READING Grades K–4 Reaching All Readers
™ REACH NEW HEIGHTS IN STRATEGIC READING INTERVENTION
Reaching All Readers is a balanced reading intervention program designed to support struggling readers as they develop fluency and proficiency. This program
• is grounded in NCLB best practices.
• accelerates student learning for better classroom assimilation.
• features a 30-minute daily lesson plan.
• provides effective reading strategies for before, during, and after reading.
Reaching All Readers is designed to strategically accelerate students through a simple three-step process.
Step 1: Identify Identify students needing additional intervention with the Zaner-Bloser Benchmark Assessment Materials. District assessments can also be used for entry and exit.
Step 2: Accelerate Accelerate learning with carefully leveled Intervention Readers, hands-on activities, focused instruction, and ongoing assessment.
Step 3: Exit
Exit students based on their response to intervention when compared to district benchmarks and/or the instructional expectations of the core reading program.
Square Kit
Levels AA, A, B, C AA (AA1 - AA10) A (A1 - A10) B (B1 - B10) C (C1 - C10)
Circle Kit
Levels D, E, F, G D (D1 - D10) E (E1 - E10) F (F1 - F10) G (G1 - G10)
Triangle Kit Levels H, I, J, K H (H1 - H10) I (I1 - I10) J (J1 - J10) K (K1 - K10)
Diamond Kit Levels L, M, N, O L (L1 - L10) M (M1 - M10) N (N1 - N10) O (O1 - O10)
Pentagon Kit Levels P, Q, R, S P (P1 - P10) Q (Q1 - Q10) R (R1 - R10) S (S1 - S10)
46 Zaner-Bloser To order call 800.421.3018
* Guided Reading Level designations are based on the work of Irene C. Fountas and Gay Su Pinnell in Guided Reading: Good First Teaching for All Children (Heinemann, 1996) and Matching Books to Readers: Using Leveled Books in Guided Reading, K–3 (Heinemann, 1999).
Five intervention kits are available, containing four levels of Intervention Readers (leveled according to Fountas & Pinnell Levels* AA–S). Levels feature a lighter text load to provide focused, text-appropriate lessons for intervention students. Incrementally leveled texts ensure that students are reading increasingly difficult text.
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