GRADES K 5
Di erentiated Literacy Instruction for Small Groups
Each student is unique in terms of the knowledge, skills, experiences, and interests they bring to the classroom; small-group instruction allows educators to be responsive to individual students’ needs. 1
—Hall & Mesa
1 Siegel, S.W., Hall, C., & Mesa, M.P. (2024). Aligning practice with research: Using small groups to di erentiate instruction. Scholastic.
Research shows that di erentiated small-group instruction is one of the most e ective ways to meet the needs of all students. But where do you find structured literacy resources to support this powerful practice?
Scholastic’s Knowledge Library is here to help!
Knowledge Library elevates small-group instruction with topically aligned text sets and instructional materials that integrate knowledge building with the essential literacy skills students need to become strong readers.
Get ready to orchestrate powerful small-group instruction with text sets that:
turn up the volume of reading with multiple relevant texts on a single topic,
fine-tune di erentiation in comprehension and word recognition,
and boost knowledge for all readers!
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Turn Up the Volume of Reading To support a high volume of reading, Knowledge Library features topically aligned text sets on essential topics in Social Studies, Science, ELA, and Arts & Culture . Reading multiple texts about one topic not only increases topic-speci c knowledge, it builds comprehension skills that can be applied across these disciplines. Each topic is correlated to state standards and core ELA curriculums , making Knowledge Library a powerful supplement in any classroom or instructional routine.
42 TOPICS across K–5
Social Studies
Science
OUR WORLD Civics & Community
YESTERDAY & TODAY History & More
LIVING THINGS Life Science
EARTH & SPACE Physical Science
Push, Pull, Move It! Mighty Forces
Making a Di erence Being a Good Citizen
Sharing Family Stories with Family and Friends
Start with a Seed How Plants Grow
Neighborhood Adventures Exploring Where We Live
Up in the Sky The Sun, the Moon, and the Stars
Across America Landmarks and Symbols
Where Animals Live Animal Habitats
What’s the World Made of? Three Forms of Matter
Taking Flight Amazing Air and Space Travels
Your Voice Matters Sharing Your Ideas
Features of Creatures Animal Characteristics
Celebrate and Remember Holidays and Symbols in the U.S .
Local Heroes Neighbors Who’ve Made a Di erence
Journey into the Jungle Life in a Tropical Rain Forest
Wild Weather Blizzards, Hurricanes, Drought, and More
It’s Rocket Science The Mind-Boggling History of Space Exploration
Revolution! The Birth of American Democracy
Strength in Numbers Together We Can Do It
Super Navigators Animal Migrations
Caring for the Planet Creating a Cleaner, Greener Earth
Eyes on the Prize Leaders of the Civil Rights Movement
Cities of the Dead Archaeology and Ancient Civilizations
Invisible Invaders Germs and Infectious Diseases
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A box for every topic. A text for every reader! Each content-rich Knowledge Library text set comes packaged with resources to orchestrate small-group instruction—six copies of each student text and corresponding teaching materials.
ELA
Arts & Culture
PAGE TURNERS Literary Themes & Elements
GREAT STORIES Genre Study
ARTS & CULTURE Art, Sports, and More
Storybook Friends Fascinating Folktales
Getting to Know You Learning from Each Other
Game On! Super Sports
Follow the Clues! Marvelous Mysteries
Bright Ideas The Power of Imagination
Looking at Art Arts and Crafts
Reading volume made a significant contribution to multiple measures of vocabulary, general knowledge, spelling, and verbal fluency even after reading comprehension ability and nonverbal ability had been partialed out. 2
In Imagined Worlds Science Fiction
Stepping Up Meeting Challenges
Tell Me a Story Express Yourself in Writing
Making Art Biographies of Remarkable Artists
Around the Table Food, Family, and Tradition
This Is How We Do It Daily Life Around the World
—Cunningham & Stanovich
Totally Di erent? People are more alike than they may think.
From the Ground Up Architecture, Engineering, and Construction
Road Trips Stories About Travel
A Matter of Life and Death Survival Stories
Me, Myself, and I De ning Identity
G.O.A.T. Sports Stars for the Ages
2 Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator , 22(1-2), 8–15.
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Fine-Tune Di erentiation in Both Comprehension and Word Recognition Knowledge Library is designed for di erentiation . With a wealth of options to implement small-group teaching and learning, educators can ensure that every text is accessible to every reader—from those reading independently to those who need additional support.
STUDENT MATERIALS
Each topically aligned text set features: • 4 trade books (6 copies each) • 4 Short Reads Decodables (6 copies each) in Grades K–2 • 2 Advanced Decodables (6 copies each) in Grades 3–5
Resources from GRADE 2 TOPIC Features of Creatures: Animal Characteristics
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TEACHER MATERIALS
Each topically aligned text set features: • A Topic Card to support lesson planning • A Quick-Start Guide • An Instructional Routines Card • A Teacher Card for each student text
Scholastic Education Platform Teachers receive digital access to materials for each topic, including: • Teaching resources to support planning, implementation, and assessment • Printable student assessments for both comprehension and foundational skills • Printable Knowledge Notes and Career Connections resources for students Printable Knowledge Notes and Career
Browse Topics
Assignments
Teaching Resources
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Grade 2
LIVING THINGS
Features of Creatures Animal Characteristics
LAUNCH THE TOPIC
GRADE 2 • TOPIC OVERVIEW • TEACHER CARD
Features of Creatures Essential Question: How do animals survive in nature?
LIVING THINGS Features of Creatures Animal Characteristics
Topic Knowledge Children will build knowledge about the following:
• the unique features of animals • how animals protect themselves • how animals find food and shelter
• how animals stay cool • how animals stay warm • how animals move
For Your Reference i
Adaptations: Animals have developed traits and behaviors that help them survive. These adaptations help them find food, water, safety, and mates. For example, a polar bear’s thick fur and layer of fat under its skin are physical adaptations. These physical features help polar bears stay warm in the Arctic. Polar bears have also developed a behavioral adaptation called “still-hunting” to help them catch seals. When still-hunting, polar bears wait quietly, and when a seal surfaces to breathe, a polar bear strikes quickly. Camouflage and Mimicry: Many animals blend into their surroundings to avoid predators. For example, stick insects have bodies shaped like twigs, making them hard to spot on a branch. Stick insects can also move side to side to mimic twigs swaying in the wind. Migration:
Topic Launch Media Share the video “Amazing Animal Defenses.” Discuss the following questions: • What are some ways animals keep themselves safe? • How can animals use their features to hide? • What can animals do to scare off predators? • What did you wonder about while watching the video?
Essential Question Introduce the topic question that your class will discuss as you explore the topic: How do animals survive in nature?
Topic Writing
Topic Project
Career Connections
TOPIC OVERVIEW • TEACHER CARD
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A Closer Look Inside |Knowledge Library Book Teacher Card
GRADE 2 • KNOWLEDGE LIBRARY BOOK • TEACHER CARD
LIVING THINGS Features of Creatures Animal Characteristics Essential Question How do animals survive in nature?
Fur by Eric Geron | 32 pages | Informational Text
a
o
a
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ANIMAL COVERINGS
FC_BC_9781338898033.indd 1 engaging students and introducing the book, including a preview of vocabulary. Grades K–2 cards start with a First Reading The Before Reading section provides guidance for read-aloud, while Grades 3–5 cards include options for accessing the text, including shared and independent reading.
Explore the amazing world of animal fur! Learn about fantastic fur—from whiskers to stripes. See how fur helps to keep animals warm or cool, and also safe from predators. Join in for a fun, furry adventure!
BY ERIC GeRON
Text Complexity
2/20/23 3:36 PM
Moderate 2 Moderate 1 Basic Complex
Complex
610L
440L Quantitative:
Qualitative: Complex
Before Reading Engage Read the title and talk about the striking pattern of the tiger’s fur. Remind children of the Essential Question. What do you think an animal’s fur has to do with its surviving? Introduce Genre: Informational Text Remind children that an informational text provides facts about a real topic. Together, browse the Contents page and share the engaging titles. Preview Content Vocabulary Let children know they’ll be encountering these words as they read. • mammal (noun) a warm-blooded animal that has hair or fur and usually gives birth to live babies (p. 6) • predator (noun) an animal that kills other animals for food (p. 9) • camouflage (verb) to blend in with your surroundings (p. 22)
First Reading: Share Big Ideas and Wonderings Read aloud the text and have children follow along, or have children read the text independently. After reading, guide children to discuss the Big Ideas and share their Wonderings . Big Ideas What facts did you learn about fur? What new words did you discover in the book? Share Wonderings Encourage children to share their wonderings. You might suggest using the following sentence starters:
I wonder why ___________________________ . I wonder how ___________________________ .
For all grades, discussion prompts are included to build
Second Reading: Build Comprehension and Vocabulary Read through the text again, and this time use these stopping-point prompts to build knowledge. Some children might benefit from discussing what they read at each point. Big Ideas pp. 6–7 The animals in these photographs are mammals. What do all mammals 1
Comprehension Support: Explain Scientific Terms Help children understand that animals can be warm-blooded or cold-blooded . Explain that a warm-blooded animal’s body keeps its temperature constant, while a cold-blooded animal, like a snake, uses its environment to control its body temperature. Comprehension Support: Make Inferences Explain that readers can combine what they learn in the text with what they already know to figure out something new. Review the meanings of predator and prey and ask: Why would it be helpful to hide while trying to capture something?
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comprehension and knowledge throughout the
have in common? In what ways do these mammals look different from each other? Deep Thinking pp. 8–9 Why would a mammal hide from a predator? Why would a mammal hide from its prey? MLs Explain that the phrase “to play a role” (p. 8) means “to do a job.” Point out the descriptions in the text of the different jobs that fur has. Vocabulary pp. 10–13 The author explains that the fur of many animals has a topcoat and an undercoat. What is the purpose of each? Big Ideas pp. 14–15 The author says that many animals rely on their fur to protect them from the sun. How do animals with little fur protect themselves from the sun? How do people protect themselves from the sun? Deep Thinking pp. 16–21 How does an animal’s fur help it survive in its habitat? Why is Fur-mometer a good title for these pages? MLs Provide children with this sentence starter: The color of a mammal’s fur helps it survive b y _____ . Deep Thinking pp. 22–23 The author says that darker-colored fur can help animals stay warmer. Why do many arctic animals, though they live in cold, snowy places, have white fur? Vocabulary pp. 24–26 Why are whiskers and quills special? How do animals use them to protect themselves from predators? MLs Help children locate the whiskers and quills on the animals in the photographs. Big Ideas pp. 28–29 What happens when an animal sheds its fur? Why is it helpful to the animal?
reading, featuring Big Ideas , Deep Thinking , and Vocabulary questions. Call-outs for Comprehension Support provide point-of-use di erentiation options. Embedded Multilingual Learner support strategies provide additional di erentiation to build language skills.
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KNOWLEDGE LIBRARY BOOK • TEACHER CARD
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After reading, Grades K–2 students write in response to reading, using the Write About Reading prompt. The Write as You Read feature for Grades 3–5 guides students to write throughout their reading. All Grades K–5 include an After Reading Wrap-Up to re ect on learning.
Write About Reading To encourage writing in response to a text, present children with these choices for writing activities. • Write two ways that the fur of mammals helps them survive. Look back in the book to find ideas. (Informative/Explanatory) • Choose a favorite animal from the book. Describe the animal and tell how its fur helps it survive. (Informative/Explanatory) MLs Allow children to draft their responses in their home language first and then transfer to English. Point out the words from the glossary on page 31 that might be helpful.
After Reading: Wrap Up • Essential Question: Refer to the Essential Question and ask children what they learned from the book that helps to answer it. • Knowledge Notes: Help children record what they learned. Encourage them to share their notes with partners and/or families.
Focus on Differentiated Instruction Use your observations, formative assessment, or data from available assessments to match children to appropriate instruction.
Speaking and Listening: Fantastic Fur Introduce Recall with children that they have been reading about all the different ways an animal’s fur helps it to survive in its surroundings. Say: Let’s talk about why we can say that an animal’s fur is fantastic. Show Model how to answer one of the questions below using part of the question in your answer. Try It! Have children work with the group to discuss and answer the questions below. • How does fur help an animal stay warm? • How does fur help an animal stay cool? • How does fur help an animal hide from its predators? • How can whiskers help an animal keep safe? Text Features: Text Boxes Introduce Point out that authors use different kinds of text features to add information. Show Ask children to return to the text and focus attention on the text boxes. Note that each text box gives more information in a colored box with white text. Try It! Have children use the information in the text boxes to answer questions about the text, such as: • Look at the text box on page 6. Do you think it’s surprising that fur and human nails are made of the same material? • Look at the text box on page 8. Why do you think dolphins and whales are hairless? • Look at the text box on page 16. How does the information in this box relate to the text on the rest of the page?
Figurative Language: Similes Introduce Explain that sometimes authors compare things using the words like or as . In comparing things, the author helps the reader better understand the information. Show Point out the use of the word like to make a comparison on page 12. The author wrote, ”The topcoat acts like a rain jacket by protecting the undercoat from getting wet.” Say: Since I know that a rain jacket can protect me from getting wet in the rain, I can understand how the topcoat helps the mammal. Try It! Together discuss the similes on pages 13, 15, 20, and 21. Talk about what is being compared and why it is helpful for the author to use these comparisons. Then challenge children to compare an animal in one of the photos to something else using the word like . Give a hint by reminding children that they might compare its color, its size, or the way it moves to something else. Fluency: Reading for Automaticity Introduce Let children know that repeated readings can help them build accuracy and an appropriate rate. Show Locate the Contents page. Choose a chapter to turn to. Read a section several times to demonstrate how to practice reading for greater automaticity. Try It! Have children work with partners. Have them each choose a chapter from the Contents page. Then have each partner take a turn at reading a section a few times, working on correcting their mistakes and reading with greater accuracy and fluency each time. Then have them listen as their partner does the reading aloud.
Each card across Grades K–5 ends with options for Di erentiated
Instruction to meet student needs. Some options include di erentiation for Fluency, Vocabulary, Word Study, Text Features, and Speaking and Listening . The
menu of options is customized for each text.
KNOWLEDGE LIBRARY BOOK • TEACHER CARD
Knowledge Libary Teacher Cards are two-sided for Grades K–2 and four pages for Grades 3–5 but follow the same basic instructional format.
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A Closer Look Inside |Short Reads Decodables Teacher Card
GRADE 2 • SHORT READS DECODABLES • TEACHER CARD
LIVING THINGS: LIFE SCIENCE Features of Creatures Card 3 Animal Characteristics Essential Question How do animals survive in nature?
on the Let’s see how some animals use their bodies to move from place to place.
Animals on the Move Genre: Informational Text
Phonics and word study instruction and practice are built on a research-based scope and sequence, aggregating skills sequentially to provide abundant opportunities for students to practice and apply skills. Each Teacher Card includes a list of skills covered by the decodable text as well as featured Content Words (informational text) or Story Words ( ction) and High-Frequency Words .
Wiggle and Slither Snakes have no arms, legs, or wings to help them move. They just have their super strong bodies! Snakes are so strong that they are able to pick up their bodies and push or pull forward on their bellies. This wiggling moves them forward and lets them slither across the ground. Hop, Jump, Dive, and Swim Frogs are travel masters on land and in water. On land, a frog uses its strong back legs to propel itself forward. It can hop or jump. When a frog is scared or startled, it may quickly dive into a pond, lake, or river. With its webbed feet, a frog can swim well.
Discover the amazing ways animals move—from wiggling snakes and diving frogs, to flipping spiders and hopping kangaroos. Learn how animals use their unique features to move and stay safe.
Flip and Tumble The flic-flac spider
lives in sandy places, where crawling over dunes can be
impossible. But this spider can flip and tumble. It flips its long legs over its body to propel itself up and down the tall sand dunes. Its acrobatic legs help it tumble across the sand, moving twice as fast as most spiders!
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Targeted Sound-Spellings Consonant + le : able, impossible, little, startled, tumble, wiggle • Consonant + al : animals, bipedal • Consonant + el : travel Content Words forward move penguins water High-Frequency Word Review: from Write this sentence and focus on the high-frequency word from : Let’s see how animals move from place to place. • Say from . Ask children to repeat it and say the four sounds in the word: /f/ /r/ /u/ /m/. • Note the beginning and ending sound-spellings: /f/ f /r/ r and /m/ m . • Identify the tricky spelling of the vowel sound. The letter o spells the /u/sound instead of the letter u . • Have children write the word. • Consonant + • • • •
Review Sound-Spellings Consonant + le, al, el Syllables
Tell children that in this story they will see words ending with consonant + le , consonant + al , and consonant + el spellings. Note that a consonant usually comes before the endings le, al, and el in words. Point out that words that end with the consonant + /әl/ sound have more than one syllable. Write these words for children: little animals travel • Have a volunteer underline the letters that spell the /әl/ sound in little . • Next, have a volunteer underline the letters that spell the /әl/ sound in animals . • Finally, ask a volunteer to underline the letters that spell the /әl/ sound in travel . Practice Reading Decodable Words Write these words for children. Guide them to break each word into syllables and then read the word. Remind children that the /әl/ sound following a consonant can be spelled le, al, or el . able animals bipedal impossible little startled travel tumble wiggle MLs Help children understand the words they are reading. Pronounce and define each word and show how to use it in a sentence. Preview the Text Engage Together, look at the photos of the animals in action on the front of the card. Read aloud the title and have children point to the word move . Preview the heads that tell about the amazing ways that animals move. • Introduce the content phrase “move forward” by writing the phrase and reading it together. Point out that when animals move forward they move ahead. • Call attention to the photo of the frog and note that frogs can swim in water. Write the word water and have children read the word. Then find the photo of the penguin. Write the word penguins and have children read the word. First Reading • For children who may be ready to read independently, read the first paragraph to model the reading. Then, have children whisper-read the text on their own. • For children needing more support, have them echo-read the card with you as they follow along with the text. Second Reading • After reading the title, have children whisper-read independently or invite them to take turns reading to a partner. Encourage children to read with expression. Give help as needed. Some children will benefit from retelling the text at key points. • For children needing more support, have them continue to echo-read the card with you as they follow along with the text.
Across Grades K–5, all cards include
instruction for a First Reading and Second Reading . Each read is accompanied by discussion prompts for continuing to build comprehension and knowledge, as well as Multilingual Learner supports.
SHORT READS DECODABLES • TEACHER CARD
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After Reading: Build Comprehension and Knowledge Use the following questions to monitor text comprehension and reinforce knowledge and vocabulary. • Big Ideas Why is it important for frogs to have strong legs and webbed feet? • Vocabulary What definition of bipedal does the author give? Besides using their two legs, what do humans use when they swim? When they climb playground bars? When they do cartwheels? • Big Ideas In what ways are snakes different from the other animals in this text? • Deep Thinking Now think about sea animals. How do whales use their bodies to move? How do fish use their bodies to move? Deep Thinking MLs Some children benefit from responding in their home language first. Help those children transfer their ideas into English. Provide a sentence for children who need additional support, such as: Humans use their legs and arms to .
The After Reading section for Grades K–2 includes two writing opportunities: Spelling: Writing from Dictation and Write About Reading . Readers also Wrap Up Reading by re ecting on knowledge and the Essential Question .
Spelling: Writing From Dictation Dictate this sentence for children to write. Point out there will be words with consonant + le, al, and el syllables. You may want to model the writing. Children may illustrate the sentence. This little animal tumbles when it travels. MLs Introduce the sentence with context, such as: Write this sentence about how a little spider will tumble to move and travel along.
Multisyllabic Words: Blending Syllables Introduce Remind children that breaking a word into syllables can help them read longer words. Point out that each syllable in a word has a vowel sound. Explain that children can read each syllable, blend the syllables, and read the word. Show Display the word animal . Then say: I can clap the syllables and see that there are three syllables. We know that every syllable has a vowel sound. So, we can find three vowel sounds— /a/ /i/ and /ә/. I can break the word into syllables, blend the syllables, and read the word an-i-mal, animal. Try It! Say each word and ask children to clap and count the syllables. Then write the words. For each word, have children underline the vowels, blend the syllables, and say the word: Write About Reading Ask children to make a chart. On the left side, write the name of an animal. On the right side, write the action word that tells how it moves. (Informative/Explanatory) Wrap Up the Reading • Essential Question: Refer to the Essential Question and elicit information that might help to answer it. • Knowledge Notes: Help children record what they learned and later share their notes with partners and/or families.
Focus on Differentiated Instruction You may use your observations, formative assessment, or data from available assessments to match children to instruction. Vocabulary: Synonyms
Introduce Explain that a synonym is a word that has almost the same meaning as another word. Point out that authors use synonyms to make their writing more interesting and informative. Show Write these sentences for children and underline the word move . Point out that move is used in both sentences. The snake can move forward. The snake can move across the ground. Then say: Instead of using move again, I think a good synonym for the word move in this sentence would be slither . slither Write the sentence with the synonym. The snake can slither across the ground. Try It! Together, brainstorm other synonyms for the word slither in this sentence. Your list may include slide, crawl, creep, glide, and wriggle . Have children take turns reading the second sentence with the synonym for slither . Fluency: Partner Reading Introduce Tell children that they will read with partners today. One child will read aloud, and then the other child will read. Show Demonstrate with a child partner. Read the first sentence under the section “Wiggle and Slither.” Then, have your child partner read the next sentence. Repeat until you finish the paragraph. Help your partner as needed. Try It! Have children work with a partner and choose another section to read. Have them take turns reading a sentence at a time. Let partners know they should help each other when they can.
Focus on Di erentiated
Instruction features optional instruction in topics such as phonics, vocabulary, uency, and speaking and listening. In addition, in Grades 3–5, there
a-ble bi-pe-dal im-poss-i-ble lit-tle star-tled trav-el tum-ble wig-gle
are review options that cover related prerequisite skills.
Speaking and Listening: How Do They Move? Introduce Remind children that when answering questions about a text, they should restate part of the question in their answers. Show Demonstrate how to ask a question and then restate your question in the answer. • Question: How does a snake move? • Answer: A snake moves by wiggling and slithering. Try It! Have children take turns asking and answering questions about the text. Listen in and give help as needed. Children may use these questions to help them get started. • In which two ways can frogs move? • How do penguins move when they are on land?
SHORT READS DECODABLES • TEACHER CARD
In all Grades K–5 the Teacher Cards for decodables are two-sided. Grades K–2 include four Short Reads Decodables with corresponding Teacher Cards while Grades 3–5 include two Advanced Decodables with corresponding Teacher Cards.
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Boost Knowledge for All Readers No matter where students are on their reading journey, the Scholastic Knowledge Library o ers them all access to content-rich, relevant, and representative texts. The captivating trade books and compelling decodables in each text set build topic knowledge, support phonics and word study, and prepare students for the complex texts they will encounter as they read across disciplines.
GRADES K 2
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Texts sets for the youngest readers feature award-winning fiction and informational titles. Readers practice key literacy skills and build independence with four topically aligned decodable texts in each text set.
. TOPIC (Grade K) Getting to Know You: Learning from Each Other
T h
Writing is next. This is what I type on my Brailler: One day I’ll run, and the wind will push me, and the sun will shine on me, and I’ll feel like a bird that opens her wings and flies. Only I’ll fly with my feet. :
Today it’s Chyng’s turn to type her name on my machine. “The dots feel like goose bumps,” she tells me, and I laugh. “That’s how I read,” I say. “I see with my fingers.” Reading used to be hard before my hands learned the way. So was climbing a tree—and swimming. Because in the beginning, all I did was fall. And sink. And not want to do it like I don’t want to do that cane. “You’ll learn the cane, too,” Ms. Turner told me. But she never said it would be a cinch. I know she’s here now. My nose knows her Juicy Fruit and the smell of fresh outside.
From the book My Three Best Friends and Me, Zulay
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GRADES 3 5
Each text set for older readers is a combination of fiction and nonfiction texts. Teachers choose how readers will access each with options for individual and partner reading as well as teacher-supported reading. Readers also practice elements of advanced phonics, word study, and morphology with two topically aligned advanced decodables in each text set.
TOPIC (Grade 4) Revolution!: The Birth of American Democracy
James agreed. He carried information to Lafayette from the British and gave the British misleading information about American plans. Working as a double agent was incredibly risky. If the British discovered James was a spy, they would do what they did to all spies: hang him immediately. And if American soldiers who didn’t know who he was caught him carrying papers to the British, they too might execute James as a spy.
From the book A Spy Called James
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[I]f the texts [students] read are topically connected or on a topic students are studying in class, their vocabulary will grow...As their knowledge and vocabularies grow, students will be able to read increasingly complex texts. 1 —David and Meredith Liben
1. Liben, D., & Liben, M. (2024). Know better, do better: Comprehension—Fueling the reading brain with knowledge, vocabulary, and rich language. Scholastic.
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SCHOLASTIC.COM/KNOWLEDGELIBRARY
Built on the knowledge of top literacy experts . . .
AUTHOR
AUTHOR
ADVISOR
Margarita Calderón, Ph.D., is a professor emerita and senior research scientist at Johns Hopkins University of Educators. Her work in vocabulary, knowledge, and comprehension is the basis for the multilingual instruction in the Scholastic Knowledge Library.
Tanji Reed Marshall, Ph.D., is a nationally recognized expert on education and leadership. She partners with education leaders and organization to ensure every child thrives and receives the excellent education they deserve.
Julia B. Lindsey, Ph.D., is an expert in early literacy development, curriculum, and instruction. She works with teachers, districts, curriculum developers, and other organizations to help translate reading research into practice.
. . . with supporting books from top authors.
THE SCIENCE OF READING IN PRACTICE
MELISSA LOFTUS & LORI SAPPINGTON Hosts of the Melissa & Lori Love Literacy podcast Foreword by Kareem Weaver
“ Reading Above the Fray speaks to something near and dear to my heart—the power of early literacy to lead to lifelong learning and immeasurable opportunities. With clarity and precision, Dr. Lindsey cuts through the distracting noise around reading instructioxn. Her book should be required reading in preservice and inservice programs. With it, we can chart a course forward to literacy for all. ” —SHARIF EL-MEKKI, Chief Executive Officer, Center for Black Educator Development “ One of the best books I’ve read on decoding and phonics. With passion for teaching, Dr. Lindsey interprets reading science in ways that are directly transferable to the classroom. Her book is chock full of techniques, activities, and strategies—a veritable ‘go-to’ resource. This is exactly the kind of translational work the field needs! ” —HEIDI ANNE MESMER, Professor of Literacy Education, Virginia Tech “ In Reading Above the Fray , Julia masterfully connects the deep research base on how kids learn to read to what teachers can do tomorrow in their classrooms. What I love even more about the book is her focus on the joy of helping students develop the tools they need to achieve reading success. ” —SUSANNE NOBLES, Chief Academic Officer, ReadWorks Julia Lindsey’s evidence-backed routines help young readers decode words efficiently so they can spend more energy on comprehending—and enjoying— what they read! You’ll find: • need-to-know essentials of how kids learn to read. • principles of high-quality foundational skills instruction. • teacher-approved instructional “swaps” to improve practice tomorrow. Lindsey addresses content learning, culturally responsive instruction, and the importance of engaging readers.
Real-World Answers to Questions About 50 LITERACY THE Reading That Keep You Up at Night
JULIA LINDSEY, Ph.D., a former first-grade teacher and self- proclaimed “phonics geek,” has worked with teachers, district personnel, curriculum developers, and others to translate reading research into practice. She currently works as the Early Literacy Manager for Reading Reimagined, an inclusive research and development program.
Each purchase for Grades K–5, K–2, or 3–5 includes a Professional Bookshelf* bundle of five titles that align to the Science of Reading and enhance instructional expertise.
$00.99 U.S.
*Professional book titles vary by grade band.
12
Built-in professional learning for your educators! Knowledge Library includes professional learning to help your educators feel confident as they prepare to use their new resources.
Knowledge Library: Overview and Implementation INCLUDED
Take Your Learning Further Get the most out of your Knowledge Library implementation through a partnership with Scholastic’s professional learning team. Recommended sessions for classroom teachers or school and district personnel include: • Full program purchases (K–5) include two 60-minute sessions • Full grade-span purchases (K–2 or 3–5) include one 60-minute session tailored to your grade range • Full individual grade-level purchases (K, 1, 2, 3, 4, or 5) include unlimited access to a recorded overview and implementation videos through the Scholastic Education Platform VIRTUAL | PARTICIPANTS: TEACHERS This 60-minute session o ers participants an essential overview of Knowledge Library materials. From text sets to case studies, participants will learn how to use knowledge-building resources in their classroom. With two versions of the session, one for Grades K–2 and another for Grades 3–5, participants get tailored insights into how the program works for their grade level.
Knowledge Library: Planning and Deliberate Practice 3 HOURS | IN PERSON OR VIRTUAL | PARTICIPANTS: TEACHERS
Equip teachers with strategies and data-driven techniques to set measurable goals and adapt instruction using the Knowledge Library. Through dynamic group discussions and collaborative planning, participants will leave with an actionable plan tailored to their unique needs.
Knowledge Library: Supporting Instructional Leaders 3 HOURS | IN PERSON OR VIRTUAL | PARTICIPANTS: PRINCIPALS, INSTRUCTIONAL COACHES, DISTRICT STAFF Tailored for administrators, instructional coaches, TOSAs, and district sta , this session deepens leaders’ understanding of the research foundation behind the Knowledge Library. Participants will walk away with practical and actionable strategies to support their teams and drive academic success with the Knowledge Library.
Contact your Scholastic Education Partner for more information.
Knowledge seems to have a greater impact on text comprehension than do general reading comprehension or decoding skills, and knowledge may help to compensate for lower levels of comprehension and decoding skills.
—Cervetti and Wright, Handbook of Reading Research, Volume V (2020)
Ready to orchestrate powerful small-group literacy instruction? Contact your Scholastic Education partner at (800) 387-1437 or visit scholastic.com/knowledgelibrary
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