The purpose of this project was to find out if additional literacy time and using a variety of programs such as Burst, Daily 5 and other teacher-initiated reading activities were beneficial to struggling readers. The time frame of this intervention was over five lessons that focused on the needs of four students. The lessons targeted the improvement of phonemic awareness, phonics, fluency, vocabulary, and comprehension. The study describes the account of teacher-researchers on how the reading activities were used as formative assessments to monitor the progress of students. The summative assessments used were Dibels Oral Reading Fluency (DORF), and passage reading to show how the students improved in fluency. After reading the passage, students answered questions to demonstrate reading comprehension.