Ready-to-Read by Simon & Schuster helps K-3 teachers put the right books in the hands of students as they move from reading to decoding to independent reading. Ready-to-Read emphasizes that there is a book for every level of reader: beginning readers will find familiarity in the Ready to Go! and Pre-Level One books, while more advanced students can begin to build confidence with longer, chapter-sized Level Three books. Clearly graded text, built-in sounds and vocabulary support, and high-interest topics make it easy to differentiate while keeping kids excited about reading.
We asked California teacher Kellie Barragan to share her experiences using Ready-to-Read in her classroom. She has taught kindergarten and grades 1 and 3 for 13 years. She is trained in Learning Science and is currently completing LETRS training. Here’s what he had to say about the Ready-to-Ready series.
What grade levels and subject areas do you feel Simon & Schuster’s Ready-to-Read books are best suited for? Why?
Ready-to-Read Books work best for kindergarten through 3rd grade. Because the levels range from Ready-to-Go through Level 3, teachers can meet students at very different points in their learning development. For example, emerging students in kindergarten and 1st grade are building basic skills with early texts. Meanwhile, 2nd and 3rd graders use Level 2 and 3 books to strengthen coding, fluency, and comprehension.
They are the natural equivalent of English language arts. In addition, nonfiction and biographies easily connect to science and social studies. Some books also support social-emotional learning. As a result, the variety of genres encourages cross-curricular learning while still reinforcing core literacy skills.
Do these books align with any specific standards or curriculum guidelines that you know of?
Yes. These books align well with the basic literacy and comprehension standards found in many state standards frameworks, including the Common Core.
Common alignment:
- Basic skills (phonics, spelling, high frequency words)
- Fluency development
- Word acquisition
- Reading Comprehension (fiction and informational text)
- Awareness of text structure
Examples of direct alignment (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 texts
- RI.K–3.1–3: Main ideas and details in informational text
- LK–3.4–6: Acquisition and use of words
Vocabulary lists, word families, and sight words at the beginning of other books directly support the teaching of structured phonics and literacy practices relevant to the Science of Reading.
How can you use these books in your classroom?
I will use these books in several ways:
- Read aloud:
I use non-fiction and biographical articles to demonstrate comprehension techniques. For example, we practice asking questions, identifying the main idea, and making connections. I also choose topics that are relevant to our current curriculum whenever possible. Thanks to the wide variety of Ready to Read books, it’s easy to find texts that fit what we’re reading. - Small group instructions:
I use standardized texts during guided reading and skill-based groups to target specific sound patterns, word families, and fluency goals. Built-in vocabulary and sight word basics make it easy to connect to clear phonics instruction. For example, I might pull a Level 1 book that focuses on the CVC pattern and build word-related chains before reading it. Additionally, vocabulary supported by pictures helps my multilingual students approach the text with confidence. - Book groups (grades 1–3):
Students study the same Level 2 or 3 topic and answer discussion questions or extension activities. This structure strengthens understanding while building speaking and listening skills. - Private study library:
Attractive illustrations and clear grading help readers choose books for themselves. As a result, they choose texts that feel appropriately challenging and fun to read.
How did your students behave in the books Ready to Read? What did the children say about them?
Students are immediately surprised when they see the delivery of our special books. I was able to reach many readers instantly. The size and height felt very first grade friendly, so the books didn’t seem overwhelming. In addition, students were excited to see an article by Eric Carle, a regular writer in our class.
As a result, students feel involved and confident. My budding students were proud to read a “real” book on their own. Many say they like the illustrations. They were very excited about topics of great interest such as soccer and the outdoors.
At the same time, strong readers enjoyed having graphic novels and biographies at their level. Graphic novels, in particular, made them feel like big kids. Students also enjoyed finding books with children’s characters because they can relate to things that happen in real life. For example, a bird and a hat Big Hat, Little Hat remind them of the characters that appear K-Pop Demon Hunters.
How would you sum up your overall experience?
Overall, the experience was positive and functional. The clear sizing made the books easy to integrate into my existing literacy block. In addition, engaging topics support skill development while building a love of reading.
How easy was it to use and use these books in your classroom?
It’s very simple. Clear assessment questions and built-in vocabulary and comprehension questions reduced my planning time. And the range of genres and skill levels helps make the books a natural fit for small groups, independent study, and cross-curricular courses without extra familiarity.
What are your two favorite things from the Ready-to-Ready series?
Clear a level with built-in skill support:
Vocabulary, sight words, and bonus words directly support structured learning. Thanks to these features, I can connect books and instructions with clear sounds without additional preparation.
Genre diversity and representation:
The collection includes fiction, nonfiction, biographies, and graphic novels. Various characters help readers identify themselves in the stories. This variety keeps them busy while exploring new topics.
What makes these books special or different?
These books stand out because they come with structured literacy support and engaging content. In contrast, many advanced learners focus only on applying skills and feel disconnected from actual learning. Here, students develop skills through authentic stories and engaging informational text. At the same time, diverse characters and topics strengthen the inclusiveness of the class.
How has using these books helped you teach your students or make your life easier in the classroom?
They split the difference. First, clearly defined levels make it easy to group students and select the right texts. Built-in vocabulary supports phonics instruction without additional programming. As a result, students are able to be independent during literacy centers, and I am able to spend more time working with small groups.
Do you plan to use these books in the future? Why?
Yes, because they are diverse, relevant, and engaging to students. The breadth of standards ensures that they will continue to be useful as the student’s needs change throughout the year.
Is there anything else you would like us to know about your experience?
The strongest impact was on student self-esteem. A large book full of unfamiliar words and ideas can seem overwhelming to readers. When students can effectively make decisions and understand what they are learning, motivation increases. It is especially attractive if the images and titles are interesting and relevant. These books support both skill development and enjoyment, which is the balance that every K–3 classroom needs!
Watch Amanda’s review of the Lincoln AI Learning Coach below:
Teacher Picks is a sponsored program 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.
