Ready4Reading Evidence Portfolio
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fifth Short Reads Decodables card reviews the targeted sound-spellings practiced in the previous four cards. The program also includes Power-Up! Cards that offer texts based on an aggregation of phonics elements. The cards may be used to review Short Reads Student Decodable Cards 31 – 60 before moving on to Short Reads Decodable Student Cards 61 – 80. Alternatively, they may be reviewed after specific cards, as noted in lessons.
Program Activity Example #5 Sight Word Recognition through use of High-Frequency Words
In the program’s Wiley Blevins component, students practice identifying and decoding high-frequency words using a Read/Spell/Write/Extend routine. For example, in a lesson that teaches students the words would, gave, found, and think , students first read and write the word in a context sentence (e.g., Would you like some water? ). Students then orally segment the word (They say the sounds they hear in the word would (/w/ /o―o/ /d/). The teacher then highlights the irregular spelling that children need to remember. For example, the teacher says: The middle sound in would is /o―o/. In this word, we spell /o―o/ with oul. Underline, highlight, or draw a heart above the part of the word that has to be remembered “by heart.” Students then compare the spelling patterns in would, could, and should. After students read the word, they chorally spell the word. Children then write each word as they say aloud each letter ’ s name. Students extend their understanding by completing the sentence I would like to ________.
Program Activity Example #6 Methods for Activating Prior Knowledge in Students
As outlined, Ready4Reading also activates prior knowledge by having students view Watch & Learn videos. Designed to introduce the content knowledge and vocabulary needed to comprehend the passages in the decodable text sets, the three-to-four-minute Watch & Learn videos present real-world footage related to science, social studies, or English language arts. The videos cover exciting topics that motivate students by sparking their curiosity. For example, in Text Set 7, students learn about the physical characteristics of animals and humans. Before watching the video, teachers set the purpose for reading and ask students three guiding questions: What are some bones in your body? Why do you think bones are important? And do animals have bones? Then children watch an engaging video about bones and learn what a skeleton , spine, vertebrae, vertebrate, and invertebrate are through examples and non-examples. The teacher may pause the video occasionally to guide thinking and discussion. From the video, students understand that while vertebrates such as humans or snakes have a backbone, slugs and crabs are invertebrates because they do not have a backbone. Students then learn why adults have 206 bones and babies have 300. After viewing, the teacher restates the purpose of the video and invites student responses. Finally, the teacher reviews content words from the video and lets students know they will see the vocabulary in the text. o Bones! Bones! Bones! ( Informational: Retelling): This text retells critical details from the video. Students learn that a skeleton comprises all the bones of your body. They are taught that the spine has 33 bones and that your bones help you stand, bend, and move.
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