Program Information
- ISBN
- 9798892972642
- 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 3
ELAR: Phonics Grade 3
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 3 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Total
100% (24 out of 24 points)
Evaluation for 1.1a
The materials include a Scope and Sequence for grade 3 that outlines the TEKS, ELPS, and the concepts taught throughout the course. 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 2 skills, including blends, consonant digraphs, and complex consonants, and progress toward instruction on the six syllable types. This structure provides educators with a clear view of how foundational skills build across the year.
The materials also include a separate document titled the Scope and Sequence Alignment to the TEKS and the ELPS which identifies the specific standards addressed in each lesson. For example, lesson 3, “Vowel Teams,” corresponds to the TEKS 3.2.A.v, which requires students to decode multisyllabic words with vowel teams, including digraphs. By pairing lesson‑level content with the explicit TEKS and ELPS connections, the materials clearly outline the standards and concepts taught in grade 3.
Evaluation for 1.1b
The materials include pacing guidance to support implementation across different instructional calendars. In the introduction of 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 guidance helps educators understand how the phonics block fits within the broader literacy schedule and establishes expectations for consistent daily use.
The materials also provide additional pacing support through Appendix A “Calendar Options,” which includes calendars for 165‑day, 180‑day, and 210‑day instructional years. Each model 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 options allow schools to implement the program effectively across varying schedules.
Evaluation for 1.1c
The materials include an explanation of the rationale of the unit order in the introduction of the Teacher’s Edition. The “Teacher’s Tip Box” outlines the unit sequence and describes how the program divides instruction into sections and lessons. This page also lists 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 1–5 provide opportunities for grade 2 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 to support unit and lesson internalization. In the Teacher’s Edition, “How to Prep for a 95 PCP Instructional Unit” in Appendix B provides a structured process for educators to internalize each unit. This protocol directs educators to preview the Scope and Sequence, examine the end‑of‑unit assessment, and review the unit in full. It also includes reflective questions educators can ask themselves about the lesson or unit to deepen their understanding of instructional intent and progression.
The materials also include lesson‑level internalization guidance. “How to Prep for a 95 PCP Lesson in Under 10 Minutes” in Appendix C outlines a streamlined process for preparing individual lessons. This protocol guides educators to understand the lesson purpose, identify the materials needed, and review each lesson component to ensure clarity on the purpose and function of each part. Together, these protocols provide educators with clear, efficient guidance for internalizing both units and lessons.
Evaluation for 1.1e
The materials include resources and guidance for instructional leaders to support program implementation. In the introduction of the Implementation Guide, the “Course-Level Design” section outlines how leaders can monitor program use and provide support to 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, giving leaders a clear process for monitoring fidelity.
The materials further support instructional leaders through the implementation tracker, located in Appendix F. This tool gathers evidence of program usage, allowing instructional leaders the opportunity to analyze and track 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 educator tips and instructional notes that summarize the key concepts addressed in each unit. For example, in grade 3, unit 1, lessons 1–5 review critical grade 2 skills such as short vowels; consonant blends and digraphs; silent letters; complex consonants; hard and soft c/g; long‑vowel silent‑e; vowel teams; and vowel‑r patterns. These foundational skills support students’ success with the more complex grade 3 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 3, lessons 6–8 include academic vocabulary such as morphology and morpheme, 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 3 Teacher’s Edition, “How to Use the Weekly Family Support Letters” explains, in English, how educators can encourage families to participate in their child’s learning. The guide describes what students will learn during the thirty‑minute word study block across the year and provides a rationale for teaching word patterns rather than relying on memorization.
The materials also include “How to Use the Weekly Family Support Letters” 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 thirty‑minute word study block, and clarifies why instruction emphasizes word patterns. Together, these supports provide families with clear information to help them understand and reinforce their child’s learning.
Evaluation for 1.3a
The materials include comprehensive and structured lesson plans that outline the daily objectives, questions, tasks, materials, and assessments for each lesson. The overview of lesson plans resource provides educators with detailed guidance to support lesson delivery. In grade 3, lesson 3, the objective states that students demonstrate understanding of predictable and unpredictable vowel‑team patterns by correctly identifying, reading, and writing pattern words in isolation and in passages. This level of specificity shows 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 that identifies the corresponding standards for each lesson. Grade 3, lesson 4 on vowel‑r patterns (er, ir, ur) aligns to the TEKS 3.2.A.ii and ELPS 1.B.i, illustrating how the program connects lesson objectives to state content and language standards. By pairing detailed lesson plans with the explicit TEKS and ELPS connections, the materials provide educators with structured guidance to meet both sets of expectations throughout grade 3.
Evaluation for 1.3b
The materials include clear guidance on the materials required for each lesson. In the grade 3 overview of the lesson plans, the program lists the materials both the educator and students need for daily instruction. In lesson 2, the educator should use the Teacher’s Edition, the presentation files, Collaborative Learning Cards, and the lesson 2 assessment with directions and answer key. Students use a printed Student Workbook set, a student manipulatives kit, and the lesson 2 assessment. This structure ensures educators know exactly what materials they require before beginning instruction.
The materials also provide pacing guidance to support lesson delivery. The grade 3 Teacher’s Edition opens each lesson with timing allocations for the instructional components. Lesson 1, day 1 designates two minutes for the “Phonological Awareness Warm‑Up;” five minutes for “Phonics Patterns;” eight minutes for “Writing;” and five minutes for “Passage Reading.” These allocations give educators a clear framework for managing the instructional time across the lesson.
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 program also provides direction for implementing differentiated small‑group instruction. Additionally, Appendix C includes routines for educators to use when planning and delivering small‑group lessons.
The materials further support students who consistently demonstrate proficiency in phonics skills. Within the Assessment Guide, the “Enrichment Opportunities” section offers extension activities designed to deepen learning. Educators can adapt a choice board in Appendix G to different tasks, giving them flexible options for enriching and extending instruction for students 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 document titled the Scope and Sequence Alignment to the TEKS and the ELPS which identifies the specific standards addressed in each lesson. For example, lesson 3, “Vowel Teams,” corresponds to the TEKS 3.2.A.v, which requires students to decode multisyllabic words with vowel teams, including digraphs. By pairing lesson‑level content with the explicit TEKS and ELPS connections, the materials clearly outline the standards and concepts taught in grade 3.
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 through Appendix A “Calendar Options,” which includes calendars for 165‑day, 180‑day, and 210‑day instructional years. Each model 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 options allow schools to implement the program effectively across varying 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 1–5 provide opportunities for grade 2 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 also include lesson‑level internalization guidance. “How to Prep for a 95 PCP Lesson in Under 10 Minutes” in Appendix C outlines a streamlined process for preparing individual lessons. This protocol guides educators to understand the lesson purpose, identify the materials needed, and review each lesson component to ensure clarity on the purpose and function of each part. Together, these protocols provide educators with clear, efficient guidance for internalizing both units and lessons.
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
The materials further support instructional leaders through the implementation tracker, located in Appendix F. This tool gathers evidence of program usage, allowing instructional leaders the opportunity to analyze and track 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 3, lessons 6–8 include academic vocabulary such as morphology and morpheme, 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 “How to Use the Weekly Family Support Letters” 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 thirty‑minute word study block, and clarifies why instruction emphasizes word patterns. Together, these supports provide families with clear information to help them understand and reinforce their child’s learning.
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
5 out of 5 points
Evaluation for 1.3a
Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
5 out of 5 points
The materials also include a Scope and Sequence Alignment to the TEKS and ELPS that identifies the corresponding standards for each lesson. Grade 3, lesson 4 on vowel‑r patterns (er, ir, ur) aligns to the TEKS 3.2.A.ii and ELPS 1.B.i, illustrating how the program connects lesson objectives to state content and language standards. By pairing detailed lesson plans with the explicit TEKS and ELPS connections, the materials provide educators with structured guidance to meet both sets of expectations throughout grade 3.
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 pacing guidance to support lesson delivery. The grade 3 Teacher’s Edition opens each lesson with timing allocations for the instructional components. Lesson 1, day 1 designates two minutes for the “Phonological Awareness Warm‑Up;” five minutes for “Phonics Patterns;” eight minutes for “Writing;” and five minutes for “Passage Reading.” These allocations give educators a clear framework for managing the instructional time across the lesson.
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 further support students who consistently demonstrate proficiency in phonics skills. Within the Assessment Guide, the “Enrichment Opportunities” section offers extension activities designed to deepen learning. Educators can adapt a choice board in Appendix G to different tasks, giving them flexible options for enriching and extending instruction for students 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 lesson 1 assessment contains spelling; a word chain; 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 definitions and intended purposes for the instructional assessments they provide. 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. The formative assessments at the end of each lesson monitor ongoing learning throughout the unit, giving educators frequent checkpoints on student progress. Furthermore, the summative assessments at the end of the unit evaluate students’ proficiency with the skills taught in that unit. These distinctions help educators understand how each assessment type contributes to tracking student learning over time.
Evaluation for 2.1c
The materials contain educator guidance to ensure 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, allowing thirty to forty minutes to complete end-of-unit or end-of-lesson assessments. Additionally, the guidelines encourage students to use the sound-spelling cards as a reference during appropriate sections of the assessment.
The materials include educator guidance to support consistent and accurate administration of 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 within the course materials. Educators can administer the diagnostic assessment 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 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 3, 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 the TEKS‑aligned items with varied levels of complexity. In grade 2, the unit 1 assessment includes sound‑spelling mapping; sentence dictation; word sort; morphology; and passage reading with comprehension. These components represent a progression of task types that require students to apply skills in increasingly integrated ways. The range of item formats helps educators gather comprehensive information about student proficiency.
Evaluation for 2.2a
The materials contain instructional assessments and scoring information for educators to interpret student performance. For example, in the Assessment Guide, the materials provide scoring recommendations with educator guidance on the end-of-lesson assessments that evaluate student performance. If a student scores below a 75 percent on reading sections A or B of part 3, educators should assess them using the diagnostic screener (PSI or PS) to identify specific skill deficits.
The materials contain instructional assessments and scoring information for educators to interpret student performance. For example, the grade 3 assessment overview provides educator guidance to interpret the summative (end-of-unit) assessments and determine if students have reached proficiency. If the students score at least 80 percent, that indicates that tier 1 is adequate for obtaining essential reading skills.
Evaluation for 2.2b
The materials contain guidance for the use of included tasks and activities to respond to student performance on assessments. For example, the Assessment Guide provides educators with guidance on establishing differentiated small groups with a four-step protocol. The four-step protocol directs educators to form small groups; apply targeted instruction; monitor and adjust; and evaluate effectiveness. This protocol guides educators to offer support for students who have not yet reached proficiency.
The materials contain guidance for the use of included tasks and activities to respond to student performance on assessments. For example, in the Assessment Guide the materials provide “Decision Trees for Instructional Response” to guide educators with next steps for students based on their assessment performance.
Evaluation for 2.2c
The materials include tools that help educators track student progress and growth over time. The observation tracker for independent practice allows educators 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 that educators can review across lessons. This structure supports ongoing monitoring and helps them 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 build awareness 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 lesson 1 assessment contains spelling; a word chain; 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. The formative assessments at the end of each lesson monitor ongoing learning throughout the unit, giving educators frequent checkpoints on student progress. Furthermore, the summative assessments at the end of the unit evaluate students’ proficiency with the skills taught in that unit. These distinctions help educators understand how each assessment type contributes to tracking student learning over time.
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The materials include educator guidance to support consistent and accurate administration of 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 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 the TEKS‑aligned items with varied levels of complexity. In grade 2, the unit 1 assessment includes sound‑spelling mapping; sentence dictation; word sort; morphology; and passage reading with comprehension. These components represent a progression of task types that require students to apply skills in increasingly integrated ways. The range of item formats helps educators gather comprehensive information about student proficiency.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
The materials contain instructional assessments and scoring information for educators to interpret student performance. For example, the grade 3 assessment overview provides educator guidance to interpret the summative (end-of-unit) assessments and determine if students have reached proficiency. If the students score at least 80 percent, that indicates that tier 1 is adequate for obtaining essential reading skills.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
The materials contain guidance for the use of included tasks and activities to respond to student performance on assessments. For example, in the Assessment Guide the materials provide “Decision Trees for Instructional Response” to guide educators with next steps for students based on their assessment performance.
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
The materials also provide tools that allow students to monitor their own progress. The student learning log in Appendix B of the Assessment Guide gives students a place to record their learning and track their proficiency with the lessons in the unit. This log encourages students to reflect on their growth and understand their progress over time. The structure supports student ownership of learning and helps them build awareness 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. The four-step-protocol directs the educator to form the small group; apply the targeted instruction; monitor and adjust; and evaluate 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 for use 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 can use the protocol to lead targeted lessons for students.
Evaluation for 3.1b
The materials include preteaching supports for unfamiliar vocabulary that allow students to access vocabulary in text. For example in the Language in Literacy workbook, Appendix E provides the PLUSS framework. This framework guides educators in supporting students to learn unfamiliar vocabulary by systematically working through the template guide: preview critical vocabulary and prime background knowledge; language modeling and practice opportunities; use of visuals and graphic organizers; strategic use of home language; and systematic and explicit instruction. This framework ensures that students receive support in acquiring unfamiliar vocabulary.
The materials contain embedded supports for unfamiliar vocabulary and references in text. For example in grade 3, lesson 13, day 2, the students read a passage about a group of friends taking a trip when they see a sly fox. The materials provide a definition of the word sly in the educator’s script. This embedded support helps students make meaning as they encounter unfamiliar vocabulary during reading.
Evaluation for 3.1c
The materials provide educator guidance 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. These strategies include fluency, comprehension, and vocabulary activities that educators can adapt by grade level to challenge advanced learners. This structure supports educators in providing meaningful extensions for students who are ready for additional rigor.
For students who master the grade‑level content, the materials also include enrichment and extension activities. 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 that helps educators model and explain the concepts to students. 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 educators have visual and instructional tools to introduce new concepts effectively.
The materials contain explicit prompts and educator guidance to support modeling and explaining the concept in the lesson. For example, lesson 6, day 1 gives educators explicit prompts and guidance to model and explain adding a sound to the beginning of a word to make a new word. The educator states a word for the students to repeat back. Then, the educator gives a beginning sound to add to the word, and the students say the new word. These prompts provide clear guidance for delivering precise and consistent modeling.
Evaluation for 3.2b
The materials include educator guidance and recommendations that support effective lesson delivery using a variety of instructional approaches. The Teacher’s Edition includes 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 structured and predictable instruction. This guidance helps educators implement lessons with confidence and fidelity.
The materials provide a variety of instructional approaches to deliver lessons. The Teacher’s Edition details the program components describing the instructional routines that guide educators in their lesson delivery. Each lesson includes the following components: phonological awareness warm-up; orthographic mapping; fluency; high frequency words; and passage reading.
Evaluation for 3.2c
The materials provide recommended structures to support students in learning the concepts. For example, in the Implementation Guide the materials indicate that lessons follow the gradual release of responsibility model (i.e. I do, we do, you do.) This structure allows students to observe the educator teach the subject, work with them on concept examples, then 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 educator guidance 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” provide educator questioning prompts and sentence stems for Emergent Bilingual (EB) students.
The materials provide the various levels of language proficiency defined by the ELPS, designed to engage students in using increasingly more academic language. For example, the materials have a “Supporting English Learners across Proficiency Levels” resource that guide educators with what to expect; best response modes; educator supports; sample educator moves; and classroom examples for each proficiency level.
Evaluation for 3.3b
The materials contain educator implementation guidance to support educators to use the materials effectively in a state-approved bilingual or ESL program. For example, the PLUSS framework in Language in Literacy, provides support to educators in implementing the materials to support instruction on language function. The framework includes the following components: preview critical vocabulary and prime background knowledge; language modeling and practice opportunities; use of visuals and graphic organizers; strategic use of home language; and systematic and explicit instruction.
The materials include educator implementation guidance to support effective use of the program in state‑approved bilingual or ESL settings. The PLUSS Template Guide provides educators with descriptions of each section of the framework to assist in planning and delivering instruction. The “Preview and Prime” section encourages educators to add or remove words based on students’ oral language proficiency levels. This flexibility helps ensure that instruction is responsive to the linguistic needs of EB students.
Evaluation for 3.3c
The materials contain embedded guidance for educators to support EB students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse. For example, in the Implementation Guide “Lesson Level Design,” the lessons provide “Teacher Tips” in the margins to help educators make cross-linguistic connections between English and other languages. This leads to students making connections to understand the concepts being taught. Recognizing cognates and shared phonology help accelerate student learning.
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 assist educators in facilitating student oral and written discourse. The cards include “Compare and Justify” for students to write and read their response to a partner, with an option to use required academic vocabulary, increasing student comprehension of the concept. Sentence stems provide guidance 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 for use 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 can 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 contain embedded supports for unfamiliar vocabulary and references in text. For example in grade 3, lesson 13, day 2, the students read a passage about a group of friends taking a trip when they see a sly fox. The materials provide a definition of the word sly in the educator’s script. 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
For students who master the grade‑level content, the materials also include enrichment and extension activities. The Assessment Guide features a customizable choice board in Appendix G that educators can tailor to extend student knowledge. One option invites students to complete a Venn diagram comparing and contrasting two characters or two books, encouraging deeper thinking. These activities give students opportunities to apply their skills in more complex and creative ways.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
The materials contain explicit prompts and educator guidance to support modeling and explaining the concept in the lesson. For example, lesson 6, day 1 gives educators explicit prompts and guidance to model and explain adding a sound to the beginning of a word to make a new word. The educator states a word for the students to repeat back. Then, the educator gives a beginning sound to add to the word, and the students say the new word. These prompts provide clear guidance for delivering precise and consistent modeling.
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
The materials provide a variety of instructional approaches to deliver lessons. The Teacher’s Edition details the program components describing the instructional routines that guide educators in their lesson delivery. Each lesson includes the following components: phonological awareness warm-up; orthographic mapping; fluency; high frequency words; and passage reading.
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
The materials contain collaborative structures that support student learning within the lessons. Lessons include Collaborative Learning Cards as a resource in the classroom to promote an engaging environment. Card 4, titled “Echo Reading”, requires student A to read a word, phrase, or sentence. Partner B then repeats it. This structure encourages participation, reinforces accuracy, and helps students practice skills together.
3.3 Support for Emergent Bilingual Students
3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
The materials provide the various levels of language proficiency defined by the ELPS, designed to engage students in using increasingly more academic language. For example, the materials have a “Supporting English Learners across Proficiency Levels” resource that guide educators with what to expect; best response modes; educator supports; sample educator moves; and classroom examples for each proficiency level.
3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
The materials include educator implementation guidance to support effective use of the program in state‑approved bilingual or ESL settings. The PLUSS Template Guide provides educators with descriptions of each section of the framework to assist in planning and delivering instruction. The “Preview and Prime” section encourages educators to add or remove words based on students’ oral language proficiency levels. This flexibility helps ensure that instruction is responsive to the linguistic needs of EB students.
3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
The materials contain embedded guidance for educators to support EB students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse. For example, the materials provide Collaborative Learning Cards to assist educators in facilitating student oral and written discourse. The cards include “Compare and Justify” for students to write and read their response to a partner, with an option to use required academic vocabulary, increasing student comprehension of the concept. Sentence stems provide guidance 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 present phonics instruction in a clear sequence that moves from foundational skills to more complex patterns, supported by routines that repeat across lessons. Lessons begin with a specific literacy skill and progress in a structured order so students build on previously taught content. For example, students participate in a “Phonological Awareness Warm‑Up” that includes phonemic manipulation tasks such as substituting complex vowels, providing consistent practice with skills that support decoding.
The Scope and Sequence offers a snapshot of the phonics focus for each unit and reflects a systematic progression of skills. The grade 3 instruction begins with a review of grade 2 content and then advances through closed syllables, long‑vowel silent‑e syllables, open syllables, vowel‑team syllables, c‑le syllables, and vowel‑r syllables. These phonics skills appear both in isolation and in decodable texts, ensuring students encounter them in multiple contexts.
Evaluation for 4.1b
The materials provide repeated opportunities for students to practice phonics skills in connected text. The grade 3 weekly lesson includes two decodable passages—one informational and one literary—written with a high concentration of the phonics pattern taught that week. Students first practice reading words in isolation then use these texts to apply their new knowledge to reading words in connected text, supporting transfer of the phonics skill.
The materials also include ongoing practice activities within each lesson to reinforce the phonics skill introduced during explicit instruction in isolation. In grade 3, lesson 1, day 1, after explicit instruction on consonant blends, students complete a word sort to practice identifying words containing a consonant blend. This progression from explicit instruction to targeted practice provides structured opportunities for students to strengthen their understanding of the phonics pattern.
Evaluation for 4.2a
The materials include daily lessons that provide explicit phonics instruction supported by educator modeling and consistent instructional routines. In grade 3, lesson 1, day 1, the materials supply a detailed script for modeling how to spell closed syllables using the sound‑spelling mapping paper with the word frost. The script outlines each step for educators to demonstrate how to map sounds and spell the word, giving students a clear model of the phonics concept.
The materials also incorporate explicit modeling through varied instructional approaches. Educators use manipulatives such as colored chips, gestures to represent syllable types, and activities that reinforce reading-writing connections. These approaches appear throughout daily lessons to support students’ understanding of phonics concepts through consistent, structured modeling.
Evaluation for 4.2b
The materials provide structured opportunities for guided phonics instruction that include clear educator directions for delivering immediate and corrective feedback. The program offers a “Corrective Feedback for Positive Achievement” resource that supplies scripted language for educators to use to give concise, accurate feedback as students practice decoding and encoding. For multisyllabic word reading, the materials outline step‑by‑step guidance such as touching vowel letters; identifying syllable type; determining vowel sounds; and reading each syllable before blending the full word. The materials also include corrective feedback routines for word sorting, prompting educators to model the process (“Watch me, my turn”) and guide students through identifying vowel letters; naming the syllable pattern; determining whether the word fits the pattern; and placing the word under the correct header.
The materials further support explicit guided instruction by incorporating physical responses that allow educators to monitor student understanding and adjust instruction immediately. In grade 3, lesson 1, day 3, the educator models the gesture for a closed syllable—a closed fist—while reinforcing the definition (“Words with the closed- syllable pattern have one vowel letter followed by one or more consonants, and the vowel sound is short.”) Students practice the gesture with the educator, and those who gesture incorrectly or do not respond can receive immediate corrective feedback. These routines help educators address errors during instruction and ensure students apply phonics skills accurately.
Evaluation for 4.2c
The materials provide multiple opportunities for students to practice newly taught phonics skills independently during the “You Do” portion of each lesson. In grade 3, lesson 1, day 5, students independently read words with silent letters and complex consonants in the Student Workbook. Later in the lesson, students read two passages independently, applying the phonics pattern in connected text.
The materials also include collaborative practice opportunities that reinforce the phonics skill. In grade 3, lesson 1, day 5, educator guidance directs students to collaborate using the Collaborative Learning Card “Fluency Practice.” Later in the comprehension portion of the lesson, margin notes prompt educators to use the “Compare and Justify” card to support additional collaborative practice with the phonics skill.
Evaluation for 4.3a
The materials include cumulative review opportunities that allow students to revisit previously taught phonics skills across the curriculum. In grade 3, lesson 12, students complete a cumulative review focused on closed syllables and long‑vowel silent‑e syllables. Activities in this lesson include sorting words; constructing words with morpheme cards; completing syllable mapping; and reading a passage in which students underline words containing closed or long‑vowel silent‑e syllables. These tasks provide repeated practice with skills taught earlier in the sequence.
The materials also include additional cumulative practice later in the year. In grade 3, lesson 20, students review open syllables and vowel‑team syllables. Lesson activities include sorting words; constructing words with morpheme cards; completing syllable mapping; and reading a passage to underline words containing open or vowel‑team syllables. These activities reinforce previously taught phonics patterns through structured review.
Evaluation for 4.3b
The materials provide practice opportunities that reinforce the phonics skill taught during explicit instruction. In grade 3, lesson 6, the educator explicitly teaches the closed-syllable type in simple multisyllabic words. Students then engage in several practice activities aligned to this skill, including sorting words, completing syllable mapping, and reading a passage in which they underline words containing closed syllables. These activities allow students to apply the newly taught pattern in both isolation and connected text.
The materials contain practice opportunities for the phonics skill that was taught explicitly. For example, in grade 3, lesson 3, the educator explicitly teaches the phonics skill of vowel teams. Student practice opportunities include sorting words, sound-spelling mapping, and passage reading.
Evaluation for 4.3c
The materials include decodable texts that provide cumulative practice with phonics skills taught throughout instruction. In grade 3, lesson 19, the educator explicitly teaches the unpredictable vowel team in multisyllabic words. The decodable text “An Upbeat Outlook” includes fifty-three instances of the target phonics pattern, giving students repeated opportunities to apply the skill in connected text. The passages also include other previously taught phonics skills patterns.
The materials also offer an additional decodable text aligned to the same phonics focus. In grade 3, lesson 19, the decodable text “Seafood Places” contains seventy-five instances of the unpredictable vowel‑team pattern in multisyllabic words. This text provides further cumulative practice with the skill, supporting students in transferring their phonics knowledge to reading continuous text.
Evaluation for 4.3d
The materials provide opportunities for students to practice phonics skills in isolation before applying them in connected text. In grade 3, lesson 3, students practice the vowel‑team pattern through activities such as word sorting and sound‑spelling mapping. On page 20 of the Student Workbook, students decode words for a word sort and place each word in the correct column based on its vowel‑team pattern. Later in the lesson, students complete a sound‑spelling mapping activity in which they write words containing vowel teams on their mapping paper. Both activities allow students to practice the vowel‑team pattern in isolation.
The materials also include opportunities for students to apply the phonics skill in decodable text. In grade 3, lesson 3, students read the decodable texts “Joan’s Class Trip” and “Sea Life in Spain.” As they decode each passage, students underline words containing vowel‑team patterns to demonstrate their understanding of the phonics skill. This activity provides practice with the vowel‑team pattern in connected text.
Evaluation for 4.4a
The materials include a range of developmentally appropriate assessment tools that support educators in identifying students’ phonics needs throughout the year. The program provides two diagnostic assessments—PASI and PSI—that capture specific skill deficits and help educators determine which areas require targeted intervention. These diagnostics allow educators to make informed decisions about instructional next steps based on individual student performance.
The materials also offer formative assessments at the end of each lesson and summative assessments at the end of each unit. The end‑of‑lesson formative assessments indicate whether students need reteaching or extension based on their proficiency with the lesson’s phonics skill. In grade 3, lesson 3, the assessment asks students to write words that follow the week’s vowel‑team pattern, giving educators a clear measure of students’ understanding of the newly taught skill.
Evaluation for 4.4b
The materials provide tools that allow educators to monitor students’ progress toward grade‑level phonics proficiency in a systematic and accurate way. The end‑of‑lesson formative assessments offer ongoing checks of student learning and indicate whether students need reteaching or extension. In grade 3, lesson 3, the assessment includes several activities aligned to vowel‑team patterns: spelling; word chains; a check for understanding; sentence dictation; reading real words; and reading nonsense words. These assessments give educators multiple data points to evaluate student proficiency with the skill.
The materials also include tools for monitoring progress during daily instruction. The observation tracker helps educators identify areas where students are struggling so they can intervene and support learning of the phonics skill. This tool provides a structured way to document student performance and make instructional decisions based on observed needs.
Evaluation for 4.4c
The materials provide assessment opportunities throughout the school year that align with the program’s assessment tools and allow educators to monitor students’ progress with phonics skills. The end‑of‑lesson formative assessments offer ongoing checks of student learning and indicate whether students need reteaching or extension. In grade 3, lesson 22, the assessment includes several activities aligned to vowel‑r syllable patterns: spelling; word chains; a check for understanding; sentence dictation; reading real words; and reading nonsense words. These assessments give educators multiple measures of student proficiency with the skill.
The materials also include tools for monitoring progress during daily instruction. The observation tracker supports educators in identifying students’ proficiency with the phonics skill and determining when they need intervention or additional support. This tool provides a structured way to document student performance and make instructional decisions based on observed strengths and needs.
Evaluation for 4.5a
The materials provide 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. This allows them to pinpoint the specific skill a student needs to have retaught to reach proficiency. When students demonstrate gaps, educators can provide tier 2 small‑group instruction focused on the identified phonics skill.
The materials also include additional data‑management tools for documenting individual progress. Educators can use Phonics Focus for Primary Grades or Fluency to record student data across components such as phonemic awareness, letter‑sound drills, decoding, encoding, and other lesson activities. These tools help educators determine whether students need intervention, extension, or acceleration based on their recorded performance.
Evaluation for 4.5b
The materials include data‑management tools that allow educators to track whole‑class progress and analyze patterns in student performance with phonics skills. Educators can input and submit the end‑of‑lesson assessment data into the Assessment Data‑Management Tool. The tool then generates tables or graphs showing student progress by individual student or by specific skill. These visual summaries help educators determine which skills may require reteaching, intervention, or extension across the class.
Educators can also enter the end‑of‑unit assessment data into the Assessment Data‑Management Tool. The tool organizes results into categories aligned to the unit’s phonics skills and totals scores from parts 1 and 2 of the assessment. This data allows educators to quickly identify students’ proficiency levels and determine next instructional steps. Educators use this whole‑class data in planning targeted instruction based on collective trends and needs.
Evaluation for 4.5c
The materials provide educator guidance on how frequently to monitor student progress, with recommendations tied to students’ strengths and needs. Educators can use the observation tracker during daily independent practice to document student 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 monitor progress. These assessments provide data educators can use to determine next instructional steps. In grade 3, lesson 3, the end‑of‑lesson assessment includes several activities aligned to vowel‑team patterns including spelling; word chains; a check for understanding; sentence dictation; reading real words; and reading nonsense words. These assessments give educators multiple measures of student proficiency and support decisions about reteaching, extension, or acceleration.
Evaluation for 4.5d
The materials outline how educators can apply progress‑monitoring data to determine when students require targeted support and to accelerate their learning toward mastery of 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 should 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 to 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 in 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 offers a snapshot of the phonics focus for each unit and reflects a systematic progression of skills. The grade 3 instruction begins with a review of grade 2 content and then advances through closed syllables, long‑vowel silent‑e syllables, open syllables, vowel‑team syllables, c‑le syllables, and vowel‑r syllables. These phonics skills appear both in isolation and in decodable texts, ensuring students encounter them in multiple contexts.
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 ongoing practice activities within each lesson to reinforce the phonics skill introduced during explicit instruction in isolation. In grade 3, lesson 1, day 1, after explicit instruction on consonant blends, students complete a word sort to practice identifying words containing a consonant blend. This progression from explicit instruction to targeted practice provides structured opportunities for students to strengthen their understanding of the phonics pattern.
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 incorporate explicit modeling through varied instructional approaches. Educators use manipulatives such as colored chips, gestures to represent syllable types, and activities that reinforce reading-writing connections. These approaches appear throughout daily lessons to support students’ understanding of phonics concepts through consistent, structured modeling.
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 further support explicit guided instruction by incorporating physical responses that allow educators to monitor student understanding and adjust instruction immediately. In grade 3, lesson 1, day 3, the educator models the gesture for a closed syllable—a closed fist—while reinforcing the definition (“Words with the closed- syllable pattern have one vowel letter followed by one or more consonants, and the vowel sound is short.”) Students practice the gesture with the educator, and those who gesture incorrectly or do not respond can receive immediate corrective feedback. These routines help educators address errors during instruction and ensure students apply phonics skills accurately.
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
The materials also include collaborative practice opportunities that reinforce the phonics skill. In grade 3, lesson 1, day 5, educator guidance directs students to collaborate using the Collaborative Learning Card “Fluency Practice.” Later in the comprehension portion of the lesson, margin notes prompt educators to use the “Compare and Justify” card to support additional collaborative practice with the phonics skill.
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 include additional cumulative practice later in the year. In grade 3, lesson 20, students review open syllables and vowel‑team syllables. Lesson activities include sorting words; constructing words with morpheme cards; completing syllable mapping; and reading a passage to underline words containing open or vowel‑team syllables. These activities reinforce previously taught phonics patterns through structured review.
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 contain practice opportunities for the phonics skill that was taught explicitly. For example, in grade 3, lesson 3, the educator explicitly teaches the phonics skill of vowel teams. Student practice opportunities include sorting words, sound-spelling mapping, and passage reading.
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 an additional decodable text aligned to the same phonics focus. In grade 3, lesson 19, the decodable text “Seafood Places” contains seventy-five instances of the unpredictable vowel‑team pattern in multisyllabic words. This text provides further cumulative practice with the skill, supporting students in transferring their phonics knowledge to reading continuous text.
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 3, lesson 3, students read the decodable texts “Joan’s Class Trip” and “Sea Life in Spain.” As they decode each passage, students underline words containing vowel‑team patterns to demonstrate their understanding of the phonics skill. This activity provides practice with the vowel‑team pattern 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 offer formative assessments at the end of each lesson and summative assessments at the end of each unit. The end‑of‑lesson formative assessments indicate whether students need reteaching or extension based on their proficiency with the lesson’s phonics skill. In grade 3, lesson 3, the assessment asks students to write words that follow the week’s vowel‑team pattern, giving educators a clear measure of students’ understanding of the newly taught skill.
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 include tools for monitoring progress during daily instruction. The observation tracker helps educators identify areas where students are struggling so they can intervene and support learning of the phonics skill. This tool provides a structured way to document student performance and make instructional decisions based on observed needs.
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 for monitoring progress during daily instruction. The observation tracker supports educators in identifying students’ proficiency with the phonics skill and determining when they need intervention or additional support. This tool provides a structured way to document student performance and make instructional decisions based on observed strengths and needs.
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 include additional data‑management tools for documenting individual progress. Educators can use Phonics Focus for Primary Grades or Fluency to record student data across components such as phonemic awareness, letter‑sound drills, decoding, encoding, and other lesson activities. These tools help educators determine whether students need intervention, extension, or acceleration based on their recorded performance.
4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
Evaluation for 4.5b
Evaluation for 4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
Educators can also enter the end‑of‑unit assessment data into the Assessment Data‑Management Tool. The tool organizes results into categories aligned to the unit’s phonics skills and totals scores from parts 1 and 2 of the assessment. This data allows educators to quickly identify students’ proficiency levels and determine next instructional steps. Educators use this whole‑class data in planning targeted instruction based on collective trends and needs.
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 monitor progress. These assessments provide data educators can use to determine next instructional steps. In grade 3, lesson 3, the end‑of‑lesson assessment includes several activities aligned to vowel‑team patterns including spelling; word chains; a check for understanding; sentence dictation; reading real words; and reading nonsense words. These assessments give educators multiple measures of student proficiency and support decisions about reteaching, extension, or acceleration.
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 to 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 in 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% (107 out of 107 points)
Evaluation for 5.B.1a
The materials contain explicit and systematic instructional guidance on developing oral language. The Implementation Guide provides evidence that 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 opportunities for students to repeat language modeled by the educator such as sound articulation, word pronunciation, and sentence syntax. In volume 3, lesson 21, day 5, the “Oracy and Emergent Bilingual Support” box prompts educators to say, “Tell me one thing you are confused about related to these morphemes.” Then, the box provides a stem for students to use. The stem states, “Another word for vision is ____.” In lesson 11, day 1, the same “Oracy and Emergent Bilingual Support” box prompts educators to ask, “What word is a synonym for vision?” while the sentence stem for students states, “A vowel team is __.” The guidance additionally provides 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 for 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 also includes sentence stems and instructional moves and educators can use this guidance in the lessons during educator modeling and guided practice.
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 3, by saying, “This passage has factual information about germs.” The materials then ask students to respond to the prompt, “ What are some ways you can stay safe from germs?” 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. The resource consists of nine cards to use to reinforce 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 to understand information. After explicit educator instruction on silent letter patterns in lesson 1, day 3, the educator asks, “Is there something you did not understand that you want to ask about?” Students can ask questions to enable the educator to clear up any misconceptions or errors in thinking about the learning.
The Collaborative Learning Cards in the materials provide opportunities for students to listen actively and share information and ideas. In the “Turn and Teach” card, partners take turns teaching the concept to each other. Students must listen actively and then share information about the skill that was explicitly taught. 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 explicitly introduces letter-sound relationships to apply decoding and encoding. In lesson 1 day 3, the educator explicitly discusses silent letter patterns in the words knit, gnat, wrap, and limb and gives the rationale of the silent letter. The educator then reminds students of the gesture for the closed syllable. Students turn to their Student Workbook to decode and encode words with this pattern by sorting words into the appropriate columns.
The Scope and Sequence systematically introduces letter-sound relationships in a sequence that supports basic decoding and encoding. Beginning in lesson 1, students review grade 2 skills, and the materials introduce the six syllable types. At the end of grade 3, they review lessons for the six syllable types to build fluency of the materials.
Evaluation for 5.C.2b
In the Implementation Guide, Appendix D “Corrective Feedback for Positive Achievement” gives guidance for educators with scripted feedback responses based on the component of the lesson needed. This includes sound identification; sound articulation; letter-sound correspondence; phonological awareness; word reading; word sorting; and word writing. Educators can give these scripted responses to address common student errors during phonics instruction and practice. 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 educator script within the materials in grade 3 include explicit instruction focused on connecting phonemes to letters within words and addressing common errors. For example, in lesson 1, day 3, the educator provides instruction on words with silent letters. The script states, “When the letters k or g appear before the letter n at the beginning of a word, as in knit and gnat, we only pronounce the /n/ sound. The k and g are silent. When the letter w appears before the letter r at the beginning of word, as in wrap, we only pronounce the /r/ sound. The w is silent. When the letter b appears after the letter m at the end of a word, as in limb, we only pronounce the /m/ sound. The b is silent.” The appendix in the Implementation Guide also provides guidance for educators on how to give students feedback based on common misconceptions in. If students exhibit the common misconception of “assuming every letter must produce a sound (silent-e, consonants g, k, and w in silent letter patterns),” instructional dialogue states, “You tried to say a sound for every letter in the word make. The final letter e has a job in this word, but it is silent. Its job is to help the vowel letter a say its name with a long sound, /ā/. Watch: /m/ /ā/ /k/. Now, you try reading it. /m/ /ā/ /k/.”
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 6, day 1, the educator explicitly teaches closed-syllable pattern words by modeling, “I find the vowel letter or letters and point to them. There is one vowel letter followed by a consonant. This word is a closed-syllable word and the gesture is a closed fist. The vowel sound is a short u. I place the syllable under the closed-syllable pattern column of the word sort.” Students decode the words in the Student Workbook and write them under the correct column.
There are a variety of activities for students to develop, practice, and reinforce their understanding of letter-sound correspondence to decode one-syllable and multisyllabic words in decodable text. The educator models the reading of two passages, “The Pool Shindig” and “The Fitness Contests.” While reading the passages, the educator underlines decoded words with closed syllables up to the black line. Students practice locating closed-syllable words in both texts below the black line.
Evaluation for 5.D.1a
This guidance is not applicable to grade 3 because it only applies to kindergarten, grade 1, and grade 2.
Evaluation for 5.D.1b
This guidance is not applicable to grade 3 because it only applies to kindergarten, grade 1, and grade 2.
Evaluation for 5.D.1c
This guidance is not applicable to grade 3 because it only applies to kindergarten, grade 1, and grade 2.
Evaluation for 5.D.2a
This guidance is not applicable to grade 3 because it only applies to kindergarten, grade 1, and grade 2.
Evaluation for 5.D.2b
This guidance is not applicable to grade 3 because it only applies to kindergarten, grade 1, and grade 2.
Evaluation for 5.D.2c
This guidance is not applicable to grade 3 because it only applies to kindergarten, grade 1, and grade 2.
Evaluation for 5.D.2d
This guidance is not applicable to grade 3 because it only applies to kindergarten, grade 1, and grade 2.
Evaluation for 5.E.1a
The grade 3 Scope and Sequence presents a systematic sequence for introducing grade‑level sound‑spelling patterns. The lessons begin with a review of grade 2 skills and then move into closed syllables, long vowel silent‑e syllables, open syllables, and c‑le and r‑controlled syllables. This sequence organizes instruction so students encounter familiar patterns before progressing to more complex multisyllabic structures. The progression reflects a consistent increase in complexity 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. Lesson 6 introduces closed, simple multisyllabic patterns, and lesson 7 introduces closed, complex multisyllabic patterns. These unit‑level descriptions show how sound‑spelling patterns grow in complexity as the program advances. Together, the Scope and Sequence and unit overview outline how the materials introduce and build grade‑level sound‑spelling patterns in grade 3.
Evaluation for 5.E.1b
The grade 3 materials include educator guidance to provide explicit instruction for grade-level sound-spelling patterns. In lesson 5, day 1, the educator provides instruction on vowel-r patterns a-r and o-r. The educator script states, “The vowel-r pattern has one vowel, followed by the consonant r, which affects the way the vowel sound is pronounced. Words with a vowel-r pattern have (repeat it with me): one vowel followed by the consonant r, which affects the way the vowel sound is pronounced. The gesture for the vowel-r syllable is the middle finger crossed over the index finger. Practice the gesture with me. vowel-r.” This guidance provides explicit instructional language and gestures for teaching vowel‑r syllables in grade 3.
In lesson 21, day 1, the educator provides instruction on consonant‑le syllables. The script states, “Today we will learn how to read and spell words with the consonant‑le syllable. The pattern for the consonant‑le syllable is one consonant plus the letter l followed by a vowel letter e at the end. The consonant‑le syllable is unusual because there is not a clear vowel sound. The syllable sound changes depending on the consonant before the l‑e. Unlike the other five syllable types, consonant‑le will never stand alone. It will always be found in a multisyllable word.” These scripts outline the instructional language educators use to introduce and reinforce consonant‑le syllables within multisyllabic word instruction in grade 3.
Evaluation for 5.E.1c
Students develop sound‑spelling knowledge patterns in grade 3 as 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 instruction. Students practice the sound‑spelling pattern through activities in the Student Workbook such as word sorts and morphology. They reinforce the phonics skill pattern through reading and writing activities, including reading a decodable text incorporating previously taught patterns for cumulative review.
In lesson 7, days 1–5, educators provide explicit instruction on closed syllables with complex multisyllabic words. As students move through the days of lesson 7, they complete “Phonological Awareness Warm‑Ups” and then transition into phonics patterns, morphology, writing, and passage reading. These activities offer multiple opportunities for students to develop, practice, and reinforce closed syllables within complex multisyllabic words. The sequence demonstrates how students engage with the targeted sound‑spelling patterns across the lesson.
Evaluation for 5.E.1d
The grade 3 materials include multiple student activities that support decoding in isolation and in connected decodable text. In lesson 6, students decode words such as shav and cla in the “Sort Words” portion of the lesson. Later in the lesson, students read the decodable text “The Pool Shindig,” which provides additional practice with closed, simple multisyllabic words. These activities give students repeated opportunities to apply decoding skills with the targeted multisyllabic patterns.
Later in lesson 6, students practice encoding using syllable mapping with phonics chips. Students move sound chips into boxes and then write the letters to spell words such as index and combat. Additional words in this activity include picnic, insult, and instruct. The word instruct does not follow the phonics sound‑spelling pattern for the lesson and serves as review of a previously taught pattern. On day 5 of lesson 6, students write sentences using closed, simple multisyllabic words, including “Edwin contacts seven friends for a picnic.” These activities allow students to develop, practice, and reinforce decoding and encoding skills with closed, simple multisyllabic words.
Evaluation for 5.E.2a
The grade 3 Scope and Sequence includes a systematic sequence for introducing regular and irregular high-frequency words. It aligns Dolch high-frequency words with the instructional sequence, identifying the point at which each word becomes decodable based on students’ knowledge of previously taught phonics patterns. The tables indicate when students can accurately decode and encode each word as the materials introduce new phonics skills. By the end of grade 3, 113 Dolch high-frequency words become decodable through explicit phonics instruction. While students additionally learn forty-two high-frequency words that require instruction beyond regular phonics patterns. In lesson 1, day 4, the materials present a word grid of high-frequency words such as if, pick, and know.
Explicit instruction of irregular high-frequency words begins in lesson 1, day 5. The materials call these “heart words.” Words such as friend and again that do not follow sound-spelling patterns. Students learn these words using the sound-spelling mapping activity to indicate which part of the word needs to be memorized. The routine highlights unexpected spellings so students can identify the portion of the word that requires additional attention. This approach provides explicit instruction for irregular high‑frequency words early in the unit.
Evaluation for 5.E.2b
The materials contain educator guidance to provide explicit instruction for decoding and encoding regular high-frequency words. In grade 3, lesson 2, day 4, the educator displays a high-frequency word grid to students, which includes the words long, got, and if. 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 goes. These activities show how the materials support explicit instruction in decoding and encoding regular high‑frequency words.
The materials in grade 3 include educator guidance to provide explicit instruction for decoding and encoding irregular high‑frequency words. In lesson 2, day 5, students work with the irregular high‑frequency word write during the sound‑spelling mapping of high‑frequency words. This activity highlights the unexpected spelling in the word so students can identify the part that must be memorized. The routine supports students in applying phoneme‑grapheme knowledge even when words do not follow predictable patterns. These lessons demonstrate how the materials teach irregular high‑frequency words explicitly and systematically.
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 develop this skill in lesson 11, day 3. 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 hold and full. In the “Writing” portion of lesson 11, day 5, students are writing (encoding) sentences using regular high-frequency words such as when, is, and to. These words repeat in other lessons so students can practice and reinforce their knowledge of regular high-frequency words.
Materials in grade 3 include a variety of activities and resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words through cumulative review. Activities in lesson 1 include reading high-frequency words for fluency, passage reading, and sentence dictation. Students encounter the following high-frequency words in lesson 1: if, pick, know, write, stop, think, from, with, when, them, there, please, thank, their, then, and where. Students practice and reinforce these irregular high-frequency words in decoding and encoding activities throughout the lesson.
Evaluation for 5.E.2d
Students read high-frequency words in isolation and connected text through a variety of activities in the materials. In lesson 9, day 3, students decode words such as together and about in the “Fluency” section. Students read high-frequency words in the connected text “The Bake Sale” in lesson 9. High-frequency words included in this text are my, was, and to. Students have many opportunities to decode high-frequency words in the materials.
Students write high-frequency words both in isolation and connected text in the materials. In lesson 9, day 2, students use a word sort activity to encode the high-frequency word this. Students practice encoding high-frequency words while writing sentences in lesson 9, day 5. Students write sentences such as, “The ten friends worked together to have a bake sale.” To, have, and a are high frequency words included in the “Sentence Dictation” section of the materials.
Evaluation for 5.E.3a
The Scope and Sequence Alignment to the TEKS and the ELPS document shows the systematic sequence for teaching the syllable types. Lessons 6–8 teach closed syllables and schwa, followed by lessons 9–12 with vowel consonant e pattern words. Lessons 13–15 instruct open syllables, and lessons 16–20 include vowel teams. Lessons 21–25 contain consonant -le syllables and r-controlled vowels. Finally, lessons 26–30 provide instruction on “building fluency with all six syllable types.” In lesson 6, day 1, students practice closed syllables in multisyllabic words such as contact. Other activities throughout lesson 6 practice this syllable type.
A syllable mapping activity on day 1 of lesson 7 provides the opportunity for students to recognize a multisyllabic word that has a closed-syllable pattern. Students practice syllable dividing using the word subtract. After that, students continue to practice syllable mapping other multisyllabic words such as impress and pumpkin. These activities give students repeated practice with dividing and analyzing multisyllabic words using closed-syllable patterns. The lesson sequence shows how students build skill in recognizing syllable types across increasingly complex 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 8, students practice closed-syllable types in decoding in the passage “The Matchstick Contest.” Students read one-syllable words such as cup and multisyllabic words such as album. Also, students practice encoding one-syllable and multisyllabic words in the “Sentence Dictation” section of lesson 8, day 5. Students encode the one-syllable word use. In lesson 8, day 1 “Syllable Mapping” section, students practice encoding closed-syllable multisyllabic words such as problem.
The materials guide educators to provide explicit instruction for applying knowledge of syllable division principles to decode and encode one-syllable and multisyllabic words. In lesson 9, students practice decoding closed one-syllable words in the text “Life at the Lake.” Closed one-syllable words in the passage include cave and cove. Students additionally practice decoding multisyllabic words such as inspect in the same passage. Students practice encoding multisyllabic words into syllables during the “Multisyllable Word Building” activity in lesson 9, day 4. Students encode and divide closed syllable silent e words such as dislike and invite into syllables. On day 2 of lesson 9, students practice encoding closed one-syllable words in the sound-spelling mapping activity. Words included in this activity are plate and spruce.
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 12 introduces students to closed syllables and long vowel silent-e syllables through explicit instruction. Students develop this skill through the “Reading Word Patterns” activity with the words enclose and placement, sublime and flagstone. Later, students decode a passage, “The Costume Contest Bash,” for reinforcement. Words decoded include mom, have, and fall. Students receive cumulative review throughout the activities.
The materials provide a variety of activities for students to develop, practice, and reinforce skills to encode one-syllable or multisyllabic words through cumulative review. In lesson 12, students develop one-syllable or multisyllabic words with closed and long vowel silent-e syllable activities. Students develop and practice this skill through the “Syllable Mapping” activity with the word explode, and the “Sort Words” activity with words like pinecone and graceful. One-syllable or multisyllabic words in these activities include shameful and statement, for cumulative review. Students reinforce encoding in the “Sentence Dictation” section. Students write sentences such as, “What kinds of costumes were in the contest?” and “ I have instructions for making homemade milkshakes.” These sentences include words from previous lessons, providing a cumulative review.
Evaluation for 5.E.3d
The Teacher’s Edition includes a variety of activities such as “Reading Multisyllabic Words;” “Sort Syllables;” “Read Pattern Words;” and two passages with decodable texts. These activities support students in using knowledge of syllable division patterns to decode words in both isolation and connected text. In lesson 10, day 2, students decode multisyllabic words with the long vowel silent-e, such as compile in isolation from a pattern word list. In lesson 10, the students also read multisyllabic words with the long vowel silent-e in connected text when they read the decodable passages “Handmade Pie Crust” and “Legless Reptiles.”
The Teacher’s Edition includes a variety of activities and resources such as “Syllable Mapping;” “Sorting Syllables;” “Building Multisyllablic Words;” and “Sentence Dictation” to support students in using their knowledge of syllable division patterns to encode words both in isolation and connected text. In lesson 10, students encode long vowel silent-e simple multisyllabic words in isolation when they practice syllable mapping words such as transcribe. In lesson 10, the students also encode multisyllabic words in connected text when they write the sentences “My advice is to bring a book on your commute.” and “ Our lunch includes a drink and a cupcake.”
Evaluation for 5.E.4a
The grade 3 Scope and Sequence clearly defines the sequence for the introduction of grade 3 morphemes. The sequence begins with a review of prefixes and suffixes such as un-, re-, -ly, and -ful. Lesson 4 first introduces Latin roots. Students practice building words with the roots over-, sub-, trans-, and under-. These lessons expand students’ understanding of how roots contribute to word meaning. The sequence shows how the materials move from review to new morpheme instruction in a structured progression.
After the initial review of prefixes and suffixes, lesson 6 introduces affixes such as con/com and in/im. As the lessons progress, the materials introduce more affixes and Latin roots with practice opportunities for students to build their word knowledge.Lessons 25–30 provide a cumulative review of all the Latin roots and affixes students practiced in preceding lessons.This review reinforces previously taught morphemes and supports long‑term retention.
Evaluation for 5.E.4b
The Teacher’s Edition provides explicit guidance for educators through scripts to help students use the meaning of morphemes to support encoding, decoding, and reading comprehension. The script for lesson 1 day 2 states, “We will practice adding suffixes to a verb to change the tense. A suffix is a word part added to the end of a base word, changing the meaning of the word. Today we will add the suffixes -s, -es, -ed, and -ing to verbs to change the tense. These suffixes are also known as inflected endings. Verbs are used to describe an action. Some examples of verbs are jump, write, watch, and ride. A verb changes to either past tense or present tense when -s, -es, -ed, or -ing are added.” The educator guidance instructs students to look in their Student Workbook at a table that shows examples such as wish, wishes, wished, and wishing.
The Teacher’s Edition provides explicit educator guidance through scripts to help students use the meaning of morphemes to support encoding, decoding, and reading comprehension. The script for lesson 1, day 3 states, “Now that we have learned the spelling rules for adding the suffixes -s, -es, -ed, and -ing, let’s talk about how the meaning changes when inflected endings are added to a verb. When the endings -s or -es are added, the verb changes to the present tense or signals that it happens regularly or often. When the ending -ed is added, the verb changes to the past tense, meaning it has already happened. When the ending -ing is added, the verb changes to the present tense, meaning it is happening now. Students practice encoding verbs with these suffixes from a word bank in the Student Workbook such as brush, brushes, brushed, and brushing.
Evaluation for 5.E.4c
The Teacher’s Edition provides a variety of activities to develop, practice, and reinforce grade 3 morphological skills. Lesson 21, day 1 develops the root vent and suffixes -ure and -ture, displaying them and providing explicit instruction. Students use their Student Workbook to practice the morphemes by building words and sentences. Additionally, they complete their “Morphology Keys” with definitions of unknown words using their morphology knowledge. In lesson 21, day 2, students use the “Morphology Table” to reinforce these skills, decoding words with the same root and suffixes. In lesson 21, day 3, students partake in a cumulative review by constructing words using the “Morphology Mats” and “Morpheme Cards,” focusing both on the root vent and suffixes -ure and -ture as well as previously taught morphemes con-, in-, pre-, -ion, and -sion.
The Teacher’s Edition provides a variety of activities to develop, practice, and reinforce grade 3 morphological skills. Lesson 22, day 1 develops the root port and suffixes -able and -ible, displaying them and providing explicit instruction. Students practice the morphemes by writing the definition of the underlined word in a sentence, using their “Morphology Keys” in their Student Workbook. In lesson 22, day 2, students use their “Morphology Tables” to reinforce their skills, decoding words with the same root and suffixes. In lesson 22, day 3, students partake in a cumulative review by constructing words using the “Morphology Mats” and “Morpheme Cards,” focusing on both the root port and suffixes -able and -ible as well as previously taught morphemes im-, trans-, -er-, and -ion.
Evaluation for 5.E.4d
The Teacher’s Edition provides a variety of activities and resources to decode words with morphemes in isolation and in decodable text that builds on previous instruction. Students read words with the Latin root cur and curs and Latin suffixes -ary, -ery, and -ory in isolation from a word bank in lesson 23, day 1. Other activities include “Reading Accuracy” in lesson 23, day 4 and reading a passage “The Winter Storm.” Words included in these activities are fishery, factory, and inventory, giving students opportunities to decode morphemes in connected text. These tasks reinforce students’ ability to apply morpheme knowledge across multiple contexts.
The Teacher’s Edition provides a variety of activities and resources to encode words with morphemes in isolation and in decodable text that builds on previous instruction. In the activity “Word Construction with Morpheme Cards”, students construct and write words with the Latin root cur and curs and Latin suffixes -ary, -ery, and -ory in isolation in lesson 23, day 3. The following day, students encode the word concur in a table in their Student Workbook, applying morpheme knowledge to spelling. These encoding activities allow students to practice building words using both roots and suffixes. The sequence shows how the materials reinforce encoding with morphemes across lessons.
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 for 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 also includes sentence stems and instructional moves and educators can use this guidance in the lessons during educator modeling and guided practice.
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. The resource consists of nine cards to use to reinforce 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 in the materials provide opportunities for students to listen actively and share information and ideas. In the “Turn and Teach” card, partners take turns teaching the concept to each other. Students must listen actively and then share information about the skill that was explicitly taught. 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 a sequence that supports basic decoding and encoding. Beginning in lesson 1, students review grade 2 skills, and the materials introduce the six syllable types. At the end of grade 3, they review lessons for the six syllable types to build fluency of the materials.
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 educator script within the materials in grade 3 include explicit instruction focused on connecting phonemes to letters within words and addressing common errors. For example, in lesson 1, day 3, the educator provides instruction on words with silent letters. The script states, “When the letters k or g appear before the letter n at the beginning of a word, as in knit and gnat, we only pronounce the /n/ sound. The k and g are silent. When the letter w appears before the letter r at the beginning of word, as in wrap, we only pronounce the /r/ sound. The w is silent. When the letter b appears after the letter m at the end of a word, as in limb, we only pronounce the /m/ sound. The b is silent.” The appendix in the Implementation Guide also provides guidance for educators on how to give students feedback based on common misconceptions in. If students exhibit the common misconception of “assuming every letter must produce a sound (silent-e, consonants g, k, and w in silent letter patterns),” instructional dialogue states, “You tried to say a sound for every letter in the word make. The final letter e has a job in this word, but it is silent. Its job is to help the vowel letter a say its name with a long sound, /ā/. Watch: /m/ /ā/ /k/. Now, you try reading it. /m/ /ā/ /k/.”
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 their understanding of letter-sound correspondence to decode one-syllable and multisyllabic words in decodable text. The educator models the reading of two passages, “The Pool Shindig” and “The Fitness Contests.” While reading the passages, the educator underlines decoded words with closed syllables up to the black line. Students practice locating closed-syllable 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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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. Lesson 6 introduces closed, simple multisyllabic patterns, and lesson 7 introduces closed, complex multisyllabic patterns. These unit‑level descriptions show how sound‑spelling patterns grow in complexity as the program advances. Together, the Scope and Sequence and unit overview outline how the materials introduce and build grade‑level sound‑spelling patterns in grade 3.
5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
Evaluation for 5.E.1b
Evaluation for 5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
In lesson 21, day 1, the educator provides instruction on consonant‑le syllables. The script states, “Today we will learn how to read and spell words with the consonant‑le syllable. The pattern for the consonant‑le syllable is one consonant plus the letter l followed by a vowel letter e at the end. The consonant‑le syllable is unusual because there is not a clear vowel sound. The syllable sound changes depending on the consonant before the l‑e. Unlike the other five syllable types, consonant‑le will never stand alone. It will always be found in a multisyllable word.” These scripts outline the instructional language educators use to introduce and reinforce consonant‑le syllables within multisyllabic word instruction in grade 3.
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 closed syllables with complex multisyllabic words. As students move through the days of lesson 7, they complete “Phonological Awareness Warm‑Ups” and then transition into phonics patterns, morphology, writing, and passage reading. These activities offer multiple opportunities for students to develop, practice, and reinforce closed syllables within complex multisyllabic words. 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
Later in lesson 6, students practice encoding using syllable mapping with phonics chips. Students move sound chips into boxes and then write the letters to spell words such as index and combat. Additional words in this activity include picnic, insult, and instruct. The word instruct does not follow the phonics sound‑spelling pattern for the lesson and serves as review of a previously taught pattern. On day 5 of lesson 6, students write sentences using closed, simple multisyllabic words, including “Edwin contacts seven friends for a picnic.” These activities allow students to develop, practice, and reinforce decoding and encoding skills with closed, simple multisyllabic words.
5.E.2 Regular and Irregular High-Frequency Words
5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
2 out of 2 points
Evaluation for 5.E.2a
Evaluation for 5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
2 out of 2 points
Explicit instruction of irregular high-frequency words begins in lesson 1, day 5. The materials call these “heart words.” Words such as friend and again that do not follow sound-spelling patterns. Students learn these words using the sound-spelling mapping activity to indicate which part of the word needs to be memorized. The routine highlights unexpected spellings so students can identify the portion of the word that requires additional attention. This approach provides explicit instruction for irregular high‑frequency words early in the unit.
5.E.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
4 out of 4 points
Evaluation for 5.E.2b
Evaluation for 5.E.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
4 out of 4 points
The materials in grade 3 include educator guidance to provide explicit instruction for decoding and encoding irregular high‑frequency words. In lesson 2, day 5, students work with the irregular high‑frequency word write during the sound‑spelling mapping of high‑frequency words. This activity highlights the unexpected spelling in the word so students can identify the part that must be memorized. The routine supports students in applying phoneme‑grapheme knowledge even when words do not follow predictable patterns. These lessons demonstrate how the materials teach irregular high‑frequency words explicitly and systematically.
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
Materials in grade 3 include a variety of activities and resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words through cumulative review. Activities in lesson 1 include reading high-frequency words for fluency, passage reading, and sentence dictation. Students encounter the following high-frequency words in lesson 1: if, pick, know, write, stop, think, from, with, when, them, there, please, thank, their, then, and where. Students practice and reinforce these irregular high-frequency words in decoding and encoding activities throughout the lesson.
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 both in isolation and connected text in the materials. In lesson 9, day 2, students use a word sort activity to encode the high-frequency word this. Students practice encoding high-frequency words while writing sentences in lesson 9, day 5. Students write sentences such as, “The ten friends worked together to have a bake sale.” To, have, and a are high frequency words included in the “Sentence Dictation” section of the materials.
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
A syllable mapping activity on day 1 of lesson 7 provides the opportunity for students to recognize a multisyllabic word that has a closed-syllable pattern. Students practice syllable dividing using the word subtract. After that, students continue to practice syllable mapping other multisyllabic words such as impress and pumpkin. These activities give students repeated practice with dividing and analyzing multisyllabic words using closed-syllable patterns. The lesson sequence shows how students build skill in recognizing syllable types across increasingly complex 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 materials guide educators to provide explicit instruction for applying knowledge of syllable division principles to decode and encode one-syllable and multisyllabic words. In lesson 9, students practice decoding closed one-syllable words in the text “Life at the Lake.” Closed one-syllable words in the passage include cave and cove. Students additionally practice decoding multisyllabic words such as inspect in the same passage. Students practice encoding multisyllabic words into syllables during the “Multisyllable Word Building” activity in lesson 9, day 4. Students encode and divide closed syllable silent e words such as dislike and invite into syllables. On day 2 of lesson 9, students practice encoding closed one-syllable words in the sound-spelling mapping activity. Words included in this activity are plate and spruce.
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 or multisyllabic words through cumulative review. In lesson 12, students develop one-syllable or multisyllabic words with closed and long vowel silent-e syllable activities. Students develop and practice this skill through the “Syllable Mapping” activity with the word explode, and the “Sort Words” activity with words like pinecone and graceful. One-syllable or multisyllabic words in these activities include shameful and statement, for cumulative review. Students reinforce encoding in the “Sentence Dictation” section. Students write sentences such as, “What kinds of costumes were in the contest?” and “ I have instructions for making homemade milkshakes.” These sentences include words from previous lessons, providing a cumulative review.
5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
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 “Syllable Mapping;” “Sorting Syllables;” “Building Multisyllablic Words;” and “Sentence Dictation” to support students in using their knowledge of syllable division patterns to encode words both in isolation and connected text. In lesson 10, students encode long vowel silent-e simple multisyllabic words in isolation when they practice syllable mapping words such as transcribe. In lesson 10, the students also encode multisyllabic words in connected text when they write the sentences “My advice is to bring a book on your commute.” and “ Our lunch includes a drink and a cupcake.”
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
After the initial review of prefixes and suffixes, lesson 6 introduces affixes such as con/com and in/im. As the lessons progress, the materials introduce more affixes and Latin roots with practice opportunities for students to build their word knowledge.Lessons 25–30 provide a cumulative review of all the Latin roots and affixes students practiced in preceding lessons.This review reinforces previously taught morphemes and supports long‑term retention.
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 educator guidance through scripts to help students use the meaning of morphemes to support encoding, decoding, and reading comprehension. The script for lesson 1, day 3 states, “Now that we have learned the spelling rules for adding the suffixes -s, -es, -ed, and -ing, let’s talk about how the meaning changes when inflected endings are added to a verb. When the endings -s or -es are added, the verb changes to the present tense or signals that it happens regularly or often. When the ending -ed is added, the verb changes to the past tense, meaning it has already happened. When the ending -ing is added, the verb changes to the present tense, meaning it is happening now. Students practice encoding verbs with these suffixes from a word bank in the Student Workbook such as brush, brushes, brushed, and brushing.
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 3 morphological skills. Lesson 22, day 1 develops the root port and suffixes -able and -ible, displaying them and providing explicit instruction. Students practice the morphemes by writing the definition of the underlined word in a sentence, using their “Morphology Keys” in their Student Workbook. In lesson 22, day 2, students use their “Morphology Tables” to reinforce their skills, decoding words with the same root and suffixes. In lesson 22, day 3, students partake in a cumulative review by constructing words using the “Morphology Mats” and “Morpheme Cards,” focusing on both the root port and suffixes -able and -ible as well as previously taught morphemes im-, trans-, -er-, and -ion.
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 and resources to encode words with morphemes in isolation and in decodable text that builds on previous instruction. In the activity “Word Construction with Morpheme Cards”, students construct and write words with the Latin root cur and curs and Latin suffixes -ary, -ery, and -ory in isolation in lesson 23, day 3. The following day, students encode the word concur in a table in their Student Workbook, applying morpheme knowledge to spelling. These encoding activities allow students to practice building words using both roots and suffixes. The sequence shows how the materials reinforce encoding with morphemes across lessons.