Build Background Knowledge. Move Phonics Skills Forward.
According to the Science of Reading, strong readers need strong background knowledge . Read to Know Text Sets provide high-interest decodable text sets on a common content-area theme. By combining phonics practice with knowledge and vocabulary, you can prepare students to make a smooth transition from decodables to natural language text . Read to Know Does What Other Decodables Don’t
HIGH-QUALITY TEXTS Text sets are 75%+ decodable and include knowledge-building videos to pique student interest.
MEANINGFUL PHONICS PRACTICE Students practice specific sound-spellings aligned to an evidence-based scope and sequence.
DIVERSE STORIES
MULTIPLE GENRES
Diverse characters and topics reflect a wide range of cultures and communities.
75% nonfiction titles and a wide range of genres prepare students for more complex texts.
C READ TO KNOW TEXT SETS
A Clear Progression of Knowledge and Skills Read to Know Text Sets are easy to incorporate into your curriculum. The program follows a clear, evidence-based scope and sequence grounded in the Science of Reading. Knowledge and vocabulary are built cumulatively and integrated seamlessly into phonics instruction.
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 & 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 Every text set provides teachers with a powerful and practical phonics lesson. Read to Know Text Sets include:
• 18 text sets • 3 decodable books per set (54 total) • Downloadable versions of each book
• Teacher’s Guide (print and digital)
• Downloadable resources • Oral reading rubric to structure formative
assessment and record results • Respond and write resources • Spelling lists for encoding practice
• 18 connected Watch & Learn videos
• 36 review texts (6 titles; 6 copies each) • Following every three text sets, review books offer a consolidated review of the prior targeted sound spellings and word study.
Lesson Structure
STEP ONE
Watch & Learn Video An engaging video introduces the text set and activates prior knowledge.
STEP TWO
Text Set After the video, students will be guided through three connected texts that target specific sound-spellings aligned to our evidence-based scope and sequence.
Text 1: Informational Text An informational text retells the facts from the video and deepens understanding.
Text 3: Fiction A fictional story uses information from the video to solidify knowledge and introduce students to new genres.
Text 2: Informational Text A second informational text expands on the video and extends students’ knowledge.
2 READ TO KNOW TEXT SETS
Lesson Supports to Build Knowledge and Decoding Skills Targeted small-group lessons focus on a specific sound-letter correspondence. Additionally, differentiation ideas help teachers support striving and multilingual students.
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Read Book 2
TEACHING PHONICS WILEY BLEVINS
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SHORT READS DECODABLES
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TEXT SET 1
READ TO KNOW T E X T S E T S
TM
Big Cats Informational: Retelling
Shared Content-Area Vocabulary cub lion tiger Shared High-Frequency Words a and the
Big Cats and Cubs Informational:
Expand Knowledge
Big Cats and Cubs There are lots of kinds of big cats in the wild. Let’s read and explore how they live and why you probably don’t want one as a pet. Genre: Informational: Expand Knowledge —This text reviews details from the video and expands on information about different types of big cats as a Read Together book that is intended to be read with an adult and a child in dialogue. The adult reads the text marked with an apple, and the child reads the text marked with a star. Review the Video
The Big Box Realistic Fiction
BIG CATS AND CUBS
Phonics Focus and Other Targets
Challenge Words
Consonants and Short Vowels a, i, o
Inflectional Ending - s
get will
as big cat dad is it
mom nap
cats its
not sip six
by Jody Carr
Watch & Learn Video “Two BIG Cats”
&
™
R2K Text Set 01 Big Cats and Cubs_COV.indd 2-3
2/6/23 1:52 PM
Phonics Focus and Other Targets
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 cubs look and to the things that they do. • View: Pause from time to time to guide thinking and discussion. • After viewing: Restate the Set Purpose task and invite children to report on what they heard and saw. • 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 Big Cats and Cubs.
• Consonants and Short Vowels a , i , o : as, big, cat, dad, is, it, mom, nap, not, sip, six • Inflectional Ending -s : cats, its Content-Area Vocabulary cub, lion, tiger New High-Frequency Words a, and, the
High-frequency words are explicitly taught to build vocabulary and automaticity.
Content and story words that may be unfamiliar are defined and introduced.
Challenge Words prepare students for natural language texts.
Challenge Words get, will Language Support
First Reading • Read aloud the title and have children repeat it.
Lessons guide teachers and small groups through multiple readings .
• 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. 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. • Look at the cats in the photos on pages 4–5. How are they the same? How are they different? (You can use the information on the back cover to point out the name of each big cat.) Compare and Contrast • Why is a big cat not a good choice for a pet? Key Ideas and Details • What is one way that adult big cats take care of their cubs? Key Ideas and Details Respond and Write Invite children to draw a picture to show something that big cats do during the day. Help them write or dictate a sentence about their drawings. Informative/Explanatory Then ask them to complete the additional activity.
Reread page 2 and emphasize the question “Why would a lion or a tiger not make a good pet?” Explain that the word make has many meanings. In this case, it means “turn out to be” or “become in the future.” Invite children to brainstorm ideas about which animals would or would not make good pets. Discuss the meaning of watering hole on page 12. Point out that a watering hole could be a pond, lake, or other small body of fresh water. Encourage children to use the image to clarify meaning. On page 13, have children read “The lion and cubs sip.” Again, use the image to clarify meaning. Then invite children to role-play sipping from a cup or a straw.
After Reading prompts encourage deeper comprehension.
Respond and Write prompts encourage students to share their thoughts about the text.
Text Set 1
21
R2K_TG_TextSet01_TwoBigCats_017-022.indd 21
3/15/23 8:11 AM
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Diverse and Decodable Texts in Multiple Genres
Read to Know Text Sets support culturally relevant teaching with diverse characters and experiences and reflect a wide range of cultures and communities. Texts also feature several fiction genres to deepen students’ knowledge and vocabulary.
See the full title and genre list at scholastic.com/readtoknow .
Each Read to Know Text Set offers a Watch & Learn video and three decodable books that connect to the video’s content-area topic. These text sets cement phonics skills and serve as a bridge to more complex texts by continually and cumulatively spiraling prior skills.
Text Set/ Video Title
Word and/or Syllable Type
Decodable Text Titles
Genre
Phonics Focus
Big Cats
Informational: Retelling
Consonants and Short Vowels a , i , o
Text Set 1 Two Big Cats
Inflectional Ending - s
Big Cats and Cubs
Informational: Expansion
The Big Box
Realistic Fiction
The Sun
Informational: Retelling
Consonants and Short Vowels a , e , i , o , u
Text Set 2 Observing the Sun
Summer Sun Winter Sun
Informational: Expansion
Possessives with ’ s
Fun in the Sun!
Humorous Fiction
Get Up and Go!
Informational: Retelling
Consonant Blends (initial and final)
Text Set 3 Get Moving
Where Can You Exercise?
Informational: Expansion
Contractions with ’ s
Get Up and Move!
Realistic Fiction
Review Book 1
Three Fun Books!
Realistic Fiction
Consolidated Review of Text Sets 1–3
Good Sports!
Informational: Retelling Consonants and Short Vowels, Single-Syllable Words with Open Long Vowels Informational: Expansion Realistic Fiction
Inflectional Ending - s , Possessives with ’ s , Contractions with ’ s
Text Set 4 Be a Good Sport
Good Sports and Good Pals
It’s a Hit!
Frogs at the Pond
Informational: Retelling
Double Final Consonants, Consonant Blends
Inflectional Ending - ed ,(/ d / - ed , / t / - ed )
Text Set 5 It’s a Frog!
Can Frogs Live Here?
Informational: Expansion
Max Likes Frogs
Fantasy
What Can We Do with the Trash?
Inflectional Ending - ed , Inflectional Endings That Add a Syllable (- ed , - ed , - ing ), Contactions with ’ ll
Informational: Retelling
Text Set 6 What Happens to Our Trash?
Digraphs sh, th, ch, wh, -tch, -ng, -nk
Too Much Trash
Informational: Expansion
Chuck the Trash Truck
Fantasy
Cat Is Stuck
Animal Fantasy
Consolidated Review of Text Sets 4–6
Review Book 2
6
READ TO KNOW TEXT SETS TITLE LIST
SCHOLASTIC READY4READING
4 READ TO KNOW TEXT SETS
Take Your Read to Know Text Sets Even Further! Read to Know Text Sets 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 .
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Ready to Bring Read to Know Text Sets into Your School? Contact a Scholastic specialist today at (800) 387-1437 or visit scholastic.com/readtoknow
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