Our Stories Decodables | Brochure

Grades K–5

It’s Never Too Early to Read About Someone Like You

Celebrate Diverse Voices. Elevate Foundational Skills. Studies show that culturally relevant instruction improves outcomes for minority students, 1 strengthens reading comprehension, 1 and creates a positive school climate. 2 Our Stories Decodables are a collection of culturally relevant decodables that combine authentic representation with foundational skills practice to reate an inclusive and engaging learning environment for all. Rich Stories That Elevate Foundational Skills Access to texts with a wide range of characters, stories, and voices has been shown to improve academic outcomes. Our Stories Decodables are richly illustrated highly decodable fictional stories that provide authentic reading experiences for all students. These engaging decodable texts not only reflect the lives of students’ and the experiences of others, but also provide the foundational skills practice to build powerful readers.

Vibrant Decodable Stories High-interest stories allow students to apply newly learned phonics skills to authentic reading experiences.

Rigorous, Research-Based Scope and Sequence Designed in partnership with expert advisors, Our Stories Decodables align to a consistent scope and sequence based on research-based best practices.

Support for Striving Readers Up to Grade 5 Our Stories Decodables are perfect for elementary students who need additional phonics support and practice. Meaningful and engaging storytelling keeps texts relevant and age-appropriate up to Grade 5. Robust Instructional Support A comprehensive Teacher’s Guide includes instructional materials and resources to help educators facilitate engaging literacy and phonics lessons. Support for Grades K–5 Our Stories Decodables can be used with elementary students learning phonics skills or striving readers who need additional phonics support and practice.

1. Study shows reading culturally relevant books improves students’ comprehension. (2020, October 29). Oakland University News. 2. Why Diversity Matters in School Library Collections—And How to Achieve It. (2024 October). Scholastic.

SCHOLASTIC.COM/OURSTORIES

More Than Decodable Texts Our Stories Decodables include thoughtfully crafted instruction and resources to guide students through their literacy journey.

Our Stories Decodables include: • 24 student books (18 decodable student books and 6 review books; 6 copies each) • Teacher’s Guide • A website featuring: • Respond and Write resources for every text • Oral reading rubrics • Downloadable take-home books • Additional resources

Book 14

Winslow Jones, Jr. was raised in Lake Wales, Florida, by his parents with his two brothers. Ever since he was little, he was always fascinated with science and how things work. Today, Winslow is a ninth grade biology teacher. He hopes to inspire students to learn about why science is so important for the world. He currently lives in Washington, D.C., with his wife and dog. In his free time, he enjoys comics, anime, video games, and basketball. Winslow graduated from Howard University on May 11, 2023, with a Master’s Degree in Special Education.

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Book 7

by Marty Refugio Perez illustrated by Francisco Santoyo

TEACHING PHONICS WILEY BLEVINS

SHORT READS DECODABLES TM

READ TOKNOW T E X T S E T S

Oral Reading Rubric

Child’s Name:

1 Applying

2 Practicing

3 Learning

Concepts of Print/ Text Navigation

Child independently tracks text and appropriately attends to punctuation. Child consistently demonstrates knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. Child recognizes almost all recently taught high-frequency words. Child reads at an appropriate rate with sentence phrasing and expression.

Child demonstrates understanding of how to follow text, but may not attend to punctuation. Child demonstrates knowledge of letter- sound relationships, including knowledge of letter patterns, to correctly pronounce written words, but does so inconsistently. Child recognizes some recently taught high- frequency words. Child sometimes reads at an appropriate rate and is beginning to use sentence phrasing and expression, while still often reading word by word.

Child has difficulty identifying where to read and/or how to follow text, and does not attend to punctuation. Child does not yet demonstrate knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. Child does not reliably recognize recently taught high-frequency words. Child reads slowly and word by word, struggling with accuracy and not using sentence phrasing.

Word Recognition

High-Frequency Word Recognition

Phrasing/ Expression

Comprehension

Child derives meaning from text and discusses or retells ideas accurately from the text.

Child is beginning to derive meaning from text and may sometimes discuss or retell text ideas, but often requires support.

Child is unable to derive meaning from text and is not able to accurately discuss or retell ideas from the text.

Child’s Score:

Notes:

2 Teacher’s Guide

Fresh Voices and Authentic Storytelling Our Stories Decodables are written by many new, previously unpublished authors from a variety of backgrounds. This decodables collection reflects a variety of experiences that represent the world students live in and the rich range of perspectives within it.

Layla Allen Howard University

Rayven Bryant Spelman College

Ausha Harris Howard University

Winslow Jones, Jr. Howard University

Mayah Johnson Spelman College

Marty Refugio Pérez University of Oregon

Chavi’ Lassiter Howard University

Yvette Manns Clark Atlanta University

Sean Miller Howard University

Simon Moore Howard University

Priscilla Torres Texas A&M University

Gabriela Salaah (nee Walker) Howard University

Geena Talley University of Oregon

Dougziana Thomas-Chan Howard University

Quentin Price Howard University

Joseph DeGuzman Author and Scholastic advisor

Nia McCullin Author and Scholastic advisor

Meet Our Advisor Dr. Tanji Reed Marshall is a nationally recognized expert on educational equity and educational leadership. In her role, she advised on the collection’s development and worked closely with the Our Stories authors.

SCHOLASTIC.COM/OURSTORIES

Decodables to Engage and Excite Readers

We worked closely with the Scholastic Teacher Fellows to ask students what genres and topics resonate with them and built Our Stories Decodables to reflect these interests. From solving enchanting mysteries to expressing complex feelings, the stories in this collection were crafted with student interest in mind.

Decodables That Look and Feel Like Real Books Bring foundational skills practice to life with decodable texts that feel like real books...not worksheets. Our Stories Decodables are printed and bound like real books and feature beautiful color illustrations your students will love to read.

Genres of Books: • Fantasy • Historical Fiction

• Humorous Fiction • Realistic Fiction • Mystery

Three weeks later, Zee picks up her glasses.

All of this looks so much better than before. This is wild ! I can see all the letters on the chart. And I can make up words from the letters !

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As a song rings out, Jayden asks, “What is that man playing?” “That’s a saxophone. He’s playing jazz,” Dad explains.

“That man is one of the best!” Mom grins. Jayden wishes he could make grown-ups and kids feel like swaying and moving!

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The power of reading choice is clear. Students who read for pleasure are likely to do significantly better in school than their peers who rarely read. —Sullivan and Brown (2013)

SCHOLASTIC.COM/OURSTORIES

Age-Appropriate Decodables We understand the importance of providing decodables that feel age-appropriate for students yet still build foundational skills. That’s why Our Stories Decodables feature rich stories that students can relate to while practicing critical phonics skills. Stories include a fantasy about a girl who meets a magical mermaid and learns how to be a better friend, a humorous fiction text about a girl who learns to embrace her unique hair, and a realistic fiction about a boy who finds connection at a barbershop.

Book 5

Gabriela Debrye-Walker Salaah was born in Georgia, but she grew up in Maryland, the Netherlands, and Virginia as a military child. She is a recent Elementary Education graduate of Howard University and will be an elementary school teacher. Salaah is the author of two Our Stories Decodables books, Grow Your ’Fro Garden and The Big Move . She lives in Virginia with her husband and two fur baby dogs.

Build a Foundation Emerging readers engage with topics relevant to their lives, like being brave, making friends, and the challenges associated with moving.

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I am Ben. This is my pup T-Rex. T-Rex and I like to sled with my pals.

My pals and I hang out a lot

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“What’s all this?” scoffed a man. “We respect this fine land. We enjoy camping here every summer!” From behind him, voices spoke out, “We’re just having fun! Leave us alone!” The tourists glared at us. My voice caught in my throat. Maybe trying to help them understand was a big mistake. Then a small voice in the crowd spoke up. “But Dad...?”

Chapter 3

We left at daybreak the next morning. When the sun was high in the sky, we got in our places. The bus lurched to a stop right on time! The same group as yesterday piled out. Only this time, the group stopped their chatter and looked long and hard at us.

Bridge to Complex Texts Books later in the scope and sequence focus on more complex phonics skills. Older students will be drawn to stories like The Land We Love , a realistic fiction text about an Indigenous family protecting an important place from pollution.

AUTHOR DEDICATION

13 This book is dedicated to all the River People. May we continue to live in a good way.

Book 17

— Geena Talley

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SPOTLIGHT ON : The Karuk Tribe In this story, the narrator, Gram, Chaas, and their family are members of the Karuk (KAR-ook) Tribe. Today, the Karuk Tribe is one of the largest groups of Indigenous Peoples living in the state of California. Gram, the grandmother in The Land We Love , has traditional markings on her chin. These “111” or “one- eleven” markings were worn by Karuk ancestors and other Native Tribes and have been revived today. They are now worn by many Karuk women and can mean different things to each woman.

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Spotlight On Featured in each book, Spotlight On identifies words and concepts for teachers to share with students, activating prior knowledge and conceptualizing learning.

Karuk Words and Definitions

Phonetic Spelling

Chaas – little brother Chéemyaach – hurry Kachakáach – blue jay

Choss Chaym-yawch Kawtch-ah-kawtch

SCHOLASTIC.COM/OURSTORIES

A Teacher’s Guide That Makes Lesson Implementation a Breeze

Lesson Overview provides teachers with the book’s title, author, genre, and a quick summary of the text.

Lessons introduce Phonics Targets , High- Frequency Words, Story Words, and Challenge Words to set the stage for learning.

Readiness Checks ensure students are prepared to tackle the lesson’s target phonics skills.

Build Background provides students with meaningful context on the topics addressed in the text.

Guidance for introducing or reviewing High- Frequency Words is included.

Robust book-aligned lessons provide guidance for introducing and reviewing phonics skills, building vocabulary, and sparking meaningful discussions.

Language Support provides teachers with tips for scaffolding the lesson for multilingual and English learners. Step-by-step reading routine establishes consistency for students with clear instructions for the preview, first reading, and second reading.

Comprehension- building discussion questions help monitor and reinforce student understanding.

Open-ended questions and Respond and Write opportunities invite students to make connections to the text and extend learning.

SCHOLASTIC.COM/OURSTORIES

Research-Based Instruction Scaffolds Learning Our Stories Decodables’ scope and sequence scaffolds phonics instruction, starting with foundational concepts like decoding consonant blends and short vowel sounds and moving to more complex lessons on long vowel sounds and multisyllabic words with morphemes.

The first book in the series guides students through the practice of decoding CVC and VC words, and basic high- frequency words like a , and , and my .

Book 1

Book 1: Big Box Party By Joseph De Guzman Dad brings a big box to a party. Let’s find out what’s inside! Genre: Realistic Fiction This text presents a story about how opening a box at a party sparks a joyful celebration. Whole- and Small-Group Instruction Options The following steps offer instruction for guiding students through this text in whole or small groups, in conjunction with direct instruction in the targeted skills. Get Ready to Read Phonemic Awareness Let students know that as they read this book, they will use what they’ve learned about consonants and short vowels a, i, o . Play “What’s the Sound?” Play a game in which students identify short-vowel sounds in words with a consonant-vowel-consonant (CVC) pattern. • Model: Say: Listen. When I say a word, please repeat it and then say its vowel sound, /a/, /i/, or /o/. For example, if I said cat, you would say cat, /a/. • Play: Use these words, segmenting sounds as needed, and write or have students write the words after each turn: big, cap, box, tan, rock, rip, lot, jam . Check Readiness of Target Skills You may use the Readiness Check to identify students’ readiness for the targeted elements in this text. Remind students to pay attention to each letter in a word. CVC and VC Words With a, i, o fit dad top pick has in nod fan hot mix Liz hat on Use observations to determine needs for additional support and inform grouping. Introduce/Review High-Frequency Words Use these steps to teach or review the words. • Display the word. Say it aloud and have students repeat. • Use the word in a sentence. Discuss the word and its meaning or usage with students. • Identify known and unknown parts of the word. (See specifics below.) • Have students spell and/or write the word. isplay the word. Say it aloud and have students repeat. se the word in a sentence. Discuss the word and its meaning or usage with students. dentify known and unknown parts of the word. (See specifics below.) ave students spell and/or write the word.

by Joseph De Guzman illustrated by Emily Paik

Phonics Focus and Other Targets • CVC and VC Words With

Short Vowels a, i, o : big, bop, box, can, cap,

Dad, Dan, dig, fan, fit, has, hat, his, hit, hop, hot, in, is, it, Jack, jam, Jon, K-pop, Liz, mix, Nat, Nick, nod, on, Pam, pick, rap, rip, Rob, rock, Sis, tan, top, Vic • Inflectional Ending -s : hats, lots, pals, pops, rocks, socks, taps, tips High-Frequency Words a, and, my Story Word party Build Background Explain that in this book, people hear different types of music at a party, including K-pop, which is a type of popular music that comes from the country of South Korea. The K stands for Korean, and pop is short for popular. Discuss what music students might be familiar with, such as pop, hip-hop, country, rock, and other types.

Use it in a sentence.

Identify known and unknown parts.

a Here is a blue crayon.

• When you see the word a by itself, you can read it by saying the letter’s name, a. • This word is often pronounced as /u/. • Find the 3 sounds in and : /a/ /n/ /d/. • Identify the sound-spellings students have learned: /a/ a , /n/ n , /d/ d . • Model blending the word for students. • Find the 2 sounds in my : /m/ /ī/. • Identify the beginning sound-spelling students have learned: /m/ m . • Identify the other regular spelling they likely have not yet learned: Letter y says /ī/ in this word.

and I have a

sandwich and an apple for lunch.

my That is my

hat, not your hat.

Our Stories Decodables Teacher’s Guide

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As students move through the scope and sequence, lessons tackle more complex phonics skills like vowel teams in single-syllable and multisyllabic words.

By Book 17 , students have built a strong phonics foundation. This book targets words with more advanced vowel sound-spellings and high-utility suffi xes.

Book 17

Book 17: The Land We Love By Geena Talley

Geena Talley

When a family is swimming in a creek near their home, tourists arrive and leave a mess behind. The family decides to take a stand to protect the land they love. Genre: Realistic Fiction This text presents a story about an indigenous family protecting an important place from being polluted. Whole- and Small-Group Instruction Options The following steps offer instruction for guiding students through this text in whole or small groups, in conjunction with direct instruction in the targeted skills. Get Ready to Read Phonemic Awareness Let students know that as they read this book, they will use what they’ve learned about vowel sounds and spellings. Play “Listen and Repeat” Play a game in which students identify vowel sounds in words. • Model: Say: I will say a word. Your job is to listen carefully to identify its vowel sound. For example, if I said fruit, you would say /oo/ . Write the word and underline the letters ui, pointing out that these letters stand for the vowel sound in this word. • Play: Continue with the following words. Then write or have students write the words and underline the vowel spellings after each turn: break (long a ), taught (/aw/), weight (long a ), soup (/oo/), bread (short e ), suit (/oo/), fought (/aw/). Check Readiness of Target Skills You may use the Readiness Check to identify students’ readiness for the targeted elements in this text. Long a (ea, eigh) and Short e (ea) ready great weigh threat break healthy head Long oo (ui, ou) and /aw/ augh, ough caught group thought swimsuit you brought /f/ ph photo triumph elephant phase Use observations to determine needs for additional support and inform grouping. Introduce/Review High-Frequency Words Use these steps to teach or review. • Display the word. Say it aloud and have students repeat. • Use the word in a sentence. Discuss the word and its meaning or usage with students. • Identify known and unknown parts of the word. (See specifics below.) • Have students spell and/or write the word.

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Phonics Focus and Other Targets • Long a ( ea, eigh ); Short e ( ea ); Long oo ( ui, ou ); /aw/ ( augh, ough ); /f/ ( ph ): brought, caught, daybreak, great, group, headed, healthy, noisy, overhead, photo, ready, suitable, swimsuit, taught, thought, weight, you, you’ll, you’re • Suffixes: -able, -ful, -less, -ment, -ness, -y : agreement, amazement, carelessly, hopefully, hopeless, joyfully, noisy, sadness, statement, suitable, sweetness High-Frequency Words done, live, only Story Words ancestors, mountain, tourists Challenge Words been, don’t, radio, through, whistles Build Background Read the “Spotlight On: The Karuk Tribe” feature on the inside front cover, including pronunciations and definitions for Karuk words used in the text. Explain that a creek is a small stream of water that runs through land.

Use it in a sentence.

Identify known and unknown parts.

done I have done all of my chores. live Frogs live in different places.

• Find the 3 sounds in done : /d/ /u/ /n/. • Identify the irregular spelling: I see the vowel-consonant- e pattern, but the vowel is not long. Letter o says /u/ in this word. • Find the 3 sounds in live : /l/ /i/ /v/. • Identify the sound-spellings students know: /l/ l, /i/ i, /v/ v . • Identify the irregular spelling: I see the vowel-consonant- e pattern, but the vowel is not long. Point out that live with a long-vowel sound has the same spelling. Readers need to use context clues to know which word is intended. • Find the 4 sounds in only : /ō/ /n/ /l/ /ē/. • Notice that the letter o says /ō/ and the letter y says /ē/. • Read each syllable and then the whole word. Have students repeat.

Only four people can sit at this table.

only

Our Stories Decodables Teacher’s Guide

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Digital Resources to Streamline Instruction Educators receive access to a comprehensive website with resources to support instruction.

Cut along dotted line

Book 9

Book 5

Cut along dotted line

Book 17

Take-Home Books Engage families with downloadable and printable versions of each book for at-home reading.

by Simon Moore illustrated by Lhaiza Morena

AUTHOR DEDICATION

This book is dedicated to military families, for all the sacrifices and changes we go through that may be overlooked. — Gabriela Debrye-Walker Salaah

Oral Reading Rubric

Teacher Resources Access online resources designed to help teachers implement Our Stories Decodables lessons seamlessly, including a reading rubric to evaluate students’ oral reading abilities.

Using an Oral Reading Rubric for Formative Assessment

Formative assessment involves monitoring students’ progress during the course of learning so that you can identify their level of skills mastery. Regular formative assessment of foundational skills can be highly useful as a means of evaluating students’ facility with the specific skills they’ve been learning and practicing so that you can assess mastery and determine needs for additional support. Procedures for Formative Assessment

SPOTLIGHT ON : Military Families and Moving Identify Texts Our Stories Decodables Review Books are good choices for use as formative assessments as they offer a consolidated review of the targeted phonic elements from the three prior books. Though, as time allows, you may also use other Our Stories Decodable books that align with your phonics instruction and students’ progress. Set Expectations Let the student know that he or she will be reading aloud to you. Explain that the student can ask for help as needed and that you will give clues to help as needed. Follow a Consistent Routine Use this Oral Reading Rubric to guide you as you record observations. In this story, Mom serves in the United States Navy and needs to move her family from Maine to California. Service members can be asked to move to new states or countries as part of a Permanent Change of Station (PCS) assignment. A PCS move can be tough on families, especially when they’re asked to relocate multiple times during a service assignment. It means finding a new home, leaving familiar friends and places, and adjusting to a new job or school. At the same time, each move offers exciting opportunities to meet new people, experience new cultures, and explore different parts of the world. • Provide the student with time to preview the book and pre-read it on his or her own as time allows. • If you want to time students’ reading, begin the timing after they read the title. To calculate words correct per minute (WCPM), subtract the number of errors from the total number of words read, then divide by the total time in minutes. • Ask the student to read aloud to you at his or her own pace. If the student asks for help, provide strategic guidance such as asking him or her to try sounding out a word or to notice familiar word parts. • Give reminders as needed for high-frequency words, challenge words, and any story words. • Once the student is decoding with general proficiency, you may further coach him or her to try using expression and natural phrasing to read with fluency. • If the student struggles, consider reading the book together, noting the student’s specific needs for additional instruction and practice (e.g., sound-spellings that are not mastered, lack of fluency in reading connected text, or other specifics).

Respond

and Write

BOOK 1 7

Name:

Date:

The Land We Love Write about a place that is important to you and your family. Add a drawing.

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Respond and Write Every lesson offers discussion prompts and activities that encourage students to engage deeply with the content. Downloadable Respond and Writes invite students to make connections with the text and extend learning.

Respond

and Write

BOOK 5

Name:

Date:

The Big Move Write a letter to a pen pal. Describe where you live. Then draw your home.

Respond

and Write

Put the words in order to create a sentence.

BOOK 9

taught you Gram land keep healthy to the

Name:

Date:

Jayden’s Sax Jayden plays the sax on stage. What is something you might like to do at a show? Write about your talent. Then draw a picture.

DIRECTIONS: Read aloud the text for students as needed. Invite them to describe places that are important to them and to read aloud their unscrambled sentences.

Sort the words by their ending sounds.

past past just just

send

and

must

land

___st ______________ ______________ ______________

___nd ______________ ______________ ______________

DIRECTIONS: Read aloud the text for students as needed. Invite them to share what they wrote to their pen pals. Ask students to explain how they sorted the words.

Read each word. Circle the pairs of words that have the same vowel sound.

1. beat

sweet set

4 . show float

lot

2. night bit

bright

5. low

chew

blue

3. play

aim

DIRECTIONS: Read aloud the text for students as needed. Invite them to share about something they can perform at a show. Then have them explain how they determined which words to circle.

Scholastic Decodables

Our Stories Decodables are built on the same scope and sequence as other Scholastic Decodables and the Ready4Reading K–3 phonics program.

THE GREAT

MYSTERY

Time to Migrate Vacation in Space Takeoff! Rocket to a hotel in outer space like this one. It’s time to chill out in the stars. Some hummingbirds weigh no more than a penny. How do these tiny birds migrate hundreds of miles? It’s a mystery. But scientists are on the case.

and

ADS of the TRADE

CS N S

Then the banders set the hummingbird free. In time, scientists recapture banded hummingbirds. This helps them track where

TEACHING PHONICS WILEY BLEVINS

D o you dream of going into space? Yes, it takes years to become an astronaut for NASA. But you’re in luck! One day, you may be able to take a vacation to space. You’ll buy a ticket and board a spacecraft. You’ll glide past our planet’s atmosphere. Then you’ll stay in a hotel with an amazing view of Earth. How cool would that be? Flying to Space Now Some companies offer short flights to space tourists. The passengers travel to the edge of space and back. Here’s how it works. First, passengers go to a spaceport. For a few days, they train in a group. Then they have a health screening. Doctors check that all tourists’ bodies and mental states are in tip-top shape. Once they’re cleared for takeoff, passengers board a spacecraft. Soon, they fly high over our planet. Back on Earth, these passengers are part of a very small group that can share personal photos from outer space.

Teens Take Action

the birds have been.

TEXT SET 8

Hummingbird Migration Map

, ! Informational: Retelling s Informational: Expand Knowledge e Adapted Fable

Shared Content-Area Vocabulary ears fur tail Shared High-Frequency Words are eat for said some TM

SHORT READS DECODABLES

TEACHING PHONICS WILEY BLEVINS

YOU ARE THERE

TEXT SET 7

READ TOKNOW T E X T S E T S

SHORT READS DECODABLES

Follow the Hummingbird

Bones! Bones! Bones! Informational: Retelling Bones? No Bones? Informational: Expand Knowledge >> Yikes! Realistic Fiction

Shared Content-Area Vocabulary bones skeleton spine Shared High-Frequency Words down have now of what READ TOKNOW T E X T S E T S TM

TEXT SET 12

RABBITS, RABBITS, RABBITS!

Kitchen Science Informational: Retelling Just Add Water Informational: Expand Knowledge >> Pawprint Soup Adapted Folktale

Shared Content-Area Vocabulary boil change science Shared High-Frequency Words every our want (review) what (review) where

Travel the World

Teens Saving the Sea

YIKES!

TEACHING PHONICS WILEY BLEVINS

by Nia McCullin illustrated by Sarah McColl

Based on the Folktale “Stone Soup”

PAWPRINT SOUP

SHORT READS DECODABLES

TEXT SET 12

READ TOKNOW T E X T S E T S

Kitchen Science Informational: Retelling >> Just Add Water Informational: Expand Knowledge Pawprint Soup Based on the Folktale “Stone Soup” Adapted Folktale

Shared Content-Area Vocabulary boil change science Shared High-Frequency Words every our want (review) what (review) where

by Jill Korey

Watch & Learn Video “Bones, Bones, Bones!”

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Watch & Learn Video “Cooking Science!”

& JUST ADD WATER ™

by Joseph De Guzman

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by Louise Rozett

by Lauren Baker

Watch & Learn Video “Cooking Science!”

by Janelle Tavernit

illustrated by Carissa Harris

™

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Learn more about how to incorporate phonics and foundational skills into your classrooms. Contact a Scholastic specialist today at (800) 387-1437 or visit scholastic.com/decodables .

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