FOUNDATIONAL SKILLS & EARLY LITERACY GRADES K to 3
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TEACHING PHONICS WILEY BLEVINS
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SHORT READS DECODABLES TM TEACHING PHONICS WILEY BLEVINS
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Whal – Can We Be? Whal – Can We Be? CARD 32 QUESTION-AND-ANSWER BOOK PAGES CARD 32 QUESTION-AND-ANSWER BOOK PAGES
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CARD 32 QUESTION-AND-ANSWER BOOK PAGES
TEACHING PHONICS WILEY BLEVINS
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CARD 32 QUESTION-AND-ANSWER BOOK PAGES
TM SHORT READS DECODABLES TM
TEACHING PHONICS WILEY BLEVINS
READ TO KNOW T E X T S E T S
TM
READ TO KNOW T E X T S E T S Whal – Can We Be? Whal – Can We Be? CARD 32 QUESTION-AND-ANSWER BOOK PAGES
SHORT READS DECODABLES TM
TM TEACHING PHONICS WILEY BLEVINS
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SHORT READS DECODABLES TM
READ TO KNOW T E X T S E T S
TM
Whal – Can We Be?
SHORT READS DECODABLES TM
READ TO KNOW T E X T S E T S
TM
READ TO KNOW T E X T S E T S
TM
What jobs can we do? Bo looks at bugs. It’s fun to look at bugs! What can he be?
What jobs can we do? Bo looks at bugs. It’s fun to look at bugs! What can he be?
What jobs can we do? Bo looks at bugs. It’s fun to look at bugs! What can he be?
Print materials: ⊲ 9 teacher’s guides ⊲ 90 student cards (6 copies each) Online teacher resources: ⊲ Short Reads Decodables student cards ⊲ Teacher’s guide ⊲ Formative assessment rubrics ⊲ Digital Reading Experience Bookshelf with printable and ebook student card
What jobs can we do? Bo looks at bugs. It’s fun to look at bugs! What can he be?
What jobs can we do? Bo looks at bugs. It’s fun to look at bugs! What can he be?
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I N S
L E V
S
E Y B
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W I L
CARD 32 QUESTION-AND-A
G PHONIC
TEACHIN
D S
T REA
S HO R
LES TM
NSWER BOOK PAG What Can We Be? ES
DECODAB
BOOK PAGE S Whal – Can We Be?
TM
CARD 32 QUESTION-A
KNOW
READ TO
ND-ANSWER
T S
T S E
ts.
T E X
Meg likes pe She helps do What can sh
Ben has pots and pans. He can mix it up. Yum! Yum! Yum! What can he be?
gs and cats.
e be?
Informational Text: Question-and-Answ A question-and-ans that poses question
Ben has pots and pans. He can mix it up. Yum! Yum! Yum! What can he be? Look at me. I can do this ! What can I b e?
Before Reading Connect Sound-S
er Book Pages
n we do?
What jobs ca
wer book is a text s for readers and
bugs.
Bo looks at
pelling: Single-Sy
ok at bugs!
llable Words With
Long Vowels Recall with childre
Ben has pots and pans. He can mix it up. Yum! Yum! Yum! What can he be?
It’s fun to lo What can he
answers those ques
tions.
Open
be?
n the sounds mad
e by the short vow
sometimes vowel
Ben has pots and pans. He can mix it up. Yum! Yum! Yum! What can he be?
els a, e, i, o, and u e can say /ē/; i can say /ī/;
Summary: These pages are fro m a question-and-answ er book that focuses on a few ch ildren. It tells about their interests
s say their names
. Point out that
. So a can say /ā/;
say /ō/; and u can say /ū/. Whe
n a vowel says its
o can
name, we call it a
Write and read the the activity for the
long vowel.
word we for children and h
Ben has pots and pans. He can mix it up. Yum! Yum! Yum! What can he be?
ave a volunteer ci
rcle the letter e . Repeat
long vowel sound
and what they do lead to a future
s i and o spelled with singl
and go. Have a volunteer
that might someday
e letters. Use the
circle the letter th
words hi
at makes the long
Careers for Kids
career.
Write these sente pronounced, as lo
vowel sound in e ach word.
nces for children. ng a or as a schwa
Point out the two
ways that the wo rd
a can be
(/ә/) sound. Note
that both pronun ciations are fine.
Phonics Focus • Single-Syllable W
I see a big frog. (
long a /ā/)
Careers for Kids
I see a big frog
SR Decodables_SC_32_NF_QA_What Can We Be.indd 1
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. (schwa /ә/)
Model Blending S
ords With Open
and pans.
ounds to Make W
Long Vowels
Ben has pots
ords
Model for children
t up.
how to use the /ē
He can mix i
/ sound to read ne
Careers for Kids
children. Remind the letters as you
w words. Write th
m!
children that the l
e letters m , e for
Decodable Words w
Yum! Yum! Yu What can he
etter e makes the /ē/ so
SR Decodables_SC_32_NF_QA_What Can We Be.indd 1 n we do?
12/16/22 9:49 AM
ith
What jobs ca
und. Run your fing
be?
slowly blend toge
Targeted Sound-Sp
er under
be?
ther the sounds to
with the words he
elling
read the word me
What can we
Careers for Kids
and go.
, /m/ /ē/. Repeat
200752 00752-6
Item #CRD3 978-1-339-
• be, he, me, she, we • Bo, go, I
Pack ISBN:
erstock.com .
Practice Reading
“
Inc. All pho tos © Shutt
y Scholastic
Published b
2023 by Sc holastic Inc.
Decodable Words
SR Decodables_SC_32_NF_QA_What Can We Be.indd 1 9 AM
12/16/22 9:49 AM
9 AM
t copyright ©
12/16/22 9:4
eserved. Tex
. All rights r
Kids
cholastic Inc
Careers for
TM ® & © S
12/16/22 9:4
For practice, write
CARD 32
the following wor ds for children to
Careers for Kids
We Be.indd 1
QA_What Can
read:
s_SC_32_NF_
We Be.indd 2
SR Decodable
be
New High-Frequenc
QA_What Can
so
SR Decodables_SC_32_NF_QA_What Can We Be.indd 1
12/16/22 9:49 AM
s_SC_32_NF_
he
SR Decodable
go
iscussion
y Word
me
hildren to
we
no
Extend the D
a
questions. Encourage c
I
• she
• Ask children to sa
Bo
I’m
Jo
y the four words w
iscuss these ir thinking w
ith the long- e sound.
m the text.
Share and d support the
• Have children • Point to the wo
ing
ith ideas fro
tell which words a
ids?
SR Decodables_SC_32_NF_QA_What Can We Be.indd 1
12/16/22 9:49 AM
re names.
Second Read
bout these k
Phonemic Awarene Sound-Spelling Rev • /a/ spelled a • /e/ spelled e • /i/ spelled i • /o/ spelled o • /u/ spelled u Ask children to liste short vowel sound i words. Read each w • can Max back ta
thor wrote a en dressed
rd I’m and ask children
ss and
oup picture?
the title.
think the au re the childr b that you th
to read this cont raction that mean
for in the gr
• Why do you • What jobs a • What is a jo
teer to read en whisper-
Introduce the Hig
ir own.
iews
• Ask a volun • Have childr • Invite childr
someday?
s I am.
read on the rns reading help as nee
h-Frequency Word
ld like to do
to a partne r. Listen to
: she
ink you wou
Write the followin
g sentence with th
en to take tu
ded.
e high-frequency She can pet the c
word she.
d, and give
Tell why. Write From D
children rea
at.
ictation
Read aloud the se • Ask children to fin
illustrate th e
ntence.
After Reading Build Comp
hildren may
sentence. C
ting.
d and circle the h
n write this
odel the wri
rehension
igh-frequency wo
Have childre sentence as
ollowing
well. You m ay want to m
• Write the word
rd she.
xt. Use the f d vocabular
she . Explain that the
about the te owledge an
t.
letters sh make the /sh/ so
n for and say the n each of these ord to the children.
y.
word. Ask childre
n read, talk
I can be a ve
n what sound the
und that begins t
After childre
Bo looks at ?
letter e makes. Elicit that
he
long- e vowel sound in
reinforce kn
the letter e makes the
she . Have children re
questions to
d tells what
. Which wor
ad and spell the w
• Help children w
eading
first picture Phrases in
ord she .
rite the word she .
• Look at the Words and
Write About R
Context
g options:
grows up?
p tan
the followin
be when he
First Reading • Read the title a
e or both of
nces
• pet bed web ten • big dig fit his
think Bo mi ght want to
n choose on
ws all the abel the
be? Make Infere
deck
Draw a pict ure that sho
Have childre
• What do you What do you • Why might b Connect Ide • In the fourth know what t
ight want to inarian be a
r Meg?
think Ben m
of the jobs.
is in
o that job. L
good job fo
nd have children
• Choose one
n order to d
• dog lot not mom • fun mud run su
repeat it.
one needs i rew. (Informativ
ry)
eing a veter
•
Read aloud the te whisper-read on t
lock
things some things you d
e/Explanato
xt, modeling how
ike.
t let you
as
it should be read , echo-read it, or h
t a job you l
you see tha ? Photos and
n nut
heir own.
lf working a
picture, wh at clues do
ave children
Text
re of yourse
• Invite children to
• Draw a pictu
Then read each row children to say the l the short vowel sou
t want to be
take turns readin
again. Invite
g to a partner. Lis
he boy migh
and give help as n
(Opinion)
ten to children re
eeded.
ad
etter that makes nd in each word.
MLs Note: See page 7 for ways to leverage children’s h ome language.
13
uide
Teacher’s G
12
Short Reads Dec
odables
6 PM
12/21/22 1:5
SR Decodables_TG4
_012-013_L32_NF_Q
A_WhatCanWeBe.in
dd 12
eBe.indd 13
A_WhatCanW
13_L32_NF_Q
s_TG4_012-0
12/21/22 1:56 PM
SR Decodable
Print materials: ⊲ Teacher’s guide (organized by text set) ⊲ 60 decodable readers (6 copies each) Online teacher resources: ⊲ Printable and ebook decodable readers ⊲ Teacher’s guide
Read Book 1
Text Set 7: Bones, Bones, B
ones!
SCHOLASTIC & FPO
2
TEXT SET 7
Decodables
Read Book
Informational: Rete
lling
Shared Content-Ar ea Vocabulary bones skeleton sp ine Shared High-Frequ ency Words down have now o f what
Informational: Expand Knowledge Realistic Fiction
ones?
BONES! BONES
! BONES!
Bones? No B
ones and
Phonics Focus and
Other Targets
Challenge Words
7
mals have b
Blake bones Dave Kate makes race shape spine take these Vowel-Consonant- e
Bones! Bones! Bo
TEXT SET
SCHOLAS TIC & FPO
Dodge race Soft c and g
body whose
abulary
t which ani
ent-Area Voc
Shared Cont bones skele Shared High down have
Decodables
ton spine
nes!
l: Retelling
o figure ou
Informationa Informationa l: Expand Know Realistic Fict
ords
-Frequency W
of now wha t
Your skeleton is you have? How d about bones!
s they try t Will you be
able to tell ?
ledge
made up of all th o your bones hel
ge’s class a als do not.
ion
e bones in your b p you? You won’t
o and
Join Miss Pa which anim
ody. How many b
om the vide
O BONES?
ormation fr
BONES? N
ones do
Watch & Learn Vid eo “Bones, Bones, Bo
ines.
reviews inf
ords
nes!”
Challenge W
nes and sp
believe all there
—This text
argets
s and Other T
by Jane Craft
Phonics Focu
do and do not have bo
most or rules says
Knowledge
is to learn Ace bones
grace huge Midge Midge’s Soft c and g
nant- e
Vowel-Conso
nal: Expand
Page place quite race shapes slide snake snakes takes use
nimals that
Genre: Informatio
eas about a
game glide grace huge like made make name
Genre: Informational: R
pands on id
etelling —This text retell
playfully ex
s key ideas from
the video “Bone s, Bones, Bones! ”
Phonics Focus a Other Targets • Long Vowels: Fin bones, Dave, Kate shape, spine, take
rn Video es, Bones!”
Watch & Lea “Bones, Bon
dge
nd
e Video
und knowle
Review the Vid
ild backgro
Review th
the
eo
video to bu u may wish
to guide vi ewing using
review) the
cus and
en view (or
Have children vie and vocabulary b
al e : Blake, , makes, race,
Have childr and vocabu following st • Set Purpo
Phonics Fo Other Targ
w (or review) the efore reading. Yo
reading. Yo
video to build ba u may wish to gu
lary before
ets
nish
rtebrates—
ckground knowle ide viewing using
sh and Spa
imals are ve
dge
le in Engli
to which an
ls: Final e : Ace, bones,
Availab
eps.
following steps. • Set Purpose:
se attention
, these • Soft c and g : Dodge, race Content-Area Vo
the
Available in English and Sp
• Long Vowe game, glide, make, name race, shapes
and pay clo
, like, made,
d spines.
se: Let’s watch
anish
Grace, huge
or don’t ha ve bones an
discussion .
Let’s watch and p
, quite,
ay close attention
h ones have
en to repor t
hinking and
, Page, place
• View: Pause from time
to how our bones
that is, whic
e to guide t
help us.
, snakes,
to time to guide
invite childr
time to tim
, slide, snake
cabulary
es.
thinking and dis cussion.
e task and
• View: Pause from
• After Viewing: • Review Conten listed at left. Let Bones! Bones! Bon
e vertebrat
Set Purpos
Restate the Set Purpose task and
bones, skeleton, s
d snakes ar
wing: Restate the
, use
pine New High-Frequ
saw. (Hum ans, fish, an invertebra tes.) ry: Review the d crabs are
invite responses .
spine, takes • Soft c and
• After Vie
, Midge,
t-Area Vocabula children know th
g : Grace, huge
y heard and
ry: Review the conte
e video
on what the Worms, oct
rds from th
nt words from th
content wo
e book Bones?
e video
opuses, an
ey will find these
Midge’s, Pag e
ency Words
three words in t he book
words in th
es!.
a Vocabula
down, have, now,
these three
ontent-Are t. Let childr
of, what
ey will find
ary
• Review C
en know th
ea Vocabul
Content-Ar
listed at lef No Bones?
Challenge Word s body, whose Language Supp ort Read aloud the t
First Reading • Read aloud the t
ton, spine
bones, skele
Words
itle and have chil ext; have childre
Frequency
dren repeat it. n echo-read it or
New High-
• Read aloud the t
ing
at
it.
First Read
, now, of, wh
eir own.
ren repeat
• Invite children to
down, have
whisper-read on isten to children
r-read on th
the title an d have child
take turns readi ng to a partner. L
their own.
ext on page 3: “A p the bones in that “makes up” that the pieces
echo-read it or whispe
children re ad and give
help as needed. • Have children sh
• Read aloud • Read aloud • Invite childr help as nee • Have childr
skeleton makes u
the text; h ave children
read and give
Words
er. Listen to
g to a partn
Challenge most, or, sa
a body.” Explain
urns readin
are their reaction
en to take t
s to the text.
ys Language
is a way of saying of something com
t.
ded.
s to the tex
Support
eir reaction
bine together
Second Reading • Ask a volunteer t
en share th
to form one thin examples, such a up of all the child Point out that th
t parts of
g. Give other
learn abou animal bod
ut
As children human and
ies, point o
s: Our class is made
o read the title.
. Explain
• Have children wh
on page 10
ren in this room.
ading
the word fins that fish us
isper-read on the
Second Re • Ask a volun • Have childr • Invite childr
to breathe their fins to o if possible . h water.
ir own.
• Invite children to help as needed.
e their gills r. They use
the title.
e sentence
take turns readi ng to a partner. L
teer to read en whisper en to take t
children re ad and give
“The spine runs d the body” (page exactly what it sa
eir own.
isten to children
own the back of 9) does not mean ys. Explain that
-read on th
underwate
read and give
er. Listen to
g to a partn
ove throug
urns readin
help them m Show imag
es or a vide
After Reading Build Comprehe
ded.
this is a way of sa stretches or goes the bottom of th
help as nee
ying that the spin e from the top to
nsion Use the followin
and
g questions to m
prehension
reinforce knowle
e back.
ing
onitor comprehe
onitor com
dge and vocabul
nsion and
stions to m
ary.
After Read
Use the fo llowing que
• What is a skeleton • Where is your spin • What is one fact f
? Why is it import
rehension owledge an
ant? Key Ideas and D
ry.
Build Comp reinforce kn • The children
d vocabula
es?”
etails
e? Why is it importan
nes? No Bon g this game?
/Retell
t? Key Ideas and D
play a gam e called “Bo the directio ns for playin
Key Details has bones?
etails
rom this book you
⊲ Formative assessment rubrics ⊲ Knowledge-building videos in English and Spanish ⊲ Warm-up activities ⊲ Scavenger hunt activities
in the book you explain
might like to shar
family member? W Respond and Wr
e with a friend or
hy? Connect Ideas
that a snake
yer answer
How would
Bones?” pla
ite Invite children to
“Bones? No
ections
• Why might a Key Ideas a • Which anim
write and draw about facts they
learned. Informative/Exp
game? Make Conn
imal that ha s
lanatory
nd Details
have
t out in this ren to write
Then ask them to
bout an an
u want to ac
complete the ad
and draw a
als would yo
ditional activity.
d Write Invite child
Respond an
ory
e/Explanat
ity.
bones. Informativ
itional activ
lete the add
em to comp
65
Then ask th
Text Set 7
64
Read to Know
Text Sets Teach ing Guide
PM
2/15/23 2:50
R2K_TG_TextSet07_
Bones_061-066.indd
64
65
_061-066.indd
tSet07_Bones
2/15/23 2:50 PM
R2K_TG_Tex
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