- About Scholastic Reading Readiness (22)
Literacy Pro offers Scholastic Reading Readiness, an optional assessment to inform teachers about their emerging readers’ grasp of foundational skills and their reading abilities. SRR assesses alphabet recognition, phonemic awareness (beginning, end, and rhyming sounds), syllabication, blending, and decoding.
This assessment will help teachers determine their students’ ability to independently navigate Literacy Pro. Students who have not yet mastered these foundational skills may need additional support selecting appropriate books—such as ebooks with audio. In addition, these emerging readers may need help with Think More end-of- book comprehension check-ins.
SRR was designed to support students in kindergarten and Grade 1. Teachers may also want to use it to assess the foundational reading skills of any early readers in Grades K–12.
- Getting Started (22)
The teacher enrolls students in Scholastic Reading Readiness. Next, the student logs in to Scholastic Digital Manager. SRR will launch.
- Student Experience (22)
Student Task: Students will be taken through five sections. Each section begins with two sample questions—one demonstration and one practice. In each section, students respond to prompts by selecting a letter, word, or image.
Skills: SRR includes these five sections:
• Section 1: Alphabet Recognition (lowercase and uppercase letters)
• Section 2: Phonemic Awareness
• Section 3: Identifying Syllables
• Section 4: Blending
• Section 5: Decoding
- Inside Scholastic Reading Readiness (24)
- Section 1: Alphabet Recognition (24)
Purpose: Students are assessed on their ability to identify lowercase letters and uppercase letters.
What students hear: Students hear letter names said aloud.
What students see: Students see an array of letters on the screen.
What students do: Students choose the letter corresponding to the letter name they hear.
- Section 2: Phonemic Awareness (25)
Purpose: Students are assessed on their ability to identify initial, final, and rhyming sounds.
Part A: Initial Sounds
What students hear: Students hear three words. Two of these words will have the same initial sound.
What students see: Students see three images that match the words they hear.
What students do: Students select the two
pictures with the same initial sound. (In the screenshot to the right, man and mop have the
same initial sound.)
Part B: Final Sounds
What students hear: Students hear three words. Two of these words will have the same final sound.
What students see: Students see three images that match the words they hear.
What students do: Students select the two pictures with the same final sound.
Part C: Rhyming Sounds
What students hear: Students hear three words said aloud. Two of these words rhyme.
What students see: Students see three images that match the words they hear.
What students do: Students select the two pictures corresponding to the words that rhyme.
- Section 3: Identifying Syllables (26)
Purpose: Students are assessed on their ability to identify the number of syllables in a word.
What students hear: Students hear a word and are instructed to clap the number of syllables they hear.
What students see: Students see three cards— one with one dot, one with two dots, and one with three dots.
What students do: Students clap the number of syllables they hear. Students then choose the number of dots that matches the number of syllables.
- Section 4: Blending (26)
Purpose: Students are assessed on their ability to recognize the sounds that make up a word.
What students hear: Students hear a series of sounds that make up a word.
What students see: Students see two images. One corresponds to what they hear.
What students do: Students select the image that corresponds to the word made by the sounds they hear.
- Section 5: Decoding (27)
Purpose: Students are assessed on their ability to recognize sounds and words.
Part 1: Recognize Sounds
What students hear: Students hear a letter’s sound.
What students see: Students see an array of letters.
What students do: Students select the letter that corresponds to the sound they hear.
Part 2: Recognize Decodable Words
What students hear: Students hear a decodable word.
What students see: Students see an array of words.
What students do: Students select the word that corresponds to the word they hear.
Part 3: Recognize High-Frequency Words
What students hear: Students hear a high-frequency word.
What students see: Students see an array of high- frequency words.
What students do: Students select the word that corresponds to the word they hear.