Scholastic ReadAbout correlated to Florida’s Reading ...teacher.scholastic.com/products/statehomepages/...narrative formats. Spelling is reinforced in writing lessons.; ARDI: 79-117,

Scholastic ReadAboutcorrelated to Florida’s Reading Specifications

Subject: Reading

Category: K-12SupplementalInterventionReadingProgram

Submission Title: Scholastic ReadAbout

Publisher: Scholastic

Grades: 3-8

Table of ContentsProgramComponents........................ iGrades3-6....................................... 1-19Grades6-8.....................................19-43

30 Know About ReadAbout Guide

Teacher OrganizerProvides comprehensive instructional supportmaterials for whole- and small-group Instruction,a preview of the content in the software,resources to assess students, and materials for professional development.

Know About ReadAbout GuideThis overview guide includes professional development and researchfoundation, implementation models,and an overview of online and printcomponents.

Assessment, Reports, andDifferentiated-Instruction GuideThe teacher’s handbook to assessment,reports, and differentiated comprehensionand vocabulary instruction.

PosterAn exciting rendering ofReadAbout content tospark interest.

Bonus Card StickersReward student achievement with these colorful stickers.

ReadAbout Software ManualA step-by-step guide to implementingReadAbout software.

Topic Planner GuideA comprehensive guide to each of the 70 ReadAbout topics includingvocabulary, critical-thinking questions,ELL and writing support, and a previewof the software content.

SAM for ReadAbout SoftwareManual and SAM QuickReference GuideA complete guide to managing studentdata and instructional resources.

For the Teacher

ReadAbout_PGuide_14-33 1/24/07 2:59 PM Page 30

Components Overview 31

Scholastic Reading Inventory™The Scholastic Reading Inventory (SRI) ensures that studentsare appropriately placed in ReadAbout and monitors theiryearly progress. The installation kit comes with a completeset of discs and step-by-step instructions.

ReadAbout Software and SupportReadAbout Software provides customized reading instructionand practice with individualized, adjusted support to addresseach student's needs. The Installation Kit contains a completeset of discs with step-by-step instructions. Also provided arethe ReadAbout Software Manual, SAM Software Manual,Installation Guide, and a SAM Quick Reference Guide. A handyQuick Start Guide is also included.

ReadAbout SmartFilesSeventy ReadAbout topic-specific activity cards to guide students in independent practice, housed in a well-organized, exciting classroom display.

Skill CheckProblem & Solution

What problem did AfricanAmericans who wanted to sign upfor the Union army face? Write theproblem and its solution on youranswer sheet.

#1

Civil War Heroes

Start Here!

Read On!

What’s the Big Idea?During the Civil War, many AfricanAmericans fought for the Union side.How did they help to win the war?

Smart SkillProblem & Solution Remember, aproblem is a difficulty that must beovercome. A solution is the action ordecision that solves a problem.

Smart Word PracticeBefore reading, answer thesequestions on your answer sheet.Use the definitions to help you.

• conflict: A conflict is a seriousdisagreement or fight aboutsomething.

• injustice: An injustice is whensomeone has been judged ortreated unfairly.

• inspire: If someone inspiresyou, they give you an idea to do something.

1. Have you ever had a conflictwith your best friend? Whathappened?

2. Describe an injustice that you or someone you know hasexperienced.

3. Name someone you are inspiredby and explain why.

SOC IAL STUD IES >> AMER ICAN H ISTORYSmartFileSmartFile

TM SS6SS6

When the Civil War betweenthe North and the South began in1861, many African Americanswanted to fight for the North, orUnion, side. If the North won,slavery would end. However, theyfaced a problem: they were notallowed to sign up for the army,because an old law prevented it.

In 1863 the law changed, andAfrican-American men werefinally allowed to sign up. About180,000 African Americansfought for the Union during theconflict. Some of the mostfamous were part of the 54thMassachusetts Regiment, an all-black group of soldiers. They wereoften called simply “the 54th.”

The Courage to Fight

The 54th had to fight morethan just the enemy. They alsohad to fight the opinions of otherUnion soldiers who thought thatAfrican Americans didn’t havethe courage to be good soldiers.

In addition to doubts abouttheir abilities, the men of the 54th also had to face theinjustice of unequal pay. WhiteUnion soldiers were paid muchmore than black soldiers.

Write About It!Compare & ContrastHow were Ginny and Philip alikewhen they first met? Write yourcomparison on your answer sheet.

#1

Animal Rescuers

Start Here!

Read On!

What’s the Big Idea?Lots of people love animals. Manypeople spend their lives helpingthem. Have you ever heard aboutanimals helping other animals? Read on to find out about a dog that helps cats!

Smart SkillCompare & Contrast Remember, tocompare, look for how two or morethings are alike. To contrast, look forhow they are different. Use signalwords such as alike, different, like,same, unlike, and both to help you.

Smart Word PracticeBefore reading, answer thesequestions on your Answer Sheet.Use these definitions to help you.

• relief: Relief is feeling betterafter you’ve had pain, worries,or problems.• effort: If you make an effort,you try hard to do something.• respect: To respect means tothink highly of someone orsomething.

1. Do you feel relief when you finishall of your homework? Explain.2. Does it take a lot of effort tocomb your hair? Explain.3. Who is someone you respect?Why do you respect him or her?

SmartFileSmartFile

TM

L3L3

L I FE >> WILD CARD

Dogs and cats are not usuallyfriends. In fact, dogs and catsusually don’t like each other atall. However, there are exceptions.Ginny is one. This mutt is differentfrom the average cat-hating dog.How? She loves cats and hashelped save hundreds of them.Ginny lives in Long Beach, LongIsland. She and her humanowner, Philip Gonzalez, havebeen helping cats for years.Two Friends Meet

It all started in 1990. Philipfound Ginny in an animal shelter.Both of them were sad and lonely. Philip, a war veteran, hadbeen in a terrible accident andlost the use of his arm. Becauseof the accident, he wasn’t able to work.

Ginny wasn’t much better off.Her owners had stopped takingcare of her. For days, she had no

food or water. Luckily, someonebrought Ginny to the animalshelter. When Philip saw Ginny,he took her for a walk. By thetime they got back to the shelter,he knew she was the right dogfor him.

Furry FriendsThree days after Philip tookher home, Ginny saw a stray cat.Philip was worried she wasgoing to fight with the cat. Not this dog. To Philip’s relief,Ginny started grooming the catby licking its fur clean.

Write About It!

Make Inferences

What can you infer about how

plants get their food? Write your

answer on your answer sheet.

#1

A Fungus Among Us

Start Here!

Read On!

What’s the Big Idea?

What do mushrooms have in common

with the biggest living thing on Earth?

Mushrooms, like those you eat on

pizza, are one kind of fungus. There

are also many other kinds of fungi.

Read on to find out more about a

humongous fungus.

Smart Skill

Make Inferences Remember, to

make an inference, you put

information in the article together

with things you already know.

Smart Word Practice

Before reading, answer these

questions on your answer sheet.

Use the definitions to help you.

• diverse: A group is diverse

if it is made up of a lot of

different things.

• expand: When something

expands, it gets bigger.

• rotten: Rotten describes

something that is spoiled or

not good anymore.

1. Is your class a diverse group of

people? Explain.

2. What happens when you blow up

a balloon and it expands too

much?

3. Describe how rotten food smells.

SC IENCE >> L I FE SC IENCE

SmartFileSmartFile

TM

S9S9

What’s the largest living thing

on Earth? Take a guess. Is it a

blue whale or a giant redwood

tree? Guess again—the answer

might surprise you. The biggest

living thing is a fungus—a

humongous fungus!

What is a fungus? It’s not a

plant or an animal. Scientists put

all forms of life into different

groups. Animals and plants have

their own groups, and so do fungi.

This diverse group includes

mushrooms, molds, and yeasts. In

some ways, fungi are like plants.

Like plants, many fungi grow in

the ground. However, in other

ways, fungi are like animals. For

example, fungi can’t make their

own food. Fungi get most of their

food from other living things.

Big and Old

The world’s largest fungus was

recently discovered in Malheur

(mah-LUR) National Forest in

Oregon. It’s bigger than a blue

whale! It is so big, it takes up

about 2,200 acres—or more than

1,600 football fields!

You would think that a giant

fungus would be easy to spot,

but it isn’t. Why not? Well,

most of it lives about three feet

underground. You can only see it

when tiny mushrooms pop up

through the soil surface.

For the Student Components Overview

For the School

ReadAbout_PGuide_14-33 1/24/07 3:00 PM Page 31

SUBJECT: ReadingCATEGORY: K-12 Supplemental Intervention Program CATEGORY CODE NUMBER: RSI0001

SUBMISSION TITLE: Scholastic ReadAboutPUBLISHER: ReadAbout

GRADE(S): 3-8COMPONENTS: (list all that apply) For 6-12 Vocabulary, Comprehension

GRADE ID COMPONENT SPECIFICATION DESCRIPTION

PAGE(S) OR LOCATION(S) WHERE TAUGHTIN MAJOR TOOL

KEY: KARG–Know About ReadAbout Guide; ARDI–Assessment, Reports, and Differentiated Instruction Guide; TP–Topic Planner Guide; SF–SmartFiles;SAM-Scholastic Achievement Manager

3-6 O01 Overall Instructional Design Clearly stated goals and objectives

Each of the 70 Topic Planners clearly identifies the goals and objectives for reading and content-area learning of the ReadAbout software passages. In the software, students also receive a Skill Brief, or model of direct comprehension instruction, that explains the comprehension skill and objectives of the program.; ARDI: 78, 79, 82, 83, 86, 87, 90, 91, 94, 95, 98, 99, 102, 103, 106, 107, 110, 111, 114, 115, 122, 124, 126, 128, 130; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155; KARG: 26-47

3-6 O02 Overall Instructional Design

Resources available to help the teacher understand the rationale for the instructional approach and strategies utilized in the intervention (e.g., articles, explanations in the teacher manuals, references, reliable websites)

ReadAbout teaching materials include a wealth of resources to help teachers understand the rationale for the instructional approach of the program. Additional information can be found at www.Scholastic.com/ReadAbout.; ARDI: 120, 122, 124, 126, 128, 130, 132; TP: 12-155; KARG: 6, 7, 35, 37, 39, 41, 43, 45, 47

3-6 O03 Overall Instructional Design Explicit and systematic instruction

ReadAbout software systematically teaches comprehension skills using the Gradual Release model of instruction. Vocabulary instruction adheres to the research-based system of Pronounce/Explain/Provide Examples/Elaborate/Practice/Assess in the software. All instructional materials in print and in the Scholastic Achievement Manager (SAM) follow the explicit Teach/Model/Guided Practice/Apply method using think-alouds.; ARDI: 79-117, 120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155

3-6 O04 Overall Instructional DesignA coherent instructional design (e.g., the five components of reading are clearly linked within as well as across each component)

ReadAbout's instructional design addresses the program's three target components – comprehension, vocabulary, and content-area knowledge–in every aspect of the instructional sequence. An overview of the instruction is presented in the Software Overview of the KARG Guide on pages 20-23.; ARDI: 79-117, 120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155; KARG: 26-29

CORRELATION

For K-5(6) Vocabulary, Comprehension

FLORIDA DEPARTMENT OF EDUCATIONREADING SPECIFICATIONS 2007-2008

*In depth/Mentioned 1







CORRELATION



3-6 O05 Overall Instructional Design All five components of reading addressed each day

As a supplement to a core reading program, ReadAbout focuses on two components of reading: vocabulary and comprehension, as well as content-area knowledge. Students use the software two or more times per week, and encounter targeted vocabulary and comprehension skills and strategies before, during, and after reading.

3-6 O06 Overall Instructional DesignInstruction in spelling, writing, oral language, and listening comprehension

ReadAbout software includes closed-captioned anchor videos to build mental models, oral language and listening comprehension for students. Software tools also provide text and voice-over support for all key instruction throughout the software and all passages can be read aloud by the computer. On the software’s Knowledge Card, students write personal responses to the topic they are reading. Teacher-directed writing lesson plans and the 6+1Trait® Writing Model offer in-depth instruction. “Write About It” prompts and exercises from printed SmartFiles give students writing practice in expository, persuasive, descriptive, and narrative formats. Spelling is reinforced in writing lessons.; ARDI: 79-117, 120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155; KARG: 26-29

3-6 O07 Overall Instructional DesignConsistent ‘teacher friendly’ instructional routines, including teacher-led presentations, explanations, demonstrations, and correction procedures

The instructional routines in ReadAbout, found in SAM and in the ARDI, include comprehension lessons and vocabulary routines using Teach/Model/Guided Practice/Apply steps with scripted think-alouds. The predominance of the instruction appears in the software and includes many demonstrations and corrective feedback so that every error becomes a teaching opportunity.; ARDI: 79-117, 120-131; TP: 12-155; KARG: 28, 29








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3-6 O08 Overall Instructional Design Frequent interactions between teacher and students

ReadAbout software includes a management system, the Scholastic Achievement Manager (SAM), that generates reports to provide teachers with information to conduct meaningful discussions with students about their progress. The Topic Planners for teachers also include conferencing activities.; ARDI: 79-117, 120-131; TP: 12-155

3-6 O09 Overall Instructional DesignLessons that are highly detailed to ensure implementation accuracy

Lessons include modifications for English-language learners, scaffolding for below-level students, and extension activities for above-level students. The consistent format and scripted think-alouds ensure implementation accuracy.; ARDI: 78, 79, 82, 83, 86, 87, 90, 91, 94, 95, 98, 99, 102, 103, 106, 107, 110, 111, 114, 115, 122, 124, 126, 128, 130; TP: 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 143, 145, 147, 149, 151, 153, 155

3-6 O10 Overall Instructional Design Student materials that are aligned with instruction

The Data-Driven Instructional Planner in the ARDI guide (pages 60-63) shows alignment of the software instruction and practice with teacher-driven instructional materials.; ARDI: 80, 81, 84, 85, 88, 89, 92, 93, 96, 97, 100, 101, 104, 105, 108, 109, 112, 113, 116, 117, 121, 123, 125, 127, 129, 131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155

3-6 O11 Overall Instructional Design A logical organization to the materials

ReadAbout is organized around 70 content-area topics. Both student and teacher materials in print and in the software focus on these topics and instruction follows a consistent format.; ARDI: 79-117, 120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155; KARG: 14-29








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3-6 O12 Overall Instructional Design A consistent lesson format for each day

ReadAbout provides clear supplemental instructional materials that can be integrated into the classroom and delivered consistently by the teacher on a daily basis. In the software, students follow a consistent format for the instructional activities for each Topic.; ARDI:79-117, 120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155; KARG: 14-29

3-6 O13 Overall Instructional Design Ample student practice opportunities

Before reading in the software, students practice a new skill with an interactive Skill Brief, and they begin to build a virtual "skill card," an artifact which serves as a scaffold, if needed, later in the instructional sequence. Students learn vocabulary through a rigorous and motivating sequence. They collect and upgrade virtual vocabulary cards through practice with words. After reading, students practice using the target skill with skill-specific graphic organizers, and engage in activities with vocabulary words.; ARDI: 80, 81, 84, 85, 88, 89, 92, 93, 96, 97, 100, 101, 104, 105, 108, 109, 112, 113, 116, 117, 121, 123, 125, 127, 129, 131; SF: S1-S27, SS1-SS22, L1- L21; TP: 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 143, 145, 147, 149, 151, 153, 155








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3-6 O14 Overall Instructional Design Activities (e.g., centers) that are reading related

ReadAbout is designed to be a reading-related center. The software is used at a computer center and the leveled reading cards, called SmartFiles, are used at an independent reading center. All ReadAbout components are intended to be used during small group instruction, for guided reading groups, or for any independent reading opportunities during classroom center rotations.; ARDI: 80, 81, 84, 85, 88, 89, 92, 93, 96, 97, 100, 101, 104, 105, 108, 109, 112, 113, 116, 117, 121, 123, 125, 127, 129, 131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155; KARG: 8

3-6 O15 Overall Instructional Design Activities in the lessons that reflect their corresponding objectives

All activities in ReadAbout are connected to a nonfiction topic and clearly outlined in the Topic Planner Guide. The left column on the first page of each Topic Planner provides the specific objectives for all activities connected to the topic.; ARDI: 80, 81, 84, 85, 88, 89, 92, 93, 96, 97, 100, 101, 104, 105, 108, 109, 112, 113, 116, 117, 121, 123, 125, 127, 129, 131; SF: S1-S27, SS1-SS22, L1- L21; TP: 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 143, 145, 147, 149, 151, 153, 155








CORRELATION



3-6 O16 Overall Instructional Design Prompts for teachers to provide immediate feedback

ReadAbout software provides immediate feedback for student responses; engaging word games, challenges, and sorting activities; and an opportunity to be awarded for successful completion of instructional segments. Throughout the course of the program, teachers automatically receive notice of student achievements in order to communicate effectively with students. Additionally, the Topic Planners provide conferencing questions with topic specific questions and higher-order thinking questions.; ARDI: 78, 79, 82, 83, 86, 87, 90, 91, 94, 95, 98, 99, 102, 103, 106, 107, 110, 111, 114, 115, 122, 124, 126, 128, 130; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154








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3-6 O17 Overall Instructional DesignSpecific scaffolding instruction that is a prominent part of the lessons

ReadAbout’s individualized, scaffolded instruction and practice activities help struggling students successfully acquire the reading skills and strategies they were lacking. Far-below-level readers receive extra scaffolding and practice through multiple exposures to words, leveled text, and coaching in the tutorial areas of the program. They benefit from anchored instruction, rereading, repairing, and other strategies that help them improve their comprehension and vocabulary skills. Below-level readers receive vocabulary scaffolding through supported words and idioms in the text. ReadAbout supplies them with skill-building comprehension strategies, such as setting a purpose, questioning, and summarizing.; ARDI: 78, 79, 82, 83, 86, 87, 90, 91, 94, 95, 98, 99, 102, 103, 106, 107, 110, 111, 114, 115, 122, 124, 126, 128, 130; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 12, 20, 22

3-6 O18 Overall Instructional DesignDifferentiated instruction that is prominent, with specific instructions for differentiating

All content in ReadAbout is leveled to differentiate instruction. The software adapts text level, direct instruction, remediation, and activities based on individual student performance. Content is prioritized based on the instructional needs of each student.; ARDI: 78, 79, 82, 83, 86, 87, 90, 91, 94, 95, 98, 99, 102, 103, 106, 107, 110, 111, 114, 115, 122, 124, 126, 128, 130; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 6, 9, 12, 15, 34, 35








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3-6 O19 Overall Instructional Design Guidelines and materials for flexible grouping

ReadAbout's management system, the Scholastic Achievement Manager, provides instructional planning reports that enable teachers to group students according to skill need or text level. Teachers can use ReadAbout’s differentiated comprehension and vocabulary lessons and Topic Planners to support learning during small-group, teacher-directed instruction time.; ARDI: 60-75; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 13

3-6 O20 Overall Instructional Design Comprehensive intervention

ReadAbout is a supplemental, adaptive, leveled reading program for students in grades 3-8. It is designed to provide (a) direct instruction in comprehension skills and strategies; (b) teach high-utility and academic vocabulary; (c) build content-area knowledge; and (d) engage students with 100% nonfiction content.; ARDI: 78, 79, 82, 83, 86, 87, 90, 91, 94, 95, 98, 99, 102, 103, 106, 107, 110, 111, 114, 115, 122, 124, 126, 128, 130; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154

3-6 O21 Overall Instructional Design Intervention that is a sufficient stand alone program

ReadAbout is a supplemental, adaptive, leveled reading program for students in grades 3-8. It is designed to provide (a) direct instruction in comprehension skills and strategies; (b) teach high-utility and academic vocabulary; (c) build content-area knowledge; and (d) engage students with 100% nonfiction content.; KARG: 6-7; ARDI: 4








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3-6 O22 Overall Instructional Design Intervention that specifies for whom it is appropriate

ReadAbout is a supplemental, adaptive, leveled reading program for all students in grades 3-8.; ARDI: 78, 82, 86, 90, 94, 98, 102, 106, 110, 114, 120, 122, 124, 126, 128, 130, 132; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 13, 14, 15, 44, 45

3-6 O23 Overall Instructional Design Instruction that provides for English Language Learners (ELL)

ReadAbout software is a powerful tool for English-language learners. Throughout the software, students encounter closed-captioned anchor videos; text and voice-over support; Spanish translations; read alouds for all passages; multi-leveled skill instruction; and targeted instruction on high-utility words, cognates, and idioms. ARDI: 78, 82, 86, 90, 94, 98, 102, 106, 110, 114, 120, 122, 124, 126, 128, 130, 132; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 13, 14, 15, 44, 45

3-6 O24 Overall Instructional DesignIntervention that can be taught by a reading specialist, special education teacher, or general education teacher

Once students are set up in the program, the ReadAbout software manages instruction without teacher intervention, if necessary. However, the instructional materials are easy for teachers to use during small-group time.; ARDI: 78, 82, 86, 90, 94, 98, 102, 106, 110, 114, 120, 122, 124, 126, 128, 130, 132; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 13, 14, 15, 44, 45








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3-6 V01 Vocabulary Vocabulary instruction before, during, and after the story

Before reading in the software, every passage contains five academic and content-rich Smart Words that are pretaught to students. Students "collect" these words and continue to have multiple exposures and practice as they progress through the program. During reading, supported words and idioms are defined throughout the reading passage. When a student clicks on a supported word, he or she hears it pronounced and receives a contextual meaning. Additionally, the student has full access to the Smart Words collected during preteaching. After reading, students explore, interact, sort, and play with their collection of Smart Words.; SF: S1-S27, SS1-SS22, L1- L21; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 24- 29, 38, 39

3-6 V02 Vocabulary Listening, reading, and speaking vocabulary

In the software, students are pre-taught vocabulary words in a sequence that includes listening to the pronunciation and meaning of each word and hear the word read aloud in context. Students are also given opportunities to read each word, on its own and in a sentence, and are able to speak and record themselves saying the word.; KARG: 21-23, 24-25, 26-29; SF: S1-S27; SS1-SS22; L1-L21; TP: 12-155








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3-6 V03 Vocabulary Useful words, important words, and difficult words taught directly

ReadAbout focuses on teaching the most useful, important and difficult words directly, through the Smart Word instructional sequence. Of the 1,050 Smart Words in the software, 70% are academic vocabulary and 30% are content vocabulary. In addition, every passage scaffolds and supports vocabulary words that have been selected as difficult.; SF: S1-S27, SS1-SS22, L1- L21; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 24- 29, 38, 39

3-6 V04 VocabularyMultiple opportunities for students to work with new words in reading sentences, paragraphs, or longer text

Students have opportunities to work with 15 new words per topic, and a topic generally lasts for a few weeks depending on the student's ability. Students have multiple opportunities to work with words in prereading activities, during the reading of the passage, and again on the SmartFile cards.; SF: S1-S27, SS1-SS22, L1- L21; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 24- 29, 38, 39








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3-6 V05 Vocabulary Opportunities for students to use new words in their writing

On the software’s Knowledge Card, students write personal responses to the topic they are reading using the new words they have learned. “Write About It” prompts and exercises from printed SmartFiles give students additional opportunities to use new vocabulary in their writing.; SF: S1-S27, SS1-SS22, L1- L21; TP: 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 143, 145, 147, 149, 151, 153, 155; KARG: 29

3-6 V06 Vocabulary Previously introduced words cumulatively reviewed

In the software, students store "virtual" vocabulary cards in the card collection area of the software where they participate in activities or games that review all of the vocabulary words they have learned.; KARG: 24-25; ARDI: 34-35

3-6 V07 VocabularyMeanings of prefixes and suffixes taught before connecting them to words

A "Teaching Prefixes and Suffixes" lesson in the ARDI begins with Teach/Model and a clear definition of the meaning of both prefixes and suffixes.; ARDI: 120-121

3-6 V08 VocabularyInstruction in strategies to determine word meanings based on prefixes and suffixes

A "Teaching Prefixes and Suffixes" lesson begins with Teach/Model and a clear definition of the meaning of both prefixes and suffixes. A graphic organizer, activity routine, and differentiated instruction support for English-language learners, advanced learners, and below-level readers are clearly defined.; ARDI: 120, 121








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3-6 V09 Vocabulary

Inclusion of various aspects of word study, either under vocabulary or word recognition (e.g., concepts and word meanings, multiple meanings, morphemic analysis, synonyms, antonyms, homonyms, etymologies, and figurative meanings)

The software includes "Did You Know" questions that address concepts and word meanings, multiple meanings, morphemic analysis, synonyms, homonyms, and figurative meanings.; ARDI: 120- 131; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154

3-6 V10 VocabularyVarious word learning strategies directly taught to develop word knowledge (e.g., concept definition mapping, Frayer model, semantic feature analysis, and semantic mapping)

The vocabulary instructional sequence in ReadAbout utilizes a wide array of word learning strategies to offer students multiple exposures to words in interactive and printed context, thereby promoting word knowledge and improved reading comprehension. ReadAbout’s technology provides immediate feedback for student responses; engaging word games, challenges, and sorting activities; and an opportunity to be awarded for successful completion of instructional segments.; ARDI: 120- 131; KARG: 24, 25

3-6 V11 VocabularyInstruction in strategies to ensure understanding of the strategy process

ReadAbout vocabulary routines offer six explicit strategies to help students to decode unfamiliar words. Differentiated routines offer support for students of every level of vocabulary mastery—far-below-level, below-level, on-level, and above-level readers. Students practice and apply each strategy. Teachers can use the Student Vocabulary Report in the management system to help determine which lesson level is appropriate for a student.; ARDI: 120- 131; KARG: 38, 39








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3-6 C01 Comprehension Specifically addressed comprehension instruction

ReadAbout provides direct instruction in ten key comprehension skills including author's purpose, main idea, draw conclusions, fact and opinion, problem/solution, make inferences, cause/effect, compare/contrast, sequence of events; and summarize. Seven critical comprehension strategies are also taught including visualizing, setting a purpose, monitoring, rereading, summarizing, questioning, and repairing.; ARDI: 78, 79, 82, 83, 86, 87, 90, 91, 94, 95, 98, 99, 102, 103, 106, 107, 110, 111, 114, 115, 122, 124, 126, 128, 130; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155

3-6 C02 Comprehension Comprehension that is monitored

ReadAbout software assesses student comprehension through the student experience. Skills assessment begins with the Comprehension Quick Check at the beginning of each passage. Assessment continues with multiple-choice, graphic organizer, and questions at the end of each passage. Finally, students are assessed in the Challenge Area at the end of all three passages in the topic. Progress Monitoring reports, generated by the management system, track each student's progress on all comprehension skills.; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155

3-6 C03 Comprehension Both narrative and expository texts (informational texts)

The focus of ReadAbout is informational text; however, some text types, such as letters and journals, convey information in a narrative form. For example, "Letter from Shanghai," as passage in the topic Bugs, Burgers and Other Treats, is written as a letter from a student who is visiting China.; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155








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3-6 C04 ComprehensionTexts that contain familiar concepts and vocabulary, with simple sentences at an appropriate readability level

Content knowledge is "anchored" in a prereading activity called an Anchor Video that builds background knowledge before students read. Vocabulary words are also introduced to students in "Word Introduction". The software's progress monitoring and adaptive algorithm ensure that students are directed to a text at the appropriate level.; ARDI: 80, 81, 84, 85, 88, 89, 92, 93, 96, 97, 100, 101, 104, 105, 108, 109, 112, 113, 116, 117, 121, 123, 125, 127, 129, 131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155; RAG: 26, 27

3-6 C05 ComprehensionMain ideas and story grammar elements that are apparent initially in student text and gradually become more complex and inferential

When students first encounter a comprehension skill such as main idea, they receive a "Skill Brief" that activates students' prior knowledge and shows how a skill is used in what they read. As students progress in the software, dynamic scaffolds adjust passage text level and comprehension skills based on student performance.; SF: S1, S7, S15, SS7, SS14, SS22, L7, L14; TP: 12, 24, 40, 46, 58, 64, 74, 76, 78, 80, 82, 84, 88, 90, 94, 96, 104, 110, 114, 126, 140, 150

3-6 C06 ComprehensionComprehension instruction that is explicit (modeling, guided practice, multiple examples)

ReadAbout software uses the Gradual Release method for comprehension instruction. The software introduces a concept, models it, guides a student through a successful use of the skill, and then asks questions.; ARDI: 78-114; SF: S1-S27, SS1-SS22, L1- L21; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154








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3-6 C07 ComprehensionA strategy taught over time to ensure understanding of the strategy process

Comprehension strategies are rotated throughout student passages over the course of the year to provide multiple opportunities for practice. The management system also alerts teachers to students who are having difficulty with a particular comprehension skill and provides them with additional lessons and practice opportunities.; ARDI: 83, 87, 91, 95, 99, 103, 107; SF: S2, S10, S16, SS2, SS10, L13, L16; TP: 12, 14, 22, 30, 32, 34, 42, 44, 48, 50, 54, 56, 60, 62, 70, 74, 86, 116, 122, 128, 138, 144

3-6 C08 ComprehensionFrequent application of strategy so students understand its usefulness

Software: Each of the 210 passages in the software targets a primary skill and two secondary skills to ensure students apply skills to a variety of texts. The instructional sequence requires students to use seven strategies in every passage including visualizing, setting a purpose, monitoring, rereading, summarizing, questioning, and repairing.; ARDI: 83, 87, 91, 95, 99, 103, 107; SF: S2, S10, S16, SS2, SS10, L13, L16; TP: 12, 14, 22, 30, 32, 34, 42, 44, 48, 50, 54, 56, 60, 62, 70, 74, 86, 116, 122, 128, 138, 144

3-6 C09 ComprehensionInstruction that allows students to monitor their own thinking processes

In the software, students are prompted to respond to questions before they have completed reading a passage. This allows them the opportunity to monitor their own thinking processes. The "Skill Check" on the SmartFiles also requires students to monitor their comprehension thinking processes.; ARDI:86, 93, 94, 98, 102, 106, 110; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155

3-6 C10 Comprehension Students taught when, where and why to use a strategy

ReadAbout software provides students instruction and individualized feedback that corrects students' errors, then provides scaffolded practice to them how to apply the targeted strategy. The software continually assesses students and provides corrective feedback when they don't apply the correct strategy.; ARDI: 114, 115








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3-6 C11 ComprehensionDuring reading strategies (paired reading, main idea-paragraph shrinking, think alouds)

Students read three nonfiction passages with overlapping topics. During reading, students have the option to click the Text Type Tutor to receive instructions in how to read seven real-world text types. After reading the first page, students answer a multiple-choice question to ensure comprehension before they continue reading. Students use a Skill Card throughout the topic to review their comprehension during reading.; SF: S1-S27, SS1-SS22, L1- L21; KARG: 22, 26

3-6 C12 ComprehensionAfter reading strategies (story retell, story grammar, summarization)

After reading a passage in the software, students are presented with a series of questions that assess comprehension skills. Summarization is the first question posed to students. Performance on these skill-specific questions determines if a student is ready to progress to the next level and which skills they need to practice.; ARDI: 88, 89, 100, 101, 116, 117; SF: S1-S27, SS1-SS22, L1- L21; TP: 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 143, 145, 147, 149, 151, 153, 155

3-6 C13 ComprehensionModeling and systematic review of main idea, retell, and summarization

Main idea is one of ten key nonfiction skills in ReadAbout. The Skill Brief and Skill Tutorial in the software address modeling and systematic review. The graphic organizer is a strong systematic review of this skill. Summarizing is also addressed in every ReadAbout passage. Teachers can focus on retelling using the Topic Planner pages.; ARDI: 82, 83, 84, 85, 114, 115, 116, 117; SF: S1, S7, S15, SS7, SS14, SS22, L7, L14; TP: 12, 24, 40, 46, 58, 64, 74, 76, 78, 80, 82, 84, 88, 90, 94, 96, 104, 110, 114, 126, 140, 150








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3-6 C14 ComprehensionEffective questioning techniques to guide and monitor students’ comprehension (e.g., Bloom’s taxonomy)

Every topic begins with an Essential Question that helps students connect the topic they will read to their own lives. These questions also appear on the Critical Thinking Questions box on back of the Topic Planners for teachers. This question, marked “personal response,” is designed for teachers to conference with individual students. The second question in the box incorporates the higher-order thinking skills from Bloom’s Taxonomy. SmartFiles also begin with a “What’s the Big Idea?” question.; SF: S1-S27, SS1-SS22, L1- L21; TP: 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 143, 145, 147, 149, 151, 153, 155; KARG: 26, 27

3-6 C15 ComprehensionInstruction that includes students generating questions to improve engagement with and processing of text

Students reflect on text in the software passages and can generate questions with the teacher in whole- or small-group. Resources for assisting teachers in guiding students to process text through questioning can be found in the Topic Planner pages that correlate with each software passage.; TP: 12-155

3-6 C16 ComprehensionStudents taught to use graphic organizers to illustrate interrelationships among concepts, ideas, and events in text (semantic maps, concept maps)

Each ReadAbout software passage includes a graphic organizer pertinent to the targeted comprehension skill for that passage. Teaching materials also provide teachers with guidance in using graphic organizers.; KARG: 23, 36-37; ARDI: 80, 81, 84, 85, 88, 89, 92, 93, 96, 97, 100, 101, 104, 105, 108, 109, 112, 113, 116, 117, 121, 123, 125, 127, 129

3-6 C17 ComprehensionStudents taught how to locate and interpret graphs, maps, charts, diagrams in informational text

Maps, charts, and graphs support information throughout the software passages to promote language comprehension and provide a framework for remembering information.; KARG: 21, 36-37








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3-6 C18 ComprehensionNarrative and informational text in which students are taught to compare and contrast, locate facts and details, identify titles, chapter headings, etc.

Compare and contrast, fact and opinion, and main idea are taught both in the software and through the teaching materials. Text Type Lessons in SAM teach students how to identify titles, chapter headings, by-lines, captions, and other features of informational texts.; ARDI: 84, 85, 92, 93, 108, 109

6-12 O01 Overall Instructional DesignA clear ‘road map’ or ‘blueprint’ for teachers to get an overall picture of the program (i.e., scope and sequence)

The Know About ReadAbout Guide provides a blueprint for teachers of the overall picture of the program. The guide includes information about the scope of ReadAbout, as well as the research that informed its design. The adaptivity of the program disallows publishing a traditional scope and sequence; however, the Data-Driven Instructional Planner and the Skills and Standards Matrix in the Assessment, Reports, and Differentiated Instruction Guide, explains the scope of the skills and instructional objectives in the program.; KARG: 20-23 ARDI: 60-74

6-12 O02 Overall Instructional Design Goals and objectives that are clearly stated

Each of the 70 Topic Planners clearly identifies the goals and objectives for reading and content-area learning of the ReadAbout software passages. In the software, students also receive a Skill Brief, or model of direct comprehension instruction, that explains the comprehension skill and objectives of the program.; ARDI: 78, 79, 82, 83, 86, 87, 90, 91, 94, 95, 98, 99, 102, 103, 106, 107, 110, 111, 114, 115, 122, 124, 126, 128, 130; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155; KARG: 26-47

6-12 O03 Overall Instructional DesignResources available to help the teacher understand the rationale for the instructional approach and strategies utilized in the program (e.g., articles, references, and reliable websites)

ReadAbout teaching materials include a wealth of resources to help teachers understand the rationale for the instructional approach of the program. Additional information can be found at www.Scholastic.com/ReadAbout.; ARDI: 120, 122, 124, 126, 128, 130, 132; TP: 12-155; KARG: 6, 7, 35, 37, 39, 41, 43, 45, 47








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6-12 O04 Overall Instructional Design Consistently explicit instruction

All instructional materials for the teacher–in print and in the Scholastic Achievement Manager (SAM)–follow the explicit Teach/Model/Guided Practice/Apply method using think-alouds.; ARDI: 79-117, 120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155

6-12 O05 Overall Instructional Design Consistently systematic instruction

ReadAbout software systematically teaches comprehension skills using an Gradual Release model of instruction. Vocabulary instruction also adheres to the research-based system of Pronounce/Explain/ProvideExamples/Elaborate/Practice/Assess. All instructional materials for the teacher – in print and in the Scholastic Achievement Manager (SAM) – follow the explicit Teach/Model/Guided Practice/Apply method using think-alouds.; ARDI: 79-117, 120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155

6-12 O06 Overall Instructional DesignA coherent instructional design (i.e., the components of reading clearly linked within as well as across each component)

ReadAbout's instructional design addresses the program's three target components – comprehension, vocabulary, and content-area knowledge–in every aspect of the instructional sequence. An overview of the instruction is presented in the Software Overview of the KARG Guide on pages 20-23.; ARDI: 79-117, 120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155; KARG: 26-29

6-12 O07 Overall Instructional DesignConsistent ‘teacher friendly’ instructional routines which include direct instruction, modeling, guided practice, student practice and application with feedback, and generalization

The instructional routines in ReadAbout, found in SAM and in the ARDI, include comprehension lessons and vocabulary routines using Teach/Model/Guided Practice/Apply steps with scripted think-alouds. The predominance of the instruction appears in the software and includes many demonstrations and corrective feedback so that every error becomes a teaching opportunity.; ARDI: 79-117, 120-131; TP: 12-155; KARG: 28, 29








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6-12 O08 Overall Instructional Design Aligned student materials

The Data-Driven Instructional Planner in the ARDI guide (pages 60-63) shows alignment of the software instruction and practice with teacher-driven instructional materials.; ARDI: 80, 81, 84, 85, 88, 89, 92, 93, 96, 97, 100, 101, 104, 105, 108, 109, 112, 113, 116, 117, 121, 123, 125, 127, 129, 131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155

6-12 O09 Overall Instructional DesignText whose level of difficulty increases as students’ skills are strengthened

ReadAbout's adaptive algorithm regularly assesses and adjusts text level of passages as skills are mastered. SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155; KARG: 23, 24

6-12 O10 Overall Instructional DesignAmple guided student practice opportunities (15 or more), including multiple opportunities for explicit teaching and teacher directed feedback needed for struggling readers

The ReadAbout software delivers explicit instruction and leveled passages, including those for struggling readers. Students answer questions for practice and targeted corrective or positive feedback is based on student response The Differentiated Comprehension Lessons and Vocabulary Routines in ARDI adhere to the Gradual Release model of instruction and provide multiple opportunities for teacher-directed feedback. Reports in SAM alert teachers to areas where students struggle. ARDI: 78, 79, 82, 83, 86, 87, 90, 91, 94, 95, 98, 99, 102, 103, 106, 107, 110, 111, 114, 115, 122, 124, 126, 128, 130; TP: 12-155; KARG: 18, 19

6-12 O11 Overall Instructional DesignReading-related activities (e.g., workstations on word-building, fluency practice)

ReadAbout software provides leveled text in a scaffolded environment so students learn to succeed at independent reading. The SmartFile cards extend reading-related activities in comprehension skills and strategies, vocabulary, and writing.; Comprehension and vocabulary instruction and practice are available for teachers.; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155; KARG: 8, 9, 16, 17, 22, 23, 24, 25








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6-12 O12 Overall Instructional Design Teacher encouragement to give immediate constructive feedback

ReadAbout software provides immediate, targeted corrective feedback for student responses. Teachers automatically receive notice of student alerts or achievements. Additionally, the Topic Planners provide conferencing questions with topic-specific questions and higher-order thinking questions.; ARDI: 78, 79, 82, 83, 86, 87, 90, 91, 94, 95, 98, 99, 102, 103, 106, 107, 110, 111, 114, 115, 122, 124, 126, 128, 130; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154

6-12 O13 Overall Instructional Design Scaffolding as a prominent part of the lessons

ReadAbout’s individualized, scaffolded instruction and practice activities help struggling students successfully acquire the reading skills and strategies necessary to extract meaning from nonfiction text. Far-below-level readers receive extra scaffolding and practice through multiple exposures to words, leveled text, and coaching in the tutorial areas of the program. They benefit from anchored instruction, rereading, repairing, and other strategies that help them improve their comprehension and vocabulary skills. Below-level readers receive vocabulary scaffolding through supported words and idioms in the text. ReadAbout supplies them with skill-building comprehension strategies.; ARDI: 78, 79, 82, 83, 86, 87, 90, 91, 94, 95, 98, 99, 102, 103, 106, 107, 110, 111, 114, 115, 122, 124, 126, 128, 130; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138,

140, 142, 144, 146, 148, 150, 152, 154; KARG: 12, 20, 22








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6-12 O14 Overall Instructional Design Specific instructions for scaffolding

ReadAbout software has scaffolding embedded, in the form of passages that are written to support a certain skill through signal words, supported words designed throughout the passage, interrelated passages, and supported text features. The Topic Planner Guide includes instructions for scaffolding topic idioms, anchor videos, vocabulary instruction, and other components of the program. The Data-Driven Instructional Planner helps teachers find ARDI and lessons in the Scholastic Achievement Manager (SAM) that are appropriate for students at every level.; ARDI: 60-63; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 6, 9, 12, 15, 34, 35

6-12 O15 Overall Instructional Design Differentiated instruction that is prominent

All content in ReadAbout is leveled to differentiate instruction. The software adapts text level, direct instruction, remediation, and activities based on individual student performance. Content is prioritized based on the instructional needs of each student.; ARDI: 78, 79, 82, 83, 86, 87, 90, 91, 94, 95, 98, 99, 102, 103, 106, 107, 110, 111, 114, 115, 122, 124, 126, 128, 130; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 6, 9, 12, 15, 34, 35








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6-12 O16 Overall Instructional Design Instruction that is individualized based on assessment

ReadAbout software adapts instruction to meet individual student needs based on integrated assessment. Before beginning ReadAbout, students take the Scholastic Reading Inventory (SRI), ReadAbout’s assessment engine, to determine their reading level. As students move through the program, the software assesses student progress, adjusting text levels accordingly. The Data-Driven Instructional Planner and SAM reports help teachers assess students’ performance and choose differentiated lessons to meet students’ needs.; ARDI: 60-63; KARG: 13

6-12 O17 Overall Instructional Design Guidelines and materials for flexible grouping

ReadAbout's management system, the Scholastic Achievement Manager (SAM), provides instructional planning reports that enable teachers to group students according to skill need or text level. Teachers can use ReadAbout’s differentiated comprehension and vocabulary lessons and Topic Planner pages to support learning during small-group, teacher-directed instruction time.; ARDI: 60-75; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 13

6-12 O18 Overall Instructional DesignSmall group instruction with small teacher-pupil ratio as part of daily instruction

ReadAbout software is built to facilitate independent instruction and practice for students using the software, allowing teachers time to focus attention on small groups. The program’s robust system of reports generates data that primes teachers to group students according to need, then provide tailored instruction. Lessons in the ARDI guide, such as the Differentiated Comprehension Lessons and the Vocabulary Routines, provide frequent opportunities for teachers to interact with small groups.; ARDI: 78-130








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6-12 O19 Overall Instructional Design Movement from group to group based on student progress

Students move through ReadAbout software at their own pace, while the software monitors their progress and adjusts instruction accordingly. While some of the class is using the software, other students can be using SmartFiles (independently or in small groups). Reports in the Scholastic Achievement Manager (SAM) inform teachers of student progress. The Text Level Grouping Report, specifically, groups students according to the difficulty of the last topics they completed. This report aids teachers in placing students in small groups for additional reading comprehension and vocabulary instruction. The Data-Driven Instructional Planner in the ARDI guide allows teachers to develop prescriptive responses to student performance data. Lessons are supplemented by SAM Resources, available online.; ARDI: 44, 45, 60-63

6-12 O20 Overall Instructional Design Enrichment activities included for advancing/proceeding students

Students progress through reading bands based on performance, achieving higher text levels and collecting stars. In the software, students build and “collect” interactive vocabulary cards through engagement in progressively more challenging word activities. Students who have excelled on their vocabulary words receive a Bonus Card. Bonus Cards, related to each ReadAbout topic, are unique and dynamic. Reports in SAM provide detailed data on student performance. The Data-Driven Instructional planner in the ARDI guide aids teachers in choosing the appropriate instruction for each student.; ARDI: 60-63, 79, 83, 87, 91, 95, 99, 103, 107, 111, 115; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155; KARG:12, 13, 34, 35








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6-12 O21 Overall Instructional DesignThe dimensions of spelling, writing, oral language, motivation/engagement, critical thinking and listening comprehension

ReadAbout provides a framework for independent, accountable reading time in high-interest topics. The content and the rewards-based design develop engaged and motivated readers. The SmartFiles include a Featured Career, which encourages students to understand real-world occupations, making reading more personally relevant. The Topic Planners include writing instruction in both 6+1 Trait® Lessons and Writing Types. The Think About It question in the software is an inquiry-based question that provokes students to connect ReadAbout topics to their own lives. Critical Thinking Questions on the second page of each Topic Planner use six higher-order thinking skills to check student comprehension of the passages. Elements of the software, such as videos built to anchor instruction, require an understanding of oral language and listening comprehension.; SF: S1-S27, SS1-SS22, L1- L21; TP: 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79,

81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 143, 145, 147, 149, 151, 153, 155








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6-12 O22 Overall Instructional DesignProcedures and activities for re-teaching skills that have not been mastered

In the ReadAbout software, when students answer skills questions incorrectly, they are given skill-specific corrective feedback. On some questions, students are referred back to a highlighted portion of text that will provide text evidence to guide them to the correct answer. When a benchmark is not reached, a skill tutorial is triggered, and students continue to receive passages using that skill until mastery is indicated. Lessons in ARDI and questions on SmartFiles and Topic Planners provide multiple opportunities to re-teach skills. Data from Scholastic Achievement Manager (SAM) reports enables teachers to recognize students’ weaknesses and follow up with appropriate instruction.; ARDI: 78, 82, 86, 90, 94, 98, 102, 106, 110, 114, 120, 122, 124, 126, 128, 130; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155

6-12 O23 Overall Instructional Design Instruction for English Language Learners (ELL)

ReadAbout software is a powerful tool for English-language learners. Throughout the software, students encounter closed-captioned anchor videos; text and voice-over support; Spanish translations; read alouds for all passages; multi-leveled skill instruction; and targeted instruction on high-utility words, cognates, and idioms. ARDI: 78, 82, 86, 90, 94, 98, 102, 106, 110, 114, 120, 122, 124, 126, 128, 130, 132; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 13, 14, 15, 44, 45








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6-12 V01 Vocabulary A component that incorporates reading and writing vocabulary

ReadAbout software provides direct instruction and practice in 1050 vocabulary words. The software includes a Knowledge Card writing prompt that provides a framework for incorporating vocabulary into a written response. “Write About It” prompts and exercises from printed SmartFiles give students additional opportunities to use new vocabulary in their writing. More writing prompts are found on the back of the Topic Planners for teachers. All of the writing prompts are topic-specific, so students receive ample opportunities to use the content-area and high-utility vocabulary.; ARDI: 120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 143, 145, 147, 149, 151, 153, 155; KARG: 16, 17, 24, 25, 38, 39

6-12 V02 VocabularySystematic and explicit instruction in morphemic analysis to support building word meaning through knowledge of root words, prefixes, and suffixes

The Vocabulary Routines include lessons and practice pages for Prefixes and Suffixes and Word Origins. The lessons follow the Gradual Release model of instruction with scripted think-alouds.; ARDI: 120, 121, 130, 131

6-12 V03 VocabularyOpportunities to bring rich oral and written language to the classroom

ReadAbout’s vocabulary words are spoken aloud during the learning sequence of the software, and teachers can use software or SmartFile passages for guided reading, conferencing, or fluency checks. The software includes a Knowledge Card writing prompt that provides a framework for incorporating vocabulary into a written response. The SmartFiles also include writing prompts. More writing prompts are found on the back of the Topic Planners for teachers. Because all of the writing prompts are topic-specific, students receive ample opportunities to use the content-area and high-utility vocabulary.; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155; KARG:16, 17








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6-12 V04 VocabularyAmple activities to practice speaking and writing vocabulary in context

Students have opportunities to practice speaking and writing vocabulary in context in the Knowledge Card writing prompts, in the Vocabulary Routines in ARDI, in SmartFile questions, and in the 6+1 Trait® Writing Prompt. The materials in the Scholastic Achievement Manager (SAM), including the lists of vocabulary words, lend themselves to writing assignments to be shared.; ARDI: 120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 143, 145, 147, 149, 151, 153, 155; KARG: 24, 25

6-12 V05 VocabularyOpportunities for wide independent reading with student accountability procedures

In the software, students read science and social studies content in seven different real world text types. They read at least three passages on different aspects of the same topic. They perform activities and information generated is collected in SAM so teachers can hold them accountable. Conferencing also provides accountability opportunities. Students answer questions on the SmartFiles to assess their comprehension and vocabulary retention. SmartFile Answer Sheets are available in SAM for teachers to access when monitoring independent reading.; ARDI: 79-117, 120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155; KARG: 6, 7, 16, 17, 22, 23

6-12 V06 Vocabulary Repeated exposure to vocabulary in many contexts

All targeted vocabulary in the software is introduced with the research-based system of Pronounce/Explain/Provide Examples/Elaborate/Practice/Assess. Students have multiple opportunities to work with words in prereading activities, then within the passages in the text, then again, in different contexts, on the SmartFiles. SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155; KARG: 6, 7, 21, 23-29, 38, 39








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6-12 V07 VocabularyFrequent use of teacher read alouds using engaging books with embedded explanation and instruction

Teachers can activitate a feature in the management system that will read passages aloud to students. Teachers could also use the SmartFiles as read alouds.

6-12 V08 VocabularyDiverse vocabulary through listening and reading stories and informational text

Informational text in ReadAbout provides 1050 vocabulary words. Teachers can activate a feature in the management system that will read passages aloud to students as they read along. Vocabulary is taught using a research-based sequence that includes listening and repeating words.; ARDI: 80, 81, 84, 85, 88, 89, 92, 93, 96, 97, 100, 101, 104, 105, 108, 109, 112, 113, 116, 117, 121, 123, 125, 127, 129, 131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154

6-12 V09 VocabularyA limited number of words selected for robust, explicit vocabulary instruction

ReadAbout focuses on teaching the most useful, important and difficult words using the research-based system of Pronounce/Explain/Provide Examples/Elaborate/Practice/Assess in the software. Of the 15 words taught per topic, 70% are academic vocabulary and 30% are content vocabulary. In addition, in every passage there are scaffolds and supports for vocabulary words that have been selected as potentially difficult or useful, which include read aloud and a considerate meaning (definition). Words from the software reappear on the SmartFiles with the same meanings but in different contexts.; ARDI: 120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG:6, 7, 21, 23-29, 38, 39








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6-12 V10 VocabularySources of vocabulary instruction that include words from read aloud stories, words from core language arts programs, and words from content area instruction

ReadAbout’s vocabulary words, called Smart Words, were selected from the Coxhead; Harris Jacobsen; and grade-level text lists. ARDI:120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 6, 7, 21, 23-29, 38, 39

6-12 V11 Vocabulary

Inclusion of only important (words needed to know to understand a concept or text), useful (words that may be encountered many times), and difficult words (multiple meanings, idioms) being taught

ReadAbout focuses on teaching the most useful, important and difficult words directly, through the Smart Word cards instructional sequence. Of the 1050 Smart Words in the ReadAbout software, 70% are academic vocabulary and 30% are content vocabulary. Words from the software reappear on the SmartFiles with the same meanings but in different contexts. The ARDI guide includes Vocabulary Routines with leveled lessons and practice pages on teaching idioms and multiple meaning words.; ARDI: 120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 6, 7, 21, 23-29, 38, 39

6-12 V12 VocabularyCumulative review of vocabulary words (e.g., words are selected for instruction that are unknown, critical to passage understanding, and likely to be encountered in the future)

Students store “virtual” vocabulary cards in the card collection area where they play with and upgrade cards in order to unlock secret sides of the cards. Continuing activities in the software provide ongoing, cumulative review.

6-12 V13 Vocabulary Ample opportunities to engage in oral vocabulary activities “Pronounce” is a key step in ReadAbout’s research-informed instructional sequence for vocabulary.; KARG: 24








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6-12 V14 Vocabulary Student-friendly explanations as well as dictionary definitions

The software and SmartFiles provide student-friendly explanations for each of the 1050 ReadAbout Smart Words. Additionally, when a student clicks on a "supported word," he or she hears a contextual meaning.; SF: S1-S27, SS1-SS22, L1- L21; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 26

6-12 V15 Vocabulary Teaching of word-learning strategies

Word learning strategies are directly taught in the Vocabulary Routines. The strategies include: Prefixes and Suffixes; Synonyms and Antonyms; Context Clues; Multiple-Meaning Words. Idioms; and Word Origins.; SF: S1-S27, SS1-SS22, L1- L21; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 24, 25, 38, 39

6-12 V16 VocabularyExplicit teaching of vocabulary that includes: introducing the word, presenting a student-friendly explanation, illustrating the word with examples, and checking the students’ understanding

Vocabulary instruction in the software adheres to the research-based system of Pronounce / Explain (with a considerate meaning, i.e. student friendly definition)/ Provide Examples / Elaborate / Practice / Assess. All instructional materials in print and in the Scholastic Achievement Manager (SAM) follow the Gradual Release method of instruction, using think-alouds.; SF: S1-S27, SS1-SS22, L1- L21; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG:26- 29








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6-12 V17 Vocabulary Ample opportunities to use word-learning strategies

ReadAbout Vocabulary Routines offer six explicit strategies to help students to decode unfamiliar words. The software provides engaging word games, challenges, and sorting activities; and an opportunity to be awarded for successful completion of instructional segments. The software includes "Did You Know" questions that address concepts and word meanings, multiple meanings, morphemic analysis, synonyms, homonyms, and figurative meanings.; ARDI: 120-1 31 SF: S1-S27, SS1-SS22, L1- L21; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 26, 27

6-12 V18 Vocabulary

Word awareness introduced through the use of word walls, vocabulary logs, and practice activities which are engaging, provide multiple exposures, encourage deep processing and connect word meaning to prior knowledge

The vocabulary sequence and ensuing activities in the software engage while providing multiple exposures. Collecting words triggers a feeling of ownership and connection. Photos in the software and on SmartFiles help connect meanings to prior knowledge.; SF: S1-S27, SS1-SS22, L1- L21; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154








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6-12 V19 VocabularyVocabulary taught both directly and indirectly before, during, and after reading

Before reading in the software, every passage contains five academic and content-rich Smart Words that are pretaught to students. Students "collect" these words and continue to have multiple exposures and practice as they progress through the program. During reading, supported words and idioms are defined throughout the reading passage. After reading, students explore, interact, sort, and play with their collection of Smart Words.; ARDI: 120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 26- 29

6-12 V20 Vocabulary Rich contexts for vocabulary learning

High-interest nonfiction passages, colorful and clever photographs to represent words, and a remarkably engaging software design including contextual noises provide rich contexts for vocabulary learning.; ARDI: 120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 24- 29








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6-12 V21 VocabularyActivities that provide for meaningful repetition and multiple exposures to vocabulary

Students have multiples opportunities to work with words in prereading activities, then within the passages in the text, then again on the SmartFiles. The Challenge section of the software is a series of activities such as Word Storm, Word Flash, 50/50, and Word Race, that encourage students to use new vocabulary in many meaningful, challenging, and motivating contexts.; ARDI: 120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG: 24- 29

6-12 V22 Vocabulary Vocabulary tasks that are restructured when necessary

ReadAbout’s adaptivity means that students receive remediation when necessary in the software. If students do not master a word, it will trigger a feature called “Here’s an Example… Keep in Mind” which works to reinforce meaning and clarify confusions likely to stem from the word at hand. Teachers also access vocabulary progress information through reports in the Scholastic Achievement Manager (SAM).

6-12 V23 Vocabulary Computer technology used to help teach vocabulary

ReadAbout is computer technology used to systematically and explicitly teach academic and content-area vocabulary. SF: S1-S27, SS1-SS22, L1- L21; TP: 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, 110, 112, 114, 116, 118, 120, 122, 124, 126, 128, 130, 132, 134, 136, 138, 140, 142, 144, 146, 148, 150, 152, 154; KARG:24- 29








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6-12 C01 Comprehension Teaching of comprehension monitoring

Monitoring is implicit in the ReadAbout software. In the software, students are prompted to respond to questions before they have completed reading a passage. This allows them the opportunity to monitor their own thinking processes. The "Skill Check" on the SmartFiles also requires students to monitor their comprehension thinking processes.; ARDI: 78-117

6-12 C02 Comprehension Instruction in the use of multiple strategies

ReadAbout provides direct instruction in ten key comprehension skills including author's purpose, main idea, draw conclusions, fact and opinion, problem/solution, make inferences, cause/effect, compare/contrast, sequence of events; and summarize. Seven critical comprehension strategies are also taught including visualizing, setting a purpose, monitoring, rereading, summarizing, questioning, and repairing.; ARDI: 78-117; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155

6-12 C03 Comprehension Cooperative learning groups Cooperative Learning Activities (available in SAM Resources) allow students to deepen comprehension by working together.








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6-12 C04 Comprehension Frequent opportunities to answer and generate questions

Students have opportunities to answer comprehension questions throughout the software, on the SmartFiles, through the 6+1 Trait® Writing Prompts, and in the Differentiated Comprehension Lessons in the ARDI guide. Students reflect on text in the software passages and can generate questions with the teacher in whole- or small-group. Resources for assisting teachers in guiding students to process text through questioning can be found in the Topic Planner pages that correlate with each software passage.; ARDI: 79-117; SF: S1-S27, SS1-SS22, L1- L21; TP: 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 143, 145, 147, 149, 151, 153, 155

6-12 C05 Comprehension Use of graphic and semantic organizers, including story maps

Each ReadAbout software passage includes a graphic organizer pertinent to the targeted comprehension skill for that passage. Differentiated Comprehension Lessons and Practice pages also prompt teachers to model use of graphic organizers, then have students practice using them. Blank graphic organizer BLMs exist in the management system.; ARDI: 80, 81, 84, 85, 88, 89, 92, 93, 96, 97, 100, 101, 104, 105, 108, 109, 112, 113, 116, 117

6-12 C06 ComprehensionAmple opportunities to engage in discussions relating to the meanings of text

Teachers may engage students in discussing the meanings of text using the Critical Thinking Questions on the second page of each Topic Planner. Students also have opportunities to discuss text through the Cooperative Learning Activities in the management system.; TP:13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 143, 145, 147, 149, 151, 153, 155








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6-12 C07 ComprehensionAmple opportunities to read narrative and expository text on independent and instructional levels

ReadAbout provides ample opportunities to read expository text and some opportunities to read narrative (letter and journal formats). The program focuses on leveled instruction and scaffolded practice of skills and strategies.; ARDI: 79, 83, 87, 91, 95, 99, 103, 107, 111

6-12 C08 Comprehension Explicit instruction in different text structures

The Text Type Lessons in the management system (SAM) provide explicit instruction in seven different types of nonfiction texts: newspapers, magazines, textbooks, Web sites, encyclopedias, letters and journals. The Text Type Tutor in the software provides support for these structures.; Students learn characteristics of compare and contrast, cause and effect, articles where the author's purpse is to persuade, etc., using skill briefs, software passages, SmartFiles, and Comprehension Lessons. ARDI: 78-117; TP: 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 143, 145, 147, 149, 151, 153, 155








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6-12 C09 ComprehensionInstruction in before, during and after reading comprehension strategies

Before reading in the software, students watch an Skill Brief video that uses a gradual release model to teach signal words, concepts, and build background knowledge in a targeted comprehension skill. They receive a Set Purpose to frame what they are about to read. During reading, students answer a multiple-choice question to check comprehension before continuing on. Students use a Skill Card throughout the topic to monitor their comprehension. After reading, students are presented with a series of questions that require reading strategies including summarizing and rereading.; ARDI: 78-117; TP: 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 143, 145, 147, 149, 151, 153, 155; KARG: 26- 29

6-12 C10 Comprehension Activation of prior knowledge before reading

In the software, Anchor Videos activate prior content-area knowledge and skill briefs connect comprehension skills to real-life situations. A "Think About It" question at the beginning of each topic helps students connect what they are about to read to their own lives. The "What's the Big Idea" question on the SmartFiles previews the topic; SF: S1-S27, SS1-SS22, L1- L21

6-12 C11 ComprehensionAmple opportunities to generate questions during reading to improve engagement with and processing of text

Students recognize signal words in passages and use metacognitive strategies to generate questions while reading. SmartFiles include Skill Check questions which stop students while reading to make strategic reading a habit.; SF: S1-S27, SS1-SS22, L1- L21








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6-12 C12 ComprehensionAmple opportunities to employ a conceptual understanding of beginning, middle, and end in narrative text

The focus of ReadAbout is informational text; software and SmartFile passages are largely expository texts. However, some text types, such as letter and journal, do convey information but take a more narrative form. One of ReadAbout’s ten comprehension skills is Sequence of Events, which is taught in a Skill Brief, Skill Tutorial and Differentiated Comprehension Lessons, and appears in multiple passages throughout the program. See the following references to meet this standard using content-area/informational text.; ARDI: 110-113; SF: S13, S20, SS8, SS9, SS19, L5, L12, L21; TP: 24, 26, 36, 50, 80, 82, 84, 92, 94, 96, 98, 102, 104, 106, 110, 114, 116, 122, 130, 136, 138, 144, 152, 154

6-12 C13 ComprehensionInstruction in learning to determine which strategy to use and why (metacognition)

When students first encounter one of ReadAbout’s ten nonfiction comprehension skills, they receive a Skill Brief video, which activates existing knowledge and uses signal words to model when and how the skill is used. Skills are taught, reinforced, and practiced continually throughout all ReadAbout passages. Differentiated Comprehension Lessons provide explicit instruction in how to use and recognize skills.; ARDI: 77-117

6-12 C14 Comprehension Connections between previously learned strategies and new text

Students revisit skills and strategies with new text at increasingly difficult levels throughout the software, and in the SmartFiles.; SF: S1-S27, SS1-SS22, L1- L21; TP: 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 143, 145, 147, 149, 151, 153, 155; KARG: 20, 22








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6-12 C15 Comprehension Strategies applied for authentic purposes using appropriate text

Students apply comprehension skills and strategies to content-area texts, an activity which also builds background knowledge in grade-level Science and Social Studies topics.; SF: S1-S27, SS1-SS22, L1- L21; P: 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 143, 145, 147, 149, 151, 153, 155

6-12 C16 Comprehension An emphasis on creating independent strategic learners

Each of the 210 passages in the software targets a primary skill and two secondary skills to ensure that students have multiple opportunities to practice strategic reading. The instructional sequence requires students to use seven strategies in every passage including visualizing, setting a purpose, monitoring, rereading, summarizing, questioning, and repairing. A system of extrinsic rewards creates intrinsically motivated readers, and the management system alerts teachers to student progress so that independent reading time is accountable; ARDI: 78-117; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155

6-12 C17 Comprehension Strategy instruction that is cumulative over the course of the year

Targeted nonfiction comprehension strategies are rotated throughout student passages over the course of the year, in order provide multiple opportunities for practice, and opportunities for practice with a particular strategy at increasingly difficult levels. When the skill is not the primary skill of a passage, it may nevertheless be one of two supporting skills for that passage, in which case skills questions would reactivate the language and thought processes associated with the secondary skills. “Skill Tutorials” reinforce signal words and the underlying concepts of a skill. Skill mastery is assessed and remediatied throughout the year as necessary.; ARDI: 78-117, 120-131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155








CORRELATION



6-12 C18 ComprehensionFrequent opportunities to discuss and apply story elements and compare stories

ReadAbout focuses instruction and practice in nonfiction texts, to prepare students for reading in the content areas.

6-12 C19 ComprehensionElements of story grammar (setting, characters, important events, etc.) for retelling a story

ReadAbout focuses instruction and practice in nonfiction texts, to prepare students for reading in the content areas. Students are taught how to retell nonfiction events, looking for main idea, sequence of events,

6-12 C20 Comprehension Instruction in summarization strategies

Each student is exposed to a Summarize Skill Brief as their introduction to the program. Skill Cards and skill tutorials in the software continue the instruction, and students practice summarization in all ReadAbout software and print passages. Teachers use lessons and practice pages from ARDI to teach strategies associated with this skill; ARDI: 114-117 SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155

6-12 C21 ComprehensionOpportunities to interpret information from charts, graphs, tables, and diagrams and connect it to text

Maps, charts, and graphs support information throughout the software passages to promote language comprehension and provide a framework for remembering information.; KARG: 21, 36-37

6-12 C22 Comprehension Text that contains familiar concepts and vocabulary

Anchor videos, Skill Briefs, grade-level standards-driven topics, and pretaught vocabulary assure that by the time the student finishes the prereading stage and moves on to reading, the leveled text will contain familiar concepts and vocabulary.; ARDI: 80, 81, 84, 85, 88, 89, 92, 93, 96, 97, 100, 101, 104, 105, 108, 109, 112, 113, 116, 117, 121, 123, 125, 127, 129, 131; SF: S1-S27, SS1-SS22, L1- L21; TP: 12-155; KARG: 18, 19

6-12 C23 ComprehensionInstruction in main idea strategies (e.g., using pictures, then individual sentence, then paragraphs, etc.)

One of ReadAbout’s ten comprehension skills is Main Idea & Details, which is taught in a Skill Brief, Skill Tutorial and Differentiated Comprehension Lessons, as well as blank graphic organizers. Opportunities for modeling this skill also occur in the SmartFiles. ARDI: 82- 85; SF: S1, S7, S15, SS7, SS14, SS22, L7, L14; TP: 12, 24, 40, 46, 58, 64, 74, 76, 78, 80, 82, 84, 88, 90, 94, 96, 104, 110, 114, 126, 140, 150








CORRELATION



6-12 C24 ComprehensionAmple opportunities to employ main idea strategies using more complex texts, where main idea is not explicitly provided

One of ReadAbout’s ten comprehension skills is Main Idea & Details, which appears in multiple software and print passages throughout the program.; ARDI: 83; 85 SF: S1, S7, S15, SS7, SS14, SS22, L7, L14; TP: 12, 24, 40, 46, 58, 64, 74, 76, 78, 80, 82, 84, 88, 90, 94, 96, 104, 110, 114, 126, 140, 150


Documents

Scholastic ReadAbout correlated to Florida’s Reading ...teacher.scholastic.com/products/statehomepages/...narrative formats. Spelling is reinforced in writing lessons.; ARDI: 79-117,