Ready4Reading Implementation Guide

Implementation Guide TEACHING PHONICS WILEY BLEVINS SHORT READS DECODABLES TM TM

READ TO KNOW T E X T S E T S

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Contents

READY4READING OVERVIEW Welcome to Ready4Reading!

4 5

Ready4Reading: Three Modules

Four-Part Instructional Framework: Teach, Practice, Apply, Prove

6 7 8

Ready4Reading in the Classroom Explicit and Systematic Instruction

Decodable Texts

Authors and Consultants

READY4READING COMPONENTS Wiley Blevins Teaching Phonics

12 14

Short Reads Decodables Read to Know Text Sets

16 18

Digital Assessments

Ready4Reading Teacher and Student Hubs

SCOPE AND SEQUENCE

24 24

Scope and Sequence Chart

USING READY4READING Meeting Students' Needs

26 27 28 33

Multilingual Learners

Using Data to Inform Teaching and Learning

Ready4Reading for Families

PLANNING AND PACING The Planning and Pacing Continuum Weekly Planning and Pacing Guide

34 34

GLOSSARY

BIBLIOGRAPHY

Implementation Guide | 3

PROGRAM OVERVIEW

Welcome to Ready4Reading! Ready4Reading is a phonics system that can be used with any core program to ensure explicit and systematic phonics instruction. It empowers students in Grades K to 3 to build the essential foundational skills they need to learn to read and read to learn.

The Ready4Reading Phonics System: Blended Teaching and Learning

Ready4Reading helps make the science of reading accessible and practical for classroom teachers. With its blend of print and digital resources, Ready4Reading supports planning, teaching, and student learning through teacher-led whole-class and small-group instruction, as well as learning centers for independent and partner work. The three modules of Ready4Reading support instruction across the following areas:

Phonics

Alphabet Knowledge

Phonemic Awareness

Word Study

High-Frequency Words

Vocabulary

Knowledge-Building

Comprehension

Fluency

Spelling

Writing

In addition to explicit and systematic phonics instruction, Ready4Reading integrates other essential literacy skills, allowing students to read, comprehend, and discuss interesting and increasingly complex texts. Students are provided rich opportunities to learn, practice, apply, and solidify their learnings. All children deserve reading instruction that offers them multiple paths to mastery. Built on a foundation of equity, all students receive the differentiated support they need while teachers easily monitor progress.

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TM Ready4Reading: Three Modules The system's architecture is supported by research and best practices, effectively balancing explicit teacher-led instruction with increasingly independent student practice and the application of decoding skills.

TEACHING PHONICS WILEY BLEVINS

SHORT READS DECODABLES TM TEACHING PHONICS WILEY BLEVINS Lesson cards provide teachers with research-based instruction in alphabet knowledge, phonemic awareness, phonics, and word study. Teacher-led digital activities give students the opportunity to practice the skills they are learning in a digital environment. Students can continue to practice and apply the skills with learning center activities and extension activities. TM TM TM

READ TO KNOW T E X T S E T S

SHORT READS DECODABLES TM TEACHING PHONICS WILEY BLEVINS

READ TO KNOW T E X T S E T S SHORT READS DECODABLES TM Students practice and solidify understanding of sound-spellings with short, compelling decodable texts that incrementally target individual sound-spellings. This module provides materials for teacher-led small-group instruction. Students can continue to read the materials in learning centers where they can read independently or share the texts with partners. TM

READ TO KNOW T E X T S E T S

Information-rich decodable text sets anchored by high-interest, informational videos build topic knowledge expertise as students apply their decoding skills. This module provides guidance for teacher-led small-group rotations as well as for independent or partner work in centers.

Final e

Spell Words

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 .

Wiley Blevins TEACHING PHONICS | Phonics 197

Implementation Guide | 5

Four-Part Instructional Framework: Teach, Practice, Apply, Prove

Ready4Reading has a four-part instructional framework: teach, practice, apply, and prove. The framework is built on a gradual release model that propels students’ learning within modules and across the Ready4Reading system. Unique Transfer Model This unique transfer model combines explicit and systematic phonics instruction with independent practice and application. Students move from being dependent on instruction to reading with increased independence.

TEACH a foundational phonics skill

TEACHING PHONICS WILEY BLEVINS » Teach with systematic phonics instruction » Practice decoding using decodable texts » Apply decoding skills and build knowledge » Prove mastery with powerful technologies SHORT READS DECODABLES TM TM

PROVE

READ TO KNOW T E X T S E T S

mastery of the skill

PRACTICE

APPLY

the phonics skill and build knowledge

the phonics skill

Scope and Sequence The foundation of Ready4Reading instruction is a robust scope and sequence that grounds all learning and progresses from simple to more complex sounds and spellings. With input from experts, including Wiley Blevins, Dr. Anne Cunningham, and Linda Gutlohn, the scope and sequence supports explicit and systematic phonics instruction. The materials that each teacher receives cover the full scope and sequence, empowering the system with an unparalleled capacity for differentiation.

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Ready4Reading in the Classroom While Ready4Reading and core curriculum should be implemented with fidelity, Ready4Reading’s modular design allows it to seamlessly align with reading blocks of various structures and lengths.

Ready4Reading and Your Core Program

TEACHING PHONICS WILEY BLEVINS Whole Class | Phonics 10–20 min.

Whole Class | Reading 20–30 min. Ready4Reading complements your core reading program.

SHORT READS DECODABLES TM

READ TOKNOW T E X T S E T S TEACHING PHONICS WILEY BLEVINS TM

TEACHING PHONICS WILEY BLEVINS

Small Group | Phonics and Reading Rotations 40 min. (2 x 20)

Whole Class | Writing 20–30 min. With its prompts for writing, Ready4Reading complements your core writing instruction.

LEARNING CENTERS

SHORT READS DECODABLES TM SHORT READS DECODABLES TM TEACHER-LED SMALL GROUPS:

Wiley Blevins Center/Practice Activities

Aligned Short Reads Decodables OR Read to Know Text, Print or Digital Books or Student Cards; Activities; Assessment; Games, Videos

READ TOKNOW T E X T S E T S READ TO KNOW T E X T S E T S TM

Teacher-Led Small Groups Wiley Blevins Teaching Phonics offers activities for teacher-led small-group instruction, including interactive digital activities and Activity Book pages. Short Reads Decodables lessons are designed for teacher-led small-group instruction. Read to Know Text Sets can also be implemented in small groups, depending on student mastery.

Whole Class Wiley Blevins Teaching Phonics lessons are designed to allow for whole-class comprehensive phonics instruction. Digital activities can be used together with the lessons to bring an interactive element to the phonics instruction.

Learning Centers Partner and independent work can be carried out in centers. There, children gain valuable practice using printable learning center activities and extension activities from Wiley Blevins Teaching Phonics. They can read the Short Reads Decodables Student Cards on their own or with a partner. They may view Read to Know videos and read the Read to Know Text Sets on their own or with a partner.

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Explicit and Systematic Instruction

Learning to treat spoken language as if it were composed of phonemes is an important step in learning to read an alphabetic system.

—Dr. Mark Seidenberg , Language at the speed of sight: How we read, why so many can’t, and what can be done about it. New York: Basic Books , 2017.

The importance of including phonics instruction in early literacy education is no longer subject to debate—it is settled science. There is widespread recognition that explicit and systematic phonics instruction is an efficient and effective way to teach reading, and phonics knowledge is critical for children to learn to read. (Henbest and Apel, 2017. NRP, 2000; Torgerson et al., 2018). The question now is how to leverage that instruction to boost outcomes. Ready4Reading was designed with this goal in mind.

Ready4Reading: Instruction Lessons introduce sound-spellings systematically, beginning with alphabet knowledge. Manipulatives engage learners and help them focus on building letter-sound knowledge. Ready4Reading offers accessible phonics instruction that:

/d/

dog

motivates and engages learners with a blend of print and digital materials. introduces sound-spellings for students to practice and master.

offers students ample opportunities to read connected texts that allow them to apply their phonics instruction to reading. focuses on developing both decoding and encoding skills. allows for introducing and practicing high-frequency words that are not yet decodable. helps students make sense of spelling patterns.

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Decodable Texts Ready4Reading decodable texts provide students with coherent and focused exposure to and practice with the targeted sound and spelling patterns they have been directly taught based on the Ready4Reading scope and sequence. Because all texts are highly decodable, students are able to efficiently recognize and read words without guessing or relying on extraneous cues, and with increasing confidence and feelings of success. Ready4Reading decodables were designed to spark student interest and curiosity and cover a range of high-interest topics across nonfiction and fiction. All the decodable texts in Ready4Reading support teachers with high-leverage instructional routines.

Ready4Reading: Practice and Apply Decodable Text Formats

Short Reads Decodables: Short, engaging informational and fiction texts on two-sided Student Cards with colorful photos and/or illustrations provide rich opportunities to practice decoding skills. Read to Know Text Sets : 16-page decodable informational and fiction texts with colorful photos and/or illustrations build knowledge and guide students to apply their decoding skills.

High-Frequency Words Instruction for teaching high-frequency words allows teachers to introduce relevant high-frequency words at the point of use. Teachers point out familiar sound-spellings that have been learned up to that point and may make students aware of other regular or irregular sound-spellings. Comprehension Prompts The comprehension prompts included in decodable text lessons help expand group discussions, encourage oral language development, and strengthen students’ understandings. Prompts encourage students to think more deeply about what they have read. Informational Texts and Knowledge-Building With informational text integral to Short Reads Decodables and Read to Know Text Sets, students are introduced to science, social studies, and math topics. Students explore the topics, broaden their content knowledge, and expand their vocabularies. Fiction Texts Students encounter fiction of different genres as they read the decodable texts. In the stories they meet new characters, explore different settings, and follow simple, and then more involved, plot lines. Fluency The decodable texts may be read and reread to build fluency. Students are encouraged to reread texts on their own and with partners. Repeated readings help them gain automaticity and read with expression. Writing Write About Reading features and Respond & Write activities provide prompts to encourage students to think about what they have read and share their ideas in writing. Prompts are labeled with different modes of writing. Spelling Students have opportunities to practice their spelling skills along with their reading. The spelling patterns they practice align to the system's scope and sequence.

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Authors and Consultants

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 life span in which she examines the cognitive and motivational processes underlying reading ability and the interplay of context, development, and literacy instruction.

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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, D.C.

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 co-director of a professional development center and as a language arts consultant.

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READY4READING COMPONENTS

TEACHING PHONICS WILEY BLEVINS

SHORT READS DECODABLES TM —Wiley Blevins, A Fresh Look at Phonics: Make instruction active and engaging to turn students into skilled readers, Principal, 2020 Building teacher capacity around phonics and linguistics, including key instructional routines, has been proven to increase student learning.

READ TO KNOW T E X T S E T S TM Wiley Blevins Teaching Phonics offers a wealth of research-based strategies and systematic, easy-to-implement activities to aid teachers in teaching essential phonics skills and help young learners become confident and successful readers. Designed to work with any reading program, the step- by-step lessons and engaging print and digital activities provide powerful and purposeful learning opportunities for students. Research-Based, Systematic Instruction With the increased focus on foundational literacy skills as part of the science of reading. Wiley Blevins Teaching Phonics provides research-based, systematic phonics instruction. Flexible Wiley Blevins Teaching Phonics is a comprehensive program designed for flexible use. It can be used with the Ready4Reading scope and sequence and be customized to align to other scopes and sequences.

Wiley Blevins Teaching Phonics Lessons Instruction: Explicit, systematic instruction for teaching the alphabet, phonemic awareness, phonics, and word study Activities and Games: Interactive print and digital activities and games to reinforce and practice skills Chants: Alphabet chants to connect letter names to their sounds Videos: Articulation videos to facilitate articulation of each sound High-Frequency Words: Guidance for teaching high- frequency words to help build automaticity Multilingual Learners: Instruction and differentiation supports are integrated throughout

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Wiley Blevins Teaching Phonics Materials

68 Digital & Print Lessons 27 Alphabet 27 Phonics 14 Word Study 309 Digital Teaching Activities 107 Alphabet 160 Phonics 42 Word Study 50 Assessments 41 Quick Checks (weekly) 7 Benchmarks (by phase/BME) 2 Comprehensive (placement/exit) 408 Practice BLMs 270 Workbook Pages 68 Printable Learning Centers 70 Printable Extension Activities

Media 44 Articulation Videos 28 Alphabet Chants 1 Alphabet Song “ Little Red Bag” Manipulatives Kit Metal Trays Magnetic Letter Tiles Sound Cubes Elkonin Boxes Flash Cards (Alphabet, Articulation, and Letter-Sounds) Mirrors Counters

/d/

dog

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TEACHING PHONICS

SHORT READS DECODABLES TM

READ TO KNOW T E X T S E T S Children who master decoding earlier have been shown to be more avid readers, thus reaping the benefits of being exposed to a higher print volume. —Drs. Cunningham and Zibulsky, Book Smart: How to Develop and Support Successful, Motivated Readers, 2014 TM

Short Reads Decodables offer short, engaging decodable texts for young readers to practice the discrete phonics elements they are learning. The two-sided Student Cards incrementally target individual sound-spellings, and teaching materials support instruction. Informational text and fiction texts reflect a broad range of text types and genres. Children gain reading confidence as they efficiently decode and gather meaning from the texts. Scope and Sequence Instruction targets phonics elements based on the Ready4Reading systematic scope and sequence. Highly Decodable In Short Reads Decodables, decodablity is achieved by controlling word choice so that children can decode the words using sound-spellings they have been directly taught in the current lesson and in previous lessons.

Short Reads Decodables Lessons Phonemic Awareness: A quick review of previously taught phonemic awareness skills Targeted Sound-Spelling Instruction: Focused support helps children make the connections between sounds and spellings (letters) and practice decoding words with those sound-spellings. High-Frequency Words: Guidance for teaching these words with sound-spelling relationships that have not as yet been taught. Once taught, young learners encounter high-frequency words repeatedly to help build automaticity. Content Words and/or Story Words: Ideas for introducing content words that children will encounter in an informational text, or story words that they will need to know when reading a fiction text First and Second Readings: Flexible support for guiding children to read the new text After Reading Comprehension: Prompts to encourage deepening comprehension Write From Dictation: A sentence with targeted decodable words for children to write from dictation Write About Reading: A choice for children of two writing prompts of different modes, each encouraging them to share their thinking about what they read Multilingual Learners Notes: Links to additional scaffolds to support multilingual learners

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TEACHING PHONICS WILEY BLEVINS

CARD 2 REALISTIC FICTION

SHORT READS DECODABLES TM

Tap! Tap! Tap!

READ TO KNOW T E X T S E T S

Genre: Realistic Fiction A story with characters who could exist and events that could happen in real life Summary: The children are playing musical instruments in a band. Pam is tapping a drum. Tam is tapping a tambourine, and Pat is tapping a triangle. What do the other children tap? They tap their feet and dance along.

Revisit Alphabet Knowledge Connect Sound-Spelling: /p/ spelled p

I am Pam. I can tap. Tap! Tap! Tap!

Remind children that the letter p makes the /p/ sound that begins the word pat . Write the word pat for children and have a volunteer circle the letter p . Then write the word map and have a volunteer circle the letter p that makes the /p/ sound that ends the word map . Ask children to suggest other words that begin with the /p/ sound. List the words, read the words, and have a volunteer circle the letter p in each word. Before Reading Model Blending Sounds to Make Words Model for children how to use the /p/ sound to read new words. Write the letters t, a, p for children. Remind children that the letter a makes the /a/ sound in apple . Run your finger under the letters as you slowly blend together all the sounds to read the word tap, /t/ /a/ /p/ . Continue with pat. Practice Reading Decodable Words For practice, write the following words for children to read: Sam sat mat at am pat tap Pam Pat map • Have children use their hands to act out the verb tap . Then have children use their feet to act out the verb. • Point out that the word pat can also be a name, and that the name Pat begins with an uppercase P . Introduce the High-Frequency Words: I, can Write this sentence and call attention to the high-frequency words I and can . I can tap. Read aloud the sentence. • Ask children to find and circle the high-frequency word I . Explain that the uppercase letter I is the word I . • Ask children to find and circle the high-frequency word can. Help children segment the sounds in can , /k/ /a/ /n/. Elicit the letter to write for each sound. For /k/, write c ; for /a/, write a ; and for /n/, write n . Have children read and spell the word can . • Help children write the words I and can . First Reading • Read the title and have children repeat it. • Read aloud the story, modeling how it should be read, echo-read it, or have children whisper-read on their own. • Invite children to take turns reading to a partner. Listen to children read and give help as needed.

Pat can tap. Tap! Tap! Tap!

Short Reads Decodables Materials 90 Student Cards (6 of each title) 9 Teacher’s Guides with 90 title-specific lessons (print and digital) Digital decodable Student Cards and activities Digital teacher and student resources Downloadable Student Cards Downloadable Oral Reading Rubric for assessment Downloadable Word Study Lessons Downloadable Spelling Lists for encoding practice

Phonics Focus • /p/ spelled p

Tam can tap. Tap! Tap! Tap!

Decodable Words with Targeted Sound-Spelling • tap • Pat, pat

Written by Emily Banks

Illustrated by Sophia Touliatou

Tap!

SR Decodables_SC_02_F_RF_Tap.indd 1

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“

Item #CRD0200764 Pack ISBN: 978-1-339-00764-9

CARD 2

New High-Frequency Words • I, can

SR Decodables_SC_02_F_RF_Tap.indd 2

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Second Reading • Ask a volunteer to read the title. • Have children whisper-read on their own, this time with intonation. • Invite children to take turns reading to a partner. Listen to children read and give help as needed. After Reading Build Comprehension After children read, talk about what the children in the story are doing. Use the following questions to discuss and deepen understanding of the story. • Look at page 1. Which words tell what Pam does when she plays the drums? Words and Phrases in Context • Who plays the drums? Who plays the tambourine? Who plays the triangle? Key Idea and Details • Look at page 4. Which words tell what the children do with their feet when they dance? Words and Phrases in Context • Retell the story in your own words. Retell

Extend the Discussion Share and discuss these questions. Encourage children to support their thinking with ideas from the text. • What do you think the children who are playing the instruments will do next? • Which would you rather do, play an instrument or dance? Tell why. Write From Dictation Have children write this sentence. Children may illustrate the sentence as well. You may want to model the writing. I can tap. Write About Reading Have children choose one or both of the following options: • Draw a picture to show what Tam does. (Narrative) • Draw a picture to show which instrument you would like to play. (Opinion)

Phonemic Awareness and Sound-Spelling Reviews

• /s/ spelled s • /m/ spelled m • /t/ spelled t • /a/ spelled a

Ask children to listen for and say the first sound of each of these words. Read each word to the children. • sand set sit sock sun • man met mitt mop mud • tan ten tip top tub • apple at am an add Then read each row again. Invite children to say the letter that corresponds to the first sound of each word. MLs Note: See page 7 for ways to leverage children’s home language.

Tap!

Short Reads Decodables

Teacher’s Guide

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Review Cards and Formative Assessment Across the Student Cards, every fifth card reviews the targeted sound-spellings that were practiced in the previous four cards. Those cards can be used for formative assessment to measure children’s progress at regular intervals. A downloadable Oral Reading Rubric is available to structure the formative assessment and record results and takeaways.

Power-Up! Cards 1–10 Each of the Power-Up! Cards offers texts based on an aggregation of phonics elements. The cards may be used to review Student Cards 31–60 before moving on to Student Cards 61–80. Or they may be used for review after specific cards as noted on lessons.

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DECODABLES

READ TO KNOW T E X T S E T S

Curriculum is a critical force through which students receive the tacit message of their value in society. They learn which groups of people are valued and whose stories are worth learning —Dr. Tanji Reed Marshall, The Learning Forward Journal, 2021

Scholastic Read to Know Text Sets offer decodable text sets that build children’s knowledge as they practice and apply decoding skills and prepare to bridge to authentic grade-level text. Aligned to engaging Watch & Learn videos that feature high-interest topics and pique children’s curiosity, the text sets feature informational and fiction texts with carefully controlled decodable text aligned to an aggregation of Ready4Reading’s systematic phonics scope and sequence. Read to Know Features An Aggregated Scope and Sequence Read to Know Text Sets’ aggregation of the Ready4Reading phonics scope and sequence combines phonic elements into coherent groupings, such as CVC words or long vowels with final e. This grouping facilitates the creation of rich texts that guide children to cumulatively apply the decoding skills they are learning as they build knowledge and a love of literacy. Through this consolidated practice, children build the skills and agility they need to become fluent readers. Highly Decodable Decodability is achieved by controlling word choice so that children can decode most words using sound-spellings they have been directly taught according to how far they have moved through the scope and sequence. The high level of decodability builds confidence as children efficiently decode words without guessing or relying on picture cues or other extraneous cues. As children progress, the number of words per text and the range of vocabulary gradually increases. Prior sound-spellings are cumulatively spiraled throughout. Knowledge-Building Videos and Texts Each set consists of a Watch & Learn video, along with three decodable texts. The video, available in English and Spanish, introduces the content-area topic and builds background and vocabulary as it motivates children and sparks their curiosity. The texts in each set connect to the video topic and represent these following genres:

1 . Informational: Retelling This text retells key details from the video. 2 . Informational: Expand Knowledge This text expands on one or more details from the video to extend knowledge. 3 . Fiction This text uses information from the video and turns it into an engaging story.

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Read to Know Lessons Phonemic Awareness: Quick, playful activities build phonemic awareness related to the phonics focus Readiness Checks: Skill-focused word sets that children read aloud to gauge their level of readiness for reading the text High-Frequency and Content-Area Words: Guidance for teaching these words with sound-spelling relationships that have not as yet been taught First and Second Readings: Flexible support for guiding reading Language Support: Additional scaffolds to support multilingual learners Comprehension-Builders: Text and video discussion prompts and Respond & Write resources guide children to think and write about texts Review Books and Formative Assessment Following every three Read to Know text sets are Review Books that offer consolidated review of prior targeted sound-spellings and word study. Review Books can be used for a formative assessment to measure children’s progress at regular intervals. A downloadable Oral Reading Rubric is available to structure the formative assessment and record results and takeaways. Read to Know Text Sets Materials 18 text sets of three decodable books each 6 Review Books 19 Watch & Learn Videos (English and Spanish) Digital teacher and student teacher resources Downloadable decodable books Downloadable Oral Reading High-Interest, Relevant, Meaningful Engaging texts with high-interest topics pique children’s curiosity and build motivation. Texts that feature characters, communities, and experiences that are relevant to the lives of diverse students and are created by diverse writers and artists. Holistic Instruction Read to Know lessons support teachers in building foundational skills, as well as a range of literacy skills that young readers need, including vocabulary, reading comprehension, knowledge-building, and writing. Targeted instruction in phonics and language comprehension work together, supporting children as they read and preparing them for the more complex and natural language texts they’ll encounter in and out of school.

Rubric for Assessment Downloadable Respond & Write resources Downloadable Spelling Lists for encoding practice

1 Teacher’s Guide with lessons for each text set and Review

Book (print and digital) Digital decodable books and activities

Implementation Guide | 17

Digital Assessments The Letters2Meaning (L2M) adaptive assessment and SoapBox Speech Recognition technology provide teachers with actionable data and reporting. Together, these tools simplify teacher lesson planning and inform instruction.

Placement and Progress With Letters2Meaning Assessment is where the “Prove” part of the Ready4Reading framework occurs. Teachers may use Letters2Meaning—a normed, adaptive digital assessment that takes on average of 10 minutes to complete—to place students in the Ready4Reading system. Assessment This assessment is given five times a year (every 6–8 weeks) and provides a metric for grouping students and a way for teachers to monitor growth and progress across the year. L2M specifically measures a student’s: 1. letter knowledge 4. basic comprehension, using different types of questions This valid and reliable assessment then reports a Grade Equivalent (G.E.) Score that aligns with the Ready4Reading scope and sequence, connecting instruction across modules Grade Equivalent Score The score produced by Letters2Meaning provides an easy-to-interpret value that represents how well a student is reading compared to a representative sample of students across the United States (norms for Letters2Meaning were calculated using data from the Woodcock-Johnson III Tests of Achievement and the NWEA MAP assessment). Specifically, the G.E. Score can be roughly interpreted as representing a student’s reading ability as a given grade and month combination; the integer provides the grade level, and the decimal provides the month. For example, a student with a G.E. Score of 2.3 is reading at a level of a second grader during the third month of school. 2. decoding 3. encoding Reading Ability The reading ability of a student at the time of each assessment is determined based on how he or she responds to the individual items on the assessment. Because the assessment is adaptive, each student will follow a unique progression through the items. The resulting G.E. Score is determined solely based on the student's responses and our

computer adaptive scoring algorithms, not a specific standard or the mastery of individual skills. Instead, think of the G.E. Score as a more holistic measure of a student’s overall decoding/comprehension ability. Within Ready4Reading The G.E. Score from L2M is used within Ready4Reading for student grouping, tracking progress, and providing teachers a placement starting point for each student’s instruction. Using a "range" shown on the Planning and Pacing Guide, teachers identify which lessons most likely include appropriate content.

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Formative Assessment With SoapBox Technology The SoapBox Child-Specific Voice Technology provides feedback and granular phoneme level reporting that parses out student data and offers teachers a longitudinal view of student progress across decoding, automaticity, and fluency. Actionable, real-time, phoneme-level reporting enables teachers to personalize and target instruction without monopolizing time and resources. The SoapBox-powered activities provide students with practice opportunities and more control over their reading. Students read target words and sentences from Ready4Reading decodable texts, listen to their own recordings, and hear model pronunciations of target words. Word Warm-Ups for Decodables

The eBooks for Short Reads Decodables and Read to Know Text Sets feature a Word Warm-Up activity in which students practice decoding target words from the text they are about to read. They receive real-time feedback about how accurately they read and pronounce each word. When they struggle, they receive help via model pronunciations. The data shared with teachers identifies how well students are decoding targeted sound-spellings in the words that are important to the text they are about to read. Read & Record for Decodables Students complete the Read & Record activity after reading a decodable text. They are prompted to read aloud excerpts from the Short Reads Decodables and the Read to Know Text Sets they have read. Students have the chance to demonstrate their accuracy within the context of reading sentences containing target and review phonic elements. They also demonstrate their fluency across a sentence or set of sentences. Teachers receive data pertaining to how well and how automatically students are decoding words and sounds relevant to the text they have read. Read & Record helps readers move from being dependent on instruction to reading with independence. It prepares them for the natural language texts they encounter as they transition into content-area reading.

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TEACHING PHONICS WILEY BLEVINS

SHORT READS DECODABLES TM

TEACHING PHONICS WILEY BLEVINS Ready4Reading Teacher and Student Hubs TM

READ TO KNOW T E X T S E T S

TEACHING PHONICS WILEY BLEVINS

SHORT READS DECODABLES TM

Teacher Hub

READ TO KNOW T E X T S E T S Lesson pages Digital activities Flash Cards Articulation videos S tudent books SHORT READS DECODABLES TM A lphabet chants Teacher's Guides

READ TO KNOW T E X T S E T S Lesson pages Short Reads Decodables Student Cards Teacher's Guides TM Student Hub S hort Reads Decodables Student Cards R ead-aloud functionality

Lesson pages W atch & Learn videos R ead to Know books Teacher's Guide

Student Hub

R ead to Know books R ead-aloud functionality

Student Hub

S oapBox-powered decoding activities

WBTP student books R ead-aloud functionality

Letters2Meaning

Teacher Dashboards

Grouping

TEACHING PHONICS WILEY BLEVINS

Teacher Hub The Ready4Reading Teacher Hub accessed through the Scholastic Digital Manager (SDM)™, allows educators to teach, plan, and group students. Educators access student rostering and all digital components of Ready4Reading via the Teacher Hub. The Teacher Hub is comprehensive and navigable, ensuring teachers not only have the resources they need, but that they can find them quickly and utilize them effectively. Teachers can browse the system's phonics and word study materials across Ready4Reading's three modules, or they can browse by modules to find specific lessons and texts. Teachers can also view an overall skills map that connects lessons across Ready4Reading, in accordance with the four-part framework.

SHORT READS DECODABLES

READ TO KNOW T E X T S E T S

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The Wiley Blevins Teaching Phonics module first lands on an overview page, highlighting the five steps of the lesson. Teachers can select which step they want to review. Once selected, teachers can access a detailed breakdown of each step of the lesson.

The Short Reads Decodables lesson pages provide teacher-led small-group instruction for each Student Card. Read to Know Text Sets lesson pages include guidance for using the given text set with specific teaching suggestions for each book. A "Ready4Reading Connections" panel on the right-hand side of the screen allows teachers to identify related materials across the Ready4Reading system.

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Student Hub Students will launch their digital experience in Ready4Reading through the Scholastic Digital Manager (SDM)™. From there, they can access a digital bookshelf that includes reading material from Short Reads Decodables and Read to Know Text Sets. The accompanying engaging videos that align to the content-area topics of the Read to Know Text Sets are accessible here as well. Additionally, the Student Hub is where students will access the Letters2Meaning assessment and the text-aligned activities that use the SoapBox Voice Recognition Technology.

The Ready4Reading Student Hub is inviting and easy to use for young learners, with child-friendly navigation. A kindly coach guides children and supports their journey through the Ready4Reading student experience.

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On the Student Hub, students can access Word Warm-Ups and Read & Record activities. Each new activity is locked until students complete any activity they have already started. The data-collection and assessment aspect of these activities is not evident to students, as only the teacher receives performance feedback.

Word Warm-Up: Students will read aloud up to five words from the text to practice the targeted sound-spellings. Students can hear a model reading of each word if they need extra guidance.

Read & Record: Students will read aloud short excerpts from the text they just read. Teachers will receive feedback about the students' fluency and mastery of the targeted sound- spellings in each lesson.

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SCOPE AND SEQUENCE

Ready4Reading Scope and Sequence All Ready4Reading components share a single scope and sequence. This scope and sequence introduces targeted elements from the simple to the complex and incrementally targets individual and aggregated sound-spellings to provide students with the rich opportunities they need to practice and apply their decoding skills. It provides for a highly effective way to align instruction, practice, and apply learning across the continuum.

Alphabet Knowledge Letter Names, Shapes, and Sounds

Consonant Blends s- Blends l- Blends r- Blends Review: Consonants and Short Vowels & Consonant Blends Consonants and Short Vowels Possessives*

Consonants and Short Vowels m s t Short a p c Inflectional Ending -s *

b l f Short o j Final x k , Final -ck Short i g v w Short u y qu (kw) z

Contractions With ’s * Single-Syllable Words

n d r Short i h Possessives With ’s *

With Open Long Vowels

Consonant Blends Double Final Consonants Final Consonant Blends Inflectional Ending -ed *

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Consonant Digraphs Digraph sh Digraph th Inflectional Ending -ed *

Complex Vowels r- Controlled Vowels ar, or, ore r- Controlled Vowels er, ir, ur Suffixes -er, -ly * r- Controlled Vowel Syllables* Inflectional Endings With Spelling Changes: Double Final Consonant* Variant Vowels Short oo ( oo, u ) and Long oo ( u_e, oo, ue, ew )

Digraph ch Digraph wh Final Digraphs ch, -tch

Final Digraph sh Final Digraph th

Inflectional Ending -es * Final Digraphs - ng, -nk Inflectional Ending -ing * Contractions With ’ll (will) (he’ll, she’ll, we’ll) *

Variant Vowel /ô/ ( al, au, aw ) Contractions With would ( -’d ) and have ( -’ve )*

Diphthongs oi, oy Diphthongs ou, ow r- Controlled Vowels /âr/ ( air, ear, are )

Long Vowels

More Word Study and Special Spelling Silent Letters kn, wr, mb Long Vowel Spelling Patterns -ild, -ind, -ol, -ost Prefixes pre-, re-, de- r- Controlled Vowels /ûr/ (or) Prefixes un-, non- Consonant + le Syllables Schwa Prefixes mis-, dis- Three-Syllable Words Suffixes -ful, -less Long a ( ea ), Long oo ( ui, ou ) Short e ( ea ) Suffix -y Variant Vowel /ô/ augh, ough /f/ ph Long a ( eigh )

Long Vowels With Final e Soft c and Soft g Final- e Syllables* Compound Words* Two-Syllable Words (Closed Syllables)* Long a ( ai, ay ) Long e ( ee, ea, ie ) Long i ( ie, igh )

Long o ( oa, ow ) Long u ( ew, ue ) Vowel Team Syllables* Long e ( y, ey ) Long i ( y ) Inflectional Endings

With Spelling Changes: -y to i , Drop Final e * Open and Closed Syllables (V/CV, VC/V)* Contractions With n’t ( not )*

Multisyllabic Words Suffixes -ness, -able Suffix -ment Suffixes -tion, -sion Suffix -ture

* Word Study

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USING READY4READING

Meeting Students' Needs The backbone of Ready4Reading instruction is a robust scope and sequence that grounds all learning and progresses from simple to more complex sounds and spellings. The materials empower the system with an unparalleled capacity for differentiation. Assessing Students' Needs The mix of print and digital assessments, in combination with teachers’ observations of student performance during teacher-led instruction and independent practice and application of decoding skills, helps teachers diagnose students’ strengths and needs. Point-of-use supports and differentiation strategies in every lesson help teachers personalize instruction for multilingual learners, students who speak with language variation, as well as advanced and striving readers. Ready4Reading’s equitable instruction and blended learning model help teachers respond to the needs of all students. Ready4Reading and MTSS/RTI Frameworks Ready4Reading is a research-based system designed for the whole class (Tier 1), including students at risk and those who require early intervention (Tier 2).

Tier 2: Small-Group Interventions Students in Tier 2 still participate in whole-class lessons with the rest of the class. However, they may require more targeted support through small- group instruction. Teachers monitor progress using data and reporting to determine mastery-based pacing for each student. Because all classrooms, regardless of grade level, receive materials that cover the full Ready4Reading scope and sequence, teachers have the materials they need to deliver daily Tier 2 instruction for students in small groups or one-to-one.

Tier 1: Whole-Class Learning Ready4Reading’s evidence- based framework systematically builds foundational skills for all students in the general education classroom. Students acquire the building blocks of reading and writing through daily, explicit and comprehensive instruction across whole and small groups, combined with frequent opportunities for independent practice and skills application. Teachers use data and assessment to monitor student progress and identify learners in need of more explicit instruction.

Teacher supports include: comprehensive lessons that follow research-based instructional routines and offer point-of-use supports for differentiating daily instruction. take-home materials for families. assessment, data, and reporting to support mastery-based pacing. professional learning sessions and additional learning through Scholastic webinars and professional resources.

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Multilingual Learners Multilingual learners (MLs) need meaningful opportunities to transfer their home language skills into English. Growing research shows that when students are mastering more than one language, each language becomes a resource for the other. Ready4Reading offers guidance on how to make these cross-linguistic connections explicit by (a) helping students transfer sounds from their home language, (b) providing explicit instruction on the unique sounds of English, and (c) building opportunities to connect decoding with vocabulary skills.

LANGUAGE SUPPORTS

MODULES

Comprehensive guidance on sound transfers, spelling matches, articulation, and vocabulary practice

Focus

WILEY BLEVINS TEACHING PHONICS

Goal

To build a strong foundation for students in phonics

Frequency

Lesson level, one or more supports for each targeted sound-spelling

Home Languages

Supports for speakers of languages commonly present in ML homes: Spanish, Cantonese, Vietnamese, Hmong, African American English, and Chicano English

Where

See “Multilingual Learners” and “Language Variation” sections in each lesson.

Strategic guidance on sound transfers, spelling matches, word parts, and understanding of figurative language

Focus

SHORT READS DECODABLES

Goal

To build students’ decoding skills and confidence by reading short texts

Frequency

Teacher's Guide level, 4–8 supports for each set of 10 texts

Home Languages

Supports for speakers of languages commonly present in ML homes: Spanish, Cantonese, Vietnamese, Hmong, African American English, and Chicano English

See “Leveraging the Home Language” on page 7 of the Teacher's Guide.

Where

Strategic guidance on background knowledge, vocabulary, and understanding of figurative language

Focus

READ TO KNOW TEXT SETS

Goal

To build comprehension and promote enjoyment of reading

Frequency

Lesson level, 2–5 supports for each text

Home Languages

Supports to encourage multilingual learners to bring features of their home languages and cultures into their mastery of English

Where

See “Language Supports” section in each lesson of the Teacher's Guide.

Students learn better when they feel comfortable and capable. Helping multilingual learners notice the similarities and differences between their home language(s) and English is a proven and effective way to empower, build confidence, and reduce the inhibiting effects of academic stress for students who are learning to master English.

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Using Data to Inform Teaching and Learning

To view data and reports relating to Ready4Reading, go to Scholastic Digital Manager or your learning management system and select Data & Groups.

Ready4Reading Snapshot On the landing page of the Scholastic Teacher Dashboard, teachers see a Snapshot showing their students’ weekly activity in Ready4Reading. Data is accumulated throughout the week, as students read decodable texts and complete the associated activities. The Snapshot resets every Monday.

The Ready4Reading Snapshot provides the following information: Most Completed Texts

This section shows the digital Short Reads Decodables and Read to Know Text Sets with the most activity during the current week. To view the skills focus and student performance for each Short Reads Decodables card or Read to Know Text Set, select the icon to the right. This will open the Ready4Reading Explore page and provide more detailed information. Read to Know Text Sets and Short Reads Decodables Student Cards appear only if students have completed the corresponding Word Warm-Up and/or Read & Record activities. Average Fluency for Read & Record This graph shows the number of students at each of the three levels of proficiency, based on a student’s performance in the Read & Record activities, completed during the current week. Teachers can select a segment to see the students at that level of proficiency.

Note: Average Fluency is determined using speech recognition, powered by SoapBox Labs. The quality of the recording may impact a student’s score.

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