Knowledgebase

Search by Keyword

Search by Product

Read Naturally ME: Planning and setting up

(3698 Views)

Planning and setting up involves preparing a schedule, choosing a setting, and gathering materials.

PREPARING A SCHEDULE

It is best to set up sessions at least three times a week in blocks of 30 minutes or more. One direct way to increase the amount of time students spend reading is to schedule more sessions. If possible, try to schedule sessions for five days a week. The more practice your students get, the quicker they will improve.

As you prepare your schedule, keep in mind that Read Naturally is best implemented with a student-to-teacher ratio of no more than six students per supervising adult. Not all of the adults need to be teachers. Educational assistants, parents, or other adult volunteers can be taught to help run a Read Naturally program.

CHOOSING A SETTING

You can set up the Read Naturally program in a variety of settings. The following settings work well:

Resource Room Students come to a resource room to work with a teacher on reading. Part of the instruction includes fluency improvement. You can set up the necessary materials permanently or as the students come to class.
Reading Lab The Read Naturally materials are set up in a permanent lab. Students leave their classroom to work on reading fluency with a teacher, educational assistant, or volunteer. The lab may be in the media center, an empty classroom, or other adequate space.
Classroom The classroom teacher sets up a Read Naturally station in the classroom. While most students in the room read quietly, write in journals, or work on projects independently, a few students improve their fluency by working at the reading station.
Cart A collaborative support teacher brings the necessary materials for a Read Naturally station into a classroom on a cart. Students help set up the reading station using materials from the cart, and they help put the materials back on the cart after class. The collaborative teacher then brings the Read Naturally station into another classroom.
Extended Day Teachers, parents, community education staff, or other volunteers can offer a Read Naturally class before or after school. The instructor(s) can set up the station prior to class and take it down after class.

GATHERING MATERIALS

Before implementing the Read Naturally Strategy, you need to make sure you have the necessary materials. Use the lists below to help gather the materials you need.

Program Materials
Story Stories
Each student should begin his/her level with 12 of the stories from that level. Students enjoy choosing the order in which they read the stories. Giving each student his/her own copy of the stories allows the students to work with the story by underlining difficult words, marking reading rates, and writing answers. It also allows students to keep their copies of the stories.
Audio CD & Cassette Cassettes or Audio CDs
Each Read Naturally level includes 12 cassette tapes or audio CDs. Each cassette tape or audio CD has two stories. The cassette tapes have one story per side, and each of the audio CDs has eight tracks—four tracks for the first story and four tracks for the second story. The stories are recorded at three different speeds, each recording slightly faster than the previous one.
Answer Key Answer Keys
The blackline masters for each level include the answers to the quiz questions. You should make copies of the answer keys available to students in a central location. To help students quickly locate the answer keys they need, you can color-code them to match the colors of the levels.
Super Reader Award Super Reader Awards
You can use these awards to keep parents involved in the learning process. After a student passes 12 stories in a level, staple the stories together with a Super Reader award as a cover letter. The student should take the booklet of stories home, read and discuss the stories with his/her parents, and return the tear-off portion of the award signed by the parent.
Graph Graphs
Students use bar graphs to monitor their progress on each story. The graphs help them see how much they improve between their cold and final timings. It also helps them see how their cold timings improve over time.
ME Steps Poster Posters
You can hang a poster that lists the Read Naturally steps in your room. If students have difficulty remembering the process, they can refer to the poster after they complete each step.
Order posters
Additional Materials
Student Folder Student Folders
Each student needs a folder to keep copies of the stories, graphs, a reading guide, etc. You can use the inside pocket of the folder to keep a running record of the changes to the student's reading levels and goals and to record comments and observations about the changes.

Order folders

Timer Timers
You will use timers to time students for the final reading and, if you choose, the cold reading as well. Timers must have an auditory signal so students do not need to watch for the minute to end.
Order timers
Graphing Pencils Crayons or Colored Pencils
Students use crayons and/or colored pencils to mark the cold and final timing rates on the bar graphs. Although you can use any colors, we recommend using blue for the cold timing and red for the final (hot) timing.

Order graphing pencils

Cassette and CD Players Cassette Players or Audio CD Players
Each student needs access to a cassette or audio CD player and needs to be able to work on this equipment alone. Students need this equipment during the read along step.

Order cassette & CD players

Headphones Headphones
Headphones are very important for ensuring that students hear the recording of the story clearly. Headphones can also be used to reduce the sounds of the other students reading along. (Note that headphones are included with our audio CD players but not with our cassette players.)
Order headphones
Optional Materials
Red and Green Pouches Red/Green Pouches
These are vinyl pouches that hold the students' reading guides and graphing pencils to keep them organized. The pouches have a green side and a red side. Students turn the green side up when they are working and do not need assistance (i.e., the teacher can "go"). They turn the red side up to signal that they are ready to pass a story (i.e., the teacher should "stop").

Order red/green pouches

Reading Guides Reading Guides
Some students find reading guides help them as they read. The guides help the students' eyes track across the line.

Order reading guides

Glossary Glossaries
These level-specific glossaries help students learn the meanings of challenging words in the stories. Many definitions include full-color pictures to further clarify the meanings. The words defined in the glossaries are bold in the stories, so students know which words they can look up.

Order glossaries

Crossword Puzzle Crosswords
If students needs extra work in vocabulary, you can give them crossword puzzles for the stories they are learning. There is one crossword puzzle book for each Sequenced level from 3.0 to 8.0. Each book includes one puzzle for each of the stories in the level plus two review puzzles. The crosswords are an excellent activity for a student to do while waiting for the teacher to come do the Pass step.

Download crossword puzzles

Contact

Please let us know what questions you have so we can assist. For Technical Support, please call us or submit a software support request.

 
Click to refresh image