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Common Core State Standards
READ 180 was designed to accelerate students toward independence with rigorous, grade-level text. Because the Common Core State Standards will raise the bar for ALL students, READ 180 Next Generation includes more rigor, more writing, more nonfiction, and more independent practice with text than ever before. The Goal: to ensure that struggling readers have an explicit and accelerated path to college and career readiness.
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The Common Core State Standards (CCSS) are designed to ensure that all students graduate high school with the skills needed to succeed in college and careers. READ 180 supports struggling readers with the skills and scaffolds they need to succeed in a diverse, technologically advanced global society.
To see how READ 180 builds College and Career Ready students, click the skills below.
College and Career Ready Students:
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Download Correlation
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Download the READ 180 Common Core State Standards correlation or visit the Scholastic Common Core website to learn how Scholastic can help your district successfully implement the Common Core State Standards with proven literacy and math programs for students at all levels.
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Highlights of the
Common Core State StandardsHow READ 180 Supports the Standards
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Staircase of Increasing Text Complexity
The Common Core State Standards (CCSS) call for a carefully calibrated “staircase” of text complexity. Simply put, each student should be reading text that grows in complexity as the school year progresses, and grows in complexity from grade to grade.
Text complexity, as defined by the CCSS, has three dimensions:
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READ 180 Rapidly Accelerates Students Toward Independent Reading of Grade-Level Text
READ 180 is designed to meet students where they are and accelerate them to grade-level text, which is why each Stage of READ 180 offers a range of text that can grow with students over time.
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Three Dimensions of Text Complexity
Students read many different kinds of text in READ 180, each with a distinct instructional purpose. Each of these kinds of text builds in complexity over time. Importantly, READ 180 attends carefully to all three dimensions of text complexity:
- Quantitative: Every piece of text in READ 180 has a Lexile measure.
- Qualitative: All rBook selections and Independent Reading materials have been evaluated using a rubric that includes the critical elements of qualitative text complexity and assigns a rating.
- Reader & Task: In the READ 180 Software and teacher-mediated instruction, Anchor Videos provide students with background knowledge prior to READ 180. Students also have choice within the Software and Independent Reading rotations, which helps match reader to task.
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A Proven Instructional Model
Every aspect of the READ 180 Instructional Model helps build a "staircase" of increasing text complexity throughout the year. Rollover the Instructional Model to see how the staircase builds in different parts of the model.
Whole Group Whole Group Small Group Instructional Software Whole GroupWhole-Group Instruction
The rBook, the foundation for teacher-mediated instruction, is organized around nine Workshops. Text builds in complexity from Workshop 1 to Workshop 9, but also within each Workshop.Small-Group Instruction
Differentiated instruction with the rBook during Small-Group ensures all students successfully tackle complex texts.READ 180 Software
Each student is placed into one of four levels in the READ 180 Software based on their Lexile level (derived using the Scholastic Reading Inventory assessment). As students progress, the Adaptive Software increases the text level complexity based on student performance. Additionally, students view Anchor Videos prior to reading and have a choice of topics, both of which help match reader to text.Independent Reading
Students choose from a wide selection of Leveled Paperbacks, on-level Audiobooks, and rigorous eReads in the Independent Reading rotation. Self-monitoring habits and the motivation to constantly increase the level of challenge are built as students track their progress on their individual Student Dashboard.Whole-Group Wrap-Up
The rBook, the foundation for teacher-mediated instruction, is organized around nine Workshops. Text builds in complexity from Workshop 1 to Workshop 9, but also within each Workshop.Roll over each item to learn more.
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Progressive Development of Reading Comprehension and Tasks Based on Rigorous Text-Based Questioning
The Common Core State Standards call for students to be able to answer progressively more rigorous questions about the text they have read. The emphasis is on developing Higher Order Thinking skills (such as synthesis, analysis, and evaluation) that draw directly from the text.
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Rigorous, Text-Based Questions Accompany Every Type of Reading in READ 180
Whole- and Small-Group Instruction Embedded throughout the rBook are questions that ask students to draw directly from the text and apply progressively more rigorous comprehension skills as well as Higher Order Thinking skills such as synthesis, analysis, and evaluation.
Modeled and Independent Reading Students are fully accountable for every Paperback, Audiobook, and eRead in the Independent Reading rotation. Scholastic Reading Counts! (SRC!) quizzes monitor comprehension. In addition, the Teaching Resources for Modeled and Independent Reading provides teachers with discussion guides for each reading that include rigorous, text-based questions.
Software Rotation Comprehension QuickCheck Questions in the Reading Zone assess comprehension of the Topic Software.
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Importance of Informational Text
The CCSS are informed by the NAEP framework, which reflects the increased importance of informational text for college and career readiness.
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READ 180 Has Always Offered Students Far More Informational Text Than Traditional Reading Programs
Nonfiction has proven to be a highly motivating platform for engaging reluctant readers and teaching both academic and content-area vocabulary. With the release of READ 180 Next Generation, the percentages of informational text increased and now compares to the CCSS recommendations as follows:
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Increasing Opportunities for Independence
The CCSS expect students to demonstrate independence while becoming self-directed learners.
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The Entire Design of READ 180 Is Based on a Gradual Release Model That Moves Students Toward Independent Reading of Grade-Level Text Over Time
The READ 180 Instructional Model has three rotations. Two of these rotations (Software and Independent Reading) are completed independently by students, who tackle progressively more rigorous demands as their skills improve.
Whole- and Small-Group Instruction are teacher-led and governed by consistent routines that move students from highly scaffolded instruction to independent reading over time. These routines include:
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Highlights of the
Common Core State StandardsHow READ 180 Supports the Standards
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Writing to Make an Argument and Support It With Evidence
The Common Core State Standards (CCSS) place a central importance on the ability to make an argument in writing and support it with evidence.
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READ 180 Scaffolds Writing Instruction to Teach Students to Use Textual Evidence to Support Claims and Opinions
READ 180 Next Generation now includes a new Writing Zone, which focuses exclusively on writing an
Watch the Writing Zone in Action
argument and supporting it with evidence. Developed in response to the CCSS, the Writing Zone is designed to help students build fluency (and constantly increase stamina) with this particular form of writing.Students will practice varied writing types in the rBook and in response to Independent Reading texts, but the emphasis throughout is on making an argument and supporting it with evidence.
The following are all the writing
types found in READ 180:- Argument
- Informational/Expository
- Narrative
- Literary Analysis
- Informational Summary
- Personal Narrative
- Research Paper
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Research
The CCSS call for two types of research: short, focused research tasks as well as extended research papers.
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READ 180 Supports Short and Extended Research Writing
Short, Focused Research Tasks Each Workshop in the READ 180 rBook concludes with a Wrap-Up Project that asks students to synthesize what they have read and apply it to real-world research questions.
Extended Research Papers Once in every Stage, students are required to write a research paper to engage in a lengthier writing assignment. Multiple supports for both students and teachers are provided as they engage in this rigorous writing type.
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Using Technology
The CCSS ask students to employ technology in their reading, writing, speaking, listening, and language use, including searching online to acquire useful information and using technology to integrate what they are learning.
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READ 180 Has Always Leveraged Technology in Service of Raising Reading Achievement
READ 180 Next Generation increases students' opportunities to use technology across all parts of the Instructional Model:
Software Rotation
Watch the Writing Zone in Action
READ 180 is 100% technology-based, and encourages students to read, write, speak, and listen in response to increasingly complex nonfiction text. The new Writing Zone helps students build fluency with the most critical type of writing in the CCSS: making and supporting an argument with evidence from the text. Technology supports, such as the tired word detector, prompt students to replace overused words with more precise academic vocabulary.Independent Rotation
Learn More About eReads
eReads are a new type of web-based nonfiction text for students during their Independent Reading rotation. Designed to reflect the type of reading students will encounter on the Internet, eReads include interactive features such as opinion polls and career quizzes.Whole- and Small-Group Instruction
Learn More About the Interactive Teaching System
The rBook, READ 180's roadmap for daily instruction, is whiteboard friendly, enabling teachers and students to interact with the text in multiple ways, including text-marking, highlighting, and answering comprehension questions.Student Dashboard
Watch the Student Dashboard in Action
Students track their progress across all parts of the READ 180 Instructional Model on the technology-based Student Dashboard.
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Write Routinely
The CCSS call for students to write routinely in response to text.
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In READ 180 Students Write Every Day
Upon Entering the Classroom READ 180 ensures students are engaged bell-to-bell, which is why teachers are provided with daily Do Nows, which are short, focused writing tasks.
Whole- and Small-Group Instruction
The rBook features daily "React and Write" prompts, which ask students to write in response to reading. Each Workshop includes a comprehensive writing strand that features multiple writing types and takes students through all steps of the writing process.Independent Reading Rotation
QuickWrites are provided for each of the 60 Paperback titles, 12 Audiobook titles, and 60 eReads (each available at two levels).
Software Rotation
The Writing Zone (detailed above) supports students as they write in response to reading in the READ 180 Topic Software.
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Highlights of the
Common Core State StandardsHow READ 180 Supports the Standards
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Read Complex Text With Fluency
The CCSS recommend a connection between reading and speaking and listening by providing students ample opportunities to develop oral reading fluency.
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The Goal of READ 180 Is for Students to Speak and Read Text Fluently
Reading with fluency is either taught or practiced in every part of the READ 180 Instructional Model. The program was developed based on a theory of action that identified fluency as a root cause of reading difficulty in adolescents. Below is how reading complex text fluently is supported throughout the READ 180 Instructional Model:
Software Rotation Students engage in repeated readings of text at their proximal zone of development. The Software provides them with fluent models at the passage, phrase, and word levels. After working with the text, students are prompted to record their reading. These recordings are sent to the teacher's SAM Student Portfolio for progress monitoring over time.
Whole- and Small-Group Instruction The rBook teaching system supports teachers with the following routines that form a gradual release model over time:
- Oral Cloze: Teacher models fluent reading and students fill in missing words and/or passages.
- Modeled Fluent Reading: Teacher reads aloud, modeling appropriate pace, pronunciation, and expression, while students engage in an active reading task.
- Choral Reading: Teacher and students read together, attending to all aspects of fluency.
- Partner Cloze: Students work in pairs to model and critique fluent reading from the rBook.
- Independent Reading: Students read silently while engaging in an active reading task.
Independent Reading Rotation Teachers are provided with tools to monitor students' reading fluency with the Paperbacks, Audiobooks, and eReads they are reading in this rotation. These can be found in the Teaching Resources for Modeled and Independent Reading.
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Engage in Academic Discussions
The CCSS require students to engage in productive academic discussions, presenting ideas with context-specific language and vocabulary, in various settings: teacher-led, within peer groups, and one-to-one. Students should be able to summarize and evaluate the opinions of others and present their own conclusions cogently using academic English.
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READ 180 Engages ALL Students in Rigorous Academic Discussions
All readings in READ 180 are designed to serve as a springboard for academic discussion and are supported by discussion guides that include prompts to generate rich discussion. Consistent routines ensure that all learners are active participants in classroom, small-group, and one-to-one discussions.
Whole- and Small-Group Instruction
Text-based questions are designed to elicit evidence-based arguments. The following routines form a consistent framework for discussion in Whole- and Small-Group Instruction:- React and Write
- Think (Write) - Pair-Share
- Idea Wave
- Sentence Frames
- Teaching Resources for Topic
Software provides teachers with
structured discussion guides for
60 software segments. - Teaching Resources for
Modeled and Independent
Reading provides teachers with
structured discussion guides for
all 60 Paperbacks, 12
Audiobooks, and 60 eReads
(available at two levels).
Several of the titles in the Independent and Modeled Reading Library are explicitly designed to elicit rich conversation, including new debate books in each stage.
For English language learners, the companion LBook supports rBook instruction by frontloading academic vocabulary and concepts to enhance the quality of academic discussion in Whole-Group Instruction.
Learn More About the LBook
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Evaluate and Present Increasingly Complex Information
The CCSS call for students to be able to prepare and present evidence-based presentations.
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Throughout READ 180 Students Continually Practice How to Summarize and Synthesize
As students engage with increasingly complex text, they receive explicit instruction in verbal and written summarizing. The routine provides a structure for students to identify what is essential in a text and to process ideas deeply by expressing them in their own words.
Wrap-Up Projects
At the end of every Workshop, students work independently, in pairs, or in small groups to complete the Workshop Wrap-Up Project. This project requires students to synthesize the three (progressively more complex) texts within a Workshop by developing and supporting a hypothesis, point of view, or recommendation orally and in writing, using supporting evidence from the text.
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Highlights of the
Common Core State StandardsHow READ 180 Supports the Standards
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Academic Vocabulary Across
DisciplinesThe CCSS are inherently inter-disciplinary, asking students to develop and use robust, academic, and domain-specific vocabulary that can be leveraged across the content areas.
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READ 180 Frontloads High-Leverage, Academic Vocabulary to Help Students Access Subject-Area Content
READ 180 is organized into nine content-area Workshops. Significant frontloading occurs at the beginning of each Workshop to help students acquire high-leverage academic and domain-specific vocabulary that they will use in READ 180 and their content-area classes. Workshop Anchor Videos help students build mental models of domain-specific vocabulary and concepts to enhance comprehension and retention.
For English language learners, the companion LBook supports vocabulary development with special attention paid to multiple-meaning words and idiomatic words and phrases.Learn More about the LBook
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Varied Contexts for Meaning
Students learn to determine or clarify the meaning of unknown or multiple-meaning words and phrases by using context clues, word analysis, or by consulting references, as appropriate.
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Web-Based eReads Give Students Access to Multiple Text Types, Allowing Them to Develop Word Knowledge Across a Range of Contexts
eReads are web-based, rigorous, 100% nonfiction independent readings that build upon the background knowledge and domain-specific vocabulary acquired in the Topic Software.
Learn More About eReads
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Importance of Morphology
The CCSS call for students to demonstrate understanding of figurative language, word relationships, and nuances of word meanings.
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READ 180 Students Receive Explicit Instruction in Word Analysis to Support Comprehension of Multi-Syllabic Words In and Out of Context
In both teacher-led and software-based instruction, students are explicitly instructed on Greek and Latin roots as well as English morphology.
In the new Writing Zone, the Software detects and highlights tired words, prompting students to replace them with more precise academic language.
Watch the Writing Zone in Action
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