Ready4Reading Evidence Portfolio
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incorporated in the program are aimed to reflect a broad range of text types and genres. Key program components include:
o 90 Student Cards (6 copies of each title) o 9 Teacher’s Guides with 90 title -specific lessons (print and digital) o Digital decodable Student Cards and activities o Digital teacher and student resources o Downloadable Student Cards o A Downloadable Oral Reading Rubric for assessment o Downloadable Word Study Lessons o Downloadable Spelling Lists for encoding practice
o Read to Know Text Sets. The program’s Read to Know text sets offer decodable texts that aim to build children’s academic content knowledge as they practice and apply decoding skills and position them to “read to learn . ” Aligned to the program’s “Watch & Learn” videos , which aim to feature high-interest topics, pique children’s curiosity , and build background knowledge, the text sets feature informational and fiction texts with controlled decodable text aligned to an aggregation of Ready4Reading’s systematic phonics scope and sequence. Read to Know text sets can be implemented in small groups and independently, depending on student mastery. Components include: o 18 text sets of three decodable books each o 6 Review Books o 19 Watch & Learn Videos (English and Spanish) o 1 Teacher’s Guide with lessons for each text set and Review Book (print and digital) o Digital decodable books and activities o Digital teacher and student-teacher resources o Downloadable decodable take-home books o Downloadable Oral Reading Rubric for Assessment o Downloadable Respond & Write resources o Downloadable Spelling Lists for encoding practice In addition to these primary components, Ready4Reading offers a variety of instructional supports, student practice materials, multimedia, and tools for differentiation, along with formative assessment tools for student progress monitoring, and robust teacher professional development and support. Across the program ’ s instructional offerings and student-facing materials, the aim is for teachers to utilize these tools to provide for a data-informed learning experience that is adapted to students’ individual n eeds. Ultimately, Ready4Reading intends for each of these program components to work cohesively and, in combination, serve as a comprehensive point of foundational reading instruction for adopting classrooms. As a byproduct of schools implementing the program and leveraging these features with fidelity, Scholastic Education aims for the program to serve as an efficient and effective way of enhancing and accelerating the literacy development of students. Figure 1, on the next page, presents a logic model for how Ready4Reading theoretically facilitates these intended impacts:
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