Simon & Schuster’s Ready-to-Read helps K-3 teachers put the right books in students’ hands as they move from learning to decode to reading independently. Ready-to-Read emphasizes that there’s a book for every level of reader: the earliest of readers will find familiarity in the decodable texts of the Ready to Go! and Pre-Level One books, while more advanced readers can start building confidence with the longer, chaptered Level Three books. The clearly leveled texts, built-in phonics 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 experience using Ready-to-Read in her classroom. She has taught kindergarten and 1st and 3rd grades for 13 years. She is trained in the Science of Reading and is currently completing LETRS training. Here’s what she had to say about 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 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 reading development. For example, emerging readers in kindergarten and 1st grade build foundational skills with the earliest texts. Meanwhile, 2nd and 3rd graders use Level 2 and 3 books to strengthen decoding, fluency, and comprehension.
They fit naturally into English language arts. In addition, the nonfiction titles and biographies connect easily to science and social studies. Some books also support social-emotional learning. As a result, the wide range of genres encourages cross-curricular learning while still strengthening core literacy skills.
Do these books align with any specific standards or curriculum guidelines that you know of?
Yes. These books align well with foundational literacy standards and comprehension standards found in most state standards 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 use these books in multiple ways:
- Read-alouds:
I use nonfiction and biography titles to model comprehension strategies. For example, we practice asking questions, identifying the main idea, and making connections. I also choose topics that match our current curriculum whenever possible. Because of the wide variety of Ready-to-Read books, it is easy to find texts that fit what we are learning. - Small-group instruction:
I use leveled texts during guided reading and skill-based groups to target specific phonics patterns, word families, and fluency goals. The built-in vocabulary and sight word supports make them easy to connect to explicit phonics instruction. For example, I might pull a Level 1 book that focuses on a CVC pattern and build related word chains before reading. In addition, the picture-supported vocabulary helps my multi-language learners access the text with confidence. - Book clubs (grades 1–3):
Students read the same Level 2 or 3 title and then respond to discussion questions or extension activities. This structure strengthens comprehension while also building speaking and listening skills. - Independent reading library:
The engaging illustrations and clear leveling help students choose books on their own. As a result, they select texts that feel both appropriately challenging and fun to read.
How did your students react to the Ready-to-Read books? What did kids say about them?
Students were instantly intrigued when they saw our special book delivery. I was able to reach a wide range of readers right away. The size and length felt very 1st grade–friendly, so the books did not seem overwhelming. In addition, students were excited to see a title by Eric Carle, a familiar author in our classroom.
As a result, students felt engaged and confident. My emerging readers were proud to read a “real” book on their own. Many said they loved the illustrations. They were especially excited about high-interest topics like soccer and outer space.
At the same time, stronger readers enjoyed having graphic novels and biographies at their level. Graphic novels, in particular, made them feel like big kids. Students were also excited to find books with child characters because they could make real-life connections. For example, 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 positive and practical. The clear leveling made the books easy to integrate into my existing literacy block. In addition, the engaging topics supported skill development while also building a love of reading.
How easy was it to use and implement these books in your classroom?
Very easy. The clear leveling and built-in vocabulary and comprehension questions reduced my planning time. And the range of genres and skill levels helps the books fit naturally into small groups, independent reading, and cross-curricular lessons without extra adaptation.
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 directly support structured literacy. Because of these features, I can connect the books to explicit phonics instruction without extra prep.
Genre variety and representation:
The collection includes fiction, nonfiction, biographies, and graphic novels. The diverse characters help students see themselves in the stories. This variety keeps them engaged while they explore new topics.
What makes these books special or unique?
These books stand out because they pair structured literacy support with high-interest content. In contrast, many leveled readers focus only on skill practice and feel disconnected from real reading. Here, students develop skills through authentic stories and engaging informational text. At the same time, the diverse characters and topics strengthen classroom inclusivity.
How did using these books help you teach your students or make your life in the classroom easier?
They streamlined differentiation. First, the clearly defined levels make it easy to group students and select the right texts. The built-in vocabulary supports phonics instruction without extra planning. As a result, students become more independent during literacy centers, and I can spend more time working with small groups.
Do you plan to use these books in the future? Why?
Yes, because they are versatile, standards-aligned, and engaging for students. The range of levels ensures they will continue to be useful as student needs shift throughout the year.
Is there anything else you’d like us to know about your experience?
The strongest impact was on student confidence. A huge book full of unknown words and ideas can seem overwhelming to students. When students can decode successfully and understand what they read, motivation increases. It’s especially engaging when the pictures and topics are fun and relevant too. These books supported both skill development and enjoyment, which is the balance every K–3 classroom needs!
Watch Amanda’s review of the Lincoln AI Learning Coach below:
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