Program Information
- ISBN
- 9798892972543
- 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 2
ELAR: Phonics Grade 2
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 2 | 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 2, the materials include a Scope and Sequence that outlines the TEKS, the ELPS, and the concepts taught across the year. This resource 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 1 skills, including initial blends, letter blends, and final blends, and then progress toward the introduction of grade 3 concepts. This structure provides educators with a clear view of how foundational skills build across the course.
The materials also include a separate Scope and Sequence Alignment to TEKS and ELPS chart that identifies the specific standards addressed in each lesson. For example, lesson 4, “Long vowel silent e, open syllables,” aligns to the TEKS 2.2.B.vii, which requires students to decode multisyllabic words with vowel‑consonant‑e (VCe) syllables. By pairing lesson‑level content with explicit TEKS and ELPS connections, the materials clearly outline the standards and concepts taught in grade 2.
Evaluation for 1.1b
In grade 2, the materials include pacing guidance to support implementation across a variety of instructional calendars. In the Implementation Guide, the “Instructional Calendar Implementation Options” section explains that the program requires thirty minutes of daily instruction and works alongside the other blocks of a school’s reading language arts curriculum. This overview clarifies how the phonics block fits within the broader literacy schedule and establishes expectations for consistent daily use.
The materials also provide additional pacing support and calendar options through Appendix A which includes calendars for 165‑day, 180‑day, and 210‑day instructional years. Each option incorporates fifteen to twenty flex days and recommends beginning instruction within the first five days of school. Although the program includes 150 days of instruction, the multiple calendar models allow schools to implement the program effectively across different 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 why the units appear in a particular sequence and outlines how the program divides instruction into sections and lessons. This page also identifies the content addressed in each lesson, giving educators a clear understanding of how the instructional sequence is organized.
The materials also include the background content knowledge unit overview, which provides an overview by unit and explains the rationale behind the order of concepts. For example, in unit 1, lessons 1 to 5 provide a grade 1 review to prepare students for the more complex skills introduced in subsequent lessons. This explanation helps educators see how earlier lessons support success with later content.
Evaluation for 1.1d
The materials include protocols with corresponding guidance for unit and lesson internalization. For example, the materials include “How to Prep for a 95 PCP Instructional Unit” in Appendix B in the Teacher’s Edition which contains guidance for educators to internalize the units. This process includes previewing the Scope and Sequence, the end of unit assessment, and the unit. This guidance also includes questions the educator(s) can ask themselves about the lesson or unit.
The materials include “How to Prep for a 95 PCP Lesson in Under 10 Minutes” in Appendix C in the Teacher’s Edition which contains the guidance for educators to internalize the lessons. This process includes understanding the lesson, the materials needed for the lesson, and mastering the purpose of the components to ensure understanding.
Evaluation for 1.1e
The materials include resources and guidance for instructional leaders to support implementation. In the introduction of the Implementation Guide, the “Course Level Design” section outlines how leaders can monitor program use and support educators. This guidance directs instructional leaders to collect data using the implementation tracker to develop a communication plan and incentives for educators. It also recommends brief weekly visits to gather implementation data and observe the program’s look-fors, providing a clear process for monitoring fidelity.
The materials further support instructional leaders through the implementation tracker, located in Appendix F. Instructional leaders use this tool to gather evidence of program use for analysis and to observe effective teaching features. By offering a structured way to document and review implementation, the materials provide instructional leaders with resources and guidance to ensure the program is used 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 tips for educators and instructional notes that summarize the key concepts addressed in each unit. For example, in grade 2, unit 1, lessons 1–5 review critical grade 1 skills such as short vowels, consonant blends and digraphs, the FLOSS rule, phonogram patterns, and long‑vowel silent‑e. These foundational skills support students’ success with the more complex grade 2 concepts introduced later in the program.
The materials also include a Scope and Sequence that provides a comprehensive unit overview detailing the academic vocabulary and skill focus for each lesson. For example, in grade 2, lessons 6–10 include academic vocabulary such as phoneme, deletion, and substitution, 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 2 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, structured lesson plans that outline the daily objectives, questions, tasks, materials, and assessments for each lesson. The lesson overview of the lesson plans resource provides educators with detailed guidance to support lesson delivery. For example, in grade 2, lesson 2, the objective states that students will demonstrate understanding of closed‑syllable words with initial three‑letter blends and final s‑, l‑, and t‑ blend patterns. This level of specificity illustrates how the program communicates clear expectations for what students should know and be able to do during each lesson.
The materials also include a Scope and Sequence Alignment to the TEKS and ELPS document that identifies the corresponding standards for each lesson. This alignment shows how lesson objectives connect to the TEKS and the ELPS. For example, the grade 2, lesson 2 on initial three‑letter blends and final blends corresponds to TEKS 2.2.B.i and ELPS 1.A.1.i. By pairing detailed lesson plans with explicit TEKS and ELPS connections, the materials provide educators with structured guidance to meet both content and language standards throughout grade 2.
Evaluation for 1.3b
The materials include clear guidance on the materials needed for each lesson. In the grade 2 overview of the lesson plans, the program lists the educator and student materials required for daily instruction. For example, in lesson 2, the educator needs the Teacher’s Edition, presentation files, Collaborative Learning Cards, and the lesson 2 assessment (including directions and answer key). Students need a printed Student Workbook set, a student manipulatives kit with phonics chips, printed sound‑spelling cards, and the lesson assessment. This structure ensures educators know exactly what materials they need before beginning instruction.
The materials also provide timing allocations to support lesson delivery. In the grade 2 Teacher’s Edition, each lesson begins with a breakdown of the time allotted for each instructional component. For example, lesson 1, day 1 allocates two minutes for the “Phonological Awareness Warm‑Up,” five minutes for “Phonics Patterns,” eight minutes for writing, and five minutes for passage reading. These pacing guidelines give educators a clear structure for managing instructional time.
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, and 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 include a separate Scope and Sequence Alignment to TEKS and ELPS chart that identifies the specific standards addressed in each lesson. For example, lesson 4, “Long vowel silent e, open syllables,” aligns to the TEKS 2.2.B.vii, which requires students to decode multisyllabic words with vowel‑consonant‑e (VCe) syllables. By pairing lesson‑level content with explicit TEKS and ELPS connections, the materials clearly outline the standards and concepts taught in grade 2.
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 also provide additional pacing support and calendar options through Appendix A which includes calendars for 165‑day, 180‑day, and 210‑day instructional years. Each option incorporates fifteen to twenty flex days and recommends beginning instruction within the first five days of school. Although the program includes 150 days of instruction, the multiple calendar models allow schools to implement the program effectively across different 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 materials also include the background content knowledge unit overview, which provides an overview by unit and explains the rationale behind the order of concepts. For example, in unit 1, lessons 1 to 5 provide a grade 1 review to prepare students for the more complex skills introduced in subsequent lessons. This explanation helps educators see how earlier lessons support success with later content.
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 include “How to Prep for a 95 PCP Lesson in Under 10 Minutes” in Appendix C in the Teacher’s Edition which contains the guidance for educators to internalize the lessons. This process includes understanding the lesson, the materials needed for the lesson, and mastering the purpose of the components to ensure understanding.
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, located in Appendix F. Instructional leaders use this tool to gather evidence of program use for analysis and to observe effective teaching features. By offering a structured way to document and review implementation, the materials provide instructional leaders with resources and guidance to ensure the program is used 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 include a Scope and Sequence that provides a comprehensive unit overview detailing the academic vocabulary and skill focus for each lesson. For example, in grade 2, lessons 6–10 include academic vocabulary such as phoneme, deletion, and substitution, 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 document that identifies the corresponding standards for each lesson. This alignment shows how lesson objectives connect to the TEKS and the ELPS. For example, the grade 2, lesson 2 on initial three‑letter blends and final blends corresponds to TEKS 2.2.B.i and ELPS 1.A.1.i. By pairing detailed lesson plans with explicit TEKS and ELPS connections, the materials provide educators with structured guidance to meet both content and language standards throughout grade 2.
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 2 Teacher’s Edition, each lesson begins with a breakdown of the time allotted for each instructional component. For example, lesson 1, day 1 allocates two minutes for the “Phonological Awareness Warm‑Up,” five minutes for “Phonics Patterns,” eight minutes for writing, and five minutes for passage reading. These pacing guidelines give educators a clear structure for managing instructional time.
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 grade 2 lesson 1 assessment contains spelling, a word chain, a check for understanding, sentence dictation, and reading real and nonsense words. Additionally, 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 the definitions and intended purposes for the instructional assessments provided. 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 help to 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 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 2, 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 2, 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 include instructional assessments and scoring information that support educators in interpreting student performance. In the Assessment Guide, the scoring recommendations section provides guidance for evaluating end‑of‑lesson assessments. These recommendations explain how educators should respond when students score below a 75 on reading sections A or B of part 3, including administering the diagnostic screener (PSI or PS) to identify specific skill deficits. This structure helps educators use assessment results to determine next instructional steps.
The materials also provide scoring guidance for interpreting summative assessments. In grade 1, the assessment overview outlines how educators should evaluate end‑of‑unit assessments to determine whether students have reached proficiency. The guidance notes that a score of at least 80 percent indicates that tier 1 instruction is sufficient for developing essential reading skills. This information helps educators understand how summative results reflect students’ overall progress.
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 also offer tools that help educators determine next steps based on student performance. The Assessment Guide includes “Decision Trees for Instructional Response,” which outline how educators can respond to different patterns of assessment results. These decision trees give educators structured options for adjusting instruction when students need additional practice or support. This guidance helps educators provide consistent instructional responses that align with student needs.
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 grade 2 lesson 1 assessment contains spelling, a word chain, a check for understanding, sentence dictation, and reading real and nonsense words. Additionally, 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 help to 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 2, 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 also provide scoring guidance for interpreting summative assessments. In grade 1, the assessment overview outlines how educators should evaluate end‑of‑unit assessments to determine whether students have reached proficiency. The guidance notes that a score of at least 80 percent indicates that tier 1 instruction is sufficient for developing essential reading skills. This information helps educators understand how summative results reflect students’ overall progress.
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 also offer tools that help educators determine next steps based on student performance. The Assessment Guide includes “Decision Trees for Instructional Response,” which outline how educators can respond to different patterns of assessment results. These decision trees give educators structured options for adjusting instruction when students need additional practice or support. This guidance helps educators provide consistent instructional responses that align with student needs.
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 that help students access unfamiliar vocabulary before encountering it in text. In the Language in Literacy workbook, Appendix E provides the PLUSS framework, which guides educators through a structured process for introducing new 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 structure ensures that students receive intentional support as they learn unfamiliar words.
The materials also embed vocabulary supports directly within lessons to assist students as they read. In grade 2, lesson 5, day 1, students practice identifying pattern words in a passage about a boy who believes there is a goblin in the attic. The educator’s script includes a definition of the word goblin, providing immediate clarification within the context of the text. 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 guidance to help educators model and explain the concepts. 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 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 also contain explicit prompts to help educators model and explain skills during instruction. In lesson 2, day 1, educators receive step‑by‑step language for demonstrating phoneme addition, beginning with saying a word and having students repeat it. The educator then states the sound to add, and students produce the new word, allowing them to hear and apply the change. 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 also offer multiple instructional approaches through clearly defined routines. The Teacher’s Edition describes the program components that guide lesson delivery, including “phonological awareness warm‑up,” orthographic mapping, fluency, high‑frequency words, and passage reading. These routines give educators a range of methods for presenting content and engaging students. The variety supports flexible and effective instruction across lessons.
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 teachers 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 of visual and graphic organizers; strategic use of home language; and systematic and explicit instruction.
The materials include educator implementation guidance to support the 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, in grade 2 students learn that the vowel team ie has two different sounds. Students use academic vocabulary to sort words into the correct column with the correct pronunciation. This activity increases their comprehension of the words with the sound, and builds background knowledge of the phonics pattern. Students use a sound-spelling mapping mat to write dictated words with the vowel team ie. The materials provide an embedded coss-linguistic connection box in the margin to provide educators with knowledge of two adjacent vowels in Spanish words.
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 Collaborative Learning Cards to guide educators in facilitating student oral and written discourse. The cards include a “Compare and Justify” task for students to write and read their response to a partner. The task includes the option to use required academic vocabulary thereby increasing student comprehension of the concept. Sentence stems provide guided opportunities for students to agree or disagree with their partner’s response.
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 embed vocabulary supports directly within lessons to assist students as they read. In grade 2, lesson 5, day 1, students practice identifying pattern words in a passage about a boy who believes there is a goblin in the attic. The educator’s script includes a definition of the word goblin, providing immediate clarification within the context of the text. 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 also contain explicit prompts to help educators model and explain skills during instruction. In lesson 2, day 1, educators receive step‑by‑step language for demonstrating phoneme addition, beginning with saying a word and having students repeat it. The educator then states the sound to add, and students produce the new word, allowing them to hear and apply the change. 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 also offer multiple instructional approaches through clearly defined routines. The Teacher’s Edition describes the program components that guide lesson delivery, including “phonological awareness warm‑up,” orthographic mapping, fluency, high‑frequency words, and passage reading. These routines give educators a range of methods for presenting content and engaging students. The variety supports flexible and effective instruction across lessons.
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 teachers 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 the 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 materials provide Collaborative Learning Cards to guide educators in facilitating student oral and written discourse. The cards include a “Compare and Justify” task for students to write and read their response to a partner. The task includes the option to use required academic vocabulary thereby increasing student comprehension of the concept. Sentence stems provide guided opportunities for students to agree or disagree with their partner’s response.
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 materials include systematic and sequenced phonics instruction within the lesson plans. Lessons introduce a specific skill and then progress from simpler to more complex skills in a predictable order. Instructional routines recur across lessons. For example, in grade 2, students begin with a “Phonological Awareness Warm‑Up” that includes phonemic manipulation tasks such as substituting sounds in consonant blends.
The Scope and Sequence provides an overview of the focus for each unit and reflects a sequenced progression of phonics skills. In grade 2, the sequence begins with a review of grade 1 content and then moves to predictable vowel teams, unpredictable vowel teams, vowel‑r patterns, and complex consonants. These skills appear both in isolation and within decodable texts.
Evaluation for 4.1b
The materials provide ongoing opportunities for students to practice phonics skills through decodable texts. In grade 2, each weekly lesson includes two passages—one informational and one literary—that contain a high concentration of words featuring the phonics pattern taught in that week. Students first practice reading words in isolation then use these decodable texts to apply the newly taught pattern in a connected text.
The materials also include practice activities within each lesson that reinforce the phonics skill introduced in isolation. In grade 2, lesson 1, day 1, students review initial consonant blends from grade 1 (such as /tr/, /sl/, /cl/, /gl/, /sm/) and then complete a sound-spelling mapping activity. This sequence reflects a progression of practice tasks designed to support continued work with phonics skills.
Evaluation for 4.2a
Daily lessons in the materials include explicit phonics instruction supported by educator modeling. In grade 2, lesson 1, day 1, the materials provide a detailed script for modeling the phonics concept of spelling closed syllables using the sound-spelling mapping paper for the word grab. The instructions outline each step for educators to demonstrate how to use the sound-spelling mapping paper during instruction. This modeled routine guides educators through the actions and language students are learning.
The materials also include daily lessons with explicit educator modeling through varied instructional approaches. These approaches include the use of manipulatives such as colored chips, gestures for identifying syllable types, and activities that reinforce reading–writing connections. These repeated modeling techniques appear across lessons, giving students consistent exposure to how to apply phonics skills during instruction.
Evaluation for 4.2b
The materials include structures within daily lessons that support guided phonics instruction and provide educators with language for delivering immediate and corrective feedback. The materials include a “Corrective Feedback for Positive Achievement” resource that offers scripted guidance for giving clear and concise feedback during phonics tasks such as word sorting. For example, the materials state, “Watch me. My turn. The word has vowel letter(s). (Touch the vowel letter or letters.) The pattern is… (State the syllable pattern). This word follows (or does not follow) the pattern. If the word does not follow the focus pattern, sort it under the ‘No’ header and have the student sort the next word. If the word follows the focus pattern, continue. The vowel sound is… (Touch the vowel letter or letters). I place the word under the header (Do not read the word).”
The materials also include opportunities for explicit guided instruction with corrective feedback through physical responses such as gesturing or pointing. Educators monitor student responses and adjust instruction accordingly. For example, in grade 2, lesson 1, day 1, the educator models finger‑stretching the sounds in the word grab while demonstrating how to use the sound-spelling mapping paper. The materials provide the following script for educators: “Now we’re going to spell closed-syllable words with an initial blend. Watch how I use the sound-spelling mapping paper, which has boxes to map the sounds in a word. Each box holds only one sound. The word is grab. First, I figure out how many boxes I need. I finger‑stretch and say the sounds: /g/ /r/ /ă/ /b/- four sounds. I need four boxes. I tap and place a dot in the bottom right corner for each sound I hear: /g/ /r/ /ă/ /b/. Now, I spell the sounds. Letter g in the first box. Letter r in the second box. Letter a in the third box. Letter b in the fourth box. Sounds? /g/ /r/ /ă/ /b/. Word? grab.”
Evaluation for 4.2c
Students have multiple opportunities to practice the newly taught phonics skill independently in the “You Do” portion of the lesson. In grade 2, lesson 1, day 3, students use phonics chips on their sound-spelling maps to spell words that align with the phonics skill taught earlier in the lesson. Later in the same lesson, students work in their Student Workbook to read a passage about a red fox and underline words containing an initial blend, consonant digraph, or the Floss rule.
Daily lessons contain a variety of opportunities for students to practice the phonics skill through collaborative practice. In grade 2, lesson 2, day 2, students use their student phonics chips to spell words with the phonics rule. The margin includes guidance for educators to use a Collaborative Learning Card titled “One Set, Two Thinkers” with this activity. Later in the lesson, there is additional guidance in the margin for educators to use “Making Connections” in the passage reading portion.
Evaluation for 4.3a
The materials include structured opportunities for students to revisit previously taught phonics skills through cumulative review activities. In grade 2, lesson 10, students complete a cumulative review focused on predictable vowel team patterns. Activities in this lesson include identifying words that fit the target pattern, completing sound-spelling mapping, and reading a passage in which students underline words that follow the phonics pattern. These tasks provide repeated practice with skills taught earlier in the sequence.
The materials also incorporate collaborative practice routines that reinforce phonics skills across lessons. In grade 2, lesson 2, day 2, students use phonics chips to spell words aligned to the focus phonics rule. Margin notes direct educators to use the Collaborative Learning Card “One Set, Two Thinkers” to structure partner work during this activity. Later in the lesson, additional margin guidance prompts educators to use “Making Connections” during the passage reading portion to support continued practice with the phonics skill.
Evaluation for 4.3b
The materials include opportunities for students to practice the phonics skills explicitly taught in the daily lessons. In grade 2, lesson 9, the educator introduces the predictable vowel teams /au/ and /aw/. Practice opportunities in this lesson include syllable mapping, sentence dictation, passage reading, and word reading. This allows students multiple opportunities to apply the newly taught vowel team patterns across various tasks.
The materials also provide practice activities aligned to phonics skills taught earlier in instruction. In grade 2, lesson 7, students receive explicit instruction on the predictable vowel teams /ee/ and /oe/. Practice opportunities in this lesson include sorting words, completing sound-spelling mapping with phonics chips, reading phrases, and working through word chains. These activities reinforce the phonics patterns introduced during explicit instruction.
Evaluation for 4.3c
The materials include decodable texts that provide cumulative practice with phonics skills previously taught in instruction. In grade 2, lesson 11, the educator introduces the unpredictable vowel team /ie/, and the decodable text “Pies for Mr. Field’s Bake Sale.” The text contains thirty-five instances of this phonics pattern, giving students repeated exposure to the target skill in connected text.The passages additionally include other phonics skills patterns that have been taught previously.
The materials also offer additional decodable texts that reinforce the same phonics pattern. In grade 2, lesson 11, after explicit instruction on the unpredictable vowel team /ie/, students read the decodable text “Brie Cheese.” The text contains thirty-four instances of the pattern. This provides another opportunity for cumulative practice with the vowel team in a different passage.
Evaluation for 4.3d
The materials include opportunities for students to practice phonics skills both in isolation and in connected text. In grade 2, lesson 7, students complete practice activities for the predictable vowel teams /ee/ and /oe/ in isolation, including word sorts and sound-spelling mapping. On page 56 of the Student Workbook, students decode words for a word sort and place each word in the appropriate column. Later in the lesson, students complete another activity, writing words with ee or oe on their sound-spelling map. Both activities provide repeated practice with the predictable vowel team patterns in isolation.
The materials also include opportunities for students to apply the phonics skill in decodable text. In grade 2, lesson 7, students read the decodable texts “Bees at Deep Creek” and “Feeling Good Feet.” As they read, students underline words containing the predictable vowel team /ee/ or /oe/ to show recognition of the phonics pattern while decoding. This activity provides practice with the vowel team patterns in connected text.
Evaluation for 4.4a
The materials include several assessment tools designed to measure students’ phonics understanding at different points in instruction. These tools include two diagnostic assessments (PASI and PSI), formative assessments at the end of each lesson, and summative assessments at the end of each unit. For example, the PASI and PSI diagnostic assessments identify specific skill gaps for individual students, allowing educators to determine which targeted interventions they need.
The materials also provide formative assessments that help educators monitor students’ progress with skills taught during daily lessons. These end‑of‑lesson assessments indicate whether students may need reteaching or extension activities. In grade 2, lesson 2, the end‑of‑lesson assessment asks students to write words dictated by the educator that follow the phonics pattern of initial or final s‑blends, providing a check on students’ proficiency with the skill taught in the lesson.
Evaluation for 4.4b
The materials include tools that allow educators to monitor students’ progress with grade‑level phonics skills in a systematic and accurate way. The end‑of‑lesson formative assessments provide ongoing checks of student learning and indicate which students may need reteaching or extension activities. In grade 2, lesson 2, the assessment includes several activities aligned to the initial and final s‑blends, such as spelling, word chains, a check for understanding, sentence dictation, reading real words, and reading nonsense words. These components give educators multiple data points on students’ mastery of the phonics pattern.
The materials also offer progress‑monitoring tools that support educators in identifying individual student needs during instruction. The formative assessment Observation Tracker provides space for educators to note areas where students struggle and determine when intervention or additional support is necessary. This tool helps educators track student performance with phonics skills over time.
Evaluation for 4.4c
The materials provide assessment opportunities across the school year that allow educators to monitor students’ progress with phonics skills and align those checks to the program’s assessment tools. The end‑of‑lesson formative assessments offer ongoing information about student learning and indicate when reteaching or extension may be needed. In grade 2, lesson 14, the assessment includes several activities aligned to vowel team patterns. These include spelling, word chains, a check for understanding, sentence dictation, reading real words, and reading nonsense words. These activities give educators multiple ways to evaluate students’ proficiency with the skill.
The materials also include tools that support consistent progress monitoring throughout instruction. The formative assessment Observation Tracker helps educators document student proficiency with phonics skills and identify when intervention or additional support is necessary. This tool aligns with the program’s assessment system by providing a structured way to track student performance over time.
Evaluation for 4.5a
The materials include data‑management tools that help educators track individual student progress with phonics skills and make informed instructional decisions. Educators use the Observation Tracker to record student performance in encoding and decoding, allowing them to identify the specific skills students need to revisit to reach proficiency. When patterns of need emerge, educators can provide targeted support, including small‑group tier 2 intervention focused on the identified skill.
The materials also offer additional tools for documenting student progress across lesson components. Educators use Phonics Focus for Primary Grades or Fluency to record data related to phonemic awareness, letter‑sound drills, decoding, encoding, and other lesson activities. These tools help educators determine whether students require intervention, extension, or acceleration based on their demonstrated proficiency.
Evaluation for 4.5b
The materials include tools that allow educators to track whole‑class progress with phonics skills and analyze patterns of need across students. Educators can input and submit end‑of‑lesson assessment data into the Assessment Data‑Management Tool, which generates tables or graphs showing student performance by individual or by skill. These visual summaries help educators determine which phonics skills may require reteaching, targeted intervention, or additional practice for groups of students.
The materials also provide opportunities to monitor classwide progress using end‑of‑unit assessments. When educators submit the end‑of‑unit data into the Assessment Data‑Management Tool, the resulting table organizes student performance into categories aligned to the skills taught in the unit. The tool also totals scores from parts 1 and 2 of the assessment, allowing educators to quickly identify the next steps for instruction based on whole‑class trends.
Evaluation for 4.5c
The materials provide guidance to help educators determine how frequently to monitor student progress based on individual strengths and needs. The Observation Tracker is available for daily use as students complete independent practice, allowing educators to note performance in real time and make immediate decisions about whether students need intervention, extension, or acceleration.
The materials also include end‑of‑lesson assessments that offer regular opportunities to check student understanding of the phonics skill taught in each lesson. Educators administer these assessments at the conclusion of every lesson and receive data they can use to make instructional decisions. In grade 2, lesson 2, the end‑of‑lesson assessment includes several activities aligned to initial and final s‑blends, such as spelling, word chains, a check for understanding, sentence dictation, reading real words, and reading nonsense words. These components help educators evaluate student proficiency and determine appropriate next steps.
Evaluation for 4.5d
The materials provide guidance to help educators use progress‑monitoring data to accelerate student learning when students have not yet reached proficiency with specific phonics concepts. Appendix C in the Assessment Guide includes “Routines for Small Group Instruction,” which outline how educators can use data to determine when students need additional support. The materials note that students performing below grade‑level proficiency (80 percent) require intervention to address learning gaps early. Educators incorporate tier 2 small‑group instruction to provide targeted practice with the phonics skill students need.
The materials also include a structured protocol for accelerating learning based on progress‑monitoring results. The four‑step protocol guides educators use progress‑monitoring data to form small groups of students who need practice with the same skill, reteach the skill using varied strategies and scaffolded application tasks, and administer quick checks to confirm student learning before moving forward. This process supports educators by providing focused, data‑driven instruction to help students reach 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 provides an overview of the focus for each unit and reflects a sequenced progression of phonics skills. In grade 2, the sequence begins with a review of grade 1 content and then moves to predictable vowel teams, unpredictable vowel teams, vowel‑r patterns, and complex consonants. These skills appear both in isolation and within 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 also include practice activities within each lesson that reinforce the phonics skill introduced in isolation. In grade 2, lesson 1, day 1, students review initial consonant blends from grade 1 (such as /tr/, /sl/, /cl/, /gl/, /sm/) and then complete a sound-spelling mapping activity. This sequence reflects a progression of practice tasks designed to support continued work with phonics skills.
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 materials also include daily lessons with explicit educator modeling through varied instructional approaches. These approaches include the use of manipulatives such as colored chips, gestures for identifying syllable types, and activities that reinforce reading–writing connections. These repeated modeling techniques appear across lessons, giving students consistent exposure to how to apply phonics skills during instruction.
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 also include opportunities for explicit guided instruction with corrective feedback through physical responses such as gesturing or pointing. Educators monitor student responses and adjust instruction accordingly. For example, in grade 2, lesson 1, day 1, the educator models finger‑stretching the sounds in the word grab while demonstrating how to use the sound-spelling mapping paper. The materials provide the following script for educators: “Now we’re going to spell closed-syllable words with an initial blend. Watch how I use the sound-spelling mapping paper, which has boxes to map the sounds in a word. Each box holds only one sound. The word is grab. First, I figure out how many boxes I need. I finger‑stretch and say the sounds: /g/ /r/ /ă/ /b/- four sounds. I need four boxes. I tap and place a dot in the bottom right corner for each sound I hear: /g/ /r/ /ă/ /b/. Now, I spell the sounds. Letter g in the first box. Letter r in the second box. Letter a in the third box. Letter b in the fourth box. Sounds? /g/ /r/ /ă/ /b/. Word? grab.”
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 the phonics skill through collaborative practice. In grade 2, lesson 2, day 2, students use their student phonics chips to spell words with the phonics rule. The margin includes guidance for educators to use a Collaborative Learning Card titled “One Set, Two Thinkers” with this activity. Later in the lesson, there is additional guidance in the margin for educators to use “Making Connections” in the passage reading portion.
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
The materials also incorporate collaborative practice routines that reinforce phonics skills across lessons. In grade 2, lesson 2, day 2, students use phonics chips to spell words aligned to the focus phonics rule. Margin notes direct educators to use the Collaborative Learning Card “One Set, Two Thinkers” to structure partner work during this activity. Later in the lesson, additional margin guidance prompts educators to use “Making Connections” during the passage reading portion to support continued practice with the phonics skill.
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
The materials also provide practice activities aligned to phonics skills taught earlier in instruction. In grade 2, lesson 7, students receive explicit instruction on the predictable vowel teams /ee/ and /oe/. Practice opportunities in this lesson include sorting words, completing sound-spelling mapping with phonics chips, reading phrases, and working through word chains. These activities reinforce the phonics patterns introduced during explicit instruction.
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
The materials also offer additional decodable texts that reinforce the same phonics pattern. In grade 2, lesson 11, after explicit instruction on the unpredictable vowel team /ie/, students read the decodable text “Brie Cheese.” The text contains thirty-four instances of the pattern. This provides another opportunity for cumulative practice with the vowel team in a different passage.
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 include opportunities for students to apply the phonics skill in decodable text. In grade 2, lesson 7, students read the decodable texts “Bees at Deep Creek” and “Feeling Good Feet.” As they read, students underline words containing the predictable vowel team /ee/ or /oe/ to show recognition of the phonics pattern while decoding. This activity provides practice with the vowel team patterns in connected 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 materials also provide formative assessments that help educators monitor students’ progress with skills taught during daily lessons. These end‑of‑lesson assessments indicate whether students may need reteaching or extension activities. In grade 2, lesson 2, the end‑of‑lesson assessment asks students to write words dictated by the educator that follow the phonics pattern of initial or final s‑blends, providing a check on students’ proficiency with the skill taught in the lesson.
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 materials also offer progress‑monitoring tools that support educators in identifying individual student needs during instruction. The formative assessment Observation Tracker provides space for educators to note areas where students struggle and determine when intervention or additional support is necessary. This tool helps educators track student performance with phonics skills over time.
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 materials also include tools that support consistent progress monitoring throughout instruction. The formative assessment Observation Tracker helps educators document student proficiency with phonics skills and identify when intervention or additional support is necessary. This tool aligns with the program’s assessment system by providing a structured way to track student performance over time.
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
The materials also offer additional tools for documenting student progress across lesson components. Educators use Phonics Focus for Primary Grades or Fluency to record data related to phonemic awareness, letter‑sound drills, decoding, encoding, and other lesson activities. These tools help educators determine whether students require intervention, extension, or acceleration based on their demonstrated proficiency.
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
The materials also provide opportunities to monitor classwide progress using end‑of‑unit assessments. When educators submit the end‑of‑unit data into the Assessment Data‑Management Tool, the resulting table organizes student performance into categories aligned to the skills taught in the unit. The tool also totals scores from parts 1 and 2 of the assessment, allowing educators to quickly identify the next steps for instruction based on whole‑class trends.
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
The materials also include end‑of‑lesson assessments that offer regular opportunities to check student understanding of the phonics skill taught in each lesson. Educators administer these assessments at the conclusion of every lesson and receive data they can use to make instructional decisions. In grade 2, lesson 2, the end‑of‑lesson assessment includes several activities aligned to initial and final s‑blends, such as spelling, word chains, a check for understanding, sentence dictation, reading real words, and reading nonsense words. These components help educators evaluate student proficiency and determine appropriate next steps.
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 include a structured protocol for accelerating learning based on progress‑monitoring results. The four‑step protocol guides educators use progress‑monitoring data to form small groups of students who need practice with the same skill, reteach the skill using varied strategies and scaffolded application tasks, and administer quick checks to confirm student learning before moving forward. This process supports educators by providing focused, data‑driven instruction to help students reach 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% (125 out of 125 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 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 volume 3, lesson 26, day 1, the “Oracy and Emergent Bilingual Support” notes prompt educators to say, “Name something that has a handle.” The notes then provide a stem for students to use: “A ___ has a handle.” Later, in lesson 11, day 1, the same guidance notes prompt educators to say, “What is a vowel team?” A sentence stem then provides a prompt for students to use: “A vowel team is ___” along with the anticipated answer: “two or more letters side-by-side pronounced as one vowel sound.” This repeated practice supports students in building oracy with specific educator guidance.
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 additionally includes sentence stems and instructional moves. Educators can use this guidance during 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 4, by saying, “This passage is about how to craft a drum.” The materials then ask students to respond to the prompt, “ Have you ever made your own drum? What did you use to build it?” which 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” 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 and assist understanding. After explicit educator instruction on sound-spelling mapping the word plot in lesson 1, day 2, the educator asks, “Does anyone have any questions about the steps we are using right now?” Students can ask questions to allow the educator the opportunity to respond to any misconceptions or errors in thinking about the learning.
The Collaborative Learning Cards included in the materials provides opportunities for students to listen actively and share information and ideas. Among the cards, the “Turn and Teach” task requires students to work with a partner and take turns teaching the concept to each other. Students listen actively and then share information about the skill explicitly taught in that lesson. This authentic opportunity reinforces 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 two words: wing and win. There is educator guidance for discussing the difference between the two words. The educator then explains to the students why a phonogram is not a closed syllable. Additionally, they demonstrate the gesture for a phonogram (a raised thumb and forefinger pointing), and discuss the phonograms ang, ing, ong, ank, ink, and onk. Students then decode words in order to encode them according to their phonogram in the Student Workbook.
The Scope and Sequence systematically introduces letter sound relationships in an order to apply basic decoding and encoding. Beginning in lesson 1, students review grade 1 skills, moving towards predictable vowel teams (igh, oa, ee, oe, etc.,) unpredictable vowel teams (ie, ow, etc.,) vowel- r words, and complex consonants. At the end of grade 2, the materials introduce grade 3 skills (six syllable types.)
Evaluation for 5.C.2b
The Implementation Guide, Appendix D “Corrective Feedback for Positive Achievement,” provides guidance for educators with scripted feedback responses based on the component of the lesson needed. Examples include sound identification; sound articulation; letter-sound correspondence; phonological awareness; word reading; word sorting; and word writing. Educators can use 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 2 includes a script for educators with explicit instruction focused on connecting phonemes to letters within words and addressing common errors. For example, in lesson 7, day 2, students work on vowel teams for /ee/ and /oe/. The script says, “We’re continuing to read and spell words with the e-e and o-e vowel team patterns. Let’s review. Words with a vowel team have (repeat it with me): two or more letters side by side that are pronounced as one vowel sound. Show me the gesture and say the syllable type. Let’s review the pronunciations of this week’s vowel teams. How is the vowel team e-e pronounced? /ē/. How is the vowel team o-e pronounced? /ō/” This explicitly teaches and explains the error of being one sound and not two sounds. The appendix in the Implementation Guide also includes guidance for educators on how to give students feedback based on common misconceptions. If students exhibit the common misconception of “Decoding vowel team patterns with more than one sound (oa, oy, ow, oe),” the instructional guidance provided states, “You read the word as /bōāt/. Most often when two vowel letters are side-by-side, they team up and are pronounced as one sound. The vowel team oa in this word is pronounced /ō/. Try reading the word again using the vowel sound /ō/. boat”
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 and multisyllabic words in isolation. In lesson 4 day 1 the educator explicitly introduces the long vowel silent-e sound. The educator models the word theme and states, “I find the vowels by pointing at them. There are two vowel letters-e and silent-e and there’s a consonant between them. The syllable type is long vowel silent-e and the gesture looks like this (index finger and middle finger in a v formation”. Students practice using the Student Workbook sorting words based on this pattern.
There are a variety of activities for students to develop, practice, and reinforce the understanding of letter-sound correspondence to decode one-syllable and multisyllabic words in the decodable text. The educator models the reading of two passages, “At the Lake” and “Twigs from a Vine.” While reading the passages, the educator underlines decoded words with the vowel silent-e pattern up to the blackline. Students practice locating vowel silent-e pattern words in both texts below the black line.
Evaluation for 5.D.1a
The Scope and Sequence outlines a systematic sequence for introducing phonological awareness activities in grade 2. Beginning in lesson 1, students engage in phoneme manipulation tasks, including phoneme addition with blends. In lesson 3, days 1–5, the “Phonological Awareness Warm‑Up” includes daily practice in adding an initial phoneme, such as rate to great (day 1); knees to sneeze (day 2); lash to clash (day 3); lock to clock (day 4); and aim to same (day 5). These activities establish the early focus on phoneme‑level work.
Lessons increase in complexity as students move through the unit. In lesson 6, students begin deleting phonemes within blends, and lesson 8 continues this work with tasks such as changing hold to hole. Lesson 11 introduces phoneme substitution, including examples like grows to froze. This sequence places simpler phoneme manipulation tasks in earlier lessons and more complex tasks in later lessons.
Evaluation for 5.D.1b
The materials contain explicit instruction for teaching phonological awareness skills with feedback for students on common errors. In the Implementation Guide Appendix D, the materials provide “Corrective Feedback for Positive Achievement” guidance for educators to use 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 the implementation of the corrective feedback. In lesson 6, if a student mispronounces a sound in the word jog, the educator guidance directs the educator to provide corrective feedback by saying the word, having the student repeat it, and finger-stretching the word. This protocol allows students to learn from an error immediately.
The appendix of the Implementation Guide includes explicit instruction for educators to use explanatory feedback for student misconceptions in phonological awareness activities. If students exhibit the common misconception of “Confusing rhyming production and initial sound identification,” the instructional guidance provided states, “You said cup when I asked for a word that rhymes with cat. The words have the same beginning sound, but they do not rhyme. Words rhyme when the ending parts of the words sound the same. Cat ends with /ăt/, but cup ends with /ŭp/. The endings of those words don’t sound the same, so they don’t rhyme. A word that does rhyme with cat is bat because they both end in /ăt/. Now, can you think of a word that ends in /ăt/, like cat and bat? sat, mat, hat.”
Evaluation for 5.D.1c
There are a variety of activities in the lessons for students to use memory-building strategies and develop, practice, and reinforce phonological awareness skills. Lesson 3 begins with a “Phonological Awareness Warm-Up,” followed by wording reading accuracy. Next, students practice sound-spelling mapping with student phonics chips in their Student Workbook. The final student activity requires underlining the closed-syllable pattern with initial three letter blends and final s-, l, or t- in a passage about making drums from items in your home. These activities in lesson 3 allow students to develop, practice, and reinforce the phonological awareness skill of short vowel sounds.
Lesson 6 in grade 2 also includes multiple activities that reinforce phonological awareness. Students begin with a “Phonological Awareness Warm‑Up” and then sort words based on the igh or oa vowel team. They continue with sound‑spelling mapping in their Student Workbook. The final activity in lesson 6 asks students to underline words in a passage that contain the igh or oa vowel team, providing additional practice with the targeted phonological pattern.
Evaluation for 5.D.2a
The materials contain phonemic awareness activities that begin with identifying, blending, and segmenting phonemes. In grade 2, 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 provide repeated opportunities for students to engage in early phoneme‑level work.
The lessons transition to complex manipulation of phonemes such as adding, deleting, and substituting phonemes. In lesson 4, students practice word chains such as beginning with the word shake, deleting the initial sound to make take, then wake, and finally woke. This sequence demonstrates how phonemic awareness skills progress from simple identification and blending to more complex manipulation across the lessons.
Evaluation for 5.D.2b
The materials provide explicit instruction for teaching phonemic awareness skills with feedback for students on common errors. In the Implementation Guide Appendix D, the materials provide “Corrective Feedback for Positive Achievement” for 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. If a student articulates a sound incorrectly, the guidance for the educator states that they should state the sound, have the student repeat it, and then repeat the word together. This protocol ensures that students receive immediate corrective feedback for an error.
The materials provide explicit instruction for teaching phonemic awareness with corrective feedback for student misconceptions. If students exhibit the common misconception of “Pronouncing digraphs as two sounds (th, sh, ch, wh),” the instructional dialogue provided states, “You said /s/ /h/ /ŏ/ /p/ when you were sounding out the word spelled s-h-o-p. When the letters s and h are side by side, they become a digraph and are pronounced with one sound: /sh/. Let’s blend the sounds and read the word together: /sh/ /ŏ/ /p/, shop.”
Evaluation for 5.D.2c
The Implementation Guide provides explicit instruction for connecting phonemic awareness skills to the alphabetic principle. The guidance supports students as they transition from oral language activities to basic decoding and encoding. On page 20, the materials describe orthographic mapping through the sound‑spelling mapping routine, which appears multiple times across the program. The guidance explains that using color‑coded chips offers a multimodal experience that engages students visually, kinesthetically, and auditorily as they map sounds to symbols. The routine directs students to place chips; articulate each sound; write the grapheme beneath the corresponding chip; identify the syllable pattern; use a gesture to indicate the syllable type; and read the word.
The Teacher’s Edition includes lesson‑level applications of this routine. In lesson 7, students use sound‑spelling mapping to encode words with the vowel teams ee and oe. In the same lesson, day 3, students decode words in the “Phonics Pattern” section. These activities provide opportunities for students to apply phonemic awareness skills to encoding and decoding tasks within daily instruction.
Evaluation for 5.D.2d
The lessons provide various opportunities for students to develop, practice and reinforce phonemic awareness skills. In lesson 8, day 1 students begin with the “Phonological Awareness Warm-Up” focused on phoneme deletion. The remainder of the lesson includes a sequence of student activities: sorting words, completing sound‑spelling mapping, and reading a passage. These activities give students repeated practice with the phonemic awareness skill targeted in the lesson.
As the lesson progresses across days, the student activities vary. In lesson 8, day 2, students begin with the “Phonological Awareness Warm‑Up” and then read pattern words. They additionally read pattern‑and‑contrast words before completing additional sound‑spelling mapping and passage reading. This sequence provides multiple opportunities for students to engage with the phonemic awareness skills through varied tasks. These activities allow students to develop, practice, and reinforce the skill presented in the lesson.
Evaluation for 5.E.1a
The Scope and Sequence for grade 2 presents a systematic sequence for introducing grade‑level sound‑spelling patterns. The lessons begin with a review of grade 1 skills and then move to predictable vowel teams, unpredictable vowel teams, r‑controlled vowels, and complex consonants. This sequence organizes instruction so students encounter foundational patterns before progressing to more advanced spelling features. The structure reflects a consistent progression across the grade‑level content.
The Implementation Guide includes a comprehensive unit overview that identifies the lesson focus and the spelling patterns addressed in each unit. Lessons 6–9 cover predictable vowel teams, and lessons 11–17 address unpredictable vowel teams. These unit‑level descriptions provide educators with information about how spelling patterns develop across the instructional sequence. Together, the Scope and Sequence and unit overview outline how the materials introduce and build grade‑level sound‑spelling patterns.
Evaluation for 5.E.1b
The grade 2 materials include guidance for educators to provide explicit instruction for grade-level sound-spelling patterns. In lesson 6, day 1, the educator provides instruction on the vowel teams igh and ea. The educator script states: “Today we are learning to read and spell words with a new syllable type. This syllable is called a vowel team. A vowel team has two or more letters side-by-side that are pronounced as one vowel sound. In this lesson, we will learn two vowel teams: i-g-h and e-a. Words with a vowel team have (repeat it with me) two or more letters side-by-side that are pronounced as one vowel sound. The gesture for the vowel team syllable is two fingers together.” This guidance provides educators with explicit language and actions for introducing the vowel team syllable type.
Lesson 21, day 1, includes guidance for educators on providing instruction on ar and or words. The script states: “Today we are reviewing how to read and spell words with the vowel‑r patterns a‑r and o‑r. The vowel‑r pattern has one vowel followed by the consonant r, which affects the way the vowel sound is pronounced. Words with the vowel‑r pattern have (repeat it with me) one vowel followed by the consonant r, which affects the way the vowel sound is pronounced.” These scripts outline the instructional language educators use to introduce and review grade‑level sound‑spelling patterns. Together, the lessons provide explicit guidance for teaching vowel teams and vowel‑r patterns across the grade 2 sequence.
Evaluation for 5.E.1c
Students develop sound‑spelling knowledge when educators deliver whole‑group instruction on the phonics skill pattern. Educators use the detailed scripted lessons in the Teacher’s Edition, including hand gestures that accompany the instruction. Students practice the sound‑spelling pattern through activities in the Student Workbook such as word sorts and sound‑spelling mapping. They reinforce the phonics skill pattern through reading and writing activities, including reading a decodable text that incorporates previously taught patterns for cumulative review.
In lesson 7, days 1–5, educators provide explicit instruction on the predictable vowel teams ee and oe. As students move through the days of lesson 7, they complete “Phonological Awareness Warm‑Ups” and then transition into phonics patterns, writing, and passage reading. These activities offer multiple opportunities for students to develop, practice, and reinforce the vowel teams ee and oe. The sequence demonstrates how students engage with the targeted sound‑spelling patterns across the lesson.
Evaluation for 5.E.1d
The materials provide various student activities in grade 2 that support students in decoding, both in isolation and with decodable text. In lesson 6, students decode words such as fight and coach in the “Sort Words” portion of the lesson. Later in the lesson, students read a decodable text titled “Roaming Goat”. Students practice reading words with igh and oa. These activities give students opportunities to apply decoding skills with the targeted sound‑spelling patterns.
Lesson 6 also includes encoding practice using sound‑spelling maps with student phonics chips. Students move sound chips into boxes, and then write the letters to spell the words such as groan and night. This activity also uses the words toast, boast, roam, fright, this, thigh, and best. The words this and best do not have the igh or oa pattern, so it is a review from a previously taught sound-spelling pattern. On day 5 of lesson 6, students write sentences using the igh and oa sound-spelling pattern such as “Did you find the croaking toad?” which reinforces encoding and application of the targeted vowel teams.
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. In lesson 3, day 4, the materials present a word grid of high-frequency words such as of, his, and had. By the end of grade 2, 115 Dolch high-frequency words become decodable through explicit phonics instruction. Students additionally become familiar with forty-one additional high-frequency words that require instruction beyond regular phonics patterns. These components show how the materials organize regular high‑frequency word instruction across grades.
In the Implementation Guide, Appendix E provides a systematic and explicit instruction of regular and irregular high-frequency words. The materials introduce high-frequency words in a carefully sequenced progression, with phonetically regular words taught as they become fully decodable through previously taught letter-sound correspondences and irregular words introduced as heart words when they contain one or more unexpected spellings. Resources include the Dolch list of 220 high-frequency words organized by grade level and frequency, a recommended list of thirty-two heart words. These materials outline how they address regular and irregular high‑frequency words across instruction.
Evaluation for 5.E.2b
The materials contain educator guidance to provide explicit instruction for decoding and encoding regular high-frequency words. In grade 2, lesson 1, day 4, the educator displays a high-frequency word grid to students, including the words pull, sit, and tell. The educator prompts the students to decode each word by saying, “Word?” at each box. Later in the lesson, students use sound-spelling mapping to practice encoding high-frequency words such as when. These lesson routines show how the materials support explicit instruction in decoding and encoding regular high‑frequency words.
In lesson 4, day 5, students use the sound-spelling mapping to decode and encode the heart word write. The guidance provides educators with detailed scripts that state, “Today we will spell some special words called heart words. These words 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 script continues with explicit modeling as the educator finger‑stretches /r/ /ī/ /t/, identifies three sounds, and places dots in three boxes. The educator then demonstrates how the unexpected spelling of /r/ is represented by a silent w, marks the long‑i vowel team with a connecting v, and completes the final sound /t/ before asking students to read the word write.
Evaluation for 5.E.2c
The materials provide a variety of activities for students to develop, practice, and reinforce skills to decode and encode regular high-frequency words. Students practice this skill in lesson 4, 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 five and gave. In the writing portion of lesson 4, day 5 students write (encoding) sentences using regular high-frequency words such as we, saw, and to. These words repeat in other lessons 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 there are thirty-two irregular high-frequency words in the program. In lesson 12, day 5, students encode the irregular high-frequency words does and from, using the sound-spelling mapping. The routine in the Teacher’s Edition requires students to practice two heart words per lesson. In lesson 13, day 5, students learn the irregular high-frequency words which and use. During the “Sentence Dictation” portion of the lesson, students reinforce their encoding of these words.
Evaluation for 5.E.2d
Students read high‑frequency words in both isolation and connected text through a variety of activities. In lesson 5, day 4, students decode words such as would and very in the “Fluency” section, providing practice with reading high‑frequency words on their own. Students also read high‑frequency words in the connected text “A Goblin in the Attic” in lesson 5, where the words from, as, and me 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 5, day 1, students use a word sort activity to encode the high frequency words we and my. In lesson 5, day 5, students practice encoding high-frequency words while writing sentences. Students write sentences such as, “Why do you dislike making a mistake?” The “Sentence Dictation” section of the materials contains a number of high-frequency words, such as why, do, you,and a. These activities show that students practice writing high‑frequency words across lessons.
Evaluation for 5.E.3a
The Scope and Sequence Alignment to the TEKS document shows the systematic sequence for teaching the syllable types. Lesson 1 begins with teaching closed syllables, followed by lesson 4 with open syllables and vowel consonant e pattern words. Lesson 6 starts with predictable vowel teams such as oa, and lesson 11 initiates unpredictable vowel teams such as ie. Lastly, lesson 18 introduces r-controlled vowels, and lesson 26 presents final stable syllables, like consonant le. Lesson 9, day 1 introduces predictable vowel teams au and aw. Student activities include that syllable pattern throughout lesson 9.
The materials provide a syllable-mapping activity on day 3 of lesson 9 for students to recognize a multisyllabic word with a closed syllable and a consonant silent e syllable. Students practice syllable dividing using the word escape. Additionally, students continue to practice syllable mapping other multisyllabic words such as conduct and exhale, applying the same routine to determine syllable types. These activities give students repeated practice with dividing and analyzing multisyllabic words. The lesson sequence shows how students build skill in recognizing syllable patterns across words.
Evaluation for 5.E.3b
The materials guide educators to provide explicit instruction for applying knowledge of syllable types for decoding and encoding one-syllable and multisyllabic words. In lesson 9, day 3, students practice decoding closed-syllable types in the “Word Reading Accuracy” section. Students read one-syllable words such as crawl and multisyllabic words such as compete, applying their syllable knowledge to both word types. Students also practice encoding one-syllable and multisyllabic words in the “Syllable Mapping” section. In lesson 9, day 2, students encode the one-syllable word saw. Then, in lesson 9, day 3, students practice encoding multisyllabic words with closed syllables such as problem and uplift.
The educator guidance explicitly teaches educators how to apply syllable-division principles to decode and encode one-syllable and multisyllabic words. In lesson 10, students practice decoding closed one-syllable words in the text “Pond Days.” Closed one-syllable words in the passage include day and joy. Students practice decoding multisyllabic words such as catfish in the same passage. Students practice encoding multisyllabic words into syllables during the “Syllable Mapping” activity in lesson 10, day 2. Students encode and divide closed-syllable words such as weekday and sunlight into syllables. On day 3 of lesson 10, students practice encoding closed one-syllable words in the “Compare and Contrast” section. Words in this activity include joy and grain.
Evaluation for 5.E.3c
The materials provide a variety of activities for students to develop, practice, and reinforce skills to decode one-syllable or multisyllabic words through cumulative review. Lesson 8 introduces students to the vowel team patterns ai, ay, oi, and oy through explicit instruction. Students develop this skill through the “Word Reading Accuracy” activity with words such as chain, pinch, and boy. Students practice determining if they can decode one-syllable or multisyllabic words through the “Reading Pattern Words” activity. This activity includes words such as hoist, stray, and champ. Later, students decode a passage titled “Clay Day” for reinforcement. Words decoded include plans, fun, and big. Students receive cumulative review throughout all the activities.
The materials provide a variety of activities for students to develop, practice, and reinforce skills to encode one-syllable words through cumulative review. In lesson 8, students develop one-syllable or multisyllabic words with vowel team patterns ai, ay, oi, and oy activities. Students develop and practice this skill through the sound-spelling mapping activity with the word boil provided through educator guidance. One-syllable or multisyllabic words for cumulative review in these activities include chain, click, and stay. On day 5 of lesson 8, students reinforce encoding in the “Sentence Dictation” section. Students write sentences such as, “Their plain clay toys were painted gray” and “ The praying mantis hunts for bugs.”
Evaluation for 5.E.3d
The Teacher’s Edition includes a variety of activities, such as “Reading Pattern Words”; “Word Reading Accuracy”; “Read Words and Phrases”; and two passages that are decodable. These varied activities support students to use their knowledge of syllable division patterns to decode words in both isolation and in connected text. In lesson 9, students read one-syllable or multisyllabic words with predictable vowel team au and aw in isolation from a pattern word list. They additionally read previously taught phonics patterns such as the word compete. Then, in lesson 9, students read the decodable passages “Shaun’s Paw” and “Paws and Claws” to decode one-syllable or multisyllabic words with predictable vowel teams au and aw.
The Teacher’s Edition includes a variety of activities and resources such as sort word; sound-spelling mapping (with or without student phonics chips); writing pattern and contrast words; syllable mapping; and sentence dictation to support students in using their knowledge of syllable types to encode words both in isolation and connected text. In lesson 9, day 2, students write words with predictable vowel team au and aw in isolation when they spell and sort pattern and contrast words. In lesson 9, day 5, the students encode words with predictable vowel team au and aw when they write the sentences, “Did the rabbit or the mole crawl in the hole?” and “The hawk has been squawking.”
Evaluation for 5.E.4a
The Scope and Sequence lists a defined sequence for the introduction of grade 2 morphemes. The sequence begins with explicit instruction on the prefixes un‑ and re‑ in lesson 3 and dis‑ and mis‑ in lesson 5, giving students early practice with common prefixes. In lesson 7, students practice adding the prefixes fore‑ and pre‑ to base words, extending their knowledge of how prefixes change word meaning. Lesson 8 includes a cumulative review of all the prefixes from the preceding lessons, reinforcing previously taught morphemes. These lessons show how the materials organize prefix instruction across the unit.
The materials include a systematic sequence for introducing grade‑level morphemes. Beginning in lesson 10, students practice adding suffixes to base words, applying morpheme knowledge to build new words. Lesson 10 contains the suffixes ‑ful and ‑less, and lesson 13 introduces ‑able and ‑wise, expanding the range of suffixes students encounter. The rest of the lessons contain other prefixes and suffixes that students practice as they progress through the unit. Lessons 26–30 provide a cumulative review of all the morphemes in the units, giving students repeated opportunities to reinforce their understanding.
Evaluation for 5.E.4b
The Teacher’s Edition provides explicit guidance to educators with scripted content to help students use the meaning of morphemes to support encoding, decoding, and reading comprehension. The script for lesson 8, day 4 states, “Let’s review six prefixes. Remember, a prefix is a part added to the beginning of a word. When a prefix is added to a word, it changes the meaning of the word. (Display un-, re-, dis-, mis-, fore-, and pre-.) Today, we will review the prefixes un-, re-, dis-, mis-, fore-, and pre- from the table we’ve already completed. We will review the prefixes and their meanings to help us with understanding the meaning of each sample word.” Students complete an activity in their Student Workbook identifying the prefix in words and matching the meaning to the word.
The Teacher’s Edition provides explicit guidance to educators through scripts to help students use the meaning of morphemes to support encoding, decoding, and reading comprehension. The script for lesson 9, day 3 states, “Today we will review six prefixes. Remember, a prefix is a part added to the beginning of a word. When a prefix is added to a word, it changes the meaning of the word. (Display un-, re-, dis-, mis-, fore-, and pre-.) Today, we will practice using the six prefixes: un-, re-, dis-, mis-, fore-, and pre-. We will review the prefixes and their meanings to help us understand the meaning of each sample word.” Students practice decoding and encoding words with these prefixes in their Student Workbook.
Evaluation for 5.E.4c
The Teacher’s Edition provides a variety of activities to develop, practice, and reinforce grade 2 morphological skills. In lesson 11, day 2, the materials develop the suffixes -ly and -ness by displaying them and providing explicit instruction. Students then practice the morphemes by taking notes and defining unknown words using information about the suffixes in the “Notes About Suffixes” table in their Student Workbook. The next day’s lesson, day 3, reinforces cumulative review when students revisit the suffixes explicitly taught the day before. Students complete a fill-in-the-blank activity in their Student Workbook to apply and reinforce their understanding.
The Teacher’s Edition provides a variety of activities to develop, practice, and reinforce grade 2 morphological skills. In lesson 12, day 2, the materials introduce the suffixes -ful and -less and review -ly and -ness by displaying them and providing explicit instruction. Students practice these morphemes by taking notes and defining unknown words using the “Notes About Suffixes” table in their Student Workbook. The following day’s lesson, day 3, reinforces cumulative review when students revisit the suffixes taught the previous day. Students complete a fill-in-the-blank activity in their Student Workbook to reinforce their knowledge of the suffixes.
Evaluation for 5.E.4d
The Teacher’s Edition provides a variety of activities to decode words with morphemes both in isolation and connected text that builds on previous instruction. In lesson 11, day 2, students decode words with the morphemes -ly and -ness in isolation using a morphology table. Students complete the activity in their Student Workbook, decoding words such as fullness and brightly. Students decode words with morphemes in connected text by reading the word ripeness in the passage “Brie Cheese.” These activities show how the materials support decoding morphemes across both isolated practice and connected text.
The Teacher’s Edition provides a variety of activities to encode words with morphemes both in isolation and connected text that builds on previous instruction. In lesson 11, day 2, students encode words with the morphemes -ly and -ness in isolation. They use the word-mapping activity to write the word sleepless and a fill-in-the-blank activity for the word kindness. Students complete the activity in their Student Workbook, decoding words such as fullness and brightly. Students encode words with morphemes in connected text by writing sentences using words such as weakness and badly.
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 additionally includes sentence stems and instructional moves. Educators can use this guidance during 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” 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 included in the materials provides opportunities for students to listen actively and share information and ideas. Among the cards, the “Turn and Teach” task requires students to work with a partner and take turns teaching the concept to each other. Students listen actively and then share information about the skill explicitly taught in that lesson. This authentic opportunity reinforces 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 grade 1 skills, moving towards predictable vowel teams (igh, oa, ee, oe, etc.,) unpredictable vowel teams (ie, ow, etc.,) vowel- r words, and complex consonants. At the end of grade 2, the materials introduce grade 3 skills (six syllable types.)
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 2 includes a script for educators with explicit instruction focused on connecting phonemes to letters within words and addressing common errors. For example, in lesson 7, day 2, students work on vowel teams for /ee/ and /oe/. The script says, “We’re continuing to read and spell words with the e-e and o-e vowel team patterns. Let’s review. Words with a vowel team have (repeat it with me): two or more letters side by side that are pronounced as one vowel sound. Show me the gesture and say the syllable type. Let’s review the pronunciations of this week’s vowel teams. How is the vowel team e-e pronounced? /ē/. How is the vowel team o-e pronounced? /ō/” This explicitly teaches and explains the error of being one sound and not two sounds. The appendix in the Implementation Guide also includes guidance for educators on how to give students feedback based on common misconceptions. If students exhibit the common misconception of “Decoding vowel team patterns with more than one sound (oa, oy, ow, oe),” the instructional guidance provided states, “You read the word as /bōāt/. Most often when two vowel letters are side-by-side, they team up and are pronounced as one sound. The vowel team oa in this word is pronounced /ō/. Try reading the word again using the vowel sound /ō/. boat”
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)
12 out of 12 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)
12 out of 12 points
There are a variety of activities for students to develop, practice, and reinforce the understanding of letter-sound correspondence to decode one-syllable and multisyllabic words in the decodable text. The educator models the reading of two passages, “At the Lake” and “Twigs from a Vine.” While reading the passages, the educator underlines decoded words with the vowel silent-e pattern up to the blackline. Students practice locating vowel silent-e pattern words in both texts below the black line.
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 increase in complexity as students move through the unit. In lesson 6, students begin deleting phonemes within blends, and lesson 8 continues this work with tasks such as changing hold to hole. Lesson 11 introduces phoneme substitution, including examples like grows to froze. This sequence places simpler phoneme manipulation tasks in earlier lessons and more complex tasks in later lessons.
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
The appendix of the Implementation Guide includes explicit instruction for educators to use explanatory feedback for student misconceptions in phonological awareness activities. If students exhibit the common misconception of “Confusing rhyming production and initial sound identification,” the instructional guidance provided states, “You said cup when I asked for a word that rhymes with cat. The words have the same beginning sound, but they do not rhyme. Words rhyme when the ending parts of the words sound the same. Cat ends with /ăt/, but cup ends with /ŭp/. The endings of those words don’t sound the same, so they don’t rhyme. A word that does rhyme with cat is bat because they both end in /ăt/. Now, can you think of a word that ends in /ăt/, like cat and bat? sat, mat, hat.”
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
Lesson 6 in grade 2 also includes multiple activities that reinforce phonological awareness. Students begin with a “Phonological Awareness Warm‑Up” and then sort words based on the igh or oa vowel team. They continue with sound‑spelling mapping in their Student Workbook. The final activity in lesson 6 asks students to underline words in a passage that contain the igh or oa vowel team, providing additional practice with the targeted phonological pattern.
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
The lessons transition to complex manipulation of phonemes such as adding, deleting, and substituting phonemes. In lesson 4, students practice word chains such as beginning with the word shake, deleting the initial sound to make take, then wake, and finally woke. This sequence demonstrates how phonemic awareness skills progress from simple identification and blending to more complex manipulation across the lessons.
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
The materials provide explicit instruction for teaching phonemic awareness with corrective feedback for student misconceptions. If students exhibit the common misconception of “Pronouncing digraphs as two sounds (th, sh, ch, wh),” the instructional dialogue provided states, “You said /s/ /h/ /ŏ/ /p/ when you were sounding out the word spelled s-h-o-p. When the letters s and h are side by side, they become a digraph and are pronounced with one sound: /sh/. Let’s blend the sounds and read the word together: /sh/ /ŏ/ /p/, shop.”
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 7, students use sound‑spelling mapping to encode words with the vowel teams ee and oe. In the same lesson, day 3, students decode words in the “Phonics Pattern” section. These activities provide opportunities for students to apply phonemic awareness skills to 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 8, day 2, students begin with the “Phonological Awareness Warm‑Up” and then read pattern words. They additionally read pattern‑and‑contrast words before completing additional sound‑spelling mapping and passage reading. This sequence provides multiple opportunities for students to engage with the phonemic awareness skills through varied tasks. These activities allow students to develop, practice, and reinforce the 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 the spelling patterns addressed in each unit. Lessons 6–9 cover predictable vowel teams, and lessons 11–17 address unpredictable vowel teams. These unit‑level descriptions provide educators with information about how spelling patterns develop across the instructional sequence. Together, the Scope and Sequence and unit overview outline how the materials introduce and build grade‑level sound‑spelling patterns.
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
Lesson 21, day 1, includes guidance for educators on providing instruction on ar and or words. The script states: “Today we are reviewing how to read and spell words with the vowel‑r patterns a‑r and o‑r. The vowel‑r pattern has one vowel followed by the consonant r, which affects the way the vowel sound is pronounced. Words with the vowel‑r pattern have (repeat it with me) one vowel followed by the consonant r, which affects the way the vowel sound is pronounced.” These scripts outline the instructional language educators use to introduce and review grade‑level sound‑spelling patterns. Together, the lessons provide explicit guidance for teaching vowel teams and vowel‑r patterns across the grade 2 sequence.
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, educators provide explicit instruction on the predictable vowel teams ee and oe. As students move through the days of lesson 7, they complete “Phonological Awareness Warm‑Ups” and then transition into phonics patterns, writing, and passage reading. These activities offer multiple opportunities for students to develop, practice, and reinforce the vowel teams ee and oe. The sequence demonstrates how students engage with the targeted sound‑spelling patterns across the lesson.
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
Lesson 6 also includes encoding practice using sound‑spelling maps with student phonics chips. Students move sound chips into boxes, and then write the letters to spell the words such as groan and night. This activity also uses the words toast, boast, roam, fright, this, thigh, and best. The words this and best do not have the igh or oa pattern, so it is a review from a previously taught sound-spelling pattern. On day 5 of lesson 6, students write sentences using the igh and oa sound-spelling pattern such as “Did you find the croaking toad?” which reinforces encoding and application of the targeted vowel teams.
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
In the Implementation Guide, Appendix E provides a systematic and explicit instruction of regular and irregular high-frequency words. The materials introduce high-frequency words in a carefully sequenced progression, with phonetically regular words taught as they become fully decodable through previously taught letter-sound correspondences and irregular words introduced as heart words when they contain one or more unexpected spellings. Resources include the Dolch list of 220 high-frequency words organized by grade level and frequency, a recommended list of thirty-two heart words. These materials outline how they address regular and irregular high‑frequency words across instruction.
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
In lesson 4, day 5, students use the sound-spelling mapping to decode and encode the heart word write. The guidance provides educators with detailed scripts that state, “Today we will spell some special words called heart words. These words 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 script continues with explicit modeling as the educator finger‑stretches /r/ /ī/ /t/, identifies three sounds, and places dots in three boxes. The educator then demonstrates how the unexpected spelling of /r/ is represented by a silent w, marks the long‑i vowel team with a connecting v, and completes the final sound /t/ before asking students to read the word write.
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 there are thirty-two irregular high-frequency words in the program. In lesson 12, day 5, students encode the irregular high-frequency words does and from, using the sound-spelling mapping. The routine in the Teacher’s Edition requires students to practice two heart words per lesson. In lesson 13, day 5, students learn the irregular high-frequency words which and use. During the “Sentence Dictation” portion of the lesson, students reinforce their encoding of these words.
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 5, day 1, students use a word sort activity to encode the high frequency words we and my. In lesson 5, day 5, students practice encoding high-frequency words while writing sentences. Students write sentences such as, “Why do you dislike making a mistake?” The “Sentence Dictation” section of the materials contains a number of high-frequency words, such as why, do, you,and a. These activities show that students practice writing high‑frequency words across lessons.
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)
2 out of 2 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)
2 out of 2 points
The materials provide a syllable-mapping activity on day 3 of lesson 9 for students to recognize a multisyllabic word with a closed syllable and a consonant silent e syllable. Students practice syllable dividing using the word escape. Additionally, students continue to practice syllable mapping other multisyllabic words such as conduct and exhale, applying the same routine to determine syllable types. These activities give students repeated practice with dividing and analyzing multisyllabic words. The lesson sequence shows how students build skill in recognizing syllable patterns across words.
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)
8 out of 8 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)
8 out of 8 points
The educator guidance explicitly teaches educators how to apply syllable-division principles to decode and encode one-syllable and multisyllabic words. In lesson 10, students practice decoding closed one-syllable words in the text “Pond Days.” Closed one-syllable words in the passage include day and joy. Students practice decoding multisyllabic words such as catfish in the same passage. Students practice encoding multisyllabic words into syllables during the “Syllable Mapping” activity in lesson 10, day 2. Students encode and divide closed-syllable words such as weekday and sunlight into syllables. On day 3 of lesson 10, students practice encoding closed one-syllable words in the “Compare and Contrast” section. Words in this activity include joy and grain.
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
The materials provide a variety of activities for students to develop, practice, and reinforce skills to encode one-syllable words through cumulative review. In lesson 8, students develop one-syllable or multisyllabic words with vowel team patterns ai, ay, oi, and oy activities. Students develop and practice this skill through the sound-spelling mapping activity with the word boil provided through educator guidance. One-syllable or multisyllabic words for cumulative review in these activities include chain, click, and stay. On day 5 of lesson 8, students reinforce encoding in the “Sentence Dictation” section. Students write sentences such as, “Their plain clay toys were painted gray” and “ The praying mantis hunts for bugs.”
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)
8 out of 8 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)
8 out of 8 points
The Teacher’s Edition includes a variety of activities and resources such as sort word; sound-spelling mapping (with or without student phonics chips); writing pattern and contrast words; syllable mapping; and sentence dictation to support students in using their knowledge of syllable types to encode words both in isolation and connected text. In lesson 9, day 2, students write words with predictable vowel team au and aw in isolation when they spell and sort pattern and contrast words. In lesson 9, day 5, the students encode words with predictable vowel team au and aw when they write the sentences, “Did the rabbit or the mole crawl in the hole?” and “The hawk has been squawking.”
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
The materials include a systematic sequence for introducing grade‑level morphemes. Beginning in lesson 10, students practice adding suffixes to base words, applying morpheme knowledge to build new words. Lesson 10 contains the suffixes ‑ful and ‑less, and lesson 13 introduces ‑able and ‑wise, expanding the range of suffixes students encounter. The rest of the lessons contain other prefixes and suffixes that students practice as they progress through the unit. Lessons 26–30 provide a cumulative review of all the morphemes in the units, giving students repeated opportunities to reinforce their understanding.
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 to educators through scripts to help students use the meaning of morphemes to support encoding, decoding, and reading comprehension. The script for lesson 9, day 3 states, “Today we will review six prefixes. Remember, a prefix is a part added to the beginning of a word. When a prefix is added to a word, it changes the meaning of the word. (Display un-, re-, dis-, mis-, fore-, and pre-.) Today, we will practice using the six prefixes: un-, re-, dis-, mis-, fore-, and pre-. We will review the prefixes and their meanings to help us understand the meaning of each sample word.” Students practice decoding and encoding words with these prefixes in their Student Workbook.
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 to develop, practice, and reinforce grade 2 morphological skills. In lesson 12, day 2, the materials introduce the suffixes -ful and -less and review -ly and -ness by displaying them and providing explicit instruction. Students practice these morphemes by taking notes and defining unknown words using the “Notes About Suffixes” table in their Student Workbook. The following day’s lesson, day 3, reinforces cumulative review when students revisit the suffixes taught the previous day. Students complete a fill-in-the-blank activity in their Student Workbook to reinforce their knowledge of the suffixes.
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 provides a variety of activities to encode words with morphemes both in isolation and connected text that builds on previous instruction. In lesson 11, day 2, students encode words with the morphemes -ly and -ness in isolation. They use the word-mapping activity to write the word sleepless and a fill-in-the-blank activity for the word kindness. Students complete the activity in their Student Workbook, decoding words such as fullness and brightly. Students encode words with morphemes in connected text by writing sentences using words such as weakness and badly.