The Science of Reading Meets the Love of Reading in SD

THE SCIENCE OF READING Meets the Love of Reading in South Dakota

What Does It Take to Become a SKILLED READER? As the world’s largest publisher and distributor of children’s books, Scholastic has an unwavering commitment to children learning and loving to read. We believe research and evidence-based practices should inform all reading instruction.

More than four decades of peer-reviewed research from educational psychology, cognitive science, developmental psychology, implementation science, and neuroscience informs our understanding of reading development and instruction. This large body of scientific evidence is known as the Science of Reading . While researchers have proposed several models of how students learn to read, they all agree that effective instruction requires systematic, explicit teaching of two types of skills—code- focused (phonological awareness, decoding and spelling, and sight recognition) and meaning- focused (background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge).

*Adapted from Scarborough, H. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice, pp. 97–110 in S. B. Neuman & D. K. Dickinson (Eds.) Handbook of Early Literacy Research . NY: Guilford Press.

scholastic.com/sor

Code-Focused Resources

Before students can comprehend what they're reading, they need to learn how to connect letters with their sounds.. Scholastic Education Solutions' supplemental phonics and decoding resources give teachers what they need to deliver systematic and explicit instruction in phonics, decoding, and sight recognition.

The K–3 Phonics System That Lights Up the Classroom Grades K–3

STEP 1

STEP 2

STEP 3

Phonics | Long Vowels | Final e

Develop Phonemic Awareness Have children say /ā/ every time they hear a word with the /ā/ sound. (Note: The word list that follows includes distractors.) Say: mat, mate, fad, fade, same, Sam, plate . Then guide children to orally blend and segment words with /ā/ and other long-vowel sounds. These two skills are directly related to

Model Blending Write the words mad, made, bit, bite, not, note, cut, cute, and Steve on the board. Model blending the words sound by sound. Underline the final- e spelling ( a_e, e_e, i_e, o_e, u_e ) in each word containing the long-vowel sound. Point to the spelling and say the sound. Have children repeat.

Teach High-Frequency Words Introduce the following high-frequency words using the Read/Spell/Write/Extend routine: says, done, come, you .

1. Rea d: Write the word in a context sentence, underline it, and read it aloud (e.g., Come here now. ). Have children repeat. Then ask children to orally segment the word. Say: Tell me the sounds you hear in come (/k/ /u/ /m/). Then highlight the irregular spelling that children need to remember. Say: The word come ends in e, so you may think the o stands for the long- o sound. But the middle sound in come is /u/. This is the same in words like some and done . This is the part of the word we need to remember. Underline, highlight, or draw this part of the word that has to be remembered “by heart.” 2. Spell: Have children chorally spell the word. If needed, do an echo spell for children still learning their letter names. Build Words Have children use the Magnetic Letter Tiles and trays to build the following words in sequence: bit, bite, kite, kit, fit, fin, fine, mine, pine, pin, spin, spine . Then have them work on the digital or print "Build Words: Final e" activity.

3. Write: Have children write the word as they say aloud each letter name. 4. Extend: Have children write and complete this sentence: Do you want to come to ______ ?

Ready4Reading is a systematic, explicit, and cumulative phonics solution that makes phonics instruction easier for teachers, more engaging for students, and more effective for everyone. • Light up your literacy block with high-interest instructional routines and decodable texts. • Systematically build phonics skills with an evidence- based framework. • Empower every learner with multiple paths to mastery and culturally relevant content. • Seamlessly integrate knowledge, vocabulary, and other language comprehension skills into phonics instruction.

early reading and spelling development. Oral Blending: Say the following sounds:

Cumulative Review: Add a_e, e_e, i_e, o_e, and u_e to your spelling card set to review previously taught sound-spellings. This will aid in mastery. Have children chorally say the sound for each

letter or spelling as you display the card. Note sound-spellings children struggle with and provide additional small-group instruction and practice.

Oral Segmentation: Say the following words: man, mane, fin, fine, hop, hope . Guide children to orally segment the words by sound. For support, use Sound Boxes and counters. Have children stretch the sounds in the word and then move one counter into a box for each sound. Children can also tap the sounds as they say them.

• /k/ /ā/ /n/ cane • /b/ /ī/ /k/ bike • /n/ /ō/ /s/ nose • /m/ /yoo/ /l/ mule

DIFFERENTIATION Extra Support: For children who need more support, have them write the word on one side of an index card. On the other side, co-construct a simple sentence or phrase. Children will use these flashcards to practice reading the words in both isolation and in context.

Blend Words Use the digital or print “Blend Words: Final e ” activity to have children chorally blend the words on each line. Model the first two words: hop and hope . Then point to each word, say “whisper read” as children quietly blend the sounds, and then say “all together” as children chorally read the word. Corrective Feedback: Provide corrective feedback as needed. Point to the missed sound- mastery and serve as a good check for fluency and transfer abilities.

• /t/ /ā/ /k/ t ake • /p/ /ā/ /j/ page Guide children to orally blend the sounds to form each word.

spelling and state the spelling and sound, blending the word again. Then have children blend the word. Cumulative Review: Add words with previously taught skills to the Blend Words activity to extend the learning, practice, and application. Use words with skills children have not fully mastered from the previous four to six weeks. This extra repetition will help children gain

Build Word Fluency: Children can use the lists for further independent practice. Assign partners to read the word lists during independent work time while you meet with small groups. Have children complete the Do More! activities, one per day.

Introduce the Sound-Spelling Write the word tap on the board and have children sound it out. Then add an e to the end of tap to form the word tape . Underline the a_e spelling, say the sound, then model blending the word. Write to Transfer Sound to Spelling: Tell

DIFFERENTIATION Extra Support: Repeat the Build Words activity during small-group time for children who need more support. Fold in words with previously taught skills to extend the learning. Allow children to use their letter cards or Magnetic Letter Tiles during independent work time to build and record on paper as many words as they can form.

Articulation Support: Introduce the Articulation Cards for /ā/, /ē/, /ī/, /ō/, and /y oo/, and watch the articulation videos. Model how to make each sound. Have children practice using handheld mirrors or working with a partner. Provide corrective feedback.

children that the letters a_e work together, like a team, to make a new sound—the long-vowel sound /ā/. The vowel says its name, and the final e is silent. Guide children to sound out the new word formed. MULTILINGUAL LEARNERS Language Transfer: For children whose home language lacks the a_e sound-spelling pattern (see Language Chart, pp. 343–346 of Phonics from A to Z ), provide extra articulation practice and some words and phrases to copy.

DIFFERENTIATION Decodable High-Frequency Words: To support children with additional words to practice reading and writing, share the following decodable high-frequency words, as these will have the most immediate impact on student reading and spelling growth: make, use, white, take, made.

MULTILINGUAL LEARNERS Vocabulary Support: During small- group time, introduce and/or reinforce the meanings of a few words from the Blend Words activity, such as cube, eve, huge, scrape, stripe, whole . Use actions, pantomime, drawings, pictures, and simple definitions in both English and the child’s home language (using a translation app, if needed).

TEACH alphabet, phonics, and word study skills.

TEACHING PHONICS WILEY BLEVINS

SHORT READS DECODABLES TM TEACHING PHONICS WILEY BLEVINS

Whal – Can We Be? Whal – Can We Be? CARD 32 QUESTION-AND-ANSWER BOOK PAGES CARD 32 QUESTION-AND-ANSWER BOOK PAGES

CARD 32 QUESTION-AND-ANSWER BOOK PAGES

TEACHING PHONICS WILEY BLEVINS

CARD 32 QUESTION-AND-ANSWER BOOK PAGES

TM SHORT READS DECODABLES TM

TEACHING PHONICS WILEY BLEVINS

READ TO KNOW T E X T S E T S

READ TO KNOW T E X T S E T S Whal – Can We Be? Whal – Can We Be? CARD 32 QUESTION-AND-ANSWER BOOK PAGES

SHORT READS DECODABLES TM

TM TEACHING PHONICS WILEY BLEVINS

SHORT READS DECODABLES TM

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gs and cats.

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e be?

Informational Text: Question-and-Answ A question-and-ans that poses question answers those ques

Before Reading Connect Sound-S

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circle the letter th

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PRACTICE phonics skills with short decodable texts.

Read Book 1

Text Set 7: Bones, Bones, B

ones!

SCHOLASTIC & FPO

TEXT SET 7

Decodables

Read Book



Informational: Retel

ling

Shared Content-Ar ea Vocabulary bones skeleton sp ine Shared High-Frequ ency Words down have now o f what

Informational: Expand Knowledge Realistic Fiction

ones?

BONES! BONES

! BONES!

Bones? No B

ones and

Phonics Focus and

Other Targets

Challenge Words

mals have b

Vowel-Consonant- e

Bones! Bones! Bo

TEXT SET

SCHOLAS TIC & FPO

Dodge race Soft c and g

Blake bones Dave Kate makes race shape spine take these

body whose

abulary

t which ani

ent-Area Voc

Shared Cont bones skele Shared High down have

Decodables

ton spine

nes!

l: Retelling

o figure ou

Informationa

ords

-Frequency W of now wha t

Informationa l: Expand Know Realistic Fict

Your skeleton is you have? How d about bones!

s they try t Will you be

able to tell ?

ledge

made up of all th o your bones hel



ge’s class a als do not.

ion

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o and

Join Miss Pa which anim

ody. How many b

om the vide

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ormation fr

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ones do is to learn Ace bones

Watch & Learn Vid eo “Bones, Bones, Bo

ines.

reviews inf

ords

nes!”

Challenge W

nes and sp

believe all there

—This text

argets

s and Other T

by Jane Craft

Phonics Focu

do and do not have bo

most or rules says

Knowledge

grace huge Midge Midge’s Soft c and g

nant- e

Vowel-Conso

nal: Expand

Page place quite race shapes slide snake snakes takes use

nimals that

Genre: Informatio

eas about a

game glide grace huge like made make name

Genre: Informational: R

pands on id

etelling —This text retell

playfully ex

s key ideas from

the video “Bone s, Bones, Bones! ”

Phonics Focus a

rn Video es, Bones!”

Watch & Lea “Bones, Bon

dge

e Video

und knowle

Review the Vid

Other Targets • Long Vowels: Fin

ild backgro

Review th

the

video to bu u may wish

to guide vi ewing using

review) the

cus and

en view (or

Have children vie and vocabulary b

al e : Blake,

Have childr and vocabu

Phonics Fo Other Targ

w (or review) the efore reading. Yo

reading. Yo

video to build ba u may wish to gu

bones, Dave, Kate shape, spine, take

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ls: Final e : Ace, bones,

Availab

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following steps. • Set Purpose:

se attention

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following st • Set Purpo

the

Available in English and Sp

• Long Vowe game, glide, make, name race, shapes

and pay clo

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help us.

, snakes,

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invite childr

time to tim

, slide, snake

cabulary

es.

thinking and dis cussion.

e task and

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• After Viewing: • Review Conten

e vertebrat

Set Purpos

Restate the Set Purpose task and

bones, skeleton, s

d snakes ar

wing: Restate the

, use

pine New High-Frequ

saw. (Hum ans, fish, an

invite responses .

spine, takes • Soft c and

• After Vie

Voice experiences for children powered by

, Midge,

t-Area Vocabula children know th

invertebra tes.) ry: Review the

g : Grace, huge

y heard and opuses, an

ry: Review the conte

e video

listed at left. Let Bones! Bones! Bon

on what the Worms, oct

rds from th

nt words from th

d crabs are

content wo

e book Bones?

e video

ey will find these

ency Words

three words in t he book

Midge’s, Pag

words in th

es!.

a Vocabula

down, have, now,

these three

ontent-Are

of, what

ey will find

ary

• Review C

en know th

ea Vocabul

t. Let childr

Content-Ar

listed at lef No Bones?

Challenge Word s body, whose Language Supp ort Read aloud the t

First Reading • Read aloud the t

ton, spine

bones, skele

Words

itle and have chil

Frequency

dren repeat it.

New High-

• Read aloud the t

ing

ext; have childre

it.

First Read

n echo-read it or

, now, of, wh

eir own.

ren repeat

• Invite children to help as needed. • Have children sh

down, have

whisper-read on isten to children

r-read on th

the title an d have child

take turns readi ng to a partner. L

their own.

ext on page 3: “A p the bones in that “makes up” that the pieces

echo-read it or whispe

children re ad and give

• Read aloud • Read aloud • Invite childr help as nee • Have childr

skeleton makes u a body.” Explain is a way of saying

the text; h ave children

read and give

Words

er. Listen to

g to a partn

Challenge most, or, sa

urns readin

are their reaction

en to take t

s to the text.

ys Language

ded.

s to the tex

of something com to form one thin examples, such a up of all the child Point out that th “The spine runs d the body” (page exactly what it sa

Support

eir reaction

bine together

Second Reading • Ask a volunteer t

en share th

t parts of

g. Give other

learn abou animal bod

As children human and

ies, point o

s: Our class is made

o read the title.

. Explain

• Have children wh • Invite children to

on page 10

ren in this room.

ading

the word fins that fish us underwate help them m Show imag

isper-read on the

Second Re • Ask a volun

to breathe their fins to o if possible . h water.

ir own.

e their gills r. They use

the title.

e sentence

take turns readi ng to a partner. L

teer to read

children re ad and give

eir own.

help as needed.

isten to children

own the back of 9) does not mean ys. Explain that

-read on th urns readin

read and give

er. Listen to

en whisper

g to a partn

ove throug

• Have childr • Invite childr help as nee

en to take t

es or a vide

After Reading Build Comprehe

ded.

this is a way of sa stretches or goes the bottom of th

ying that the spin e from the top to

nsion Use the followin

and

g questions to m

prehension

reinforce knowle

e back.

ing

onitor comprehe

onitor com

dge and vocabul

nsion and

stions to m

ary.

After Read

Use the fo llowing que

• What is a skeleton • Where is your spin

? Why is it import

rehension

ant? Key Ideas and D

ry.

Build Comp reinforce kn

d vocabula

es?”

etails

e? Why is it importan

owledge an

nes? No Bon

/Retell

t? Key Ideas and D

play a gam e called “Bo the directio ns for playin

• What is one fact f

Key Details has bones?

etails

rom this book you

g this game?

in the book you explain

might like to shar

family member? W Respond and Wr

• The children

e with a friend or

hy? Connect Ideas

that a snake

yer answer

How would

Bones?” pla

ite Invite children to

“Bones? No

ections

• Why might a Key Ideas a • Which anim

write and draw about facts they

learned. Informative/Exp

game? Make Conn

imal that ha s

lanatory

nd Details

have

t out in this ren to write

Then ask them to

bout an an

u want to ac

complete the ad

and draw a

als would yo

ditional activity.

d Write Invite child

Respond an

ory

e/Explanat

ity.

bones. Informativ

itional activ

lete the add

em to comp

Then ask th

Text Set 7

Read to Know

Text Sets Teach ing Guide

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Bones_061-066.indd

_061-066.indd

tSet07_Bones

2/15/23 2:50 PM

R2K_TG_Tex

APPLY phonics skills and build knowledge using decodable text sets.

Training that helps teachers translate effective code-focused instruction into practice. Ready4Reading Professional Learning Sessions

Overview and Wiley Blevins Teaching Phonics In this module, participants will be introduced to the four-part Ready4Reading framework and the program components that support each step: Teach, Practice, Apply, Prove. They will prepare for code-focused explicit instruction by experiencing a Wiley Blevins Teaching Phonics model lesson and engaging in deliberate practice. Short Reads Decodables & Read to Know Text Sets In this module, participants will be introduced to Short Reads Decodables and Read to Know Text Sets. They will also examine how the digital tools, assessments, and shared scope and sequence link the modules for a comprehensive teaching and learning experience.

Develop Foundational Skills with Decodable Texts

Grades K–2

Phonics Readers are a fun and engaging way for children to consistently apply their developing phonics skills while reading short, enjoyable stories.These texts provide children with early reading access through independent,

sound-controlled reading materials and systematic phonics instruction. Phonics Readers help children: • Develop phonemic awareness. • Make connections between sounds and letters. • Blend sounds to make words. • Recognize high-frequency words commonly found in FC_BC_9781338670462.indd 1

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This edition is only available for distribution through the school market.

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early reading. • Write words. • Develop fluency and increase reading rate.

This edition is only available for distribution through the school market.

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Foster Early Reading with Systematic Instruction

Grades 1–2

Help early readers learn letter sounds and how to blend them to make words. • Provide application of sounds and words taught to develop reading fluency. • Foster early reading success through independent sound- controlled reading materials and systematic phonics instruction. • Help students become confident independent readers.

Develop Foundational Spanish Skills with Decodable Texts

Grades K–2

Short, enjoyable stories provide Spanish-speaking children with early reading access through independent sound-controlled reading materials and systematic phonics instruction. • Sets of books focus on a selected group of consonants and short vowels with frequent opportunities to practice them. • Each book builds upon lessons taught in the previous book. This ensures that the majority of words in each story are decodable.

Escrito por Jesús Cervantes Ilustrado por Carlos E. Bernales

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Build Phonics Skills in Just Minutes a Day

Grades K–3

Engage students with Decodable Cards featuring phonics skills and decodable stories. • Teach phonics in just 10 minutes a day with this innovative resource from reading expert Rhonda Graff. • Each box contains laminated cards that introduce a key skill on the front and feature a decodable story on the back. • Skills covered include short vowels, long vowels, blends, and more.

vowel team oa

CARD 15

Boat Trip Joan and Stan were on Mike’s oak boat. They wanted to soak up the rays of the sun. All of a sudden, they felt raindrops. So they put on their raincoats. Big drops of rain hit the floating boat. Joan could see foaming waves on the coast. Then just as fast as it came, the rain stopped. “Hooray!” say Joan and Stan. They soaked up a bit more sun on the oak boat. “Thanks for a fine day, Mike!” say Jane and Stan.

Books That Teach Decoding Skills to Help New Readers Soar

Grades PreK–2

These engaging and highly decodable book collections provide loads of practice with must-know phonics concepts. • Build essential phonics skills including short vowels, long vowels, and blends and digraphs. • Make great reading gains with highly decodable texts that will have your students laughing out loud!

Cub and Pug hug in the mud. Mud, mud!

Cub and Pug dig in the mud. Mud, mud!

Cub and Pug tug in the mud. Mud, mud!

Decodable texts play a primary role in early reading. But they aren’t the only type of texts children should encounter. Classrooms need to have a variety of texts for different instructional purposes. The amount of time and emphasis put in each type of text changes at each grade level, but all are necessary for a comprehensive literacy solution. — Wiley Blevins , Choosing and Using Decodable Texts , (Scholastic Teaching Resources, 2021) “

Phonics-Powered Prevention and Intervention for All Students

Grades K–8

Rime Magic is a word recognition resource that helps beginning readers, multilingual learners, and striving readers “crack the code” of the written word through engaging five- minute lessons. • Build the word recognition skills of all readers with Magic Rime Cards (2 sets, 80 cards total) and Power Pak Cards (450 cards representing 30 key rimes for intervention work). • Seamlessly integrate into any classroom with a Teacher’s Guide, how-to videos, and downloadable teaching tools. • Easily adapt the program for any audience with trade books for younger students and high-interest articles for older readers.

Support Reader Fluency with Articulation Cards

Grades 1–3

Created in partnership with speech pathologists, Articulation Cards help students make connections between spoken and written words—so they can sound out new words on their own! • Demonstrate the correct position of the tongue, teeth, and mouth for all 44 sounds of English with large, full-color photos. • Watch videos of children pronouncing each sound. QR codes on each card take you right to the video demonstration. • Use the cards to create a sound wall that students can reference when spelling and reading words—an included guide shows you how!

Personalize Each Student’s Path to Fluency

Grades PreK–2

Scholastic F.I.R.S.T.® is a highly adaptive reading program for Grades PreK–2 that secures the foundational reading skills students need to become automatic, fluent readers. • Ensure strong learning outcomes with a robust scope and sequence, grounded in research and trusted by educators. • Develop foundational reading skills with 24 levels of phonemic and phonetic activities and 85 ebooks. • Personalize each student’s pathway to reading proficiency with highly adaptive technology and continuous formative assessments.

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Skilled reading takes more than phonics and decoding. Students must also understand the words they're reading. That’s where building background knowledge and vocabulary come in. With Scholastic Education Solutions' resources, you can support every student as they make the critical transition from decoding to comprehension. Meaning-Focused Resources

Build Background Knowledge, Vocabulary and Decoding Skills with Timely Content

Grades K–6

Classroom Magazines give students the opportunity to close-read relevant and current fiction and nonfiction texts, building background knowledge and growing vocabulary. And when your educators use magazines in class, they give students a chance to practice decoding. Select titles include: • Let’s Find Out (Grade K) Ignites early learners’ curiosity and supports beginner readers with engaging science and social studies texts. It connects students’ lives to topics in easy, self-contained lessons and includes exciting multimedia resources. • Scholastic News (Grades 1–6) Brings the world into your classroom with engaging nonfiction texts. Students explore science, social studies, and social development topics from a kid’s perspective—making lessons relevant and exciting for students. • Storyworks (Grades 1–6) Empowers all students to become confident, successful readers with unforgettable texts across genres and rich ELA activities for skill mastery. Every text is packaged with multimodal support tools.

The Ultimate Read-Aloud Collection

Grades K–5

Turn the everyday read-aloud into a powerful instructional tool that builds knowledge and strengthens comprehension. • Teach with purpose using a collection of read-aloud books, each with a specific instructional goal. • Learn how to make read-alouds more inspiring and intentional with video lesson demonstrations from award- winning author Lester L. Laminack.

Supercharge Vocabulary and Knowledge Development

Grades K–5

Promote vocabulary acquisition and deepen comprehension by teaching words in context across 10 content areas. • Focus on the 2,500 word families in English that make up 90% of the text that students will encounter in school. • Introduce students to words and their meanings within context, leading to richer interactions with text. • Inform instruction with actionable data at the student, class, school, and district levels.

Track Reading Progress and Support Language Comprehension

Grades K–8

Scholastic Literacy Pro® is a blended independent reading management platform and ebook library that gives educators everything they need to motivate readers, track progress, and monitor comprehension—all in one place. • Give students the power of choice with access to 2,800+ ebooks and a personalized digital bookshelf based on their interests. • Improve comprehension, fluency, and vocabulary with daily opportunities for independent reading in school and at home. • Monitor students' comprehension, skills, and progress with built-in assessments and data to inform instruction.

Create Custom Classroom Libraries

Grades K–12

Making the leap from decoding to comprehension doesn’t happen overnight. Education researchers agree that students must be provided with daily opportunities to read texts of various types and lengths while practicing strategies that improve comprehension. Our expert team of educators will work with you to build classroom libraries that contain a wide variety of texts at all reading levels while also choosing books that reflect the diverse backgrounds of your school community. To learn more, visit scholastic.com/classroomlibraries

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Personalized Instruction for Students. Professional Growth for Teachers. Ensure every student is reading at grade level by the end of Grade 3 with a professional support system that personalizes learning for every student and optimizes planning time for every teacher.

Here ’ s How It Works: Assessments

Students take digital assessments and A2i immediately processes the data to update their progress and learning recommendations. Data-Driven Recommendations Teachers get immediate access to the assessment results plus individualized plans, small-group recommendations and type of instruction needed to reach target outcomes. Personalized Literacy Instruction Teachers pull lessons from our lesson menu featuring four evidence-based kinds of instruction: meaning-focused, code-focused, teacher-driven, and student-driven. Progress Monitoring A2i provides reporting to track student learning throughout the year. Tools and reports are continuously updated and can be accessed by teachers to effectively drive instructional next steps.

By combining professional learning with powerful technology, A2i empowers teachers to deliver daily differentiated literacy instruction, resulting in unmatched student outcomes and unprecedented literacy rates.

A Professional Learning Component

A Technology Component

Professional learning provides district- wide alignment and personalized

A2i’s industry-leading technology gives teachers real-time, specific data on literacy needs so every child gets the type of instruction that’s most effective for them, in the modality that works best, for the right amount of time.

coaching—so teachers continually deepen their understanding of literacy instruction and research- based practices, becoming more effective in the classroom.

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Build the Capacity and Expertise of Educators With code-focused and meaning-focused professional development sessions, you’ll inspire and equip teachers and leaders with research-based strategies to support the academic and development growth of all students.

Meaning-Focused Sessions

Instructing for Text Comprehension

Text comprehension is the reason for reading. This course will examine research- based strategies for text comprehension such as self-monitoring, using graphic organizers, generating and answering questions, recognizing text structure, and summarizing. Participants will develop plans for implementing these strategies in their instruction.

Learning Outcomes: • Identify and describe the text comprehension strategies that are supported by research. • Plan lessons to teach comprehension strategies through direct instruction and cooperative learning. • Use a gradual-release model to help readers flexibly and appropriately use comprehension strategies in all of their reading.

Expanding Oral Vocabulary and Creating Vocabulary Consciousness Vocabulary is essential to learning to read, understanding what is read, and communicating effectively. Research

Learning Outcomes: • Describe the role that oral language, vocabulary, and knowledge play in literacy development for early readers. • Implement research-based strategies to build oral language skills and encourage word play. • Plan vocabulary instruction and learning experiences that deepen and broaden knowledge to support comprehension.

demonstrates that both indirect and direct instruction are necessary for vocabulary development. This session will examine the connections between oral language, vocabulary, and knowledge, and explore instructional strategies for developing them.

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Code-Focused Sessions

Building Phonological Awareness In this session, participants will learn about the importance of phonological awareness and concepts of print and how research can better inform their classroom instruction. Participants will take a close look at how to assess and analyze concepts of print and phonological awareness and what instruction looks like in whole-class and small-group settings. This session allows for deliberate practice, modeling, and collaborative thinking as we dive into the science behind early reading skills. Supporting Fluency Development In this session, participants will learn the science behind how fluency helps build students’ reading comprehension. Participants will learn strategies for improving reading fluency and leave the session with a practical plan for incorporating fluency-building activities into their instruction.

Learning Outcomes: • Name the role that print concepts and phonological awareness play in the Science of Reading and how they affect early literacy development. • Define print concepts and phonological awareness. • Assess and analyze students’ print concept and phonological awareness skills. • Plan and facilitate data-informed instruction for print concepts and phonological awareness.

Learning Outcomes: • Understand the science behind how fluency supports comprehension. • Practice instructional strategies that build fluency. • Create a plan for developing high-impact fluency instruction.

Phonics Instruction Leads to Orthographic Mapping

Learn how the work of cognitive scientists should shape classroom instruction to ensure that students go beyond letter-sound connections to orthographic mapping. Participants will examine how to assess and analyze students’ phonic knowledge and decoding skills. We’ll also explore practical phonics activities for whole-class and small-group settings that will keep students engaged while providing systematic and explicit instruction.

Learning Outcomes: • Name the role that phonics plays in the Science of Reading and how it affects early literacy development. • Define phonics. • Assess and analyze students’ phonics skills. • Plan and facilitate data-informed instruction for phonics.

Research-Aligned Phonics Instruction in the Intermediate Grades

In Grades 3–5, most state standards ask that students know and apply grade-level phonics and word analysis skills when decoding words. Although some students are ready to focus solely on word analysis, others need additional support with phonics, so it’s imperative that intermediate teachers begin with a formative phonics assessment to differentiate instruction. In this session, teachers of intermediate grades will examine phonics terms and the characteristics of strong phonics instruction and walk away with activities that support students to orthographically map sound-spelling patterns through explicit instruction and application.

Learning Outcomes: • Name practices and characteristics of research-aligned phonics instruction. • Define phonics terms as part of explicit and systematic instruction. • Administer, analyze, and use phonics and word analysis assessments. • Plan and facilitate data-informed phonics instruction for small groups.

Meaning- and Code-Focused Sessions

Data-Driven Text Selection and Grouping

Planning effective small-group instruction requires flexibility and a focus on students’ individual needs. When armed with student data and varied instructional approaches, teachers can effectively differentiate instruction. In this session, participants will explore the purpose behind different small- group models and the types of texts that are best aligned.

Learning Outcomes: • Describe the purpose behind guided reading, book clubs, and strategy groups and which student needs each might address. • Explain the roles that leveled texts, decodable texts, and choice texts play in instruction. • Use knowledge of texts and small-group instructional models to plan a student-centered, small-group lesson sequence. • Identify students’ strengths and needs.

Learn more at scholastic.com/professional

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With professional books, your educators will discover evidence-based strategies and activities to support the development of early literacy skills.

Grades K–3

NEW! 7 Mighty Moves: Research-Backed, Classroom-Tested Strategies to Ensure K-to-3 Reading Success

By Lindsay Kemeny

In this no-nonsense guide, primary reading expert and classroom teacher Lindsay Kemeny shares seven small modifications K–3 teachers can make to transform their reading instruction. Each chapter focuses on a critical area of foundational reading—from the most efficient ways to teach phonemic awareness and phonics to the most effective ways to boost comprehension.

Grades K–2

Reading Above the Fray: Reliable, Research-Based Routines for Developing Decoding Skills By Dr. Julia B. Lindsey Dr. Julia B. Lindsey’s evidence-based routines help young readers decode words efficiently so they can spend more energy on comprehending—and enjoying—what they read! Readers will discover what the research tells us about how decoding affects a child’s reading journey and how to apply it instructionally, swap current decoding routines with new evidence- based ones that take just 15 minutes or less to implement, and go beyond decoding with strategies to improve multisyllabic word recognition.

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