Program Information
- ISBN
- 9798892972444
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 845.18 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 180.04 KB)
95 Phonics Core Program Texas Edition Classroom Kit: Grade 1
ELAR: Phonics Grade 1
IMRA 2026
Publisher: 95 Percent Group, LLC
Copyright: 2027
Series includes:
Rubric: English Phonics K–3 | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 1 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Total
100% (24 out of 24 points)
Evaluation for 1.1a
In grade 1, the materials include a Scope and Sequence that outlines the TEKS, the ELPS, and the concepts taught across the year. The Scope and Sequence organizes instruction by listing each lesson with its skill focus, high‑frequency words, and unit‑level academic vocabulary. Lessons begin with a review of grade K letter‑sound correspondences and blending before progressing to grade 1 content and the introduction of skills that prepare students for grade 2. The Scope and Sequence offers a clear structure that helps educators understand how instruction unfolds across the program.
The materials also provide a Scope and Sequence Alignment to TEKS and ELPS chart that identifies the specific standards addressed in each lesson. For example, lesson 2, “Short Vowel a,” aligns to the TEKS 1.2.B.iii, which requires distinguishing between long and short vowel sounds in one‑syllable words, and the ELPS 1.A.i, which focuses on distinguishing sounds through oral, written, or gestured responses. The materials clearly outline the TEKS, ELPS, and concepts taught in grade 1, demonstrating how lessons build toward mastery of foundational literacy skills.
Evaluation for 1.1b
The materials include suggested pacing guidance to support implementation across different instructional calendars. In the Implementation Guide, the “Instructional Calendar Implementation Options” section explains that the program requires thirty minutes of daily instruction works alongside other reading language arts blocks. This overview helps educators understand how the phonics lessons fit within a broader literacy schedule
The materials further support planning through Appendix A “Calendar Options,” which provides pacing calendars for 165‑day, 180‑day, and 210‑day instructional years. Each option includes built‑in flex days—typically fifteen to twenty—to accommodate reteaching, assessment, or school‑specific scheduling needs. For grade 1, the program outlines 150 days of instruction, ensuring that lessons can be completed within any of the provided calendar models. Together, these resources offer clear pacing structures that help educators implement the program effectively across varying school schedules.
Evaluation for 1.1c
The materials include an explanation of the rationale for the unit order in the introduction of the Teacher’s Edition. The “Teacher’s Tip Box,” describes how the program organizes the lessons and explains the purpose behind the sequence of units. This guidance outlines how the program divides instruction into sections and lessons and summarizes the content addressed in each part. By providing this overview at the start of the Teacher’s Edition, the materials help educators understand the intended instructional flow before beginning daily lessons.
The background content knowledge unit overview further explains the rationale for how concepts connect across units. Each unit description includes a brief explanation of why the skills appear in a particular order. For example, the overview notes that the concepts in unit 2, lessons 2–8 follow the grade K review in unit 1 because they serve as “a transitional activity to bridge from kindergarten to first grade.” This explanation clarifies how early lessons reinforce prior learning while preparing students for new grade‑level expectations, demonstrating how concepts build across the course.
Evaluation for 1.1d
The materials include protocols with corresponding guidance to support unit internalization. In the Teacher’s Edition Appendix B, “How to Prep for a 95 PCP Instructional Unit” outlines the steps educators follow to prepare for each unit. This guidance directs educators to preview the Scope and Sequence, review the end‑of‑unit assessment, and examine the unit as a whole. The protocol also includes questions educators can ask themselves about the lesson or unit, providing a structured way to internalize the content before instruction.
The materials also include lesson‑level internalization guidance. Appendix C, “How to Prep for a 95 PCP Lesson in Under 10 Minutes” within the Teacher’s Edition describes the process educators use to understand the lesson, identify the materials needed, and review each lesson component. This protocol emphasizes examining the purpose of each component to ensure clarity before teaching. Together, these resources provide protocols with corresponding guidance for internalizing both units and lessons.
Evaluation for 1.1e
The materials include resources and guidance for instructional leaders to support implementation. In the introduction section of the Implementation Guide, the “Lesson Level Design” section outlines how leaders can monitor program use and provide support. This guidance directs instructional leaders to collect data using the implementation tracker and use that information to develop a communication plan and incentives for educators. The materials also recommend brief weekly visits to gather implementation data and identify the program’s look-fors, giving leaders a clear process for observing and supporting educators.
The materials further support instructional leaders through the implementation tracker in Appendix F which provides a tool for gathering evidence of program use. This tracker helps leaders collect information for analysis and to observe effective teaching features. By offering a structured way to document and review implementation, the materials provide resources and guidance that help instructional leaders support educators in using the program as designed.
Evaluation for 1.2a
The materials include comprehensive unit overviews that provide the background content knowledge educators need to teach each unit effectively. In the Teacher’s Edition, the background content knowledge unit overview offers educator tips and instructional notes that summarize the key concepts addressed in the unit. For example, in grade 1, unit 1, lesson 1 reviews critical grade K skills, including the twenty‑six letter‑sound correspondences. The remaining lessons introduce new grade 1 phonics skills, beginning with short vowel sounds and progressing to more complex phonics concepts. This structure ensures educators have quick access to the essential background knowledge before beginning instruction.
The materials also provide a Scope and Sequence that includes a comprehensive overview of the academic vocabulary and skill focus for each lesson. This overview identifies the terms students will encounter and the concepts they will learn across the unit. For example, in grade 1, lessons 2 to 7 include academic vocabulary such as syllable and delete/deletion, along with other terms aligned to the lesson content. By outlining the vocabulary and skills in advance, the materials equip educators with the information needed to prepare for instruction and support student understanding.
Evaluation for 1.2b
The materials include supports for families in both Spanish and English for each unit, with guidance on how to help students make progress in the program. In the grade 1 Teacher’s Edition, the “How to Use the Weekly Family Support Letters” section explains, in English, how educators can encourage families to participate in their child’s learning. The guide describes what students will learn during the 30‑minute word study block across the year and provides a rationale for teaching word patterns rather than relying on memorization.
The materials also include a “How to Use the Weekly Family Support Letters” section in Spanish which offers the same guidance for Spanish‑speaking families. This resource explains the purpose of the weekly letters, outlines what students will learn during the 30‑minute word study block, and clarifies why instruction emphasizes word patterns. Together, these supports provide families with clear information to help them understand and reinforce their child’s learning.
Evaluation for 1.3a
The materials include comprehensive and structured lesson plans that outline the daily objectives, questions, tasks, materials, and assessments for each lesson. The lesson overview of lesson plans resource provides educators with detailed guidance to support lesson delivery. For example, in grade 1, lesson 2, the objective states that students will demonstrate understanding of the closed syllable, short a, and nasal a patterns by identifying, reading, and writing pattern words in isolation and in passages. This level of detail ensures that educators have clear expectations for what students should know and be able to do during the lesson.
The materials also include a Scope and Sequence Alignment to the TEKS and ELPS that identifies the corresponding standards for each lesson. This alignment helps educators understand how the lesson objectives connect to state expectations. For example, grade 1, lesson 3 on the short vowel i aligns to TEKS 1.2.B.i and ELPS 1.B.i. By pairing detailed lesson plans with clear TEKS and ELPS connections, the materials provide educators with structured guidance to meet both content and language standards.
Evaluation for 1.3b
The materials include clear guidance on the materials needed for each lesson. In the grade 1 overview of the lesson plans, the program lists the educator and student materials required for daily instruction. For example, in lesson 2, educators use the Teacher’s Edition, presentation files, and Collaborative Learning Cards. Students use a printed Student Workbook set, a manipulative kit with phonics chips, and printed Sound‑Spelling cards. This structure ensures that educators know exactly what materials they need before beginning the lesson.
The materials also provide timing allocations to support lesson delivery. In the grade 1 Teacher’s Edition, each lesson plan begins with a breakdown of the time allotted for each component. For example, lesson 1, day 1 includes two minutes for the “Phonological Awareness Warm‑Up,” three minutes for phonics, six minutes for writing, followed by another two‑minute phonics segment. There is an additional six minutes for writing, and one minute for fluency. These allocations give educators a clear pacing structure to guide instruction.
Evaluation for 1.3c
The materials include guidance to support educators in responding to student data and adjusting instruction. In the Assessment Guide, the “Decision Trees for Instructional Response” outline how educators can use collected data to make instructional decisions for individual students or the whole class. The materials also provide guidance for implementing differentiated small‑group instruction. Additionally, Appendix C includes routines that educators can use when planning and delivering small‑group lessons.
The materials also offer extension supports for students who consistently demonstrate proficiency in phonics skills. In the Assessment Guide, the “Enrichment Opportunities” section provides activities designed to extend learning. These opportunities include a choice board in Appendix G that educators can adapt to different tasks, giving them options for enriching and extending instruction for students who are ready for additional challenges.
1.1 Course-Level Design
1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
3 out of 3 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
3 out of 3 points
The materials also provide a Scope and Sequence Alignment to TEKS and ELPS chart that identifies the specific standards addressed in each lesson. For example, lesson 2, “Short Vowel a,” aligns to the TEKS 1.2.B.iii, which requires distinguishing between long and short vowel sounds in one‑syllable words, and the ELPS 1.A.i, which focuses on distinguishing sounds through oral, written, or gestured responses. The materials clearly outline the TEKS, ELPS, and concepts taught in grade 1, demonstrating how lessons build toward mastery of foundational literacy skills.
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)
2 out of 2 points
Evaluation for 1.1b
Evaluation for 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)
2 out of 2 points
The materials further support planning through Appendix A “Calendar Options,” which provides pacing calendars for 165‑day, 180‑day, and 210‑day instructional years. Each option includes built‑in flex days—typically fifteen to twenty—to accommodate reteaching, assessment, or school‑specific scheduling needs. For grade 1, the program outlines 150 days of instruction, ensuring that lessons can be completed within any of the provided calendar models. Together, these resources offer clear pacing structures that help educators implement the program effectively across varying school schedules.
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
Evaluation for 1.1c
Evaluation for 1.1c
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
The background content knowledge unit overview further explains the rationale for how concepts connect across units. Each unit description includes a brief explanation of why the skills appear in a particular order. For example, the overview notes that the concepts in unit 2, lessons 2–8 follow the grade K review in unit 1 because they serve as “a transitional activity to bridge from kindergarten to first grade.” This explanation clarifies how early lessons reinforce prior learning while preparing students for new grade‑level expectations, demonstrating how concepts build across the course.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
The materials also include lesson‑level internalization guidance. Appendix C, “How to Prep for a 95 PCP Lesson in Under 10 Minutes” within the Teacher’s Edition describes the process educators use to understand the lesson, identify the materials needed, and review each lesson component. This protocol emphasizes examining the purpose of each component to ensure clarity before teaching. Together, these resources provide protocols with corresponding guidance for internalizing both units and lessons.
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
The materials further support instructional leaders through the implementation tracker in Appendix F which provides a tool for gathering evidence of program use. This tracker helps leaders collect information for analysis and to observe effective teaching features. By offering a structured way to document and review implementation, the materials provide resources and guidance that help instructional leaders support educators in using the program as designed.
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.
2 out of 2 points
Evaluation for 1.2a
Evaluation for 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.
2 out of 2 points
The materials also provide a Scope and Sequence that includes a comprehensive overview of the academic vocabulary and skill focus for each lesson. This overview identifies the terms students will encounter and the concepts they will learn across the unit. For example, in grade 1, lessons 2 to 7 include academic vocabulary such as syllable and delete/deletion, along with other terms aligned to the lesson content. By outlining the vocabulary and skills in advance, the materials equip educators with the information needed to prepare for instruction and support student understanding.
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
Evaluation for 1.2b
Evaluation for 1.2b
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
The materials also include a “How to Use the Weekly Family Support Letters” section in Spanish which offers the same guidance for Spanish‑speaking families. This resource explains the purpose of the weekly letters, outlines what students will learn during the 30‑minute word study block, and clarifies why instruction emphasizes word patterns. Together, these supports provide families with clear information to help them understand and reinforce their child’s learning.
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 (aligned with the TEKS and the ELPS).
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 (aligned with the TEKS and the ELPS).
5 out of 5 points
Evaluation for 1.3a
Evaluation for 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 (aligned with the TEKS and the ELPS).
5 out of 5 points
The materials also include a Scope and Sequence Alignment to the TEKS and ELPS that identifies the corresponding standards for each lesson. This alignment helps educators understand how the lesson objectives connect to state expectations. For example, grade 1, lesson 3 on the short vowel i aligns to TEKS 1.2.B.i and ELPS 1.B.i. By pairing detailed lesson plans with clear TEKS and ELPS connections, the materials provide educators with structured guidance to meet both content and language standards.
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
Evaluation for 1.3b
Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
The materials also provide timing allocations to support lesson delivery. In the grade 1 Teacher’s Edition, each lesson plan begins with a breakdown of the time allotted for each component. For example, lesson 1, day 1 includes two minutes for the “Phonological Awareness Warm‑Up,” three minutes for phonics, six minutes for writing, followed by another two‑minute phonics segment. There is an additional six minutes for writing, and one minute for fluency. These allocations give educators a clear pacing structure to guide instruction.
1.3c
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
Evaluation for 1.3c
Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
The materials also offer extension supports for students who consistently demonstrate proficiency in phonics skills. In the Assessment Guide, the “Enrichment Opportunities” section provides activities designed to extend learning. These opportunities include a choice board in Appendix G that educators can adapt to different tasks, giving them options for enriching and extending instruction for students who are ready for additional challenges.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
100% (18 out of 18 points)
Evaluation for 2.1a
The materials include diagnostic, summative, and formative assessments that use a variety of task formats and question types. Unit 1 illustrates this range through assessments that contain sound‑spelling mapping, a word sort, sentence dictation, syllable mapping, and passage reading and comprehension. These components give educators multiple ways to observe how students apply phonics skills across different tasks. This structure supports consistent opportunities to gather meaningful information about student learning.
The materials contain a variety of instructional assessments, including diagnostic, summative, and formative assessments with varying tasks and question types. For example, the end-of-unit assessments contain spelling, a word chain, a check for understanding, sentence dictation, and reading real and nonsense words. The diagnostic assessments (PASI or PSI) help educators to identify student gaps in either phonemic awareness or phonic patterns. These components reflect varying tasks and question types that allow students to demonstrate their skills in different formats.
Evaluation for 2.1b
The materials include definitions and intended purposes for the provided instructional assessments. The diagnostic assessments (PASI or PSI) are tools that identify the why and how of student skill deficits. These assessments specify whether gaps occur in phonological awareness or phonics, giving educators clarity about the precise areas where students need support. This structure helps ensure that diagnostic information is directly connected to instructional decision‑making.
The materials also outline the purpose of formative and summative assessments. Formative assessments at the end of each lesson monitor ongoing learning throughout the unit, giving educators frequent checkpoints on student progress. Summative assessments at the end of the unit evaluate students’ proficiency with the skills taught in that unit. These distinctions help educators understand how each assessment type contributes to tracking student learning over time.
Evaluation for 2.1c
The materials contain educator guidance to ensure the consistent and accurate administration of the instructional assessments. Grade-specific guidelines state the timing and special considerations educators need to consider when giving assessments. For example, the product directs educators to complete assessments after completing day 5 of each lesson, allow thirty to forty minutes to complete end-of-unit or end-of-lesson assessments, and encourage students to use sound-spelling cards as a reference during appropriate sections of the assessment.
The materials include educator guidance to support consistent and accurate administration of the instructional assessments. When administering summative assessments at the end of a unit, the materials provide scripted directions for educators to read aloud so students can move through each part of the assessment as intended. These directions help ensure that students receive uniform instructions across classrooms.
Evaluation for 2.1d
The materials include diagnostic assessments that align to the TEKS and the objectives of the course, unit, and lesson. An overview of the diagnostic assessments (PASI or PSI) outlines the skills assessed and identifies the corresponding TEKS, giving educators clarity about what each diagnostic measures. This alignment helps ensure that the assessments reflect the specific phonological awareness or phonics skills students will learn. Educators can administer the diagnostic assessments throughout the year as needed to monitor student progress.
The materials also include formative assessments that align to the TEKS and the objectives of the course, unit, or lesson. The Scope and Sequence shows how lessons, which serve as formative assessments, correlate with the TEKS. This structure helps educators see how daily learning tasks connect to the broader expectations for student mastery. The alignment supports the consistent monitoring of student understanding across the year.
Evaluation for 2.1e
The materials include instructional assessments with TEKS-aligned items presented at varying levels of complexity. In grade 1, lesson 1 includes spelling, a word chain, a check for understanding, sentence dictation, and reading real and nonsense words. These tasks require students to demonstrate skills in multiple formats, reflecting a range of cognitive demands. This structure supports opportunities for students to show their understanding through different types of items.
The materials also provide summative assessments that include TEKS‑aligned items with varied levels of complexity. In grade 1, the unit 1 assessment includes sound‑spelling mapping, a word sort, sentence dictation, syllable mapping, and passage reading with comprehension. These components represent a progression of task types that require students to apply skills in increasingly integrated ways. The range of item formats helps educators gather comprehensive information about student proficiency.
Evaluation for 2.2a
The materials contain instructional assessments and scoring information for educators to interpret student performance. For example, in the Assessment Guide, the materials provide scoring recommendations with guidance for educators on the end-of-lesson assessments that evaluate student performance. If a student scores below a 75 on reading sections A or B of part 3, they should be assessed using the diagnostic screener (PASI or PSI) to identify specific skill deficits.
The materials contain instructional assessments and scoring information for educators to interpret student performance. For example, the grade 1 assessment overview, provides educator guidance to interpret the summative (end-of-unit) assessments and determine if students have reached proficiency. If the students score at least 80 percent, that is an indication that tier 1 is adequate for obtaining essential reading skills.
Evaluation for 2.2b
The materials contain guidance for the use of included tasks and activities to respond to student performance on assessments. For example, the Assessment Guide instructs educators on establishing differentiated small groups with a four-step protocol. The four-step protocol consists of four distinct steps: form small groups; apply targeted instruction; monitor and adjust; and evaluate effectiveness. This protocol guides educators to offer support for students who have not yet reached proficiency.
The materials contain guidance for the use of included tasks and activities to respond to student performance on assessments. For example, in the Assessment Guide the materials provide “Decision Trees for Instructional Response” to guide educators with next steps for students based on their assessment performance.
Evaluation for 2.2c
The materials include tools that help educators track student progress and growth over time. The observation tracker for independent practice allows them to document how students apply skills after a lesson by making notes about encoding and decoding applications. These notes provide a record of individual student performance for educators to review across lessons. This structure supports ongoing monitoring and helps educators identify patterns in student learning.
The materials also provide tools that allow students to monitor their own progress. The student learning log in Appendix B of the Assessment Guide gives students a place to record their learning and track their proficiency with the lessons in the unit. This log encourages students to reflect on their growth and understand their progress over time. The structure supports student ownership of learning and helps them stay aware of their development.
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.
3 out of 3 points
Evaluation for 2.1a
Evaluation for 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.
3 out of 3 points
The materials contain a variety of instructional assessments, including diagnostic, summative, and formative assessments with varying tasks and question types. For example, the end-of-unit assessments contain spelling, a word chain, a check for understanding, sentence dictation, and reading real and nonsense words. The diagnostic assessments (PASI or PSI) help educators to identify student gaps in either phonemic awareness or phonic patterns. These components reflect varying tasks and question types that allow students to demonstrate their skills in different formats.
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 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
The materials also outline the purpose of formative and summative assessments. Formative assessments at the end of each lesson monitor ongoing learning throughout the unit, giving educators frequent checkpoints on student progress. Summative assessments at the end of the unit evaluate students’ proficiency with the skills taught in that unit. These distinctions help educators understand how each assessment type contributes to tracking student learning over time.
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.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The materials include educator guidance to support consistent and accurate administration of the instructional assessments. When administering summative assessments at the end of a unit, the materials provide scripted directions for educators to read aloud so students can move through each part of the assessment as intended. These directions help ensure that students receive uniform instructions across classrooms.
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.
6 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
The materials also include formative assessments that align to the TEKS and the objectives of the course, unit, or lesson. The Scope and Sequence shows how lessons, which serve as formative assessments, correlate with the TEKS. This structure helps educators see how daily learning tasks connect to the broader expectations for student mastery. The alignment supports the consistent monitoring of student understanding across the year.
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
The materials also provide summative assessments that include TEKS‑aligned items with varied levels of complexity. In grade 1, the unit 1 assessment includes sound‑spelling mapping, a word sort, sentence dictation, syllable mapping, and passage reading with comprehension. These components represent a progression of task types that require students to apply skills in increasingly integrated ways. The range of item formats helps educators gather comprehensive information about student proficiency.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
The materials contain instructional assessments and scoring information for educators to interpret student performance. For example, the grade 1 assessment overview, provides educator guidance to interpret the summative (end-of-unit) assessments and determine if students have reached proficiency. If the students score at least 80 percent, that is an indication that tier 1 is adequate for obtaining essential reading skills.
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.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
The materials contain guidance for the use of included tasks and activities to respond to student performance on assessments. For example, in the Assessment Guide the materials provide “Decision Trees for Instructional Response” to guide educators with next steps for students based on their assessment performance.
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
The materials also provide tools that allow students to monitor their own progress. The student learning log in Appendix B of the Assessment Guide gives students a place to record their learning and track their proficiency with the lessons in the unit. This log encourages students to reflect on their growth and understand their progress over time. The structure supports student ownership of learning and helps them stay aware of their development.
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
100% (20 out of 20 points)
Evaluation for 3.1a
The materials contain educator guidance to differentiate instruction, activities, and scaffolded lessons for students who have not yet reached proficiency on grade level content and skills. The Assessment Guide leads educators through a four-step protocol to make differentiated small groups. This four-step process allows students who have not yet reached proficiency to receive differentiated instruction in this small group setting. For example, the four-step protocol progresses from forming the small group and applying the targeted instruction, to monitoring and adjusting, and finally evaluating the effectiveness.
The materials offer routines for small group instruction in Appendix C that guides educators on differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency. This resource contains protocols to be used in the differentiated small groupings. For example, in single syllable word reading, the educator guidance states, “Find the vowels. How many vowel letters? Syllable type and gesture? Vowel sound? Word?” Educators are able to use the protocol to lead targeted lessons for students.
Evaluation for 3.1b
The materials include preteaching supports for unfamiliar vocabulary that allow students to access vocabulary in text. For example in the Language in Literacy workbook, Appendix E provides the PLUSS framework. This framework guides educators in supporting students to learn unfamiliar vocabulary by systematically working through the template guide: preteach and prime background knowledge; language modeling and opportunities for practice; use of visuals and graphic organizers; systematic and explicit instruction; and strategic use of native language. This framework ensures that students are receiving support in acquiring unfamiliar vocabulary.
The materials also contain embedded supports for unfamiliar vocabulary throughout the lessons, allowing students to access unfamiliar words during reading. For example, in grade 1, lesson 7, day 3, students read a passage about a canyon. The materials provide a definition of the word canyon within the educator’s script to build student knowledge. This embedded support helps students make meaning as they encounter unfamiliar vocabulary during reading.
Evaluation for 3.1c
The materials provide guidance for educators for offering differentiated instruction, enrichment, and extension activities to students who demonstrate proficiency in grade‑level content. In the Assessment Guide, educators receive strategies for extending learning beyond the foundational phonics lesson. Educators can adapt these fluency, comprehension, and vocabulary activities by grade level to challenge advanced learners. This structure supports educators in providing meaningful extensions for students who are ready for additional rigor.
The materials also include enrichment and extension activities designed for students who have mastered the grade‑level content. The Assessment Guide features a customizable choice board in Appendix G that educators can tailor to extend student knowledge. One option invites students to complete a Venn diagram comparing and contrasting two characters or two books, encouraging deeper thinking. These activities give students opportunities to apply their skills in more complex and creative ways.
Evaluation for 3.2a
The materials include educator guidance that supports modeling and explaining the concepts students will learn. The educator presentation files provide slide decks with interactive models, guided practice, and independent practice opportunities. These slides display sound‑spelling patterns, word lists, sentences, and decodable stories and include passages to help educators demonstrate skills clearly. This structure ensures that they have the visual and instructional tools to introduce new concepts effectively.
The materials contain explicit prompts to help educators model and explain the concept. For example, grade 1, lesson 7, day 1 provides educators with explicit prompts and guidance to model phoneme segmentation. The educator says a word and the students repeat it, segmenting each sound in the word. These prompts provide clear guidance for delivering precise and consistent modeling.
Evaluation for 3.2b
The materials include guidance and recommendations for educators that support effective lesson delivery using a variety of instructional approaches. The Teacher’s Edition provides instructional dialogue to help educators facilitate each part of the lesson with clarity and consistency. The educator script outlines the language and steps for every component, ensuring the delivery of instruction is structured and predictable. This guidance helps educators to implement lessons with confidence and fidelity.
The materials provide a variety of instructional approaches to deliver lessons. The Teacher’s Edition details the program components, which describe instructional routines to guide educators in their lesson delivery. Each lesson includes the following components: “phonological awareness warm-up,” orthographic mapping, fluency, high frequency words, and passage reading.
Evaluation for 3.2c
The materials provide recommended structures to support students in learning the concepts. For example, in the Implementation Guide the materials indicate that lessons follow the gradual release of responsibility model, for example, I do, we do, you do. This structure allows students to observe the educator introduce the subject, work with the educator on concept examples, and finally apply their learning to independent work.
The materials contain collaborative structures that support student learning within the lessons. Lessons include Collaborative Learning Cards as a resource in the classroom to promote an engaging environment. Card 4, titled “Echo Reading”, requires student A to read a word, phrase, or sentence. Partner B then repeats it. This structure encourages participation, reinforces accuracy, and helps students practice skills together.
Evaluation for 3.3a
The materials contain guidance for educators on providing linguistic accommodations designed to engage students in using increasingly more academic language for the various levels of language indicators. For example, instructional notes in the Teacher’s Edition labeled “Oracy and Emergent Bilingual Support” support the questioning prompts used by educators and the use of sentence stems for Emergent Bilingual students.
The materials state the various levels of language proficiency, as defined by the ELPS, designed to engage students in using increasingly more academic language. For example, resources in the Teacher Edition provide explicit support for EB students across proficiency levels and guide educators with what to expect. The materials additionally provide best response modes, educator supports, sample moves, and classroom examples for each proficiency level.
Evaluation for 3.3b
The materials contain implementation guidance to support educators in using the materials effectively in a state-approved bilingual or ESL program. For example, the PLUSS framework in Language in Literacy, provides a framework for educators to assist in implementing the materials to support instruction on language function. The framework includes the following components: preview critical vocabulary, prime background knowledge, language modeling and practice opportunities, use visual and graphic organizers, strategic use of home language, and systematic and explicit instruction.
The materials include educator implementation guidance to support effective use of the program in state‑approved bilingual or ESL settings. The PLUSS Template Guide provides educators with descriptions of each section of the framework to assist in planning and delivering instruction. The “Preview and Prime” section encourages educators to add or remove words based on students’ oral language proficiency levels. This flexibility helps ensure that instruction is responsive to the linguistic needs of EB students.
Evaluation for 3.3c
The materials contain embedded guidance for educators to support EB students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross linguistic connections through oral and written discourse. For example, the materials provide oral and written discourse in grade 1, day 1, lesson 11, by discussing the academic vocabulary word initial. Students further increase their comprehension by reading passages called “Mud Splat” and “Scrub the Mud Out!.” The embedded “Oracy and Emergent Bilingual Support” sidebar gives educator guidance for building background knowledge on the word strap by providing a sentence stem for student discussion as well as an exemplar student response. Students spell words with an initial 3-letter blend using the sound-spelling mapping paper. There is a cross linguistic connection box in the margin to guide educators with the /s/ sound in Spanish.
The materials contain embedded guidance for educators to support EB students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse. For example, the Collaborative Learning Card “Turn and Teach” activity provides steps for students to follow explaining the concept that was taught using the academic vocabulary. This increases comprehension of the concept so students can build background knowledge of the phonics pattern. The materials include options for students to complete written discourse such as writing a brief summary of the concept before teaching it to their partner. The materials provide scaffolds and strategies for EB students such as pairing less proficient English speakers with supportive peers who can give clarification if needed.
Evaluation for 3.3d
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and 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 paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
The materials offer routines for small group instruction in Appendix C that guides educators on differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency. This resource contains protocols to be used in the differentiated small groupings. For example, in single syllable word reading, the educator guidance states, “Find the vowels. How many vowel letters? Syllable type and gesture? Vowel sound? Word?” Educators are able to use the protocol to lead targeted lessons for students.
3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
The materials also contain embedded supports for unfamiliar vocabulary throughout the lessons, allowing students to access unfamiliar words during reading. For example, in grade 1, lesson 7, day 3, students read a passage about a canyon. The materials provide a definition of the word canyon within the educator’s script to build student knowledge. This embedded support helps students make meaning as they encounter unfamiliar vocabulary during reading.
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.
1 out of 1 points
Evaluation for 3.1c
Evaluation for 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.
1 out of 1 points
The materials also include enrichment and extension activities designed for students who have mastered the grade‑level content. The Assessment Guide features a customizable choice board in Appendix G that educators can tailor to extend student knowledge. One option invites students to complete a Venn diagram comparing and contrasting two characters or two books, encouraging deeper thinking. These activities give students opportunities to apply their skills in more complex and creative ways.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
The materials contain explicit prompts to help educators model and explain the concept. For example, grade 1, lesson 7, day 1 provides educators with explicit prompts and guidance to model phoneme segmentation. The educator says a word and the students repeat it, segmenting each sound in the word. These prompts provide clear guidance for delivering precise and consistent modeling.
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.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
The materials provide a variety of instructional approaches to deliver lessons. The Teacher’s Edition details the program components, which describe instructional routines to guide educators in their lesson delivery. Each lesson includes the following components: “phonological awareness warm-up,” orthographic mapping, fluency, high frequency words, and passage reading.
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.
2 out of 2 points
Evaluation for 3.2c
Evaluation for 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.
2 out of 2 points
The materials contain collaborative structures that support student learning within the lessons. Lessons include Collaborative Learning Cards as a resource in the classroom to promote an engaging environment. Card 4, titled “Echo Reading”, requires student A to read a word, phrase, or sentence. Partner B then repeats it. This structure encourages participation, reinforces accuracy, and helps students practice skills together.
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.
2 out of 2 points
Evaluation for 3.3a
Evaluation for 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.
2 out of 2 points
The materials state the various levels of language proficiency, as defined by the ELPS, designed to engage students in using increasingly more academic language. For example, resources in the Teacher Edition provide explicit support for EB students across proficiency levels and guide educators with what to expect. The materials additionally provide best response modes, educator supports, sample moves, and classroom examples for each proficiency level.
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.
1 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
The materials include educator implementation guidance to support effective use of the program in state‑approved bilingual or ESL settings. The PLUSS Template Guide provides educators with descriptions of each section of the framework to assist in planning and delivering instruction. The “Preview and Prime” section encourages educators to add or remove words based on students’ oral language proficiency levels. This flexibility helps ensure that instruction is responsive to the linguistic needs of EB students.
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.
8 out of 8 points
Evaluation for 3.3c
Evaluation for 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.
8 out of 8 points
The materials contain embedded guidance for educators to support EB students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse. For example, the Collaborative Learning Card “Turn and Teach” activity provides steps for students to follow explaining the concept that was taught using the academic vocabulary. This increases comprehension of the concept so students can build background knowledge of the phonics pattern. The materials include options for students to complete written discourse such as writing a brief summary of the concept before teaching it to their partner. The materials provide scaffolds and strategies for EB students such as pairing less proficient English speakers with supportive peers who can give clarification if needed.
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 applicable.
Evaluation for 3.3d
Evaluation for 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.
Not applicable.
Rubric Section 4
Phonics Rule Compliance
Total
100% (31 out of 31 points)
Evaluation for 4.1a
The program includes systematic and sequenced instruction of phonics in the lesson plans. The lessons in the materials begin by introducing a specific literary skill, followed by a progression of simple to more complex skills, building upon each other. The materials provide routines that repeat throughout each lesson. For example, in grade 1, students complete a “Phonological Awareness Warm-Up” that contains phonemic manipulation skills, including adding, deleting, and substituting initial and final sounds.
The Scope and Sequence in the materials contains a sequenced snapshot of the lesson focus for each unit. This snapshot provides a systematic instruction of phonics. In grade 1, the skills begin with a grade K review of letters, sounds, and blending, then advances to short vowel (CVC) words, consonant blends and digraphs, long vowel silent-e words, and phonograms (i.e. -ing). These phonics skills appear in both isolation and decodable texts.
Evaluation for 4.1b
The materials provide explicit ongoing opportunities to practice the phonics instruction through decodable texts and in isolation. In grade 1, each weekly lesson contains two passages, one informational and one literary, written to have a high percentage of the phonics pattern taught that week. Using this decodable text with the newly taught phonics pattern provides students who have just learned and practiced reading words in isolation with sufficient practice applying their new knowledge to reading words in connected text.
THe materials include ongoing practice opportunities for students to continue practicing phonics skills. In each lesson, students follow a progression of practice activities to reinforce the phonics skill taught. For example, lesson 1, day 1 in grade 1, includes a grade K review of initial consonant letter sounds and names (i.e. f, n, p, t, and a) followed by the letter formation of those initial consonants. This ties together each letter name, sound, and letter formation.
Evaluation for 4.2a
Daily lessons include explicit phonics instruction and educator modeling in the materials. For example, in grade 1, lesson 1, day 1, the materials provide a detailed script to model the phonics concept of initial consonant sounds ( i.e. f, n, p, t.) The lesson states that educators should show the sound-spelling card for the letter f, name the initial letter, state the keyword fish, and then say the sound of the letter.
The daily lessons require explicit educator modeling in phonics instruction by using a variety of instructional approaches such as using manipulatives (colored chips), gestures for syllable types, and reinforcing reading-writing connections with various activities. These various tools provide students with hands-on activities to accommodate all learners. In grade 1, students practice sound-spelling mapping using phonics chips. Students use blue chips for consonants and red chips for vowels to spell the word gum.
Evaluation for 4.2b
The daily lessons embed explicit instructional guidance, directing educators to lead students through phonics tasks and respond with timely and corrective feedback during practice. For example, a “Corrective Feedback for Positive Achievement” resource provides educators with a scripted dialogue for giving clear and concise corrective feedback to students. Students can then correct errors during instruction or practice. If the student requires feedback for reading one-syllable words, the materials include the following educator guidance: “Let’s read the word together. Touch the vowel letter. Syllable type and gesture? Say the vowel sound with me. (Say the vowel sound with the student.) Word? (Read the word with the student.)” The materials provide explicit guidance on giving corrective feedback to students.
The materials provide educators with opportunities for explicit guided instruction including for corrective feedback. They include physical responses during daily lessons such as gesturing or pointing. Educators can monitor and adjust the instruction based on the student responses given. In grade 1, lesson 2, day 1, the educator explicitly instructs students on how to sort words with the short vowel pattern i: “(Display bit.) I’m going to look for the short i pattern. Watch the steps I use: 1. I find the vowel letter and touch under it. There is a single letter i followed by 1 consonant. 2. This word has the short i pattern. The vowel sound is /ĭ/. 3. The gesture looks like this. (Gesture and say “closed.”) 4. I place the word under the /ĭ/ itch column. (Don’t read the word yet.) Does anyone have any questions about the steps we are using right now?”
Evaluation for 4.2c
Students have multiple opportunities to practice the newly taught phonics skills in the “You Do” portion of the lessons. In grade 1, lesson 2, day 1, the educator explicitly demonstrates the gesture of a closed syllable for words with a short a sound. Students repeat the gesture. The educator then demonstrates the two sounds of short a. Students read words by identifying the vowel sound, decide how many consonants come after the vowel, show the gesture, and read the words. Later in the lesson, students look for and underline words with the short a closed-syllable phonics pattern in a passage to demonstrate understanding of the lesson.
Daily lessons contain a variety of opportunities for students to practice phonics skills through collaborative practice. In grade 1, lesson 2, day 5, the materials provide guidance for educators to support students to practice phonics skill in passage reading using choral reading circles. Students then progress to the “Compare and Justify” activity in the next portion of the lesson until they finally complete the “Comprehension–Written Response” section. This lesson structure allows for collaborative and independent learning of skills.
Evaluation for 4.3a
The materials include cumulative review opportunities across the curriculum. In grade 1, lesson 7, students engage in a review of words with the closed‑syllable, vowel‑consonant‑vowel (short vowel) pattern. The lesson provides multiple practice formats using previously taught short vowel sounds. Students sort words by short vowel, build words with short vowels, complete word‑completion tasks, and read a passage in which they underline words containing the short‑vowel pattern.
Cumulative practice also appears later in the sequence. In grade 1, lesson 15, students review skills taught in lessons 8–11, including consonant blends. Lessons 12–14 continue the review of consonant digraphs, and lesson 15 includes activities that revisit the consonant digraphs /sh/, /th/, and /wh/. Students sort words, complete sound-spelling mapping, and read passages containing these digraphs, reflecting cumulative practice with previously taught phonics elements.
Evaluation for 4.3b
The materials provide practice opportunities for phonics skills for those skills that were taught explicitly. For example, grade 1, lesson 10 explicitly teaches initial r-blends in closed syllables. The student practice opportunities in lesson 10 include sorting words, sound-spelling mapping, passage reading, word reading, and word chains for only the r-blends in closed syllables.
Another example of opportunities for students to practice only taught phonics skills occurs in grade 1, lesson 8 in which students learn initial and final s-blends. Student practice opportunities in lesson 8 include sorting words, word completion with pictures, passage reading, and sound-spelling mapping of final s-blends. This structure ensures that students receive opportunities to practice the targeted phonics patterns introduced in the lesson.
Evaluation for 4.3c
The grade 1 materials include decodable texts that provide cumulative practice with phonics skills previously taught in the lessons. In lesson 8, the educator introduces initial and final s‑blends, and the decodable texts “The Fast Stop” and “Skin Spots” containing twenty-six and thirty-two pattern words. These texts allow students to apply decoding of the s‑blend patterns taught in the lesson. The passages include other phonics skills patterns that were taught previously..
Cumulative practice also appears in lesson 7. In this lesson, the educator introduces short vowels a, e, i, o, and u, and the decodable texts “Gus and Peg” and “The Canyon” containing eighty-seven and eighty-one pattern words. These pattern words provide opportunities for students to practice decoding previously taught short‑vowel patterns.
Evaluation for 4.3d
Lessons in the materials provide opportunities to practice phonics skill in isolation. In grade 1, lesson 6, students complete practice activities for the short u sound such as word sorts and word completion activities with pictures. Students decode words for a word sort on page 34 in the Student Workbook and place words with the short u sound in the appropriate column. Later in the lesson, students practice the short u sound pattern in another activity completing words with pictures. Students fill in the missing sound of a word with a picture. Both activities give students repeated practice with the short u sound pattern in isolation.
The materials also contain opportunities for practice with the phonics skill in decodable text. In grade 1, lesson 6, students read the decodable texts “Gus and Liz” and “Bugs are Fun.” Students underline words with the short u sound pattern as they are decoding the passages to indicate understanding of the phonics skill. This activity provides practice in the short u sound pattern so that students move from isolated activities to identifying the pattern in decodable text.
Evaluation for 4.4a
The materials contain a variety of developmentally appropriate assessment tools, such as two diagnostic assessments (PASI and PSI), formative assessments (end-of-lesson), and summative assessments (end-of-unit). For example, the diagnostic assessment (PASI or PSI) captures specific student skill deficits. Educators can then strategically pinpoint what intervention is necessary.
The formative assessments (end-of-lesson) also show educators if students are in need of reteaching or extension. The end-of-lesson assessments identify students’ learning proficiency of the skills from the lesson. For example in the lesson 2 assessment, students write a word that the educator says that follows the phonics skills pattern from the week. Students spell words with a short a pattern.
Evaluation for 4.4b
The materials contain tools to monitor student progress in gaining grade level phonics skills systematically and accurately. For example, the formative assessments (end-of-lesson) monitor the students’ ongoing learning and demonstrate to educators which students are in need of reteaching or extension. The lesson 2 assessment includes the following activities based on the phonics pattern from the lessons of the week (short a vowel sound pattern): spelling words; word chain; check for understanding; sentence dictation; reading real words; and reading nonsense words.
The Observation Tracker formative assessment helps educators identify student struggles so that they can intervene and support the students’ learning of phonics skill. This document helps educators determine which area, encoding or decoding, the student is proficient or struggling in. Educators can then introduce a targeted intervention or extension activity for individual students.
Evaluation for 4.4c
Throughout the school year, assessment opportunities aligned to the assessment tools allow educators to monitor student progress. For example, the formative assessments (end-of-lesson) monitor students’ ongoing learning and demonstrate to educators which students are in need of reteaching or extension. Educators can then target specific skill deficits in small group instruction for students to gain proficiency. In the lesson 10 assessment, students complete the following activities for the initial r-blend: spelling, word chain, check for understanding, sentence dictation, reading real words, and reading nonsense words.
The Observation Tracker formative assessment helps educators to identify student proficiency so they can intervene and support the students’ learning of the phonics skill. This document assists educators in determining which skill the students need reteaching on, encoding or decoding.
Evaluation for 4.5a
The materials include tools that allow educators to record individual student performance and use that information to make instructional decisions. The Observation Tracker provides a place for educators to document student encoding and decoding data. Using this information, educators can identify specific skills that require reteaching and determine when small‑group instruction is necessary for targeted tier 2 intervention.
Additional data‑management tools appear elsewhere in the materials. The Phonics Focus for Primary Grades and Fluency allow educators to record student performance in areas such as phonemic awareness, letter‑sound drills, decoding, encoding, and other lesson components. These tools support educators in determining whether students need intervention, extension, or acceleration based on the recorded data.
Evaluation for 4.5b
The materials include data-management tools for tracking whole-class student progress to analyze patterns or needs of students for phonics instruction. For example, educators input and submit end-of-lesson assessment data into the Assessment Data-Management Tool, and the program shows a table or graph of student progress on all assessments by student or by skill.
Educators can input and submit end-of-unit assessment data into the Assessment Data-Management Tool. The table breaks down the assessment information into categories reflecting the skills from the unit. Educators use this data to identify what students need to reach proficiency. The tool totals the score from parts 1 and 2 of the assessment so that educators can quickly determine their next steps.
Evaluation for 4.5c
The materials contain guidance for educators on determining the frequency of progress monitoring based on students’ strengths and needs. Educators can use the Observation Tracker daily when students complete independent practice. Educators can make immediate decisions if students need intervention, extension, or acceleration.
At the conclusion of each lesson, educators administer end-of-lesson assessments to monitor student progress. They can use this data to make instructional decisions regarding student intervention, extension, or acceleration. The lesson 2 assessment includes the following activities based on the phonics pattern from the lessons of the week (short a vowel sound pattern): spelling words, word chain, check for understanding, sentence dictation, reading real words, and reading nonsense words.
Evaluation for 4.5d
The materials provide guidance for using progress‑monitoring data to plan instruction that supports students in reaching mastery of specific concepts. This includes routines for adjusting instruction when students require additional practice. Appendix C in the Assessment Guide includes “Routines for Small Group Instruction,” which outlines how educators can use student performance data to address identified concepts. When students are performing below the grade‑level proficiency threshold of 80 percent, the materials direct educators to incorporate tier 2 small‑group instruction to provide students with additional practice with the needed phonics skill.
The materials also provide a four‑step protocol for implementing small groups. This protocol includes using progress‑monitoring data to form groups of students who need practice with the same skill; reteaching the skill with varied strategies and scaffolded application tasks; and administering quick assessments to check for learning. These steps offer structured guidance for responding to student performance data and supporting students who have not yet reached proficiency.
4.1 Explicit (Direct) and Systematic Phonics Instruction
4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
The Scope and Sequence in the materials contains a sequenced snapshot of the lesson focus for each unit. This snapshot provides a systematic instruction of phonics. In grade 1, the skills begin with a grade K review of letters, sounds, and blending, then advances to short vowel (CVC) words, consonant blends and digraphs, long vowel silent-e words, and phonograms (i.e. -ing). These phonics skills appear in both isolation and decodable texts.
4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
THe materials include ongoing practice opportunities for students to continue practicing phonics skills. In each lesson, students follow a progression of practice activities to reinforce the phonics skill taught. For example, lesson 1, day 1 in grade 1, includes a grade K review of initial consonant letter sounds and names (i.e. f, n, p, t, and a) followed by the letter formation of those initial consonants. This ties together each letter name, sound, and letter formation.
4.2 Daily Instructional Sequence and Routines
4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
The daily lessons require explicit educator modeling in phonics instruction by using a variety of instructional approaches such as using manipulatives (colored chips), gestures for syllable types, and reinforcing reading-writing connections with various activities. These various tools provide students with hands-on activities to accommodate all learners. In grade 1, students practice sound-spelling mapping using phonics chips. Students use blue chips for consonants and red chips for vowels to spell the word gum.
4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
Evaluation for 4.2b
Evaluation for 4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
The materials provide educators with opportunities for explicit guided instruction including for corrective feedback. They include physical responses during daily lessons such as gesturing or pointing. Educators can monitor and adjust the instruction based on the student responses given. In grade 1, lesson 2, day 1, the educator explicitly instructs students on how to sort words with the short vowel pattern i: “(Display bit.) I’m going to look for the short i pattern. Watch the steps I use: 1. I find the vowel letter and touch under it. There is a single letter i followed by 1 consonant. 2. This word has the short i pattern. The vowel sound is /ĭ/. 3. The gesture looks like this. (Gesture and say “closed.”) 4. I place the word under the /ĭ/ itch column. (Don’t read the word yet.) Does anyone have any questions about the steps we are using right now?”
4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
Daily lessons contain a variety of opportunities for students to practice phonics skills through collaborative practice. In grade 1, lesson 2, day 5, the materials provide guidance for educators to support students to practice phonics skill in passage reading using choral reading circles. Students then progress to the “Compare and Justify” activity in the next portion of the lesson until they finally complete the “Comprehension–Written Response” section. This lesson structure allows for collaborative and independent learning of skills.
4.3 Ongoing Practice Opportunities
4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
Cumulative practice also appears later in the sequence. In grade 1, lesson 15, students review skills taught in lessons 8–11, including consonant blends. Lessons 12–14 continue the review of consonant digraphs, and lesson 15 includes activities that revisit the consonant digraphs /sh/, /th/, and /wh/. Students sort words, complete sound-spelling mapping, and read passages containing these digraphs, reflecting cumulative practice with previously taught phonics elements.
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
Evaluation for 4.3b
Evaluation for 4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
1 out of 1 points
Another example of opportunities for students to practice only taught phonics skills occurs in grade 1, lesson 8 in which students learn initial and final s-blends. Student practice opportunities in lesson 8 include sorting words, word completion with pictures, passage reading, and sound-spelling mapping of final s-blends. This structure ensures that students receive opportunities to practice the targeted phonics patterns introduced in the lesson.
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
Evaluation for 4.3c
Evaluation for 4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
Cumulative practice also appears in lesson 7. In this lesson, the educator introduces short vowels a, e, i, o, and u, and the decodable texts “Gus and Peg” and “The Canyon” containing eighty-seven and eighty-one pattern words. These pattern words provide opportunities for students to practice decoding previously taught short‑vowel patterns.
4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
2 out of 2 points
Evaluation for 4.3d
Evaluation for 4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
2 out of 2 points
The materials also contain opportunities for practice with the phonics skill in decodable text. In grade 1, lesson 6, students read the decodable texts “Gus and Liz” and “Bugs are Fun.” Students underline words with the short u sound pattern as they are decoding the passages to indicate understanding of the phonics skill. This activity provides practice in the short u sound pattern so that students move from isolated activities to identifying the pattern in decodable text.
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
Evaluation for 4.4a
Evaluation for 4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
The formative assessments (end-of-lesson) also show educators if students are in need of reteaching or extension. The end-of-lesson assessments identify students’ learning proficiency of the skills from the lesson. For example in the lesson 2 assessment, students write a word that the educator says that follows the phonics skills pattern from the week. Students spell words with a short a pattern.
4.4b
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
Evaluation for 4.4b
Evaluation for 4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
The Observation Tracker formative assessment helps educators identify student struggles so that they can intervene and support the students’ learning of phonics skill. This document helps educators determine which area, encoding or decoding, the student is proficient or struggling in. Educators can then introduce a targeted intervention or extension activity for individual students.
4.4c
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
Evaluation for 4.4c
Evaluation for 4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
The Observation Tracker formative assessment helps educators to identify student proficiency so they can intervene and support the students’ learning of the phonics skill. This document assists educators in determining which skill the students need reteaching on, encoding or decoding.
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
Evaluation for 4.5a
Evaluation for 4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
Additional data‑management tools appear elsewhere in the materials. The Phonics Focus for Primary Grades and Fluency allow educators to record student performance in areas such as phonemic awareness, letter‑sound drills, decoding, encoding, and other lesson components. These tools support educators in determining whether students need intervention, extension, or acceleration based on the recorded data.
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
Evaluation for 4.5b
Evaluation for 4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
Educators can input and submit end-of-unit assessment data into the Assessment Data-Management Tool. The table breaks down the assessment information into categories reflecting the skills from the unit. Educators use this data to identify what students need to reach proficiency. The tool totals the score from parts 1 and 2 of the assessment so that educators can quickly determine their next steps.
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.
2 out of 2 points
Evaluation for 4.5c
Evaluation for 4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
2 out of 2 points
At the conclusion of each lesson, educators administer end-of-lesson assessments to monitor student progress. They can use this data to make instructional decisions regarding student intervention, extension, or acceleration. The lesson 2 assessment includes the following activities based on the phonics pattern from the lessons of the week (short a vowel sound pattern): spelling words, word chain, check for understanding, sentence dictation, reading real words, and reading nonsense words.
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.
1 out of 1 points
Evaluation for 4.5d
Evaluation for 4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
1 out of 1 points
The materials also provide a four‑step protocol for implementing small groups. This protocol includes using progress‑monitoring data to form groups of students who need practice with the same skill; reteaching the skill with varied strategies and scaffolded application tasks; and administering quick assessments to check for learning. These steps offer structured guidance for responding to student performance data and supporting students who have not yet reached proficiency.
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
100% (108 out of 108 points)
Evaluation for 5.B.1a
The materials contain explicit and systematic instructional guidance on developing oral language. The Implementation Guide explains how the concepts and skills in the lessons progressively advance from simple to complex. The daily instructional routines, such as modeling, guided practice, and independent practice, provide occasions for students to repeat language modeled by the educator such as sound articulation, word pronunciation, and sentence syntax. In lesson 11, day 1, the materials include an “Oracy and Emergent Bilingual Support” box with a sentence stem for the educator to say: “Listen to this word strap. Say the sounds in order.” The lesson continues with a sentence stem for students to use: “The sounds in the strap are .../s/ /t/ /r/ /a/ /p/.” Later, in volume 3, lesson 26, day 2, the same “Oracy and Emergent Bilingual Support’ box prompts educators to ask students to “choose a word from the list. Think of a sentence using the word. Tell me your sentence.” The continued use of this lesson feature equips educators with systematic guidance to support oral language development.
The tool for elevating oracy in the Language in Literacy component provides recommendations to the educator on how to build a student’s oral language skills. The tool contains instructional strategies, scaffolds, and adaptations to support students’ acquisition of oracy. The tool includes sentence stems and instructional moves. Educators can use this guidance during instructional modeling and guided practice in the lessons.
Evaluation for 5.B.1b
Students engage in social communication for different purposes and audiences during the passage reading component of the lesson. The educator introduces the passage in lesson 2, day 1 by saying, “Our story today is about two friends who go to play tag and run into a sneaky cat.” The materials then ask students to respond to the prompt, “ Do you like to play tag with your friends?” This engages the students and bridges prior knowledge to the reading. Students have a moment of social conversation with their peers about a topic they might be familiar with and can discuss.
Students can engage in academic communication for different purposes and audiences with the Collaborative Learning Cards included in the materials. They consist of nine cards for use in reinforcing the academic vocabulary from the lesson. In the “Team Sort” on card 8, students in small groups sort word cards according to an academic vocabulary word such as closed syllable or short vowel.
Evaluation for 5.B.1c
The materials provide opportunities for students to ask questions and engage in discussion to understand information. After explicit educator-led instruction on reading the pattern word kitten and breaking the word into syllables for lesson 7 day 3, the educator asks, “Is there something you did not understand that you want to ask about?” Students can ask questions to enable the educator to clear up any misconceptions or errors in thinking about the learning.
The Collaborative Learning Cards in the materials provide opportunities for students to listen actively and share information and ideas. The “Turn and Teach” card requires partners take turns teaching the concept to each other. Students must listen actively and then share information about the skill explicitly taught in that lesson. This authentic opportunity can reinforce student learning.
Evaluation for 5.C.1a
This guidance is not applicable to grade 1, grade 2, and grade 3 because it only applies to kindergarten.
Evaluation for 5.C.1b
This guidance is not applicable to grade 1, grade 2, and grade 3 because it only applies to kindergarten.
Evaluation for 5.C.1c
This guidance is not applicable to grade 1, grade 2, and grade 3 because it only applies to kindergarten.
Evaluation for 5.C.1d
This guidance is not applicable to grade 1, grade 2, and grade 3 because it only applies to kindergarten.
Evaluation for 5.C.2a
The Teacher’s Edition provides guidance for educators on explicitly introducing letter sound relationships to apply decoding and encoding. In lesson 3 day 1, the educator introduces the short i letter-sound relationship by displaying the word bit. The educator models the process of identifying the vowel followed by the consonant. After identifying the vowel as a short i, the educator then instructs the students to make a closed fist gesture indicating a closed syllable. The educator places the word bit into the sorting column for itch. The students are then ready to decode words to determine if it has a short i sound and place the words in the corresponding column in the Student Workbook. On day 3 of the same lesson, students encode words with a short i sound on a sound-spelling map using student phonics chips. Students encode five words with a short i sound.
The Scope and Sequence systematically introduces letter sound relationships in an order to apply basic decoding and encoding. Beginning in lesson 1, students review cvc words (short vowel), continuing with consonant blends, consonant digraphs, long vowel silent-e words, and phonograms. At the end of grade 1, the materials introduce grade 2 skills such as predictable vowel teams /ee/ and unpredictable vowel teams /ea/.
Evaluation for 5.C.2b
In the Implementation Guide, Appendix D “Corrective Feedback for Positive Achievement” gives educator guidance with scripted feedback responses based on the component of the lesson needed. Guidance includes sound identification, sound articulation, letter-sound correspondence, phonological awareness, word reading, word sorting, and word writing. Educators can utilize these scripted responses during instruction and practice with the phonics skill for common student errors. Corrective feedback for sound identification includes, “The word is__? What’s the word? Let’s finger-stretch the sounds in the word ___. I hear (or do not hear) the sound ___ in the word ___.”
The materials in grade 1 include explicit instruction focused on connecting phonemes to letters within words and addresses common errors within the educator script. For example on lesson 2, day 2, it says, “Today we’re going to read short a and nasal a words. Nasal a words follow the short a pattern except for one thing—the short a sound changes. The sound changes because the vowel letter a is followed by the sound /m/ or /n/.” Educators receive additional guidance in the appendix in the Implementation Guide on how to give students feedback based on common misconceptions. If students exhibit the common misconception of confusing letter names with letter sounds, the instructional dialogue provided states, “I hear you saying the letter’s name—“double-u.” That is the name of the letter. I am asking you for the sound for the letter w. Watch my mouth: /w/. Your turn. What is the sound for w? /w/ Yes, /w/. Let’s try it in the word wag: /w/ /ă/ /g/.”
Evaluation for 5.C.2c
There are a variety of activities for students to develop, practice, and reinforce the understanding of letter-sound correspondence to decode one-syllable words in isolation. In lesson 3, day 1 the educator explicitly teaches the students about the short i sound using the word bit. First, the educator models the task, saying, “Find the vowel letter and touch it. There is a single letter i followed by one consonant, so this word has a short i pattern so I make a closed fist gesture. I place the word under the i itch column.” Students then complete the word sort following this process.
There are a variety of activities for students to develop, practice, and reinforce the understanding of letter-sound correspondence to decode one-syllable words in decodable text. Students read two passages in lesson 3, “The Tip for a Big Hit” and “Big Rigs.” The educator models the first section of each text (until the black line), showing students as they decode, they underline words that have the short i pattern. Students complete the section of both texts under the black line independently.
Evaluation for 5.D.1a
The grade 1 Scope and Sequence presents a systematic sequence for introducing phonological awareness activities. Beginning in lesson 1, student activities address syllables, onset‑rimes, and phoneme segmentation. Lesson 6, days 1–5, includes a “Phonological Awareness Warm‑Up” in which students segment phonemes in words such as as (/a/ /z/) on day 1, hen (/h/ /e/ /n/) on day 2, lad (/l/ /a/ /d/) on day 3, ham (/h/ /a/ /m/) on day 4, and act (/a/ /k/ /t/) on day 5. In lesson 11, students continue segmenting phonemes in words such as shack (/sh/ /a/ /k/) on day 1, sharp (/sh/ /ar/ /p/) on day 2, smash (/sm/ /a/ /sh/) on day 3, smell (/sm/ /e/ /l/) on day 4, and sled (/sl/ /e/ /d/) on day 5.
Lessons progress in complexity as phoneme addition and segmentation begin in lesson 8 which focuses on initial and final s‑blends. In this lesson students practice phoneme addition such as changing last to blast. More complex phoneme manipulation skills, including deleting and substituting phonemes, begin in lesson 12. In lesson 16, which addresses long vowel silent‑e and long a, students practice phoneme deletion such as changing flash to lash. This progression shows that simpler phonological awareness skills appear in earlier lessons, while later lessons introduce more complex skills.
Evaluation for 5.D.1b
The grade 1 materials include explicit instruction for teaching phonological awareness skills and providing corrective feedback for common student errors. In the Implementation Guide Appendix D, the “Corrective Feedback for Positive Achievement” resource offers educators a detailed script for responding to errors in phonological awareness activities. The script directs educators to identify the error; explain the mistake; provide a strategy or scaffold; practice the strategy or scaffold; and remove the scaffold when appropriate, with each step supported by specific language and actions. In lesson 3, day 3, if a student makes an error with the word if during the sound-spelling mapping activity, the educator gives immediate feedback by reminding the student that red chips represent vowels and blue chips represent consonants.
In the appendix of the Implementation Guide, the materials include explicit instruction for educators to use explanatory feedback for student misconceptions in phonological awareness activities If students exhibit the common misconception of confusing syllables and sounds, the instructional guidance provided states, “You said the word cat has one sound. The word cat has one syllable, but it has three sounds. To identify the number of sounds in a word, we can finger-stretch all the sounds. Let’s finger-stretch and say all the sounds in the word cat: /k/ /ă/ /t/. How many sounds are in cat? 3.”
Evaluation for 5.D.1c
The grade 1 materials include a variety of activities that support students in using memory‑building strategies to develop, practice, and reinforce phonological awareness skills. Lesson 7 begins with a “Phonological Awareness Warm-Up,” followed by sorting words based on their short vowel sound. Next, students build words using the short-vowel sounds in their Student Workbook. The final two student activities are word completion with pictures for students to write the missing short vowel sound from the picture clue. For example, a picture of a bag with the text “b_g” underneath for students to fill in the missing short vowel. Additionally, students underline the short vowel words in a passage about a kid and two pet cats. These activities provide repeated practice with short vowel phonological awareness skills.
There are a variety of activities in lesson 10, grade 1, beginning with a “Phonological Awareness Warm-Up,” followed by sorting words based on an initial r-sound. Next, students practice sound-spelling mapping in their Student Workbook. The final student activity involves underlining words in a passage with initial r-sounds about someone helping a friend, Brad, with crops, pigs, and traps. These activities in Lesson 10 allow students to develop, practice, and reinforce the phonological awareness skill of the initial r- sound.
Evaluation for 5.D.2a
Phonemic awareness activities that begin with identifying, blending, and segmenting phonemes are contained in the materials. In grade 1, lesson 4, day 3, students begin with adding phonemes in the “Phonological Awareness Warm-Up” for words such as mass to mask. Later in the lesson, students practice blending with sound-spelling mapping with student phonics chips for words such as brass. These activities allow students to practice segmenting and blending phonemes.
Lesson 10 in grade 1 also includes multiple activities that reinforce phonological awareness. Students begin with a “Phonological Awareness Warm‑Up” and then sort words based on an initial r‑sound. They continue with sound‑spelling mapping in their student workbook. The final activity asks students to underline words with initial r‑sounds in a passage about helping a friend, Brad, with crops, pigs, and traps. These activities allow students to develop, practice, and reinforce the phonological awareness skill of identifying initial r‑sounds.
Evaluation for 5.D.2b
The materials provide for explicit instruction for teaching phonemic awareness skills including feedback for students on common errors. In the Implementation Guide Appendix D, the materials have “Corrective Feedback for Positive Achievement” providing educators with a detailed script of responses to errors in phonological awareness activities. The script directs educators to identify the error; explain the mistake; provide a strategy or scaffold; practice the strategy or scaffold; and then remove the scaffold when appropriate. Each of these steps include specific, scripted language and actions to use with students to ensure implementation of the corrective feedback. In lesson 11, day 4, students practice segmenting phonemes such as soft /s/ /o/ /f/ /t/. If students do not segment correctly, educators can provide a strategy or a scaffold to help the student recognize the error.
In the appendix of the Implementation Guide, the materials include explicit instructions for educators to use explanatory feedback for student misconceptions in phonemic awareness activities. If students exhibit the common misconception of, “Treating a blend as one phoneme (st in stop as one sound),” the instructional dialogue provided states, “You counted three sounds in the word flip. Listen and watch me. I will finger-stretch and say the sounds in flip: /f/ /l/ /ĭ/ /p/. Now, you try it. Finger-stretch and say the sounds in flip with me: /f/ /l/ /ĭ/ /p/. How many sounds? 4.”
Evaluation for 5.D.2c
The grade 1 materials include explicit guidance for connecting phonemic awareness skills to the alphabetic principle to support students as they transition from oral language activities to basic decoding and encoding. The Implementation Guide describes orthographic mapping through the sound‑spelling mapping routine, which appears multiple times across the program. The guidance states: “Using color‑coded chips in this routine offers a multimodal experience that strengthens phonological awareness. Engaging students visually, kinesthetically, and auditorily, it solidifies sound‑symbol relationships.” After students place the chips, they map each chip to the corresponding letter or letter combination on their mats. Next they verbalize each sound and write the grapheme beneath the chip. Finally, students identify the syllable pattern, use a gesture to indicate the syllable type, and read the word. This routine provides structured steps for linking phonemic awareness to print.
The Teacher’s Edition includes lesson‑level applications of this routine. In lesson 9, students use sound‑spelling mapping to encode words with final ‑l and ‑t blends such as last and lift. In the same lesson, students decode words in the “Phonics Pattern” section. These activities give students opportunities to apply phonemic awareness skills to both encoding and decoding tasks within daily instruction.
Evaluation for 5.D.2d
Students have opportunities to develop, practice, and reinforce phonemic awareness skills across lessons in grade 1. In lesson 10, day 1, students begin with a “Phonological Awareness Warm‑Up” focused on phoneme addition. The remainder of the lesson follows a sequence of activities: sorting words, completing sound‑spelling mapping, and reading a passage. These activities provide structured practice with the targeted phonemic awareness skill.
As the lesson progresses across days, the student activities vary. In lesson 10, day 2, students begin with the “Phonological Awareness Warm‑Up” and then read pattern words and compare/contrast words. They continue with additional sound‑spelling mapping and passage reading. These varied activities allow students to develop, practice, and reinforce the phonemic awareness skill presented in the lesson.
Evaluation for 5.E.1a
The grade 1 Scope and Sequence presents a systematic sequence for introducing grade‑level sound‑spelling patterns. The lessons begin with a review of short vowels and then move to initial and final blends. Instruction continues with consonant digraphs, silent‑e patterns, and phonograms. This sequence organizes phonics instruction so students encounter foundational patterns before progressing to more advanced spelling features.
The Implementation Guide includes a comprehensive unit overview that identifies the lesson focus and spelling patterns addressed in each unit. Lesson 5 covers the short vowel pattern /e/, and lesson 16 introduces the long vowel silent‑e pattern. These unit‑level descriptions outline how sound‑spelling patterns develop across the instructional sequence. Together, the Scope and Sequence and unit overview show how the materials introduce and build grade‑level sound‑spelling patterns in grade 1.
Evaluation for 5.E.1b
The grade 1 materials include guidance for educators for providing explicit instruction on grade‑level sound‑spelling patterns. In lesson 10, day 1, the educator introduces initial r‑blends using a detailed script. The script states, “Today we are learning to read and spell closed-syllable words with the initial r‑blend. When there are two consonants side-by-side before the vowel and one is the letter r, it is an initial r‑blend. Each consonant in a blend is pronounced. Repeat it with me: An initial r‑blend has two consonants side-by-side before the vowel. Each consonant in a blend is pronounced. The r‑blends in this lesson are in the initial position. Where do we find an initial blend? At the beginning of a word. Let’s review the closed-syllable pattern because the r‑blend words we’ll see in this lesson are closed syllables. Closed-syllable words have one vowel letter followed by one or more consonants, and the vowel sound is short. Repeat it with me: Closed-syllable words have one vowel letter followed by one or more consonants, and the vowel sound is short. The gesture for the closed syllable is a closed fist.” This script provides explicit instructional language and gestures for teaching initial r‑blends within closed syllables.
In lesson 21, day 1, the educator provides instruction on open and closed syllables with silent‑e patterns. The script states, “Today we are reviewing words with the closed and long vowel silent‑e patterns. Closed-syllable words have one vowel letter followed by one or more consonants, and the vowel sound is short. Long vowel silent‑e words have a single vowel, a single consonant, an e at the end, and the vowel sound is long. Let’s review. What is the closed-syllable pattern? Repeat it with me: Closed-syllable words have one vowel letter followed by one or more consonants, and the vowel sound is short. Gesture and say the syllable type. What is the long vowel silent‑e syllable pattern? Repeat it with me: Long vowel silent‑e words have a single vowel, a single consonant, an e at the end, and the vowel sound is long.” These scripts outline the instructional language educators use to review and reinforce closed syllables and long vowel silent‑e patterns in grade 1.
Evaluation for 5.E.1c
Students develop sound-spelling knowledge patterns when educators deliver whole group instruction for the phonics skill pattern. Educators use the detailed scripted lessons in the Teacher’s Edition, and use hand gestures. Students practice the sound-spelling pattern through various activities in the Student Workbook such as word sorts and finding patterns in words. Students reinforce the phonics skills pattern in various reading and writing activities, as well as reading a decodable text containing the previous skills patterns taught for cumulative review.
In lesson 7, days 1–5, students review all the short vowel patterns. Students complete a “Phonological Awareness Warm-Up,” and transition into phonics patterns, writing, and passage reading. These activities demonstrate students are developing, practicing, and reinforcing the short vowel phonics pattern. The sequence demonstrates how students engage with the targeted sound‑spelling patterns throughout lesson 7.
Evaluation for 5.E.1d
The materials include multiple student activities in grade 1 that support decoding in isolation and in connected decodable text. In lesson 6, students decode words such as bun and bin in the “Sort Words” portion of the lesson. Later in the lesson, students read the decodable text “Gus and Liz,” which provides additional practice with the short vowel /u/. These activities give students repeated opportunities to apply decoding skills with the targeted vowel pattern.
On day 2 of the same lesson, students practice encoding using the sound-spelling maps with student phonics chips. Students move sound chips into boxes, and then write the letters to spell the words such as gum. This activity also uses the us through mug word set (jug, bus, cop.) The word cop does not have the short u vowel pattern, so it is a review from a previously taught sound-spelling pattern. On day 4 of the same lesson, students find words in sentences that have the short /u/ sound and write them in their Student Workbook. For example, “Gus and Liz have fun in the mud.” These activities allow students to develop, practice, and reinforce decoding and encoding skills with the short /u/ vowel pattern.
Evaluation for 5.E.2a
The materials provide a systematic sequence for introducing regular high‑frequency words in the Implementation Guide. A “Dolch Words in Frequency Order” chart appears in Appendix E, offering a list of words organized by frequency. In lesson 3, day 4, the materials present a word grid of high‑frequency words such as of, his, and had, giving students early practice with common words. The chart shows forty-one high‑frequency words explicitly taught in grade 1, indicating a defined set of targets for instruction. These components demonstrate how the materials sequence regular high‑frequency word instruction across the year.
Explicit instruction of irregular high‑frequency words begins in lesson 12, day 5. The materials call these “heart words,” signaling that students must memorize the parts of the word that do not follow predictable patterns. Words such as the and was do not follow sound‑spelling patterns, and the materials instruct educators to teach students to recognize them using the sound‑spelling mapping activity to indicate which part of the word needs to be memorized. This approach provides a consistent routine for addressing irregular words that cannot be decoded using standard phonics rules. These lessons show how the materials introduce irregular high‑frequency words in grade 1.
Evaluation for 5.E.2b
The materials contain guidance for educators to provide explicit instruction for decoding and encoding regular high-frequency words. In grade 1, lesson 7, day 4, the educator displays a high-frequency word grid to students, including the words were, them, and could. The educator prompts students to decode each word by saying, “Word?” at each box, giving students a routine for reading high‑frequency words. Later in the lesson, students use sound-spelling mapping to practice encoding high-frequency words such as at, applying phoneme‑grapheme correspondence to write the word. These lesson routines show that students receive explicit instruction in decoding and encoding regular high‑frequency words.
The materials include guidance for educators on providing explicit instruction for irregular high-frequency words. In lesson 12, day 5, students use the sound-spelling mapping activity to decode and encode the heart word the. Educator guidance from the detailed script states, “Today we’re going to be spelling words that don’t fit the patterns we’ve learned. Watch how I use the sound-spelling mapping paper. Remember, each box holds only one sound. The word is the. Word? the. Finger-stretch the. /th/ /ŭ/. How many sounds? 2 How many boxes? 2 I place a dot in the bottom right corner of two boxes. Watch me write the letter or letters that represent each sound. What is the first sound? /th/ Which letter or letters? th. I write it in the first box. Next sound? /ŭ/. The /ŭ/ vowel sound is spelled with the letter e in the word the. I write it in the second box. I draw a heart in this box for the one unexpected spelling. Word? the.” This explicit instruction helps students to decode and encode irregular high-frequency words.
Evaluation for 5.E.2c
The materials provide a variety of activities for students to develop, practice, and reinforce skills of decoding and encoding regular high-frequency words. Students develop this skill in lesson 11, day 4. The educator displays a high-frequency word grid, prompting students to decode each word. Words on the grid include regular high-frequency words such as how and know. Within the same lesson on day 5, students practice encoding regular high-frequency words. They must decide how many sounds are in each word and put them into columns. These words repeat in other lessons, such as but, with, and want, so students can practice and reinforce their knowledge of regular high-frequency words.
The materials also include a variety of activities for students to develop, practice, and reinforce decoding and encoding irregular high-frequency words. The Implementation Guide states that there are thirty-two irregular high-frequency words in the program. In lesson 13, day 5, students develop and encode the irregular high-frequency words they and four, using the sound-spelling mapping. The routine in the Teacher’s Edition requires students to practice two heart words per lesson on day 5, providing further practice with these irregular high-frequency words. During the “Sentence Dictation” portion of lesson 13, day 5, students reinforce encoding of the irregular high-frequency words. In lesson 14, day 5, students develop, practice, decode, and encode the irregular high-frequency words was and what.
Evaluation for 5.E.2d
Students read high‑frequency words in isolation and in connected text through a variety of activities in the materials. In lesson 3, day 2, students decode words such as sit and ran in the “Reading Pattern Words” section, giving them practice with reading high‑frequency words on their own. Students also read high‑frequency words in lesson 3 in the connected text “The Tip for a Big Hit,” where words such as and, want, and to appear throughout the passage. These opportunities allow students to encounter high‑frequency words in both isolated practice and meaningful text. Students have many opportunities to decode high‑frequency words in the materials.
Students write high‑frequency words in both isolation and in connected text in the materials. In lesson 3, day 2, students use sound‑spelling mapping to encode the high‑frequency words it and sit, applying phoneme‑grapheme correspondence to write each word. Students also practice encoding high‑frequency words while writing sentences in lesson 3, day 5. In this activity in the “Writing Sentences” section, students write sentences such as “The pig is in a wig,” which include high‑frequency words such as the, is, in, and a. Students practice writing high‑frequency words in every lesson
Evaluation for 5.E.3a
The Scope and Sequence Alignment to the TEKS document shows the systematic sequence for teaching the syllable types. Lessons 2–14 teach closed syllables, which align with the instruction on short vowel sounds and CVC words. Lesson 16 introduces VCe syllables, transitioning to vowel teams and open syllables in lesson 26, and finally, in lesson 29, r-controlled syllables. This structured sequence helps build a strong foundation for reading and spelling. In lesson 1, day 2, students practice reading and spelling words with a closed syllable such as dab and his.
The materials include syllable division principles. Students practice sorting two-syllable words such as himself and chipmunk. The materials guide students to identify the vowels in the word, linking the knowledge that if a word has two vowel sounds, it has two syllables. Students continue to practice dividing words into syllables in this activity. With this practice, students identify where to break apart a two-syllable word.
Evaluation for 5.E.3b
The materials guide educators in explicitly teaching students to apply their knowledge of syllable types during decoding and encoding activities. In lesson 3, day 2, students practice decoding words with a closed syllable such as dab and his in the “Reading Pattern Words” section. Next, students encode using sound-spelling mapping to practice closed-syllable words such as big and it. This practice allows students to decode and encode, becoming more familiar with syllable type identification.
The materials guide educators in explicitly teaching students to apply their knowledge of syllable types to decode and encode on-syllable words. In lesson 6, students practice decoding closed syllables in the text “Gus and Liz.” Closed one-syllable words in the passage include fun and hug. Additionally, in lesson 6, day 1, students sort closed one-syllable words such as cup and dug. This explicit instruction helps students decode and encode one-syllable words.
Evaluation for 5.E.3c
The materials provide a variety of activities for students to develop, practice, and reinforce skills to decode one-syllable words through cumulative review. In lesson 5, students receive explicit instruction on the short e pattern. Students develop this skill through the “Sort Words” activity with the word let, provided through educator guidance. Students then practice decoding one-syllable words through the “Reading Pattern Words” activity. Later, students decode a passage “Ned and Meg at the Vet” to reinforce decoding the short e pattern. Students get cumulative review in both activities. The activity includes one-syllable words such as got and win for cumulative review. Additionally, dog and van are in the “Read a Passage” activity.
In lesson 5, students continue to develop, practice, and reinforce encoding of one-syllable words with the short e pattern through various activities. Students develop and practice this skill through the “Pattern and Contrast” words activity with the word pet, provided through educator guidance. Later, students reinforce encoding in the sound-spelling mapping activity. One-syllable words in these activities include web and bit , for cumulative review.
Evaluation for 5.E.3d
The Teacher’s Edition includes a variety of activities and resources such as word sorts, pattern word lists, and decodable texts to support students in using their knowledge of syllable types to decode words in both isolation and connected text. For example, in lesson 5, day 3, students read short vowel e words in isolation from a pattern word list, as well as previously taught phonics patterns. Students continue their practice in other activities throughout the lesson such as “Word Reading Accuracy,” “Finding Pattern Words in Sentences,” and “Fluency: Reading Words and Phrases.” The students decode words in connected text in lesson 5 in the decodable passages “Ned and Meg at the Vet” and “A Red Lab.” Students practice using their knowledge of syllable types to decode throughout the materials.
The Teacher’s Edition includes a variety of activities and resources such as “Sort Words;” “Writing Pattern and Contrast Words;” “Sound-Spelling Mapping with Phonics Chips;” and “Sentence Dictation” to support students in using their knowledge of syllable types to encode words both in isolation and connected text. For example, in lesson 5, day 2, students write short vowel e words in isolation, spelling and sorting pattern and contrast words. In lesson 5, day 5, the students encode short vowel e words in connected text, writing the sentences, “A red lab is a good pet” and “The vet set her leg.” Students practice using their knowledge of syllable types to encode, with opportunities provided throughout the materials.
Evaluation for 5.E.4a
The Scope and Sequence outlines a clearly defined progression for the introduction of grade 1 morphemes. The sequence begins with instruction on the inflectional ending -ed in lessons 1 to 7. Lesson 7, day 4 contains explicit instruction for adding an -ed to the end of words in the “Morphology” section. Students practice changing words from fish to fished, bake to baked, and tap to tapped. Students practice adding morphemes to base words throughout many lessons of the materials.
As the lessons progress, students learn the -er and -est in lessons 12–15. Students practice changing words such as hard to harder/hardest, pretty to prettier/prettiest, and hot to hotter/hottest in lesson 15, day 4. Students continue to practice adding these inflectional endings to words. Students practice this skill to identify the different rules associated with adding the morpheme.
Evaluation for 5.E.4b
The Teacher’s Edition provides explicit educator guidance through scripts to help students use their understanding of morpheme meanings to support encoding, decoding, and reading comprehension. The script for lesson 15, day 4 states, “Now we learn how to add the endings -er and -est to an adjective, which is a describing word. Let’s review this table, which explains the rules for adding -er and -est to words.” The materials then provide a rule table that provides different adjectives plus -er and -est and their corresponding spelling rules. The educator then models how to decode, encode, and comprehend the word bigger. The educator guidance supports students in understanding how to add these morphemes to base words.
The Teacher’s Edition provides explicit guidance for educators through scripts to help students use their understanding of the meaning of morphemes to support encoding, decoding, and reading comprehension. The script for lesson 21, day 2 states, “We practiced how to add the past tense ending -ed to a verb. Today we will learn the rules for adding two other endings to verbs: -ing and -s/-es. The rules are the same for adding -ing and -s/-es as for adding -ed. Let’s review the three rules.” The materials then provide a rule table that presents different verbs plus -ing and -s/-es and their corresponding spelling rules. The educator then models how to decode, encode, and comprehend the word dressing/dresses. The educator guidance supports student understanding of adding these morphemes to base words.
Evaluation for 5.E.4c
The Teacher’s Edition provides a variety of activities and resources, such as rule tables and the Student Workbook, to develop, practice, and reinforce grade 1 morphological skills. Lesson 7, day 4 develops the inflected ending -ed with a rule table to display examples along with explicit educator modeling. Students then practice rule three, doubling the final consonant to add the suffix in the Student Workbook. The decodable passage in lesson 18, “The Grebes of Lake Meke,” reinforces cumulative review by including the word tufted. These activities provide opportunities for students to develop, practice, and reinforce morphological skills.
The Teacher’s Edition provides a variety of activities and resources, such as rule tables and the Student Workbook, to develop, practice, and reinforce grade 1 morphological skills. Lesson 15, day 4 develops the inflected endings -er and -est with a rule table to display examples along with explicit educator modeling. Students then practice the rules in the Student Workbook with the words big, funny, and rich. The passage in lesson 22, “Sing to the Ring of Bells,” reinforces cumulative review by including the word ringers. These activities provide students the opportunity to develop, practice, and reinforce morphological skills.
Evaluation for 5.E.4d
The Teacher’s Edition includes a variety of activities for students to decode words with morphemes in isolation and with decodable text that builds on previous instruction. Students additionally use rule tables in their Student Workbooks to decode words with morphemes in isolation. In lesson 25, day 1, students review the suffix -ed by identifying the number of the rule that applies to the word, then decoding the word with the suffix. Also in lesson 25, students decode words with morphemes, such as linked, in the passage “A Walk in the Mall.” With this varied practice, students decode words with morphemes in both isolation and in decodable text.
The Teacher’s Edition includes a variety of activities for students to encode words with morphemes that build on previous instruction both in isolation and in decodable text. Students additionally use rule tables in their Student Workbooks to decode words with morphemes in isolation. In lesson 25, day 1, students review the suffix -ed by identifying the number of the rule that applies to the word, then encoding the word with the suffix, such as petted. In lesson 30, day 5, students encode words with morphemes, such as unzip, in the “Sentence Writing” activity. With this varied practice, students encode words with morphemes in both isolation and decodable text.
5.B.1 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). (T)
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). (T)
8 out of 8 points
Evaluation for 5.B.1a
Evaluation for 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). (T)
8 out of 8 points
The tool for elevating oracy in the Language in Literacy component provides recommendations to the educator on how to build a student’s oral language skills. The tool contains instructional strategies, scaffolds, and adaptations to support students’ acquisition of oracy. The tool includes sentence stems and instructional moves. Educators can use this guidance during instructional modeling and guided practice in the lessons.
5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
Evaluation for 5.B.1b
Evaluation for 5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
Students can engage in academic communication for different purposes and audiences with the Collaborative Learning Cards included in the materials. They consist of nine cards for use in reinforcing the academic vocabulary from the lesson. In the “Team Sort” on card 8, students in small groups sort word cards according to an academic vocabulary word such as closed syllable or short vowel.
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. (S)
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
Evaluation for 5.B.1c
Evaluation for 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. (S)
4 out of 4 points
The Collaborative Learning Cards in the materials provide opportunities for students to listen actively and share information and ideas. The “Turn and Teach” card requires partners take turns teaching the concept to each other. Students must listen actively and then share information about the skill explicitly taught in that lesson. This authentic opportunity can reinforce student learning.
5.C.1 Alphabet Knowledge (K only)
5.C.1a
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 applicable.
Evaluation for 5.C.1a
Evaluation for 5.C.1a
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
Not applicable.
5.C.1b
Materials include teacher guidance 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) (T)
Materials include teacher guidance 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) (T)
Not applicable.
Evaluation for 5.C.1b
Evaluation for 5.C.1b
Materials include teacher guidance 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) (T)
Not applicable.
5.C.1c
Materials include teacher guidance 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) (T)
Materials include teacher guidance 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) (T)
Not applicable.
Evaluation for 5.C.1c
Evaluation for 5.C.1c
Materials include teacher guidance 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) (T)
Not applicable.
5.C.1d
Materials include a variety of activities and/or 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) (S).
Materials include a variety of activities and/or 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) (S).
Not applicable.
Evaluation for 5.C.1d
Evaluation for 5.C.1d
Materials include a variety of activities and/or 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) (S).
Not applicable.
5.C.2 Letter-Sound Correspondence
5.C.2a
Materials explicitly (directl), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
Materials explicitly (directl), 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
Evaluation for 5.C.2a
Evaluation for 5.C.2a
Materials explicitly (directl), 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
The Scope and Sequence systematically introduces letter sound relationships in an order to apply basic decoding and encoding. Beginning in lesson 1, students review cvc words (short vowel), continuing with consonant blends, consonant digraphs, long vowel silent-e words, and phonograms. At the end of grade 1, the materials introduce grade 2 skills such as predictable vowel teams /ee/ and unpredictable vowel teams /ea/.
5.C.2b
Materials include teacher guidance 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) (T)
Materials include teacher guidance 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) (T)
2 out of 2 points
Evaluation for 5.C.2b
Evaluation for 5.C.2b
Materials include teacher guidance 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) (T)
2 out of 2 points
The materials in grade 1 include explicit instruction focused on connecting phonemes to letters within words and addresses common errors within the educator script. For example on lesson 2, day 2, it says, “Today we’re going to read short a and nasal a words. Nasal a words follow the short a pattern except for one thing—the short a sound changes. The sound changes because the vowel letter a is followed by the sound /m/ or /n/.” Educators receive additional guidance in the appendix in the Implementation Guide on how to give students feedback based on common misconceptions. If students exhibit the common misconception of confusing letter names with letter sounds, the instructional dialogue provided states, “I hear you saying the letter’s name—“double-u.” That is the name of the letter. I am asking you for the sound for the letter w. Watch my mouth: /w/. Your turn. What is the sound for w? /w/ Yes, /w/. Let’s try it in the word wag: /w/ /ă/ /g/.”
5.C.2c
Materials include a variety of activities and/or 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) (S)
Materials include a variety of activities and/or 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) (S)
6 out of 6 points
Evaluation for 5.C.2c
Evaluation for 5.C.2c
Materials include a variety of activities and/or 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) (S)
6 out of 6 points
There are a variety of activities for students to develop, practice, and reinforce the understanding of letter-sound correspondence to decode one-syllable words in decodable text. Students read two passages in lesson 3, “The Tip for a Big Hit” and “Big Rigs.” The educator models the first section of each text (until the black line), showing students as they decode, they underline words that have the short i pattern. Students complete the section of both texts under the black line independently.
5.D.1 Phonological Awareness (K-2)
5.D.1a
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level 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 grade-level 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)
2 out of 2 points
Evaluation for 5.D.1a
Evaluation for 5.D.1a
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level 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)
2 out of 2 points
Lessons progress in complexity as phoneme addition and segmentation begin in lesson 8 which focuses on initial and final s‑blends. In this lesson students practice phoneme addition such as changing last to blast. More complex phoneme manipulation skills, including deleting and substituting phonemes, begin in lesson 12. In lesson 16, which addresses long vowel silent‑e and long a, students practice phoneme deletion such as changing flash to lash. This progression shows that simpler phonological awareness skills appear in earlier lessons, while later lessons introduce more complex skills.
5.D.1b
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) (T)
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) (T)
2 out of 2 points
Evaluation for 5.D.1b
Evaluation for 5.D.1b
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) (T)
2 out of 2 points
In the appendix of the Implementation Guide, the materials include explicit instruction for educators to use explanatory feedback for student misconceptions in phonological awareness activities If students exhibit the common misconception of confusing syllables and sounds, the instructional guidance provided states, “You said the word cat has one sound. The word cat has one syllable, but it has three sounds. To identify the number of sounds in a word, we can finger-stretch all the sounds. Let’s finger-stretch and say all the sounds in the word cat: /k/ /ă/ /t/. How many sounds are in cat? 3.”
5.D.1c
Materials include a variety of activities and/or 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) (S)
Materials include a variety of activities and/or 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) (S)
4 out of 4 points
Evaluation for 5.D.1c
Evaluation for 5.D.1c
Materials include a variety of activities and/or 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) (S)
4 out of 4 points
There are a variety of activities in lesson 10, grade 1, beginning with a “Phonological Awareness Warm-Up,” followed by sorting words based on an initial r-sound. Next, students practice sound-spelling mapping in their Student Workbook. The final student activity involves underlining words in a passage with initial r-sounds about someone helping a friend, Brad, with crops, pigs, and traps. These activities in Lesson 10 allow students to develop, practice, and reinforce the phonological awareness skill of the initial r- sound.
5.D.2 Phonemic Awareness (K-2)
5.D.2a
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
Evaluation for 5.D.2a
Evaluation for 5.D.2a
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
Lesson 10 in grade 1 also includes multiple activities that reinforce phonological awareness. Students begin with a “Phonological Awareness Warm‑Up” and then sort words based on an initial r‑sound. They continue with sound‑spelling mapping in their student workbook. The final activity asks students to underline words with initial r‑sounds in a passage about helping a friend, Brad, with crops, pigs, and traps. These activities allow students to develop, practice, and reinforce the phonological awareness skill of identifying initial r‑sounds.
5.D.2b
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) (T)
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) (T)
2 out of 2 points
Evaluation for 5.D.2b
Evaluation for 5.D.2b
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) (T)
2 out of 2 points
In the appendix of the Implementation Guide, the materials include explicit instructions for educators to use explanatory feedback for student misconceptions in phonemic awareness activities. If students exhibit the common misconception of, “Treating a blend as one phoneme (st in stop as one sound),” the instructional dialogue provided states, “You counted three sounds in the word flip. Listen and watch me. I will finger-stretch and say the sounds in flip: /f/ /l/ /ĭ/ /p/. Now, you try it. Finger-stretch and say the sounds in flip with me: /f/ /l/ /ĭ/ /p/. How many sounds? 4.”
5.D.2c
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) (T)
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) (T)
2 out of 2 points
Evaluation for 5.D.2c
Evaluation for 5.D.2c
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) (T)
2 out of 2 points
The Teacher’s Edition includes lesson‑level applications of this routine. In lesson 9, students use sound‑spelling mapping to encode words with final ‑l and ‑t blends such as last and lift. In the same lesson, students decode words in the “Phonics Pattern” section. These activities give students opportunities to apply phonemic awareness skills to both encoding and decoding tasks within daily instruction.
5.D.2d
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
3 out of 3 points
Evaluation for 5.D.2d
Evaluation for 5.D.2d
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
3 out of 3 points
As the lesson progresses across days, the student activities vary. In lesson 10, day 2, students begin with the “Phonological Awareness Warm‑Up” and then read pattern words and compare/contrast words. They continue with additional sound‑spelling mapping and passage reading. These varied activities allow students to develop, practice, and reinforce the phonemic awareness skill presented in the lesson.
5.E.1 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
Evaluation for 5.E.1a
Evaluation for 5.E.1a
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
The Implementation Guide includes a comprehensive unit overview that identifies the lesson focus and spelling patterns addressed in each unit. Lesson 5 covers the short vowel pattern /e/, and lesson 16 introduces the long vowel silent‑e pattern. These unit‑level descriptions outline how sound‑spelling patterns develop across the instructional sequence. Together, the Scope and Sequence and unit overview show how the materials introduce and build grade‑level sound‑spelling patterns in grade 1.
5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
Evaluation for 5.E.1b
Evaluation for 5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
In lesson 21, day 1, the educator provides instruction on open and closed syllables with silent‑e patterns. The script states, “Today we are reviewing words with the closed and long vowel silent‑e patterns. Closed-syllable words have one vowel letter followed by one or more consonants, and the vowel sound is short. Long vowel silent‑e words have a single vowel, a single consonant, an e at the end, and the vowel sound is long. Let’s review. What is the closed-syllable pattern? Repeat it with me: Closed-syllable words have one vowel letter followed by one or more consonants, and the vowel sound is short. Gesture and say the syllable type. What is the long vowel silent‑e syllable pattern? Repeat it with me: Long vowel silent‑e words have a single vowel, a single consonant, an e at the end, and the vowel sound is long.” These scripts outline the instructional language educators use to review and reinforce closed syllables and long vowel silent‑e patterns in grade 1.
5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
Evaluation for 5.E.1c
Evaluation for 5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
In lesson 7, days 1–5, students review all the short vowel patterns. Students complete a “Phonological Awareness Warm-Up,” and transition into phonics patterns, writing, and passage reading. These activities demonstrate students are developing, practicing, and reinforcing the short vowel phonics pattern. The sequence demonstrates how students engage with the targeted sound‑spelling patterns throughout lesson 7.
5.E.1d
Materials provide a variety of activities and/or 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) (S)
Materials provide a variety of activities and/or 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) (S)
4 out of 4 points
Evaluation for 5.E.1d
Evaluation for 5.E.1d
Materials provide a variety of activities and/or 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) (S)
4 out of 4 points
On day 2 of the same lesson, students practice encoding using the sound-spelling maps with student phonics chips. Students move sound chips into boxes, and then write the letters to spell the words such as gum. This activity also uses the us through mug word set (jug, bus, cop.) The word cop does not have the short u vowel pattern, so it is a review from a previously taught sound-spelling pattern. On day 4 of the same lesson, students find words in sentences that have the short /u/ sound and write them in their Student Workbook. For example, “Gus and Liz have fun in the mud.” These activities allow students to develop, practice, and reinforce decoding and encoding skills with the short /u/ vowel pattern.
5.E.2 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)
2 out of 2 points
Evaluation for 5.E.2a
Evaluation for 5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
2 out of 2 points
Explicit instruction of irregular high‑frequency words begins in lesson 12, day 5. The materials call these “heart words,” signaling that students must memorize the parts of the word that do not follow predictable patterns. Words such as the and was do not follow sound‑spelling patterns, and the materials instruct educators to teach students to recognize them using the sound‑spelling mapping activity to indicate which part of the word needs to be memorized. This approach provides a consistent routine for addressing irregular words that cannot be decoded using standard phonics rules. These lessons show how the materials introduce irregular high‑frequency words in grade 1.
5.E.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
4 out of 4 points
Evaluation for 5.E.2b
Evaluation for 5.E.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
4 out of 4 points
The materials include guidance for educators on providing explicit instruction for irregular high-frequency words. In lesson 12, day 5, students use the sound-spelling mapping activity to decode and encode the heart word the. Educator guidance from the detailed script states, “Today we’re going to be spelling words that don’t fit the patterns we’ve learned. Watch how I use the sound-spelling mapping paper. Remember, each box holds only one sound. The word is the. Word? the. Finger-stretch the. /th/ /ŭ/. How many sounds? 2 How many boxes? 2 I place a dot in the bottom right corner of two boxes. Watch me write the letter or letters that represent each sound. What is the first sound? /th/ Which letter or letters? th. I write it in the first box. Next sound? /ŭ/. The /ŭ/ vowel sound is spelled with the letter e in the word the. I write it in the second box. I draw a heart in this box for the one unexpected spelling. Word? the.” This explicit instruction helps students to decode and encode irregular high-frequency words.
5.E.2c
Materials include a variety of activities and/or 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) (S)
Materials include a variety of activities and/or 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) (S)
12 out of 12 points
Evaluation for 5.E.2c
Evaluation for 5.E.2c
Materials include a variety of activities and/or 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) (S)
12 out of 12 points
The materials also include a variety of activities for students to develop, practice, and reinforce decoding and encoding irregular high-frequency words. The Implementation Guide states that there are thirty-two irregular high-frequency words in the program. In lesson 13, day 5, students develop and encode the irregular high-frequency words they and four, using the sound-spelling mapping. The routine in the Teacher’s Edition requires students to practice two heart words per lesson on day 5, providing further practice with these irregular high-frequency words. During the “Sentence Dictation” portion of lesson 13, day 5, students reinforce encoding of the irregular high-frequency words. In lesson 14, day 5, students develop, practice, decode, and encode the irregular high-frequency words was and what.
5.E.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to 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) (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to 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) (S)
4 out of 4 points
Evaluation for 5.E.2d
Evaluation for 5.E.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to 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) (S)
4 out of 4 points
Students write high‑frequency words in both isolation and in connected text in the materials. In lesson 3, day 2, students use sound‑spelling mapping to encode the high‑frequency words it and sit, applying phoneme‑grapheme correspondence to write each word. Students also practice encoding high‑frequency words while writing sentences in lesson 3, day 5. In this activity in the “Writing Sentences” section, students write sentences such as “The pig is in a wig,” which include high‑frequency words such as the, is, in, and a. Students practice writing high‑frequency words in every lesson
5.E.3 Decoding and Encoding One-Syllable or Multisyllabic Words
5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
Evaluation for 5.E.3a
Evaluation for 5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
The materials include syllable division principles. Students practice sorting two-syllable words such as himself and chipmunk. The materials guide students to identify the vowels in the word, linking the knowledge that if a word has two vowel sounds, it has two syllables. Students continue to practice dividing words into syllables in this activity. With this practice, students identify where to break apart a two-syllable word.
5.E.3b
Materials include teacher guidance 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) (T)
Materials include teacher guidance 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) (T)
2 out of 2 points
Evaluation for 5.E.3b
Evaluation for 5.E.3b
Materials include teacher guidance 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) (T)
2 out of 2 points
The materials guide educators in explicitly teaching students to apply their knowledge of syllable types to decode and encode on-syllable words. In lesson 6, students practice decoding closed syllables in the text “Gus and Liz.” Closed one-syllable words in the passage include fun and hug. Additionally, in lesson 6, day 1, students sort closed one-syllable words such as cup and dug. This explicit instruction helps students decode and encode one-syllable words.
5.E.3c
Materials include a variety of activities and/or 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) (S)
Materials include a variety of activities and/or 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) (S)
12 out of 12 points
Evaluation for 5.E.3c
Evaluation for 5.E.3c
Materials include a variety of activities and/or 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) (S)
12 out of 12 points
In lesson 5, students continue to develop, practice, and reinforce encoding of one-syllable words with the short e pattern through various activities. Students develop and practice this skill through the “Pattern and Contrast” words activity with the word pet, provided through educator guidance. Later, students reinforce encoding in the sound-spelling mapping activity. One-syllable words in these activities include web and bit , for cumulative review.
5.E.3d
Materials include a variety of activities and/or 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) (S)
Materials include a variety of activities and/or 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) (S)
4 out of 4 points
Evaluation for 5.E.3d
Evaluation for 5.E.3d
Materials include a variety of activities and/or 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) (S)
4 out of 4 points
The Teacher’s Edition includes a variety of activities and resources such as “Sort Words;” “Writing Pattern and Contrast Words;” “Sound-Spelling Mapping with Phonics Chips;” and “Sentence Dictation” to support students in using their knowledge of syllable types to encode words both in isolation and connected text. For example, in lesson 5, day 2, students write short vowel e words in isolation, spelling and sorting pattern and contrast words. In lesson 5, day 5, the students encode short vowel e words in connected text, writing the sentences, “A red lab is a good pet” and “The vet set her leg.” Students practice using their knowledge of syllable types to encode, with opportunities provided throughout the materials.
5.E.4 Morphological Awareness (1-3)
5.E.4a
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
Evaluation for 5.E.4a
Evaluation for 5.E.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
As the lessons progress, students learn the -er and -est in lessons 12–15. Students practice changing words such as hard to harder/hardest, pretty to prettier/prettiest, and hot to hotter/hottest in lesson 15, day 4. Students continue to practice adding these inflectional endings to words. Students practice this skill to identify the different rules associated with adding the morpheme.
5.E.4b
Materials include teacher guidance 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) (T)
Materials include teacher guidance 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) (T)
4 out of 4 points
Evaluation for 5.E.4b
Evaluation for 5.E.4b
Materials include teacher guidance 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) (T)
4 out of 4 points
The Teacher’s Edition provides explicit guidance for educators through scripts to help students use their understanding of the meaning of morphemes to support encoding, decoding, and reading comprehension. The script for lesson 21, day 2 states, “We practiced how to add the past tense ending -ed to a verb. Today we will learn the rules for adding two other endings to verbs: -ing and -s/-es. The rules are the same for adding -ing and -s/-es as for adding -ed. Let’s review the three rules.” The materials then provide a rule table that presents different verbs plus -ing and -s/-es and their corresponding spelling rules. The educator then models how to decode, encode, and comprehend the word dressing/dresses. The educator guidance supports student understanding of adding these morphemes to base words.
5.E.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
3 out of 3 points
Evaluation for 5.E.4c
Evaluation for 5.E.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
3 out of 3 points
The Teacher’s Edition provides a variety of activities and resources, such as rule tables and the Student Workbook, to develop, practice, and reinforce grade 1 morphological skills. Lesson 15, day 4 develops the inflected endings -er and -est with a rule table to display examples along with explicit educator modeling. Students then practice the rules in the Student Workbook with the words big, funny, and rich. The passage in lesson 22, “Sing to the Ring of Bells,” reinforces cumulative review by including the word ringers. These activities provide students the opportunity to develop, practice, and reinforce morphological skills.
5.E.4d
Materials include a variety of activities and/or 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) (S)
Materials include a variety of activities and/or 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) (S)
4 out of 4 points
Evaluation for 5.E.4d
Evaluation for 5.E.4d
Materials include a variety of activities and/or 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) (S)
4 out of 4 points
The Teacher’s Edition includes a variety of activities for students to encode words with morphemes that build on previous instruction both in isolation and in decodable text. Students additionally use rule tables in their Student Workbooks to decode words with morphemes in isolation. In lesson 25, day 1, students review the suffix -ed by identifying the number of the rule that applies to the word, then encoding the word with the suffix, such as petted. In lesson 30, day 5, students encode words with morphemes, such as unzip, in the “Sentence Writing” activity. With this varied practice, students encode words with morphemes in both isolation and decodable text.