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For Guided and Independent Reading www.raintree.co.uk • Over 390 BOOK-BANDED readers from Pink to Dark Red • Thematically linked FICTION AND NON-FICTION READER PAIRSHow does Engage Literacy work? Engage Literacy is for guided and independent reading. With more than 390 fiction and non-fiction books available, organised by level and book band and written by literacy experts, Engage Literacy is the perfect addition to your existing reading programme. It can help you meet the requirements of the Curriculum for Excellence by providing: • Enjoyment and choice – with more than 390 fiction and non- fiction books available, featuring a range of different artwork styles and text types, as well as fun recurring characters such as Min Monkey, Lea and Little Dinosaur, all readers will be able to find books they will enjoy. • Tools for reading – new vocabulary is gradually introduced and reinforced throughout the programme, and each book also includes areas of focus to increase phonological awareness. • An introduction to finding and using information – across the programme, fiction texts are paired with matching curriculum-focused non-fiction titles, ensuring readers develop familiarity with both stories AND factual texts. As readers progress through the programme, key features of non-fiction texts such as glossaries, indexes and captions are gradually introduced to build student’s confidence and competency in finding and using information. • Help with understanding, analysing and evaluating – the inside cover of each book includes a selection of sample inferential questions relating to the text to allow teachers or parents to engage with students and assess a student’s engagement with the book. Free downloadable teacher resources are also available, including photocopiable worksheets designed to develop phonological awareness skills, vocabulary acquisition, comprehension and more. www.raintree.co.uk 2 ENGAGE LITERACY Non-fiction - ProceduralFiction - Narrative P aired T exT “Our pupils and teachers love using the Engage Literacy reading books. They are bright, colourful and engaging for the pupils. We particularly like the pairing of a fiction and non- fiction book as this has helped to encourage more use of non-fiction texts and develop the skills linked to these.” Lindsay Gilmour, Principal Teacher Keir Hardie Memorial, Primary Schoolwww.raintree.co.uk3 ENGAGE LITERACY Grumpy Old Bear is Sleeping Level 11 Fiction Word count: 199 Curriculum link: animals, community, environment Text type: narrative High-frequency words introduced: asked, called, hello, laughed, over, so, us High-frequency words consolidated: back, friends Example inferential questions: • Why is White Mouse worried about Grumpy Old Bear waking up? • Why do you think Green Frog is jumping from lily pad to lily pad? Phonological awareness: Suffixes ‘ing’ and ‘ed’; initial consonant blends ‘gr, pl, br, gr, tr, st, fr, spl’; final consonant digraphs ‘ck, sh’; contractions ‘I’m, it’s’; vowel digraph ‘ou’ Programme links: Grumpy Old Bear is Sleeping E-Book Look Inside a Cave (NF) The inside front cover has summarised information for teacher reference Sample inferential questions Links to matching fiction or non-fiction book The Readers • Over 390 readers, levelled from Pink to Dark Red with a wide range of topics • Thematically paired fiction and non- fiction titles, with stand alone titles at the higher levels • Incorporates a variety of text types, including procedural text and craft books • Includes a wide range of themes and genres with settings that children can relate to • Features a diverse range of fun, recurring characters, exploring STEM, history, current issues and stories from around the world STEM DIVERSITY/INCLUSIONOTHER CURRENT ISSUES AROUND THE WORLD HISTORY P aired T exT P aired T exT P aired T exT P aired T exT P aired T exT P aired T exT P aired T exT P aired T exT P aired T exT P aired T exT P aired T exTwww.raintree.co.uk 4 ● : Quizzed for Accelerated Reader COMPLETE PACKS Engage Literacy Quizzed for Accelerated Reader Update your Accelerated Reader book shelves! Featuring 254 quizzed Engage Literacy titles from Red to Dark Red, including a mix of fiction and non-fiction titles, this pack is perfect for guided, independent and shared reading. AR PACK • 9781398240018 • £1,458.46 Over 250 readers are quizzed for Accelerated Reader! Look out for the ● Engage Literacy Complete Pack Featuring over 390 Engage Literacy fiction and non-fiction titles from Pink to Dark Red, this pack provides you with an exciting reading programme which is sure to engage even the most reluctant of readers. ENGAGE LITERACY COMPLETE PACK 9781398239999 • £2,097.10 • Available January 2024: 398 titles • £2,135.02 Raintree’s Engage Literacy books have been invaluable in our setting. Some of our SEND learners really benefit from the repetitive nature of the early texts. The non- fiction books at the pink and red levels are age appropriate for some of our older readers still at an emerging literacy stage. Carla Nicholson, Outreach Teacher St Francis Special School, Lincoln Pack contents and prices are subject to changeP aired T exT P aired T exT 9781398250611 Yellow Level 6 NEW 9781398250574 Yellow Level 6 NEW 9781398250598 Yellow Level 7 NEW 9781398250550 Yellow Level 7 NEW 9781398250581 Yellow Level 7 NEW 9781398250543 Yellow Level 7 NEW P aired T exT 9781398250604 Yellow Level 8 NEW 9781398250567 Yellow Level 8 NEW NEW 2024 NEW 2024 NEW 2024 NEW 2024 P aired T exT 9781398255418 Yellow Level 6 NEW 2024 NEW 2024 9781398255388 Yellow Level 6 9781398255371 Red Level 3 9781398255340 Red Level 3 9781398255364 Red Level 3 9781398255357 Red Level 3 www.raintree.co.uk 5 NEW READERS PUBLISHING SOON 8 New Yellow Readers! August 2023 P aired T exT 9781398255401 Yellow Level 6 NEW 2024 9781398255395 Yellow Level 6 NEW 2024 P aired T exT 4 New Red Readers! January 2024 4 New Yellow Readers! January 2024 P aired T exT P aired T exTTHE READERS AGE4–55–66–7 YEAR GROUP P1P2P3 APPROX. RR LEVEL 1-23-56-89-1112-1415-1617-18 BAND/ LEVEL PINK LEVELS 1-2 RED LEVELS 3-5 YELLOW LEVELS 6-8 BLUE LEVELS 9-11 GREEN LEVELS 12-14 ORANGE LEVELS 15-16 TURQUOISE LEVELS 17-18 FICTION Level 1 13 Level 2 13 Level 3 10 Level 4 8 Level 5 9 Level 6 8 Level 7 7 Level 8 6 Level 9 5 Level 10 5 Level 11 5 Level 12 6 Level 13 6 Level 14 6 Level 15 6 Level 16 6 Level 17 6 Level 18 6 NON-FICTION Level 1 13 Level 2 13 Level 3 10 Level 4 8 Level 5 9 Level 6 8 Level 7 7 Level 8 6 Level 9 5 Level 10 5 Level 11 5 Level 12 6 Level 13 6 Level 14 6 Level 15 6 Level 16 6 Level 17 6 Level 18 6 www.raintree.co.uk 6 LEVELS 6–8 Engage Literacy TEACHER’S RESOURCE Extended Edition Lisa Thorpe Lauren White Teacher Resource Books These easy-to-use eBooks provide an overview of the programme and components as well as helpful instructional support for each title. Also included: u A literacy block model incorporating whole class and small group instruction as well as lesson review and assessment u Photocopiable activity worksheets u Running records – essential for assessing pupils’ progress LEVELS 3–5 Engage Literacy TEACHER’S RESOURCE Extended Edition Lisa Thorpe Lauren White Download your free teacher resources and digital samples from www.raintree.co.uk/engage-literacy/ LEVELS 1–2 Engage Literacy TEACHER’S RESOURCE Pink Extended Edition Lisa Thorpe and Lauren Oxley Free downloadables!6–77–88–99-1010-11 P4P5P6P7 19-2021-2223-2425-2627–2829–30 PURPLE LEVELS 19-20 GOLD LEVELS 21-22 WHITE LEVELS 23-24 LIME LEVEL 25-26 BROWN LEVEL 27-28 GREY LEVEL 29-30 DARK BLUE LEVEL 31-33 DARK RED LEVEL 34-36 Level 19 5 Level 20 5 Level 21 5 Level 22 5 Level 23 5 Level 24 5 Level 25 5 Level 26 5 Level 27 4 Level 28 5 Level 29 4 Level 30 4 Level 31 1 Level 32 1 Level 33 2 Level 34 3 Level 35 1 Level 36 3 Level 19 5 Level 20 5 Level 21 5 Level 22 5 Level 23 5 Level 24 5 Level 25 5 Level 26 5 Level 27 4 Level 28 3 Level 29 4 Level 30 4 Level 31 3 Level 32 3 Level 33 2 Level 34 5 Level 35 3 Level 36 1 www.raintree.co.uk 7 21–25 1 2 91011121314161718 19 206 87 3 4 5 15 Lauren White gage teracy ACHER’S SOURCE ld, hite d me ren hite VELS 25 LEVELS 21–25 Engage Literacy TEACHER’S RESOURCE Gold, White and Lime Name: Date: PW 1 Engage Literacy is published in 2013 by Raintree • Where is Sid the Snake?, Level 12.This page may be photocopied for educational use within the purchasing institution. Main teaching focus Comprehension: Sequencing events from the text. Other teaching focus Comprehension: Recalling what happened in the text. Teacher’s note Children colour and cut out the pictures. They then sequence the pictures in the correct order and paste them on a strip of paper. Sequencing You will need: coloured pencils, scissors, glue, strip of paper • Colour and cut out the pictures. • Sequence the pictures and paste them in the correct order on a strip of paper. 3 Phonological awareness • As a group, nd ‘looking’ in the text. Cover up the ‘ing’ and ask children to identify the word ‘look’. Discuss how words are read differently if they have an ‘ing’ on the end. Have children nd and record other ‘ing’ words in the text and practise reading these words. • Discuss how ‘s’ on the end of a word changes how we read it and also changes its meaning. Talk about how ‘animal’ means there is one animal. Discuss how ‘animals’ means there is more than one animal. Draw pictures to illustrate. Have children nd ‘sticks’ in the text and compare it to ‘stick’. • Talk about how the suf x ‘ed’ can be added to the end of words. Have children nd words in the text that end with ‘ed’ and practise reading these words. Talk about how ‘ed’ on the end of a word means it has already happened (i.e. past tense). • Find ‘glass’ in the text and talk about the nal double consonants ‘ss’. Have children nd ‘Hill’ and discuss ‘ll’. Talk about how, when words have double consonants, we only sound the letter once. • Discuss the consonant digraph ‘th’. Talk about how these letters are sounded together as ‘th’, rather than separately as ‘t-h’. Discuss how ‘th’ can be at the beginning, middle or end of a word. Have children nd ‘th’ words in the text and brainstorm other words that contain ‘th’. Have children complete PW 2 (page 4), tracing over the ‘th’ word and colouring the beginning, middle and end sound. • Find ‘teacher’ in the text. Talk about the consonant digraph ‘ch’ in the middle of the word. Model the sound made when these letters are together. Have children brainstorm and record other ‘ch’ words. • Talk about the contractions in the text: ‘can’t’, ‘don’t’ and ‘it’s’. Discuss how a contraction has an apostrophe to show that two words have been joined. Write ‘cannot’ and ‘can’t’ and show how the apostrophe is written instead of the ‘n-o’ when the words are joined. Repeat for ‘don’t’ and ‘it’s’. Find the contractions in the text. • Talk about the vowel digraph ‘ou’ in ‘around’. Discuss the sound these letters make when they are together. Brainstorm other words that contain the ‘ou’ digraph. Vocabulary • Visual recognition of high-frequency words: ‘along’, ‘around’, ‘behind’, ‘can’t’, ‘don’t’, ‘moving’, ‘slowly’, ‘smiled’, ‘some’. Ask children to nd these words in the text. Write the words on cards (two cards for each word) and play games such as Pairs and Snap. • Have children write the high-frequency words as rainbow words. Have them write the words in one colour, then with a different colour, write on top of the words they have already written. Repeat with ve colours. Fluency • Discuss the importance of reading smoothly and without stopping. Demonstrate how to read uently. Have children practise by reading pages of the text to each other. Text conventions • Sentence features: Discuss how sentences begin with an upper-case letter and end with a full stop, exclamation mark or question mark. Turn to different pages of the text and ask, How many sentences are on this page? How do you know where the sentence starts? How do you know where the sentence ends? • Text emphasis/bold font: Discuss how some words in the text are shown in large, bold font, e.g. ‘Bang’ on page 10. Discuss how this in uences the way we read the word—we often use a bigger voice. Have children identify where this occurs in the text and practise reading these sentences. • Exclamation marks: Talk about how exclamation marks in uence the way the text is read. Have children nd exclamation marks in the text. Practise reading sentences with exclamation marks and compare with how they would be read if there were no exclamation marks. • Question marks: Talk about how question marks are at the end of a question rather than a full stop. Encourage children to count the question marks in the text. Have children ask each other questions and record them with a question mark at the end on paper. Writing • Have children talk about a time when they have lost something. Ask, What have you lost? Where did you look for it? How did you nd it? How long was it missing for? Ask children to write a recount of a time when they have lost something. Encourage them to use upper-case letters and full stops in their writing. f ELL engagement • Talk about the events of the text. Have children make the puppets on PW 3 (page 5) and use their puppets to role-play the story. Support and enhance children’s language as they use their puppets to re-enact the story. • Give children a toy snake or picture of a snake. Ask one child to hide it somewhere in the room. Have the other children try to nd it by asking questions, e.g. Is it behind the whiteboard? The child who hid the snake can answer ‘hot’ or ‘cold’ depending on how close they are. Support children’s use of positional language during the game. f Assessment • PWs 1, 2 and 3 completed • Note the child’s responses, attempts and reading behaviours before, during and after reading • Collect work samples, e.g. PW 1 could be kept in the child’s portfolio • Complete Running Record (page 61) 2 The Big Mud Puddle Level 6 Fiction Word count: 115 Text type: Narrative HFW introduced: garden, get, they, will HFW consolidated: cried, good, into, jump/ed/ing, run, went Linking texts:The School Garden (non- ction); Digital Poster ‘Wonderful Weather’ Curriculum link: me/family, physically active Phonological awareness: blending vowels and consonants; adjacent consonants ‘cr’; segmenting CVC words; suf xes ‘s’, ‘ing’ and ‘ed’; double consonants ‘dd’ and ‘ll’ Story summary: Lea and Dad go outside to play in the garden. They have fun playing in the big mud puddle. Tuning in • Talk about puddles and where children have seen puddles before. Discuss how puddles are made. Have children role-play jumping in puddles and talk about the noise it makes and what happens to the mud or water when people jump. • Discuss how mud is made when water and soil are mixed together. Show children a container of soil and pour water over it. Talk about how the soil changes to mud. Have children compare the soil and the mud. Book walk • Introduce the story. Give each child a copy of the book and discuss the title. Ask, How many words are in the title? Can you nd the word ‘puddle’? How did you know that word would be ‘puddle’? Can you see any other words you know in the title? Discuss the cover illustration. Ask, What do you think is going to happen in the book? Have children predict what words might be in the text. • Flip through the book, discussing events and illustrations. Promote language that is used throughout the text. Discuss how illustrations help us to read the text. When questioning, use vocabulary from the text. pages 2–3: Ask, What is Lea putting on? Where do you think she is going to play? What do you think the weather is like in the garden if Lea is putting her boots on? Who is going to play in the garden with Lea? pages 4–5: Ask, Where have Lea and Dad gone? What can Lea see? Does the big mud puddle look good? pages 6–7: Ask, Who is going in the big mud puddle? pages 8–9: Ask, What is Lea doing in the puddle now? Who is running in the puddle? What do you think will happen to the mud? pages 10–11: Ask, What is Lea doing in the puddle now? Who else could jump in the puddle? pages 12–13: Ask, Who is jumping in the big mud puddle now? What are they doing in the puddle? pages 14–15: Ask, Who is jumping in the big mud puddle? page 16: Say, Oh, no! What happened to Lea? Where is the mud now? Reading the text • Have children read independently. Focus on meaning, structure and visual cues. Support development of reading strategies. Identify areas that challenge children and can be developed into future learning experiences. • Discuss reading strategies with children. During reading ask, How could you work out this word? Did that make sense? Encourage children to go back and self-correct. • Ask children to predict what will happen on the next page and how the story might end. • Have children relate the text to their own experiences. Ask, Have you ever jumped in puddles? What happened when you jumped in puddles? • Talk about the characters in the text and their role in the story. • Have children retell the story in their own words. • Ask inferential questions such as: Where did the puddle come from? Why is Lea jumping in the puddle? What do you think Lea will have to do when she goes inside? After reading Focus on meaning, structure and visual cues that children found dif cult while reading. Discuss strategies and provide opportunities for children to consolidate speci c skills. For example, if children had dif culty with the word ‘boots’, discuss strategies such as sounding out, re-reading or looking at the illustrations. Choose from the following activities. Comprehension • Sequencing: Have children recall the events of the text. Flip through the pages and have children explain what is happening. Ask, What happened before this? What happened next? Have children complete PW 1 (page 3), recalling what happened at the beginning, middle and end of the story and drawing (or writing) the events in the corresponding spaces. • Summarising: Talk about what happened in the story. Ask, What were the main things that happened? Have children draw a picture that summarises what happened. Make sure they include the important parts of the text. Encourage children to explain and discuss their drawings. 1 How to use the Running Records Running Record sheets for each Engage Literacy title are provided at the back of the Teacher’s Resource books. What is the purpose of a Running Record? • A Running Record provides a diagnostic assessment of a child’s reading ability. • A Running Record looks at the strategies a child uses to read and is thus a useful tool for informing planning. • A Running Record informs you if a book is suitable for a child’s reading level. Preparation • Select a book that the child is familiar with. • Explain to the child that you are going to listen to them read aloud because you are looking at their reading. • Introduce the book to the child by looking at the front cover and the title page. • When you are ready, ask the child to start reading. Making a Running Record • Using the reading symbols outlined below, mark the text on your Running Record as the child reads. Record a mark above each word. Use the first two columns on the right to keep a tally of the number of errors and self-corrections. • Refer to the reading strategies outlined below, and note the reading strategies used in the final column. Reading symbols No errors Errors ✓ = correct word O = omitted word R = repeated word ^ = inserted word (write the inserted word above the text) Sc = self-corrects T = told word (if the child attempts the word, write the attempt over the word and record it as an error unless the child manages to say the word correctly) Reading strategies Ph = phonic the child tried to sound out the problem word G = graphic the child suggested a word that looks similar to the problem word S = syntactic the child suggested a grammatically sensible word C = contextual the child suggested a sensible substitution within the context of the whole text Interpreting the Running Record Count up the total number of errors (do not include self-corrections) and calculate the accuracy rate using the formula outlined below: Number of words read accurately x 100 _________________________ The total number of words So for example, if a child read 114 words correctly in a 126-word book, the accuracy rate would be: 114 ___ x 100 = 90.5% 126 A reading accuracy rate of 95% or above indicates that the book is at a comfortable level for the child to read independently. A reading accuracy rate of between 90% and 95% signifies that the text is appropriate for use during a guided reading lesson. Below 90% indicates that the text is too difficult. Notes made during the Running Record should indicate which strategies the child is using to read. If the child is relying heavily on one strategy, he or she may need support using other strategies. viiiPINK EMERGENT LEVEL 1 Pink Levels 1 and 2 pack of 52 readers ISBN: 9781474792769 ● Price: £233.48 £4.49 16 pages www.raintree.co.uk 8 ● : Quizzed for Accelerated Reader 9781474715003978147471503497814747150279781474715010 P aired T exT P aired T exT 97814062569259781406256956978140625694997814062569189781406256932 9781406256871 9781398243231 9781406256901 9781398243200 9781406256895 9781398243293 97814062568649781406256888 9781398243170 97814747150969781474715089 978147477214397814747721509781474755610978147475560397814747556589781474755665 Pink Level 1 Pack of 26 readers ISBN: 9781474792745 Price: £116.74 P aired T exT P aired T exT P aired T exT P aired T exT P aired T exT P aired T exTwww.raintree.co.uk 9 ● : Quizzed for Accelerated Reader PINK EMERGENT LEVEL 2 £4.4916 pages 9781406257045978140625705297814062570219781406257038 97814062569639781406256970 9781406256987 97814062570149781406257007 9781406256994 97814747150419781474715058 97814747149839781474714990 97814747150659781474715072 9781474755641 97814747556349781474755627 9781474755672 97814747721749781474772167 Pink Level 2 Pack of 26 readers ISBN: 9781474792752 Price: £116.74 P aired T exT P aired T exT P aired T exT P aired T exT P aired T exT P aired T exT P aired T exT P aired T exT P aired T exT P aired T exT 97813982431499781398243354 P aired T exT 9781398243323 P aired T exT 9781398243262Next >