Ready4Reading Evidence Portfolio
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• Step 3: Build Words: Students then write to transfer the sound-spelling and discuss what different suffixes mean (e.g., the suffix ly implies “ a characteristic of ” ). Then children chorally blend words with suffixes using the digital or print “Blend Words: Suffixes” activity. They also use the Magnetic Letter Tiles and Trays to build words such as: sad, run, walk, fly, bike , and quick . Then children add suffixes, such as - s, -ed, -ing, -er, -est, and -ly . Students discuss with a partner how the new words are made, needed spelling changes, and how adding the suffix changed the word’s meaning. • Step 4: Spell Words: On a separate sheet of paper, students spell the following words as the teacher dictates each one: teach, teacher, add, addition, itch, itchy, big, biggest . For children who need more support, teachers guide them to segment the syllables in the word orally. Teachers use the Sound Boxes and Counters. • Step 5: Connect to Reading: On a separate sheet of paper, children are tasked with spelling words as teachers dictate each one: teach, teacher, add, addition, itch, itchy, big, biggest . Students apply their phonics knowledge by reading the digital or print “Interactive Story: Too Many Adjectives and Adverbs.” Students are given a list of words and then have two minutes to underline the suffix in each word. Then have them practice reading the words independently to prepare for the one-minute speed drill.
Program Activity Example #3 Segmenting Complex Tasks into Smaller Segments
Ready4Reading aims to prioritize the most high-leverage phonemic awareness, phonics, vocabulary, comprehension, and writing skills that empower students to learn to read and read to learn. Skills and concepts are introduced through routines that provide step-by-step directions for exploring new ideas and applying knowledge. For example, in the Short Read lesson on single- syllable words with open long vowels, students review the sounds made by the short vowels a, e, i, o, and u and ask children to read and say the short vowel sound in the following words ( can, Max, back, tap, tan, pet, bed, web, ten, deck, big, dig, fit, hi, is, in, dog, lot, not, mom, lock, fun, mud, run, sun, nut). Next, teachers point out that vowels that say their names are called long vowels ( a can say /ā/; e can say /ē/; i can say /ī/; o can say /ō/; and u can say /ū/). The teacher then models how to use the /ē/ sound and asks students to say and identify the four words in a list with long - e sound ( be, so , he, go, me, we, no, a, I, Bo, I’m , Jo ). Then, students practice identifying the high- frequency word she . Finally, students apply this phonics knowledge to a decodable text that describes the interests of a few children and how these interests could lead to careers as entomologists, civil engineers, or chefs.
Program Activity Example #4 Practice and Review with Varying Levels of Scaffolding
As discussed, throughout Ready4Reading lessons, students have extensive opportunities to practice new skills, starting with a high level of support and transitioning to less support as they become more experienced and demonstrate increased competence. Spiraled and curriculum review is built into the program to prevent learning loss. For example, in Wiley Blevins Teaching Phonics, students review prior phonics knowledge after every five days of instruction. In addition, every
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