Phonics Booster | Brochure

Give Phonics a Boost This Summer

Grounded in the latest Science of Reading research, Ready4Reading Phonics Booster Kits work seamlessly with your summer curriculum to provide explicit instruction in phonemic awareness, phonics, word study, fluency, and high frequency words. With a wealth of highly engaging , highly decodable texts and rigorous instructional materials, our booster kits prepare students for success in the upcoming school year. Get Your Students Ready for a Successful School Year

Research shows that decodable texts are one of the most effective ways to improve phonics skills.

C READ TO KNOW TEXT SETS

Choose from Four Skill-Specific Kits Prepare students for the upcoming school year with four unique kits. Each one includes student and teacher materials that target a specific set of foundational skills.

Rip! Dip!

TKTKTKTKTK Aximoles es pa velit, et, quiaten debisquat la volo eos pa aut laborendis cum et eatem fugias am hiliquam volorum et eium quo officiu scimi, sam, cum aut officid qui conem is eum que videro ma ditat quia doluptata aborepra qui omnimodi dit qui dit assunt preprem quatio tempore stinti ut estorum excesecto ellande rumquib uscimint est accum quiae odipien dignat offic te denisqu atestibea nam, atatur sin est, occus eaque et fugitio dolo te velia num enducime es asit re velluptibus.

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KIT 2 Short Vowels and Consonant Blend Review, Consonant Digraphs, Contractions, Long Vowels

KIT 1 Short Vowels and Consonant Blend Review

scholastic.com

Scholastic Inc., 557 Broadway, New York, NY 10012

holastic.com

Scholastic Inc., 557 Broadway, New York, NY 10012

KIT 1: Short Vowels and Consonant Blend Review

KIT 2: Short Vowels and Consonant Blend Review, Consonant Digraphs, Contractions, Long Vowels

TEACHING PHONICS WILEY BLEVINS

SHORT READS DECODABLES

ISBN

SHORT READS DECODABLES

H I

SHORT READS DECODABLES

READ TO KNOW T E X T S E T S

TEXT SET 12

READ TO KNOW T E X T S E T S

TEXT SET 16

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

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

TEXT SET 12

READ TO KNOW T E X T S E T S

Slime! Informational: Retelling

Shared Content-Area Vocabulary become idea scientist Shared High-Frequency Words because been both done your

Slime in the Deep Sea

Informational: Expand Knowledge

KIT 3 Long Vowel Spellings, Syllables, Inflectional Endings, r-Controlled and Variant Vowels

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

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

KIT 4 Advanced Phonics and Word Study Review

Based on the Folktale “Stone Soup”

Mystery

 The Forest Files: Is Slime a Crime?

by Nia McCullin illustrated by Sarah McColl

Challenge Words

PAWPRINT SOUP

THE FOREST FILES: IS SLIME A CRIME?

Phonics Focus and Other Targets

Challenge Words

JUST ADD WATER

Schwa in Unaccented Syllables

Variant Vowel Digraphs /oo/ oo; u; /oo/ u, u_e, oo, ue, ew, /ô/ al, aw, au

door move warned watch welcome

Contractions With would (-’d) and have (-’ve)

only soup spoonful town water

about adapt along appears

around away bagel bottom

collected combined complaints confused

focus Freda opened

problem traveled

Phonics Focus and Other Targets

Challenge Words

all blue boots cook

food good look

put Ruby rude

tall threw took true tune walked wooden

I’ve we’ve

Variant Vowel Digraphs /oo/ , oo, u; /oo/ u, u_e, oo, ue, ew, /ŏ/ al, aw, au

about found love minutes water

Contractions With would (-’d) and have (-’ve)

looked looking Paul pawprint

Consonant + le Syllables

small soon stewpot stood

cooking drooped fault

bundle little nibbled

puddle puzzle settled

single startled

table tumbled

all Aubrey

look looking put puts raw Shawn shoot smooth

soon straws student super too wood

we’d we’ve

cooks cool faucet food good hoops June lawn

book chew clues cook

Prefixes: com- , con- , dis- , ex- , sub-

combined complaints confused

contents disturbed exclaimed

excuse expect

explain subject

Watch & Learn Video “Cooking Science!”

™

cooked cooking

Based on the folktale “Stone Soup”

by Jill Korey O’Sullivan

Watch & Learn Video “Slimy Science”

Watch & Learn Video “Cooking Science!”

™

by Janelle Tavernit

illustrated by Carissa Harris

™

holastic.com

Scholastic Inc., 557 Broadway, New York, NY 10012

scholastic.com

Scholastic Inc., 557 Broadway, New York, NY 10012

RL Decodables_Text Set 12_Just Add Water_COV.indd 2-3

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KIT 3: Long Vowel Spellings, Syllables, Inflectional Endings, r-Controlled and Variant Vowels

KIT 4: Advanced Phonics and Word Study Review

1 SCHOLASTIC.COM/PHONICSBOOSTER

Decodables Kids Love to Read Ready4Reading Phonics Booster Kits include two types of decodable texts—each with over 75% decodablility—that provide a highly engaging way for students to practice and apply sound-spellings.

Phonics Practice These high-interest fiction and nonfiction text cards cover a wide range of genres. Accessible and approachable, each two-sided card targets a specific sound-spelling.

Knowledge & Application These connected text sets build knowledge and phonics skills with an introductory video and three connected decodable texts on a content-area topic. Each text set features nonfiction and fiction titles with diverse characters and topics and serves as a bridge to more complex texts.

STEP ONE: Watch & Learn Video

An engaging video introduces the text set and activates prior knowledge.

STEP TWO: Text Set

Informational Text 1 recaps what students have learned in the video.

Informational Text 2 expands on the topic, providing students with more information.

Text 3 features a fictional story that uses information from the video to solidify knowledge in a fun and engaging story.

2 READY4READING PHONICS BOOSTER

Digital Materials for Students and Teachers Every Ready4Reading Phonics Booster Kit includes online resources for additional practice, assessment, and lesson preparation.

TEACHING PHONICS WILEY BLEVINS

SHORT READS DECODABLES TM

Respond

READ TO KNOW T E X T S E T S

SHORT READS DECODABLES TM

and Write

Phonics Booster Kit 2 Planning and Pacing

TEXT SET 9

Eight-Week Plan Week

Name:

Date:

Phonics Focus

Materials

Oral Reading Rubric

What Is It Like in Space? Would you like to be an astronaut? Tell reasons why or why not. Then add a drawing.

3: Learning Consistent with the Ready4Reading comprehensive phonics solution, this program is not grade-level specific. While grade-level paths and recommendations are noted below, this kit may be used with students at varied grade levels, enabling teachers to meet the needs of all students. Similarly, the recommendations below offer one model for how to identify materials for use in four-, six-, or eight-week terms for rising second graders. Use kit materials in sequence. As you get to know your students, you can move them forward or back as appropriate to meet their needs. You may also use any available diagnostic tools to inform planning, including the online resources that accompany the Ready4Reading Phonics Booster Kit. letter patterns, to correctly pronounce written words. Short Vowels and Consonant Blend Review, Consonant Digraphs, Contractions, Long Vowels These materials build accuracy and fluency, reviewing highest-utility spellings for short and long vowels and gaining agility with consonant digraphs. Six-Week Plan Week Phonics Focus Materials 1 Consonants and Short Vowels Single-Syllable Words With Open Long Vowels Consonant Blends Review Child has difficulty identifying where to read and/or how to follow text and does not attend to punctuation. Child does not yet demonstrate knowledge of letter-sound relationships, including knowledge of The Ready4Reading Phonics Booster Kit features lessons designed for daily implementation. However, the program is flexible by design and lesson times can be adjusted to align with schedules and student needs. Teacher-led instruction can be delivered in whole- or small-group settings.

Consonants and Short Vowels Single Syllable Words With Open Long Vowels Consonant Blends Review

SRD Card 31 SRD Card 32 SRD Card 33 RTK Set 4 SRD Card 36 SRD Card 37 SRD Card 39

READ TO KNOW T E X T S E T S

Child’s Name:

2 Consonant Digraphs sh, th, ch, wh, -tch, -ng -nk; Review

1: Applying

2: Practicing

3 Consonant Digraphs sh, th, ch, wh, -tch, -ng, -nk Inflectional Ending -ed

RTK Set 6

Concepts of Print/ Text Navigation

Child independently tracks text and appropriately attends to punctuation.

Child demonstrates understanding of how to follow text, but may not attend to punctuation.

Inflectional Endings That Add a Syllable (-ed, -es, -ing) Contractions With ’ll (will)

Long Vowels With Final e

SRD Card 41 SRD Card 43

Long Vowels With Final e

RTK Set 7

Word Recognition

6 Long a (ai, ay)

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

Child demonstrates knowledge of letter-sound relationships, including

SRD Card 47 SRD Card 48 SRD Card 49 SRD Card 51

Long e (ee, ea, ie)

7 Long i (ie, igh)

Long o (oa, ow), Long u (ew, ue)

knowledge of letter patterns, to correctly

8 Review Week 5

RTK Set 9

Four-Week Plan Week

pronounce written words, but does so inconsistently. Child recognizes some recently taught high- frequency words. Child sometimes reads at an appropriate rate and is beginning to use sentence phrasing and expression, while still often reading word by word. Child is beginning to derive meaning from text and may sometimes discuss

Phonics Focus

Materials

High-Frequency Word Recognition

SRD Card 31 SRD Card 32 SRD Card 33 RTK Set 4 SRD Card 36 SRD Card 37 SRD Card 39

Consonants and Short Vowels Single-Syllable Words With Open Long Vowels Consonant Blends Review

Child does not reliably recognize recently taught high-frequency words. Child reads slowly and word by word, struggling with accuracy and not using sentence phrasing and expression. Child is unable to derive meaning from text and is not able to accurately discuss or retell ideas from the text. 5 4

SRD Card 31 SRD Card 32 SRD Card 33 RTK Set 4 SRD Card 36 SRD Card 37 SRD Card 39

Phrasing/ Expression

2 Consonant Digraphs sh, th, ch, wh, -tch, -ng -nk; Review

Consonant Digraphs sh, th, ch, wh, -tch, -ng -nk; Review

3 Consonant Digraphs sh, th, ch, wh, -tch, -ng, -nk Inflectional Ending -ed

2 Consonant Digraphs sh, th, ch, wh, -tch, -ng, -nk Inflectional Ending -ed

RTK Set 6

Inflectional Endings That Add a Syllable (-ed, -es, -ing) Contractions With ’ll (will)

Comprehension

Long Vowels With Final e

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

Long Vowels With Final e

SRD Card 41 SRD Card 43

SRD Card 41 SRD Card 43 RTK Set 7 SRD Card 47 SRD Card 48 SRD Card 49 SRD Card 51

3 Long Vowels With Final e

RTK Set 7

Long a (ai, ay) Long e (ee, ea, ie)

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

SRD Card 47 SRD Card 48 SRD Card 49 SRD Card 51

or retell text ideas, but often requires support.

Read each word pair. Circle pairs that rhyme. If there is no rhyming word, try adding one!

Long i (ie, igh) Long o (oa, ow), Long u (ew, ue)

Review Week 5

RTK Set 9

6 Review Week 5

RTK Set 9

1. feel

meal _____________

Child’s Score:

4 . few

clue

_____________

Notes:

2. stay toy

_____________

5. aim same _____________

3. float eat

_____________

6. sigh pie

_____________

Ready4Reading Phonics Booster

DIRECTIONS: Read aloud the text for children as needed. Invite them to share their writing and drawing and then identify any new rhyming words they added.

Kit 2 Online Planning and Pacing Guide

Downloadable student resources

Assessment rubrics and formative assessment resources

Planning and pacing materials for summer school schedules

Watch & Learn Videos are available in English and Spanish.

3 SCHOLASTIC.COM/PHONICSBOOSTER

Teaching Materials Make Implementation a Snap

An easy-to-use Teacher’s Guide provides educators with skill-specific planning and pacing and lessons to support phonics skills acquisition. Lessons are designed to offer 30–45 minutes of explicit instruction over the course of six weeks . Lessons can be delivered in whole or small groups and adjusted to meet your summer schedules and student needs.

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

SHORT READS LESSON Targeted small-group lessons focus on a specific sound-letter correspondence with embedded differentiation supports to guide students through multiple readings of short decodable texts.

Before Reading Connect Sound-Spelling: long u /ū/ spelled u_e ; long e /ē/ spelled 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 the word cube . Underline the u_e spelling. Tell children that in cube , the letter u and the silent e work together to make the long- u sound. The long- u sound says its name /ū/ 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 silent 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 use Pete tube • Ask children to find the two words that rhyme. • Have children read the word huge and say the sound that the letter g makes. • Ask children to read the words that are names. Hi! My name is Ken. This is my pet Pete. He is such a cute pet. CARD 44 FANTASY

Phonics Focus • /ū/ spelled u_e • /ē/ spelled e_e

A H ug e P e t

SCHOLASTIC

READY FOR

Decodable Words with Targeted Sound-Spelling • cute, huge, cube, use • Pete, here New High-Frequency Words • my, knows

DECODABLES

Phonemic Awareness and Sound-Spellings Reviews

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.

• /i/ spelled i_e • /o/ spelled o_e

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.

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.

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!

• 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. Pete can stretch like a cat. He stretches in the grass. Pete can run and fetch like a dog. He fetches a big top. By Ellen H. Tarlow

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

Illustrated by Sophia Touliatou

“

Item #CRD3400752 Pack ISBN: 978-1-339-00754-0

CARD 44

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.

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)

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

Short Reads Decodables

After Reading Discuss the Story

SR Decodables_TG5_pp 016-017_L44_FIC_FAN_AHugePet.indd 16

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After children read, talk about what the children in the story are doing. Use the following questions to monitor comprehension. • 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

Teacher’s Guide

4 READY4READING PHONICS BOOSTER

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

READ TO KNOW LESSON Lessons guide small groups through multiple readings on connected text sets with powerful and practical phonics practice embedded throughout.

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.

Text Set 7: Bones, Bones, Bones!

Read Book 1

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 Bones? No Bones? Informational: Expand Knowledge Decodables SCHOLASTIC & FPO

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

TEXT SET 7

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!

Yikes! Realistic Fiction

 Bones! Bones! Bones!

Informational: Retelling

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

BONES! BONES! BONES!

Bones? No Bones? Informational:

Expand Knowledge

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 Watch & Learn Video “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 Yikes! Realistic Fiction

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

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

by Jane Craft • 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 Shared Content-Area Vocabulary bones skeleton spine Shared High-Frequency Words down have now of what TEXT SET 7 New High-Frequency Words down, have, now, of, what illustrated by Alessia Girasole

SCHOLASTIC & FPO

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

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.

Text Set 7

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.

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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 to Know Text Sets Teaching Guide

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Learn more about Ready4Reading Phonics Booster Kits at scholastic.com/phonicsbooster

5 SCHOLASTIC.COM/READTOKNOW

Build Brighter Futures This Summer

Ready4Reading Phonics Booster Kits are designed to be used alongside a core summer curriculum, including Scholastic’s robust summer curricula for ELA and Math.

Explore all our summer programs at scholastic.com/summerlearning

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