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Read Naturally Encore / Read Naturally Masters Edition (ME)

Working with Students

  1. When should I check initial placement?
  2. How can I help a student working in Read Naturally Encore whose poor vocabulary impedes comprehension?
  3. How can I enhance vocabulary development for students working in Read Naturally ME?
  4. How can I adapt the program to help a student who stutters?

1. When should I check initial placement?

Check initial placement for the student's first level in Read Naturally Encore. Initial placement should be checked after the student completes three to six stories in the level.

If it is determined that the level needs to be raised or lowered, check initial placement again after the student completes three stories in the new level.

 pointer How To: Read Naturally Encore: Checking Initial Placement

2. How can I help a student working in Read Naturally Encore whose poor vocabulary impedes comprehension?

Before the student completes the first Read Along, require the student to listen to the definition of each vocabulary word on the audio CD and follow along on the corresponding page of the Encore Student Glossary. The student can be encouraged to read along with the definition, or the student can just listen. Understanding the meaning of the selected vocabulary words is critical to understanding the meaning of the story.

Note the student’s results on comprehension questions. Questions three and six are always vocabulary questions.  Provide additional support when comprehension question errors reflect the student’s lack of vocabulary.

3. How can I enhance vocabulary development for students working in Read Naturally ME?

There are several things you can do to enhance vocabulary development in Read Naturally ME:

  • Direct the student to underline any unfamiliar words during the Cold Timing, Read Along, and/or Practice steps.
  • Require the student to look up the underlined words in the glossary or in a dictionary.
  • For words in the American Manners & Customs or Idioms series (if the underlined word is in the glossary), the student should read the definition while listening to the definition on the CD.
  • Discuss the meaning of each underlined word with the student when you come to do the Cold Timing or Pass step.

4. How can I adapt the program to help a student who stutters?

Candyce Ihnot has dealt with the same situation at a Minneapolis school. She consulted with the student’s speech therapist and decided to do the following:

  • Drop the timings to reduce pressure.
  • Have the student do three read alongs to build word recognition and accuracy.
  • Have the student do three practice readings with no timing.
  • Do the Pass step with no timing but with these criteria to pass the story:
    • No more than three errors.
    • Must read with good expression.
    • Must answer all questions correctly.
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