Read Naturally, Inc. Version: 05 February Saint Paul, Minnesota

Transcription

1 USER GUIDE

2 Version: 05 February 2016 Read Naturally, Inc. Saint Paul, Minnesota Phone: / Website: Copyright Read Naturally, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright owner.

3 Table of Contents Part One: Overview... 1 Getting Started... 2 Checking System Requirements... 2 Setting Up Your Account... 3 Logging In... 4 Exiting the Software... 4 Contacting Read Naturally, Inc Permissions by Role... 5 Determining Your Role... 6 Using Filters... 6 Using Searches... 7 Using... 7 Updating Account Information... 7 Updating Your Information... 8 Updating Your Profile... 8 Retrieving Your Forgotten Password... 8 Changing Your Password... 8 Working with School Information... 9 Adding a School... 9 Updating a School's Information... 9 Deleting a School... 9 Working with Staff Member Information...10 Adding a Staff Member...11 Updating a Staff Member's Information...12 Resetting a Staff Member's Password...13 Unlocking a Staff Member's User ID...13 Deleting a Staff Member...13 Working with Student Information...14 Adding a Student...14 Importing Student Data...15 Updating Student Information...16 Updating Information for Multiple Students by Importing...16 Creating a Student Passwords Report...17 Changing a Student's Homeroom Teacher...18 Changing a Student's Grade...18 Advancing All Students One Grade...19 Changing a Student's Status...19 Copyright Read Naturally, Inc. i User Guide

4 Deleting a Student...20 Transferring a Student to a New School...20 Working with Licenses...21 Allocating School Licenses...21 Distributing Staff Member Licenses...21 Assigning Student Licenses...22 Removing Student Licenses...22 Working with Groups...23 Adding a Group...23 Updating a Group...24 Deleting a Group...24 Part Two: Benchmark Assessor Live Assessment Considerations Testing Dates Matter...26 Online vs. Manual Assessment Options...26 Assessment Guidelines Counting Errors...27 Rating Expression...27 Accessing Benchmark Assessor Live Assessing Students Online Printing Passages for an Online Assessment...28 Conducting an Online Assessment...28 Assessing Students Manually Printing Passages for a Manual Assessment...30 Conducting a Manual Assessment...30 Determining the Words-Correct-Per-Minute (WCPM) Score...30 Entering Assessment Scores in the Reading Fluency Record Sheet...31 Entering Assessment Scores in the Software Manually...31 Identifying Students Who Need Fluency Support Creating Reports...32 Creating an Oral Reading Results Report...32 Creating a Student Details Report...33 Interpreting the Data...34 Measuring Progress...34 Screening...35 Part Three: Read Naturally Live The Strategy Teacher Responsibilities Overview Copyright Read Naturally, Inc. ii User Guide

5 Placing Students Series and Levels...39 Sequenced Series...40 Phonics Series...40 Idioms Series...41 Goals...41 Conducting a One-Minute Timing...41 Counting Errors...41 Conducting the Placement Test...42 Conducting the Timing Manually...43 Entering the Series, Level, and Goal...43 Troubleshooting Placement...44 If the Student's Scores Fit in Multiple Levels or Do Not Fit in Any Levels...44 If the Student's Scores Are Below Level If the Student's Scores Are Above Level Setting Up Printing a Student Roster...45 Setting up Student Workstations...45 Preparing a Schedule...46 Implementing the Steps Program Basics...47 Common Features of the Stories Screens...48 Starting the Program...48 Exiting the Program...49 Checking the Header...49 Checking the Progress Bar...49 Advancing Through the Steps...50 Repeating Audio Instructions...50 Checking Series, Level, and Goal...50 Turning the Reading Guide On or Off...50 Viewing Additional Pages in a Multi-Page Story...50 Completing the Select a Story Step...51 Completing the Key Words Step...51 Completing the Prediction Step...51 Completing the Cold Timing Step...52 Playing Wordtastic...52 Conducting a Cold Timing...52 Retesting a Cold Timing...53 Completing the Read Along Step...53 Reading Along to the Spanish Translation...54 Copyright Read Naturally, Inc. iii User Guide

6 Reading Along...54 Completing the Practice Step...55 Completing the Quiz Step...55 Completing the Retell Step...56 Completing the Word List Step...56 Completing the Pass Step...57 Pass Step Overview...57 Waiting for the Teacher...57 Conducting a Hot Timing...58 Rating Expression...58 Retesting a Hot Timing...59 Correcting the Quiz...59 Correcting the Retelling...59 Conducting the Phonics Word List Pass Timing...60 Retesting the Phonics Word List Pass Timing...60 Reviewing Student Work...60 Options for Students Who Do Not Pass...61 Interpreting the Congratulations Screen...62 Resetting Stories...63 Using the Phonics Series...63 Customizing the Program for Students Opening Story Options...64 Turning Steps Off and On...64 Setting the Time Limit for the Prediction Step...66 Releasing Students to Complete the Cold Timing Step Independently...66 Setting the Number of Required Read Alongs...66 Turning On the Spanish Read Along...67 Setting the Number of Required Practices...67 Changing the Duration of Practice Timings...68 Setting the Time Limit for the Retell Step...68 Changing the Duration of the Hot Timing...69 Setting the Duration of the Word List Timing...69 Restoring Story Options to Their Default Values...70 Monitoring Student Performance Creating Read Naturally Live Reports...70 Creating a Students Yearly Progress Report...70 Creating a Students At-a-Glance Report...71 Creating Student Level Reports...72 Creating a Story Details Report...74 Checking Initial Placement...75 Copyright Read Naturally, Inc. iv User Guide

7 Keeping Students Challenged...75 Determining When to Make a Change...76 Determining Whether to Raise the Level or the Goal...76 Changing a Student's Series, Level, or Goal...77 Exiting Read Naturally Live...78 Communicating With Parents/Guardians Printing Welcome Letters...79 Printing Progress Letters...79 Printing a Certificate for Completing One Story...79 Printing an Award for Completing Multiple Stories...80 Printing Stories ing Results to Parents...82 Bibliography Copyright Read Naturally, Inc. v User Guide

8 Orientation to This User Guide This user guide is intended for any staff member using. Each section gives step-bystep instructions for completing different actions in the software. In the table of contents, each item listed is a link that you can click to go directly to that section in the guide. For most sections, there is a shaded column to the right of the instructions with a list and/or a Note list. Each bulleted item in a list is a link that you can click for additional information on that topic. Each bulleted item in a Note list provides additional information related to the corresponding section. Copyright Read Naturally, Inc. vi User Guide

9 Part One: Overview is a web-based software suite of reading programs designed for assessing and improving reading skills. The programs offers are: Benchmark Assessor Live, a tool for assessing a student's reading fluency and overall reading ability for grades 1 8 Read Naturally Live, a fluency-building program for developing and struggling readers "Part One: Overview" explains how to get started and set up a account, schools, staff members, and students. Copyright Read Naturally, Inc. 1 User Guide Overview

10 Getting Started To get started using, you need to know some basic information, including: How to check system requirements How to set up your account How to log in to the software How to exit the software How to contact Read Naturally, Inc. Permissions available based on staff members' roles in the software How to use filters How to use searches Checking System Requirements Any computer from which you, your staff members, or your students access must conform to certain minimum requirements. The list of requirements can be accessed from the Help page ( Check the system requirements to make sure the program will run properly on each computer that students or staff members will use to run. These requirements change periodically. When first using, when upgrading or changing your browser, or if you experience any difficulty running, begin by checking the system requirements. To check system requirements: 1. On the Welcome to screen, click Check System Requirements. 2. Under Speaker Test, click Click here. 3. If you can hear the audio, click Yes. If you cannot hear the audio, click No. 4. Under Meets Requirement, look to see if any requirements have not been met. If you have requirements that have not been met, click Display system requirements for Read Live to determine what changes need to be made. 5. Once you have resolved any problems, check the requirements again by closing the System Requirements window and reopening it from the Welcome to screen by clicking Check System Requirements. Copyright Read Naturally, Inc. 2 User Guide Overview

11 Setting Up Your Account The main account administrator will receive an activation from Read Naturally, Inc., with information and instructions about setting up the account. 1. In the activation you received from Read Naturally, Inc., click the link to display the welcome screen for your account. 2. Enter the user ID and temporary password from the activation and then click Log in. 3. The first time you log in, you are prompted to change your password. Enter and verify your new password, and then click Save. 4. In the Security Question menu, select a question. If you forget your password, you must answer this question to access the software. 5. In the Answer box, enter an answer that you will easily remember, and then click Save. Answers are not case sensitive. 6. Add schools, then staff members, and then students. To begin, click the Setup tab. a. Add at least one school. If necessary, click the Schools link. Then click Add School. b. Add staff members besides yourself who will be working in (if any). To add staff members, click Staff Members, and then click Add Staff Member. c. Add students. To add students, either click the Setup tab, click Import, and follow the instructions for importing student data; or click the Students tab, click Summary, and then click Add Students. 7. Allocate, then distribute, and then assign licenses. To begin, click the Licensing tab. a. To allocate licenses, click Allocate to Schools, enter the number of licenses you would like to allocate to each school, and click Save. Now you can distribute those licenses to staff members in the school. b. To distribute licenses, click Distribute to Staff Members, select a school, enter the number of licenses for each staff member, and click Save. Now either you or that staff member can assign those licenses to students. Note Staff member passwords can be 6 to 20 characters and are case sensitive. Updating Your Information Permissions by Role Adding a School Adding a Staff Member Importing Student Data Adding a Student Allocating School Licenses Distributing Staff Member Licenses Assigning Student Licenses Copyright Read Naturally, Inc. 3 User Guide Overview

12 c. To assign licenses, click Assign to Students, select a school and staff member. In the row with the student's name, check the boxes for the licenses you want to assign, and then click Save. Logging In is composed of the following parts. The teacher module is used by most staff members. When most staff members log in, they are taken to the teacher module. Program helpers do not have access to this part of the software. The student module is used by students. When students log in, they are taken to the student module. 1. Open a browser, and go to the web page for your account. 2. On the Welcome to screen, enter your user ID and password. 3. Click Log In. To easily access the site each time you open the browser, you can set the Welcome page as a bookmark or favorite. Your browser s help menu should provide information about setting bookmarks or favorites. Note When program helpers log in, they are taken to a Program Helper page with resources to support them in working with students. Retrieving Your Forgotten Password Exiting the Software From any screen, click Log out to return to the Welcome screen. Contacting Read Naturally, Inc. If you have questions, you can find Read Naturally's current contact information in the software. You may need to provide your account information when you contact Read Naturally. 1. Log in, and click Contact. 2. In the Contact Read Naturally, Inc. window, view the most up-to-date contact information for Read Naturally, as well as your account information. 3. When finished, click Close. Logging In Copyright Read Naturally, Inc. 4 User Guide Overview

13 Permissions by Role Permission to complete different actions is based on your assigned role in the software. The following table outlines the permissions available to each role. Adding a Staff Member Permissions by Role in Action Account Administrator Data Entry School Administrator Teacher & Support Staff Program Helper Edit My Profile yes yes yes yes yes Access teacher module yes yes yes yes no Account Add/update account information Advance all students in the account by one grade yes no no no no yes no no no no Schools Add/update/delete schools yes no no no no Transfer students to another school within the account yes yes** no yes** no Staff Members Add/update/delete other staff members: account administrators yes no no no no data entry persons yes yes yes no no school administrators yes yes yes no no teachers/support staff yes yes yes no no program helpers yes yes yes no no Unlock staff member user IDs yes yes yes no no Licensing Allocate licenses to schools yes yes** no no no Distribute licenses to staff members yes yes yes no no Assign licenses to students yes yes yes yes no Students Add/update/delete students yes yes yes yes no Import student data yes yes yes no no Add/update/delete groups yes yes yes yes no Using Read Naturally Live Copyright Read Naturally, Inc. 5 User Guide Overview

14 Action Account Administrator Data Entry School Administrator Teacher & Support Staff Program Helper Place licensed students and change series/level/goal yes yes* yes yes* no Change Story Options yes yes* yes yes* no Conduct cold and hot timings yes yes* yes yes yes Reset stories yes yes* yes yes yes Print progress letters for parents/guardians yes yes* yes yes* no Print student awards yes yes* yes yes yes Print stories yes yes yes yes yes Review student work yes yes* yes yes yes View reports yes yes* yes yes* no Using Benchmark Assessor Live Assess licensed students yes yes yes yes no Print passages yes yes yes yes no Manually enter/update scores yes yes yes yes no View previously entered scores yes yes yes yes* no View reports yes yes* yes yes* no * Actions marked with a single asterisk can be performed by a person in the specified role only for those students who have been assigned that staff member s licenses. For example, if Ms. Brown is assigned a teacher role, she can place only students to whom she has assigned licenses. ** A staff member can perform account-level tasks, like transferring a student to a different school, only if the staff member is not affiliated with a particular school in the software. Determining Your Role You can view your assigned role in your profile, but you cannot change it. 1. Log in to. 2. Click My Profile. Your role is listed as part of your profile. Using Filters Many screens contain lists of information, most often lists of students. If you have many students enrolled, it may be difficult to locate a particular student or set of students in the list. To make it easier to find a particular student in a long list, you can narrow the list using filters. Note When viewing a list, you can sort a column by clicking the heading. Copyright Read Naturally, Inc. 6 User Guide Overview

15 1. On any screen or window that has filter options available, under Filter By, select the criteria for the entries you would like to include in the list. 2. Click Apply Filter. Click Clear Filter to restore the filters to their default settings. 3. In the list, view only the staff members or students who meet the criteria you selected. Using Searches When generating reports, use searches to create lists of students who meet your criteria. 1. Click the Reports tab. 2. Select the name of the report that you would like to create. 3. Under Search By, select the criteria for the students you would like to include in the report. 4. Click Search. 5. In the list, view students who meet the criteria you selected. Note Click Reset to restore the searches to their default settings. Using In the teacher module, you work with account, personal, school, staff member, student, licensing, and group information. All staff members except program helpers have access to the teacher module. Updating Account Information Only account administrators can update basic information for the account, including designating the main account administrator. 1. On the Setup tab, click Account. 2. On the Account screen, update the account information as necessary. 3. Click Save. Permissions by Role Copyright Read Naturally, Inc. 7 User Guide Overview

16 Updating Your Information Each staff member can update his or her profile information and retrieve or change his or her password. Updating Your Profile You can update your name, address, and user ID in your profile. 1. Click My Profile. 2. Update your name, address, and user ID as needed. 3. Select a security question, and enter an answer to the question. If you forget your password, you will be prompted to answer this question to access the software. 4. Click Save. Note Use care to enter your address correctly. The software uses this address to send important notifications. Staff member user IDs can be from 1 20 characters long. Retrieving Your Forgotten Password 1. On the Welcome screen, click Forgot Password? 2. Enter your user ID. 3. Click Next. 4. In the Answer box, type the answer to your security question. Answers are not case sensitive. 5. Click Next. A new temporary password will be sent to the address specified in your profile. 6. Click OK. 7. Retrieve your new password from your , and log in. You will be prompted to change your password. Changing Your Password 1. Log in, and click Change My Password. 2. In the Change My Password window, type your current and new passwords, and then verify your new password. 3. Click Save. Note Staff member passwords can be 6 20 characters long and are case sensitive. If you forget your user ID or the answer to your security question, contact your account administrator or data entry person. If you incorrectly guess your password too many times, your user ID will be locked as a security measure. Contact your account administrator or data entry person to unlock your user ID. Logging In Changing Your Password Resetting a Staff Member's Password Unlocking a Staff Member's User ID Copyright Read Naturally, Inc. 8 User Guide Overview

17 Working with School Information Each account must have at least one school. Only account administrators can create and update schools. 1. On the Setup tab, click Schools. 2. On this screen, you can view basic information about the schools in your account. You can also: Add schools. Update school information including the name, address, and phone number. Delete schools from the software. Adding a School Updating a School's Information Deleting a School Permissions by Role Adding a School An account must have at least one school before you can add students because each student must be affiliated with a school. Only account administrators can add schools. 1. On the Setup tab, click Schools. 2. Click Add School. 3. In the School Information window, enter the information for the new school. 4. Click Save. Permissions by Role Updating a School's Information You can update a school's name, address, and phone number in the software. Only account administrators can update a school's information. 1. On the Setup tab, click Schools. 2. In the Name column, click the name of the school whose information you would like to edit. 3. In the School Information window, update the information as necessary. 4. Click Save. Deleting a School Deleting a school permanently removes all the school's information from the software. Deletions cannot be undone, so use caution. Only account administrators can delete a school. You can delete only schools that do not have any active or inactive staff members or students. Copyright Read Naturally, Inc. 9 User Guide Overview

18 1. If necessary, remove any students from the school. On the Students tab, click Summary, and filter by school (and by status if necessary). Then, you can: Transfer students to a different school. Delete inactive students. 2. If necessary, remove any staff members from the school. Click the Setup tab; click Staff Members, and filter by school (and by status if necessary). Then, you can: Change staff members' school affiliations. Delete inactive staff members. 3. On the Setup tab, click Schools. 4. Find the school you would like to delete, and in the Action column, click Delete. Click Yes to confirm. Permissions by Role Using Filters Updating a Staff Member's Information Deleting a Staff Member Changing a Student's Status Deleting a Student Working with Staff Member Information Permission to add/edit/delete staff member information is based on role. Account administrators can add/edit/delete information for any staff members. Staff members in data entry or school administrator roles can add/edit/delete staff members in data entry, school administrator, teacher, and program helper roles. 1. On the Setup tab, click Staff Members. 2. On this screen, you can view basic information about the staff members in your account. You can also: Add staff members. Update staff member information, including name, role, status, school, phone number, and address. Reset a password for a staff member. Unlock a user ID for a staff member. Delete staff members from the software. Adding a Staff Member Updating a Staff Member's Information Deleting a Staff Member Copyright Read Naturally, Inc. 10 User Guide Overview

19 Adding a Staff Member Permission to add a staff member is based on role. Account administrators can add any staff members. Staff members in data entry and school administrator roles can add staff members in data entry, school administrator, teacher, and program helper roles. 1. On the Setup tab, click Staff Members. 2. Click Add Staff Member. 3. On the Add/Edit Staff Member screen, under Role, select the role you would like to assign to the staff member. Account administrator is an ideal role for anyone who needs full access to account, school, staff member, and student information. For a district account, this might be an information technology staff member. For a school account, this might be a Response to Intervention (RTI) coordinator. Data entry is an ideal role for administrative staff members who will be entering school, staff member, and/or student data. School administrator is an ideal role for Title I teachers, English language learner (ELL) teachers, special education teachers, RTI coordinators, reading teachers, reading coaches, specialists, and principals, because in this role they can work with all licensed students at a school and have access to all students' Read Live data. Teacher is an ideal role for teachers working with specific groups of students in the software. Teachers can make educational decisions, such as decisions about placement or story options, for their own students. Support staff is an ideal role for staff members, such as paraprofessionals, who support a teacher by working with students and need access to student lists. This role has the same permissions as a teacher. Note Use care to enter addresses correctly. The software uses this address to send important notifications. Staff member user IDs can be from 1 to 20 characters and are not case sensitive. Permissions by Role Updating a Staff Member's Information Unlocking a Staff Member's User ID Program helper is an ideal role for parents, after-school staff members, volunteers, or tutors who will be working with students. Program helpers do not have access to student lists in the software. If you select the Program Helper option, in the Helper's Role drop- Copyright Read Naturally, Inc. 11 User Guide Overview

20 down menu, specify whether the helper is a parent, after-school staff member, volunteer, support staff member, tutor, or other category of helper. 4. Under Staff Member Information, leave the staff member's status as Active. Staff members with an active status can work in. Staff members with an inactive status cannot work in, but any previous data they accumulated are saved in the software. 5. Select the staff member's school. If a staff member needs to work in multiple schools, select No School Affiliation. If a staff member will only be working in one specific school, select that school. Staff members in the school administrator role must be affiliated with a specific school. 6. Enter the staff member's name, phone number, address, and user ID. Leave the Locked Out checkbox clear. If a staff member's user ID has been locked due to too many invalid login attempts, a user in the role of account administrator, data entry, or school administrator must click the Locked Out box to clear it. Once the Locked Out box is clear, the user will be able to log into the software. 7. If you are finished, click Save. If you would like to add another staff member, click Save & add another staff member. 8. Click OK to confirm. Updating a Staff Member's Information Permission to update a staff member's role, status, school, name, phone number, address, or user ID is based on role. Account administrators can update any staff member's information. Staff members in data entry and school administrator roles can update data entry, school administrator, teacher, and program helper information. 1. On the Setup tab, click Staff Members. 2. In the Name column, click the name of the staff member whose information you would like to edit. 3. Change the staff member's role and information as necessary. 4. Click Save. Note Use care to enter addresses correctly. The software uses this address to send important notifications. Staff member user IDs can be from 1 to 20 characters and are not case sensitive. Permissions by Role Using Filters Copyright Read Naturally, Inc. 12 User Guide Overview

21 Resetting a Staff Member's Password If a staff member forgets his or her password and cannot remember the answer to the selected security question, you can reset the staff member's password. Permission to reset a staff member's password is based on role. Account administrators can reset any staff member's password. Staff members in data entry or school administrator roles can reset passwords for staff members in data entry, school administrator, teacher, and program helper roles. 1. On the Setup tab, click Staff Members. 2. In the Password column, click Reset for the staff member whose password you would like to reset. 3. Click OK to confirm. An with a new temporary password will automatically be sent to the staff member. Permissions by Role Using Filters Unlocking a Staff Member's User ID If a staff member's user ID has too many invalid login attempts, the software locks the user ID as a safety precaution, and the staff member will not be able to log in. Staff members in account administrator, data entry, or school administrator roles can unlock staff member user IDs. 1. On the Setup tab, click Staff Members. 2. In the Name column, click the name of the staff member Permissions by Role whose user ID needs to be unlocked. 3. On the Add/Edit Staff Member screen, under Staff Member Information, clear the Locked out box. 4. Click Save. The staff member is now able to log in. Deleting a Staff Member Deleting a staff member removes all of the staff member's data from the software. Deletions cannot be undone, so use caution. You can delete only inactive staff members. Permission to delete a staff member is based on role. Account administrators can delete any staff members from the software. Staff members in data entry and school administrator roles can delete staff members in data entry, school administrator, teacher, and program helper roles. Copyright Read Naturally, Inc. 13 User Guide Overview

22 1. On the Setup tab, click Staff Members. 2. If the staff member you want to delete has an active status, change the status to inactive, as follows: a. Set the Status filter to Active, and click Apply Filter. b. Click the name in the list, change the status to inactive, and click Save. 3. Set the Status filter to Inactive, and set additional filters as needed. Click Apply Filter. 4. In the Name column, find the staff member you would like to delete, and in the Action column, click Delete. 5. Click Yes to confirm. Permissions by Role Using Filters Updating a Staff Member's Information Working with Student Information 1. On the Students tab, click Summary. 2. On this screen, you can view basic information about your students. You can also: Add students. Update student information, including name, student ID, grade, school, homeroom teacher, user ID, password, and parent/guardian contact information. Change a homeroom teacher for students. Change a grade for students. Change the status for students. Delete students from the software. Transfer students to a new school. Adding a Student Updating Student Information Changing a Student's Homeroom Teacher Changing a Student's Grade Changing a Student's Status Deleting a Student Transferring a Student to a New School Adding a Student You can add students one at a time, or staff members in account administrator, school administrator, or data entry roles can import data from a student management system to add multiple students at a time. Follow these directions to add students individually. 1. On the Students tab, click Summary. 2. Click Add Student. Copyright Read Naturally, Inc. 14 User Guide Overview

23 3. Under the Student Information heading, enter the student's name and, optionally, a student ID. Select the student's grade, status, school, and homeroom teacher. If the student does not have a homeroom teacher, select "Unassigned." 4. Under Password, enter the student's user ID and password, and verify the password. User IDs must be unique within your account. 5. Under Parent/Guardian Contact Info, enter the parent and/or guardian information if desired. 6. If you are finished, click Save. If you would like to add another student, instead click Save & add another student. Note Students must be associated with a school, so the account must have at least one school before you can enroll students. Student user IDs and passwords can be from 3 20 characters long and are not case sensitive. Importing Student Data Importing Student Data Importing student data enables you to quickly add many students using data from a student management system. Only staff members in account administrator, school administrator, and data entry roles can import student data. 1. On the Setup tab, click Import. 2. Click this document to view directions and guidelines for formatting the data to import. 3. In your student management system, export the student data into a file that conforms to the documented requirements. 4. Once you have finished preparing your data, return to the Setup tab Import screen. Click Browse, and select the file to import. 5. Select the school for the students you want to import, and click Next. 6. On the Verify Import Records screen, do one of the following: If errors are detected, you must fix them before you can import the file. Hover over a highlighted cell to see the error, or click Print Error Log to get a complete list of Notes Each imported student s status is set to Active. Each imported student s school is set to the school selected at the start of the import. The homeroom teacher for imported students is typically set to Unassigned; for updated students who are not changing schools, the homeroom teacher remains unchanged. Permissions by Role Adding a Student errors in the file. Then cancel the import, address the errors, and try again. Copyright Read Naturally, Inc. 15 User Guide Overview

24 If no errors are detected, verify that the data you are about to import is accurate. Then click Next. 7. If some or all of the students in your file already exist in your account, you will be asked how to handle the duplicate students. In the list of duplicate students, cells are highlighted if the value in the file does not match the existing value in. Hover over a highlighted cell to see the corresponding value from the database. After checking the differences, either: Choose Update to change the existing students schools, student IDs, grades, passwords, and parent contact information to match the import file. Choose Do Not Import to leave the existing students unchanged. 8. Click Next and then confirm that you want to import the file. A summary of your import results displays when the import is complete. Updating Student Information You can update an individual student's name, student ID, grade, school, homeroom teacher, user ID, password, and parent/guardian contact information. 1. On the Students tab, click Summary. 2. In the Name column, click the name of the student whose information you would like to update. 3. Update the student information, the student's password, and parent/guardian contact information as needed. 4. Click Save. Note Student user IDs and passwords can be from 3 20 characters long and are not case sensitive. Student user IDs must be unique within your account. Updating Information for Multiple Students by Using Filters Importing You can use the import feature to quickly update existing students schools, student IDs, grades, passwords, and parent/guardian contact information. Only staff members in account administrator, school administrator, and data entry roles can import student data. 1. On the Setup tab, click Import. 2. Click this document to view directions and guidelines for formatting the data to import. 3. In your student management system, export the student data into a file that conforms to the documented requirements. A student in the file is considered a match to an existing student if the first and last names and user IDs are the same. Copyright Read Naturally, Inc. 16 User Guide Overview

25 4. Once you have finished preparing your data, return to the Setup tab Import screen. Click Browse, and select the file to import. 5. Select the school for the students you would like to import, and click Next. 6. On the Verify Import Records screen, do one of the following: If errors are detected, you must fix them before you can import the file. Hover over a highlighted cell to see the error, or click Print Error Log to get a complete list of errors in the file. Then cancel the import, address the errors, and try again. If no errors are detected, verify that the data you are about to import is accurate. Then click Next. 7. If some or all of the students in your file already exist in your account, you will be asked how to handle the duplicate students. In the list of duplicate students, cells are highlighted if the value in the file does not match the existing value in. Hover over a highlighted cell to see the corresponding value from the database. After checking the differences, either: Choose Update to change the existing students schools, student IDs, grades, passwords, and parent contact information to match the import file. Choose Do Not Import to leave the existing students unchanged. 8. Click Next and then confirm that you want to import the file. A summary of your import results displays when the import is complete. Notes A student in the file is considered a match to an existing student if the first names, last names and user IDs match. Each imported student s status is set to Active. Each imported student s school is set to the school selected at the start of the import. The homeroom teacher for imported students is set to Unassigned except in the case when an updated student is not changing schools; in that case, the homeroom teacher remains unchanged. An updated student s licensing remains unchanged unless the import moves the student to a different school; in that case, the student s licenses are removed. Permissions by Role Importing Student Data Updating student information Changing a Student's Grade Creating a Student Passwords Report To look up the passwords for licensed students, generate a Student Passwords report, which includes the students' user IDs and passwords. 1. Click the Reports tab. 2. Under Teacher Reports, click Student Passwords. Copyright Read Naturally, Inc. 17 User Guide Overview

26 3. Under Search By, select a school for the students you want to include in the report. The School menu is dimmed if you are affiliated with a single school. 4. In the Program box, indicate whether you want to view students with Read Naturally Live licenses, students with Benchmark Assessor Live licenses, or all licensed students. 5. Select a program teacher for the students you want to include in the report. 6. Select any other criteria that match the students you want to include in the report. 7. Click Search. 8. Select the students to include in the report by checking the boxes next to their names. Or you can select all students by checking the box next to the Name column heading. 9. Click Generate Report. Note Student passwords are not case sensitive. The program teacher is the staff member whose Read Naturally Live license was assigned to the student. This should be the person who will be making educational decisions in Read Naturally Live for that student. To restore your search settings to the default, click Reset. Using Searches 10. To print the report, click the print icon. Treat the list of passwords as confidential. Changing a Student's Homeroom Teacher Each student is assigned a homeroom teacher when he or she is added in the software. You can change a student's homeroom teacher assignment 1. On the Students tab, click Summary. 2. In the Students list, check the box next to the name of each Using Filters student whose homeroom teacher you would like to change. (If you select multiple students, they will all be assigned the same homeroom teacher.) 3. Click Change Homeroom Teacher. 4. On the Change Homeroom Teacher screen, select the homeroom teacher that you would like to assign to the selected student(s). 5. Click Save; then, click Yes to confirm. Changing a Student's Grade You can change an individual student's grade, or account administrators can advance all students one grade, which is particularly helpful at the start of a school year. To change an individual student's grade, follow these steps. Copyright Read Naturally, Inc. 18 User Guide Overview

27 1. On the Students tab, click Summary. 2. In the Students list, check the box next to the name of each student whose grade you would like to change. (If you select multiple students, they will all be assigned to the same grade.) 3. Click Change Grade. 4. In the Change Grade window, select a grade for the selected student(s). 5. Click Save; then, click Yes to confirm. Using Filters Advancing All Students One Grade Advancing All Students One Grade This feature can be particularly helpful at the start of a school year. Only account administrators can advance the grades of all active students entered in the account. 1. On the Setup tab, click Account. 2. Under School Year, click Advance Grade. 3. In the Advance Grade window, select an option: Select Start over to (1) advance all active students one grade, (2) remove homeroom teacher assignments, (3) remove staff members' licenses, and (4) remove students' licenses. Select Remove student licenses to (1) advance all active students one grade, (2) remove homeroom teacher assignments, (3) keep staff members' licenses, and (4) remove students' licenses. Select Advance grade and remove homeroom teacher to (1) advance all active students one grade, (2) remove homeroom teacher assignments, (3) keep staff members' licenses, and (4) keep students' licenses. 4. Click Save; then, click Yes to confirm. Permissions by Role Changing a Student's Grade Changing a Student's Status Students with an active status can work in. Changing a student's status to inactive removes the student's licenses. The program teacher keeps the licenses that previously belonged to the student, which are then available to reassign. You cannot report on the work of an inactive student. But if you later reactivate the student, that student s scores are restored and are available for reporting. 1. On the Students tab, click Summary. Copyright Read Naturally, Inc. 19 User Guide Overview

28 2. Filter the Students list by status. If you want to change an active student to inactive, display the active students; if you Using Filters want to change an inactive student to active, display the Deleting a Student inactive students. Assigning Student Licenses 3. In the Students list, check the box next to the name of each student whose status you would like to change. 4. Click Change Status. 5. On the Change Status screen, in the Status drop-down menu, select either Active or Inactive. 6. Click Save; then, click Yes to confirm. Deleting a Student Deleting a student permanently removes all of the student's data from the software. You cannot undo deletions, so use caution. You can delete only inactive students. 1. On the Students tab, click Summary. 2. Filter to display inactive students. 3. In the Students list, check the box next to the name of each student that you would like to delete. 4. Click Delete; then, click Yes to confirm. Using Filters Changing a Student's Status Transferring a Student to a New School Account administrators or staff members assigned data entry or teacher roles that have no school affiliation can transfer students to a new school. 1. On the Students tab, click Summary. 2. In the Students list, check the box next to the name of each Permissions by Role student that you would like to transfer to a new school. (If Using Filters you select multiple students, they will all be transferred to the same school.) 3. Click School Transfer. 4. In the School Transfer window, select a school for the selected student(s). 5. Click Save; then, click Yes to confirm. Copyright Read Naturally, Inc. 20 User Guide Overview

29 Working with Licenses Students must have licenses to work in. A staff member purchases licenses from Read Naturally, Inc., for the account, and then the licenses need to be allocated to schools, distributed to staff members, and assigned to students. Before setting up licenses, you need to add schools, staff members, and students. Permissions by Role Adding a School Adding a Staff Member Adding a Student Allocating School Licenses Staff members who are assigned account administrator or data entry roles and have no school affiliation can allocate licenses to schools. 1. On the Licensing tab, click Allocate to Schools. 2. Check the Account Licenses Summary to see how many licenses you have available to allocate. 3. Check the License Allocation table to see the schools that have been created for the account. The programs available are each listed in these columns: Allocated, which indicates how many licenses have been allocated to the school for that program. Distributed, which indicates how many licenses have been distributed to staff members in the school for that program. 4. Locate the row for the school. Find the Allocated column for the desired program, and enter the number of licenses you would like to allocate to the school. 5. Click Save. Permissions by Role Adding a School Distributing Staff Member Licenses Assigning Student Licenses Distributing Staff Member Licenses Before licenses can be distributed to staff members, licenses must have been allocated to the school where the staff member works. Staff members assigned account administrator, data entry, and school administrator roles can distribute licenses to staff members. Permissions by Role Adding a Staff Member Using Filters Allocating School Licenses Assigning Student Licenses 1. On the Licensing tab, click Distribute to Staff Members. Copyright Read Naturally, Inc. 21 User Guide Overview

30 2. Select a school and check the Program Licenses Summary to see how many licenses are available for distribution. 3. In the row for the staff member, enter the number of licenses to distribute to that staff member. 4. Click Save. Assigning Student Licenses Students must have licenses to work in. The licenses are program specific. Staff members in data entry and teacher roles must hold the license for a student to make educational decisions for that student in the program. Account administrators and school administrators can work with any students, regardless of who holds the students' licenses. 1. On the Licensing tab, if necessary, click Assign to Students. 2. If necessary, select the school of the students to be licensed. The School menu is dimmed if you are affiliated with a single school. 3. If necessary, select the program teacher who holds the licenses to be assigned. Teachers can assign only the licenses they hold (Program Teacher menu is dimmed); staff members with a role of account administrator, school administrator, or data entry can assign licenses on behalf of another staff member. 4. Review the Program Teacher License Summary to see how many licenses the selected program teacher has available for distribution. 5. In the student list, find the student to be licensed. In the column for the program license you want to assign, check the box. If the box is dimmed, a license has already been assigned to that student by another teacher. 6. Click Save. Using Filters Adding a Student Allocating School Licenses Distributing Staff Member Licenses Removing Student Licenses Removing Student Licenses If you have a student who is leaving a program or has completed the program, you can remove the student's license and then assign the license to a different student. 1. On the Licensing tab, if necessary, click Assign to Students. 2. If necessary, select the school of the student whose license you would like to remove. The School menu is dimmed if you are affiliated with a single school. Copyright Read Naturally, Inc. 22 User Guide Overview

31 3. If necessary, select the program teacher who holds the licenses to be removed. Teachers can remove only the licenses they hold; staff members with a role of account administrator, school administrator, or data entry can remove licenses on behalf of another staff member. 4. In the list, find the student whose license you would like to remove. In the column for the program license you want to remove, clear the box. Note: If the box is dimmed, the license is held by another teacher. The teacher who holds the license or a staff member in the role of account administrator, data entry, or school administrator can remove the license by selecting the teacher who holds the license in the Program Teacher menu and then clearing the check box. 5. Click Save. Now you can reassign this license. Using Filters Allocating School Licenses Distributing Staff Member Licenses Assigning Student Licenses Working with Groups Groups are a convenient way to view students. A group can be a homeroom, a class, a reading group, or any set of students that you want to work with or report on together. Once you add a group, you can efficiently find and work with the members of that group. For example, you could easily change Read Naturally Live story options for all students in a group. Groups you create are not visible to any other staff members. 1. Click the My Groups tab. 2. On this screen, you can view basic information about your groups. You can also: Add groups. Update group information, including the name, description, and group members. Delete groups from the software. Opening Story Options Creating Read Naturally Live Reports Adding a Group Updating a Group Deleting a Group Adding a Group 1. On the My Groups tab, click Add Group. 2. Enter the group's name. You can also add a group Using Filters description. 3. Under Student List, click a student's name that you want to add to the group. If a name is dimmed, the student is already in the group. Copyright Read Naturally, Inc. 23 User Guide Overview

32 4. Click >. The student's name is added to the Students in Group list. 5. Add all the students you would like to include in the group. (To remove a student from the group, in the Students in Group list, click the student's name, and click <.) 6. Click Save. Updating a Group 1. On the My Groups tab, click the name of the group you would like to edit. Using Filters 2. Edit the group information as necessary. To add a student to the group, in the Student List, click the student's name, and click >. To remove a student from the group, under the Students in Group list, click the student's name, and click <. 3. Click Save. Deleting a Group You can delete any of your groups, even those that have students. Deleting a group does not delete the students in the group or remove their licenses. 1. On the My Groups tab, select the groups you would like to delete by checking the boxes next to their names. 2. Click Delete Group; then, click Yes to confirm. Using Filters Copyright Read Naturally, Inc. 24 User Guide Overview

33 Part Two: Benchmark Assessor Live Benchmark Assessor Live is an oral reading fluency benchmark assessment designed for screening students for reading problems and monitoring student progress between the winter of first grade and the spring of eighth grade. Use Benchmark Assessor Live to assess all students in grades 1 5 and students of concern in grades 6 8 three times a year: fall, winter, and spring. "Part Two: Benchmark Assessor Live" explains how to screen students for reading problems and identify students with fluency needs. Copyright Read Naturally, Inc. 25 User Guide Benchmark Assessor Live

34 Assessment Considerations Benchmark Assessor Live measures oral reading fluency, which is a good indicator of overall reading ability, for students in grades 1 8. The information from this assessment assists with: Screening students for reading problems. Monitoring student performance over time. Making instructional decisions. Documenting the progress of individual students, entire classrooms, or schools. Passages are not available for the fall of first grade, when many students are just learning to read. Also, passages are not available for students in grades 9 and above. Testing Dates Matter Students are assessed three times a year: fall, winter, and spring. Test sessions should be approximately 16 weeks apart. The table below shows the recommended testing periods (when you should test) and the testing season boundaries (when you can test). The further outside the recommended dates that you test, the less accurate your results. Season Recommended Testing Dates Testing Season Boundaries Fall August 15 October 3 August 1 November 30 Winter December 19 February 6 December 1 March 31 Spring April 23 June 11 April 1 July 31 Online vs. Manual Assessment Options An examiner administers the benchmark assessment individually to students by listening to a student read three passages at his or her grade level, each for one minute. You can assess students who have been assigned a Benchmark Assessor Live license either online or manually. For an online assessment, the student reads from paper copies of the passages. The teacher marks the student's errors on the computer, and the computer calculates the score automatically. For a manual assessment, the student reads from paper copies of the passages as the teacher marks errors on his or her own paper copies. The teacher then manually calculates the student's scores and enters the data in the computer. Copyright Read Naturally, Inc. 26 User Guide Benchmark Assessor Live

35 Assessment Guidelines When conducting a benchmark assessment, whether online or manually, the examiner must be able to count student errors and assign an expression rating. Counting Errors During a timing, follow these guidelines for counting errors. If the student says an incorrect word, do not say the correct word unless the student stops and is unable to continue. Wait three seconds before supplying a word to a student stopped on a word. There is a timer that counts the seconds on the assessment screen, so you can easily determine when to supply a word. Count the following as errors: Mispronunciations and dropped endings; words out of sequence or transpositions (count each word read out of order as an error); omissions; words supplied by teachers; and substitutions with synonyms. Repeated errors (including proper nouns) are counted each time. Do not count the following as errors: Mispronunciations due to dialect or speech problems; insertions (or repeating a word read correctly); and self-corrections. Rating Expression After the student reads each passage, you rate the student's expression from 1 to 4. The expression score indicates how well the student used expression while reading the passage. Use the table below to determine the appropriate rating: Select If the student: 1 Reads haltingly; seldom uses phrasing; reads without expression. 2 Reads phrases of three or four words (especially for familiar words); usually pauses for punctuation. 3 Usually uses correct phrasing; appropriate use of inflection and attention to punctuation occurs in some of the story. 4 Reads conversationally; consistently uses correct phrasing and inflection; attends to all punctuation. Copyright Read Naturally, Inc. 27 User Guide Benchmark Assessor Live

36 Accessing Benchmark Assessor Live To use Benchmark Assessor Live, each student must be assigned a Benchmark Assessor Live license. 1. On the Students tab, click Benchmark Assessor Live. 2. On this screen, you can view basic information about your students who are assigned licenses to work in Benchmark Assessor Live. You can also: Edit student information. Print passages for students and, optionally, the teacher to use during an assessment. Assess students using the online version of the assessment. Enter scores obtained from a manual assessment. Assigning Student Licenses Printing Passages for an Online Assessment Printing Passages for a Manual Assessment Assessing Students Online Assessing Students Manually Assessing Students Online Before conducting an assessment, you must assign the student a Benchmark Assessor Live license and print student copies of the assessment passages. Printing Passages for an Online Assessment 1. On the Students tab, click Benchmark Assessor Live. 2. Click Print Passages. 3. In the Print Benchmark Assessor Live Passages window, select Online. 4. Select the grade of the student for whom you are printing passages. 5. Click Print. 6. In the new window that opens, click the print icon. Assigning Student Licenses Conducting an Online Assessment 1. Log in. 2. On the Students tab, click Benchmark Assessor Live. 3. Find the student's name in the list, and in the Online column, click Assess. Copyright Read Naturally, Inc. 28 User Guide Benchmark Assessor Live

37 4. In the window that opens, confirm that you are assessing the correct student, and click Next. 5. Give the student paper copies of the assessment passages. 6. In the Benchmark Assessor Live Assessment window, click Instructions and read the script to the student. 7. Time the student reading the passage, as follows: a. When the student begins reading, click Start Timing. You can cancel a timing by clicking Cancel Timing. b. As the student reads, click any words that the student does not read correctly. If the student skips a line, rather than marking each individual word as an error, mark the entire line by clicking in the gray bar next to the skipped line. If the student self-corrects, click the word or line again to remove the error. c. Either: If the bell sounds, click the last word read. If the student finishes reading the passage before the bell sounds, click Finished. d. Under Timing Results, rate the student's expression. e. Adjust the student's timing results, if needed. To change the errors the student made, click Change missed words. Click each word in the passage you want to either add or remove as an error. To change the last word read, click Change last word read. Click the correct last word read. To invalidate the timing, click Invalidate timing. Invalidating a timing ignores the results for that passage when calculating the student's final assessment score. Invalidating a timing does not enable you to retest the passage; once a student has read the passage, you cannot retest it. f. Click Next. 8. Conduct assessment timings for the next two passages. 9. Click Done. Testing Dates Matter Printing Passages for an Online Assessment Using Filters Counting Errors Rating Expression Identifying Students Who Need Fluency Support Assessing Students Manually For a manual assessment, you must print passages for the student and teacher. You then conduct the assessment, determine the student's words-correct-per-minute (wcpm) score, and enter the scores in the computer. You need a one-minute timer to conduct a manual timing. Copyright Read Naturally, Inc. 29 User Guide Benchmark Assessor Live

38 Printing Passages for a Manual Assessment 1. On the Students tab, click Benchmark Assessor Live. 2. Click Print Passages. 3. In the Print Benchmark Assessor Live Passages window, select Manual. 4. Select the grade of the student for whom you are printing passages. 5. Click Print. 6. In the new window that opens, click the print icon. Conducting a Manual Assessment Benchmark assessments should be conducted within the recommended testing windows. 1. Give the student paper copies of the assessment passages. For a manual assessment, the teacher and student both use Testing Dates Matter paper copies. The teacher copy includes numbers for Counting Errors counting the words read correctly per minute. Rating Expression 2. Read the following script to the student: Hi, [student's name]. Read this passage to me as carefully as you can. Try to read every word. If a word takes you too long to read, I will tell it to you. I will also tell you when to stop reading. Do you understand what I want you to do? (Repeat the instructions if necessary.) The title of this passage is [passage title]. When I say "begin," start reading aloud. (Point to the first word of the passage.) I will start my timer when I hear your voice. Ready? Begin. 3. Time the student reading the passage. a. When the student begins reading, start the timer for one minute. b. As the student reads, mark any errors made by the student on your paper copy. c. When the timer sounds, mark the last word read. d. Rate the student's expression. 4. Record the last word read, number of errors, and expression score. 5. Continue to conduct assessment timings for the next two passages. Determining the Words-Correct-Per-Minute (WCPM) Score 1. On the teacher's copy of the printed passage, find the line with the student's last word read (the last word read should Counting Errors be marked). Then, count ahead from the number on the left until you reach the last word the student read. This number is the total number of words attempted. Copyright Read Naturally, Inc. 30 User Guide Benchmark Assessor Live

39 2. Count the number of errors the student made in the passage. 3. Subtract the number of errors from the number of words attempted to obtain the number of words read correctly per minute (wcpm). Entering Assessment Scores in the Reading Fluency Record Sheet You can enter assessment scores in the Reading Fluency Record sheet, which is included with the student and teacher copies of the Benchmark Assessor Live passages. After entering the scores in this sheet, you can easily transfer them into the software. The scores must be entered in the software to create Benchmark Assessor Live reports. 1. Record the student's name, grade, and goal and the teacher's name in the Reading Fluency Record sheet. 2. In the columns to the right of the student's information, find the season in which you assessed the student. 3. For the selected season, enter the date. 4. In the WCPM row, enter the student's words-correct-perminute (wcpm) scores for each of the passages (A, B, and C). 5. In the Errors row, enter the student's errors for each of the passages. 6. In the Exp. row, enter the student's expression scores for each of the passages. 7. Calculate the student's mean (average) score for the season by adding the student's wcpm scores for each of the passages and dividing the sum by the number of passages the student read. 8. Enter the student's mean (average) score for the season in the Score box, which is above the WCPM row. Determining the Words- Correct-Per-Minute Score (WCPM) Counting Errors Rating Expression Entering Assessment Scores in the Software Manually A student's Benchmark Assessor Live scores must be entered in the software to create reports about student performance. 1. On the Students tab, click Benchmark Assessor Live. 2. Locate the student whose scores you want to enter, and in the Manual column, click Edit. 3. On the Assessment Scores screen, enter the month and day the student was assessed. Determining the Words- Correct-Per-Minute Score (WCPM) Rating Expression Copyright Read Naturally, Inc. 31 User Guide Benchmark Assessor Live

40 4. If you already recorded the assessment scores in the Reading Fluency Record sheet, you can easily transfer them into the software. The mean (average) score is calculated automatically. For each passage assessed, enter the following: In the WCPM column, enter the words-correct-per-minute score (the total number of words read in one minute minus the number of errors). In the Errors column, enter the number of errors. In the Expression menu, select the rating. 5. Click Save. Identifying Students Who Need Fluency Support To identify students who need fluency support, review their Benchmark Assessor Live reports. Staff members can create reports to track student progress throughout the year. Administrators can also report on data from previous years for a specific group of students to compare the students' progress from year to year. Creating Reports The Oral Reading Results and Student Details reports show students' assessment results. To create reports, student scores must be entered in the software. Use the Oral Reading Results report to see results for a group of students ranked by need. This report is useful for grade-level intervention teams. Use the Student Details report to see detailed results for an individual student and to communicate results with parents/guardians. Creating an Oral Reading Results Report This report summarizes results from a selected group of students. It ranks the students by their words-correct-per-minute scores on the most recent test, grouping them by competency levels. Staff members in data entry and teacher roles can create an Oral Reading Results report only for students to whom they have assigned Benchmark Assessor Live licenses. Account administrators and school administrators can create an Oral Reading Results report for any students, regardless of who holds the students' licenses. 1. Click the Reports tab. 2. Under Benchmark Assessor Live Reports, click Oral Reading Results. Copyright Read Naturally, Inc. 32 User Guide Benchmark Assessor Live

41 3. If you are an account administrator or school administrator, select the students you want to report on: Currently Licensed, which includes all students who have Benchmark Assessor Live licenses. All Tested, which includes all students who have been tested using Benchmark Assessor Live even those who do not currently have licenses for the program. 4. Display the students you want to report on. a. Under Search By, select a school for the students you want to include in the report. The School menu is dimmed if you are affiliated with a single school. b. If you are reporting on currently licensed students, select a program teacher for the students you want to include in the report. The Program Teacher menu is dimmed if you are a teacher or have the role of data entry. c. Select a grade for the students you want to include in the report. d. Select the school year to include in the report. e. Select any other criteria that match the students you want to include in the report. f. Click Search. 5. Select the students you want to include in the report by checking the boxes next to their names. You can select all students by checking the box next to the Name column heading. 6. Click Generate Report. 7. To print the report, click the print icon. Note The program teacher is the staff member whose Benchmark Assessor Live license was assigned to the student. This should be the person who will be making educational decisions for that student regarding reading assessments and instruction. To restore your search settings to the default, click Reset. Adding a Group Interpreting the Data Creating a Student Details Report This report graphs a student's words-correct-per-minute scores. It also lists a breakdown of the student's results for each season tested and provides high-level instructional recommendations for the student. Staff members in data entry and teacher roles can create Student Details reports only for the students to whom they have assigned Benchmark Assessor Live licenses. Account administrators and school administrators can create Student Details reports for any students, regardless of who holds the students' licenses. 1. Click the Reports tab. 2. Under Benchmark Assessor Live Reports, click Student Details. Copyright Read Naturally, Inc. 33 User Guide Benchmark Assessor Live

42 3. If you are an account administrator or school administrator, select the student(s) you want to report on: Currently Licensed, which includes all students who have a Benchmark Assessor Live license. All Tested, which includes all students who have been tested using Benchmark Assessor Live even those who do not currently have licenses for the program. 4. Display the student(s) you want to report on. a. Under Search By, select a school for the student(s) you want to include in the report. The School menu is dimmed if you are affiliated with a single school. b. Select a grade for the student(s) you want to include in the report. c. If you are reporting on currently licensed students, select a program teacher for the student(s) you want to include in the report. The Program Teacher menu is dimmed if you are a teacher or have the role of data entry. d. Select the school year to include in the report. e. Select any other criteria that match the students you want to include in the report. f. Click Search. 5. Select the student(s) you want to include in the report by checking the boxes next to their names. You can select all students by checking the box next to the Name column heading. 6. Click Generate Report. 7. To print the report(s), click the print icon. Note The program teacher is the staff member whose Benchmark Assessor Live license was assigned to the student. This should be the person who will be making educational decisions for that student regarding reading assessments and instruction. To restore your search settings to the default, click Reset. Using Searches Interpreting the Data Interpreting the Data Measuring Progress The following table can help you interpret your students benchmark assessment results. It shows the average weekly improvement (AWI) measured in words gained per week for students at various percentiles based on the Hasbrouck & Tindal norms (2006), assuming 16 weeks between testing sessions. It also lists the words correct per minute (wcpm) scores at selected percentile levels for each grade. Copyright Read Naturally, Inc. 34 User Guide Benchmark Assessor Live

43 Your student s AWI is listed in the Benchmark Assessor Live reports. To compare a student s AWI to national norms, find the number closest to the student s first wcpm score for the year in the table below. (Be careful to use the student s grade and the correct season.) Then compare the student s AWI to the AWI in that row. Average Weekly Improvement (AWI) Grade %ile Fall WCPM Winter WCPM Spring WCPM AWI Grade %ile Fall WCPM Winter WCPM Spring WCPM AWI This table is based on data collected in the study published by Hasbrouck, J. & Tindal, G.A. (2006. Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher. 59(7), ) Screening Benchmark Assessor Live uses competency levels as a rating system to categorize students according to their instructional needs, ranging from Level 5 (considerably above basic range) to Level 1 (considerably below basic range). The level is based on a student's percentile in the Hasbrouck & Tindal national norms. The competency list can be used to identify students who need extra help or students who need more of a challenge in reading. For each level, consider the instructional interventions/responses listed. Level 5 Considerably Above Basic Range Assess comprehension and vocabulary. If student meets or exceeds expectations, challenge him or her with high-level comprehension and extend spoken and written vocabulary. If student scores below expectations, teach him or her comprehension skills and strategies and/or build spoken and written vocabulary. Copyright Read Naturally, Inc. 35 User Guide Benchmark Assessor Live

44 Level 4 Above Basic Range Continue monitoring fluency progress seasonally using Benchmark Assessor Live. Teach fluency if needed. Assess comprehension and vocabulary. If student meets or exceeds expectations, challenge him or her with high-level comprehension and extend spoken and written vocabulary. If student scores below expectations, teach him or her comprehension skills and strategies and/or build spoken and written vocabulary. Level 3 Within Basic Range Monitor fluency progress seasonally using Benchmark Assessor Live or monthly using progress monitoring passages at an appropriate level. Teach fluency if needed. Assess decoding; teach if needed. Assess high-frequency words; teach if needed. Assess comprehension; teach skills and strategies if needed. Assess vocabulary; build spoken and written vocabulary if needed. Level 2 Below Basic Range Monitor fluency progress monthly or every other week using progress monitoring passages at an appropriate level. Teach fluency using a fluency-building program. Assess high-frequency words; teach if needed. Assess decoding; teach if needed. If decoding is weak, assess phonemic awareness; teach if needed. Assess comprehension; teach skills and strategies if needed. Assess vocabulary; build spoken and written vocabulary if needed. Level 1 Considerably Below Basic Range Consider pre-referral special education interventions. Monitor fluency progress weekly using progress monitoring passages at an appropriate level. Teach fluency using a fluency-building program. Assess high-frequency words; teach if needed. Assess decoding; teach if needed. If decoding is weak, assess phonemic awareness; teach if needed. Assess comprehension; teach skills and strategies if needed. Assess vocabulary; build spoken and written vocabulary if needed. When interpreting these results, keep in mind that, as with any reading assessment, the scores reported are only one measure of the student's reading proficiency. Use these results as one source of information to help inform your instructional decisions. Copyright Read Naturally, Inc. 36 User Guide Benchmark Assessor Live

45 Part Three: Read Naturally Live Read Naturally Live is a program designed to improve reading fluency, promote vocabulary, and support comprehension. "Part Three: Read Naturally Live" explains the Read Naturally strategy and teacher responsibilities for implementing the program: placing students, setting up, implementing the steps, customizing the steps, monitoring student performance, and communicating with parents/guardians. Copyright Read Naturally, Inc. 37 User Guide Read Naturally Live

46 The Strategy The Read Naturally strategy combines these research-proven strategies to develop reading fluency: Teacher Modeling the student reads along while listening to a fluent reader read a high-interest story. Reading along helps students learn unknown words and encourages proper pronunciation, expression, and phrasing. Repeated Reading the student practices reading a story until he or she is able to read it at a predetermined goal rate. This strategy enables students to build fluency and confidence. Progress Monitoring the student is given a challenging goal and sees immediate and frequent feedback on progress toward that goal, motivating him or her to read and improve. After completing a story, students can see before-and-after feedback, making them aware of and responsible for their own progress. Teacher Responsibilities Overview Teacher preparation is necessary to make sure the implementation of Read Naturally Live runs smoothly. To implement the program, you need to: Place students. Set up the program. Support students as they work through steps. Customize the program for students. Monitor student performance. Communicate with parents/guardians. Keep in mind the strategies that make the program work: teacher modeling, repeated reading, and progress monitoring. Also, keep in mind the underlying reasons for the program s effectiveness: The program increases the time students actually spend reading. The program increases the number of words students read. Copyright Read Naturally, Inc. 38 User Guide Read Naturally Live

47 As you make decisions about implementing the program, your guiding principles should be: Does this increase the time my students will actually be reading? Does this increase the number of words my students will be reading? If the answer to either question is "no," rethink your decision. Placing Students Placement is the process of selecting reading material and setting an initial goal for a student who is about to begin using Read Naturally Live. Placing a student in Read Naturally Live involves determining the following: Level: Which level of material is most appropriate for this student? Series: Which series would most benefit this student? Goal: Which goal rate will challenge but not frustrate the student? Note You may have already assessed a student using Benchmark Assessor Live or another fluency assessment tool. Do not attempt to use the assessment results to place a student in Read Naturally Live. To appropriately place a student, you must conduct the Read Naturally Live placement test. Correct placement is crucial to success in Read Naturally Live. Checking Initial Placement You must select a combination of reading material and goal rate that will challenge the student without being discouraging. The material and the goal rate need to be difficult enough to require the student to practice reading the story several times to reach his or her goal, even after the student has read along with audio recordings of the story. However, the level and goal should not be so difficult that the student gives up because of frustration. After placing the student, observe the student to make sure the placement is appropriate. Check the student's placement after he or she completes two or three stories. Once you confirm the placement is correct, the student will remain in the same level of material with the same goal for several stories. As he or she continues, you will adjust the level and goal to keep the student appropriately challenged. Series and Levels Read Naturally Live stories are grouped into levels based on their degree of difficulty. Read Naturally Live assigns levels to its materials based on several readability formulas. Copyright Read Naturally, Inc. 39 User Guide Read Naturally Live

48 Read Naturally Live levels range in difficulty from a first-grade to an eighth-grade reading level. Because struggling readers can rarely make full-year leaps as they progress, levels are available at almost every half year. For some of the Read Naturally Live levels, you have a choice of series. Regardless of the series you choose, the primary purpose of Read Naturally Live is to build fluency in developing and struggling readers. Each series additionally works on other areas of development. The following series are available: Sequenced series Phonics series Idioms series Sequenced Series The Sequenced stories make up the basic series and are appropriate for any developing or struggling reader. This series spans first- through eighth-grade reading levels. The Sequenced series builds fluency and supports comprehension and vocabulary growth. Levels available: 1.0, 1.5, 2.0, 2.5, 3.0, 3.5, 4.0, 4.5, 5.0, 5.6, 6.0, 7.0, 8.0 Phonics Series Like the Sequenced series, the Phonics materials are primarily designed to build fluency. In the Phonics series, each story and its supporting activities focus on the decoding of a featured phonics pattern. Levels available: Level 0.8a: short a, o, i Level 2.3a: r-controlled vowels and soft Level 0.8b: short u, e, and mixed c/g Level 1.3a: long vowels with silent e Level 2.3b: other letter combinations Level 1.3b: long vowel pairs Level 2.6a: short a, e, i Level 1.8a: consonant digraphs Level 2.6b: short o, u, and mixed Level 1.8b: consonant blends Level 2.7a: long a, e, i Level 2.7b: long o, u, and mixed Each story includes many words with the featured pattern, a short audio phonics lesson, and a word list activity to support the development of phonics skills. Copyright Read Naturally, Inc. 40 User Guide Read Naturally Live

49 Idioms Series The Idioms series is designed to provide native English speakers and English language learners an opportunity to learn common American idioms as they work on reading fluency and comprehension. Levels available: 3.0, 3.5, 4.0, 4.5 Goals In addition to selecting a level and series, the teacher must set an individualized, developmentally appropriate goal rate for each student. This goal is the number of words a student must read correctly in one minute to pass a story. The goal needs to be sufficiently high to require the student to practice reading the story many times before achieving the goal rate, but not so high that the student becomes frustrated. Conducting a One-Minute Timing Follow the same steps to conduct a one-minute timing when placing students and during hot timings. 1. Sit next to the student so that you can both see the story on the screen. Counting Errors 2. Explain the purpose of the timing in terms the student can understand. 3. Read the title of the story to the student. 4. Tell the student to click Start Timing when he or she is ready to begin reading. 5. As the student reads, count his or her errors. 6. If the bell sounds, tell the student to stop reading, and click on the last word read. If the student finishes before the bell sounds, click Finished. 7. Enter the number of words the student missed. (If this is a hot timing, you also need to enter an expression score for the student.) 8. Click Next. Counting Errors During all story timings (for placement, cold and hot timings, and practices), follow these guidelines for counting errors. If the student says an incorrect word, do not say the correct word Copyright Read Naturally, Inc. 41 User Guide

50 unless the student stops and is unable to continue. Wait three seconds before supplying a word to a student stopped on a word. Count the following as errors: Mispronunciations and dropped endings; words out of sequence or transpositions (count each word read out of order as an error); omissions; words supplied by teachers; and substitutions with synonyms. Repeated errors (including proper nouns) are counted each time. Do not count the following as errors: Mispronunciations due to dialect or speech problems; insertions (or repeating a word read correctly); and self-corrections. Conducting the Placement Test You can place students online or use paper copies of stories to place students manually. Staff members in data entry and teacher roles can place only students to whom they have assigned Read Naturally Live licenses. Account administrators and school administrators can place any students, regardless of who holds the students' licenses. To place students online: 1. On the Students tab, click Read Naturally Live. 2. Locate the student's name in the list. If the list is long, use filters to reduce the length of the list. 3. Click Place for the student. 4. Estimate the level at which the student is currently reading, and select that level in the Placement Testing Level column. You can base this estimate on assessment results (for example, from Benchmark Assessor Live), test results, or your own knowledge and experience regarding the student. 5. Click Next. 6. Seat the student at the computer, and explain how the placement process will work. When the student is ready to start reading, tell him or her to click Start Timing. As the student reads aloud, listen and count the number of errors. 7. If the bell sounds, tell the student to click the last word read. If the student finishes the story before the bell sounds, tell the student to click Finished. Note The student can click Cancel Timing to stop an in-progress timing. You can print placement testing results by clicking Print Results in the window that shows the placement results and recommendation. Using Filters Conducting a One-Minute Timing Counting Errors Repeating Audio Instructions Turning the Reading Guide On or Off Viewing Additional Pages in a Multi-Page Story Troubleshooting Placement Conducting the Timing Manually Copyright Read Naturally, Inc. 42 User Guide

51 8. Under Timing Results, enter the number of words the student missed. 9. Click Next. 10. Look at the test results and the software's recommendation. Then, under How to Proceed, select an option. Click Select series, level, and goal; select one of the recommended series/level/goal combinations; and click Next. This option is available only if the software has enough information to make a recommendation; if this option is unavailable, continue testing the student to gather more information. Click Continue testing, and click Next. In the Read Naturally Live Placement window, repeat the steps for conducting a placement test using a different level. Click Manually set series, level, and goal, and click Next. In the Read Naturally Live Assignment window, select the series and level, and enter the goal for the student. Click Save. The software's recommendations are only suggestions. Based on the results and your knowledge of each student, select the materials best suited for him or her. Conducting the Timing Manually To place students manually, download a copy of the Read Naturally Encore Placement Packet from the Read Naturally website ( The placement packet includes instructions for placing students manually and copies of all the placement stories. You need to print paper copies of the stories, and you also need a timer. Once you have conducted a manual timing, enter the student's series, level, and goal in the software. Entering the Series, Level, and Goal 1. On the Students tab, click Read Naturally Live. 2. In the list, find the student whose placement information you are entering. 3. In the Assignment column for the student, click Edit. Troubleshooting Placement 4. In the Read Naturally Live Assignment window, select the series and level, and enter the goal. 5. Click Save. Copyright Read Naturally, Inc. 43 User Guide

52 Troubleshooting Placement During the placement test, a level is considered a match for a student if the number of words the student read correctly falls within the range listed in the Placement Range table. The abbreviation "wcpm" stands for words correct per minute. Placement Range Placement Testing Level Scores in This Range Indicate a Potential Fit 1.0 to to 60 wcpm 3.5 to to 80 wcpm 5.6 to to 100 wcpm to 140 wcpm During placement, if a student does not fit in a given level, continue testing the student. If the student does not fit in any of the levels tested or fits in more than one level, you have to decide how to proceed. The following information gives you options for how to continue if the student's scores fit in either multiple levels or no levels, or if the scores are below level 1.0 or above level 8.0. If the Student's Scores Fit in Multiple Levels or Do Not Fit in Any Levels Use your knowledge of the student's strengths and needs based on the student's age, background knowledge, and motivation to select a series, level, and goal. Entering the Series, Level, and Goal If the Student's Scores Are Below Level 1.0 If the student can recognize at least 50 written words and knows most beginning sounds, he or she can work in level 0.8 or 1.0. If the student cannot recognize at least 50 written words and/or does not know most beginning sounds, the student is not ready to work in this program. If the Student's Scores Are Above Level 8.0 This program does not offer stories above this level. Copyright Read Naturally, Inc. 44 User Guide

53 Setting Up In addition to placing students, you need to do the following to set up the program: Print a student roster Set up student workstations Prepare a schedule Printing a Student Roster Once students have been assigned Read Naturally Live licenses, you can print a roster of students that includes their current placement information. You can use this roster to help with your planning and to quickly see which students have not yet been placed. 1. Click the Reports tab. 2. Under Read Naturally Live Reports, Group Reports, click Student Roster. 3. Under Search By, select a school for the student(s) you want to include in the report. The School menu is dimmed if you are affiliated with a single school. 4. Select a program teacher for the student(s) on whom you want to report. The Program Teacher menu is dimmed if you are a teacher or have the role of data entry or if you selected All in the Students drop-down menu. 5. Select any other criteria that match the student(s) on which to report. 6. Click Search. 7. Select the student(s) on whom you would like to report by checking the box next to the name(s). 8. Click Generate Report. 9. To print, at the top of the report page, click the print icon. Note The program teacher is the staff member whose Read Naturally Live license was assigned to the student. This should be the person who makes educational decisions in Read Naturally Live for that student. To restore your search settings to the default, click Reset. Using Searches Setting up Student Workstations To use this program, each student needs a computer workstation with the required software and a set of headphones. Checking System Requirements Copyright Read Naturally, Inc. 45 User Guide

54 To help your students easily access the site each time they open the browser, you can set the web address as a bookmark or favorite. Your browser s help menu should provide information about setting bookmarks or favorites. You should bookmark your account's Welcome screen on any computer where you or students will be working in. Preparing a Schedule It is best to set up sessions at least three times per week in blocks of 30 minutes or more; five days per week is ideal. One direct way to increase the amount of time students spend reading is to schedule more sessions. The more practice your students get, the more quickly they will improve. As you prepare your schedule, keep in mind that Read Naturally Live is best implemented with a student-to-teacher ratio of no more than eight students per adult. Not all of the adults need to be teachers. Teacher-trained educational assistants, parents, or other adult volunteers can help run a Read Naturally Live program. Implementing the Steps For best results, devote your initial class sessions to teaching students how to work in the software. Students need to learn program basics, as well as learning how to complete the steps for passing each story. Students complete the following series of steps to pass each story. 1. Select a Story: The student selects a story to work through. 2. Key Words: The student clicks each key word to read along to the pronunciation of the word and to learn more about the word. 3. Prediction: The student uses the title, picture, and key words to write a prediction about the story. 4. Cold Timing: The student reads the selected story for the first time for one minute, marking any difficult words. Then, the computer generates a graph that shows how many words the student read correctly. 5. Read Along: The student reads the story along with an audio recording for a predetermined number of times, vocalizing quietly with the narration. 6. Practice: The student practices reading the story, without audio support, several times until he or she is able to read it accurately at the predetermined goal rate. Copyright Read Naturally, Inc. 46 User Guide

55 7. Quiz Questions: The student answers the comprehension questions. 8. Retell or Word List: The student retells the story or writes a summary. Or, in the Phonics series, the student reads a word list until he or she is able to read it accurately at a predetermined goal rate. 9. Pass: The student reads the story for the teacher. To pass, the student must read at his or her goal rate, using appropriate expression and making three or fewer errors. Then, the computer generates a graph that shows how many words the student read correctly. The student must also answer all comprehension questions correctly, and retell the story well enough to meet the teacher's expectations (or pass the Word List step). Program Basics Students need to learn the use of common features that appear on several screens in the software. Common tasks include: Starting the program Exiting the program Interpreting the page header Interpreting the progress bar Advancing through the steps Repeating audio instructions Checking the assigned series, level, and goal Turning the reading guide on or off Viewing additional pages in a multi-page story Copyright Read Naturally, Inc. 47 User Guide

56 Common Features of the Stories Screens Start Timing/ Cancel Timing: Click to start or cancel timings. Level and Goal: Hover over to see the student's assignment. Log out/ Home: Click to log out or return home. Progress Bar: Shows all of the steps and highlights the current step. Teacher Menu: Includes print, story, help, and assignment links. Audio Instructions Link: Click to repeat the audio instructions for the step. Reading Guide Link: Click to turn the reading guide on and off. Scores: Displays student's scores received on the current and any previous steps for this story. Reading Guide: Highlights each line to help the student's eyes track correctly. Next Page Link: On multi-page stories, click to advance to the next page. Next: Click to advance to the next step. Starting the Program To start the program, a student must be enrolled in, have a Read Naturally Live license assigned to him or her, and have a series, level, and goal. 1. The student opens the browser and goes to the website for your account. 2. On the Welcome screen, the student enters his or her user ID and password. 3. The student clicks Log In. 4. On the Student Home Page, the student clicks the Read Naturally Live icon. Logging In Adding a Student Working With Licenses Placing Students Copyright Read Naturally, Inc. 48 User Guide

57 Exiting the Program From any screen, the student can click Home to return to the Student Home Page. From any screen, the student can click Log out to return to the Welcome screen. Checking the Header On most story pages, the header is white. When the student is working independently and does not need help from the teacher, the header is white. When the student needs help from the teacher (to conduct a cold timing or pass activities, for example), the header is red with the text "Waiting for Teacher." When the header is red, there is a link for the teacher to click to conduct the necessary timing or activities. When the teacher clicks the link and enters his or her user ID and password, the header turns blue with the text "Teacher Present." When the header is blue, the teacher should stay with the student. When the header returns to white, the teacher can leave the student to work independently. Checking the Progress Bar On most screens, the progress bar at the top shows the student where he or she is in the steps. The step the student is currently working on is highlighted with an arrow. As the student finishes each step, the progress bar highlights the completed step in blue. Customizing the Program for Students Copyright Read Naturally, Inc. 49 User Guide

58 If a step has been turned off in story options, the progress bar displays the word OFF for that step. Advancing Through the Steps Students must complete the steps in order. Before moving on to the next step, the student must complete the requirements for the current step. On most screens, the Next button on the bottom right becomes enabled when the student has completed all the required actions for the step. The student clicks Next to advance to the next step. Repeating Audio Instructions On most screens, a narrator tells the student what to do to complete the step. If the student needs to hear the instructions again, he or she can repeat the audio. 1. From any step screen, click What do I do? 2. Listen to the audio reminder to hear the instructions repeated for this screen. Checking Series, Level, and Goal On most screens, you can check the student's current series, level, and goal. From any steps screen, hover the cursor over Level and Goal to view the student's current series, level, and goal. Turning the Reading Guide On or Off For any of the story-timing steps, students can use a reading guide to help track words across the screen. Students can choose to turn the guide on or off before each story timing. During a timing, students cannot turn the reading guide on or off. 1. On the Cold Timing, Practice, Pass/More Practice or Pass/Hot Timing screens, a reading guide is available. To turn the reading guide off, click Reading Guide On /Off. 2. To turn the reading guide back on, click Reading Guide On / Off again. Viewing Additional Pages in a Multi-Page Story Many stories have multiple pages. Students working in those stories need to know how to view additional pages. From any story screen you can view additional pages in a multi-page story. To advance to the following page, click Next Page. To return to the previous page, click Previous Page. Copyright Read Naturally, Inc. 50 User Guide

59 Completing the Select a Story Step On the Select a Story step, students choose the next story to read, which gives them a sense of control. 1. The student starts the program. 2. On the Select a Story screen, the student clicks the story he or she would like to read. 3. In the confirmation window, the student clicks Yes to open the story. Repeating Audio Instructions Students automatically advance to the next screen once they confirm the selection. Completing the Key Words Step The Key Words step is a vocabulary step that teaches students important story words that may be challenging. 1. On the Key Words screen, the student listens to the directions. 2. The student clicks each word to hear the word pronounced and learn about the word. 3. The student clicks Next to continue. Repeating Audio Instructions Turning Steps Off and On Using the Phonics Series Students can move to the next screen once they have clicked and read along with each key word. Completing the Prediction Step The Prediction step teaches students to prepare their minds for new information and reminds them that they are reading for meaning. 1. On the Prediction screen, the student looks at the story title, picture, and key words for clues about the story. The student can click Back to review key words from the previous step. 2. In the text box, the student types a prediction of what the story will be about. The Prediction step has a time limit. The timer begins when the student begins typing in the text box. 3. When the student has finished the prediction or the time expires, the student clicks Next to continue. Repeating Audio Instructions Turning Steps Off and On Setting the Time Limit for the Prediction Step Students can advance to the next screen once they have typed a prediction in the box. Copyright Read Naturally, Inc. 51 User Guide

60 Completing the Cold Timing Step The Cold Timing step enables students to see how many words they read correctly in one minute on a new story. This step sets a baseline for the story, so the student can see improvement after practicing. Playing Wordtastic Students can complete most of the Read Naturally Live steps independently, but there are some times when a teacher must be present before a student can proceed. Wordtastic is a vocabulary game designed to keep students engaged and learning while waiting for a teacher. By default, a teacher must be present for the Cold Timing step. During this step, teachers check to see if each student's placement is appropriate, especially in the first few stories, and coach students to accurately identify their errors. Once students can identify their errors with reasonable accuracy, their teacher can set an option to allow students to complete this step independently. If the teacher is required to conduct the cold timing, the student remains on the Cold Timing/Wordtastic screen until the teacher logs in. If a teacher is not required, the student will not see the Cold Timing/Wordtastic screen. 1. The student answers each Wordtastic question by clicking the button next to the best answer. The student can click individual words to hear them pronounced. 2. The software reveals the correct answer, and then the student clicks Next Question to continue. Students accumulate points for each correct answer. The points accumulated are displayed to help keep students motivated. They are not reported on or saved in the software. 3. When you arrive to conduct the cold timing, click Conduct Cold Timing. 4. In the window that opens, enter your user ID and password and click Log In to open the Cold Timing screen. Repeating Audio Instructions Releasing Students to Complete the Cold Timing Step Independently Conducting a Cold Timing Staff members in data entry roles can conduct cold timings for students to whom they have assigned Read Naturally Live licenses. Account administrators, school administrators, and Copyright Read Naturally, Inc. 52 User Guide

61 teachers can conduct cold timings for any students, regardless of who holds the students' licenses. 1. On the Cold Timing screen, the student clicks Start Timing. 2. The student reads aloud, clicking on words that are difficult. If present, the teacher coaches the student to click words he or she stops in front of, skips, or stumbles on. 3. Either: If the bell sounds, the student clicks the last word read. In the Scores box, the cold-timing score appears. If the student finishes the story before the bell sounds, he or she clicks Finished. In the Scores box, the coldtiming score appears. 4. The student clicks Next to continue. 5. On the Cold Timing/Graph screen, the student views the cold-timing results and then clicks Next to continue. Counting Errors Repeating Audio Instructions Turning the Reading Guide On/Off Viewing Additional Pages in a Multi-Page Story Retesting a Cold Timing Turning Steps Off and On Students can move on to the next screen once they have completed the one-minute cold timing. Retesting a Cold Timing If a student was interrupted during the cold timing, you can immediately retest the student. You can select this option only while you are on the Cold Timing or Cold Timing Graph screens. 1. From the Cold Timing or Cold Timing Graph screen, click Teacher. Conducting a Cold Timing 2. If prompted to log in, enter your user ID and password and click Log In. 3. Click Retest Cold Timing. 4. Click Yes, retest the student to confirm. The student's previous cold-timing score is deleted, and you return to the Cold Timing screen for this story. Completing the Read Along Step The Read Along step is a modeling step, where students actively read along with a recording of the story. This step helps students learn unknown words and practice difficult words, and it encourages proper pronunciation, expression, and phrasing. Copyright Read Naturally, Inc. 53 User Guide

62 Reading Along to the Spanish Translation Some stories have Spanish translations. You can provide additional support to Spanish-speaking English language learners (ELLs) by having them listen to (and perhaps read along with) the translation before beginning the Read Along step in English. This way, Spanish-speaking ELLs have the opportunity to develop an understanding of the story by building some background and vocabulary knowledge (Mielke, 2011). The rest of the steps in Read Naturally Live are in English. By default, students do not complete the Spanish read along; teachers can change this setting. 1. On the Read Along/Listen Spanish screen, the student clicks Start Read Along. 2. The student quietly reads aloud as the narrator reads each sentence. The student can click Cancel Read Along at any time to stop the read along. 3. After completing a read along, the student can click Start Read Along to read along again or click Next to continue. Repeating Audio Instructions Viewing Additional Pages on a Multi-Page Story Turning On the Spanish Read Along Students can move on to the next screen once they have read the Spanish translation with the narrator one time; canceled read alongs do not count. Reading Along By default, a student is required to read along three times as the narrator reads the story. Teachers can change the number of required read alongs. 1. On the Read Along screen, the student clicks Start Read Along. 2. The student quietly reads aloud as the narrator reads each sentence. The student can click Cancel Read Along to stop the read along. 3. The student reads with the narrator until he or she finishes the required number of read alongs. The screen displays the number of required read alongs left to complete. 4. When a read along is not in progress, the student can click the highlighted vocabulary words to see and hear their definitions. 5. After completing the required number of read alongs, the student can either click Start Read Along again for more practice or click Next to continue. Repeating Audio Instructions Viewing Additional Pages on a Multi-Page Story Turning Steps Off and On Setting the Number of Required Read Alongs Copyright Read Naturally, Inc. 54 User Guide

63 Students can move past this screen once they have completed the required number of read alongs. Canceled read alongs, when the student stops the recording before it is finished, do not count toward the number of completed read alongs. Completing the Practice Step The Practice step requires students to read the text until they are able to read at their assigned goal rates. In this step, students get the opportunity to master the story. By default, students are required to practice at least three times. Teachers can reduce or remove this requirement. 1. On the Practice screen, the student clicks Start Timing. 2. The student reads the story aloud quietly and clicks on any words that are difficult. The student can click Cancel Timing at any point to stop the timing. 3. Either: If the bell sounds, the student clicks the last word read. If the student completes the story before the bell sounds, he or she clicks Finished. 4. The student continues practicing until he or she reaches his or her goal and has read the required number of times. 5. Once the student reaches his or her goal and reads the required number of times, he or she can click Start Timing to practice again or click Next to continue. Students can advance to the next screen once they reach their goals and read the required number of times. Repeating Audio Instructions Turning the Reading Guide On/Off Viewing Additional Pages on a Multi-Page Story Setting the Number of Required Practices Changing the Duration of Practice Timings Completing the Quiz Step The Quiz step helps develop comprehension skills and reminds students to read for meaning. 1. On the Quiz screen, the student answers each question. The questions may require the student to select the correct answers, select the answer from a list, match a word and definition, drag sentences in order, or type a short answer. 2. After answering each question, the student clicks Next to continue. Repeating Audio Instructions Viewing Additional Pages on a Multi-Page Story Turning Steps Off and On Correcting the Quiz Using the Phonics Series Copyright Read Naturally, Inc. 55 User Guide

64 Students can move to the next screen once they have answered each question. For multi-part questions (for example, matching questions), students must answer all parts before moving on. Completing the Retell Step The Retell step helps students develop the skill of retelling or summarizing text and holds them accountable to read for meaning. The Retell step is available in only some series. For example, in the Phonics series, students complete a Word List step instead of the Retell step. 1. On the Retell screen, the student retells the story by typing in the text box. The student can click Review Story to review the story. The Retell step has a time limit. The timer starts when the student begins typing in the text box. 2. Once the student has finished typing or the time limit is reached, he or she clicks Next to continue. Turning Steps Off and On Setting the Time Limit for the Retell Step Using the Phonics Series Students can advance to the next screen once they retell the story by typing in the text box. Completing the Word List Step The Word List step gives students working in the Phonics series a chance to practice and master reading words that contain the featured phonics elements. By default, students have one minute to complete the word list timing, but teachers can change the timing duration. 1. On the Practice Word List screen, the student clicks Start Timing. The Student can click Cancel Timing at any point to stop the timing. 2. The student reads the list of words down the columns. 3. After reading all the columns, the student clicks Finished Reading Down. The student can click on any of the words to hear them pronounced. 4. The student reads the list of words across the rows. 5. After reading all the rows, the student clicks Finished Reading Across. The practice results appear in the Scores box. 6. The student practices until he or she reaches his or her goal and has read the required number of times. Note All students must practice the word list three times. After 10 practices, students can move on to the next step even without meeting the goal. Turning Steps Off and On Setting the Duration of the Word List Timing Using the Phonics Series Copyright Read Naturally, Inc. 56 User Guide

65 7. The student clicks Next to continue. Students can advance to the next screen once they reach their goals and practice the required number of times. Completing the Pass Step In the Pass step, the teacher checks to see whether students have met the pass requirements for the story. To pass, students must: Reach their reading-rate goals when reading the story. Make three or fewer errors when reading the story. Read the story with expression. Answer the quiz questions correctly. Meet teacher expectations for retelling the story or, for students working in the Phonics series, read the word list down and across with three or fewer errors within a specified time. Pass Step Overview 1. Students practice reading the story and answer Wordtastic questions while waiting for the teacher to conduct the hot timing. 2. The teacher conducts the hot timing with the student. The teacher needs to stay with the student during the Pass step until the student has moved past the teacher required screens. 3. The teacher corrects the student's quiz. 4. The teacher evaluates the student's work on the Retell step. Or, if the student is using the Phonics series, the teacher conducts a word list pass timing. 5. The teacher reviews the student's work and then, if necessary, selects remedial actions. Waiting for the Teacher While waiting for the teacher to arrive to conduct the hot timing, the student alternates between continuing to practice the story and playing the Wordtastic vocabulary game. 1. If a teacher is not immediately available on the Pass/More Practice screen, the student clicks Start Timing to practice. Playing Wordtastic When the teacher is ready to pass the student, the student can finish the practice or click Cancel Timing to stop the timing. Copyright Read Naturally, Inc. 57 User Guide

66 2. After practicing once, if the student has more time to wait, he or she can practice again or click Next to answer Wordtastic vocabulary questions while waiting for the teacher. 3. In Wordtastic, students answer each question by clicking the button next to the best answer. Students can click a word to hear it pronounced. 4. The software reveals the correct answer, and then the student clicks Next Question to continue. 5. Students alternate practicing the story and playing the Wordtastic vocabulary game until the teacher arrives to conduct the hot timing. Conducting a Hot Timing Staff members in data entry roles can conduct hot timings only for students to whom they have assigned Read Naturally Live licenses. Account administrators, school administrators, and teachers can conduct hot timings for any students, regardless of who holds the students' licenses. 1. On the Pass/More Practice or Pass/Wordtastic screen, click Conduct Pass Activities. 2. Log in by entering your user ID and password and clicking Log In. 3. On the Pass/Hot Timing screen, ask the student to click Start Timing. 4. As the student reads, listen, and count the number of errors. 5. Either: If the bell sounds, click the last word the student read before the timer expired. If the student finishes the story before the bell sounds, click Finished. 6. Enter the number of words the student missed, and rate the student's expression. 7. Click Next to continue. 8. On the Pass/Hot Timing Graph screen, view the student's cold- and hot-timing results. 9. Click Next to continue. Counting Errors Rating Expression Repeating Audio Instructions Turning the Reading Guide On/Off Viewing Additional Pages on a Multi-Page Story Retesting a Hot Timing Changing the Duration of the Hot Timing Rating Expression During each hot timing, you rate the student's expression from 1 to 4. The expression score indicates how well the student used expression while reading the story. The student must Copyright Read Naturally, Inc. 58 User Guide

67 receive an expression score of 2 or higher to pass the story. Use the table below to determine the appropriate rating: Select If the student: 1 Reads haltingly; seldom uses phrasing; reads without expression. 2 Reads phrases of three or four words (especially for familiar words); usually pauses for punctuation. 3 Usually uses correct phrasing; uses appropriate inflection and attends to punctuation in some of the story. 4 Reads conversationally; consistently uses correct phrasing and inflection; attends to all punctuation. Retesting a Hot Timing If a student was interrupted during the hot timing, you can immediately retest him or her. This option is available only on the Pass/Hot Timing and Pass/Hot Timing Graph screens. 1. From the Pass/Hot Timing screen, click Teacher. 2. Click Retest Hot Timing. Conducting a Hot Timing 3. Click Yes, retest the student to confirm. The student's previous hot-timing score is deleted, and you return to the Pass/Hot Timing screen for this story. Correcting the Quiz 1. On the Pass/Grade Quiz screen, review the student's answer(s) to the open-ended question(s). Completing the Quiz Step 2. Click See correct answer to view a suggested answer. 3. Indicate whether each answer is correct (click Yes) or incorrect (click No). 4. Click Next to continue. Correcting the Retelling 1. On the Pass/Grade Retell screen, review the text the student used to retell the story. Completing the Retell Step 2. Indicate whether the retelling met your expectations (click Yes) or is unacceptable (click No). Your requirements will vary based on the student's age and ability. For example, you may require older or more advanced students to write a summary with a main idea and supporting details. 3. Click Next to continue. Copyright Read Naturally, Inc. 59 User Guide

68 Conducting the Phonics Word List Pass Timing Students working in the Phonics series need to complete a word list pass timing. 1. On the Pass/Word List screen, ask the student to click Start Timing. 2. As the student reads the words, listen, and count the number of errors. 3. When the student finishes reading the words down the columns, the student clicks Finished Reading Down. 4. When the student finishes reading the words across the rows, the student clicks Finished Reading Across. 5. Enter the number of words the student missed. 6. Click Next to continue. Counting Errors Repeating Audio Instructions Retesting the Phonics Word List Pass Timing Turning Steps Off and On Setting the Duration of the Word List Timing Using the Phonics Series Retesting the Phonics Word List Pass Timing If a student was interrupted during the word list pass timing, you can immediately retest the student. You can select this option only while you are on the Pass/Word List screen. 1. From the Pass/Word List screen, click Teacher. 2. Click Retest Word List. 3. Click Yes, retest the student to confirm. The student's previous word list pass score is deleted, and you return to the Pass/Word List screen for this story. Conducting the Phonics Word List Pass Timing Reviewing Student Work After the student has completed the required activities on the Pass step, review the student s results together on the Pass/Review Work screen. 1. On the Pass/Review Work screen Story Details tab, review the student's story results. 2. Scroll to the Pass heading to see the student's pass results. Next to each item, a star or an X appears. A star indicates the student has met the requirement. An X indicates the student has not met that requirement. 3. Click the Fluency Graph, Comprehension Graph, and Retell Graph or Word List Graph tabs to see the student's scores graphed for all completed stories in the level. 4. On any of the graph screens, click Print Graph to print. 5. Click Next to continue to the Pass/Remedial Actions screen or the Congratulations screen, depending on whether the student has met all requirements for passing. Copyright Read Naturally, Inc. 60 User Guide

69 Options for Students Who Do Not Pass If a student does not successfully meet one or more of the criteria for passing, after reviewing the student's work, you are taken to the Pass/Remedial Actions screen to decide the best course of action. 1. On the Pass/Remedial Actions screen, view the student's results for each pass requirement. 2. Select a remedial action for each pass requirement that has not been met. Select Practice Story if a student read too slowly to meet his or her goal. The student will practice the story until reaching the goal and then complete another hot timing. Select Read along for accuracy if a student made a lot of errors during the hot timing because of a lack of decoding skills or an inability to read sight words. The student will read along with the narration at the slowest pace, focusing on accuracy, and then complete another hot timing. Select Read along for expression if a student received a low expression score. The student will read along with the narration at the fastest pace, focusing on expression, and then complete another hot timing. Select Redo missed quiz questions if the student answered any questions incorrectly. The student will redo any incorrect answers. Select Rework the Retell step if the student's retelling of the story did not meet your expectations. The student will revise his or her work on this step. Select Practice word list if the student failed to pass the word list. The student will practice the word list until he or she reaches the goal and then complete another word list pass timing. Select Retest story without selecting any other remedial actions if the student missed passing the hot timing only by a small margin, so you can immediately conduct another hot timing with the student. Select Retest word list without selecting any other remedial actions if the student missed passing the word list by only a small margin, so you can immediately conduct another word list pass timing with the student. Select Pass with current scores if you want to pass the student with the current scores even though not all the requirements have been met. If you select pass with current scores, the student will not be required to go back and do any remedial work. 3. Click Next to continue. The student is required to complete any remedial actions you selected. If you selected multiple remedial actions, the software prompts the student to complete the steps in order. Copyright Read Naturally, Inc. 61 User Guide

70 Interpreting the Congratulations Screen When a student completes a story, a Congratulations page appears with reward badges for various aspects of the student s work on the story. Badges can appear as a gold medallion (met the basic requirement), or as a medallion with ribbons (went above and beyond). Met basic requirements Exceeded basic requirements Did not meet requirements (Teacher chose to pass with current scores) Step turned off (no badge shown) This screen can motivate students who understand that excellent performance is rewarded by ribbons. Tell students what they have to do to earn the badges and blue ribbons. Many students strive to excel so they can receive all blue ribbons. How Students Earn Badges Basic Requirement Above & Beyond Accuracy Student had 3 or fewer errors on the hot timing Student had no errors on the hot timing Goal Student met the goal on the hot timing Student met the goal on the first try at the hot timing Expression Student got an expression score of 2 or 3 on the hot timing Student got an expression score of 4 on the hot timing Quiz Student got all the quiz questions correct. Student got all the quiz questions correct on the first try. Retell (Sequenced and Idioms stories) Student s retelling of the story met teacher expectations Student s retelling of the story met teacher expectations and the student wrote more words than for any other stories in the level Word List (Phonics stories only) Student passed the word list The student passed the word list on the first try Copyright Read Naturally, Inc. 62 User Guide

71 Resetting Stories If a student is struggling with a particular story and cannot pass it, you can reset the story and allow the student to try it again later. Resetting a story discards all of the student's data and scores for that story. Staff members in the data entry role can reset stories for students to whom they have assigned Read Naturally Live licenses. Account administrators, school administrators, teachers, and program helpers can reset stories for any students, regardless of who holds the students' licenses. Program helpers can reset stories only from the student's screen. To reset stories from the student's screen: 1. With a student logged in, click Teacher. 2. If prompted to log in, enter your user ID and password and Starting the Program click Log In. 3. Click Reset Story. 4. In the Reset Read Naturally Live Stories window, select the story (or stories) to reset. 5. Click Reset; then, click Yes to confirm. To reset stories from your account: 1. Log in from the Welcome screen, and click the Students tab. 2. Click Read Naturally Live. 3. Find the name of the student, and in the Reset Story column, click Reset. 4. In the Reset Read Naturally Live Stories window, select the story (or stories) to reset. 5. Click Reset, then, click Yes to confirm. Using the Phonics Series Students working in the Phonics series follow most of the same steps as students working in the Sequenced series. But there are some differences: Key Words Step: When the student clicks on a key word, the audio gives a short lesson on the featured phonics element in that word rather than the definition of the word. Quiz Step: The questions do not adhere to the same pattern as the Sequenced series. The Phonics questions and answers incorporate the featured phonics pattern(s). Word List/Retell Step: Students do not complete the Retell step. Instead, after the Quiz step, students complete the Practice Word List step. Pass Step: Students must complete a word list pass timing during the Pass step. Copyright Read Naturally, Inc. 63 User Guide

72 Customizing the Program for Students You can use story options to customize the program for all students, specific groups of students, or individual students. Staff members in data entry and teacher roles can customize the program only for the students whose Read Naturally Live licenses they hold. Account administrators and school administrators can customize the program for any students, regardless of who holds the students' licenses. Opening Story Options You can open the Story Options window from either the student's screen or your account. Opening from a student's screen enables you to change the story options for that student. Opening from your account enables you to change the story options for any of your students, including multiple students at one time. To open Story Options from a student's screen: 1. With a student logged in, click Teacher. 2. If prompted to log in, enter your user ID and password and click Log In. 3. Click Change Story Options. Starting the Program To open Story Options from your account: 1. Log in from the Welcome screen, and click the Students tab. 2. Click Read Naturally. Using Filters 3. Select the student whose story options you want to change by Adding a Group clicking the box next to his or her name. You can select multiple students if you want to make the same story changes for many students at one time. 4. Click Story Options. Turning Steps Off and On Most steps are on by default, because they are important to a student s success. However, there are times when you may want to turn a step off (or on) for a particular student. Refer to the table that follows for examples of when you would turn off a particular step. Note that some steps are mandatory and cannot be turned off. Copyright Read Naturally, Inc. 64 User Guide

73 To turn steps off or on: 1. Open the Story Options window for the student. 2. Either: Clear the check box for a step you want to turn off. Check the check box for a step you want to turn on. 3. Click Save. Opening Story Options Restoring Story Options to Their Default Values Reasons to turn steps off Step Key Words Prediction Cold Timing Read Along Quiz Retell Word List Why you might turn the step off By default, the Key Words step is enabled. It may be beneficial to turn off the step if you have a student who already has a good vocabulary and would profit more from using the time to practice reading or if you have a student who is clicking on key words as a play activity rather than to learn the words. By default, the Prediction step is enabled. You may want to turn off the step if you have a student who does not have adequate keyboarding skills. As an alternative, you can have the student write the prediction in a notebook. By default, the Cold Timing step is enabled. Consider carefully before turning off the Cold Timing step, since this step provides valuable data that both you and the student can use to monitor performance. It would be very unusual to turn off this step; this step provides motivation for the student and contributes to the success of the strategy. One scenario in which you may want to consider turning off this step is if you have a new student who finds it unusually intimidating or stressful to be timed on a story that he or she has not practiced. If the stress of a cold timing is so great that the student loses motivation, then you can turn off the step until the student becomes more confident and comfortable with timed readings. By default, the Read Along step is enabled. Consider carefully before turning off the Read Along step; this step is crucial to the success of the strategy. If you have a student who is close to meeting his or her long-term, grade-level fluency goal and will soon be able to leave the program, you may want to gradually reduce the number of read alongs required until, finally, you can turn off the step entirely. Very rarely, a student may have an auditory "photographic memory," so that the student can actually memorize the entire story by listening. In this case, you may need to reduce the number of read alongs or turn off the step entirely. By default, the Quiz step is enabled. It would be very unusual to turn off this step, since the questions not only help the teacher test comprehension but also remind students that they are ultimately reading for comprehension not speed. Turn off this step only if comprehension is clearly not an issue for the student and the student would profit more from focusing on fluency rather than comprehension. By default, the Retell step is enabled. If you have a student who does not have adequate keyboarding skills, you may want to turn off the Retell step. As an alternative, the student can retell the story orally or by writing in a notebook. You may also consider turning off this step if you prefer to hear the student orally retell the story during the Pass step, which gives you the opportunity to better understand the student's thinking or to explain vocabulary words. By default, the Word List step is enabled for students working in the Phonics series. If you have a student who successfully decodes the words in the stories at an automatic level and reads the stories with good accuracy, you may want to turn off the Word List step. Copyright Read Naturally, Inc. 65 User Guide

74 Setting the Time Limit for the Prediction Step By default, the Prediction step has a two-minute time limit. If you have a student who needs to spend more time on this step because of a lack of specific skills, such as typing, you may want to increase the number of minutes set for this step. To change the amount of time for the Prediction step: 1. Open the Story Options window for the student. 2. Under Prediction, select a time. 3. Click Save. Opening Story Options Completing the Prediction Step Restoring Story Options to Their Default Values Releasing Students to Complete the Cold Timing Step Independently By default, the Cold Timing step requires a teacher to be present. Read Naturally recommends that you teach students to time themselves and that you are present for the first few stories to coach them through self-timing. This helps you check whether placement is appropriate and determine whether the student is able to self-time. As soon as you determine the placement is correct and the student is able to self-time, he or she should be released to do cold timings independently. To enable students to complete the Cold Timing step independently: 1. Open the Story Options window for the student. 2. Under Cold Timing, select Student independent. 3. Click Save. Opening Story Options Completing the Cold Timing Step Restoring Story Options to Their Default Values Setting the Number of Required Read Alongs By default, the Read Along step is set for three required read alongs. If you have older students, you may want to lower the number of read alongs. Or, if you have a student who is close to meeting his or her long-term, grade-level fluency goal and will soon be able to leave the program, you may want to reduce the number of read alongs required. You may want to increase the number of read alongs for younger students, students who are English language learners, or students with disabilities. Copyright Read Naturally, Inc. 66 User Guide

75 To change the number of required read alongs: 1. Open the Story Options window for the student. 2. Under Read Along, select the number of required listenings. Each story has been recorded at three different speeds, and by default, each reading is slightly faster than the last. If you set the required listening to 1, you can select the speed. If you set the required listening to any other number, the software automatically sets the appropriate speed for each read along. 3. Click Save. Opening Story Options Completing the Read Along Step Restoring Story Options to Their Default Values Turning On the Spanish Read Along Some levels include an optional Spanish read along of the story. By default, the Spanish Read Along feature is turned off. You may want to enable the Spanish read along if you have native Spanish speakers who are learning to read in English. Reading along to the Spanish translation first may help them better understand the English version. To enable Spanish read alongs: 1. Open the Story Options window for the student. 2. Under Read Along, check the Spanish Read Along box. 3. Click Save. Opening Story Options Completing the Read Along Step Restoring Story Options to Their Default Values Setting the Number of Required Practices By default, the number of required practices is set to three. You may want to decrease the number of required practices if you have an older student who almost always meets all requirements for passing on the first try and you do not think raising the level or goal is appropriate. Or, if you have a student who is close to meeting his or her long-term, grade-level fluency goal and will soon be able to leave the program, you may want to reduce the number of practices required. Copyright Read Naturally, Inc. 67 User Guide

76 To change the number of required practices: 1. Open the Story Options window for the student. 2. Under Story Practice/Hot Timings, select the number of required practices. 3. Click Save. Opening Story Options Completing the Practice Step Restoring Story Options to Their Default Values Changing the Duration of Practice Timings By default, the practice timings last one minute. However, it may be beneficial to change to a: Two-minute timing if you have a student who is working on the longer stories (level 5.6 and above) or if you want to encourage an older student to read for longer, more sustained periods. Whole-story timing if you have a student who is working on the lower-level materials, which have shorter stories, or if you want the student to read the entire story to increase comprehension. Use whole-story timings with great caution, though, since some students lose their motivation when asked to read the entire story for each practice. Changing the duration of the Practice timings also changes the duration of the Hot Timing. To change the length of the practice timings: 1. Open the Story Options window for the student. 2. Under Story Practice/Hot Timings Duration, select 1 minute, 2 minute, or Whole story. 3. Click Save. Opening Story Options Completing the Practice Step Restoring Story Options to Their Default Values Setting the Time Limit for the Retell Step By default, the Retell step has a five-minute time limit. You may want to change this time limit if, for example: You have a student who lacks sufficient keyboarding skills. You would like to require more developed text, such as a summary with a main idea and more attention to grammar. Copyright Read Naturally, Inc. 68 User Guide

77 To change the time limit for the Retell step: 1. Open the Story Options window for the student. 2. Under Retell, select the time. 3. Click Save. Opening Story Options Completing the Retell Step Restoring Story Options to Their Default Values Changing the Duration of the Hot Timing By default, the hot timing is set for one minute. It may be beneficial to change to a: Two-minute timing if you have a student who is working on the longer stories (level 5.6 and above) or if you want to encourage an older student to read for longer, more sustained periods. Whole-story timing if you have a student who is working on the lower-level materials, which have shorter stories, or if you want the student to read the entire story to increase comprehension. Use whole-story timings with great caution, though, since some students lose their motivation when asked to read the entire story for the hot timing. Changing the duration of the Hot Timing also changes the duration of Practice timings. To change the length of the hot timing: 1. Open the Story Options window for the student. 2. Under Story Practice/Hot Timings Duration, select 1 minute, 2 minute, or Whole story. 3. Click Save. Setting the Duration of the Word List Timing By default, the Word List timings are set for one minute. If you have a student who, after multiple practices and extra support, cannot read the words both down the columns and across the rows in one minute, you may want to increase the time limit to 75 seconds. Opening Story Options Conducting a Hot Timing Restoring Story Options to Their Default Values To change the length of the Word List timings: 1. Open the Story Options window for the student. 2. Under Word List Practice/Hot Timings, select 1 minute or 75 seconds. 3. Click Save. Opening Story Options Completing the Word List Step Restoring Story Options to Their Default Values Copyright Read Naturally, Inc. 69 User Guide

78 Restoring Story Options to Their Default Values 1. Open the Story Options window for the student. 2. Click Restore All Defaults. 3. Click Save. Opening Story Options Monitoring Student Performance You need to monitor student performance to make sure students have been placed correctly and are appropriately challenged as they work through the program. To monitor performance, you need to check students' data for trends. To access the student data, create Read Naturally Live reports. Each report includes important information about a specific student's progress or the progress of a group of students. Use the data from the reports to check initial placement and keep students challenged. Note To conveniently report on a specific group of students, you can add a group. Adding a Group Creating Read Naturally Live Reports Use the following reports to help you monitor performance: Students Yearly Progress report Students At-a-Glance report Student Level reports (Student Level Summary, Fluency Graph, Comprehension Graph, Retell Graph, and Word List Graph) Story Details report Creating a Students Yearly Progress Report This report includes a student-by-student summary of results for Read Naturally Live stories passed and Benchmark Assessor Live scores for a selected set of students. Use this report at the end of the year to quickly review the progress of each student during the specific school year. Staff members in data entry and teacher roles can create a Students Yearly Progress report only for students whose licenses they hold. Account administrators and school administrators can create the report for any students, regardless of who holds the students' licenses. Copyright Read Naturally, Inc. 70 User Guide

79 1. Click the Reports tab. 2. Under Read Naturally Live Reports, Group Reports, click Students Yearly Progress. 3. Under Search By, select a school for the students you want to include in the report. The School menu is dimmed if you are affiliated with a single school. 4. In the Students drop-down menu, select one of the following: Currently Licensed, which includes all students with licenses. This option is selected and dimmed if you are a teacher or have the role of data entry. All, which includes all students even students who no longer have licenses. 5. Select a program teacher for the students you want to include in the report. The Program Teacher menu is dimmed if you are a teacher or have the role of data entry or if you selected All in the Students drop-down menu. 6. Select any other criteria that match the students on which you want to report. 7. Click Search. 8. Select the school year on which you want to report. 9. Select the students you want to include in the report by checking the boxes next to their names. You can select all students on the page by checking the box next to the Name column heading. 10. Click Generate Report. 11. To print the report, click the print icon. Note The program teacher is the staff member whose Read Naturally Live license was assigned to the student. This should be the person who will be making educational decisions in Read Naturally Live for that student. To restore your search settings to the default, click Reset. Using Searches Creating a Students At-a-Glance Report This report includes a student-by-student summary of results for Read Naturally Live stories passed for a selected set of students. Use this report to quickly identify students who may not be making adequate progress in fluency and comprehension and therefore may require adjustments in their programs or additional instruction. Staff members in data entry and teacher roles can create a Students At-a-Glance report only for students whose Read Naturally Live licenses they hold. Account administrators and school administrators can create a Students At-a-Glance report for any students, regardless of who holds the students' licenses. Copyright Read Naturally, Inc. 71 User Guide

80 1. Click the Reports tab. 2. Under Read Naturally Live Reports, Group Reports, click Students At-a-Glance. 3. Under Search By, select a school for the students you want to include in the report. The School menu is dimmed if you are affiliated with a single school. 4. In the Students drop-down menu, select one of the following: Currently Licensed, which includes all students with licenses. This option is selected and dimmed if you are a teacher or have the role of data entry. All, which includes all students even students who no longer have a license. 5. Select a program teacher for the students you want to include in the report. The Program Teacher menu is dimmed if you are a teacher or have the role of data entry or if you selected All in the Students drop-down menu. 6. Select any other criteria that match the students on whom you want to report. 7. Click Search. 8. Select the beginning and ending dates for the report period. 9. Select the students you want to include in the report by checking the boxes next to their names. You can select all students by checking the box next to the Name column heading. 10. Click Generate Report. 11. To print the report, click the print icon. Note The program teacher is the staff member whose Read Naturally Live license was assigned to the student. This should be the person who will be making educational decisions in Read Naturally Live for that student. To restore your search settings to the default, click Reset. Using Searches Creating Student Level Reports The student level reports are a series of reports that, together, describe a student s progress in all aspects of a particular level of Read Naturally Live. The student level reports enable you to spot trends in different measures of fluency and comprehension. The reports include: Level Summary report a tabular summary of results for each story a student has passed at a given Read Naturally Live level, including cold- and hot-timing results, number of practices, quiz results, and more. Fluency Graph bar chart displaying a selected student's cold- and hot-timing scores for all stories passed in a specified series and level. Copyright Read Naturally, Inc. 72 User Guide

81 Comprehension Graph graph showing the quiz questions a selected student answered correctly on the first try for each story in a specified level. Quiz results are reported by question type and story. Retell Graph graph showing the number of words a selected student used to retell each completed story on the first try and whether or not the student met the teacher's expectations on the first try. Word List Graph graph showing how long it took a selected student to read the word list on the most recent attempt for each story the student completed in a specified level. Staff members in data entry and teacher roles can create student level reports only for students whose Read Naturally Live licenses they hold. Account administrators and school administrators can create reports for any student, regardless of who holds the student's license. 1. Click the Reports tab. 2. Under Read Naturally Live Reports, Student Reports, click Student Level Reports. 3. Under Search By, select a school for the student(s) you want to include in the report. The School menu is dimmed if you are affiliated with a single school. 4. In the Students drop-down menu, select one of the following: Currently Licensed, which includes all students with licenses. This option is selected and dimmed if you are a teacher or have the role of data entry. All, which includes all students even students who no longer have licenses. 5. Select a program teacher for the student(s) on whom you want to report. The Program Teacher menu is dimmed if you are a teacher or have the role of data entry or if you selected All in the Students drop-down menu. 6. Select any other criteria that match the student(s) on which to report. 7. Click Search. 8. Choose a report to generate. Note that, for the Retell Graph or Word List Graph option, the Retell graph is generated for non-phonics levels, and the Word List graph is generated for Phonics levels. Note The program teacher is the staff member whose Read Naturally Live license was assigned to the student. This should be the person who will be making educational decisions in Read Naturally Live for that student. To restore your search settings to the default, click Reset. Using Searches Copyright Read Naturally, Inc. 73 User Guide

82 9. Under Report on, select the level(s) on which you want to report. If you choose Most recent level(s) for selected students, you can choose the number of levels on which to report for multiple students. The default setting is 1, which generates a report for the student's current level. You can choose 2 or 3 to include the current level and one or two previous levels. If you choose A specific level for a selected student, you can select only one student to report on at a time. You can choose the level you want to report on. 10. Select the student(s) on whom you would like to report by checking the box next to the name(s). 11. If you chose to report on a specific level, select the series and level for the selected student. 12. Click Generate Report. 13. To print, click the print icon. Creating a Story Details Report This report provides a student's detailed results for a specific Read Naturally Live story. Staff members in data entry and teacher roles can create Story Details reports only for students whose Read Naturally Live licenses they hold. Account administrators and school administrators can create Story Details reports for any students, regardless of who holds the students' licenses. 1. Click the Reports tab. 2. Under Read Naturally Live Reports, Student Reports, click Story Details. 3. Under Search By, select a school for the student on whom you want to report. The School menu is dimmed if you are affiliated with a single school. 4. In the Students drop-down menu, select either: Currently Licensed, which includes all students with licenses. This option is selected and dimmed if you are a teacher or have the role of data entry. All, which includes all students even students who no longer have licenses. 5. Select a program teacher for the student on whom you want to report. The Program Teacher menu is dimmed if you are a teacher or have the role of data entry or if you selected All in the Students drop-down menu. Note The program teacher is the staff member whose Read Naturally Live license was assigned to the student. This should be the person who will be making educational decisions in Read Naturally Live for that student. To restore your search settings to the default, click Reset. Using Searches Copyright Read Naturally, Inc. 74 User Guide

83 6. Select any other criteria that match the student on whom you want to report. 7. Click Search. 8. Select the student you want to include in the report. 9. Under Series/Level, select the series and level to include in the report. 10. Under Story, select the story to include in the report. 11. Click Generate Report. 12. To print, click the print icon. Checking Initial Placement Once a student has finished two or three stories, check the student's data to see whether he or she is placed correctly. Refer to the student's reports to find the necessary data. Creating Read Naturally Live Reports To check placement, ask yourself: Is the cold-timing score approximately 30 less than the goal for students below fifth grade or 40 less than the goal for students in fifth grade and above? Can the student read at the goal rate after practicing three to ten times? Is the hot-timing score at or just above the goal? Does the student answer most of the questions correctly? Students are correctly placed when most of their data fit within these suggested ranges for cold and hot timings, number of practices, and comprehension questions. Use these guidelines and your judgment to determine whether placement is correct. If a student has been incorrectly placed, explain to the student that you made a mistake when placing him or her. Then, adjust the student's level or goal as needed, and continue to monitor the student until you feel confident that the student is placed correctly. Keeping Students Challenged After checking placement, turn your attention to accelerating learning by keeping students challenged as they improve. To make sure your students are continually challenged after you have confirmed their placement, regularly monitor their performance to determine if they need a change in level or goal. Typically, after a student has completed 12 stories, you should carefully review his or her performance and consider changes. Copyright Read Naturally, Inc. 75 User Guide

84 Determining When to Make a Change If you see a trend in one or more of the following, it may be time to make a change. The student's cold- and hot-timing scores improve significantly. The number of practices it takes to reach the goal has decreased significantly. If a student typically reaches the goal in fewer than three practices, this is a strong indication that it is time for a change. The student consistently exceeds his or her goal on the hot timing. The student's behavior indicates the student is no longer challenged. For example, the student may appear bored. Creating Read Naturally Live Reports Determining Whether to Raise the Level or the Goal Once you determine that a change in level or goal is needed, you must decide which one to raise. When changing levels and goals, raise only one element at a time. After a student completes all of the stories in a series/level, raise the student's level. Typically, a student works in only one series per level. But, if a student would benefit from staying in the current level and if you have another series available that would be appropriate, you can keep the student in the level by assigning him or her another series. Creating Read Naturally Live Reports Changing a Student's Series, Level, or Goal If you need to make a change after the student has completed only a portion of the stories in a level, consider the student's comprehension and accuracy, and use your judgment. If the student frequently scores less than 80 percent correct on the quiz questions on the first try, keep the level the same. If the student has high error rates during cold or hot timings because he or she lacks the oral vocabulary to read the current level of material or lacks the phonics skills to decode the words in this level, keep the level the same. If the student has high error rates due to carelessness or a desire for speed, keep the goal the same. If the student's comprehension is good and error rates are low, consider the gains he or she needs to make in level of material and reading rate to achieve his or her long-term fluency goal. Copyright Read Naturally, Inc. 76 User Guide

85 The student's long-term fluency goal is typically reading unpracticed, grade-level material at a rate that is at least at the 50th percentile of national norms. Jan Hasbrouck and Gerald Tindal have completed an extensive study of oral reading fluency, and the results were published in a technical report entitled "Oral Reading Fluency: 90 Years of Measurement" in The Reading Teacher in The following table shows the mean (average) oral reading fluency of students in grades 1 through 8 at the 50th percentile as determined by Hasbrouck and Tindal's data (Hasbrouck & Tindal, 2006). Use the information in this table to help decide whether to raise a student's level or goal (WCPM is words correct per minute) Hasbrouck & Tindal Oral Reading Fluency Data, 50th Percentile Grade Percentile Fall WCPM Winter WCPM Spring WCPM Grade Percentile Fall WCPM Winter WCPM Spring WCPM Once you've decided which element to raise level or goal follow the guidelines below to help ensure the student's continued success. Typically, raise levels by half a year. In rare cases, you may raise levels by a whole year if a student is reading in level 3.0 or above and has made significant fluency progress, comprehends well, and can handle the extra challenge. Raise goals by ten words at a time. Discuss the change with the student, asking for his or her input. Changing a Student's Series, Level, or Goal Staff members in data entry and teacher roles can change the series, level, or goal only for students to whom they have assigned Read Naturally Live licenses. Account administrators and school administrators can change the series, level, or goal for any students, regardless of who holds the students' licenses. You can change a student's series, level, or goal from either your account or the student's screen. Copyright Read Naturally, Inc. 77 User Guide

86 To make a change from your account: 1. Log in on the Welcome screen, and click the Students tab. 2. Click Read Naturally Live. 3. Find the student in the list, and in the Assignment column, click Edit. 4. In the Read Naturally Assignment window, change the series, level, or goal. 5. Click Save. 6. If asked, select when you would like to apply the change. You can apply the change on the next story (click Next Story) or immediately (click Immediately; then Yes to confirm). To make a change from the student's screen: 1. With the student logged in, click Teacher. 2. If prompted to log in, enter your user ID and password, and Starting the Program click Log In. 3. Click Change Series/Level/Goal. 4. In the Read Naturally Assignment window, change the series, level, or goal. 5. Click Save. 6. If asked, select when you would like to apply the change. You can apply the change on the next story (click Next Story) or immediately (click Immediately; then Yes to confirm). Exiting Read Naturally Live A student is ready to leave Read Naturally Live when he or she can read unpracticed, grade-level material at a rate that is at least at the 50th percentile of national norms. Because Read Naturally Live students read along with audio recordings of the stories and practice each story multiple times, their levels and goals in Read Naturally Live do not reflect the level and rate at which they read unpracticed material. So, in Read Naturally Live, a student needs to work in material that is at least half a year to one year above his or her grade level before he or she is ready to leave the program. Use a benchmark assessment tool, such as Benchmark Assessor Live, to determine whether a student has met his or her long-term fluency goal. Copyright Read Naturally, Inc. 78 User Guide

87 Communicating With Parents/Guardians You can use letters, stories, and certificates to introduce parents/guardians to the program and keep them involved in the learning process. Printing Welcome Letters Send home a welcome letter with each student when he or she begins the program. 1. Click the Students tab. 2. Click Read Naturally Live. 3. Click Print Welcome Letters. Printing Progress Letters Send progress letters home periodically as the student continues working in the program. Staff members in data entry and teacher roles can print progress letters for students to whom they have assigned Read Naturally Live licenses. Account administrators and school administrators can print progress letters for any students, regardless of who holds the students' licenses. 1. Click the Students tab. 2. Click Read Naturally Live. 3. Select each student for whom you would like to print a progress letter by checking the box next to the student's name. 4. Click Progress Letter. 5. In the Read Naturally Live Progress Letter window, select the beginning and ending dates for the reporting period to include in the letter. 6. Click Print. Printing a Certificate for Completing One Story Print a certificate to reward a student's progress on one story. Staff members in a data entry role can print certificates only for students to whom they have assigned Read Naturally Live licenses. Account administrators, school administrators, teachers, and program helpers can print certificates for any students, regardless of who holds the students' licenses. Program helpers can print a certificate only from the student's screen. Copyright Read Naturally, Inc. 79 User Guide

88 To print a certificate from the student's screen: 1. With a student logged in, click Teacher. 2. If prompted, enter your user ID and password and click Starting the Program Log In. 3. Click Print Awards. 4. In the Read Naturally Live Awards window, select Congratulations certificate for completing a specific story. 5. In the Read Naturally Live Congratulations Certificates window, select the series, level, and story you would like to include in the certificate. 6. Click Print. To print certificates from your account: 1. From the Welcome screen, log in, and click the Students tab. 2. Click Read Naturally Live. 3. Find the student for whom you would like to print a certificate, and in the Print column, click Awards. 4. In the Read Naturally Live Awards window, select Congratulations certificate for completing a specific story. 5. In the Read Naturally Live Congratulations Certificates window, select the series, level, and story you would like to include in the certificate. 6. Click Print. Printing an Award for Completing Multiple Stories You can print a certificate acknowledging that a student has completed a set of stories. After a student passes 12 stories in a level, you may want to print copies of the stories, attach the award as a cover letter, and ask the student to take the booklet of stories home to read and discuss with his or her parents/guardians. Staff members in a data entry role can print awards only for students to whom they have assigned Read Naturally Live licenses. Account administrators, school administrators, teachers, and program helpers can print awards for any students, regardless of who holds the students' licenses. Program helpers can print awards only from the student's screen. To print an award from the student's screen: 1. With a student logged in, click Teacher. 2. If prompted to log in, enter your user ID and password and click Log In. Copyright Read Naturally, Inc. 80 User Guide

89 3. Click Print Awards. 4. In the Read Naturally Live Awards window, click Super Starting the Program Reader Award for completing multiple stories. Printing Stories 5. In the Read Naturally Live Super Reader Award window, select the series and level you would like to include in the award and, optionally, type any comments you would like to add. 6. Click Print. To print an award from your account: 1. From the Welcome screen, log in, and click the Students tab. 2. Click Read Naturally Live. 3. Find the student for whom you would like to print a certificate, and in the Print column, click Awards. 4. In the Read Naturally Live Awards window, click Super Reader Award for completing multiple stories. 5. In the Read Naturally Live Super Reader Award window, select the series and level you would like to include in the award and, optionally, type any comments you would like to add. 6. Click Print. Printing Stories You may wish to print stories to send home with a student when he or she finishes a set so that the student can read them to a parent/guardian. You can print stories from either the student's screen or your account. To print stories from the student's screen: 1. With a student logged in, click Teacher. 2. If prompted to log in, enter your user ID and password and click Log in. 3. Click Print Stories. 4. In the Print Read Naturally Live Stories window, select the series, level, and story you want to print. 5. Click Print. Starting the Program Printing an Award for Completing Multiple Stories To print stories from your account: 1. From the Welcome screen, log in, and click the Students tab. 2. Click Read Naturally Live. Copyright Read Naturally, Inc. 81 User Guide

90 3. Click Print Stories. 4. In the Print Read Naturally Live Stories window, select the series, level, and story you want to print. 5. Click Print. ing Results to Parents You can progress letters, certificates, and awards to the parents of students working in Read Naturally Live. You can only a parent whose address has been entered as part of the student information. Staff members in a teacher or data entry role can the parents of students whose Read Naturally Live licenses they hold. Account administrators and school administrators can the parents of any students, regardless of who holds the students' licenses. To results to parents: 1. Click the Students tab. 2. Click Read Naturally Live. 3. Find the student whose parent you wish to , and in the Parent column, click In the Read Naturally Live Parent window, update the subject line and text as desired. 5. If desired, add attachments to the Progress Letter Check the box and enter a date range on which to report. Click Preview to preview the attachment. Super Reader Award for completing multiple stories Check the box and select a series and level for the award. Click Preview to preview the attachment. Congratulations certificate for most recently completed story Check the box. Click Preview to preview the attachment. 6. Click Send. Updating Student Information Printing Progress Letters Printing an Award for Completing Multiple Stories Printing a Certificate for Completing One Story Copyright Read Naturally, Inc. 82 User Guide

91 Bibliography Allington, R. (1983). Fluency: The neglected reading goal. The Reading Teacher, 36, Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, Armstrong, S. W. (1983). The effects of material difficulty upon learning disabled children's oral reading and reading comprehension. Learning Disability Quarterly, 6, August, D., & Shanahan, T. (2006). Synthesis: Instruction and professional development. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates. Breznitz, Z. (1987). Increasing first graders' reading accuracy and comprehension by accelerating their reading rates. Journal of Educational Psychology, 79(3), Chard, D. J., Vaughn, S., & Tyler, B. J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5), Chomsky, C. (1976). After decoding: What? Language Arts, 53(3), Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers' fluency and comprehension. Reading Research Quarterly, 22(4), Eldredge, J. L., & Quinn, D. W. (1988). Increasing reading performance of low-achieving second graders with dyad reading groups. Journal of Educational Research, 82(1), Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), Hasbrouck, J., & Tindal, G. A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59(7), Hasbrouck, J. E., Ihnot, C., & Rogers, G. H. (1999). "Read Naturally": A strategy to increase oral reading fluency. Reading Research & Instruction, 39(1), Hasbrouck, J. E., Woldbeck, T., Ihnot, C., & Parker, R. I. (1999). One teacher's use of curriculum-based measurement: A changed opinion. Learning Disabilities Research & Practice, 14(2), Heckelman, R. G. (1969). A neurological impress method of remedial-reading instruction. Academic Therapy, 5(4), Knupp, R. (1988). Improving oral reading skills of educationally handicapped elementary school-aged students through repeated readings. Practicum paper, Nova University (ERIC Document Reproduction Service No. ED ). Koskinen, P. S., & Blum, I. H. (1984). Repeated oral reading and the acquisition of fluency. In J. Niles & L. Harris (Eds.), Changing perspectives on research and in reading/language processing and instruction: 33rd yearbook of the National Reading Conference (pp ). Rochester, NY: National Reading Conference. LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, Larking, L. (1988). Repeated readings to young children. Australian Journal of Reading, 11(1), Copyright Read Naturally, Inc. 83 User Guide

92 Lesgold, A., Resnick, L. B., & Hammond, K. (1985). Learning to read: A longitudinal study of word skill development in two curricula. In G. Waller & E. MacKinon (Eds.), Reading research: Advances in theory and practice. New York, NY: Academic Press. McAllister, E. A. (1989). A study of peer tutors using the neurological impress method. Paper presented at the Annual Meeting of the Eastern Educational Research Association, Savannah, GA, February 23, (ERIC Document Reproduction Service No. ED ). Mielke, A. (2011). Comprehension support for English language learners using the Read Naturally strategy. St. Paul, MN: Read Naturally, Inc. Morgan, P. L., & Sideridis, G. D. (2006). Contrasting the effectiveness of fluency interventions for students with or at risk for learning disabilities: A multilevel random coefficient modeling metaanalysis. Learning Disabilities Research & Practice, 21(4), National Institute of Child Health and Human Development. (2000a). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No ). Washington, DC: U.S. Government Printing Office. National Institute of Child Health and Human Development. (2000b). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No ). Washington, DC: U.S. Government Printing Office. Osborn, J., Lehr, F., & Hiebert, E. H. (2003). A focus on fluency. Retrieved from O'Shea, L. J., Sindelar, P. T., & O'Shea, D. J. (1985). The effects of repeated readings and attentional cues on reading fluency and comprehension. Journal of Reading Behavior, 17(2), Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), Pinnell, G. S., Pikulski, J. J., Wixon, K. K., Campbell, J. R., Gough, P. P., & Beatty, A. S. (1995). Listening to children read aloud: Data from NAEP's integrated reading performance record at grade 4. Washington, DC: U.S. Department of Education, National Center for Educational Statistics. Rashotte, C. A., & Torgeson, J. K. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 20(2), Rasinski, T. V. (1990). Effects of repeated reading and listening-while-reading on reading fluency. Journal of Educational Research, 83(3), Reitsma, P. (1988). Reading practice for beginners: Effects of guided reading, reading-while-listening, and independent reading with computer-based speech feedback. Reading Research Quarterly, 23(2), Reutzel, D. R., & Hollingsworth, P. M. (1993). Effects of fluency training on second graders' reading comprehension. Journal of Educational Research, 86(6), Richek, M. A., & McTague, B. K. (1988). The "Curious George" strategy for students with reading problems. The Reading Teacher, 42(3), Samuels, S. J. (1997). The method of repeated readings. The Reading Teacher, 50(5), Samuels, S. J. (2002). Reading fluency: Its development and assessment. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp ). Newark, DE: International Reading Association. Schunk, D. H. (1982). Progress self-monitoring: Effects of children's self-efficacy and achievement. Journal of Experimental Education, 51(2), Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York, NY: Alfred A. Knopf. Copyright Read Naturally, Inc. 84 User Guide

93 Skinner, C. H., Logan, P., Robinson, S. L., & Robinson, D. H. (1997). Demonstration as a reading intervention for exceptional learners. School Psychology Review, 26(3), Torgeson, J. K., Rashotte, C. A., & Alexander, A. W. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolfe (Ed.), Dyslexia, fluency, and the brain (pp ). Parkton, MD: York Press. Turpie, J., & Paratore, J. R. (1995). Using repeated reading to promote reading success in a heterogeneously grouped first grade. In K. A. Hinchman, D. J. Leu, & C. K. Kinzer (Eds.), Perspectives on literary research and practice: 44th yearbook of the National Reading Conference (pp ). Chicago, IL: National Reading Conference. Copyright Read Naturally, Inc. 85 User Guide

94