Read to Know | Sampler

SAMPLER

Build Background Knowledge. Move Phonics Skills Forward.

According to the Science of Reading, strong readers need strong background knowledge . Read to Know Text Sets provide high-interest decodable text sets on a common content-area theme. By combining phonics practice with knowledge and vocabulary, you can prepare students to make a smooth transition from decodables to natural language text . Read to Know Does What Other Decodables Don’t

HIGH-QUALITY TEXTS Text sets are 75%+ decodable and include knowledge-building videos to pique student interest.

MEANINGFUL PHONICS PRACTICE Students practice specific sound-spellings aligned to an evidence-based scope and sequence.

DIVERSE STORIES

MULTIPLE GENRES

Diverse characters and topics reflect a wide range of cultures and communities.

75% nonfiction titles and a wide range of genres prepare students for more complex texts.

C READ TO KNOW TEXT SETS

A Clear Progression of Knowledge and Skills Read to Know Text Sets are easy to incorporate into your curriculum. The program follows a clear, evidence-based scope and sequence grounded in the Science of Reading. Knowledge and vocabulary are built cumulatively and integrated seamlessly into phonics instruction.

Alphabet Knowledge

Consonant Digraphs

Complex Vowels

Letter Names, Shapes, and Sounds

Digraph sh Digraph th Inflectional Ending -ed * Digraph ch Digraph wh Final Digraphs ch, tch Final Digraph sh Final Digraph th Inflectional Ending -es * Final Digraphs ng, nk Inflectional Ending -ing* Contractions with ’ll (will) (he’ll, she’ll, we’ll) *

r- Controlled Vowels ar, or, ore r- Controlled Vowels er, ir, ur Suffixes -er, -ly * r- Controlled Vowel Syllables* Inflectional Endings with Spelling Changes: Double Final Consonant* Variant Vowels Short oo ( oo, u ) and Long oo ( u_e, oo, ue, ew )

Consonants and Short Vowels

m s t Short a

b l f Short o j Final x k , Final -ck Short i g v w Short u y qu (kw) z

Variant Vowel /ô/ ( al, au, aw ) Contractions with would ( -’d ) and have ( -’ve )*

p c Inflectional Ending -s * n d r Short i h Possessives with ’s *

Diphthongs oi, oy Diphthongs ou, ow r- Controlled Vowels /âr/ ( air, ear, are )

Long Vowels

More Word Study and Special Spellings

Long Vowels with Final e Soft c and Soft g Final e Syllables* Compound Words* Two-Syllable Words (Closed Syllables)* Long a ( ai, ay ) Long e ( ee, ea, ie ) Long i ( ie, igh ) Long o ( oa, ow ) Long u ( ew, ue ) Vowel Team Syllables* Long e ( y, ey ) Long i ( y ) Inflectional Endings with Spelling Changes: -y to i , Drop Final e * Open and Closed Syllables (V/CV, VC/V) Contractions with n’t ( not )*

Silent Letters kn, wr, mb Long Vowel Spelling Patterns -ild, -ind, -ol, -ost Prefixes pre-, re-, de- r- Controlled Vowels /ûr/ ( or ) Prefixes un-, non- Consonant + le Syllables Schwa Prefixes mis-, dis- Three-Syllable Words Suffixes -ful, -less Long a ( ea ), Long oo ( ui, ou ) Short e ( ea ) Suffix -y Variant Vowel /ô/ augh, ough /f/ ph Long a ( eigh )

Consonant Blends

s- Blends l- Blends r- Blends

Review: Consonants and Short Vowels & Consonant Blends Consonants and Short Vowels Possessives*

Contractions with ’s * Single-Syllable Words with Open Long Vowels Consonant Blends Double Final Consonants Final Consonant Blends Inflectional Ending -ed *

Multisyllabic Words Suffixes -ness, -able Suffix -ment Suffixes -tion, -sion Suffix -ture

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*Word study

High-Quality Instructional Materials Every text set provides teachers with a powerful and practical phonics lesson. Read to Know Text Sets include:

• 18 text sets • 3 decodable books per set (54 total) • Downloadable versions of each book

• Teacher’s Guide (print and digital)

• Downloadable resources • Oral reading rubric to structure formative

assessment and record results • Respond and write resources • Spelling lists for encoding practice

• 18 connected Watch & Learn videos

• 36 review texts (6 titles; 6 copies each) • Following every three text sets, review books offer a consolidated review of the prior targeted sound spellings and word study.

Lesson Structure

STEP ONE

Watch & Learn Video An engaging video introduces the text set and activates prior knowledge.

STEP TWO

Text Set After the video, students will be guided through three connected texts that target specific sound-spellings aligned to our evidence-based scope and sequence.

Text 1: Informational Text An informational text retells the facts from the video and deepens understanding.

Text 3: Fiction A fictional story uses information from the video to solidify knowledge and introduce students to new genres.

Text 2: Informational Text A second informational text expands on the video and extends students’ knowledge.

2 READ TO KNOW TEXT SETS

Lesson Supports to Build Knowledge and Decoding Skills Targeted small-group lessons focus on a specific sound-letter correspondence. Additionally, differentiation ideas help teachers support striving and multilingual students.

Read Book 2

TEACHING PHONICS WILEY BLEVINS

SHORT READS DECODABLES

TEXT SET 1

READ TO KNOW T E X T S E T S

Big Cats Informational: Retelling

Shared Content-Area Vocabulary cub lion tiger Shared High-Frequency Words a and the

 Big Cats and Cubs Informational:

Expand Knowledge

Big Cats and Cubs There are lots of kinds of big cats in the wild. Let’s read and explore how they live and why you probably don’t want one as a pet. Genre: Informational: Expand Knowledge —This text reviews details from the video and expands on information about different types of big cats as a Read Together book that is intended to be read with an adult and a child in dialogue. The adult reads the text marked with an apple, and the child reads the text marked with a star. Review the Video

The Big Box Realistic Fiction

BIG CATS AND CUBS

Phonics Focus and Other Targets

Challenge Words

Consonants and Short Vowels a, i, o

Inflectional Ending - s

get will

as big cat dad is it

mom nap

cats its

not sip six

by Jody Carr

Watch & Learn Video “Two BIG Cats”

™

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Phonics Focus and Other Targets

Have children view (or review) the video to build background knowledge and vocabulary before reading. You may wish to guide viewing using the following steps. Available in English and Spanish • Set Purpose: Let’s watch and pay close attention to how cubs look and to the things that they do. • View: Pause from time to time to guide thinking and discussion. • After viewing: Restate the Set Purpose task and invite children to report on what they heard and saw. • Review Content-Area Vocabulary: Review the content words from the video listed at left. Let children know they will find these three words in the book Big Cats and Cubs.

• Consonants and Short Vowels a , i , o : as, big, cat, dad, is, it, mom, nap, not, sip, six • Inflectional Ending -s : cats, its Content-Area Vocabulary cub, lion, tiger New High-Frequency Words a, and, the

High-frequency words are explicitly taught to build vocabulary and automaticity.

Content and story words that may be unfamiliar are defined and introduced.

Challenge Words prepare students for natural language texts.

Challenge Words get, will Language Support

First Reading • Read aloud the title and have children repeat it.

Lessons guide teachers and small groups through multiple readings .

• Read aloud the text; have children echo-read it or whisper-read on their own. • Invite children to take turns reading to a partner. Listen to children read and give help as needed. • Have children share their reactions to the text. Second Reading • Ask a volunteer to read the title. • Have children whisper-read on their own. • Invite children to take turns reading to a partner. Listen to children read and give help as needed. After Reading Build Comprehension Use the following questions to monitor comprehension and reinforce knowledge and vocabulary. • Look at the cats in the photos on pages 4–5. How are they the same? How are they different? (You can use the information on the back cover to point out the name of each big cat.) Compare and Contrast • Why is a big cat not a good choice for a pet? Key Ideas and Details • What is one way that adult big cats take care of their cubs? Key Ideas and Details Respond and Write Invite children to draw a picture to show something that big cats do during the day. Help them write or dictate a sentence about their drawings. Informative/Explanatory Then ask them to complete the additional activity.

Reread page 2 and emphasize the question “Why would a lion or a tiger not make a good pet?” Explain that the word make has many meanings. In this case, it means “turn out to be” or “become in the future.” Invite children to brainstorm ideas about which animals would or would not make good pets. Discuss the meaning of watering hole on page 12. Point out that a watering hole could be a pond, lake, or other small body of fresh water. Encourage children to use the image to clarify meaning. On page 13, have children read “The lion and cubs sip.” Again, use the image to clarify meaning. Then invite children to role-play sipping from a cup or a straw.

After Reading prompts encourage deeper comprehension.

Respond and Write prompts encourage students to share their thoughts about the text.

Text Set 1

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Sample | Teacher’s Guide

Text Set 7 At a Glance: Bones, Bones, Bones!

Phonics Practice Target Elements Children will be ready to read the three texts in this set in conjunction with systematic, explicit instruction for these elements. Phonics Focus Word and/or Syllable Type Long Vowels: Final e (a_e, e_e, Final- e Syllables

Soft c and g /s/ c (ace, rice) /j/ g , - dge (cage, bridge)

i_e, o_e, u_e) /ā/ a_e (tape) /ē/ e_e (Pete, here) /ī/ i_e (mile)

/ō/ o_e ( cone ) /ū/ u_e (use)

High-Frequency Words Each text in this set features these new words. down have now of what

Cumulative Review In Text Set 7, the decodable books cumulatively review targeted elements, high-frequency words, word types, and inflectional endings from Text Sets 1–6. See the Scope and Sequence and Aligned Texts , page 150, for a complete list of elements in each set.

Knowledge-Building Each text in this set relates to a video that builds background and vocabulary. Science: Animals and Plants Physical characteristics of humans and animals Decodables SCHOLASTIC & FPO

TEXT SET 7

 Bones! Bones! Bones!

Informational: Retelling

Shared Content-Area Vocabulary bones skeleton spine Shared High-Frequency Words down have now of what

Bones? No Bones? Informational:

Expand Knowledge

Yikes! Realistic Fiction

Bones! Bones! Bones! Informational: Retelling Your skeleton is made up of all the bones in your body. How many bones do you have? How do your bones help you? You won’t believe all there is to learn about bones. Bones? No Bones? Informational: Expand Knowledge Join Miss Page’s class as students try to figure out which animals have bones and which animals do not. Will you be able to tell? Watch & Learn Video “Bones, Bones, Bones!” BONES! BONES! BONES! Blake bones Dave Kate makes race shape spine take these Vowel-Consonant- e Dodge race Soft c and g body whose Phonics Focus and Other Targets Challenge Words

by Jane Craft

Watch & Learn Video “Bones, Bones, Bones!” There’s so much to learn about bones! Available in English and Spanish

SCHOLASTIC & FPO

TEXT SET 7

Decodables

Yikes! Realistic Fiction SNAP! A boy is racing on his bike when he crashes and breaks his leg. Follow the boy as he visits the doctor and gets some help from his friends. Watch & Learn Video “Bones! Bones! Bones!” YIKES! cute faces home huge made names place race ride rode Vowel-Consonant- e faces Gem huge place race Ridge Soft c and g break keep or their safe smile time used wide wrote yikes Bones! Bones! Bones! Informational: Retelling Bones? No Bones? Informational: Expand Knowledge  Yikes! Realistic Fiction Decodable Words With the Targeted Elements Challenge Words

Shared Content-Area Vocabulary bones skeleton spine Shared High-Frequency Words down have now of what

by Jane Craft

illustrated by Alessia Girasole

Text Set 7

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Text Set 7: Bones, Bones, Bones!

Whole- and Small-Group Instruction Options The following steps offer specific instruction you may use if you are guiding children through this text set in whole- or small-group instruction. Get Ready to Read Phonemic Awareness Let children know that as they read each text in this set, they will use what they’ve learned about long vowels spelled with a final silent e. Play “Long and Short” Play a game in which children distinguish long- and short-vowel sounds. Ask them to make their bodies long when they hear a word with a long-vowel sound and short when they hear a word with a short-vowel sound. Use these word pairs, and write or have children write the words after each turn: bit / bite ; hope/hop ; cute/cut ; fin/fine ; snack/snake ; rip/ripe ; not/note ; hat/hate . Have children explain how word spellings differ. Check Readiness of Target Skills You may ask children to read from the Text Set 7 Readiness Check to identify their readiness for the targeted elements in this text set. Remind them that in most words with a vowel-consonant- e pattern, the final e is silent, but it makes the vowel before it have a long sound. Text Set 7 Readiness Check Long Vowels: Final e Basic (minimal contrasts) bit bite • mad made • hop hope • spin spine Simple (VC e , CVC e ) bone name rode wide ape More Challenging (CCVC e ) smile trade white snake chose these Soft c and g Simple race rice cage ice page gem More Challenging (blends and -dge ) space badge stage bridge Use observations from this activity to determine needs for additional support and to inform grouping. Introduce/Review High-Frequency Words Each text in this set uses the following five words that have not been targeted in prior Read to Know Text Sets . Use these steps to teach or review the words. • Display the word. Say it aloud and have children repeat. • Use the word in a sentence. Discuss the word and its meaning or usage with children. • Identify known and unknown parts of the word. (See specifics below.) HFW Word Specifics Use it in a sentence. Identify known and unknown parts. down The painter went down the ladder when the job was done. • Find the 3 sounds in down : /d/ /ou/ /n/. • Identify initial and final sound-spellings children have learned: /d/ d, /n/ n . • Identify other regular spellings: Letters o-w say /ou/ in this word. have I have a pencil. • Find the 3 sounds in have : /h/ /a/ /v/. • Identify spellings children have learned: /h/ h, /a/ a, /v/ v . • Identify an irregular spelling: The final e is silent but does not make the vowel sound long. now Now it is time to feed the hungry kitten. • Find the 2 sounds in now : /n/ /ou/. • Identify the beginning sound-spelling children have learned: /n/ n . • Identify other regular spellings: Letters o-w say /ou/ in this word.

I have a box of crayons.

• Find the 2 sounds in of : /u/ /v/. • Explain that neither of the letters in this word makes its usual sound. Of is a word we need to learn to recognize because we can’t sound it out. • Find the 3 sounds in what : /w/ /u/ /t/. • Identify initial and final sound-spellings children have learned: /w/ w, /t/ t . • Identify an irregular spelling: Letter a says /u/ in this word.

what What do you want for lunch?

Read to Know Text Sets Teaching Guide

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Sample | Teacher’s Guide

Build Knowledge & Vocabulary View the Watch & Learn Video Each of the texts in this set builds on ideas from the video “Bones, Bones, Bones!” Watch the video together to activate background knowledge to prepare children for reading the texts. Before Viewing: Use these guiding questions to engage children in thinking about the topic and sharing ideas. • What are some of the bones in your body? • Why do you think bones are important? • Do all animals have bones? After Viewing: Revisit the Before Viewing questions. Invite children to share what they learned. Build Content-Area Vocabulary The following terms from the video are used in each text in this set. Before reading, you may wish to guide children to understand their meanings and build familiarity with

their spellings. Use the following steps to explore these words. • Display the word. Say it aloud and have children repeat. • Provide a definition. Discuss the word and its meaning with children. • Provide tips for reading and recognizing the word. (See specifics below.) • Refer to images from the video that relate to the word.

Video Image or Reference

Word

Definition

Tips for Reading and Recognizing Terms

• You can use what you’ve learned to read this word. Notice that the e at the end makes the vowel sound long. Notice the -s ending. • Ask children to chorally blend the word with you. • This word is skeleton. Now you say it : skeleton. • Clap out the syllables together: skel•e•ton. • Point to the word and have children echo-read it. • You can use what you know to read this word. Notice that the e at the end makes the vowel sound long. • Ask children to chorally blend the word with you.

bones

the hard parts below a person’s or an animal’s skin

0:30

skeleton the set of bones under a person’s or an animal’s skin that supports and protects the body spine the backbone, which is made up of many smaller bones

0:34

0:57

Knowledge Connection In Text Set 5: It’s a Frog!, children learned about frogs—how they develop, where they live, and how they survive. Relate children’s knowledge to the “Bones, Bones, Bones!” video. Point out that frogs have skeletons and spines. They are vertebrates. Guide a discussion to connect the topics. • Ask children to share what they remember about how frogs move. How might bones help frogs move? (Bones help frogs leap, jump, and move fast to escape predators.) • Ask children to share ideas about how frogs’ bodies change from tadpoles to frogs. Let them know that tadpoles don’t have bones. Bones develop as tadpoles begin to change into froglets. Science

Text Set 7

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Text Set 7: Bones, Bones, Bones!

Read Book 1

TEXT SET 7

Informational: Retelling

Shared Content-Area Vocabulary bones skeleton spine Shared High-Frequency Words down have now of what

Informational: Expand Knowledge Realistic Fiction

Bones! Bones! Bones! Your skeleton is made up of all the bones in your body. How many bones do you have? How do your bones help you? You won’t believe all there is to learn about bones!

ONES! BONES! BONES!

Challenge Words

odge ce oft c and g

body whose

earn Video ones, Bones!”

by Jane Craft

Genre: Informational: Retelling —This text retells key ideas from the video “Bones, Bones, Bones!”

Review the Video Have children view (or review) the video to build background knowledge and vocabulary before reading. You may wish to guide viewing using the following steps. Available in English and Spanish • Set Purpose: Let’s watch and pay close attention to how our bones help us. • View: Pause from time to time to guide thinking and discussion. • After Viewing: Restate the Set Purpose task and invite responses. • Review Content-Area Vocabulary: Review the content words from the video listed at left. Let children know they will find these three words in the book Bones! Bones! Bones!.

Phonics Focus and Other Targets

• Long Vowels: Final e : Blake, bones, Dave, Kate, makes, race, shape, spine, take, these • Soft c and g : Dodge, race Content-Area Vocabulary bones, skeleton, spine New High-Frequency Words down, have, now, of, what

First Reading • Read aloud the title and have children repeat it.

Challenge Words body, whose Language Support

• Read aloud the text; have children echo-read it or whisper-read on their own. • Invite children to take turns reading to a partner. Listen to children read and give help as needed. • Have children share their reactions to the text. Second Reading • Ask a volunteer to read the title. • Have children whisper-read on their own. • Invite children to take turns reading to a partner. Listen to children read and give help as needed. After Reading Build Comprehension Use the following questions to monitor comprehension and reinforce knowledge and vocabulary. • What is a skeleton? Why is it important? Key Ideas and Details • Where is your spine? Why is it important? Key Ideas and Details • What is one fact from this book you might like to share with a friend or family member? Why? Connect Ideas Respond and Write Invite children to write and draw about facts they have learned. Informative/Explanatory Then ask them to complete the additional activity.

Read aloud the text on page 3: “A skeleton makes up the bones in a body.” Explain that “makes up” is a way of saying that the pieces of something combine together to form one thing. Give other examples, such as: Our class is made up of all the children in this room. Point out that the sentence “The spine runs down the back of the body” (page 9) does not mean exactly what it says. Explain that this is a way of saying that the spine stretches or goes from the top to the bottom of the back.

Read to Know Text Sets Teaching Guide

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Sample | Teacher’s Guide

Read Book 2

TEXT SET 7

nes! Informational: Retelling es? Informational: Expand Knowledge kes! Realistic Fiction

Shared Content-Area Vocabulary bones skeleton spine Shared High-Frequency Words down have of now what

Bones? No Bones? Join Miss Page’s class as they try to figure out which animals have bones and which animals do not. Will you be able to tell? Genre: Informational: Expand Knowledge —This text reviews information from the video and playfully expands on ideas about animals that do and do not have bones and spines.

BONES? NO BONES?

argets

Challenge Words

grace huge Midge Midge’s Soft c and g

most or rules says

h & Learn Video es, Bones, Bones!”

Review the Video Have children view (or review) the video to build background knowledge and vocabulary before reading. You may wish to guide viewing using the following steps. Available in English and Spanish • Set Purpose: Let’s watch and pay close attention to which animals are vertebrates— that is, which ones have or don’t have bones and spines. • View: Pause from time to time to guide thinking and discussion. • After Viewing: Restate the Set Purpose task and invite children to report on what they heard and saw. (Humans, fish, and snakes are vertebrates. Worms, octopuses, and crabs are invertebrates.) • Review Content-Area Vocabulary: Review the content words from the video listed at left. Let children know they will find these three words in the book Bones? No Bones?

Phonics Focus and Other Targets

• Long Vowels: Final e : Ace, bones, game, glide, Grace, huge, like, made, make, name, Page, place, quite, race, shapes, slide, snake, snakes, spine, takes, use • Soft c and g : Grace, huge, Midge, Midge’s, Page Content-Area Vocabulary bones, skeleton, spine New High-Frequency Words down, have, now, of, what Challenge Words most, or, says Language Support As children learn about parts of human and animal bodies, point out the word fins on page 10. Explain that fish use their gills to breathe underwater. They use their fins to help them move through water. Show images or a video if possible.

First Reading • Read aloud the title and have children repeat it.

• Read aloud the text; have children echo-read it or whisper-read on their own. • Invite children to take turns reading to a partner. Listen to children read and give help as needed. • Have children share their reactions to the text. Second Reading • Ask a volunteer to read the title. • Have children whisper-read on their own. • Invite children to take turns reading to a partner. Listen to children read and give help as needed. After Reading Build Comprehension Use the following questions to monitor comprehension and reinforce knowledge and vocabulary. • The children in the book play a game called “Bones? No Bones?” How would you explain the directions for playing this game? Key Details/Retell • Why might a “Bones? No Bones?” player answer that a snake has bones? Key Ideas and Details • Which animals would you want to act out in this game? Make Connections Respond and Write Invite children to write and draw about an animal that has bones. Informative/Explanatory Then ask them to complete the additional activity.

Text Set 7

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Text Set 7: Bones, Bones, Bones!

Read Book 3

TEXT SET 7

Informational: Retelling Informational: Expand Knowledge Realistic Fiction

Shared Content-Area Vocabulary bones skeleton spine Shared High-Frequency Words down have now of what

Yikes! SNAP! A boy is racing on his bike when he crashes and breaks his leg. Follow the boy as he visits the doctor and gets some help from his friends. Genre: Realistic Fiction —This text presents a realistic story inspired by ideas from the video “Bones, Bones, Bones!”

by Jane Craft

illustrated by Alessia Girasole

YIKES!

eted Elements

Challenge Words

ft c and g

break keep or their

ces em ge ace ce dge

earn Video ones! Bones!”

Review the Video Have children view (or review) the video to build background knowledge and vocabulary before reading. You may wish to guide viewing using the following steps. Available in English and Spanish • Set Purpose: Let’s watch to review what we’ve learned about bones and pay special attention to what happens when a person breaks a bone. • View: Pause from time to time to guide thinking and discussion. • After Viewing: Restate the Set Purpose task and invite responses. • Review Content-Area Vocabulary: Review the content words from the video listed at left. Let children know they will find these three words in the book Yikes! .

Phonics Focus and Other Targets • Long Vowels: Final e : cute, faces, home, huge, made, names, place, race, ride, rode, safe, smile, time, used, wide, wrote, yikes • Soft c and g : faces, Gem, huge, place, race, Ridge Content-Area Vocabulary bones, skeleton, spine New High-Frequency Words down, have, now, of, what

First Reading • Read aloud the title and have children repeat it.

• Read aloud the text; have children echo-read it or whisper-read on their own. • Invite children to take turns reading to a partner. Listen to them read and give help as needed. • Have children share their reactions to the text. Second Reading • Ask a volunteer to read the title. • Have children whisper-read on their own. • Invite children to take turns reading to a partner. Listen to children read and give help as needed. After Reading Build Comprehension Use the following questions to monitor comprehension and reinforce knowledge and vocabulary. • What does the main character do after he breaks his leg? Sequence of Events • How does getting a cast help the boy’s leg? Problem and Solution • After he breaks his leg, what do the boy’s friends and classmates do that help make him feel better? Problem and Solution Respond and Write Invite children to write a note to a character in the text. Narrative Then ask them to complete the additional activity.

Challenge Words break, keep, or, their Language Support

Review that the ending -ed tells readers that an event happened in the past. Examples of this in the text include checked, filled, and helped. Guide children to identify the base words and endings in these words. Explain that some past-tense words don’t use -ed. Point out words like broke, sped, had, made, and wrote. Work with children to identify the present-tense version of these irregular words.

Read to Know Text Sets Teaching Guide

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Sample | Watch & Learn Video

Each text set begins with a Watch & Learn Video to give all children background knowledge and vocabulary on the topic. These engaging videos help set the stage for learning and activate knowledge. Videos are available in both English and Spanish.

Watch the Video

10 READ TO KNOW TEXT SETS

Sample | Read to Know Text Set

Bones! Bones! Bones! Retelling: Your skeleton is made up of all the bones in your body. How many bones do you have? How do your bones help you? You won’t believe all there is to learn about bones.

TEXT 1: INFORMATIONAL TEXT

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Sample | Read to Know Text Set | Text 1

Bones! Bones! Bones! Take a look at these bones.

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A skeleton makes up the bones in a body.

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Sample | Read to Know Text Set | Text 1

Blake can jump. Dave and Dodge can run a race. Kate can catch. What fun!

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Bones help these kids jump, run, race, and catch!

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Sample | Read to Know Text Set | Text 1

A skeleton holds up the body.

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Bones help shape it.

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Sample | Read to Know Text Set | Text 1

You have a spine. The spine has 33 small bones.

spine

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The spine runs down the back of the body.

spine

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Sample | Read to Know Text Set | Text 1

The spine has little bones.

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These bones help you stand and bend.

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Sample | Read to Know Text Set | Text 1

Now look. Whose skeletons are these?

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Sample | Read to Know Text Set | Text 1

Bones! Bones! Bones! Bones help them go.

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Sample | Read to Know Text Set | Text 1

Bones! Bones! Bones! Bones help us go!

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11/10/22 10:36 AM

26 READ TO KNOW TEXT SETS

Sample | Read to Know Text Set

Bones? No Bones? Expand Knowledge: Join Miss Page’s class as students try to figure out which animals have bones and which animals do not. Will you be able to tell?

TEXT 2: INFORMATIONAL TEXT

11/10/22 10:32 AM

27 SCHOLASTIC.COM/READTOKNOW

Sample | Read to Know Text Set | Text 2

The name of this game is “Bones? No Bones?”

1. Think of a thing like a bug or a snake. 2. Tell its name and act it out. 3. Ask the class if it has bones or no bones.

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28 READ TO KNOW TEXT SETS

TEXT SET 7

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 have of now what

BONES? NO BONES?

Phonics Focus and Other Targets

Challenge Words

Grace huge Midge Midge’s Page Soft c and g

Vowel-Consonant- e

most or rules says

Ace bones game glide Grace huge like made make name Page

place quite race shapes slide snake snakes

spine takes use

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

™

Midge plays the game. “I am a bug. I can jump. I have wings and glide on the wind. Do I have bones or no bones?” RL Decodables_Text Set 7_Bones No Bones_COV.indd 2-3

11/10/22 10:32 AM

RL Decodables_Text Set 7_Bones No Bones_INT.indd 3

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Sample | Read to Know Text Set | Text 2

Mack says, “I think bugs have no bones .”

<art: A beautiful spring day— the su cute 8-year-old Latino boy wearing g bikes soar down a muddy hill.>

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30 READ TO KNOW TEXT SETS

TEXT SET 7

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 have of now what

BONES? NO BONES?

Phonics Focus and Other Targets

Challenge Words

Grace huge Midge Midge’s Page Soft c and g

Vowel-Consonant- e

most or rules says

Ace bones game glide Grace huge like made make name Page

place quite race shapes slide snake snakes

spine takes use

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

™

Miss Page claps. “Yes, Mack! Bugs have no bones.” RL Decodables_Text Set 7_Bones No Bones_COV.indd 2-3

11/10/22 10:32 AM

un is shining, the sky is blue: Bo, a glasses, and his Latino friends on

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Sample | Read to Know Text Set | Text 2

Now, Mack takes Midge’s place.

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32 READ TO KNOW TEXT SETS

TEXT SET 7

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 have of now what

BONES? NO BONES?

Phonics Focus and Other Targets

Challenge Words

Grace huge Midge Midge’s Page Soft c and g

Vowel-Consonant- e

most or rules says

Ace bones game glide Grace huge like made make name Page

place quite race shapes slide snake snakes

spine takes use

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

™

Mack says, “I can bend and slide. I do not have legs. I am a huge snake. Do I have bones?” RL Decodables_Text Set 7_Bones No Bones_COV.indd 2-3

11/10/22 10:32 AM

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Sample | Read to Know Text Set | Text 2

Grace says, “I think snakes have bones.”

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34 READ TO KNOW TEXT SETS

TEXT SET 7

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 have of now what

BONES? NO BONES?

Phonics Focus and Other Targets

Challenge Words

Grace huge Midge Midge’s Page Soft c and g

Vowel-Consonant- e

most or rules says

Ace bones game glide Grace huge like made make name Page

place quite race shapes slide snake snakes

spine takes use

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

™

Miss Page claps. “Yes, Grace. Snakes have bones. A snake has a skeleton and a spine. Look at the shapes snakes can make!” RL Decodables_Text Set 7_Bones No Bones_COV.indd 2-3

11/10/22 10:32 AM

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Sample | Read to Know Text Set | Text 2

Grace says, “I use fins when I swim. I am a fish. Do I have bones or no bones? What do you think?”

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36 READ TO KNOW TEXT SETS

TEXT SET 7

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 have of now what

BONES? NO BONES?

Phonics Focus and Other Targets

Challenge Words

Grace huge Midge Midge’s Page Soft c and g

Vowel-Consonant- e

most or rules says

Ace bones game glide Grace huge like made make name Page

place quite race shapes slide snake snakes

spine takes use

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

™

RL Decodables_Text Set 7_Bones No Bones_COV.indd 2-3

11/10/22 10:32 AM

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11/10/22 10:24 AM

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Sample | Read to Know Text Set | Text 2

Ace says, “I do not think a fish has bones. A fish has fins. Fins do not have bones.”

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38 READ TO KNOW TEXT SETS

TEXT SET 7

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 have of now what

BONES? NO BONES?

Phonics Focus and Other Targets

Challenge Words

Grace huge Midge Midge’s Page Soft c and g

Vowel-Consonant- e

most or rules says

Ace bones game glide Grace huge like made make name Page

place quite race shapes slide snake snakes

spine takes use

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

™

Miss Page says, “Not quite, Ace. Yes, most fins do not have bones. But most fish have bones and a spine.” RL Decodables_Text Set 7_Bones No Bones_COV.indd 2-3

11/10/22 10:32 AM

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Sample | Read to Know Text Set | Text 2

Miss Page gets up. “Look at me. I use my legs when I run fast in a race. Do I have bones or no bones?”

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40 READ TO KNOW TEXT SETS

TEXT SET 7

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 have of now what

BONES? NO BONES?

Phonics Focus and Other Targets

Challenge Words

Grace huge Midge Midge’s Page Soft c and g

Vowel-Consonant- e

most or rules says

Ace bones game glide Grace huge like made make name Page

place quite race shapes slide snake snakes

spine takes use

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

™

Mitch says, “You have bones! We all have bones. We have skeletons and spines, too. We can bend down. We can run. We can go!” RL Decodables_Text Set 7_Bones No Bones_COV.indd 2-3

11/10/22 10:32 AM

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Sample | Read to Know Text Set | Text 2

Look at what the class made!

BONES

NO BONES

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42 READ TO KNOW TEXT SETS

Sample | Read to Know Text Set

Yikes! Realistic Fiction: SNAP! A boy is racing on his bike when he crashes and breaks his leg. Follow the boy as he visits the doctor and gets some help from his friends.

TEXT 3: FICTION

by Jane Craft

illustrated by Alessia Girasole

11/10/22 1:02 PM

43 SCHOLASTIC.COM/READTOKNOW

Sample | Read to Know Text Set | Text 3

The path was filled with mud. But that did not stop Ridge, Gem, or me. We rode up and down the hill. Then we made it a race.

RL Decodables_Text Set 7_Yikes_INT.indd 2

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44 READ TO KNOW TEXT SETS

TEXT SET 7

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

by Jane Craft

illustrated by Alessia Girasole

YIKES!

Decodable Words With the Targeted Elements

Challenge Words

cute faces home huge made names place race ride rode Vowel-Consonant- e safe smile time used wide wrote yikes

faces Gem huge place race Ridge Soft c and g

break keep or their

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

™

So what did I do? I sped down the hill. But I did not see a huge, wide hole. Then I fell. Yikes! RL Decodables_Text Set 7_Yikes_COV.indd 2-3

11/10/22 1:02 PM

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Sample | Read to Know Text Set | Text 3

I had to go to Doc Chen. My mom, Gem, and Ridge were with me.

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46 READ TO KNOW TEXT SETS

TEXT SET 7

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

by Jane Craft

illustrated by Alessia Girasole

YIKES!

Decodable Words With the Targeted Elements

Challenge Words

cute faces home huge made names place race ride rode Vowel-Consonant- e safe smile time used wide wrote yikes

faces Gem huge place race Ridge Soft c and g

break keep or their

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

™

Doc Chen checked my leg. Then she left. RL Decodables_Text Set 7_Yikes_COV.indd 2-3

11/10/22 1:02 PM

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Sample | Read to Know Text Set | Text 3

Doc Chen came back in. She had a scan of my skeleton and my spine. My spine is fine but I did break my leg!

RL Decodables_Text Set 7_Yikes_INT.indd 6

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48 READ TO KNOW TEXT SETS

TEXT SET 7

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

by Jane Craft

illustrated by Alessia Girasole

YIKES!

Decodable Words With the Targeted Elements

Challenge Words

cute faces home huge made names place race ride rode Vowel-Consonant- e safe smile time used wide wrote yikes

faces Gem huge place race Ridge Soft c and g

break keep or their

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

™

Then Doc Chen put a cast on my leg. RL Decodables_Text Set 7_Yikes_COV.indd 2-3

11/10/22 1:02 PM

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Sample | Read to Know Text Set | Text 3

My cast will keep my bones safe and in place.

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50 READ TO KNOW TEXT SETS

TEXT SET 7

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

by Jane Craft

illustrated by Alessia Girasole

YIKES!

Decodable Words With the Targeted Elements

Challenge Words

cute faces home huge made names place race ride rode Vowel-Consonant- e safe smile time used wide wrote yikes

faces Gem huge place race Ridge Soft c and g

break keep or their

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

™

I will have to use crutches when I walk. RL Decodables_Text Set 7_Yikes_COV.indd 2-3

11/10/22 1:02 PM

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Sample | Read to Know Text Set | Text 3

We went home. I had to sit and rest. That made me sad.

RL Decodables_Text Set 7_Yikes_INT.indd 10

12/1/22 9:47 AM

52 READ TO KNOW TEXT SETS

TEXT SET 7

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

by Jane Craft

illustrated by Alessia Girasole

YIKES!

Decodable Words With the Targeted Elements

Challenge Words

cute faces home huge made names place race ride rode Vowel-Consonant- e safe smile time used wide wrote yikes

faces Gem huge place race Ridge Soft c and g

break keep or their

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

™

Mom, Ridge, and Gem wrote their names on my cast. That made me smile. RL Decodables_Text Set 7_Yikes_COV.indd 2-3

11/10/22 1:02 PM

RL Decodables_Text Set 7_Yikes_INT.indd 11

12/1/22 9:47 AM

53 SCHOLASTIC.COM/READTOKNOW

Sample | Read to Know Text Set | Text 3

Ridge and Gem helped me get to class.

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12/1/22 9:48 AM

54 READ TO KNOW TEXT SETS

TEXT SET 7

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

by Jane Craft

illustrated by Alessia Girasole

YIKES!

Decodable Words With the Targeted Elements

Challenge Words

cute faces home huge made names place race ride rode Vowel-Consonant- e safe smile time used wide wrote yikes

faces Gem huge place race Ridge Soft c and g

break keep or their

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

™

The kids made cute faces on my cast. RL Decodables_Text Set 7_Yikes_COV.indd 2-3

11/10/22 1:02 PM

RL Decodables_Text Set 7_Yikes_INT.indd 13

12/1/22 9:48 AM

55 SCHOLASTIC.COM/READTOKNOW

Sample | Read to Know Text Set | Text 3

Time passed. I got used to my crutches. I went fast!

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56 READ TO KNOW TEXT SETS

TEXT SET 7

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

by Jane Craft

illustrated by Alessia Girasole

YIKES!

Decodable Words With the Targeted Elements

Challenge Words

cute faces home huge made names place race ride rode Vowel-Consonant- e safe smile time used wide wrote yikes

faces Gem huge place race Ridge Soft c and g

break keep or their

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

™

Then I went to see Doc Chen. It was time to take off my cast! RL Decodables_Text Set 7_Yikes_COV.indd 2-3

11/10/22 1:02 PM

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12/1/22 9:48 AM

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