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Leading adult education through support for and the effective application of technology.

Marshall Adult Education Reading Skills: Voting

Example Web Site and/or Technical Equipment Required


Website Example:

More Ways

Computer(s), Internet access, headphones

Activity Description

This site provides leveled reading selections that are appropriate for adult learners. These materials, combined with the research-proven strategies of repeated reading and guided oral reading, aid in building learners' fluency and comprehension skills. This program helps adults become better readers and more informed consumers, parents, employees, citizens and community members. The focus of this particular reading selection is on the topic of voting.


  1. Visit the Reading Skills home page and familiarize yourself with the many reading activities available. For this activity under Read the Stories Online, select Group 1. On the next page, scroll down to Level 1.0 and choose "Voting." 
  2. Go through the reading activity yourself. After the 3rd reading you will find the comprehension questions and writing activity to print. Make a copy for each student.
  3. Download and print reading charts  for each student.
  4. Prepare a one minute timer you will use for the First and Last Timed Readings. (If you would like to find an online timer, just type "timer" in the Google search engine and you can use it.)
  5. Your Internet browser needs to have a relatively current Quicktime player plug-in . Test this in advance to be sure the student computers all have the player.
  6. Decide how you want to get your students to the activity. Will you post the link on your Web site, e-mail it to them or place a bookmark on each computer?


There are 7 steps in The Reading Skills for Adults program:

  1. Pre-reading: Students answer questions about the topic of the story and read definitions of words that are used in the story.
  2. First Timed Reading: Students read as much of the story as they can in one minute. Students mark on their graphs how many WCPM (Words Correct Per Minute) were read.
  3. First Reading: Students read out loud while the story is read to them. (Use the Quicktime player provided in the upper right corner.)
  4. Second Reading: Students read out loud while the story is read to them.
  5. Third Reading: Students read out loud while the story is read to them.
  6. Understanding and Writing: Students answer comprehension questions and write a paragraph about some aspect of the story using the.printed handout.
  7. Final Timed Reading: Students read the story to a teacher who is listening for fluency and noting any errors while being timed for one minute. Students mark on their graphs how many WCPM were read.

Teacher Tips

  • Be sure to have a clock or timer on hand for this activity or use Google's built-in timer.
  • The "Resources"  section (scroll down the page) includes the steps involved in this program, FAQs, answer keys, helpful hints, methods for timing the 1-minute readings, reading charts and relevant reading research

More Ways

  • The "Read the Stories Online" section allow students to practice reading fluency and comprehension on their own.
  • Audio recordings of the stories are provided for guided oral reading practice.
  • There are hundreds of stories here on a variety of topics. Explore them for more opportunities for reading practice.


  • Beginning Low
  • Beginning High


  • (1.8) Demonstrate financial literacy skills
  • (1.5) Understand how to manage household finances
  • (4.2) Understand wages, benefits, employee rights, and concepts of employee organizations

Basic Communication

  • (5.1) Understand voting and the political process
  • (7.3) Demonstrate ability to use problem-solving skills
  • (7.1) Identify or demonstrate effective skills and practices in accomplishing goals
  • (7.5) Understand aspects of and approaches to effective personal management
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OTAN activities are funded by contract CN200091-A2 from the Adult Education Office, in the Career & College Transition Division, California Department of Education, with funds provided through Federal P.L., 105-220, Section 223. However, OTAN content does not necessarily reflect the position of that department or the U.S. Department of Education.