Supplemental Activities


Read Naturally Strategy programs: Classroom techniques



Gwen Koehler [Divide, CO]
To prevent potential arguments over whose turn it is to do a final timing, you can create a numbering system with tag-board numbers hung on the wall with pushpins. When a student is ready to get a final timing, he or she gets the next available number and puts it beside his or her red card.


Peggy Arms [Paradise,CA]
To see whether the readers’ growth in writing is parallel to the growth in reading, students write the number of words read in the hot reading over the number of words read during the cold reading. The students then graph the number of words they wrote in five minutes in the column next to the hot/cold column.

Carol Townsend [Olson Middle School, Minneapolis, MN]
The students graph their hot and cold reading from a story in one line and the number of words they wrote in five minutes about that story in the next line. This allows students to watch their retell progress along with their fluency progress.


To give students more work on specific sounds, separate the stories in the phonics levels into packets according to the sounds they feature. Give the students the packets in the order you prefer or give them just the particular sounds they need.


Christy Henning [CA]
Students who feel distracted when they hear other students reading out loud find that keeping their headphones on reduces the amount of noise they can hear during reading practice.

Eye contact can be very distracting to middle school students. Having them face a wall with dividers between them creates enough privacy to reduce their self-consciousness. As a result, they are often more willing to sub-vocalize as they read along with the audio recording.


Pat Mergens [Neely O'Brien Elementary, Kent, WA]
When students hear themselves read, they can more easily identify which sections need more work. It also allows them to hear how good they sound and how much they have improved.

Martha Han [Rigler Elementary, Portland, OR]
Make a video of the students’ first cold readings of the first story at the assigned level. Later, record them reading the last passage. Watching the videos help students and parents hear and see improvement.


Betty B. Simensen [Penn Laird, VA]
To increase parent involvement, use a custom-made rubber stamp on the passage the student is reading. The stamp requests that parents listen to their child read the story, sign it, and return it. This system provides additional practice, proof of the child's progress, and a record of parent involvement. For those whose parents are less available, students can share their successes with another adult, such as their classroom teacher.


Linda Butler and Linda Messer [Littleton, CO]
Create a student survey (see sample below) to gather feedback and insights about Read Naturally. The information can help increase the effectiveness of the program for your students.


Very Much
Pretty Much
Just a Little
Not at All
Read Naturally has improved my reading fluency (words per minute).        
When I read other books, I can tell I am improving because they get easier.        
I want to continue Read Naturally.        
I am a better reader than I used to be.        
I am more willing to read out loud than I used to be.        
Read Naturally is easy to do.        
I would recommend Read Naturally to other students.        
Read Naturally uses interesting passages.        
I often learn interesting facts when I read the passages.        
I take finished packets home to read to my family.        



Susan Nelson [San Diego, CA]
Solicit gift certificates from fast food restaurants like McDonald's to use as rewards. When a student completes a reading level, attach the gift certificate to the Super Reader certificate, allowing the student’s parents or guardian to see his or her achievement.

Linda Messer [Sheridan Middle School, Englewood, CO]
Based on their participation, comprehension, accuracy, and reading rate, students can earn up to 20 points each day. The total points they accrue determines their grade for that day. (See the chart below for sample categories and standards.)

5 points
4 points
3 points
In Progress
2 points
0 points

No prompts from teacher

Needs one reminder

Needs more than one reminder

Removed from privilege for the day

Removed from privilege permanently


Perfect scores without corrections

Perfect score with corrections

One error with corrections

More than one error with correction

Did not try or cheated


Perfect reading of passage and fluent reading with expression

No more than 3 errors and fluent reading

No more than 3 errors and somewhat fluent reading

More than 3 errors and word by word reading

Wasted time
Did not try to read with fluency and expression


Met goal time WCPM

Met goal time WCPM

Close to but did not meet goal time WCPM

Not close to goal time WCPM

Did not try to meet goal time

*Follows process; on task; keeps correct graph; makes progress; treats equipment with care


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