Program Information
- Copyright Type
- Proprietary
95 Phonics Core Program Classroom Kit: Grade 2
ELAR: Phonics | Grade 2
SBOE No Action Taken | IMRA 2024
Commissioner Rejected
Publisher: 95 Percent Group LLC
Copyright: 2024
Series includes:
TEKS Coverage for
Student Materials
Student Materials
100.00%
- Download the Rubric
- Rubric (pdf 297.84 KB)
- Download the Full Review
- Review (pdf 610.88 KB)
- Read the Publisher's response
Quality Review
Summary of the Grade-Band Quality Review
Read an overview of this program's product evaluation.
Overview
Grade K Quality Review Summary
| Rubric Section | Quality Rating |
| 38 / 53 |
| 20 / 28 |
| 13 / 32 |
| 30 / 36 |
| 118 / 158 |
Strengths
- 4.1 Explicit (Direct) and Systematic Phonics Instruction: Materials offer systematic and sequenced instruction in phonics and foundational skills, with explicit daily opportunities for practice, including isolated exercises, decodable texts, and cumulative review.
- 4.3 Ongoing Practice Opportunities: Materials incorporate intentional cumulative review and practice of explicitly taught phonics skills, using decodable texts and providing opportunities for isolated and connected practice.
- 4.4 Assessment: Materials provide developmentally appropriate assessment tools with clear administration guidelines, systematic progress monitoring, and year-long assessment opportunities aligned to grade-level phonics skills.
- 5.C.1 Alphabet Knowledge: Materials provide a systematic sequence for introducing letter names and sounds, with explicit instruction for letter identification and formation. They include activities and resources for students to develop, practice, and reinforce alphabet knowledge both in isolation and within meaningful print.
- 5.E.1 Sound-Spelling Patterns: Materials provide a systematic sequence for introducing grade-level sound-spelling patterns, offering explicit instructional guidance and diverse activities for students to develop, practice, and reinforce these patterns in both isolated words and decodable connected text.
- 5.E.3 Decoding and Encoding One-Syllable or Multisyllabic Words: Materials systematically introduce syllable types and division principles, with explicit instruction and varied activities for decoding and encoding one-syllable and multisyllabic words in both isolation and connected text.
Challenges
- 1.1 Course-Level Design: Materials lack a scope and sequence outlining the TEKS and ELPS taught in the course. Materials do not include a suggested pacing guide for various instructional calendars, guidance or templates for unit internalization, or resources for instructional coaches.
- 1.2 Unit-Level Design: Materials do not include comprehensive unit overviews with the academic vocabulary needed to effectively teach unit concepts.
- 1.3 Lesson-Level Design: Materials do not include comprehensive, structured, detailed lesson plans with daily objectives to meet content and language standards. Materials do not include a lesson overview listing the teacher materials needed for effective delivery.
- 2.1 Instructional Assessments: Materials do not include lesson-level summative assessments with varied tasks, definitions for assessment types, and alignment to TEKS.
- 2.2 Data Analysis and Progress Monitoring: Materials do not include guidance on using tasks and activities to address student performance trends on assessments or tools for students to track their own progress and growth.
- 3.1 Differentiation and Scaffolds: Materials lack teacher guidance for scaffolded lessons, pre-teaching supports for unfamiliar vocabulary and differentiated instruction. They do not include enrichment or extension activities for students who have demonstrated proficiency in grade-level content and skills.
- 3.2 Instructional Methods: Materials do not include support for multiple types of practice and recommended structures for effective implementation.
- 3.3 Support for Emergent Bilingual Students: Materials do not provide educators with guidance on linguistic accommodations, bilingual/ESL program implementation, or support for emergent bilingual students.
- 4.2 Daily Instructional Sequence and Routines: Daily lessons do not include opportunities for immediate and corrective feedback and do not include a variety of opportunities for students to practice through collaborative learning.
- 4.5 Progress Monitoring and Student Support: Materials do not include guidance on accelerate student learning based on progress monitoring data.
- 5.B.1 Oral Language Development: Materials do not provide explicit and systematic guidance for developing oral language through diverse methods, including opportunities to engage in social and academic communication and authentic opportunities for students to listen actively, ask questions, engage in discussion, and share information and ideas.
- 5.C.2 Letter-Sound Correspondence: Materials do not include guidance for the teacher to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback based on common errors and misconceptions.
- 5.D.1 Phonological Awareness: Materials do not offer explicit instruction for phonological awareness skills with recommended explanatory feedback based on common errors and misconceptions nor include resources for students to develop, practice, and reinforce phonological awareness (through cumulative review).
- 5.D.2 Phonemic Awareness: Materials do not provide explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for common errors and misconceptions.
- 5.E.2 Regular and Irregular High-Frequency Words: Materials include a variety of activities and resources for students to develop, practice, and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review).
Summary
95 Phonics Core Program Classroom Kit is an English K–3 phonics program that offers a comprehensive and structured approach to literacy and phonics instruction. The program integrates phonemic awareness, phonics, high frequency words, and fluency into every lesson. The curriculum provides scripted daily lessons, sequence, and routines including the I Do, We Do, You Do gradual release model for daily reading and writing application. Additionally, the program includes resources designed to support family engagement through a weekly Family Support Letter. This weekly letter includes learning objectives from the week regarding phonics skills and high-frequency words along with corresponding activities.
Campus and district instructional leaders should consider the following:
- Explicit scripting is provided for teachers on what they say and expected student responses. The two areas in the scripting are represented by two colors (black-teacher, blue-student). The program does not provide differentiated learning or small group guidance for reteaching, extension, and emergent bilinguals.
- The program consists of student manipulative pack for each student to utilize during the lesson such as letter-sentence strips and a student workbook. The program lacks a digital student component. Six unit assessments are provided in the materials. Materials lack a diagnostic assessment, progress monitoring, and formative assessments.
Grade 1 Quality Review Summary
| Rubric Section | Quality Rating |
| 38 / 53 |
| 20 / 28 |
| 13 / 32 |
| 30 / 36 |
| 122 / 164 |
Strengths
- 4.1 Explicit (Direct) and Systematic Phonics Instruction: Materials offer systematic and sequenced instruction in phonics and foundational skills, with explicit daily opportunities for practice, including isolated exercises, decodable texts, and cumulative review.
- 4.3 Ongoing Practice Opportunities: Materials incorporate intentional cumulative review and practice of explicitly taught phonics skills, using decodable texts and providing opportunities for isolated and connected practice.
- 4.4 Assessment: Materials provide developmentally appropriate assessment tools with clear administration guidelines, systematic progress monitoring, and year-long assessment opportunities aligned to grade-level phonics skills.
- 5.E.1 Sound-Spelling Patterns: Materials provide a systematic sequence for introducing grade-level sound-spelling patterns, offering explicit instructional guidance and diverse activities for students to develop, practice, and reinforce these patterns in both isolated words and decodable connected text.
- 5.E.3 Decoding and Encoding One-Syllable or Multisyllabic Words: Materials systematically introduce syllable types and division principles, with explicit instruction and varied activities for decoding and encoding one-syllable and multisyllabic words in both isolation and connected text.
Challenges
- 1.1 Course-Level Design: Materials do not adhere to TEKS, ELPS, concepts, and knowledge taught. They do not apply appropriate pacing while providing explanations for concepts, guiding for lesson internalization, or include resources to support administrators.
- 1.2 Unit-Level Design: Materials do not include comprehensive unit overview, provide content knowledge and academic vocabular for effective teaching, or suggestions to support families in their students' success.
- 1.3 Lesson-Level Design: Material do not support educators in effective implementation through intentional lesson-level design.
- 2.1 Instructional Assessments: Materials do not include appropriate and defined instructional assessments aligned to TEKS at varying levels of complexity, or offer guidance to educators on consistent administration of assessments.
- 2.2 Data Analysis and Progress Monitoring: Materials do not include guidance to interpret student performance and tools for students to interpret track their growth.
- 3.1 Differentiation and Scaffolds: Materials do not provide educators with guidance to pre-teach unfamiliar vocabular and references and implement differentiated instruction.
- 3.2 Instructional Methods: Materials do not guide educators in effectively modeling, delivering, and facilitating lessons through explicit instructional approaches and varied practice opportunities.
- 3.3 Support for Emergent Bilingual Students: Materials do not provide educators with guidance on linguistic accommodations, bilingual/ESL program implementation, or support for emergent bilingual students.
- 4.2 Daily Instructional Sequence and Routines: Materials and daily lessons do not provide explicit instruction with teacher modeling, guided practice with immediate feedback, or diverse opportunities for collaborative and independent student practice.
- 5.B.1 Oral Language Development: Materials do not provide explicit and systematic guidance for developing oral language through diverse methods, with opportunities for social and academic communication, active listening, discussion, and idea-sharing for various purposes and audiences.
- 5.C.2 Letter-Sound Correspondence: Materials do not explicitly and systematically introduce letter-sound relationships, or guide teachers in phoneme-letter instruction with corrective feedback.
- 5.D.1 Phonological Awareness: Materials do not provide a systematic sequence for introducing phonological awareness, starting with simple skills and progressing to complex ones.
- 5.D.2 Phonemic Awareness: Materials do not follow a systematic sequence for phonemic awareness, progressing from basic to complex skills, with explicit instruction and feedback, connecting phonemic awareness to the alphabetic principle, and providing varied activities for cumulative practice and reinforcement.
- 5.E.2 Regular and Irregular High-Frequency Words: Materials do not systematically introduce and provide explicit instruction for regular and irregular high-frequency words.
- 5.E.4 Morphological Awareness: Materials do not systematically introduce grade-level morphemes, with explicit instruction and varied activities for recognizing, decoding, encoding, and comprehending words with morphemes in both isolation and connected text..
Summary
95 Phonics Core Program Classroom Kit an English K–3 phonics program that offers a comprehensive and structured approach to literacy and phonics instruction. The program integrates phonemic awareness, phonics, high-frequency words, and fluency into every lesson. The curriculum provides scripted daily lessons, sequences, and routines including the I Do, We Do, You Do gradual release model for daily reading and writing application. Additionally, the program includes resources designed to support family engagement through a weekly Family Support Letter. This weekly letter includes learning objectives from the week regarding phonics skills and high-frequency words along with corresponding activities.
Campus and district instructional leaders should consider the following:
- Explicit scripting is provided for phonics instruction. The two areas in the scripting are represented by two colors (black teacher, and blue student). Each lesson has an animated Digital Presentation File that can be projected to guide the instruction.
- The program consists of a student manipulative pack for each student to utilize during the lesson which contains a spelling mat and chips along with student workbooks.
- Teachers may need additional supports and resources for differentiation to meet the needs of all learners, including emergent bilingual students.
Grade 2 Quality Review Summary
| Rubric Section | Quality Rating |
| 38 / 53 |
| 20 / 28 |
| 13 / 32 |
| 30 / 36 |
| 149 / 191 |
Strengths
- 4.1 Explicit (Direct) and Systematic Phonics Instruction: Materials offer systematic and sequenced instruction in phonics and foundational skills, with explicit daily opportunities for practice, including isolated exercises, decodable texts, and cumulative review.
- 4.3 Ongoing Practice Opportunities: Materials incorporate intentional cumulative review and practice of explicitly taught phonics skills, using decodable texts and providing opportunities for isolated and connected practice.
- 4.4 Assessment: Materials do not provide developmentally appropriate assessment tools with clear administration guidelines, systematic progress monitoring, and year-long assessment opportunities aligned to grade-level phonics skills.
- 5.E.1 Sound-Spelling Patterns: Materials provide a systematic sequence for introducing grade-level sound-spelling patterns, offering explicit instructional guidance and diverse activities for students to develop, practice, and reinforce these patterns in both isolated words and decodable connected text.
- 5.E.3 Decoding and Encoding One-Syllable or Multisyllabic Words: Materials systematically introduce syllable types and division principles, with explicit instruction and varied activities for decoding and encoding one-syllable and multisyllabic words in both isolation and connected text.
Challenges
- 1.1 Course-Level Design: Materials do not include TEKS and ELPS in the scope and sequence. The materials do not include pacing for various instructional calendars, guidance for lesson internalization, or include guidance and resources to support instructional coaches.
- 1.2 Unit-Level Design: Materials do not include comprehensive unit overview, provide academic vocabulary for effective teaching.
- 1.3 Lesson-Level Design: Material do not include daily lesson objectives and lack lists of teacher materials needed for instruction.
- 2.1 Instructional Assessments: Materials do not include appropriate and defined instructional assessments aligned to TEKS at varying levels of complexity, nor do they offer guidance to educators on the consistent administration of assessments.
- 2.2 Data Analysis and Progress Monitoring: Materials do not include guidance to interpret student performance and tools for students to interpret track their growth.
- 3.1 Differentiation and Scaffolds: Materials do not provide educators with guidance to pre-teach unfamiliar vocabulary and references and implement differentiated instruction.
- 3.2 Instructional Methods: Materials do not guide educators in recommended structures to support effective implementation.
- 3.3 Support for Emergent Bilingual Students: Materials do not provide educators with guidance on linguistic accommodations, bilingual/ESL program implementation, or support for emergent bilingual students.
- 4.2 Daily Instructional Sequence and Routines: Materials and daily lessons do not provide immediate feedback or diverse opportunities for collaborative student practice.
- 4.5 Progress Monitoring and Student Support: Materials do not offer guidance for accelerated learning.
- 5.B.1 Oral Language Development: Materials do not provide explicit and systematic guidance for developing oral language through diverse methods, with opportunities for social and academic communication, active listening, discussion, and idea-sharing for various purposes and audiences.
- 5.C.2 Letter-Sound Correspondence: Materials do not guide teachers in phoneme-letter instruction with corrective feedback.
- 5.D.1 Phonological Awareness: Materials do not provide a systematic sequence for introducing phonological awareness, starting with simple skills and progressing to complex ones.
- 5.D.2 Phonemic Awareness: Materials do not include immediate recommended explanatory feedback based on common errors and misconceptions.
- 5.E.2 Regular and Irregular High-Frequency Words: Materials do not systematically introduce and provide a variety of activities for regular and irregular high-frequency words.
- 5.E.4 Morphological Awareness: Materials do not include varied activities for developing, practicing, and reinforcing morphological skills.
Summary
95 Phonics Core Program Classroom Kit is an English K–3 phonics program that offers a comprehensive and structured approach to literacy and phonics instruction. The program integrates phonemic awareness, phonics, high-frequency words, comprehension, and fluency into every lesson. The materials provide scripted daily lessons, defined lesson sequences, and routines including the I Do, We Do, You Do gradual release model. Additionally, the program includes resources designed to support family engagement through a weekly Family Support Letter. This weekly letter includes learning objectives from the week regarding phonics skills and high-frequency words along with corresponding activities, assessment, progress monitoring, and formative assessments.
Campus and district instructional leaders should consider the following:
- Explicit scripting is provided for teachers on what they say and expected student responses. The two areas in the scripting are represented by two colors (black teacher, blue student). Each lesson has an animated Digital Presentation File that can be projected to guide the instruction. The program provides limited guidance on corrective feedback. The program does not provide differentiated learning or small group guidance for reteaching, extension, and emergent bilinguals.
- The program consists of student manipulative pack for each student to utilize during the lesson which contain a spelling mat and chips along with student workbooks. The program lacks a digital student component. Six unit assessments are provided in the materials. Materials lack a diagnostic assessment, progress monitoring, and formative assessments.
Grade 3 Quality Review Summary
| Rubric Section | Quality Rating |
| 38 / 53 |
| 20 / 28 |
| 13 / 32 |
| 30 / 36 |
| 131 / 166 |
Strengths
- 4.1 Explicit (Direct) and Systematic Phonics Instruction: Materials offer systematic and sequenced instruction in phonics and foundational skills, with explicit daily opportunities for practice, including isolated exercises, decodable texts, and cumulative review.
- 4.3 Ongoing Practice Opportunities: Materials incorporate intentional cumulative review and practice of explicitly taught phonics skills, using decodable texts and providing opportunities for isolated and connected practice.
- 4.4 Assessment: Materials provide developmentally appropriate assessment tools with clear administration guidelines, systematic progress monitoring, and year-long assessment opportunities aligned to grade-level phonics skills.
- 5.E.1 Sound-Spelling Patterns: Materials provide a systematic sequence for introducing grade-level sound-spelling patterns, offering explicit instructional guidance and diverse activities for students to develop, practice, and reinforce these patterns in both isolated words and decodable connected text.
- 5.E.3 Decoding and Encoding One-Syllable or Multisyllabic Words: Materials systematically introduce syllable types and division principles, with explicit instruction and varied activities for decoding and encoding one-syllable and multisyllabic words in both isolation and connected text.
Challenges
- 1.1 Course-Level Design: Materials do not include a scope and sequence for TEKS and ELPS, a pacing guide for different instructional calendars, unit internalization protocols, and support resources for instructional coaches.
- 1.2 Unit-Level Design: Materials do not include comprehensive unit overviews with essential academic vocabulary for effective teaching.
- 1.3 Lesson-Level Design: Materials do not detailed lesson plans with daily objectives for content and language standards, and do not include an overview of required teacher materials.
- 2.1 Instructional Assessments: Materials do not include lesson-level summative assessments with varied tasks, definitions for assessment types, and alignment to TEKS.
- 2.2 Data Analysis and Progress Monitoring: Materials do not include guidance for using tasks and activities based on student performance trends and tools for student progress and growth tracking.
- 3.1 Differentiation and Scaffolds: Materials do not include guidance for differentiating instruction and activities for both struggling and advanced students.
- 3.2 Instructional Methods: Materials do not include recommended structures (e.g., whole group, small group, individual) to support effective implementation.
- 3.3 Support for Emergent Bilingual Students: Materials do not provide educators with guidance on linguistic accommodations, bilingual/ESL program implementation, or support for emergent bilingual students.
- 4.2 Daily Instructional Sequence and Routines: Daily lessons do not include immediate corrective feedback and diverse opportunities for collaborative practice.
- 4.5 Progress Monitoring and Student Support: Materials do not include guidance on accelerating learning based on progress-monitoring data.
- 5.B.1 Oral Language Development: Materials do not provide explicit guidance on developing oral language and oracy, and do not provide opportunities for social and academic communication, active listening, questioning, discussion, and sharing ideas.
- 5.C.2 Letter-Sound Correspondence: Materials do not provide guidance for explicit instruction on connecting phonemes to letters and providing feedback on common errors.
- 5.E.2 Regular and Irregular High-Frequency Words: Materials do not include a systematic sequence for high-frequency words and do not include cumulative reviews in isolation or context.
- 5.E.4 Morphological Awareness: Materials do not include varied activities and resources for cumulative review of grade-level morphological skills.
Summary
95 Phonics Core Program Classroom Kit is an English K–3 phonics program that offers a comprehensive and structured approach to literacy and phonics instruction. The program integrates phonemic awareness, phonics, high-frequency words, comprehension, and fluency into every lesson. The curriculum provides scripted daily lessons, defined lesson sequences, and routines using the gradual release of responsibility instructional model. Additionally, the program includes resources designed to support family engagement through a weekly Family Support Letter. This weekly letter includes learning objectives from the week regarding phonics skills and high-frequency words along with corresponding activities.
Campus and district leaders should consider the following:
- The program includes clear, color-coded scripting for teachers, with instructions and expected student responses distinguished by black and blue text. Each lesson is supported by an animated Digital Presentation File for projecting in the classroom, which helps guide instruction. However, the materials offer only minimal guidance on providing corrective feedback and do not include differentiated learning options or small group support for reteaching, extension, or supporting emergent bilinguals.
- Students receive a manipulative pack for each lesson, including a spelling mat, chips, and workbooks. While the program features seven unit assessments, it does not include a digital student component, diagnostic assessments, progress monitoring tools, or formative assessments.
Standards Alignment
Rubric Section
| Grade | TEKS Student % | TEKS Teacher % | ELPS Student % | ELPS Teacher % |
|---|---|---|---|---|
| Grade 2 | 100% | 100% | N/A | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
TOTAL72% (38 out of 53 points)
72%
Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
72% (38 out of 53 points)
1.1 Course-Level Design
1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course.
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and knowledge taught in the course.
3 out of 5 points
1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days – 165, 180, 210).
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days – 165, 180, 210).
1 out of 2 points
1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
1.1d
Materials include guidance, protocols, and/or templates for unit and lesson internalization.
Materials include guidance, protocols, and/or templates for unit and lesson internalization.
1 out of 2 points
1.1e
Materials include resources and guidance to support administrators and instructional coaches with implementing the materials as designed.
Materials include resources and guidance to support administrators and instructional coaches with implementing the materials as designed.
1 out of 4 points
1.2 Unit-Level Design
1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
1 out of 2 points
1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson.
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson.
24 out of 30 points
1.3b
Materials include a lesson overview outlining the suggested timing for each lesson component.
Materials include a lesson overview outlining the suggested timing for each lesson component.
1 out of 1 points
1.3c
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson.
1 out of 2 points
1.3d
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
TOTAL71% (20 out of 28 points)
71%
Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
71% (20 out of 28 points)
2.1 Instructional Assessments
2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
10 out of 12 points
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 2 points
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
3 out of 6 points
2.1e
Instructional assessments include standards-aligned items at varying levels of complexity.
Instructional assessments include standards-aligned items at varying levels of complexity.
2 out of 2 points
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting and responding to student performance.
Instructional assessments and scoring information provide guidance for interpreting and responding to student performance.
2 out of 2 points
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
0 out of 1 points
2.2c
Materials include tools for students to track their own progress and growth.
Materials include tools for students to track their own progress and growth.
0 out of 1 points
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
TOTAL41% (13 out of 32 points)
41%
Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
41% (13 out of 32 points)
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and/or paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
Materials include teacher guidance for differentiated instruction, activities, and/or paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
2 out of 3 points
3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language).
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language).
0 out of 2 points
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
0 out of 3 points
3.2 Instructional Methods
3.2a
Materials include prompts and guidance to support the teacher in modeling, explaining, and communicating the concept(s) to be learned explicitly (directly).
Materials include prompts and guidance to support the teacher in modeling, explaining, and communicating the concept(s) to be learned explicitly (directly).
6 out of 6 points
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
4 out of 4 points
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
1 out of 3 points
3.3 Support for Emergent Bilingual Students
3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 2 points
3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
0 out of 8 points
3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not scored
Rubric Section 4
Phonics Rule Compliance
Materials comply with state requirements for explicit (direct) and systematic phonics instruction.
Total
TOTAL83% (30 out of 36 points)
83%
Section 4
Phonics Rule Compliance
Materials comply with state requirements for explicit (direct) and systematic phonics instruction.
Total
83% (30 out of 36 points)
4.1 Explicit (Direct) and Systematic Phonics Instruction
4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) and foundational skills.
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) and foundational skills.
4 out of 4 points
4.1b
Materials include explicit (direct) and intentional daily opportunities for phonics (sound-symbol correspondence) and foundational skills.
Materials include explicit (direct) and intentional daily opportunities for phonics (sound-symbol correspondence) and foundational skills.
2 out of 2 points
4.1c
Materials include practice of phonics skills both in isolation and through decodable texts.
Materials include practice of phonics skills both in isolation and through decodable texts.
2 out of 2 points
4.1d
Materials include opportunities for cumulative review of previously taught skills.
Materials include opportunities for cumulative review of previously taught skills.
1 out of 1 points
4.2 Daily Instructional Sequence and Routines
4.2a
Daily lessons include explicit (direct) instruction with teacher modeling.
Daily lessons include explicit (direct) instruction with teacher modeling.
1 out of 1 points
4.2b
Daily lessons include opportunities for explicit (direct) guided instruction and immediate and corrective feedback.
Daily lessons include opportunities for explicit (direct) guided instruction and immediate and corrective feedback.
1 out of 3 points
4.2c
Daily lessons include a variety of opportunities for students to practice through collaborative learning and independent practice.
Daily lessons include a variety of opportunities for students to practice through collaborative learning and independent practice.
2 out of 4 points
4.3 Ongoing Practice Opportunities
4.3a
Materials include intentional cumulative review and practice activities throughout the curriculum.
Materials include intentional cumulative review and practice activities throughout the curriculum.
2 out of 2 points
4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
Practice opportunities include only phonics skills that have been explicitly taught.
1 out of 1 points
4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
4.3d
Lessons include an instructional focus with opportunities for practice in isolation and connected text.
Lessons include an instructional focus with opportunities for practice in isolation and connected text.
2 out of 2 points
4.4 Assessment
4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
4.4b
Materials include clear, consistent directions for accurate administration of assessments.
Materials include clear, consistent directions for accurate administration of assessments.
2 out of 2 points
4.4c
Materials include progress monitoring tools that systematically and accurately measure students’ acquisition of grade-level phonics skills.
Materials include progress monitoring tools that systematically and accurately measure students’ acquisition of grade-level phonics skills.
2 out of 2 points
4.4d
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
4.5 Progress Monitoring and Student Support
4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students’ strengths and needs.
Materials include specific guidance on determining frequency of progress monitoring based on students’ strengths and needs.
1 out of 2 points
4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
0 out of 1 points
Rubric Section 5
Foundational Skills
Materials include guidance for explicit (direct) and systematic instruction in foundational skills, instructional routines, student practice, and cumulative review.
Total
TOTAL78% (149 out of 191 points)
78%
Section 5
Foundational Skills
Materials include guidance for explicit (direct) and systematic instruction in foundational skills, instructional routines, student practice, and cumulative review.
Total
78% (149 out of 191 points)
5.B.1 Oral Language Oral Language Development
5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice).
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice).
0 out of 8 points
5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences.
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences.
0 out of 4 points
5.B.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas.
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas.
0 out of 9 points
5.C.1 Alphabet Alphabet Knowledge (grade K only)
5.C.1a (grade K only)
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
Not scored
5.C.1b (grade K only)
Materials include guidance for the teacher to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1)
Materials include guidance for the teacher to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1)
Not scored
5.C.1c (grade K only)
Materials include guidance for the teacher to provide explicit (direct and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3)
Materials include guidance for the teacher to provide explicit (direct and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3)
Not scored
5.C.1d (grade K only)
Materials include a variety of activities and resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3)
Materials include a variety of activities and resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3)
Not scored
5.C.2 Alphabet Letter-Sound Correspondence
5.C.2a
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
4 out of 4 points
5.C.2b
Materials include guidance for the teacher to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2)
Materials include guidance for the teacher to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2)
0 out of 2 points
5.C.2c (grades 2 and 3 only)
Materials include a variety of activities and resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3)
Materials include a variety of activities and resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3)
24 out of 24 points
5.C.2c (grades K and 1 only)
Materials include a variety of activities and resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable words in isolation and decodable connected text. (PR 2.A & 2.A.3)
Materials include a variety of activities and resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable words in isolation and decodable connected text. (PR 2.A & 2.A.3)
Not scored
5.D.1 Phonological Awareness Phonological Awareness (grades K–2 only)
5.D.1a (grades K–2 only)
Materials include a systematic sequence for introducing phonological awareness activities in accordance with gradelevel TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
Materials include a systematic sequence for introducing phonological awareness activities in accordance with gradelevel TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
4 out of 4 points
5.D.1b (grades K–2 only)
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2)
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2)
0 out of 2 points
5.D.1c (grades K–2 only)
Materials include a variety of activities and resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3)
Materials include a variety of activities and resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3)
3 out of 6 points
5.D.2 Phonological Awareness Phonemic Awareness (grades K–2 only)
5.D.2a (grades K–2 only)
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
3 out of 3 points
5.D.2b (grades K–2 only)
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2)
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2)
0 out of 2 points
5.D.2c (grades K–2 only)
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1)
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1)
2 out of 2 points
5.D.2d (grades K–2 only)
Materials include a variety of activities and resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3)
Materials include a variety of activities and resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3)
6 out of 6 points
5.E.1 Phonics (Encoding/Decoding) Sound-Spelling Patterns
5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
5.E.1b
Materials include guidance for the teacher to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1)
Materials include guidance for the teacher to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1)
1 out of 1 points
5.E.1c
Materials include a variety of activities and resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1)
Materials include a variety of activities and resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1)
6 out of 6 points
5.E.1d
Materials provide a variety of activities and resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3)
Materials provide a variety of activities and resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3)
8 out of 8 points
5.E.2 Phonics (Encoding/Decoding) Regular and Irregular High-Frequency Words
5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
0 out of 2 points
5.E.2b
Materials include guidance for the teacher to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1)
Materials include guidance for the teacher to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1)
4 out of 4 points
5.E.2c
Materials include a variety of activities and resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3)
Materials include a variety of activities and resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3)
16 out of 24 points
5.E.2d
Materials include a variety of activities and resources (including the use of memory-building strategies) for students to recognize, read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1)
Materials include a variety of activities and resources (including the use of memory-building strategies) for students to recognize, read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1)
12 out of 12 points
5.E.3 Phonics (Encoding/Decoding) Decoding and Encoding One-Syllable or Multisyllabic Words
5.E.3a (grade 1 only)
Materials include a systematic sequence for introducing grade-level syllable types, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level syllable types, as outlined in the TEKS. (PR 2.A.1)
Not scored
5.E.3a (grades 2 and 3 only)
Materials include a systematic sequence for introducing grade-level syllable types and division principles, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level syllable types and division principles, as outlined in the TEKS. (PR 2.A.1)
2 out of 2 points
5.E.3b (grade 1 only)
Materials include guidance for the teacher to provide explicit (direct) instruction for applying knowledge of syllable types to decode and encode one-syllable or multisyllabic words. (PR 2.A.1)
Materials include guidance for the teacher to provide explicit (direct) instruction for applying knowledge of syllable types to decode and encode one-syllable or multisyllabic words. (PR 2.A.1)
Not scored
5.E.3b (grades 2 and 3 only)
Materials include guidance for the teacher to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1)
Materials include guidance for the teacher to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1)
8 out of 8 points
5.E.3c
Materials include a variety of activities and resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3)
Materials include a variety of activities and resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3)
12 out of 12 points
5.E.3d (grade 1 only)
Materials include a variety of activities for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3)
Materials include a variety of activities for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3)
Not scored
5.E.3d (grades 2 and 3 only)
Materials include a variety of activities and resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3)
Materials include a variety of activities and resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3)
16 out of 16 points
5.E.4 Phonics (Encoding/Decoding) Morphological Awareness (grades 1–3 only)
5.E.4a (grades 1–3 only)
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
5.E.4b (grades 1–3 only)
Materials include guidance for the teacher to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1)
Materials include guidance for the teacher to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1)
4 out of 4 points
5.E.4c (grades 1–3 only)
Materials include a variety of activities and resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3)
Materials include a variety of activities and resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3)
4 out of 6 points
5.E.4d (grades 1–3 only)
Materials include a variety of activities and resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3)
Materials include a variety of activities and resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3)
8 out of 8 points