Science of Reading Brochure

CODE-FOCUSED PROGRAMS AND RESOURCES

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TEACHING PHONICS WILEY BLEVINS

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SHORT READS DECODABLES TM

READ TO KNOW T E X T S E T S

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Oral Reading Rubric

Using an Oral Reading Rubric for Formative Assessment

Formative assessment involves monitoring children’s progress during the course of learning so that you can identify their level of skills mastery. Regular formative assessment of foundational skills can be highly useful as a means of evaluating children’s facility with the specific skills they’ve been learning and practicing so that you can assess mastery and determine needs for additional support. Formative assessment may be implemented both in person and as a digital tool. When used as part of Scholastic’s Ready4Reading system, teacher observations using this rubric may be used in conjunction with reports data collected through the system’s digital activities that use voice technology to monitor children’s performance. Procedures for Formative Assessment Identify Texts Read to Know Review Texts are good choices for use as formative assessments as they offer a consolidated review of the targeted phonic elements from the three prior text sets. Though, as time allows, you may also use other Read to Know decodable texts that align with your phonics instruction and children’s progress. Set Expectations Let the child know that he or she will be reading aloud to you. Explain that the child can ask for help as needed and that you will give clues to help as needed. Follow a Consistent Routine Use this Oral Reading Rubric to guide you as you record observations. • Provide access to the Watch & Learn video associated with the given text before reading. (This is not essential for Review Texts, as they are designed to stand alone, but the videos for regular text sets build children’s background knowledge and success with reading related texts.) • Provide the child with time to preview the book and pre-read it on his or her own as time allows. • If you want to time children’s reading, begin the timing after they read the title. To calculate words correct per minute (WCPM), subtract the number of errors from the total number of words read, then divide by the total time in minutes. • Ask the child to read aloud to you at his or her own pace. If the child asks for help, provide strategic guidance such as asking him or her to try sounding out a word or to notice familiar word parts. • Give reminders as needed for content-area words, high-frequency words, and any challenge words. • Once the child is decoding with general proficiency, you may further coach him or her to try using expression and natural phrasing to read with fluency. • If the child struggles, consider reading the text together, noting the child’s specific needs for additional instruction and practice (e.g., sound-spellings that are not mastered, lack of fluency in reading connected text, or other specifics). Book 11

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My Roots

y by Sean Miller • illustrated by Emmanuel Boateng

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Teacher’s Guide

by Sean Miller illustrated by Brittney Bond

by YVETTE MANNS

illustrated by ANA LATESE

Grades K–5 | Literacy Instruction Celebrate Diverse Voices and Elevate Foundational Skills

These culturally relevant decodable texts support structured literacy instruction with targeted phonics practice and evidence-based teacher support materials. Written by creators from diverse backgrounds, many of whom are from Historically Black Colleges and Universities, Our Stories Decodables allow all students to see their experiences reflected and celebrated as they learn to read.

Each grade-level collection includes: 24 decodable texts (6 copies of each)

Teacher’s Guide Welcome letter Scholastic bins and labels

Digital resources including printable take-home books, Respond & Write resources, and assessment rubrics

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