Short Reads Decodables | Sampler

SAMPLER

Highly Decodable Texts for High-Quality Phonics Instruction

Better Decodables. Better Readers.

Research shows that decodable texts are one of the most effective ways to improve phonics skills. Give your students the high-quality phonics practice they need with Ready4Reading Short Reads Decodables. These highly engaging, highly decodable text cards incrementally target specific sound-spellings following an evidence-based scope and sequence grounded in the Science of Reading.

HIGHLY DECODABLE

HIGHLY ENJOYABLE

HIGHLY ADAPTABLE

Each text card is at least 75% decodable and gives students meaningful practice applying the sound-spellings they have explicitly been taught.

Short Reads Decodables aren’t just instructional tools. They’re engaging to read! Featuring informational text and fiction, our decodables include a wide range of genres that appeal to students.

Short Reads Decodables are the perfect complement to your core phonics or literacy program. Our scope and sequence is highly flexible, evidence-based, and grounded in the Science of Reading.

C SHORT READS DECODABLES

A Science-Based Scope and Sequence Ready4Reading Short Reads Decodables follow an evidence-based scope and sequence and best practices for systematic phonics instruction. Easy to implement, each decodable text builds on the skills covered in the previous ones—so your students are always advancing their phonics skills.

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 and 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 Teachers receive lessons with powerful and practical phonics instruction. Targeted small- group lessons focus on a specific sound-letter correspondence and, differentiation ideas help teachers support striving and multilingual students. CARD 2

CARD 43 REALISTIC FICTION

Cole for President

Genre: Realistic Fiction A story with characters that could exist and events that could happen in real life Summary: To get classmates to vote for him for class president, Cole makes signs, gives out notes with jokes and codes, and gives out decorated stones. He promises to work hard. And in the end, Cole does win.

Before Reading Connect Sound-Spelling: Long Vowel With Final e ( o_e )

Remind children that the short- o sound is the sound that begins octopus . Write the word not for children and sound it out together. Then add the letter e to the end of not to make the word note. Underline the o_e spelling. Tell children that in note , the letter o and the final e work together to make the long- o sound. The letter o says its name and the e is silent. Then write the name Cole and have a volunteer circle the spelling o_e in Cole . List other words with the o_e spelling and have a volunteer circle the spelling for the long- o sound in each word. Model Blending Sounds to Make Words Model for children how to use the o_e spelling to read new words. Write the letters v, o, t, e. Remind children that the letter o says its name and the e is silent. Run your finger under the letters as you slowly blend together the sounds to read the word vote , /v/ /ō/ /t/. Continue with code and hope . Practice Reading Decodable Words For practice, write the following words for children to read: Cole Cole’s hopes spoke home stones those notes joke code • Ask children to name the words with the letter s that makes the /z/ sound. • Ask children to tell what is different about the words Cole and Cole’s , and why Cole’s ends with ‘s. Help children understand that adding the ‘s to Cole shows something belongs to Cole. • Ask children to find the word that is something you say to make someone laugh. Introduce the High-Frequency Words: work, new Write the high-frequency words work and new in the following sentence. Cole will work on his new notes. Read aloud the sentence. • Ask children to find and circle the high-frequency word work . Elicit that work begins with the /w/ sound. Write the word. Then have children take turns reading, spelling, and tracing the word work . • Ask children to find and circle the high-frequency word new . Elicit that new begins with the /n/ sound. Write the word new for children. Then have them take turns reading, spelling, and tracing the word. • Help children write the words work and new . First Reading • Read the title and have children repeat it. • Introduce the story words president and signs . Write the words for children and ask children to repeat each word after you. Talk about what it means to run for class president. Note that sometimes a person who wants to be president makes signs to encourage people to vote for him or her. • Read aloud the story, modeling how it should be read, echo-read it, or have children whisper-read on their own.

Phonics Focus • Long Vowel With Final e ( o_e )

Decodable Words with Targeted Sound-Spelling • notes, votes • jokes, spoke, • code, codes • Cole, hopes, home, those

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

New High-Frequency Words • work, new

Story Words • president, signs

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

Phonemic Awareness and Sound-Spellings Reviews

• /ī/ spelled i_e • /s/ spelled c

Ask children to listen for and say the long vowel sound in each of these words. Read each word to the children. • nice price bike line glide • face place race lace space • rice hike spice smile wide Then write the words and have children name the long vowel and point to the letters that spell the long vowel sound in each word. Note the words that have /s/spelled c .

• Invite children to take turns reading to a partner. Listen to children read and give help as needed.

Short Reads Decodables

2 SHORT READS DECODABLES

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TEACHING PHONICS WILEY BLEVINS

CARD 43 REALISTIC FICTION

SHORT READS DECODABLES TM

Cole for President

READ TO KNOW T E X T S E T S

Cole picked up stones. He sketched faces on the stones. Then he printed “Vote for Cole!” on them. He gave those stones out in class.

Cole hopes to be class president. Cole hopes to win lots of votes.

At home, Cole made lots of signs. He hung those signs in his class.

He gave out notes with jokes like this.

Cole had big plans. He spoke to the class.

“I will be the best president. I will work to get us time for a chess club. I will work to get us a class spring trip.”

Cole made fun notes with new codes. He gave those notes and codes to the kids.

) * & ^

# * !

% *

Cole’s Code

T=& V=)

F=# C=%

Did Cole win the votes? Yes! President Cole had a big win!

Lessons guide teachers and small groups through multiple readings .

O= *

L = – E = ^

R = !

By Lin Prince

Illustrated by Ahya Kim

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Item #CRD4300754 Pack ISBN: 978-1-339-00754-0

CARD 43

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Second Reading • Ask a volunteer to read the title. • Have children whisper-read on their own, this time with intonation. • Invite children to take turns reading to a partner. Listen to children read and give help as needed. After Reading Build Comprehension After children read, talk about the story. Use the following questions to discuss and deepen understanding of the story. • Why does Cole hope to win lots of votes? Problem and Solution • Which words tell what Cole asks the kids to do if they like his joke? Words and Phrases in Context • Besides giving out jokes, Cole makes up a code and message for the kids. What does it say? Key Ideas and Details • After Cole sketched and printed on the stones, what did he do with the stones? Sequence • How does the story end? Story Events

Extend the Discussion Share and discuss these questions. Encourage children to support their thinking with ideas from the text. • What two promises did Cole make about being the best president? • What words would you use to describe Cole to a friend? • What did you learn about running for class president from reading this story? Write From Dictation Have children write this sentence. Children may illustrate the sentence as well. You may want to model the writing. I did vote for Cole. Write About Reading Have children choose one or both of the following options: • Imagine you are helping Cole get votes. Write a sign for him to put up in his class. (Narrative) • Write two reasons you think Cole will be the best president. (Opinion)

After Reading prompts encourage deeper comprehension.

Write From Dictation activities have students practice listening to and writing with the target sound-spelling.

Write About Reading prompts encourage students to share their thoughts about the text.

Teacher’s Guide

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Sample | Teacher’s Guide

FANTASY A Huge Pet CARD 44 Genre: Fantasy A story with imagined characters in an imagined setting Summary: Ken has a pet dinosaur that he adores. He takes Pete everywhere, even to school! At school, the children are delighted to see Pete, and especially love when Pete becomes their slide.

Before Reading Connect Sound-Spelling: Long Vowels With Final e ( u_e ) and ( e_e ) Remind children that the short- u sound is the sound that begins umbrella . Write the word cub for children and sound it out together. Then add the letter e to the end of cub to make cube . Underline the u_e spelling. Tell children that in cube , the letter u and the final e work together to make the long- u sound. The letter u says its name and the e is silent. Then write huge and have a volunteer circle the spelling pattern u_e in huge . Write the name Pete . Underline the e_e spelling. Tell children that in Pete , the letter e and the final e at the end work together to make the long- e sound. The long- e sound says its name /ē/, and the e at the end is silent. Have a volunteer circle the spelling pattern e_e in Pete . List other words for children with the u_e and e_e spellings, and have a volunteer circle the spelling for the long vowel in each word. Model Blending Sounds to Make Words Model for children how to use the u_e spelling pattern to read new words. Write the letters c, u, t, e . Remind children that the long- u sound says its name /ū/, and the e is silent. Run your finger under the letters as you slowly blend together the sounds to read the word cute , /c/ / ū / /t/. Practice Reading Decodable Words For practice, write the following words for children to read: here cube huge cute Steve these Pete use using • Ask children to find and read a word that means “very big.” After they read it, point out that in the word huge , the letter g has the /j/ sound. • Point to use and using . Note how the final e is dropped before adding -ing. • Ask children to read the words that are names.

Phonics Focus • Long Vowels With Final e ( u_e ) and ( e_e ) Decodable Words with Targeted Sound-Spelling • cute, huge, cube, use • Pete, here

New High-Frequency Words • my, knows

Phonemic Awareness and Sound-Spellings Reviews

• /i/ spelled i_e • /o/ spelled o_e

Introduce the High-Frequency Words: my, knows Write this sentence with the high-frequency words my and knows . My mom knows a nice game. Read aloud the sentence.

Ask children to listen for and say the long vowel sound in each of these words. Read each word to the children. • nice ride mine price hike • cone poke robe rose code Then write the words and have children name the long vowel and point to the letters that spell the long vowel sound in each word. Note the silent e . MLs Note: See page 7 for ways to leverage children’s home language.

• Ask children to find and circle the high-frequency word my . Have children listen for the beginning sound in my . Elicit that the letter m makes the beginning sound in the word my . Say the word slowly and have children say it after you. Have children read and spell the word my . • Ask children to find and circle the high-frequency word knows . Point out that the letters kn make one sound—the /n/ sound—because the k is silent. Write the word for children to take turns tracing with a finger. Have children read and spell knows . • Help children write the words my and knows . First Reading • Read the title and have children repeat it. • Read aloud the story, modeling how it should be read, echo-read it, or 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.

Short Reads Decodables

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TEACHING PHONICS WILEY BLEVINS

A H ug e P e t

CARD 44 FANTASY

SHORT READS DECODABLES TM

READ TOKNOW T E X T S E T S

Hi! My name is Ken. This is my pet Pete. He is such a cute pet.

Pete is huge, but he fits in my class. Miss Rice asks, “How much are 5 cubes and 5 cubes?” Pete has his hand up! Pete knows that 5 and 5 is 10.

The kids in my class like Pete. They use him like a big, big slide. It’s lots of fun to ride on Pete.

Pete is the best pet. He is huge and cute!

Pete can stretch like a cat. He stretches in the grass. Pete can run and fetch like a dog. He fetches a big top.

I take Pete to my class. Pete bends, and I hop on. Then we go! Pete stops here and knows when to cross.

By Ellen H. Tarlow

Illustrated by Sophia Touliatou

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“

Item #CRD4400754 Pack ISBN: 978-1-339-00754-0

CARD 44

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Second Reading • Ask a volunteer to read the title. • Have children whisper-read on their own, this time with intonation. • Invite children to take turns reading to a partner. Listen to children read and give help as needed. After Reading Build Comprehension After children read, talk about what the children in the story are doing. Use the following questions to discuss and deepen understanding of the story. • What is the name of Ken’s dinosaur pet? Words and Phrases in Context • In what way is Pete like a cat? In what way is Pete like a dog? Compare and Contrast • When Ken and Pete are at school, what do the kids use for adding? Words and Phrases in Context • What clues in these pictures tell you that this story is a fantasy? Genre: Fantasy • Retell the story in your own words . Retell

Extend the Discussion Share and discuss these questions. Encourage children to support their thinking with ideas from the text. • How do the illustrations help you understand just how unusual a pet Pete is? • Why do you think Pete is so likable? • Why might having a dinosaur for a pet be lots of fun? Write From Dictation Have children write this sentence. Children may illustrate the sentence as well. You may want to model the writing. Pete is huge and cute. Write About Reading Have children choose one or both of the following options: • Draw and write about what Pete might do next at school. (Narrative) • Draw and write about your favorite part of this story . (Opinion)

Teacher’s Guide

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TEACHING PHONICS WILEY BLEVINS

Sample | Short Reads Decodable Card

A H ug e P e t

CARD 44 FANTASY

SHORT READS DECODABLES TM

READ TO KNOW T E X T S E T S

Hi! My name is Ken. This is my pet Pete. He is such a cute pet.

Pete can stretch like a cat. He stretches in the grass. Pete can run and fetch like a dog. He fetches a big top.

I take Pete to my class. Pete bends, and I hop on. Then we go! Pete stops here and knows when to cross.

By Ellen H. Tarlow

Illustrated by Sophia Touliatou

6 SHORT READS DECODABLES

Pete is huge, but he fits in my class. Miss Rice asks, “How much are 5 cubes and 5 cubes?” Pete has his hand up! Pete knows that 5 and 5 is 10.

The kids in my class like Pete. They use him like a big, big slide. It’s lots of fun to ride on Pete.

Pete is the best pet. He is huge and cute!

“

Item #CRD4400754-1C

CARD 44

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TEACHING PHONICS WILEY BLEVINS

Sample | Short Reads Decodable Card

CARD 2 REALISTIC FICTION

SHORT READS DECODABLES TM

READ TO KNOW T E X T S E T S

I am Pam. I can tap. Tap! Tap! Tap!

Tam can tap. Tap! Tap! Tap!

Written by Emily Banks

Illustrated by Sophia Touliatou

8 SHORT READS DECODABLES

Pat can tap. Tap! Tap! Tap!

Tap!

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Item #CRD0200764-1C

CARD 2

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TEACHING PHONICS WILEY BLEVINS

Sample | Short Reads Decodable Card

POWER-UP! CARD 8 NEWS ARTICLE

SHORT READS DECODABLES TM

READ TO KNOW T E X T S E T S

Kids Made It Happen Our Town Friday, May 15

The Clean Up Miss Chow’s class saw an empty lot. The kids pointed out that it was filled with trash. They asked if they might help to clean it up. Miss Chow took the boys and girls back day after day. Soon the lot was clean. And the kids had a new plan.

Getting the Vote Miss Chow set up a meeting with the town leaders. The kids shared their new plan. Did the town vote to turn this lot into a little downtown park? They did!

Planning Flower Park Everyone joined in to plan the park. The park was hidden from the loud traffic noises. They planned for green spaces and open spaces. They planned for paths with benches. They planned for flower beds and a birdbath.

By Neighborhood News

10 SHORT READS DECODABLES

Building Flower Park In March, everyone joined in to build the park. A crowd cheered as a digger shaped walkways. Work teams set down benches. Some teams lifted bags of topsoil. Little kids enjoyed planting flowers in the ground.

April Showers Bring May Flowers

The work on the park finished just in time! April was a rainy time. There were showers and cloudbursts. By May, the rainy days were over. Thanks to all that rain, Flower Park was in bloom!

Everyone who helped build Flower Park feels proud now. And everyone knows that the kids made it happen.

POWER-UP! CARD 8

TM ® & © Scholastic Inc. All rights reserved. Text copyright © 2023 by Scholastic Inc. Published by Scholastic Inc. Photos ©: 1 (top): monkeybusinessimages/Getty Images; 1 (bottom): WichitS/Getty Images; 2 (top): fstop123/Getty Images; 2 (center): kodachrome25/Getty Images; 2 (bottom): Ariel Skelley/Getty Images.

Item #CRD8800762-1C

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TM Fiction, Nonfiction, and So Much More High-quality decodable texts do more than reinforce phonics patterns. They prepare students to read authentic books. That’s why Ready4Reading Short Reads Decodables reflect a wide range of fiction genres and informational text types.

TEACHING PHONICS WILEY BLEVINS

CARD 32 QUESTION-AND-ANSWER BOOK PAGES

Whal – Can We Be?

SHORT READS DECODABLES TM

READ TO KNOW T E X T S E T S

What jobs can we do? Bo looks at bugs. It’s fun to look at bugs! What can he be? TEACHING PHONICS WILEY BLEVINS SHORT READS DECODABLES TM TM

Tam

CARD 14 HOW-TO

READ TO KNOW T E X T S E T S

Pop! Pop! Pop! Look at the pot. Is the pot hot? It is hot now.

Ben has pots and pans. He can mix it up. Yum! Yum! Yum! What can he be?

Careers for Kids

Pop! Pop! Pop! Look at the lid. Is the lid hot? It is hot now.

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Card # Student Card Title

Genre/Text Type

Skills

Popcorn Recipes 1

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Sam and Tam

Fantasy

m , s , t , Short a

Tap! Tap! Tap!

Realistic Fiction

Cats on Mats

Fantasy

This Cat Can

Informational Text: Magazine Article

Informational Text: Question-and- Answer Book Pages

Consolidated Review of Cards 1–4

Who Can Help?

Who Can Find Dan?

Humorous Fiction

Sam Ran Home

Realistic Fiction

Rip! Dip! and Pat!

Realistic Fiction

Short i

Hats and Caps at Work!

Informational Text: Fact Book Pages

Consolidated Review of Cards 6–9

This Bird

Informational Text: Guidebook Pages

Tab’s Cab

Realistic Fiction

What Did Lin Get?

Realistic Fiction

Fab the Fish

Humorous Fiction

Pop! Pop! Pop!

Informational Text: How-To

Short o

12 SHORT READS DECODABLES

Card # Student Card Title

Genre/Text Type

Skills

Consolidated Review of Cards 11–14

Babs the Rabbit

Informational Text: Science Journal

Informational Text: Question-and- Answer Book Pages

Jobs

Max Can

Fantasy

Final x

Socks for Kim

Fantasy

k , Final ck

Jen’s Pet

Realistic Fiction

Short e

Consolidated Review of Cards 16–19

Look at the Jets

Informational Text: Magazine Article

Peg and Gil

Science Fiction

The Big Red Van

Fantasy

v , w

Cub Fun!

Informational Text: Fact Book Pages Short u

The Big, Big, Big Yam

Folktale

y , qu

Consolidated Review of Cards 21–24

6-5-4-3-2-1 Bugs!

Informational Text: Fact Book Pages

The Zig Zag Map

Realistic Fiction

Spot the Dolphin

Informational Text: Guidebook Pages Consonant Blends: s -Blends

Flip and Flop

Fantasy

Consonant Blends: l -Blends

Fred Frog’s Big Trip

Fantasy

Consonant Blends: r -Blends

Consolidated Review of Cards 26–29

Make a Bug

Informational Text: How-To

Max’s Pet Pup

Realistic Fiction

Consonants and Short Vowels

Informational Text: Question-and- Answer Book Pages

Single-Syllable Words with Open Long Vowels Consonant Blends, Double Final Consonants

What Can We Be?

The Plan

Humorous Fiction

Gramps and Nick

Realistic Fiction

Final Consonant Blends

Consolidated Review of Cards 31–34

At a Pond

Informational Text: Guidebook Pages

Shin’s Book Shop

Realistic Fiction

Digraphs sh , th

How Many Chicks?

Fantasy

Digraphs ch , wh

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Title List | Short Reads Decodables

Card # Student Card Title

Genre/Text Type

Skills

A Patch of Cloth

Realistic Fiction

Final Digraphs ch , tch , sh , th

Make a Bank

Informational Text: How-To

Final Digraphs ng , nk

Consolidated Review of Cards 36–39

Fun Fish Facts

Informational Text: Fact Book Pages

Red Hen Bakes a Cake

Folktale

Long Vowel with Final e ( a _ e )

Long Vowel with Final e ( i _ e ), Soft c

It’s Time to Ride

Informational Text: Magazine Article

Cole for President

Realistic Fiction

Long Vowel with Final e ( o _ e )

Long Vowel with Final e ( u _ e ; e _ e ), Soft g Consolidated Review of Cards 41–44

A Huge Pet

Fantasy

It’s a Drone

Informational Text: Guidebook Pages

Rabbit’s Contest

Folktale

Two-Syllable Words

Painting Jay and Ray

Realistic Fiction

Long a ( ai , ay )

Beaks and Teeth

Informational Text: Fact Book Pages Long e ( ee , ea , ie )

Playing with Light

Realistic Fiction

Long i ( ie , igh )

Planes, Trains, and Things That Go

Consolidated Review of Cards 46–49 Long o ( oa , ow ), Long u ( ew , ue )

Informational Text: Magazine Article

Toad to the Rescue

Fantasy

Henny Penny

Folktale

Long e ( y , ey ), Long i ( y )

Star Stories

Informational Text: Guidebook Pages

r -Controlled Vowles ar , or , ore

Monster Mash Pie

Fantasy

r -Controlled Vowles er , ir , ur

Consolidated Review of Cards 51–54 Variant Vowel Short oo ( oo , u ), Long oo ( u _ e , oo , ue , ew )

Animals in Winter

Informational Text: Fact Book Pages

Drew’s Bad Mood Day

Realistic Fiction

Informational Text: Question-and- Answer Book Pages

Sports Talk

Variant Vowel /ô/ ( al , au , aw )

The Voice in Rabbit’s House Folktale

Diphthongs oi , oy , ou , ow

Silent Letters kn , wr , mb, Long Vowel Spelling Patterns - ild , - ind , - ol , - ost

Knock! Knock!

Humorous Fiction

14 SHORT READS DECODABLES

Card # Student Card Title

Genre/Text Type

Skills

Consolidated Review of Cards 56–59

Make a Creepy Crawler

Informational Text: How-To

The Perfect Muffin

Humorous Fiction

Prefixes pre -, re -, de -

The Bear Park Summer Show

r -Controlled Vowles / âr / ( air , ear , are )

Informational Text: News Article

A Visit to Doctor O

Fantasy

r -Controlled Vowels / ûr / ( or )

The Unhappy Egg

Fantasy

Prefixes un -, non -

Consolidated Review of Cards 61–64

Water! Water!

Informational Text: Fact Book Pages

Wriggle, Wiggle, and Flutter

Informational Text: Science Journal

Consonant + le Syllables

About That Button

Science Fiction

Schwa

Miss Q’s Miscues

Humorous Fiction

Prefixes mis -, dis -

The Enchanted Kingdom Fairy Tale

Three-Syllable Words

Consolidated Review of Cards 66–69

Air and Space Travel

Informational Text: Fact Book Pages

The Traveling Frogs

Folktale

Suffixes - ful , - less

Long a ( ea ), Long oo ( ui , ou ), Short e ( ea ) Variant Vowel /ô/ augh , ough , / f /, ph , Long a ( eigh )

Fruity-Good Foods

Informational Text: Magazine Article

Thoughtful Surprises

Historical Fiction

Slippery Stacks

Realistic Fiction

Multisyllabic Words

Informational Text: Question-and- Answer Book Pages

Consolidated Review of Cards 71–74

We Are Amazing!

A Tale of Kindness

Fantasy

Suffixes - ness , - able

Washington, D.C.

Informational Text: Guidebook Pages Suffix - ment

Movie Time!

Informational Text: Magazine Article Suffixes - tion , - sion

The Creature Inside the Painting

Mystery

Suffix - ture

Consolidated Review of Cards 76–79

Scientists and Science Tools Informational Text: Fact Book Pages

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Title List | Short Reads Decodables

Card # Student Card Title

Genre/Text Type

Skills

Consonants and Short Vowels, Single-Syllable Words with Open Long Vowels, Double Final Consonants

Power- Up! 1

Over the Net

Realistic Fiction

Consonant Blends, Final Consonant Blends, Digraphs sh , th , ch, tch, wh, ng, nk

Power- Up! 2

No Thanks!

Fantasy

Long Vowels with Final e ( a_e , i_e , o_e , u_e , e_e ), Soft c and Soft g

Power- Up! 3

The Space Explorer

Science Fiction

Long a ( ai , ay ), Long e ( ea , ee , ie ), Long i ( ie , igh ), Long u ( ew , ue )

Power- Up! 4

My Science Journal

Informational Text: Science Journal

Power- Up! 5

Consolidated Review of Power Up! Cards 1–4

How to Make a Tangram Sailboat

Informational Text: How-To

Power- Up! 6

r-Controlled Vowels ar , or , ore , er , ir , ur

Storm Report

Realistic Fiction

Variant Vowels Short oo ( oo , u ) and Long oo ( u_e , oo , ue , ew ), Variant Vowel /ô/ ( al , au , aw )

Power- Up! 7

The Cookie Clues

Mystery

Power- Up! 8

Kids Made It Happen

Informational Text: News Article

Diphthongs oi, oy, ou, ow

Silent Letters kn , wr , mb , Long Vowel Spelling Patterns - ild , - ind , - ol , - ost

Power- Up! 9

The Crabs and the Crane

Folktale

Informational Text: Question-and- Answer Book Pages

Consolidated Review of Power Up! Cards 6–9

Power- Up! 10

Whales and Sharks

16 SHORT READS DECODABLES

Take Your Short Reads Even Further!

Short Reads Decodables are also available as part of Ready4Reading— the K–3 phonics system that provides explicit phonics instruction to unlock reading for all learners. Learn more about Ready4Reading at scholastic.com/ready4reading .

17 SCHOLASTIC.COM/SHORTREADSDECODABLES

Ready to Bring Short Reads Decodables into Your School? Contact a Scholastic specialist today at (800) 387-1437 or visit scholastic.com/shortreadsdecodables

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