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Read Naturally Software Edition (SE)

  1. What can I do to help students using Read Naturally SE when they keep giving the wrong answers to the questions?
  2. Are there ways to enhance a student's vocabulary development as they use Read Naturally SE?
  3. When using Read Naturally SE with my first and second grade students, how should I handle students who do not type well?
  4. Would it be beneficial for the students to continue to graph their results on paper even though the computer graphs them?
  5. Can I control the speed of the read alongs?

1. What can I do to help students using Read Naturally SE when they keep giving the wrong answers to the questions?

In the Read Naturally Masters Edition, we recommend that, when students get comprehension questions wrong, they should go back into the story and underline the phrase or sentence that includes or suggests the correct answer. In the Software Edition, the four multiple choice questions are automatically scored. If a student gets the question wrong, the same question is presented to the student until he or she answers it correctly.

If a student is haphazard in answering the questions, you might consider incentives for a student to answer the questions correctly on the first attempt. If a pattern of missing a particular type of question develops, you should teach the student strategies for dealing with the main idea, literal, vocabulary, or inferential questions.

If a student continues to have difficulty getting the four multiple choice questions correct in the Software Edition, you can hold the student accountable and improve his or her comprehension by using the following procedure, which is comparable to how we recommend handling missed multiple-choice questions in the Masters Edition:

  1. Administer the pass timing step. If the student reaches the goal, has three or fewer errors, reads with good expression and has answered the open-ended questions correctly, click Next to proceed to the Congratulations screen.
  2. From the Congratulations screen, click the Results button to display the student’s results screen. On this screen, the comprehension questions that the student missed on his or her first attempt are marked with an X.
  3. If the student missed one or more comprehension questions the teacher can print the story and the questions. (Choose Print from the File menu.)
    Note: The printout for multiple choice questions identifies the correct answer with an asterisk and the student’s first attempt answer with an underline.
  4. For the questions that the student answered incorrectly on the first attempt, the student should review the printed copy of the story and underline the phrase or sentence where the correct answer is found or suggested.
  5. Before a student can proceed to a new story, the student must show the teacher that he or she underlined the correct answers in the printed copy of the story.

The teacher could also have the text of the passages and questions printed when the student starts a passage if the teacher anticipates that a student will have difficulty with the comprehension questions.

2. Are there ways to enhance a student's vocabulary development as they use Read Naturally SE?

Yes, there are several things you can do to enhance vocabulary development:

  • The teacher should check the vocabulary option in the read-along step in Story Options.
  • During the Cold Timing step, a student should click on unknown words. After the timing, the student should click on the unknown words again to hear them pronounced. The teacher should require the student to look up unknown words in a dictionary before continuing, or discuss the meanings of the underlined words with the student.
  • During the Read Along step, a student should click on the highlighted vocabulary words to read and hear the definitions.
  • During the Pass step, the teacher should review the Difficult Words (click the Scores link) to make sure the student understands the words.

3. When using Read Naturally SE with my first and second grade students, how should I handle students who do not type well?

Our goal, of course, is for students to spend as much time as possible actually reading text. If the task of typing in predictions and retells takes a large portion of the time allotted for Read Naturally fluency practice, you may want to consider making some modifications.

  • It is possible to disable the prediction or the retell step (or both) in the software and not require the student to do one or both of these.
  • As an alternative, students can write their predictions and/or retells in a notebook. For very young or special education students with limited writing skills, you may want to require only a few words or a phrase as a prediction—encouraging the use of the key words.
  • Another strategy is to have a student “talk to the screen.”  Model for the students how to just orally predict what they think the story will be about, and then move right into their cold timing. 
  • For more accountability, the teacher can come to the student to listen to an oral prediction and do the cold timing with the student.
  • Following the hot timing step, the teacher can listen to a brief oral retell of the story—and then encourage the student to make the next story selection and get right on to spending time reading again.

4. Would it be beneficial for the students to continue to graph their results on paper even though the computer graphs them?

Asking students to continue to graph their results on paper when the computer graphs them automatically is unnecessary. If you or the students want to see a hard copy of their graphs, you can print the graphs from the software. The time the students spend marking their graphs could be better spent reading.

5. Can I control the speed of the read alongs?

To some degree, yes. In the story options for each student, you can set the speed for each of the first three read alongs to one of three speeds: normal, 7.5% faster than normal, and 15% faster than normal. If you require a student to read along more than three times, the speed you set for the third read along applies to all subsequent read alongs.

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