The Science of Reading Meets the Love of Reading in SD

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

er Book Pages

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s say their names

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long vowel.

word we for children and h

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ave a volunteer ci

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long vowel sound

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circle the letter th

words hi

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vowel sound in e ach word.

nces for children. ng a or as a schwa

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that both pronun ciations are fine.

Phonics Focus • Single-Syllable W

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long a /ā/)

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SR Decodables_SC_32_NF_QA_What Can We Be.indd 1

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Short Reads Dec

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SR Decodables_SC_32_NF_QA_What Can We Be.indd 1

12/16/22 9:49 AM

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12/16/22 9:49 AM

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

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ords

-Frequency W of now wha t

Informationa l: Expand Know Realistic Fict

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s they try t Will you be

able to tell ?

ledge

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ge’s class a als do not.

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o and

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ody. How many b

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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

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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

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the

video to bu u may wish

to guide vi ewing using

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cus and

en view (or

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al e : Blake,

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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,

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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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d spines.

se: Let’s watch

anish

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help us.

, snakes,

to time to guide

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

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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

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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

2/15/23 2:50

R2K_TG_TextSet07_

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.

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