SIMPLE VIEW OF READING SCARBOROUGH’S READING ROPE SKILLED READING DECODING LANGUAGE COMPREHENSION READING COMPREHENSION WORD RECOGNITION LANGU AGE COMPREHENSION Phonological Awareness Decoding Background Knowledge Vocabulary Knowledge Language Structures Verbal Reasoning Literacy Knowledge Sight Word Recognition x = COMPLETE Literature Solutions Building Literacy and Language for Life ™ ® ® Building Literacy and Language for Life ™ ® ® THE RIGHT BOOKS FOR THE RIGHT PURPOSE AT THE RIGHT TIME Theoretical Models That Underpin the SCIENCE OF READINGDear Educator, The ability to read is transformative in a child’s life. Interdisciplinary insights into the process of reading have been uniform in their findings—both on learning to read and on teaching reading. This research, consistent and extensive, constitutes the “science of reading,” a persuasive body of evidence that documents the skills and capabilities needed to develop a “reading brain.” These neural connections for reading are made through informed instruction. Theoretical models have provided a visual for this process. The Simple View of Reading explained that reading comprehension is a product of decoding and language comprehension, while Hollis Scarborough’s Reading Rope points out how the two work together—with word recognition becoming increasingly automatic (fluent) as language comprehension becomes increasingly strategic. These essential elements must be taught and developed as children learn this life-changing skill. And an array of decodable texts, leveled texts, and trade books should be used to accomplish this aim. The literacy resources on the following pages have been guided by the science of reading. We hope they support your instructional practice and enable all your students to flourish as readers. With best wishes, Wiley Blevins Principal Author, ILA 2019 Literacy Leadership Brief: Meeting the Challenges of Early Literacy Phonics Instruction Building Literacy and Language for Life ™ ® ® Building Literacy and Language for Life ™ ® ® It is critical to recognize that DECODING without deep levels of language comprehension will not result in skilled reading. And deep levels of LANGUAGE COMPREHENSION without decoding will not result in skilled reading either. READERS NEED PROFICIENCY IN BOTH. Note: McKenna and Stahl (2009) have developed a Modified Cognitive Model of the Reading Rope that adds the Strategic Knowledge that readers use (e.g., general and specific purposes for reading, knowledge of reading strategies) to further understand how readers comprehend text. These models serve as strong starting points for discussion about how children learn to read and comprehend text.Different texts receive different degrees of emphasis at each grade level. But ALL are needed for a comprehensive literacy solution. Grades 3 and up Grade 2 Grade 1 Grade K LEVELED BOOKS AND TRADE BOOKS TRADE BOOK READ-ALOUDS DECODABLE READERS Classrooms need a range of texts for different instructional purposes. PHONICS LESSONS must be explicit and systematic, with a clearly defined scope and sequence. And they must include DECODABLE TEXTS for reading application. Knowledge-building LEVELED TEXTS eliminate barriers, SCAFFOLDING students and lifting them up, making them eager and able to tackle COMPLEX GRADE-LEVEL TEXTS. TRADE BOOKS develop VOCABULARY KNOWLEDGE and PERSPECTIVE, and allow children to see themselves in the world. “Teachers read books aloud in order to build vocabulary and background knowledge, and to instill a love of reading. ” “Children read books to practice foundational skills, to develop fluency, and for pleasure, too. ”Systematic Phonics 3 Decodable Readers GRADES K–1 4–7 Alphabet Animal Friends GRADES PreK–1 8–9 Phonics & Word Study Workshop GRADES K–5 10–11 Cross-Linguistic Transfer GRADES K–2 12 Vocabulary & Content Knowledge 13 Content-Area Sight Word Readers GRADES PreK–1 14–15 Early Rising Readers GRADES PreK–K 16–19 Rising Readers GRADES PreK–1 20–23 Text Connections: Close Reading GRADES K–2 24–27 Culturally Relevant Trade Books & Read-Alouds 28–50 Reycraft Books GRADES K–5 30–35 Trade Book Read-Alouds (Linda Hoyt) GRADES K–5 36–37 Spanish Trade Book Read-Alouds (Yanitzia Canetti) GRADES K–5 38–39 Spot On Readers GRADES K–5 40–48 Spot On Readers Spanish GRADES K–5 49 Spanish Topic Libraries GRADES K–6 50 Striving Readers & English Learners 51 Advance ALL GRADES 2–6 52–59 Professional Learning 60 PD Essentials GRADES PreK–8 61–63 Appendix Science of Reading Research/ Evaluation Checklist 64–67 Order Form 68 CONTENTS ©Benchmark E duca tion Compan y , LL C 2 PHO TO CREDIT : JA TINDER AR OR A/GE TT Y IMA GE SSystematic Phonics “In alignment with science of reading research, phonics instruction must follow a defined scope and sequence with ample review and repetition. Each skill is explicitly introduced and applied in ways that get students thinking and talking about how words work. ” —WB PHO TO CREDIT : ASIA -PA CIFIC IMA GE S STUDIO /GE TT Y IMA GE SLANGUAGE COMPREHENSION W O RD RECOGNITI O N SK ILLED READING SYSTEMATIC PHONICS 1. Instructive A high percentage of words can be sounded out to develop mastery of basic phonics skills. Decodable (Phonics) Readers Decodable texts are a necessary instructional tool during phonics lessons. It is crucial that they be well-written, quality texts with the following characteristics: “ At least 50% of a phonics lesson should be spent on applying a skill to reading and writing. It’s in the application that the learning sticks. Decodable texts are the critical application tool.” —Wiley Blevins ENGLISH or SPANISH ©Benchmark E duca tion Compan y , LL C ©Benchmark E duca tion Compan y , LL C 453. Engaging Stories are fun and informative—worth reading, talking about, writing about, and rereading to develop fluency. 2. Comprehensible Text is natural-sounding and includes common English sentence patterns. Turn for GUIDED READING LEVELS, RECOMMENDED PHONICS SKILLS, and SKILL APPLICATIONS for these Decodable Texts. GRADE 1 DECODABLE READERS, PRINT + DIGITAL (4-COLOR) ENGLISH Complete Grade 1 Set 432 Decodable Readers (6 copies of 72 titles) XJ-XY6688 $1,595 Single-Copy Grade 1 Set 72 Decodable Readers (1 copy of each title) XJ-XY6690 $395 SPANISH Complete Grade 1 Set 180 Decodable Readers (6 copies of 30 titles) XJ-XY6692 $875 Single-Copy Grade 1 Set 30 Decodable Readers (1 copy of each title) XJ-XY6694 $200 TAKE-HOME DECODABLE READERS, PRINT (BLACK & WHITE) ENGLISH Grade 1 Set • 1,800 Take-Home Decodable Readers (25 copies of 72 titles) • Reading Guide XJ-Y48277 $190 SPANISH Grade 1 Set • 750 Take-Home Decodable Readers (25 copies of 30 titles) • Reading Guide XJ-Y48283 $83 GRADE K DECODABLE READERS, PRINT + DIGITAL (4-COLOR) ENGLISH Complete Grade K Set 234 Decodable Readers (6 copies of 39 titles) XJ-XY6687 $1,030 Single-Copy Grade K Set 39 Decodable Readers (1 copy of each title) XJ-XY6689 $215 SPANISH Complete Grade K Set 180 Decodable Readers (6 copies of 30 titles) XJ-XY6691 $875 Single-Copy Grade K Set 30 Decodable Readers (1 copy of each title) XJ-XY6693 $200 TAKE-HOME DECODABLE READERS, PRINT (BLACK & WHITE) ENGLISH Grade K Set • 975 Take-Home Decodable Readers (25 copies of 39 titles) • Reading Guide XJ-Y48274 $100 SPANISH Grade K Set • 750 Take-Home Decodable Readers (25 copies of 30 titles) • Reading Guide XJ-Y48282 $83 ©Benchmark E duca tion Compan y , LL C ©Benchmark E duca tion Compan y , LL C 45 Grades K–1LANGUAGE COMPREHENSION W O RD RECOGNITI O N SK ILLED READING SYSTEMATIC PHONICS Guided Reading Level Recommended Phonics SkillApplication Benchmark Education Decodable Readers A Alphabet (basic letter sounds and introducing the alphabet principle) Children read patterned text to learn concepts of print and some basic high-utility sight words such as I, can, see. KINDERGARTEN The ABC Train BAlphabet (basic letter sounds, highlighting awareness of short vowel sounds, and securing knowledge of all consonant sounds) Children read patterned text, but the phonics instruction includes the reading of simple 2- and 3-letter short vowel words. KINDERGARTEN A to Z at the Park • On the Farm C Alphabet (basic letter sounds and introducing the concept of blending sounds to read words using one or more short vowels) Children read patterned text with a few short vowel VC and CVC words. KINDERGARTEN I Can Do It • I Am Max D Short vowels a, i (full blending is expected from here on) Children begin reading texts that contain larger numbers of decodable words. Instruction can also include inflectional endings, consonant blends, and plurals. KINDERGARTEN I Am Big • Who Am I? • Sam Likes the Farm • Sam Likes the Town • We See • Tam and Sam See • We Go, Go, Go! • We Sat • Nan Nat, and Sam • We Like to Plant • In School • A Fat Pumpkin • Pat and Pam • It Can Pop • Cam the Cat • It Is Hot! • Bob Can Go GRADE 1 Pals Help • We Like to Bat • Get a Big Pot • A Cub Is Fun Decodable Texts in Small Group Decodable texts in small-group reading lessons accelerate phonics mastery! Ideal for Bookbags & Bins! ©Benchmark E duca tion Compan y , LL C ©Benchmark E duca tion Compan y , LL C 67Guided Reading Level Recommended Phonics SkillApplication Benchmark Education Decodable Readers A Alphabet (basic letter sounds and introducing the alphabet principle) Children read patterned text to learn concepts of print and some basic high-utility sight words such as I, can, see. KINDERGARTEN The ABC Train BAlphabet (basic letter sounds, highlighting awareness of short vowel sounds, and securing knowledge of all consonant sounds) Children read patterned text, but the phonics instruction includes the reading of simple 2- and 3-letter short vowel words. KINDERGARTEN A to Z at the Park • On the Farm C Alphabet (basic letter sounds and introducing the concept of blending sounds to read words using one or more short vowels) Children read patterned text with a few short vowel VC and CVC words. KINDERGARTEN I Can Do It • I Am Max D Short vowels a, i (full blending is expected from here on) Children begin reading texts that contain larger numbers of decodable words. Instruction can also include inflectional endings, consonant blends, and plurals. KINDERGARTEN I Am Big • Who Am I? • Sam Likes the Farm • Sam Likes the Town • We See • Tam and Sam See • We Go, Go, Go! • We Sat • Nan Nat, and Sam • We Like to Plant • In School • A Fat Pumpkin • Pat and Pam • It Can Pop • Cam the Cat • It Is Hot! • Bob Can Go GRADE 1 Pals Help • We Like to Bat • Get a Big Pot • A Cub Is Fun Guided Reading Level Recommended Phonics SkillApplication Benchmark Education Decodable Readers EShort vowels o, u, eInstruction can also include consonant digraphs. KINDERGARTEN What Is It? • Rob at School • Red Hens • Meg Likes Bugs • Where Is Dan? • We Have Fun • Lin Can See • Jim and Jan Have Fun • Look at the Kids • Mom and the Cubs • Val and Vic • Mr. Max’s Job GRADE 1 Crops for Us • A Frog Can Jump • When Red Hen Fell • Red at the Vet • Big Bus Gets Stuck • Bud, Gus, and Dot • Let’s Sled! • Glenn the Robot • Mr. Drake’s Plan • Make It Safe • Shop for Socks • Kids Can Fix It • Grant’s Coat • Let’s Clean It Up! • I Wish, I Wish • Trish’s Birthday • Chad and Patch • A Picnic Lunch • Splat and Sprat • Splash on the Pond FFinal e (use minimal contrasts to help students grasp the new concept: hat/hate) Reinforce consonant blends and consonant digraphs. KINDERGARTEN At Work • It Is Time to Tug • Mr. and Mrs. Mole • Ned Makes a Home • It Can Go Up! GRADE 1 At the Lake • Blake and Shane • Play Around the Globe • All Kinds of Holes • Mole City • We Live in Space • Five Kittens • Fox Jumps • A Hat for Pete • Zeke’s Garden GLong vowels a, e (multiple spellings from here on) Contrast short and long vowel sounds. GRADE 1 Painting in May • Gail and Gram • Grandpa’s Party • Bees, Bees, Bees! • Lee, Dee, and Zee • Beach Fun H Long vowels o, i, uInstruction can also focus on introducing simple multisyllabic words. GRADE 1 How We Go • Toad’s Big Boat • Coaches Help Us • Window Washers • Way Up High • Bright Lights • Flying High • Why? Ir-Controlled vowels er, ir, ur, ar, or, ore Diphthongs oi, oy, ou, ow Variant vowels oo, au, aw Instruction can also focus on introducing simple multisyllabic words. GRADE 1 Mark and the Stars • Sparkling Stars • Search for Food • The Sun Is Important • The North Wind Blows • Soar to the Moon • Red Bird Flies • Thunderstorms • Our Planets • Stars in the Sky • Our Town • All Around Town • Roy and Joy • Earthworm’s Soil • One Cool Day • Brooms Sweep • All About Storms • Food Grows • What Does Paul See? • Crows Caw • The Hermit Crab • In the Woods • Lights at Night • The Sounds of the City ©Benchmark E duca tion Compan y , LL C ©Benchmark E duca tion Compan y , LL C 67 Grades K–1Next >