Why Use ReadWorks Decodable Texts?
ReadWorks has launched a series of decodable texts to support phonics instruction across kindergarten and first grade classrooms. A decodable text is a text that is mostly decodable based on the phonics instruction students have received, including explicit instruction around a set of regularly and irregularly spelled, high frequency words. Reading decodable texts helps students build fluency and gain confidence as they become proficient with word-level reading.
These texts are especially unique because they are all nonfiction and aligned with ReadWorks Article-A-Day sets. By reading these decodable texts, students are building background knowledge while applying their alphabetic knowledge and decoding skills in the context of meaningful, continuous text. While the threshold of decodability can vary for decodable texts, the majority of ReadWorks decodable texts are at least 90% decodable, meaning that at least 90% of the words can be decoded and adhere to various phonics scope and sequences across curricula.
These texts are especially unique because they are all nonfiction and aligned with ReadWorks Article-A-Day sets. By reading these decodable texts, students are building background knowledge while applying their alphabetic knowledge and decoding skills in the context of meaningful, continuous text. While the threshold of decodability can vary for decodable texts, the majority of ReadWorks decodable texts are at least 90% decodable, meaning that at least 90% of the words can be decoded and adhere to various phonics scope and sequences across curricula.
How to Use ReadWorks Decodable Texts
Access the decodable texts through our Scope & Sequence assigner. Start Article-A-Day at the beginning of the year and begin the decodables in October for first grade and December for kindergarten.
ReadWorks decodable texts are topically aligned with Article-A-Day sets. We recommend using these decodable texts along with reading aloud the Article-A-Day passages, in order to support the building of background knowledge amongst your early readers. Article-A-Day passages for these grades are listening-level while the decodable texts are written on reading level. The Article-A-Day routine should occur in the classroom for at least six weeks so that students are comfortable with the routine before introducing the decodable texts. This will help students tackle the decodable texts with the confidence of understanding how they have been building vocabulary that supports them as readers. For more information on how to establish the Article-A-Day routine, and to learn more of its benefits, click here.
Over the course of a week, we recommend that your students listen to the first two Article-A-Day passages in order to focus on building background knowledge around the week’s topic. Then, by the third day, students should read one of the included decodable texts, after listening to the Article-A-Day passage. Repeat for days four and five.
Over the course of a week, we recommend that your students listen to the first two Article-A-Day passages in order to focus on building background knowledge around the week’s topic. Then, by the third day, students should read one of the included decodable texts, after listening to the Article-A-Day passage. Repeat for days four and five.
ReadWorks Decodable Texts in Action
Watch the video below for a mini-lesson featuring one of our new decodable texts! To see the full lesson, click here.
