Part Two: Read Naturally Live and Read Naturally Live–Español

"Part Two: Read Naturally Live and Read Naturally Live–Español" 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.

Read Naturally^® Live is a program designed to improve reading fluency, promote vocabulary, and support comprehension.

Read Naturally Live–Español is a separate Read Live application comprised of Spanish-language stories corresponding to English-language stories from the Sequenced Series. Students can be assigned to work separately on Read Naturally Live–Español Levels, with settings and goals independent of those in the English series.

Sections

• The Read Naturally Strategy
• Teacher Responsibilities Overview
• Placing Students in Read Naturally Live
• Setting Up
• Implementing the Steps
• Story Options: Customizing the Program for Students
• Monitoring Student Performance
• Communicating With Parents/Guardians

The Read Naturally 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.

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 in Read Naturally Live

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?

Correct placement is crucial to success in Read Naturally Live. 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 due to 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 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.

Note

• You may have already assessed a student using a 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.

Topics

• Series and Levels
• Goals
• Conducting a One-Minute Timing
• Counting Errors
• Conducting the Placement Test
• Independent Placement for Students
• Conducting the Placement Timing Manually
• Entering the Series, Level, and Goal
• Troubleshooting Placement
• Assigning Access to Read Naturally Live–Español

See Also

• Checking Initial Placement

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.

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 reading development, such as phonics, vocabulary, and comprehension. The following series are available:

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

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.

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

Español Series

The Read Naturally Live–Español series includes complete sets of stories with supporting material in Spanish. When students work in an RNL–Español story, the application itself is also delivered in Spanish.

Levels available: 1.0, 1.5, 2.0, 2.5, 3.0, 3.5, 4.0, 4.5, 5.0, 5.6

Goals

In addition to selecting a level and series, the teacher must set an individualized, developmentally appropriate goal reading rate for each student.

This Words Correct Per Minute (wcpm) 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.
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 he or she read. If the student finishes before the bell sounds, he or she should 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.

See Also

• Counting Errors
• Conducting a Hot Timing

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 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
• Substitutions with synonyms

Repeated errors (including proper nouns) are counted each time a student commits the error.

Do not count the following as errors:

• Mispronunciations due to dialect or speech problems
• Insertions (or repeating a word read correctly)
• Self-corrections

Teacher-Conducted Placement

Teacher-conducted placement can be performed in either the Staff Member Module or the Student Module. 

• In the Staff Member Module, the Student Activity page can be used to place students.
• Any student who logs into the Student Module without having been placed will be directed to the placement process. 

To perform teacher-conducted placement with a student:

1. Either:
   • Log into the Staff Member Module. From the navigation menu, select Student Activity, and then click the Placement button in the Read Naturally Live row for the student you need to place.
   • Have a student who has not been placed log into the Read Naturally Live Student Module.
     • Click the yellow Conduct Placement button, and log in using your staff member user ID and password.
     • Note that students with a microphone can also use the independent placement feature to place themselves.
2. Estimate the level at which the student is currently reading, and select that level in the "Select a level to test" column. You can base this estimate on assessment results, test results, or your own knowledge and experience regarding the student.
3. Click Next.
4. 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.
5. As the student reads aloud, listen and count the number of errors.
6. When the bell sounds, tell the student to click the last word he or she read.
   If the student finishes the story before the bell sounds, tell the student to click Finished.
7. Under Timing Results, enter the number of words the student missed.
8. Click Next.
9. Look at the test results and the software's recommendation. Then, under Choose an option and click Next, select an option.
   • Choose Continue testing to return to the first placement step and select a different level to test. Then repeat the steps for conducting a placement test, but using a different level.
   • Choose Stop testing and pick a level to select one of the recommended series/level/goal combinations. 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. 
10. If you chose Stop testing and pick a level, click one of the Series, Level, and Story Goal options in the table to highlight it. Use your knowledge of the student to choose an appropriate option. If desired, you can print the placement results for later reference by clicking the printer icon on the upper right.
11. Click Next. 
    A window opens with detailed information about the student's placement. 
    If the student has been placed in a Read Naturally Live Phonics series, the window includes the student's word list goal. Like the story goal, word list goals are in words correct per minute (wcpm). The default word list goal for each Phonics level is based on the student reading that level's word list twice, first down the columns and then across the rows, as follows: 

    Phonics Level	Word List Goal
    0.8a, 0.8b	30
    1.3a, 1.3b	35
    1.8a, 1.8b, 2.3a, 2.3b, 2.6a, 2.6b, 2.7a, 2.7b	40

12. Click OK to confirm the student's placement information.

Note

• 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.
• In the Staff Member Module, users in the Teacher role can place most students. If another staff member is a student's lead teacher, a Teacher cannot place that student unless the Teacher is on that staff member's team. Account Administrators and School Coordinators can place any students. 
• From the Staff Member Module, on Placement Step 1, you can click Print Placement Stories to print the placement stories so you can follow along and mark errors on paper as the student reads.

See Also

• Conducting a One-Minute Timing
• Counting Errors
• ​Turning the Reading Guide On or Off
• Viewing Additional Pages in a Multi-Page Story
• Troubleshooting Placement
• Conducting the Placement Timing Manually
• Permissions by Role

Allowing Independent Student Placement

To allow independent student placement in Read Naturally Live:

In the Staff Member Module: 

1. Add a new student.
2. Assign a license to the student, and give the student access to Read Naturally Live.
3. Provide the student with their login credentials.

In the student module:

1. When the student first logs into Read Live, they will open a page with tiles for all the Read Live applications to which they have access.
2. The student should choose the yellow Conduct Placement button on the Read Naturally Live tile.
   Read Naturally Live's placement process opens.
3. The student should choose No, I am working by myself.
   The student will begin testing in a placement level as follows:
   1. Grades K, 1, and 2 start with level 1.0.
   2. Grade 3 starts with level 2.0.
   3. Grades 4 and above (including adults) start with level 3.5.
4. A microphone check asks the student to read the numbers from 1 to 5.
   If the student's microphone works, they can continue with independent student placement. If not, the application tells the student to get help from their teacher.
5. An introductory video plays describing the independent student placement process.
   The student should follow the instructions given in the application. For each placement level in which they are tested, the student will:
   1. Choose Start Timing.
   2. Read the passage aloud while being recorded. The student should speak clearly into the microphone.
   3. Finish the reading:
      1. If the one-minute timer expires, the student should click the last word they read to continue.
      2. If the student reads the entire passage before the timer expires, they should click the Finished button at the end of the passage.
   4. Wait while the recorded reading is uploaded and analyzed for accuracy.
      After a few seconds, the results will be returned, and one of three things will happen:
      1. If the student scored below the range for the level being tested, they will be asked to try again at the next lower level.
      2. If the student scored above the range for the level being tested, they will be asked to try again at the next higher level.
      3. If the student scored within the range for the level being tested, they will be placed in that level with an appropriate beginning story goal.
   5. Continue reading placement passages until Read Naturally Live identifies an appropriate initial assignment for the student.

Notes

• A teacher should continue to monitor the student’s progress to ensure the level and goal are appropriate.
• Other series and/or level suggestions for the student can be viewed from the Staff Module using the Placement Report once the placement process has been completed.

Conducting the Placement Timing Manually

Use the Read Naturally Encore Placement Packet to place students manually. The placement packet includes instructions for placing students manually and copies of all of the placement stories. You need to print paper copies of the stories, and you also need a timer.

Download the Read Naturally Encore Placement Packet

Once you have conducted a manual timing, enter the student's series, level, and goal in the staff member module.

See Also

• Entering the Series, Level, and Goal

Entering the Series, Level, and Goal

To enter or change a student's series, level, and goal:

1. Log in to the Staff Member Module.
2. From the navigation menu, select Student Activity.
3. In the list, find the student whose series, level, or goal assignment you need to enter or update.
4. From the student's row on the page, expand the Applications level.
5. To the right of the Assignment column for the student, click the Edit symbol.
6. On the Change Series, Level or Goal page, enter or change the information for the student. 
7. Click Save & Close.

Note

• IMPORTANT  If your student is new to Read Naturally Live, use the built-in placement test to determine the appropriate series, level and story goal.  Do not manually set the series, level, and story goal as described above without first going through the placement process, unless the student previously worked in a different Read Naturally strategy program, such as the paper-based Read Naturally Encore.  If the student previously worked in a different Read Naturally strategy program, you can just transfer the student's series, level, and story goal using the steps above, without going through the placement process.
• A student's series, level, story goal, and word list goal can be entered or updated only by the student's lead teacher, or by a staff member in an Account Administrator or School Coordinator role.

• Troubleshooting Placement
• Conducting the Placement Test
• Monitoring Student Performance
• Assigning Students to Read Naturally Live–Español

Enabling and disabling individual stories in a level

Teachers can disable individual stories in Read Naturally Live and Read Naturally Live-Español. Disabled stories on a student's Select a Story page are dimmed and display the word "Off."

To enable or disable individual stories in Read Naturally Live and Read Naturally Live-Español:

In the Staff Member Module:

1. From the navigation menu, select Student Activity.
2. In the list, find the student for whom you need to enable or disable a specific story.
3. From the student's row on the page, expand the Applications level.
4. To the right of the Assignment column for the student, click the Edit symbol.
5. On the Change Series, Level or Goal page, set the toggles under the Stories in this level list to ON or OFF. 
   Use the Set 1 and Set 2 buttons at the top of the list to choose stories in 24-story levels, as needed.
6. Click Save & Close.

In the Read Naturally Live or Read Naturally Live-Español Student Module:

1. Open the Teacher menu.
2. Select the Change Series/Level/Goal menu item.
3. On the Change Series/Level/Goal page, set the toggles under the Stories in this level list to ON or OFF. 
   Use the Set 1 and Set 2 buttons at the top of the list to choose stories in 24-story levels, as needed.
4. Click Save & Close.

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

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 need to decide how to proceed. The following information gives you options for how to continue if the student's score fits in either multiple levels or no levels, or if the score is below level 1.0 or above level 8.0.

If the Student's Score Fits in Multiple Levels or Does 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.

If the Student's Score Is 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 Score Is Above Level 8.0

This program does not offer stories above this level.

See Also       

• Conducting the Placement Test
• Entering the Series, Level, and Goal

Assigning Access to Read Naturally Live–Español

Read Naturally Live–Español is a separate Read Live application including Spanish-language stories with supporting materials in Spanish.

Students can have separate assignments in Read Naturally Live's English and Español applications. Students can be assigned to work in the Read Naturally Live–Español application using the Student Details page in the Staff Module. After logging in, those students will see a separate tile for the Spanish application.

How to assign a student to RNL–Español stories from the Staff Module:

1. From the navigation menu, select the Student Administration or Student Setup link.
   If you are an Account Admin or School Coordinator, choose Student Administration from the menu. Then choose the Student Setup tile
   If you are a Teacher, choose Student Setup.
2. Select the student's name from the list of students. 
   The Student Details page opens for the chosen student.
   
3. Select the Read Naturally Live–Español Access checkbox.
   Note: The default assignment in Read Naturally Live–Español is Level 1.0, with a goal of 50 wcpm. You can change that assignment on the Read Naturally Live–Español Students page.
4. Click Save & Close.

Additional Resources

• Assigning a Level and Goal in Read Naturally Live–Español
• Using Read Naturally Live–Español and its Steps

Assigning a Level and Goal in Read Naturally Live–Español

When students are given access to Read Naturally Live–Español, their default assignment is Español Level 1.0, with a goal of 50 wcpm. Note that there is currently no Placement process in the Read Naturally Live–Español application.

You can change a student's current assignment at any time from the Student Activity page in the Staff Module. You can also assign a new Level or Goal in the Student Module using the Teacher menu.

How to change a student's Level and Goal assignments in Read Naturally Live–Español from the Staff Module:

1. Log in to the Staff Member Module.
2. From the navigation menu, select the Student Activity link.
   
3. Find the student whose assignment you need to change in the list of students, and open the application level of the list for that student.
4. To the right of the Assignment column in the Read Naturally Live-Español row, click the Edit symbol.
   The Read Naturally Live–Español > Change Level or Goal page opens.
5. Select a new Level from the Level dropdown.
6. Adjust the student's wcpm goal using the Goal ticker's minus and plus buttons.
7. Select the Save & Close button to apply the changes.
8. If the student has a story in progress, choose whether to apply the changes immediately or after the current story is finished.
   
   Note that if you apply a change to the student's Level immediately, you will be reminded that the current story is reset as a result.

How to change a student's Level and Goal assignments in Read Naturally Live–Español from the Student Module:

1. When the student is logged into the application, select the Teacher menu in the page header.
2. Choose Change Level/Goal from the menu.
3. Select a new Level from the Level dropdown.
4. Adjust the student's wcpm goal using the Goal ticker's minus and plus buttons.
5. Select the Save button to apply the changes.
6. If the student has a story in progress, choose whether to apply the changes immediately or after the current story is finished.
   
   Note that if you apply a change to the student's Level immediately, any current story will need to be reset.

Additional Resources

• Assigning Students to Read Naturally Live–Español
• Using Read Naturally Live–Español and its Steps

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.

To print a student roster report:

1. Log in to the Staff Member Module.
2. From the navigation menu, select Reports, and then click Student Roster.
3. On the Reports > Roster page, use column filters and the Search by Group menu to narrow the list of students displayed.
4. Select the students to include in the report by checking the boxes next to their names. You can select one student at a time, or shift-click to choose a range of students from the list.
5. Click the Generate Report for Selected button.
6. To print the report, click the Print button.  

Note

• A student's lead teacher should be the staff member who makes educational decisions in Read Naturally Live for that student. Lead teachers are assigned whenever students are given a Read Naturally Live license.

See Also

• Sorting and Filtering
• Searching by Personal Group

Setting up Student Workstations

To use this program, each student needs either an iPad or a computer workstation with a browser. The device and its software must meet the Read Live system requirements. An internet connection is required to use the software.  A set of headphones is recommended for each student.

To help your students easily access the Read Live site each time they open the browser, you can set up a bookmark or favorite for the Read Live student login page (readlive.readnaturally.com/login) on any computer where students will be working in Read Live. Your browser’s help menu should provide information about setting bookmarks or favorites.

• Checking System Requirements

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. The Read Live Assistant role enables teacher-trained educational assistants, parents, or other adult volunteers to 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 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 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.
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. Spelling: In Phonics stories, the student tries to spell three words related to the story's text..
10. 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).

See Also

• Program Basics
• Explicit Instruction and Feedback
• Resetting Stories
• Using the Phonics Series
• Using the Read Naturally Live–Español Application and its Steps

Program Basics

Students need to learn the use of common features that appear on several pages in the software. Common tasks include:

• Starting the program
• Exiting the program
• Moving Between Read Live Applications
• Checking the page header
• Checking 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

Common Features of the Stories Screens

Common Features of Story Pages

Starting the Program

To start working, a student must be enrolled in Read Live, 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 Student Login page. (It is recommended that you bookmark this page in the web browser.)
2. The first time the student logs in, the teacher must enter the account ID. (The account ID should be entered automatically after that.)
3. The student enters his or her user ID and password and clicks Log In.
   If the Student has access to more than one Read Live component application, the Student Landing Page opens. The student chooses which application to open.
   If the student has access to Read Naturally Live only, she goes directly to her current step in that application.

See Also

• Logging In
• Adding a Student
• Working With Licenses
• Placing Students
• Using Login As to work with remote students

Exiting the Program

From any story page, the student can click Log Out to return to the Student Login page.

It is important for students to click Log Out rather than simply closing the browser window or walking away from the workstation. Clicking Log Out ensures that a student's session is properly closed, and that he or she will be able to easily return to the same point later.

Note

• From the Student Login or Staff Member Login page, you can click the home icon to return to the Read Live home page. From that page, you can access either the student module or the staff member module.

Moving Between Read Live Applications

The student navigation feature allows students to move between Read Live applications as needed.

To move from one Read Live application to another: 

1. In any student application, select the navigation icon in the header. The icon is to the left of the student's name.
   
   
   
   A side menu opens showing tiles for each Read Live application to which this student has access.
   For quick reference, the student's current step in each application is displayed.
   
   
    
2. Select another application's tile from the list of applications.
   A confirmation dialog opens.
3. Click or tap the Yes button to confirm that you want to move to the new application.
   The student's progress in the current application is saved, and the new application is opened.

See Also

• Assigning Access to Word Warm-ups Live
• Assigning Access to One Minute Reader Live
• Assigning Access to Read Naturally Live–Español 
• Licenses and Lead Teachers

Checking the Header

On most story pages, the header and footer are blue and there is no message in the footer, indicating that the student is working independently and does not need teacher assistance.

​

When the student needs help from the teacher (to conduct a cold timing or pass activities, for example), the header and footer are red, and the footer displays the message "Waiting for Teacher." There is a yellow link in the header that the teacher can click to conduct the necessary timing or other activities.

​

When the teacher clicks the link and enters his or her user ID and password, the header turns blue and the message "Teacher Present" appears in the footer. The teacher should stay with the student until "Teacher Present" is no longer displayed. The teacher can then leave the student to work independently again.

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Checking the Progress Bar

On most pages, 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 a red pointer. As the student finishes each step, the progress bar highlights the completed step in dark blue.

If a step has been turned off in story options, the progress bar displays the word OFF for that step.

See Also

• Story Options: Customizing the Program for Students
• Opening Story Options

Advancing Through the Steps

Students must complete the story steps in order. Before moving on to the next step, the student must complete the requirements for the current step. On most pages, 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.

See Also

• Repeating Audio Instructions

Repeating Audio Instructions

On most pages, 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 page, click the speaker icon in the lower left-hand corner.
2. Listen to the audio reminder to hear the instructions repeated for this screen.

Checking Series, Level, and Goal

On most pages, you can check the student's current series, level, and goal information. 

From any steps page, click Level | Goal in the page header to view the student's current series, level, and story goal. For students reading stories in the Phonics series, the displayed menu also includes the word list goal.

Click again to close the displayed information.

Turning the Reading Guide On or Off

For any of the story-timing steps, students whose workstation has a mouse or other pointing device can use a reading guide to help them track words as they read each line of text. The guide highlights one line of text at a time as a student moves the cursor over the story.

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.

To control the reading guide on the Cold Timing, Practice, Pass/More Practice or Pass/Hot Timing steps:

1. If the reading guide is on, click Reading Guide On/Off to turn it off.
2. To turn the reading guide back on, click Reading Guide On/Off again.
3. When the reading guide is on, move it over the story text to highlight one line at a time.

Important Note:

• The reading guide is not available on touch-screen devices like iPads. 

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 step you can view additional pages in a multi-page story.

• To advance to the following page, click > after the page number.
• To return to the previous page, click < before the page number.

Completing the Select a Story Step

On the Select a Story page, 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 page, 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.
4. The student advances to the next story step.

See Also

• Moving Between Sets of Stories in a Sequenced or Read Naturally Live–Español Level
• Repeating Audio Instructions
• Starting the Program

Moving Between Sets of Stories in a Sequenced or Read Naturally Live–Español Level

In the Read Naturally Live Sequenced series and the Read Naturally Live–Español application, each level includes 24 stories. Students work in sets of 12 stories at a time. When they finish the first set of 12 stories in a level, they move to the second set. At the bottom of the Select a Story page, information about the student's progress is displayed:

Teachers can also move students between the two 12-story sets manually, whether or not the student has completed all of the stories in a set. 

To move a student between two 12-story sets within the same level: 

1. Make the change when the student has reached the Select a Story page between stories.
2. In the display at the bottom of the Select a Story page, click or tap on the set of stories you want the student to work in next.
   The Teacher Login dialog opens. 
   
    
3. Enter your staff member credentials and select Log in.
   The Select a Story page updates to display story titles and images from the set into which you have just moved the student.

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 page, the student listens to the directions.
2. The student clicks each word to hear the word pronounced and learn about the word.
3. Once they have clicked and read along with each key word, the student clicks Next to continue.

See Also

• Repeating Audio Instructions
• Turning Steps Off and On

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 page, the student looks at the story title, picture, and key words for clues about the story. The student can click < Back to review the keyword definitions in 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.

Students can advance to the next step once they have typed a prediction in the box.

See Also

• Repeating Audio Instructions
• Turning Steps Off and On
• Setting the Time Limit for the Prediction Step

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.

By default, a teacher must be present for the Cold Timing step. During this step, especially in the first few stories, teachers check to see if each student's placement is appropriate and coach students to accurately identify their errors. To log in and oversee a Cold Timing, the teacher clicks the Conduct Cold Timing button in the header of the Wordtastic page.

Once students can identify their errors with reasonable accuracy, their teacher can set a story option to allow their students to complete this step independently.

If the teacher is required to conduct the cold timing, the student remains on the Cold Timing/Wordtastic step until the teacher logs in.

Topics

• Playing Wordtastic
• Conducting a Cold Timing
• Retesting a Cold Timing
• Allowing Students to Conduct the Cold Timing Step Independently

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. If the teacher is required to conduct the cold timing, the student remains on the Cold Timing/Wordtastic page until the teacher logs in. If a teacher is not required, the student will not see the Cold Timing/Wordtastic page.

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 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 the yellow Conduct Cold Timing button in the page header.
4. In the window that opens, enter your user ID and password and click Log in to open the Cold Timing page.

See Also

• Repeating Audio Instructions
• Allowing Students to Complete the Cold Timing Step Independently

Conducting a Cold Timing

Account Administrators, School Coordinators, Teachers, and Read Live Assistants can conduct cold timings for any students, regardless of the students' lead teachers.

1. By default, a teacher must be present for the Cold Timing step. On the Wordtastic page, the teacher clicks the Conduct Cold Timing button in the header to oversee a Cold Timing. 
   A dialog opens in which the teacher enters a User ID and Password to log into the application.
   To allow students to conduct Cold Timings on their own, you can change each student's Story Options. See Allowing Students to Conduct the Cold Timing Step Independently.
2. On the Cold Timing step, the student clicks Start Timing.
3. 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.
4. The timing can end in one of two ways:
   • If the bell sounds, and 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 cold-timing score appears.
5. The student clicks Next to continue.
6. On the Cold Timing / Graph page, the student views the cold-timing results and then clicks Next to continue.

Students can move on to the next step once they have completed the one-minute cold timing.

See Also

• Counting Errors
• Repeating Audio Instructions
• Turning the Reading Guide On or Off
• Viewing Additional Pages in a Multi-Page Story
• Retesting a Cold Timing
• Turning Steps Off and On
• Allowing Students to Conduct the Cold Timing Step Independently

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 step.

To retest a student's cold timing:

1. From the Cold Timing or Cold Timing / Graph page, click Teacher.
2. If prompted to log in, enter your user ID and password and click Log In.
3. Click Retest Timing.
4. Click Yes, retest the student to confirm. The student's previous cold-timing score is cleared, and you return to the Cold Timing screen for this story.

See Also

• Conducting a Cold Timing

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. It encourages proper pronunciation, expression, and phrasing.

Topics

• Reading Along
• Reading Along to the Spanish Translation

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/Spanish step, 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 in Spanish again or click Next to continue.

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.

See Also

• Repeating Audio Instructions
• Viewing Additional Pages on a Multi-Page Story
• Turning On the Spanish Read Along

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 page, 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. Canceled read alongs, when the student stops the recording before it is finished, do not count toward the number of completed read alongs.
3. The student reads with the narrator until he or she finishes the required number of read alongs. On the right, the page displays the number of required read alongs remaining.
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.

See Also

• Repeating Audio Instructions
• Viewing Additional Pages on a Multi-Page Story
• Turning Steps Off and On
• Setting the Number of Required 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 rate. 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 step, the student clicks Start Timing.
   When a read along is not in progress, the student can click the highlighted vocabulary words to see and hear their definitions. 
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. The timing can end in one of these ways:
   • 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.

See Also

• 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 step, the student answers each question. The questions may require the student to select the correct answers, select an answer from a list, match a word and its definition, drag sentences into the correct order, or type a short answer.
2. After answering each question, the student clicks Next to continue. For multi-part questions (for example, matching questions), students must answer all parts before moving on.

See Also

• Repeating Audio Instructions
• Viewing Additional Pages on a Multi-Page Story
• Turning Steps Off and On
• Correcting the Quiz
• Using the Phonics Series

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 only available in some series. In the Phonics series, students complete a Word List step instead of the Retell step.

1. On the Retell step, the student retells the story by typing in the text box. The student can click Review Story to review the story while writing. 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.

Students can advance to the next step once they retell the story by typing in the text box.

See Also

• Turning Steps Off and On
• Setting the Time Limit for the Retell Step
• Using the Phonics Series

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.

The application times students, calculating a words per minute rate for each word list attempt. When students have read the word list the required number of times, meeting their goal reading rate at least once, they can move on to the next step.

By default, students read all the words in the list twice to complete the word list timing. First they read down the columns, and then across the rows. Teachers can also change the timing duration to end timings after one minute. 

To conduct a word list timing: 

1. To start the timing, click the Start Timing button.
   A student can click Cancel Timing at any point to stop a timing attempt.
2. Saying each word aloud, read the list of words down the columns. 
   The student can click on any of the words during a timing to review the correct pronunciation for that word.
3. After reading all the columns, click Finished. 
4. Read the list of words across the rows.
5. Complete the timing in one of two ways:
   • After reading all the rows, click Finished again. (Note that for students with the default Whole list Duration exercise option, this is the only way to complete a timing.)
   • If the Duration exercise option is set to 1 minute and the list is not complete after a minute, a bell will sound. Click the last word you read when the bell sounded to complete the timing. 
6. Review the practice results in the Scores box.
   Word List timings are scored in words correct per minute (wcpm). Whether a student read the whole list and then clicked Finished for a second time to end the timing, or chose the last word they read after the 1-minute timer sounded its bell, the application calculates the score based on the number of words read in the elapsed time.
7. Practice until reaching the Word List goal and reading the list for the required number of times.
   Note that after 10 practice attempts, students can move on to the next step even without meeting their goal.
8. Click Next to continue to the next step.

See Also

• Turning Steps Off and On
• Setting the Duration of the Word List Timing
• Using the Phonics Series

Completing the Spelling Step

The Spelling step in each Read Naturally Live Phonics series story asks the student to correctly spell three words related to the story.

The student is asked to spell one word at a time. Students click the audio icon to hear each word once, along with a sentence using the word. After attempting the spelling once based on the audio, the students click Show Me to check the original spelling try against the correct spelling of the word. After making any corrections, students click Check to verify their attempt against the correct spelling.

Each time a student clicks Check, one of three possible results appears to the right of the button:

• A Star indicates that the student's initial spelling try, when she had only heard the word, was correct and that she did not change the spelling.
• A green Checkmark indicates that her initial try, based on the audio of the word, was wrong, but that she corrected the word successfully after seeing the correct spelling above it. 
• A red X mark indicates that the spelling was still incorrect when the student clicked Check, so the student needs to try again.

To complete the Spelling step of a Read Naturally Live Phonics story:

1. Click Next from the Word List step.
2. Click the audio icon to hear the spelling word, along with a sentence using the word.
   A student can click the audio icon to hear the word pronounced again at any time.
3. In the blank text field, type the word based on the audio example.
4. Click the Show Me button.
   The correct spelling of the word appears in blue directly above the student's attempt.
5. Type any corrections by comparing the attempt to the correct spelling above it.
6. Click the Check button.
   A feedback icon appears to the right, as described above.
7. If a red X appeared, meaning the spelling is still incorrect, continue typing any corrections and clicking Check until the spelling is right.
   When a star or a green X appears to the right of the Check button, Next is enabled on the bottom of the screen.
8. Click Next when the word has been spelled correctly. 
   The application moves to the next word. After three words, it moves to the next step.

Notes

• Reporting about the Spelling step looks for a student to spell the word correctly on their first try, before clicking Show Me, and then not change the spelling before clicking Check.
  If a student receives a 2/3 on the Spelling step, that means she spelled two of the three words correctly after hearing them pronounced, before seeing the correct spelling above the field.
• After clicking the Check button 4 times for a given word, students can move on to the next word or step even without spelling the word correctly.

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 goal reading rate 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 the specified time.

To begin pass activities, the teacher clicks the yellow Conduct Pass Activities button in the page header.

Topics

• Pass Step Overview
• Waiting for the Teacher
• Student Recordings While Waiting for a Teacher
• Student Recordings as Hot Timings: Overview
• Conducting a Hot Timing
• Rating Expression
• Retesting a Hot Timing
• Correcting the Quiz
• Correcting the Retelling
• Conducting the Phonics Word List Pass Timing
• Retesting the Phonics Word List Pass Timing
• Reviewing Student Work
• Options for Students Who Do Not Pass
• Interpreting the Congratulations Screen

Pass Step Overview

The Pass step includes these tasks:

1. Students practice reading the story and answer Wordtastic questions while waiting for the teacher to conduct the hot timing.
   If a student's browser supports recording features in Read Live, the student can also record hot timings for a teacher to use later.
    Waiting for the Teacher
    Student Recordings While Waiting for a Teacher
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. If a student has recorded hot timing readings, a teacher can also conduct the hot timings later using the recording. 
    Conducting a Hot Timing
4. The teacher corrects the student's quiz.
    Correcting the Quiz
5. 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.
    Correcting the Retelling
    Conducting the Phonics Word-List Pass Timing
6. The teacher reviews the student's work and then, if necessary, selects remedial actions.
    Reviewing Student Work
    Options for Students Who Do Not Pass

See Also

• Rating Expression
• Retesting a Hot Timing
• Retesting the Phonics Word List Pass Timing
• Interpreting the Congratulations Screen
• Distance Learning Tools
• Student Recordings as Hot Timings: Overview

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. Students with a browser that supports recording features can also record a reading of the story, which teachers can use for hot timings during the current story's Pass step. 

See Also

• Distance Learning Tools
• Student Recordings While Waiting for a Teacher
• Playing Wordtastic
• Completing the Practice Step
• Pass Step Overview

Student Recordings While Waiting for a Teacher

Recordings
Students whose browser supports Read Naturally Live's recording features can make a recording of themselves reading the story. The recording can later be used as a hot timing. See Distance Learning Tools for a description of how recordings can be managed in distance learning settings.

• The Pass/Recording step opens after Pass/More Practice if the student's browser supports recording.
• Students can make a recording, review it, and replace it with another try if they like. 
• Once a student clicks Next to leave Pass/Recording, the student cannot return to save any more story readings.
• If the student is in a Phonics level and has the Word List step turned on, a separate Pass/Word List Recording page allows the student to record a timing for the story's word list.
• Teachers can later use the student's recordings to conduct hot timings for the story and, in the Phonics series, the word list. See Distance Learning Tools.

Saving a Student Recording:

1. If a teacher is not immediately available on the Pass/More Practice step, the student clicks Start Timing to practice. When the teacher is ready to pass the student, the student can finish the practice or click Cancel Timing to stop the timing.
2. After practicing once, if the student has more time to wait, he or she can practice again or click Next to:
   a) save a recording for the teacher on the Pass/Recording step; and/or
   b) answer Wordtastic vocabulary questions while waiting for the teacher.
3. On Pass/Recording, students can save and review recordings of themselves reading the story.
   By clicking on the last word they read during a recording, students can see how many words per minute (WPM) they read. Reviewing their WPM and listening to the recording can help students decide whether they are ready for the recording to be heard by a teacher.
   The student's last saved recording can then be used by teachers, including those in distance learning environments, as a hot timing. 
4. On Pass/Word List Recording, students in the Phonics series can save and review recordings of themselves reading the word list for the story.
5. In Wordtastic, students answer each question by clicking the button next to the best answer. Students can click a word to hear it pronounced. The software reveals the correct answer, and then the student clicks Next Question to continue.
6. Students alternate practicing the story and playing the Wordtastic vocabulary game until the teacher arrives to conduct the hot timing.

See Also

• Distance Learning Tools
• Student Recordings as Hot Timings: Overview

Conducting a Hot Timing

Account Administrators, School Coordinators, Teachers, and Read Live Assistants can conduct hot timings for any students, whether or not they are the students' lead teachers.

To conduct a hot timing:

1. On the Pass/More Practice or Pass/Wordtastic step, click the yellow Conduct Pass Activities button in the page header.
2. In the Teacher Login, enter your user ID and password and click Log in.
3. On the Pass/Hot Timing step, ask the student to click Start Timing. 
   If the student has saved a recording and is not available for a live timing, click Score Recording instead to conduct a timing based on the recording.
   You can also click Start Live Timing to do a live timing for the student, even if they have saved a recording.
4. As the student reads, listen, and count the number of errors.
   This step is similar for a student recording. While the recording plays, listen and count the student's errors.
5. The timing ends in one of these ways:
   • 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. 
7. Rate the student's expression.
8. Click Next to continue.
9. On the Pass/Hot Timing Graph page, view the student's cold- and hot-timing results.
10. Click Next to continue.

See Also

• Conducting Hot Timings with Remote Students Using Login As
• Distance Learning Tools
• 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

Conducting Hot Timings for Remote Students Using Login As

Distance learning students working in Read Naturally Live from home still need teachers to conduct hot timings at the end of a story. 

Teachers can use the Login As feature, available in the Staff Module, to open a session as a specific student. Then it is possible to either:

• conduct the hot timing over a screen sharing session on the internet; or
• conduct the hot timing using a recording saved earlier by the student.

Using the Login As Feature:
To log in as a specific student, use the Login As feature in the Staff Member Module:

1. Go to the Read Live home page, and log into the Read Live Staff Module using your own Account ID, User ID, and password.
2. From the navigation menu, select Waiting List or Read Naturally Live.
   The Waiting List displays only those students currently waiting for a teacher in order to keep working.
   The Read Naturally Live page includes all licensed students whom the current user can help in Read Naturally Live.
3. Find the student for whom you need to log in.
4. In the Login As column, click the Login button for the student.
5. The application will open a new browser tab in which you are logged in as the selected student. 

Conducting Hot Timings With Screen Sharing Software:
Once a teacher has used Login As to open a student session, screen sharing software can be used to conduct a hot timing.

1. Open a student session as described under Using the Login As Feature.
2. Begin an online meeting or screen sharing session with the student over the internet.
3. Share the browser screen with the student session you opened using Login As.
4. Click the yellow Conduct Pass Activity button at the top of the page in the student session. 
5. Log in using your staff member credentials.
6. Using the controls on the page, conduct the hot timing while listening to the student read the story from your shared screen.
7. When the timing is over, use the Number of missed words and Expression score controls to complete the timing as usual.

Conducting Hot Timings Using Recordings:
If a student has recorded a story or word list reading, you can use the Login As feature to grade that recording as a hot timing. If a student has saved a recording:

1. Open a student session as described under Using the Login As Feature.
2. In the student session, click the Conduct Pass Activity button at the top of the page. 
3. Log in using your staff member credentials.
4. On the appropriate hot timing step, click the Score Recording button and choose Score Recording.
   The student's saved recording will begin playing along with the hot timing.
5. Listen to the student's reading, keeping track of errors, just as you would for a live timing.
   You will need to click the student's last word, or the Finished button, when the recording ends, just as you would for a student reading to you live.  
6. When the reading is over, use the Number of missed words control to record the error count.
7. Choose the student's Expression score.

Notes

• The Score Recording and Start Live Timing options are only available on the Pass/Hot Timing and Pass/Word List steps if the student has saved recordings for those steps. 
• It is always possible to conduct a live timing for a student if the student is available, even if the student has previously saved a recording. On the Pass/Hot Timing and Pass/Word List steps, the Score Recording button can be changed to select Start Live Timing. This option allows the teacher to conduct a live timing as usual.

See Also

• Distance Learning Tools
• Student Recordings as Hot Timings: Overview

Rating Expression

During each hot timing, you rate the student's expression (prosody) from 1 to 4. The expression score indicates how well the student used appropriate inflection, phrasing, and pacing while reading the story. The student must receive an expression score of 2 or higher to pass the story. Use the table below to determine the appropriate rating:

Reading with proper expression (prosody) is an important component of fluency and influences comprehension. Students need to be taught that expression matters. A simple explanation is to tell them to "try to read like you speak." Model for your students how to read with expression, grouping words into appropriate phrases rather than reading word-for-word, pausing for commas and periods, and reading at an appropriate pace. 

Expression is taught during the Read Along step. When a student reaches the Read Along step in the first story of a level, they hear audio instruction prompting them to pay attention to the narrator's expression. The play-audio control  allows them to listen again as needed during the Read Along step for any story. The narrators in the audio recordings emphasize important words, group words into phrases, recognize punctuation marks and read at an appropriate pace, modeling for students how to read fluently. When students read along with these recordings, their expression and comprehension improve.

The Practice step gives students additional opportunities to develop the ability to read more expressively and fluently. When a student reaches the Practice step in the first story of a level, they hear audio instruction reminding them to practice reading with expression. The play-audio control  allows them to listen again as needed during the Practice step for any story.

Attending to expression continues in the final Pass step of the program. During this step, teachers listen to the students read, and then rate their expression on a scale of 1-4. This piece of the final evaluation process is essential, and we encourage teachers to discuss this rating with students, especially those who struggle to read with expression. Point out students' improvement on the expression scale and remind them to notice how the narrator reads the next time they read along with a story. You may need to adjust your ratings and comments based on your understanding of and reasonable expectations for each individual student. Some common feedback teachers give to students include the following: 

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 steps.

To retest a student's hot timing:

1. From the Pass/Hot Timing step or the Pass/Hot Timing Graph step, click Teacher.
2. Click Retest Timing.
3. Click Yes, retest the student to confirm. The student's previous hot-timing score is cleared, and you return to the Pass/Hot Timing screen for this story.

See Also

• Conducting a Hot Timing

Correcting the Quiz

To correct the quiz questions:

1. On the Pass/Grade Quiz step, review the student's answer(s) to the open-ended question(s).
2. Click See correct answer to view a suggested answer to each question.
3. Indicate whether each answer is correct (click Yes) or incorrect (click No).
4. Click Next to continue.

• Completing the Quiz Step

Correcting the Retelling

To correct a student's retell attempt:

1. On the Pass/Grade Retell step, review the text the student used to retell the story.
2. Indicate whether the retelling met your expectations (click Yes) or was 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.

See Also

• Completing the Retell Step

Conducting the Phonics Word-List Pass Timing

Students working in the Phonics series need to complete a word list pass timing to pass each story.

To conduct a word list timing:

1. On the Pass/Word List step, 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.
4. When the student finishes reading the words across the rows, the student clicks Finished.
5. Enter the number of words the student missed.
6. Click Next to continue.

See Also

• 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 step.

To retest a student's Word List pass timing:

1. From the Pass/Word List step, click Teacher in the page header.
2. Click Retest Timing.
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.

See Also

• 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 step.

1. On the Pass/Review Work step, Story Details tab, review the student's story results.
   The student's pass results are listed in the Summary section. Each item is marked with a star or an X.
   • A star indicates the student has met the requirement.
   • An X indicates the student has not met that requirement.
2. Click the Fluency, Comprehension, and Retell or Word List tabs to see the student's scores graphed for all completed stories in the level.
3. On any of the graph tabs, click the printer icon to print.
4. Click Next to continue to the Pass/Remedial Actions step or the Congratulations step, depending on whether the student has met all requirements for passing.

Reviewing Data Mentor Suggestions

Read Live’s Data Mentor feature uses a student’s recent performance to give teachers data-driven suggestions intended to increase student achievement or reduce student frustration. Periodically, Data Mentor can make new suggestions at the Pass/Review Work step of a story based on updated data. Teachers can choose to accept Data Mentor’s suggestions or not, depending on their deeper knowledge of the student.

Because proper placement is critical to student success, some suggestions recommend adjustments to a student’s level or goal. Others suggest areas where the student may need additional support, like reading comprehension.

Currently, Data Mentor suggests possible changes in Read Naturally Live’s Sequenced series. 

To review Data Mentor suggestions in Read Naturally Live: 

1. On the Pass/Review Work step, choose the Data Mentor tab.
   The Data Mentor view displays basic information about the student's Read Naturally Live assignment and progress through the current level.
   Any suggestions and notifications from Data Mentor are present at the bottom of the page.
2. Review any suggestions and notifications. 
   On the right side of the page, explanations for each suggestion include relevant student data from recent work.
   Other possible suggestions, including resources for helping students with comprehension, can also be listed on the right.
3. Determine whether to accept the set of suggestions. 
   • If you want to make suggested changes, choose the Accept button.
     The student's assignment will be adjusted. Data Mentor's suggestions will no longer be visible on the page.
   • If you do not want to make the suggested changes, simply ignore them.
     No changes will be made to the student's assignment. Data Mentor's suggestions will continue to be displayed.
   • Note: You can wait to resolve any suggestions. If the student reads more stories, Data Mentor will reassess and update its suggestions based on added data over time. 

Notes: 

• Because adequate data is necessary to support valid suggestions, Data Mentor only suggests changes for students who complete cold timings with a teacher present, and who complete the Quiz step for each story. Use the Change Story Options feature to set a student’s Cold Timing and Quiz options.
• Data Mentor can also be accessed from the Teacher Menu at any point during a student's work. The same suggestions present at Pass/Review Work are present in the Teacher Menu.

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 decide the best course of action on the Pass/Remedial Actions page.

1. On the Pass/Remedial Actions page, view the student's results for each pass requirement.
2. Select a remedial action for each pass requirement that has not been met.

   If the student...	Then select this option:	The student will...
   Reads too slowly to meet his or her goal	Practice story	Practice the story until reaching the goal and then complete another hot timing
   Made a lot of errors during the hot timing because of a lack of decoding skills or an inability to read sight words	Read along for accuracy	Read along with the narration at the slowest pace, focusing on accuracy, and then complete another hot timing
   Received a low expression score	Read along for expression	Read along with the narration at the fastest pace, focusing on expression, and then complete another hot timing
   Answered any questions incorrectly	Redo missed questions	Correct any incorrect answers
   Wrote a retell of the story that did not meet your expectations	Rework the Retell step	Revise what he or she wrote for a retell
   Failed to pass the word list	Practice word list	Practice the word list until he or she reaches the goal and then complete another word-list pass timing
   Missed passing the hot timing only by a small margin	Retest story (without selecting any other remedial actions)	Immediately complete another hot timing
   Missed passing the word list by only a small margin	Retest word list (without selecting any other remedial actions)	Immediately complete another word-list pass timing
   Has not met all of the requirements, but you want to pass the student with the current scores anyway	Pass with current scores	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.

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). 

​

This page 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

Explicit Instruction and Feedback

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.

Account Administrators and School Coordinators, Teachers, and Read Live Assistants can reset stories for any students, regardless of the students' lead teachers. Read Live Assistants can reset stories only from a student's workstation.

To reset stories from the Student Module:

1. With a student logged in, click Teacher in the page header.
2. If prompted to log in, enter your user ID and password and click Log in.
3. Click Reset Story.
4. Under "Do you want to reset these stories," change NO to YES for the story (or stories) you want to reset.
5. Click Reset Selected Stories and click Yes to confirm.

To reset stories from the Staff Member Module:

1. From the navigation menu, select Student Activity.
2. Use the Choose students to view feature to find the student for whom you need to reset a story.
3. Click the chevron to the left of the student's name to open the Applications level of the Student Activity page.
4. In the Read Naturally Live or Read Naturally Live-Español row for the student, click the reset  icon. 
5. On the Read Naturally Live > Reset Stories page, select the story (or stories) to reset.
6. Click Reset & Close, and click Yes to confirm.

See Also

• Starting the Program

Using the Phonics Series

Students working in the Phonics series follow most of the same steps as students working in the Sequenced series. However, 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 during a Phonics story. Instead, after the Quiz step, students complete the Practice Word List step.
• Spelling Step: Students spell three words related to the text of the Phonics story they are reading. 
• Pass Step: Students must complete a word-list pass timing during the Pass step.

Using Read Naturally Live–Español and its Steps

When students work in Read Naturally Live–Español (RNL–Español) stories, the entire student Read Naturally Live interface is delivered in Spanish.

Note that while the default audio directions played in RNL–Español are in Spanish, English instructions can also be accessed by clicking the EN? button in the application's footer. 

Teachers interacting with students in RNL–Español use an English Teacher Menu. The Pass/Review screen can be viewed in either English or Spanish, allowing teachers to discuss results with their students in whichever language is most appropriate.

Read Naturally Live–Español story steps: 

Read Naturally Live–Español includes the same student steps as in the English Read Naturally Live program. The Spanish step names used in the program are as follows:

1. Seleccione una Lectura is equivalent to the Select a Story step, in which the student selects a story to work through.
2. Palabras Claves are Key Words: The student clicks each word to read along to the pronunciation of the word and learn more about the word.
3. Predicción is the Prediction, in which the student uses the title, picture, and key words to write a prediction about the story.
4. Primer Intento is the equivalent of the Cold Timing. In this step, 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. Lees Juntos/Inglés is the Read Along English step. Each Read Naturally Live–Español story can be accompanied by this step, in which the student hears the story once in English before continuing in Spanish.
6. Leer Juntos is the Read Along, in which the student reads the Spanish story along with an audio recording for a predetermined number of times, vocalizing quietly with the narration.
7. Práctica is the 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.
8. Prueba is the Quiz: The student answers comprehension questions about the story.
9. Volver a Contar takes the place of the Retell page: The student retells, or writes a summary of, the story.
   Note that Read Naturally Live–Español does not include any equivalent to the Phonics series, so there are no Word List steps.
10. Aprobar is the Pass step, when 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).
    Individual screens under the Aprobar step include:
    Aprobar/Practar Más is the Pass/More Practice screen.
    Aprobar/Grabación is the Pass/Recording screen that allows students to record a hot timing for their teachers' use.
    Aprobar/Wordtastic is the Pass/Wordtastic screen. RNL–Español incudes Spanish-language Wordtastic questions.
    Aprobar/Último Intento is the Pass/Hot Timing screen. 
    Aprobar/Calificar Prueba is the equivalent of Pass/Grade Quiz.
    Aprobar/Calificar Volver a Contar is the Pass/Grade Retell Attempt screen.
    Aprobar/Revisar Trabajo is Pass/Review Work. Note that teachers on this screen can view the student's performance in both Spanish and English by using a toggle on the upper right of their browser window. The default language is Spanish.
    Aprobar/Acciones Correctivas is the Pass/Remedial Actions screen, which allows teachers to choose steps for a student's remedial attempt at any story.

See Also

• Assigning Students to Read Naturally Live–Español
• Turning On the Spanish or English Read Along
• Program Basics

Story Options: 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 the Teacher role need to be a student's lead teacher to customize the program for that student. Account Administrators and School Coordinators can customize the program for any students, regardless of the students' lead teachers.

Topics

• Opening Story Options
• Turning Steps Off and On
• Setting the Time Limit for the Prediction Step
• Releasing Students to Complete the Cold Timing Step Independently
• Setting the Number of Required Read Alongs
• Turning On the Spanish or English Read Along
• Setting the Number of Required Practices
• Changing the Duration of Practice Timings
• Setting the Time Limit for the Retell Step
• Setting the Duration of the Word List Timing
• Enabling or disabling a student's recording features Story Option 
• Restoring Story Options to Their Default Values

Opening Story Options for Read Naturally Live or Read Naturally Live–Español

You can open a student's Story Options from either the student's workstation or the Staff Member Module.

Opening Story Options from a student's workstation enables you to change the options for that student only. Opening them from the Staff Member Module enables you to change the story options for any of your students, including multiple students at one time.

Important Note: 

Read Naturally Live and Read Naturally Live–Español include separate Story Options, allowing teachers to customize each application to suit students' needs. For example, changing the options used in English-language stories does not affect the same settings in Read Naturally Live–Español. 

To open Story Options from a student's workstation in either Read Naturally Live or Read Naturally Live–Español:

1. With a student logged in, click the Teacher button in the page header.
2. If prompted to log in, enter your user ID and password and click Log in.
3. Click Change Story Options.

To open Read Naturally Live Story Options in the Staff Member Module:

1. Log in to the Staff Member Module.
2. From the navigation menu, Select Student Activity.
3. Select the student(s) whose story options you want to change by clicking the boxes on the left. You can select multiple students if you want to make the same story changes for many students at one time.
4. Click the Application-Specific Actions button at the top of the page.
5. Under Read Naturally Live, Click Story Options.

To open Read Naturally Live–Español Story Options in the Staff Member Module:

1. Log in to the Staff Member Module.
2. From the navigation menu, Select Student Activity.
3. Select the student(s) whose story options you want to change by clicking the boxes on the left. You can select multiple students if you want to make the same story changes for many students at one time.
4. Click the Application-Specific Actions button at the top of the page.
5. Click Read Naturally Live–Español.
6. Under Read Naturally Live–Español, Click Story Options.

See Also

• Starting the Program
• Sorting and Filtering
• Adding a Personal Group

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.

To turn story steps off or on:

1. Open the Story Options page, either at the student's workstation or in the Staff Member Module.
2. To turn a step off:
   • In the Staff Member Module, clear the check box for the step.
   • In the Student Module, change ON to OFF for the step.
3. To turn a step on:
   • In the Staff Member Module, check the box for the step.
   • In the Student Module, change OFF to ON for the step.
4. Click Save or Save & Close.

See Also

• Opening Story Options
• Restoring Story Options to Their Default Values

Reasons to turn steps off

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 allowed for the Prediction step:

1. Open the Story Options page, either at the student's workstation or in the Staff Member Module.
2. Under Prediction, select a time.
3. Click Save or Save & Close.

Allowing 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 a student's placement is correct and that the student is able to self-time, he or she could be released to do cold timings independently.

Important note: Because adequate data is necessary to support valid suggestions, if a teacher is not present at a student's Cold Timings Data Mentor suggestions will not be made for that student. 

To enable students to complete the Cold Timing step independently:

1. Open the Story Options page, either at the student's workstation or in the Staff Member Module.
2. To allow students to do the Cold Timing step on their own:
   • In the Staff Member Module, under Cold Timing, select Student independent.
   • In the Student Module, under Cold Timing, change the Teacher Required switch from YES to NO​.
3. Click Save or Save & Close.

See Also

• Opening Story Options
• Completing the Cold Timing Step
• Restoring Story Options to Their Default Values
• Reviewing Data Mentor Suggestions

Setting the Number and Speed of Required Read Alongs

By default, the Read Along step is set for three required read alongs. If you have older students, 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.

To change the number of required read alongs:

1. Open the Story Options page, either at the student's workstation or in the Staff Member Module.
2. Under Read Along, select the number of required read alongs.
   
   Read Along audio speeds:
   Each story has been recorded at three different speeds.
   Using the default Auto option, the audio speeds used for each of a student's Read Alongs are as follows:
   0 Read Alongs required: Expressive speed
   1 Read Along required: Uses the speed chosen in Story Options.
   2 Read Alongs required: Medium speed, Expressive speed
   3 Read Alongs required: Baseline speed, Medium speed, Expressive speed
   4 Read Alongs required: Baseline speed, Medium speed, Expressive speed, Expressive speed
   5 Read Alongs required: Baseline speed, Medium speed, Expressive speed, Expressive speed, Expressive speed
   
   You can also select one speed for all required Read Alongs. Use the Speed control to choose the pace for all of a student's readings on this step. 
    
3. Click Save or Save & Close.

See Also

• Opening Story Options
• Completing the Read Along Step
• Restoring Story Options to Their Default Values

Turning On the Spanish or English Read Along Steps

Some levels include an optional Spanish read along of each story. By default, this 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.

The English Read Along step is available in Read Naturally Live– Español stories, allowing students working in Spanish content to hear an English version of each story before the Spanish one. 

To enable the Spanish or English read along steps:

1. Open the Story Options page: 
   1. From a student's workstation, click Teacher at the top of the page. Use your credentials to log into the Teacher Menu, and then choose Change Story Options on the left side of the page.
   2. In the Staff Member Module, choose Read Naturally Live from the navigation menu. Select the student(s) whose options you need to change using the checkboxes on the left side of the page, and then click the Change Story Options for Selected button at the top of the page. 
2. To turn on the Spanish or English read along:
   • In the Staff Member Module, under Read Along, check the Supplemental Read Along box.
   • In the Student Module, under Read Along, change Spanish Read Along or English Read Along from OFF to ON​.
3. Click Save or Save & Close.

See Also

• 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.

To change the number of required practices:

1. Open the Story Options page, either at the student's workstation or in the Staff Member Module.
2. Change the number of practices required under Required practices (in the Staff Member Module) or under Practice (In the Student Module).
3. Click Save or Save & Close.

See Also

• 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, because some students lose their motivation when asked to read the entire story for each practice.

To change the length of the practice timings:

1. Open the Story Options page, either at the student's workstation or in the Staff Member Module.
2. Under Practice, select a 1 minute, 2 minute, or Whole story duration.
3. Click Save or Save & Close.

See Also

• 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.

To change the time limit for the Retell step:

1. Open the Story Options page, either at the student's workstation or in the Staff Member Module.
2. Under Retell, select the time.
3. Click Save or Save & Close.

See Also

• Opening Story Options
• Completing the Retell Step
• Restoring Story Options to Their Default Values

Setting the Duration of the Word List Timing

By default, Word List timings are set to a Whole list duration. If you have a student who, after multiple practices and extra support, cannot read a word list's words both down the columns and across the rows, you may want to adjust the student's Word List Goal and/or change the duration story option to 1 minute. 

The 1 minute exercise option stops each timing after 60 seconds. A bell sounds, and students are asked to click the last word they read when the timing ended. Whether a student performed a Whole list or 1 minute timing, the words per minute score is calculated based on the number of words read in the elapsed time. 

To change the length of Word List timings:

1. Open the Story Options page, either at the student's workstation or in the Staff Member Module.
2. Under Word List (Phonics only), select a Whole list or 1 minute duration.
3. Click Save or Save & Close.

See Also

• Opening Story Options
• Completing the Word List Step
• Restoring Story Options to Their Default Values

Enabling or disabling a student's recording features Story Option

Individual students' access to recording features can be enabled or disabled as one of each student's Story Options.

Note: In order for each student to save recordings of story and word list readings, the Enable recording features settings for both the account and the student must be on.  

To enable or disable recordings for a student:

1. Open the Story Options page, either at the student's workstation or in the Staff Member Module.
   In the Student Module, Story Options are part of the Teacher menu.
   In the Staff Module, you can Change Story Options from the Student Activity page.
2. Select or deselect the Enable recording features checkbox.
   The checkbox must be selected for a student to make recordings. 
3. Click Save or Save & Close.

See Also

• Student Recordings as Hot Timings: Overview
• Using Login As to work with remote students
• Turning recording features on and off for your account

Enabling or disabling Full Audio Directions for a student

Once a student is experienced with a given Read Live application, teachers may want the student to hear less direction audio about how to perform each step. The Full Audio Directions option allows teachers to control this audio feature.

To enable or disable Full Audio Directions for a student:

1. Open the Story Options page, either at the student's workstation or in the Staff Member Module.
   In the Student Module, Story Options are part of the Teacher menu.
   In the Staff Module, you can Change Story Options from the Student Activity page.
2. Turn the Full Audio Directions toggle ON or OFF in the Teacher menu, or
   Select or Deselect the Full Audio Directions checkbox in the Staff Member Module.
3. Click Save or Save & Close.

Restoring Story Options to Their Default Values

To restore the story-option settings to their default values:

1. Open the Story Options page, either at the student's workstation or in the Staff Member Module.
2. Click Restore defaults (in the Student Module) or Restore All Defaults (in the Staff Member Module).
3. Click Save or Save & Close.

See Also

• 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, generate 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 personal group. Groups let you quickly access a specific set of students, including when you need reports. Only you will be able to see groups you have created.

Topics

• Creating Read Naturally Live Reports
• Creating Read Naturally Live–Español Reports
• Checking Initial Placement
• Keeping Students Challenged
• Exiting Read Naturally Live

See Also

• Adding a Personal Group
• Working with Personal Groups

Checking Initial Placement

Once a student has finished three stories, check the student's data to see whether he or she is placed correctly. Refer to the student's reports, including the Student Read Naturally Live Placement Report, to find the necessary data.

To check placement, ask yourself:

• Is the student's 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.

• Creating a Student Read Naturally Live Placement report
• Creating Read Naturally Live Reports

Keeping Students Challenged

After checking placement, turn your attention to accelerating learning by keeping students challenged as they improve.

To make sure your students continue to be 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.

Topics

• Determining When to Make a Change
• Determining Whether to Raise the Level or the Goal
• Changing a Student's Series, Level, or Goal

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 the student takes to reach the goal reading rate 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.

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, do not change the level.
• 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, do not change the level.
• If the student has high error rates due to carelessness or a desire for speed, do not change the goal reading rate.

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. 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. The results were published in a technical report entitled "Oral Reading Fluency: 90 Years of Measurement" in The Reading Teacher in 2006. The following table shows the mean (average) oral reading fluency in words correct per minute (WCPM) 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. Or use the link below to access the 2017 update to the norms for grade 1 through 6. 

2006 Hasbrouck & Tindal Oral Reading Fluency Data, 50th Percentile

* WCPM: Words Correct Per Minute

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 at a time. 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

The ability to change the series, level, story goal, or word list goal of students is limited by each student's lead teacher assignment and school as follows: 

• Any Teacher, School Coordinator, or Account Administrator can change the series, level, story goal, or word list goal of a student for whom they are the lead teacher. They can also change the same settings for any student without an assigned lead teacher.
• School Coordinators can change the series, level, story goal, or word list goal of all students at their school, including students with another lead teacher.
• Account Administrators can change the series, level, story goal, or word list goal of all students in the account, including students with another lead teacher.

You can change a student's series, level, story goal, or word list goal from either the Staff Member Module or a student's workstation. Assignments for English- and Spanish-language applications are separate, allowing students to work in both applications at the same time.

To make a change from the Staff Member Module:

1. From the navigation menu, select Student Activity.
2. Use the Choose Students to View search feature to view the student whose series, level, story goal, or word list goal you need to change. 
3. Click the expand arrow to the left of the student's name to expand the application level for that student.
4. On the appropriate application's row, choose the pencil icon to the right of the Assignment column.
   For Read Naturally Live, the Change Series, Level, or Goal page opens for the student.
   For Read Naturally Live-Español, the Change Level, or Goal page opens for the student.
5. Change the series, level, story goal, or (for students in Read Naturally Live's Phonics series) word list goal as needed.
6. Click Save & Close.
7. If asked, select when you would like to apply the change. You can apply the change to the next new story selected by the student (click Next Story), or immediately (click Immediately; then Yes to confirm).
   If you apply the changes to the next story, the student will complete the current story with her or his current assignment before any changes are applied.

To make a change from the Student Module:

1. With the student logged in, click Teacher.
2. If prompted to log in, enter your user ID and password, and click Log In.
   The Teacher Menu opens.
3. Click Change Series/Level/Goal or Change Series/Level.
4. Change the series, level, story goal, or (for students in Read Naturally Live's Phonics series) word list goal as needed.
5. Click Save.
6. If asked, select when you would like to apply the change. You can apply the change to the next new story selected by the student (click Next Story), or immediately (click Immediately; then Yes to confirm).
   If you apply the changes to the next story, the student will complete the current story with her or his current assignment before any changes are applied.

See Also

• Starting the Program
• Assigning Students to Read Naturally Live–Español

Reviewing Data Mentor suggestions from the Teacher Menu

Read Live’s Data Mentor feature uses a student’s recent performance to give teachers data-driven suggestions intended to increase student achievement or reduce student frustration. Periodically, Data Mentor can make new suggestions at the Pass/Review Work step of a story based on updated data. Teachers can choose to accept Data Mentor’s suggestions or not, depending on their deeper knowledge of the student.

Because proper placement is critical to student success, some suggestions recommend adjustments to a student’s level or goal. Others suggest areas where the student may need additional support, like reading comprehension.

Currently, Data Mentor suggests possible changes in Read Naturally Live’s Sequenced series. 

To review Data Mentor suggestions during a student's story: 

1. At the student's workstation, choose the Teacher button at the top of the screen.
2. Log into the Teacher Menu using your user name and password.
3. Choose the Data Mentor item from the Teacher Menu.
   The Data Mentor page displays basic information about the student's Read Naturally Live assignment and progress through the current level.
   Any suggestions and notifications from Data Mentor are present at the bottom of the page.
4. Review the suggestions and notifications. 
   On the right side of the page, explanations for each suggestion include relevant student data from recent work.
   Other possible suggestions, including resources for helping students with comprehension, can also be listed in the right.
5. Determine whether to Accept the set of suggestions. 
   • If you want to make suggested changes, choose the Accept button.
     The student's assignment will be adjusted. Data Mentor's suggestions will no longer be visible on the page.
   • If you do not want to make the suggested changes, simply ignore them.
     No changes will be made to the student's assignment. Data Mentor's suggestions will continue to be displayed.
   • Note: You can wait to resolve any suggestions. If the student reads more stories, Data Mentor will reassess and update its suggestions based on added data over time. 

Notes: 

• Because adequate data is necessary to support valid recommendations, Data Mentor only suggests changes for students who complete cold timings with a teacher present, and complete the Quiz step. Use the Change Story Options feature to set a student’s Cold Timing and Quiz options.
• A Data Mentor tab is also present on the Pass/Review Work step of each story. 

Creating Read Naturally Live Reports

Use the following reports to help you monitor performance in Read Naturally Live's English language levels:

• Creating a Students At-a-Glance report
• Creating Student Level reports (Student Level Summary, Fluency Graph, Comprehension Graph, Retell Graph, and Word List Graph)
• Creating a Story Details report
• Creating a Student Read Naturally Live Placement report

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 who therefore may require adjustments in their programs or additional instruction.

Staff members in the Teacher role can create a Students At-a-Glance report only for students for whom they are the lead teacher. Account Administrators and School Coordinators can create a Students At-a-Glance report for any students, regardless of the students' lead teachers.

To create a Students At-a-Glance report:

1. Log in to the Staff Member Module.
2. From the navigation menu, select Reports.
3. Select the Read Naturally Live Reports tile.
4. Click the Students At-a-Glance tile.
5. On the Students At-a-Glance page, use column filters and the Search by Group menu to narrow the list of students displayed.
6. Select the students you want to include in the report by checking the boxes next to their names. You can select one student at a time, or shift-click to choose a range of students from the list.
7. Click the Generate Report for Selected button.
8. Select the beginning and ending dates for the report period.
9. Click Generate Report.
10. To print the report, click the Print button. To download a CSV file of the report, click the Download CSV button.

Note

• A student's lead teacher should be the staff member who makes educational decisions in Read Naturally Live for that student. Lead teachers are assigned whenever students are given a Read Naturally Live license.

See Also

• Sorting and Filtering
• Searching By Personal Group

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—a bar chart displaying a selected student's cold- and hot-timing scores for all stories passed in a specified series and level.
• Comprehension Graph—a 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—a 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—a graph showing the rate at which a selected student read the word list for each story the student completed in a specified level. The rate, in words correct per minute, reflects the most recent attempt by the student at that word list.

Staff members in the Teacher role can create student level reports for students for whom they are the lead teacher. Account Administrators and School Coordinators can create reports for any student, regardless of the student's lead teacher.

To create student level reports:

1. Log in to the Staff Member Module.
2. From the navigation menu, select Reports.
3. Click the Read Naturally Live Reports tile.
4. Click Student Level Reports (Recent) to include as many as three recent levels for each student in the report.
   - or - 
   Click Student Level Reports (Archived) to generate a report for a single level for a single student.
5. Choose the students for whom you need a report:
   • On the Student Level Reports (Archived) page, click the Generate button for the student whose report you want to generate.  
   • On the Student Level Reports (Recent) page, use column filters and the Search by Group menu to narrow the list of students displayed. Then select the student(s) on whom you would like to report by checking the box next to the name(s), and click the Generate Reports for Selected button. 
6. Choose the reports you want to generate. You can include any combination of the reports listed above.
   Note that the Retell Graph / Word List Graph option depends on whether a Phonics level has been selected. Word List Graphs are included for phonics levels, and Retell Graphs are included for others.
7. Under Level, select the level(s) on which you want to report.
   • On the Student Level Report (Archived) page, choose the level you want to report on for the student.
   • On the Student Level Report (Recent) page, you can choose the number of levels on which to report for multiple students. The default setting generates a report for each student's most recent level. You can also choose to include two or three most recent levels for each student.
8. Click Generate Reports. 
9. To print the report, click the Print button. 

Note

• A student's lead teacher should be the staff member who makes educational decisions in Read Naturally Live for that student. Lead teachers are assigned whenever students are given a Read Naturally Live license.

See Also

• Sorting and Filtering
• Searching By Personal Group

Creating a Story Details Report

The Story Details report provides detailed results about a student's work in a specific Read Naturally Live story.

Staff members in the Teacher role can create Story Details reports only for students for whom they are the lead teacher. Account Administrators and School Coordinators can create Story Details reports for any students, regardless of the students' lead teachers.

To create a Story Details report:

1. Log in to the Staff Member Module.
2. From the navigation menu, select Reports.
3. Click the Read Naturally Live Reports tile.
4. Click Story Details.
5. On the Student Story Details page, use column filters and the Search by Group menu to narrow the list of students displayed.
6. Click the Generate button for the student for whom you want a report.
7. Under Level, select one of the levels in which the student has worked. 
8. Under Story, select the story to include in the report.
9. Click Generate Reports.
10. To print the report, click the Print button. 

Note

• A student's lead teacher should be the staff member who makes educational decisions in Read Naturally Live for that student. Lead teachers are assigned whenever students are given a Read Naturally Live license.

See Also

• Sorting and Filtering
• Searching By Personal Group

Creating a Student Read Naturally Live Placement Report

The Read Naturally Live Placement Report provides detailed information about a student's most recent placement in Read Naturally Live. Information is provided about each placement story read during the process, and the decision made by the placing teacher at the end of the process is highlighted.

Staff members in the Teacher role can create this report only for students for whom they are the lead teacher. Account Administrators and School Coordinators can create reports for any students, regardless of the students' lead teachers.

To create a Student Read Naturally Live Placement Report for a student:

1. Log in to the Staff Member Module.
2. From the navigation menu, select Reports.
3. Click the Read Naturally Live Reports tile.
4. Click the Student Read Naturally Live Placement tile.
5. On the Student Read Naturally Live Placement page, use column filters and the Search by Group menu to narrow the list of students displayed.
6. Select the students you want to include in the report by checking the boxes next to their names. You can select one student at a time, or shift-click to choose a range of students from the list.
7. Click the Generate Report for Selected button.
   A document with all the requested reports opens in the Print Preview page. 

See Also

• Sorting and Filtering
• Searching By Personal Group

Creating Read Naturally Live–Español Reports

Reports available for the Read Naturally Live–Español application mimic those used with Read Naturally Live's English content.

For a description of each type of report, refer to Creating RN Live Reports.

Use the following reports to help you monitor student performance in the Read Naturally Live–Español application:

• RNL–Español: Creating a Students At-a-Glance report
• RNL–Español: Creating Student Level reports (Student Level Summary, Fluency Graph, Comprehension Graph, and Retell Graph)
• RNL–Español: Creating a Story Details report

Read Naturally Live–Español: Creating a Students At-a-Glance Report

This report includes a student-by-student summary of results for Read Naturally Live–Español 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 who therefore may require adjustments in their programs or additional instruction.

Staff members in the Teacher role can create a Students At-a-Glance report only for students for whom they are the lead teacher. Account Administrators and School Coordinators can create a Students At-a-Glance report for any students, regardless of the students' lead teachers.

To create a Students At-a-Glance report for Español levels:

1. Log in to the Staff Member Module.
2. From the navigation menu, select Reports.
3. Select the Read Naturally Live–Español Reports tile.
4. Click the Read Naturally Live–Español Students At-a-Glance tile.
5. On the Read Naturally Live–Español Students At-a-Glance page, use column filters and the Search by Group menu to narrow the list of students displayed.
6. Select the students you want to include in the report by checking the boxes next to their names. You can select one student at a time, or shift-click to choose a range of students from the list.
7. Click the Generate Report for Selected button.
8. Select the beginning and ending dates for the report period.
9. Click Generate Report.
10. To print the report, click the Print button. To download a CSV file of the report, click the Download CSV button.

Note

• A student's lead teacher should be the staff member who makes educational decisions in Read Naturally Live for that student. Lead teachers are assigned whenever students are given a Read Naturally Live license.

See Also

• Sorting and Filtering
• Searching By Personal Group

Read Naturally Live–Español: 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–Español. 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—a bar chart displaying a selected student's cold- and hot-timing scores for all stories passed in a specified series and level.
• Comprehension Graph—a 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—a 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.

Staff members in the Teacher role can create student level reports for students for whom they are the lead teacher. Account Administrators and School Coordinators can create reports for any student, regardless of the student's lead teacher.

To create student level reports:

1. Log in to the Staff Member Module.
2. From the navigation menu, select Reports.
3. Click the Read Naturally Live–Español Reports tile.
4. Click Read Naturally Live–Español Student Level Reports (Recent) to include as many as three recent levels for each student in the report.
   - or - 
   Click Read Naturally Live–Español Student Level Reports (Archived) to generate a report for a single level for a single student.
5. Choose the students for whom you need a report:
   • On the Student Level Reports (Archived) page, click the Generate button for the student whose report you want to generate.  
   • On the Student Level Reports (Recent) page, use column filters and the Search by Group menu to narrow the list of students displayed. Then select the student(s) on whom you would like to report by checking the box next to the name(s), and click the Generate Reports for Selected button. 
6. Choose the reports you want to generate. You can include any combination of the reports listed above.
   Note that the Retell Graph / Word List Graph option depends on whether a Phonics level has been selected. Word List Graphs are included for phonics levels, and Retell Graphs are included for others.
7. Under Level, select the level(s) on which you want to report.
   • On the Student Level Report (Archived) page, choose the level you want to report on for the student.
   • On the Student Level Report (Recent) page, you can choose the number of levels on which to report for multiple students. The default setting generates a report for each student's most recent level. You can also choose to include two or three most recent levels for each student.
8. Click Generate Reports. 
9. To print the report, click the Print button. 

Note

• A student's lead teacher should be the staff member who makes educational decisions in Read Naturally Live for that student. Lead teachers are assigned whenever students are given a Read Naturally Live license.

See Also

• Sorting and Filtering
• Searching By Personal Group

Read Naturally Live–Español: Creating a Story Details Report

The Story Details report provides detailed results about a student's work in a specific Read Naturally Live–Español story.

Staff members in the Teacher role can create Story Details reports only for students for whom they are the lead teacher. Account Administrators and School Coordinators can create Story Details reports for any students, regardless of the students' lead teachers.

To create a Story Details report:

1. Log in to the Staff Member Module.
2. From the navigation menu, select Reports.
3. Click the Read Naturally Live–Español Reports tile.
4. Click Read Naturally Live–Español Story Details.
5. On the Read Naturally Live–Español Student Story Details page, use column filters and the Search by Group menu to narrow the list of students displayed.
6. Click the Generate button for the student for whom you want a report.
7. Under Level, select one of the levels in which the student has worked. 
8. Under Story, select the story to include in the report.
9. Click Generate Reports.
10. To print the report, click the Print button. 

Note

• A student's lead teacher should be the staff member who makes educational decisions in Read Naturally Live for that student. Lead teachers are assigned whenever students are given a Read Naturally Live license.

See Also

• Sorting and Filtering
• Searching By Personal Group

Exiting the Read Naturally Live Intervention

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 to determine whether a student has met his or her long-term fluency goal.

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.

Note that in both Read Naturally Live and Read Naturally Live–Español, the methods of communicating with parents are available in English. The only exception is the Welcome Letter available from the Read Naturally Live–Español application line on the Student Activity page, which is provided in Spanish.

Topics

• Printing Welcome Letters
• Printing Progress Letters
• Printing a Certificate for Completing One Story
• Printing an Award for Completing Multiple Stories
• Printing Stories
• Emailing Student Contacts

Printing Welcome Letters

Send home a welcome letter with each student when he or she begins the program.

To open a welcome letter:

1. Log in to the Staff Member Module.
2. From the navigation menu, select Student Activity.
3. Click the Application-Specific Actions button at the top of the page.
4. Choose the relevant application from the side menu.
5. Under that application, click the Print Welcome Letters button.
   A PDF of a welcome letter opens in a new browser tab.

Printing Progress Letters

Send progress letters home periodically as the student continues working in the program.

Staff members in the Teacher role can print progress letters for students for whom they are the lead teacher. Account Administrators and School Coordinators can print progress letters for any students, regardless of the students' lead teachers.

To print a progress letter:

1. Log in to the Staff Member Module.
2. From the navigation menu, select Student Activity.
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 the Application-Specific Actions button at the top of the page.
5. Under the relevant application, click the Print Progress Letter for Selected button.
6. On the Print Progress Letter page, select the beginning and ending dates for the reporting period to include in the letter. The progress letters will cover all work by students during this period.
7. Click Print.
8. To print the resulting letters, click the Print button. 

Printing a Certificate for Completing One Story

Print a certificate to reward a student's progress on one story.

Account Administrators, School Coordinators, Teachers, and Read Live Assistants can print certificates for any students, regardless of the students' lead teachers. Read Live Assistants can print a certificate only from the student's workstation.

To print a certificate from the student's workstation:

1. With a student logged in to the Student Module, click Teacher.
2. If prompted, enter your user ID and password and click Log In.
3. Click Print Awards.
4. Click Specific Story.
5. Select the series, level, and story you would like to include in the certificate.
6. Click Print.
7. To print the resulting certificates, click the Print button. To download a PDF, click the Download PDF button.

To print certificates from the Staff Member Module:

1. From the navigation menu, select Student Activity.
2. Find the student for whom you would like to print a certificate,
3. From the student's line, open the Applications level to see applications in which the student is working.
4. In the Print Awards column, click the printer icon.
5. On the Awards page, under Award Type, select Specific Story.
6. Select the series, level, and story (or stories) for which you would like a certificate.
7. Click Print.
8. To print the resulting certificates, click the Print button. 

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.

Account Administrators, School Coordinators, Teachers, and Read Live Assistants can print certificates for any students, regardless of the students' lead teachers. Read Live Assistants can print a certificate only from the student's screen.

To print an award from the student's workstation:

1. With a student logged in to the Student Module, click Teacher.
2. If prompted, enter your user ID and password and click Log In.
3. Click Print Awards.
4. Click Work in Level.
5. Select the series and level you would like to include in the award.
6. Type any comments you would like to add. This step is optional.
7. Click Print.
8. To print the resulting certificates, click the Print button.

To print an award from the Staff Member Module:

1. From the navigation menu, select Student Activity.
2. Find the student for whom you would like to print a certificate,
3. From the student's line, open the Applications level to see applications in which the student is working.
4. In the Print Awards column, click the printer icon.
5. On the Awards page under Award Type, select Work in Level.
6. Select the series and level you would like to include in the award.
7. Type any comments you would like to add. This step is optional.
8. Click Print.
9. To print the resulting certificates, click the Print button. 

See Also

• Printing Stories

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 Module or the Staff Member Module.

To print stories from the Student Module:

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. Select the series, level, and story you want to print.
5. Click Print.

To print stories from the Staff Member Module:

1. From the navigation menu, select Student Activity.
2. Click the Application-Specific Actions button at the top of the page.
3. In the side menu, click the relevant application.
4. Under that application, Click the Print Stories button.
5. On the Print Stories page, select the series, level, and story you want to print.
6. Click Print. A PDF of the story opens in a new browser tab.

See Also

• Printing an Award for Completing Multiple Stories

Emailing Student Contacts

You can email progress letters, certificates, and awards to the parents and guardians of students working in Read Naturally Live. You can only email a student contact whose email address has been entered as part of the student's information.

Note that all emails and attachments sent related to any Read Live application will be in English. 

Staff members in the Teacher role can email the parents or guardians of students for whom they are the lead teacher. Account Administrators and School Coordinators can email the contacts of any students, regardless of the students' lead teachers.

To email student contacts from the Staff Member Module:

1. From the navigation menu, choose Student Activity.
2. Find the student whose contacts you want to email a message.
3. Open the Applications level for that student.
4. Click the envelope icon in the list of applications.
   Note that you can only send emails if a student's record includes the appropriate Contact addresses. If no contacts are present, an error alert will inform you.
5. Compose your message using the Subject and Email text fields. The application suggests some default text which you can edit.
6. On the right side of the page, choose any attachments to include as PDFs. 
   You can attach any combination of a progress letter for the student, an award for a single story, or an award for work in a level.
7. If you want to preview the attachments, click the Preview Attachments button. All of the attachments you chose are displayed. Click Back to return to the Email Contacts page. 
8. Click the Send & Close button to send your message to the student's parents or guardians.

See Also

• Updating Student Information
• Printing Progress Letters
• Printing an Award for Completing Multiple Stories
• Printing a Certificate for Completing One Story