Simon & Schuster’s Ready-to-Read is designed to aid K-3 teachers in offering appropriate books as students transition from decoding words to reading independently. This series provides a variety of books suitable for all reading levels: beginners will find the Ready to Go! and Pre-Level One books accessible, while more experienced readers can gain confidence with the lengthier Level Three chapter books. With clearly leveled texts, integrated phonics and vocabulary support, and engaging topics, Ready-to-Read makes differentiation straightforward while keeping students enthusiastic about reading.
We spoke to Kellie Barragan, a California teacher, about her experience using Ready-to-Read in her classroom. With 13 years of experience teaching kindergarten, 1st, and 3rd grades, she is trained in the Science of Reading and is completing LETRS training. Here’s her insight into the Ready-to-Read series.
For which grade levels and subject areas do you feel Simon & Schuster’s Ready-to-Read books are best suited? Why?
The Ready-to-Read books are ideal for kindergarten to 3rd grade. The levels, from Ready-to-Go to Level 3, allow teachers to address students at different stages of reading development. For instance, young readers in kindergarten and 1st grade can develop fundamental skills with the earliest texts, while 2nd and 3rd graders can enhance their decoding, fluency, and comprehension with Level 2 and 3 books.
These books integrate seamlessly into English language arts and also connect to science and social studies through nonfiction titles and biographies. Some selections support social-emotional learning, thereby fostering cross-curricular education while bolstering core literacy skills.
Do these books align with any specific standards or curriculum guidelines that you know of?
Yes, these books align with foundational literacy and comprehension standards found in most state frameworks, including Common Core.
General alignment:
- Foundational skills (phonics, decoding, high-frequency words)
- Fluency development
- Vocabulary acquisition
- Reading comprehension (fiction and informational text)
- Text structure awareness
Specific alignment examples (K–3 ELA):
- RF.K–2.3: Phonics and word recognition
- RF.K–2.4: Fluency
- RL.K–3.1–3: Key ideas and details in literature
- RI.K–3.1–3: Key ideas and details in informational text
- L.K–3.4–6: Vocabulary acquisition and use
The vocabulary lists, word families, and sight words at the beginning of some books directly support systematic phonics instruction and structured literacy practices aligned with the Science of Reading.
How would you use these books in your classroom?
I would incorporate these books in various ways:
- Read-alouds:
I use nonfiction and biography titles to demonstrate comprehension strategies, such as asking questions, identifying the main idea, and making connections. I select topics that align with our current curriculum whenever possible. The diverse range of Ready-to-Read books makes it easy to find suitable texts. - Small-group instruction:
I employ leveled texts during guided reading and skill-based groups to focus on specific phonics patterns, word families, and fluency goals. The integrated vocabulary and sight word supports make them easy to connect to explicit phonics instruction. For instance, I might choose a Level 1 book that emphasizes a CVC pattern and create related word chains before reading. Additionally, the picture-supported vocabulary helps multi-language learners engage with the text confidently. - Book clubs (grades 1–3):
Students read the same Level 2 or 3 title and then discuss or participate in extension activities. This approach strengthens comprehension and enhances speaking and listening skills. - Independent reading library:
The appealing illustrations and clear leveling enable students to select books independently, leading them to choose texts that are both appropriately challenging and enjoyable to read.
How did your students react to the Ready-to-Read books? What did kids say about them?
Students were immediately curious when they saw our special book delivery. I was able to engage a wide array of readers quickly. The size and length were suitable for 1st graders, so the books did not appear daunting. Moreover, students were thrilled to find a title by Eric Carle, a well-known author in our classroom.
This led to students feeling both engaged and confident. My budding readers felt accomplished reading a “real” book on their own. Many expressed their enjoyment of the illustrations and were particularly drawn to high-interest themes like soccer and space.
Simultaneously, more advanced readers appreciated having access to graphic novels and biographies at their level. Graphic novels, in particular, made them feel more mature. Students were also delighted to discover books featuring child characters, allowing them to relate personally. For instance, the bird and hat in Big Bub, Small Hat reminded them of characters from K-Pop Demon Hunters.
How would you sum up your overall experience?
Overall, the experience was both rewarding and practical. The clear leveling made it easy to incorporate the books into my existing literacy block. Additionally, the captivating topics supported skill development while fostering a love for reading.
How easy was it to use and implement these books in your classroom?
It was very straightforward. The clear leveling and built-in vocabulary and comprehension questions saved planning time. The array of genres and skill levels allows the books to be integrated naturally into small groups, independent reading, and cross-curricular lessons without additional modification.
What were the two things you liked most about the Ready-to-Read series?
Clear leveling with built-in skill support:
The vocabulary, sight words, and bonus words are directly aligned with structured literacy, allowing me to connect the books to explicit phonics instruction without extra preparation.
Genre variety and representation:
The collection features fiction, nonfiction, biographies, and graphic novels. The diverse characters enable students to see themselves reflected in the stories, keeping them engaged as they explore new subjects.
What makes these books special or unique?
These books are distinctive because they blend structured literacy support with engaging content. Unlike many leveled readers that focus solely on skill practice, Ready-to-Read books enable students to develop skills through genuine stories and captivating informational text. Simultaneously, the diverse characters and topics enhance classroom inclusivity.
How did using these books help you teach your students or make your life in the classroom easier?
They simplified differentiation. The clearly defined levels make it easy to group students and select suitable texts. The built-in vocabulary aids phonics instruction without extra planning. Consequently, students become more independent during literacy centers, allowing me more time with small groups.
Do you plan to use these books in the future? Why?
Yes, because they are versatile, aligned with standards, and engaging for students. The range of levels ensures their continued relevance as student needs evolve throughout the year.
Is there anything else you’d like us to know about your experience?
The most significant impact was on student confidence. A large book filled with unfamiliar words and ideas can be daunting to students. When they can decode successfully and comprehend what they read, their motivation soars. The engaging pictures and relevant topics further enhance this interest. These books fostered both skill development and enjoyment, achieving the balance every K–3 classroom needs!
Watch Kellie’s review of Simon & Schuster’s Ready-to-Read books below:
Teacher Picks is a sponsored program available from We Are Teachers. All opinions shared in the review are honest and based on the teacher’s direct experience. To learn more about our guidelines and review process, click here.
