Ready4Reading Evidence Portfolio
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• Read to Know Text Sets offer strategic language support to help build comprehension of text. The corresponding teacher ’s guide offers explicit supports, with one set of supports (between 3 – 5 tips) per text set (three texts). The goal of these supports is to guide teachers with identifying challenging areas and addressing potentially unfamiliar elements of English. The focus over these materials is on background knowledge-building skills with unfamiliar elements of English, such as homophones, metaphors, idioms, and implicit objects. • The program ’s teach er’s guides also provide language support and instructional material targeting phonics skills in the decodable scope and sequence. Each module offers support in strategic locations relevant to each module ’ s goals and target skills.
In addition to these scaffolds, the program’s digital lessons provide further scaffolds for teachers and students:
• Articulation videos, digital activities, Watch and Learn videos, Short Reads Decodable cards, Read to Know Text Sets, and interactive stories are provided digitally to provide students with opportunities to practice and apply phonics, vocabulary, writing, and comprehension skills.
• Highlighter tools are available for students in the digital storybooks, Short Reads, and Read to Know Text Sets.
• Audio functions embedded within the digital Short Reads Decodables and Read to Know Text Sets allow for students to be provided a modeled fluent reading of the texts.
• The program’s “ Watch and Learn ” videos have features that allow students to pause, rewind, and repeat videos. Students may choose English or Spanish narration. Students can also speed up or slow down the audio during the videos. Videos feature real-world footage with closed captions. • As outlined, the “ Soapbox ” technology embedded within the program allows students to record their voices while reading. The system accurately recognizes students’ voices and diagnoses reading fluency and disfluencies. Lastly, program materials also present literacy and language development strategies to help differentiate instruction for multilingual learners. These embedded strategies include the following: • Provide multisensory experiences. Program materials are structured to encourage teachers of multilingual learners to use multimodal tasks that pair teaching letter sounds and words with gestures, natural objects, and pictures — as well as employ music and body language to help teach words and concepts. • Preview activities in small groups. Program materials include suggestions for teachers related to introducing letter sounds, words, short reads, and activities in small groups before students are expected to study them with the rest of the class.
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