair of shoes do you usually try on?” she asked. Christopher responded by rattling off several numbers, which helped Candyce make her point. In order to find the best fit, kids often need to try on a number of different styles and sizes. Similarly, students new to the Read Naturally program need to “try on” a few levels to find the fit that’s exactly right for them. We call this process placement. Read more

Every word has a story. The more pieces of the story you know, the more likely you are to remember the word’s meaning. For example, during this high season of political discourse, consider the word ballot. This word originated in Italy and translates to “small ball or pebble.” Italians once voted by casting a small ball or pebble into a box, which explains why, in English, a ballot is a device for casting a vote. To students learning the word ballot, the story of the ancient Italian voting system, as well as the connection to the word ball, will likely help them retain the meaning of the word better than if they were asked to simply memorize the definition. And wouldn’t it be fun to teach them these little clues and bits of trivia? Read more

Since the original study in 1989, independent researchers across the country have conducted well-designed control group studies using the Read Naturally strategy. These studies validate the effectiveness of the Read Naturally strategy on improving students’ fluency. A recent study published in the National Forum of Educational Administration and Supervision Journal (Volume 28, Number 1) is no exception. This study, entitled “Response to Intervention: Increasing Fluency, Rate, and Accuracy for Students at Risk for Reading Failure,” conducted by Drs. Christine Tucker and Don Jones, concluded that at-risk students using a Read Naturally intervention made significantly greater gains than at-risk students receiving only general reading instruction. Read more

You've probably heard the words “Common Core State Standards” hundreds of times already this school year—and it’s only October! Are you exhausted trying to ensure your curricula align with these standards? When it comes to Read Naturally products, you can relax—we've done the work for you. Read more

Read Naturally has another solution for enhancing students’ vocabulary in the critical middle grades. Take Aim at Vocabulary – Group Format is a new instructional model for our original Take Aim program. This product is an ideal solution for small groups of students whose assessment scores indicate a weakness in vocabulary or who need support in learning the meanings of unknown words in text. Read more

If you've ever completed the Read Along step of the Read Naturally strategy with a student, you've probably noticed that the narrator reads the stories slowly. Some teachers have wondered if this rate is too slow. After all, our goal is fluency. Shouldn't the stories be modeled at a rate that matches the speed of normal conversation?

Not exactly. When designing the Read Naturally program, Candyce Ihnot did extensive research into modeled reading rates for developing readers. She discovered from published studies, as well as her own experience, that slower rates resulted in improved accuracy for students. Read more