Ready4Reading Overview

The K–3 Phonics System That Lights Up Your Literacy Block

Phonics Mastery for All

The science is clear. Systematic, explicit, and cumulative phonics instruction is the most effective way to teach children how to read words. Ready4Reading is a science-based K–3 system that makes phonics instruction easier for teachers, engaging for students, and more effective for everyone.

Higher Engagement Light up your literacy block with high-interest instructional routines and decodable texts.

Better Outcomes Systematically build phonics skills with an evidence-based framework.

Greater Equity Empower every learner with multiple paths to mastery and culturally relevant content.

More than Phonics Seamlessly integrate knowledge, vocabulary, and other language comprehension skills into phonics instruction.

A System You Can Count On Ready4Reading is a blended supplemental phonics system that combines modular print and digital learning components with powerful assessment tools to ensure phonics mastery for all learners. Here’s how it works:

A 4-Part Framework breaks instruction down into four simple steps: teach, practice, apply, and prove.

3 Interconnected Modules are easily slotted into literacy blocks.

Systematic Phonics Instruction

Engaging Phonics Practice

Applying Skills and Building Knowledge

2 Powerful Assessment Technologies monitor student progress across the system—the adaptive Letters2Meaning assessment and SoapBox’s award-winning child-first speech recognition software.

1 System provides educators with everything they need to teach phonics skills and keep students engaged as they master each one!

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Four Steps , One Easy-to-Use Framework

The science of how children learn to read may be complicated, but implementing it in the classroom doesn’t have to be. Ready4Reading is built on a framework that breaks systematic instruction down into four simple steps. Each module focuses on one part of the process. But within each module, we’ve embedded the same four-part structure to create a system that’s easy to comprehend.

TEACH

a foundational phonics skill

PROVE

mastery of the skill

APPLY

PRACTICE

the phonics skill and build knowledge

the phonics skill

Activity Centers APPLY phonics skills and build knowledge using decodable text sets.

SCHOLASTIC READY4READING

Ready4Reading complements your core reading program with three interconnected modules. Each module features blended print and digital materials for the whole class, small groups, and learning centers. Plus, assessments throughout provide the data teachers need to personalize instruction and open multiple pathways to mastery. Here’s just ONE way you can use Ready4Reading to power up your literacy block. Plug into Any Literacy Block

10–20 Minutes | Whole Class TEACH alphabet, phonics, and word study skills.

40 Minutes | Teacher-Led Small Groups PRACTICE phonics skills with short decodable texts.

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Skilled Reading Takes More than Phonics Each Ready4Reading module embeds vocabulary, knowledge, and language comprehension skills seamlessly into instruction, so students learn to decode words while using to them to unlock a world of stories, information, and wonder.

I’m passionate about ensuring teachers (and children) receive a strong foundation in understanding how language and decoding instruction are central to academic success and one’s personal pleasure from literature and print.

—Dr. Anne Cunningham, Program Author

SCHOLASTIC READY4READING

Experts You Can Trust

To ensure Ready4Reading aligns with the latest literacy research, we’ve collaborated with some of the top minds in phonics instruction.

Wiley Blevins

Wiley Blevins is the author of Teaching Phonics, K–3. He is an author, educational consultant, and researcher who completed his graduate work at the Harvard Graduate School of Education. A former teacher, Blevins is a respected author of numerous phonics professional books, including Phonics from A to Z , and several phonics and reading programs from various publishers. He also wrote the phonics brief from the International Literacy Association, “Meeting the Challenges of Early Literacy Phonics Instruction.”

Dr. Anne Cunningham

Dr. Anne Cunningham is a Professor of Learning Sciences and Human Development in the Berkeley School of Education at the University of California, Berkeley. She is a developmental scientist and educator known for her research on literacy and development across the lifespan in which she examines the cognitive and motivational processes underlying reading ability and the interplay of context, development, and literacy instruction.

Dr. Tanji Reed Marshall

Dr. Tanji Reed Marshall is a nationally recognized expert on educational equity and educational leadership. She partners with states, school districts, schools, and education organizations to solve complex issues related to educational equity and to ensure that every child receives the excellent equitable education they deserve. Additionally, Dr. Reed Marshall is the Director of P12 Practice at the Education Trust, a nonprofit educational equity and advocacy think tank in Washington, DC. Linda Gutlohn Linda Gutlohn is a Science of Reading product consultant who is widely known for her expertise with phonics materials and the development of decodable texts. The editorial director and coauthor of the CORE’s Teaching Reading Sourcebook , a highly rated textbook and comprehensive reference for research-based reading instruction, Gutlohn has over 10 years of experience as an elementary teacher and has served as a codirector of a professional development center and as a language arts consultant.

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Ready4Reading gives you everything you need to deliver explicit, high-quality phonics instruction in one powerful system.

System Components: • Implementation guide

• Grouping and assignment tools • Letters2Meaning assessment to track student progress • SoapBox speech recognition technology • Actionable reports

Implementation Guide

T E A C H

P R A C T I C E

A P P L Y

P R O V E

TEACH

Print Materials: • 68 alphabet, phonics, and word study lessons • Phonics from A to Z professional book Manipulatives: • Elkonin sound boxes • Magnetic letter tiles • Connecting sound cubes • 2-color counters • Letter sounds flash cards • Alphabet cards • Articulation cards • Mirrors • Metal trays • Gameboards

Online Teacher Resources: • Program Guide • 312 teaching activities • Games, centers, and extension activities • Articulation videos • Alphabet chants • Phonics, alphabet, and articulation cards • Student activity pages • Printable assessments

WILEY BLEVINS

Updated with new research 4 th Edition

STEP 1

STEP 2

STEP 3

A Practical Guide Phonics | Long Vowels | Final e

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 ______ ?

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.

Final e

Spell Words

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

Name Say each picture name. Listen for all of the sounds in the word. Write the spelling for each sound in a separate box. The gray box stands for the final, silent e .

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). /d/

dog

Wiley Blevins TEACHING PHONICS | Phonics 197

SCHOLASTIC READY4READING

PRACTICE

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

Print Materials: • 9 Teacher’s Guides • 90 student cards (6 copies each)

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

READ TO KNOW T E X T S E T S

Whal – Can We Be?

SHORT READS DECODABLES TM

READ TO KNOW T E X T S E T S

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SR Decodable

APPLY

Print Materials: • Teacher’s Guide (organized by text set) • 60 decodable readers (6 copies each)

Read Book 1

Text Set 7: Bones, Bones, B

ones!

SCHOLASTIC & FPO

TEXT SET 7

Decodables

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Text Set 7

Read to Know

Text Sets Teach ing Guide

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SCHOLASTIC.COM/READY4READING

Educators systematically and sequentially TEACH phonics skills across 68 flexible lessons.

Created in Partnership with Wiley Blevins Wiley Blevins brings his engaging and easy-to-follow approach to this module to ensure that learning sticks and teaching sings.

Grounded in Science Step-by-step lessons help teacher provide evidence-based, code-focused instruction in these areas: • Alphabet, phonics, and word study • Phonemic awareness • Sound-spelling • Blending, building, sorting, and spelling • High-frequency words

Illuminating Equity

Differentiation options, embedded multilingual learner and dialect supports, and family connections ensure that learners from all language backgrounds can master the phonics skills they’ll need to thrive in and out of school.

SCHOLASTIC READY4READING

Teaching Phonics in Action

TEACH

PRACTICE

APPLY

PROVE

Teachers use 10–20-minute lessons to provide code- focused instruction for the whole class or in small groups.

Students practice the phonics skills they just learned with articulation videos, alphabet charts, manipulatives, and hundreds of printable and digital activities.

Students apply phonics skills through activity pages, printable centers, and extension activities where students encounter connected texts for building fluency.

A comprehensive phonics survey offers placement while included benchmark exams and weekly quick- checks provide formative assessment.

Phonics instruction plays a key role in helping children comprehend text.

—Wiley Blevins, Author of Teaching Phonics

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Students PRACTICE the discrete phonics skills they are learning with 90 two-sided text cards that incrementally target individual sound-spellings.

Culturally Relevant Decodables This module features a wealth of culturally relevant texts that ensure all students see themselves in the books they’re reading from the very beginning. Approachable Texts Short Reads cards are less intimidating than full print books. With more than 75% decodable text, these two-sided cards give students a safe place to practice newly taught phonics skills.

Illuminating Equity

Many Short Reads Decodables focus on characters, communities, and experiences that are underrepresented in children’s literature.

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Short Reads Decodables in Action

TEACH

PRACTICE

APPLY

PROVE

Each Short Reads card comes with a lesson that targets foundational skills such as phonemic awareness, phonics, writing from dictation, vocabulary, and writing in response to reading.

Students read a text card in small groups and receive targeted practice in the phonics skill they’ve been working on in the previous module.

Students apply decoding, comprehension, and writing from dictation through discussion and writing prompts.

Teachers use assessment data gathered throughout Ready4Reading to monitor students’ cumulative progress and inform placement.

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Students APPLY phonics skills to more complex texts by continually and cumulatively spiraling prior phonics skills with topic-based sets.

Knowledge-Building Texts Build content-area knowledge while cementing phonics skills. These highly decodable text sets include 75% nonfiction and reflect the coordinated skills application students need to transfer their skills to content-area reading. Digital Reading Experience Each book is aligned to a knowledge-building video and is available in a digital version to ensure an optimal blend of traditional and digital instruction.

Illuminating Equity

Text sets explore the experiences and interactions of people from a wide range of cultures and situations in both fiction and nonfiction.

SCHOLASTIC READY4READING

Read to Know in Action

TEACH

PRACTICE

APPLY

PROVE

Lessons, activities, and discussion prompts in this module focus on building foundational and other literacy skills including vocabulary, comprehension, and writing.

Students engage with thematically connected texts, videos, and writing prompts in small groups, independently, or in pairs.

Students apply decoding skills as they build knowledge and access more complex texts over time. As students progress, the number of words and range of vocabulary in the text sets gradually increase.

Monitor understanding with built-in reviews and formative assessments.

SCHOLASTIC.COM/READY4READING

Two Powerful Assessment Technologies

PROVE

In addition to assessment within and among all modules, Ready4Reading uses the Letters2Meaning adaptive assessment and SoapBox speech recognition technology to provide actionable data and reporting across the entire system.

Letters2Meaning: Assess Progress in 15 Minutes or Less Letters2Meaning is an adaptive digital assessment that only takes between seven to 15 minutes to administer and should be given three to four times a year.

What It Measures Letters2Meaning reports a Grade Level Score that aligns with the Ready4Reading Scope and Sequence.

How It Informs Instruction Use the report to place students in groups, track progress, and monitor success all year long.

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SoapBox: A Sound Picture of Progress Students use SoapBox speech recognition technology to practice reading aloud independently and build confidence as they learn.

Voice experiences for children powered by

What It Measures As students use their voices to practice reading aloud, the system monitors their pronunciation of target words.

How It Informs Instruction Educators gain actionable, real-time feedback to personalize and target instructional time.

Illuminating Equity

SoapBox technology accurately understands a child’s speech regardless of race, background, age, or ethnicity.

SCHOLASTIC.COM/READY4READING

With Ready4Reading, teachers don’t need to spend valuable time sourcing or creating phonics resources. Hundreds of print and digital practice activities and decodable texts, mapped by skills across modules, are right at their fingertips. Easier for Teachers, More Effective for Students

Dedicated to Teaching and Learning

Educators rely on Scholastic for elegant and engaging education solutions. Our print and digital learning programs, family engagement initiatives, and professional development empower teachers, families, and communities to support every child.

SCHOLASTIC READY4READING

Professional Learning

Ensure a smooth and seamless implementation of Ready4Reading with our professional learning experts. Here’s just one of the professional learning opportunities we offer.

Getting Started with Ready4Reading In this hands-on professional learning session, educators participate in a model lesson and engage in the deliberate practice of teaching phonics and using decodable texts. Learning outcomes: • Describe the research base and components of the Ready4Reading phonics solution. • Plan and facilitate systematic and explicit phonics instruction across the literacy block. • Support skill-specific practice, comprehension, and knowledge-building with decodable texts. • Learn more about the Ready4Ready system tools including reports, assessment, rubrics, grouping, and more.

The future is bright with Ready4Reading!

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5153-76 9/23 Item# 761346

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