Program Information
- ISBN
- 9798892972338
- 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: Kindergarten
ELAR: Phonics Kindergarten
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 % |
|---|---|---|
| Kindergarten | 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 K that outlines the TEKS, ELPS, and 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. Instruction begins with lesson 1, “Building Routines and Short a,” which introduces letter names, sounds, and formations. The sequence then moves through short‑vowel instruction (i, o, u, and e) and concludes with an introduction to long‑vowel silent‑e, showing a clear progression of foundational phonics skills.
The materials also include a separate document titled the Scope and Sequence Alignment to the TEKS and the ELPS, which identifies the standards addressed in each lesson. Lesson 2, “Introduction of t and p,” aligns to the TEKS K.2.B.i, which requires students to demonstrate phonetic knowledge by identifying the common sounds that letters represent. By pairing lesson‑level content with the explicit TEKS and ELPS connections, the materials clearly outline the standards and concepts taught in grade K.
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 that educators can teach it alongside the other blocks of a school’s reading language arts curriculum. This guidance clarifies how the phonics block fits within the broader literacy schedule and establishes expectations for consistent daily use.
Additional pacing support appears in Appendix A “Calendar Options,” which provides calendars for 165‑day, 180‑day, and 210‑day instructional years. Each model incorporates 15–20 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 for the unit order in the introduction of the Teacher’s Edition. The “Teacher’s Tip Box” describes the reasons behind the sequencing of the units and outlines how the program divides instruction into sections and lessons. This page also identifies the content addressed in each lesson, giving educators a clear understanding of the instructional framework.
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. Unit 1, lesson 1 introduces and teaches the instructional routines used throughout the remaining lessons, establishing a foundation for consistent lesson delivery. This structure helps educators see how early lessons prepare students for the skills and routines that follow.
Evaluation for 1.1d
The materials include protocols with corresponding guidance to support unit and lesson internalization. In the Teacher’s Edition, 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 to deepen understanding of the instructional intent and progression.
The materials also include lesson‑level internalization guidance. The “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 use to analyze and apply to observe effective teaching features. By offering a structured method to document and review implementation, the materials provide instructional leaders with resources and guidance to ensure the program is used as designed.
Evaluation for 1.2a
The materials include comprehensive unit overviews that provide the background content knowledge educators need to teach each unit effectively. In the Teacher’s Edition, the background content knowledge unit overview offers tips and instructional notes for educators that summarize the key concepts addressed in each unit. In grade K, unit 1, lesson 1 introduces and teaches the instructional routines used throughout the remaining lessons, establishing a foundation for consistent lesson delivery. Subsequent lessons build on this foundation by developing increasingly complex phonological awareness skills, moving from new letter‑sound introductions to reading short stories.
The materials also include a Scope and Sequence that provides a comprehensive unit overview detailing the academic vocabulary and skill focus for each lesson. In grade K, lessons 5–8, academic vocabulary such as blend(ing) and syllables appears alongside 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 K 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 Letter” 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 the lesson plans provides educators with detailed guidance to support lesson delivery. In grade K, lesson 2, the objective states that students will demonstrate understanding of the letters t and p by correctly identifying and writing them and associating each letter with its corresponding sound. This clarity helps educators understand the specific learning expectations for each lesson.
The materials also include a Scope and Sequence Alignment to the TEKS and ELPS that identifies the standards addressed in each lesson. Grade K, lesson 3, “Introduction of n and a,” aligns to the TEKS K.2.A.ix and ELPS 1.A.i, demonstrating how the program connects lesson content to both state content and language standards. By pairing detailed lesson plans with the explicit TEKS and ELPS alignment, the materials provide educators with structured guidance to support foundational literacy development in grade K.
Evaluation for 1.3b
The materials include clear guidance on the instructional materials required for each lesson. In the grade K overview of the lesson plans, the program lists the materials the students and educator need for daily instruction. In lesson 2, the educator uses the Teacher’s Edition; presentation files; Collaborative Learning Cards; and the lesson 2 assessment with directions and answer key. Students use a printed Student Workbook; a student manipulatives kit with printed letter‑sound strips; printed sound‑spelling cards; and the lesson 2 assessment. This structure ensures educators know exactly what each lesson requires before beginning instruction.
The materials also provide pacing guidance to support lesson delivery. The grade K Teacher’s Edition opens each lesson with timing allocations for the instructional components. Lesson 1, day 1 designates three minutes for “Concepts of Print;” five minutes for “Phonological Awareness Warm‑Up;” seven minutes for “Letter Formation;” two minutes for “High‑Frequency Words;” and three minutes for “Phonological Awareness Wrap‑Up.” These allocations give educators a clear framework for managing 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 educators can 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 standards addressed in each lesson. Lesson 2, “Introduction of t and p,” aligns to the TEKS K.2.B.i, which requires students to demonstrate phonetic knowledge by identifying the common sounds that letters represent. By pairing lesson‑level content with the explicit TEKS and ELPS connections, the materials clearly outline the standards and concepts taught in grade K.
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
Additional pacing support appears in Appendix A “Calendar Options,” which provides calendars for 165‑day, 180‑day, and 210‑day instructional years. Each model incorporates 15–20 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. Unit 1, lesson 1 introduces and teaches the instructional routines used throughout the remaining lessons, establishing a foundation for consistent lesson delivery. This structure helps educators see how early lessons prepare students for the skills and routines that follow.
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. The “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 use to analyze and apply to observe effective teaching features. By offering a structured method 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. In grade K, lessons 5–8, academic vocabulary such as blend(ing) and syllables appears alongside 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 Letter” 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 standards addressed in each lesson. Grade K, lesson 3, “Introduction of n and a,” aligns to the TEKS K.2.A.ix and ELPS 1.A.i, demonstrating how the program connects lesson content to both state content and language standards. By pairing detailed lesson plans with the explicit TEKS and ELPS alignment, the materials provide educators with structured guidance to support foundational literacy development in grade K.
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 K Teacher’s Edition opens each lesson with timing allocations for the instructional components. Lesson 1, day 1 designates three minutes for “Concepts of Print;” five minutes for “Phonological Awareness Warm‑Up;” seven minutes for “Letter Formation;” two minutes for “High‑Frequency Words;” and three minutes for “Phonological Awareness Wrap‑Up.” These allocations give educators a clear framework for managing 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 directly connects to instructional decision‑making.
The materials also outline the purpose of formative and summative assessments. Formative assessments at the end of each lesson monitor ongoing learning throughout the unit, giving educators frequent checkpoints on student progress. Summative assessments at the end of the unit evaluate students’ proficiency with the skills taught in that unit. These distinctions help educators understand how each assessment type contributes to tracking student learning over time.
Evaluation for 2.1c
The materials contain educator guidance to ensure the consistent and accurate administration of the instructional assessments. Grade-specific guidelines state the timing and special considerations educators need to consider when giving assessments. For example, the product directs educators to complete assessments after day 5 of each lesson and allow thirty to forty minutes to complete end-of-unit or end-of-lesson assessments. Furthermore, educators should encourage students to use sound-spelling cards as a reference during the appropriate sections of the assessment.
The materials include educator guidance to support consistent and accurate administration of the instructional assessments. When administering summative assessments at the end of a unit, the materials provide scripted directions for educators to read aloud so students can move through each part of the assessment as intended. These directions help ensure that students receive uniform instructions across classrooms.
Evaluation for 2.1d
The materials include diagnostic assessments that align to the TEKS as well as to the objectives of the course, unit, and lesson. An overview of the diagnostic assessments (PASI or PSI) outlines the skills assessed and identifies the corresponding TEKS, giving educators clarity about what each diagnostic measures. This alignment helps ensure that the assessments reflect the specific phonological awareness or phonics skills students are expected to learn. Educators can administer the diagnostic assessments throughout the year as needed to monitor student progress.
The materials also include formative assessments that align to the TEKS and to the objectives of the course, unit, or lesson. The Scope and Sequence shows how lessons, which serve as formative assessments, correlate with the TEKS. This structure helps educators see how daily learning tasks connect to the broader expectations for student mastery. The alignment supports the consistent monitoring of student understanding across the year.
Evaluation for 2.1e
The materials include instructional assessments with TEKS–aligned items presented at varying levels of complexity. In grade K, lesson 1 includes phonological awareness and checks for understanding. 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 contain instructional assessments that include the TEKS-aligned items at varying levels of complexity. For example, in grade K, unit 1, the summative assessment includes phonological awareness-syllables, letter formation, and initial sound. These components represent a progression of task types that require students to apply skills in increasingly integrated ways. The range of item formats helps educators gather comprehensive information about student proficiency.
Evaluation for 2.2a
The materials contain instructional assessments and scoring information for educators to interpret student performance. For example, in the Assessment Guide, the materials provide scoring recommendations with guidance for educators on the end-of-lesson assessments that evaluate student performance. If a student scores below 75 percent on reading sections A or B of part 3, they should be assessed 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 assessment overview provides guidance for educators to interpret the summative (end-of-unit) assessments and determine if students have reached proficiency. A student score of at least 80 percent 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 guidance on establishing differentiated small groups with a four-step protocol. The four-step protocol instructs educators to form small groups; apply targeted instruction; monitor and adjust; and evaluate effectiveness. This protocol guides educators to offer student 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, the Assessment Guide includes “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 to review across lessons. This structure supports ongoing monitoring and helps educators identify patterns in student learning.
The materials also provide tools that allow students to monitor their own progress. The student learning log in Appendix B of the Assessment Guide gives students a place to record their learning and track their proficiency with the lessons in the unit. This log encourages students to reflect on their growth and understand their progress over time. The structure supports student ownership of learning and helps them stay aware of their development.
2.1 Instructional Assessments
2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
The materials contain a variety of instructional assessments, including diagnostic, summative, and formative assessments with varying tasks and question types. For example, the 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. Formative assessments at the end of each lesson monitor ongoing learning throughout the unit, giving educators frequent checkpoints on student progress. Summative assessments at the end of the unit evaluate students’ proficiency with the skills taught in that unit. These distinctions help educators understand how each assessment type contributes to tracking student learning over time.
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The materials include educator guidance to support consistent and accurate administration of the instructional assessments. When administering summative assessments at the end of a unit, the materials provide scripted directions for educators to read aloud so students can move through each part of the assessment as intended. These directions help ensure that students receive uniform instructions across classrooms.
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
The materials also include formative assessments that align to the TEKS and to the objectives of the course, unit, or lesson. The Scope and Sequence shows how lessons, which serve as formative assessments, correlate with the TEKS. This structure helps educators see how daily learning tasks connect to the broader expectations for student mastery. The alignment supports the consistent monitoring of student understanding across the year.
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
The materials contain instructional assessments that include the TEKS-aligned items at varying levels of complexity. For example, in grade K, unit 1, the summative assessment includes phonological awareness-syllables, letter formation, and initial sound. 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 assessment overview provides guidance for educators to interpret the summative (end-of-unit) assessments and determine if students have reached proficiency. A student score of at least 80 percent 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, the Assessment Guide includes “Decision Trees for Instructional Response” to guide educators with next steps for students based on their assessment performance.
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
The materials also provide tools that allow students to monitor their own progress. The student learning log in Appendix B of the Assessment Guide gives students a place to record their learning and track their proficiency with the lessons in the unit. This log encourages students to reflect on their growth and understand their progress over time. The structure supports student ownership of learning and helps them stay aware of their development.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
100% (20 out of 20 points)
Evaluation for 3.1a
The materials contain guidance to educators for differentiating instruction, activities, and scaffolded lessons for students who have not yet reached proficiency on grade level content and skills. The Assessment Guide, leads educators through a four-step protocol to make differentiated small groups. This four-step process allows students who have not yet reached proficiency to receive differentiated instruction in this small group setting. For example, the four-step protocol instructs educators to form a 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 to 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 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 the text. For example in the Language in Literacy workbook, Appendix E provides the PLUSS framework. This framework guides educators in supporting students to learn unfamiliar vocabulary by systematically working through the template guide: preteach and prime; language modelling; use of visuals and graphic organizers; systematic instruction; and strategic use of native language. This framework ensures that students receive support in acquiring unfamiliar vocabulary.
The materials include embedded supports for unfamiliar vocabulary and references in text. For example, in grade K, lesson 1, day 1, the materials provide scripted educator guidance on the unfamiliar vocabulary words such as cover, title, etc. 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 they 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.
The materials also include enrichment and extension activities designed for students who have mastered the grade‑level content. The Assessment Guide features a customizable choice board in Appendix G that educators can tailor to extend student knowledge. One option invites students to complete a Venn diagram comparing and contrasting two characters or two books, encouraging deeper thinking. These activities give students opportunities to apply their skills in more complex and creative ways.
Evaluation for 3.2a
The materials include educator guidance for modeling and explaining the concepts students are learning. The teacher 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 for modeling and explaining the concept in each lesson. For example lesson 1, day 1 provides educators with explicit prompts and guidance to model the concepts of print. Using a model of a book, educators show students the cover, title, author, and illustrator to demonstrate these concepts of print. 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. In the Teacher’s Edition, the embedded instructional dialogue helps 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: a 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, the Implementation Guide materials indicate that lessons follow the gradual release of responsibility model (i.e. I do, we do, you do.) This structure allows students to watch the educator teach the subject, work with the educator on concept examples, then apply their learning to independent work.
The materials contain collaborative structures that support student learning within the lessons. The 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, the “Oracy and Emergent Bilingual Support” instructional notes in the Teacher’s Edition include educator questioning prompts and sentence stems for Emergent Bilingual (EB) students.
The materials state the various levels of language proficiency as defined by the ELPS designed to engage students in using increasingly more academic language. For example, 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 implementation guidance to support educators in using the materials effectively in a state-approved bilingual or ESL program. For example, the PLUSS framework in Language in Literacy, assists 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 visual and graphic organizers; strategic use of home language; and systematic and explicit instruction.
The materials include educator implementation guidance to support effective use of the program in state‑approved bilingual or ESL settings. The PLUSS template guide provides educators with descriptions of each section of the framework to assist in planning and delivering instruction. The “Preview and Prime” section encourages educators to add or remove words based on students’ oral language proficiency levels. This flexibility helps ensure that instruction is responsive to the linguistic needs of EB students.
Evaluation for 3.3c
The materials contain embedded guidance for educators to support EB students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse. For example, 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 synthesizing information to understand the concepts being taught. Recognizing cognates and shared phonology helps 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 guide 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, further 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 to 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 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 include embedded supports for unfamiliar vocabulary and references in text. For example, in grade K, lesson 1, day 1, the materials provide scripted educator guidance on the unfamiliar vocabulary words such as cover, title, etc. This embedded support helps students make meaning as they encounter unfamiliar vocabulary during reading.
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
The materials also include enrichment and extension activities designed for students who have mastered the grade‑level content. The Assessment Guide features a customizable choice board in Appendix G that educators can tailor to extend student knowledge. One option invites students to complete a Venn diagram comparing and contrasting two characters or two books, encouraging deeper thinking. These activities give students opportunities to apply their skills in more complex and creative ways.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
The materials contain explicit prompts and educator guidance for modeling and explaining the concept in each lesson. For example lesson 1, day 1 provides educators with explicit prompts and guidance to model the concepts of print. Using a model of a book, educators show students the cover, title, author, and illustrator to demonstrate these concepts of print. 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: a 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. The lessons include Collaborative Learning Cards as a resource in the classroom to promote an engaging environment. Card 4, titled “Echo Reading”, requires student A to read a word, phrase, or sentence. Partner B then repeats it. This structure encourages participation, reinforces accuracy, and helps students practice skills together.
3.3 Support for Emergent Bilingual Students
3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
The materials state the various levels of language proficiency as defined by the ELPS designed to engage students in using increasingly more academic language. For example, 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 guide 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, further 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 systematic, sequenced progression that moves from foundational skills to more complex concepts. Lessons begin by introducing a specific literacy skill and then build toward increasingly complex skills, with routines that repeat across lessons to support consistency. In grade K, students participate in a “Phonological Awareness Warm‑Up” that includes phonemic‑manipulation tasks such as adding, deleting, and substituting initial and final sounds. These recurring routines help establish a structured sequence for early phonics development.
The Scope and Sequence provides a snapshot of the instructional focus for each unit and reflects a systematic progression of phonics skills. In grade K, instruction begins with lesson routines and then advances to letter‑sound relationships and the formation of consonants and short‑vowel sounds. These phonics skills appear both in isolation and in decodable texts, supporting students in applying newly learned skills in connected reading.
Evaluation for 4.1b
The materials provide ongoing opportunities for students to practice newly taught phonics skills both in isolation and in connected text. In grade K, after students learn three consonants, the short vowel a, and blending routines, they begin by reading words with the phonics pattern in isolation. Practice then progresses to noun phrases, sentences, and finally short stories. This sequence allows students to apply new decoding skills first in controlled contexts and then in connected text, supporting a gradual release of responsibility.
The materials also include daily practice routines that reinforce phonics skills throughout instruction. In grade K, lesson 1, day 1, students review the letter‑sound correspondence for v and then practice letter formation for the same consonant. These activities provide repeated, structured practice that strengthens students’ understanding of the phonics skill introduced in the lesson.
Evaluation for 4.2a
The materials include daily lessons with explicit phonics instruction supported by educator modeling. In grade K, the materials provide a detailed script for modeling the concept of syllables by combining two words to form a new word. The educator holds one hand out to say the first word, then the other hand to say the second word, and brings both hands together to demonstrate how the words combine. This routine offers a concrete, visual model of the phonics concept.
The materials also incorporate explicit modeling through varied instructional approaches. Educators use manipulatives such as colored chips, gestures associated with syllable types, and reading‑writing connections embedded in lesson activities. These approaches give students multiple entry points for understanding the phonics skill and reinforce the modeled instruction across modalities.
Evaluation for 4.2b
The materials provide explicit guided instruction supported by structured routines that help educators deliver immediate corrective feedback during phonics lessons. The “Instructional Design: Explicit Instruction, Corrective Feedback for Positive Achievement,” and “Engaging Instruction” sections outline opportunities for guided instruction that include clear steps for addressing student errors. The educator guidance for phonological awareness includes the following sequence: “Corrective feedback for phonological awareness: 1. Stop and identify the error (e.g., When combining two words to make a compound word, a student says shoehorse instead of horseshoe.) 2. Explain the mistake (e.g., You combined the words, but you mixed up the order.) 3. Provide a strategy or scaffold (e.g., Use actions, a mat with chips, or picture/word cards to demonstrate the word that was incorrect.) 4. Practice using the strategy or scaffold (e.g., Have the student use the provided strategy or scaffold three to four times with different words.) 5. Remove the scaffold when appropriate (e.g., continue practicing the skill orally.”)
The materials also offer corrective‑feedback stems across multiple phonics components. In Appendix D, educators receive guidance for eight scenarios, including sound identification; sound articulation; letter‑sound correspondence; phonological awareness; word reading; word sorting; and word writing. The sound identification activity prompts educators to model the word, finger‑stretch the sounds, and confirm whether the target sound is present. The sound articulation activity guides educators to model the sound (“My turn—watch my mouth and listen,”) prompts students to repeat it, and then checks for articulation accuracy (“Now you say the sound without me.”) These routines support consistent, explicit guided instruction with immediate corrective feedback throughout daily lessons.
Evaluation for 4.2c
The materials provide daily opportunities for students to practice newly taught phonics skills through structured activities in the “You Do” portion of each lesson. In grade K, lesson 2, day 1, students listen for the /t/ sound in spoken words and respond with a thumbs‑up gesture when they hear the target sound or a “no” gesture when they do not. Later in the lesson, students practice writing the letter t in their student workbook, reinforcing the phonics skill through both oral and written application.
The materials also include collaborative practice routines that extend student engagement with the phonics skill. The lessons can incorporate Collaborative Learning Cards, depending on the component being taught. In grade K, lesson 5, day 2, the educator guidance in the margin recommends using the Collaborative Learning Card “Choral Reading Circles” during the “Reading–Read Words” section. This routine provides students with an opportunity to practice reading words together, supporting repeated exposure to the phonics skill in a collaborative format.
Evaluation for 4.3a
The materials include intentional cumulative review that reinforces previously taught phonics skills across lessons. In grade K, lesson 4 provides a cumulative review of the letters t, p, n, and a. Student activities address multiple components including phonological awareness (syllables); letter‑sound correspondence; letter formation; initial‑sound practice; and high‑frequency words. These various activities allow students to revisit and strengthen foundational skills.
Cumulative practice continues throughout the curriculum. In grade K, lesson 8 includes a review of letters m, d, g, s, h, and b. Students again engage in activities such as phonological awareness (syllables); letter‑sound correspondence; letter formation; initial‑sound practice; and high‑frequency words. These repeated opportunities provide students with continued practice of previously taught phonics skills within the lesson sequence.
Evaluation for 4.3b
The materials provide practice opportunities that align directly with the phonics skills taught explicitly in each lesson. In grade K, lesson 6 includes explicit instruction on the letters i and s. Student practice activities reinforce these skills through letter‑sound correspondence, letter formation, and initial‑sound identification.
The materials continue to offer aligned practice opportunities across lessons. In grade K, lesson 5 includes explicit instruction on the letters m, d, and g. Students engage in practice activities such as letter‑sound correspondence, letter formation, and initial‑sound identification, allowing them to apply the phonics skills introduced earlier in the lesson.
Evaluation for 4.3c
The materials include decodable texts that provide cumulative practice with the phonics skills previously taught in the program. In grade K, lesson 19 includes explicit instruction on short‑vowel review. The Student Workbook contains the decodable text “Fed in Bed”, which incorporates short‑vowel patterns that students learned across earlier lessons.
The materials contain decodable texts that incorporate cumulative practice of the phonics skills previously taught. For example, in grade K, lesson 19, the educator explicitly teaches a short vowel review. Following this, students use the decodable text “The Jet Set” in the Student Workbook to practice decoding words with short vowels.
Evaluation for 4.3d
In the materials, the lessons provide opportunities to practice the phonics skill in isolation. In grade K, lesson 18, students complete practice activities for short vowels such as phoneme segmentation and word completion with pictures. Students practice segmenting all the sounds in words including as and no. Later in the lesson, students practice the phonics skill pattern in another activity, word completion with pictures. Students practice looking at a picture, saying the word, and writing the missing vowel sound in the blank. Both activities give students practice for the short vowel sound pattern in isolation.
The materials also offer additional cumulative practice through decodable texts aligned to the same lesson. In grade K, lesson 19, the Student Workbook includes the decodable text “The Jet Set.” This text provides another opportunity for students to apply short‑vowel skills within connected reading, reinforcing phonics patterns introduced and practiced throughout the unit.
Evaluation for 4.4a
The materials include a range of developmentally appropriate assessment tools, including two diagnostic assessments (PASI and PSI), end‑of‑lesson formative assessments, and end‑of‑unit summative assessments. The diagnostic assessments identify specific skill deficits for educators to determine which individual students need interventions.
Formative assessments provide ongoing checks of student understanding at the end of each lesson. These assessments help educators determine whether students need reteaching or extension. In grade K, lesson 3, the end‑of‑lesson assessment includes tasks in which students repeat a word, change the final syllable to form a new word, and then select the picture that matches the new word. For example, the activity prompts students to “say toothpaste, change /paste/ to /brush/, and circle the picture of the new word.” Similar prompts guide students through additional items such as changing snowball to snowman and raincoat to rainbow. These activities allow educators to observe students’ ability to manipulate syllables and apply the phonological‑awareness skills taught in the lesson.
Evaluation for 4.4b
The materials include tools for monitoring student progress in acquiring grade‑level phonics skills in a systematic and accurate manner. End‑of‑lesson formative assessments provide ongoing checks of student understanding and indicate whether students may need reteaching or extension. In grade K, lesson 3, the assessment for letters n and a includes activities such as spelling; phonological awareness; a check for understanding; dictation; letter‑name identification; and letter‑sound identification. These activities give educators multiple data points on student performance.
The materials also offer an observation tracker that supports progress monitoring during instruction. This tool helps educators identify areas where students may be struggling with a phonics skill to allow for intervention and targeted support. Together, these tools allow educators to track student learning across lessons and respond to emerging 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 student progress. End‑of‑lesson formative assessments offer ongoing checks of student understanding and indicate whether students may need reteaching or extension. In grade K, lesson 15, the assessment for letters u, q, x, z, and a includes activities such as spelling; phonological awareness; a check for understanding; dictation; letter‑name identification; and letter‑sound identification.
The materials also include an observation tracker that supports ongoing monitoring of student proficiency. This tool helps educators identify areas where students may need additional support with a phonics skill to allow for intervention as needed. These assessment opportunities give educators multiple ways to monitor student learning across the year.
Evaluation for 4.5a
The materials include data-management tools for tracking individual student progress to assist educators in making appropriate decisions regarding reteaching, intervention, or acceleration. For example, educators use the observation tracker to record student data for encoding and decoding. Educators can then pinpoint the exact skill students need reteaching to reach proficiency. Tier 2 intervention can occur with small-group instruction of the skill students need.
The materials contain data-management tools to track individual student progress to make instructional decisions to accelerate instruction. Educators use the data-management tool Phonics Focus for Primary Grades or Fluency to record student data for phonemic awareness, letter-sound drill, decoding, encoding, or other lesson components.Educators can determine if students need intervention, extension, or acceleration based on this data.
Evaluation for 4.5b
The materials provide data‑management tools that allow educators to track whole‑class progress and analyze patterns in student learning related to phonics instruction. Educators can enter end‑of‑lesson assessment data into the Assessment Data‑Management Tool, which then generates tables or graphs showing performance either by individual student or by specific phonics skills.
The materials also support monitoring through end‑of‑unit assessments. Educators input and submit the end‑of‑unit assessment data into the Assessment Data‑Management Tool. This tool organizes results into categories aligned with the skills taught in the unit. The tool totals scores from parts 1 and 2 of the assessment, enabling educators to identify areas of need and determine the next instructional steps.
Evaluation for 4.5c
The materials provide guidance to help educators determine how frequently to monitor student progress based on individual strengths and needs. The observation tracker is available for daily use as students complete independent practice, allowing educators to note areas where students may require intervention, extension, or acceleration.
The materials also include end‑of‑lesson assessments that support ongoing progress monitoring. At the conclusion of each lesson, educators administer these assessments which provide information they can use to make instructional decisions. In grade K, lesson 3, the assessment for letters n and a includes activities such as spelling; phonological awareness; a check for understanding; dictation; letter‑name identification; and letter‑sound identification. These components provide educators with multiple data points to evaluate student proficiency with the phonics skills taught in the lesson.
Evaluation for 4.5d
The materials provide guidance to help educators to use progress‑monitoring data to accelerate student learning when students have not yet reached proficiency with specific phonics concepts. Appendix C in the Assessment Guide includes routines for small group instruction, which outline how educators can use data to determine when students need additional support. The materials note that students performing below grade‑level proficiency (80 percent) require intervention to address learning gaps early. Embedded guidance directs educators to 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. Educators should first reteach the skill using varied strategies and scaffolded application tasks, then 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 provides a snapshot of the instructional focus for each unit and reflects a systematic progression of phonics skills. In grade K, instruction begins with lesson routines and then advances to letter‑sound relationships and the formation of consonants and short‑vowel sounds. These phonics skills appear both in isolation and in decodable texts, supporting students in applying newly learned skills in connected reading.
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 daily practice routines that reinforce phonics skills throughout instruction. In grade K, lesson 1, day 1, students review the letter‑sound correspondence for v and then practice letter formation for the same consonant. These activities provide repeated, structured practice that strengthens students’ understanding of the phonics skill introduced in the lesson.
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 associated with syllable types, and reading‑writing connections embedded in lesson activities. These approaches give students multiple entry points for understanding the phonics skill and reinforce the modeled instruction across modalities.
4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
Evaluation for 4.2b
Evaluation for 4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
The materials also offer corrective‑feedback stems across multiple phonics components. In Appendix D, educators receive guidance for eight scenarios, including sound identification; sound articulation; letter‑sound correspondence; phonological awareness; word reading; word sorting; and word writing. The sound identification activity prompts educators to model the word, finger‑stretch the sounds, and confirm whether the target sound is present. The sound articulation activity guides educators to model the sound (“My turn—watch my mouth and listen,”) prompts students to repeat it, and then checks for articulation accuracy (“Now you say the sound without me.”) These routines support consistent, explicit guided instruction with immediate corrective feedback throughout daily lessons.
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 routines that extend student engagement with the phonics skill. The lessons can incorporate Collaborative Learning Cards, depending on the component being taught. In grade K, lesson 5, day 2, the educator guidance in the margin recommends using the Collaborative Learning Card “Choral Reading Circles” during the “Reading–Read Words” section. This routine provides students with an opportunity to practice reading words together, supporting repeated exposure to the phonics skill in a collaborative format.
4.3 Ongoing Practice Opportunities
4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
Cumulative practice continues throughout the curriculum. In grade K, lesson 8 includes a review of letters m, d, g, s, h, and b. Students again engage in activities such as phonological awareness (syllables); letter‑sound correspondence; letter formation; initial‑sound practice; and high‑frequency words. These repeated opportunities provide students with continued practice of previously taught phonics skills within the lesson sequence.
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 continue to offer aligned practice opportunities across lessons. In grade K, lesson 5 includes explicit instruction on the letters m, d, and g. Students engage in practice activities such as letter‑sound correspondence, letter formation, and initial‑sound identification, allowing them to apply the phonics skills introduced earlier in the lesson.
4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
Evaluation for 4.3c
Evaluation for 4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
The materials contain decodable texts that incorporate cumulative practice of the phonics skills previously taught. For example, in grade K, lesson 19, the educator explicitly teaches a short vowel review. Following this, students use the decodable text “The Jet Set” in the Student Workbook to practice decoding words with short vowels.
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 offer additional cumulative practice through decodable texts aligned to the same lesson. In grade K, lesson 19, the Student Workbook includes the decodable text “The Jet Set.” This text provides another opportunity for students to apply short‑vowel skills within connected reading, reinforcing phonics patterns introduced and practiced throughout the unit.
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
Formative assessments provide ongoing checks of student understanding at the end of each lesson. These assessments help educators determine whether students need reteaching or extension. In grade K, lesson 3, the end‑of‑lesson assessment includes tasks in which students repeat a word, change the final syllable to form a new word, and then select the picture that matches the new word. For example, the activity prompts students to “say toothpaste, change /paste/ to /brush/, and circle the picture of the new word.” Similar prompts guide students through additional items such as changing snowball to snowman and raincoat to rainbow. These activities allow educators to observe students’ ability to manipulate syllables and apply the phonological‑awareness skills taught in the lesson.
4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
Evaluation for 4.4b
Evaluation for 4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
The materials also offer an observation tracker that supports progress monitoring during instruction. This tool helps educators identify areas where students may be struggling with a phonics skill to allow for intervention and targeted support. Together, these tools allow educators to track student learning across lessons and respond to emerging 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 an observation tracker that supports ongoing monitoring of student proficiency. This tool helps educators identify areas where students may need additional support with a phonics skill to allow for intervention as needed. These assessment opportunities give educators multiple ways to monitor student learning across the year.
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 contain data-management tools to track individual student progress to make instructional decisions to accelerate instruction. Educators use the data-management tool Phonics Focus for Primary Grades or Fluency to record student data for phonemic awareness, letter-sound drill, decoding, encoding, or other lesson components.Educators can determine if students need intervention, extension, or acceleration based on this data.
4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
Evaluation for 4.5b
Evaluation for 4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
The materials also support monitoring through end‑of‑unit assessments. Educators input and submit the end‑of‑unit assessment data into the Assessment Data‑Management Tool. This tool organizes results into categories aligned with the skills taught in the unit. The tool totals scores from parts 1 and 2 of the assessment, enabling educators to identify areas of need and determine the next instructional steps.
4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
2 out of 2 points
Evaluation for 4.5c
Evaluation for 4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
2 out of 2 points
The materials also include end‑of‑lesson assessments that support ongoing progress monitoring. At the conclusion of each lesson, educators administer these assessments which provide information they can use to make instructional decisions. In grade K, lesson 3, the assessment for letters n and a includes activities such as spelling; phonological awareness; a check for understanding; dictation; letter‑name identification; and letter‑sound identification. These components provide educators with multiple data points to evaluate student proficiency with the phonics skills taught in the lesson.
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. Educators should first reteach the skill using varied strategies and scaffolded application tasks, then 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% (95 out of 95 points)
Evaluation for 5.B.1a
The materials contain explicit and systematic instructional guidance on developing oral language. The Implementation Guide details the progression of the concepts and skills in the lessons from simple to complex. The daily instructional routines, such as modeling, guided practice, and independent practice, provide occasions for students to repeat language modeled by the educator, such as sound articulation, word pronunciation, and sentence syntax. In volume 3, lesson 27, day 3, the “Oracy and Emergent Bilingual Support” box prompts educators to say “Name something that has a handle.” Then, the box provides a stem for students to use: “We can cook ___ in a pot.” Later, in volume 3, lesson 27, day 1, the materials prompt the educator to ask, “Have you ever spent the day at a lake? What are some things you can do at a lake?” The repeated practice supports students in building oracy with specific educator guidance.
The tool for elevating oracy in the Language in Literacy component provides recommendations to educators on how to build a students’ oral language skills. The tool contains instructional strategies, scaffolds, and adaptations to support students’ acquisition of oracy including sentence stems and instructional moves. Educators can use this guidance during instructional modeling and guided practice in the lessons.
Evaluation for 5.B.1b
Students engage in social communication for different purposes and audiences during the passage reading component of the lesson. The educator introduces the passage in lesson 16, day 2, by saying, “Find the title of the story. Let’s read the title together. Play at the Lot.” Students respond to the prompt, “ What do you think this story will be about?” 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 Collaboration Learning Cards included in the materials. The resource consists of nine cards 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 the information. After explicit educator instruction on adding two words together to make a new word in lesson 1, day 2, the educator asks, “Does anyone have questions about the steps we are using right now?” Students can ask questions to allow the educator to clear up any misconceptions or errors in thinking about the learning.
The Collaborative Learning Cards 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 can reinforce student learning.
Evaluation for 5.C.1a
The materials introduce the letter names and their corresponding sounds in a systematic sequence.The materials sequence the consonants based on students’ application of new letter-sound learning. Lessons begin with simple vowel consonant words, and move to consonant vowel consonant words. The research of letter instruction shows the sequence of vowels to be taught as a, i, o, e, and u.
The lesson 2 guidance materials instructs the educator to teach the consonants letters and sounds t and p. The educator shows the /t/ sound-spelling card, they next model the placement of lips and tongue with the letter sound, and finally students repeat the letter-sound. The educator verbalizes some words and students respond with a thumbs up or down if they hear the letter sound /t/. After that, the educator models the correct formation of the letter “t.” The materials follow this sequence of activities when introducing a new letter sound.
Evaluation for 5.C.1b
The lessons include educator guidance of explicit instruction for teaching students to identify the twenty-six uppercase and lowercase letters and their corresponding sounds. The overview of the lessons in the Teacher’s Edition, indicates the letters, both lowercase and uppercase, and sounds taught in each lesson. For example, lessons 9–12 introduce the letters o, l, r, c, f, j, and w with additional uppercase matching included in lesson 12.
The materials teach letter-sound correspondences in a sequence that allows students to begin applying their letter-sound knowledge after lesson 4. This structure enables students to build letter-sound automaticity. The instruction in letter name, sound, and formation repeats throughout the lessons so students have many occasions to practice their letter-sound knowledge.
Evaluation for 5.C.1c
The materials provide guidance for educators for explicit instruction of the letter formation of all the twenty-six lowercase and uppercase letters of the alphabet. The “Teacher’s Tip Box “in the Teacher’s Edition, outlines the lesson sequence for introducing each letter. The structured lesson plan begins with introduction of the letter, the sound correspondence, and then the letter formation. In lesson 7, day 1, the educator explicitly teaches the letter and sound of h, followed by the formation of the letter h.
The materials teach letter formations in a systematic sequence based on research. The lessons begin with the teaching of the letter and sound, then move into the formation of the letter. The sequencing of the letter formations reinforces the letter-sound correspondence. Students progressively connect the letter to the sound to the formation of the letter in the lesson.
Evaluation for 5.C.1d
There are a variety of activities in the materials that students use to develop, practice, and reinforce their alphabet knowledge in isolation. The lessons introduce students to the letter plus its sound and formation. Lesson 5, day 1 introduces students to the letter m with explicit instruction using a sound-spelling card, and placement and manner for the sound. Following educator-led instruction, students repeat the letter name and its target sound. The writing section of the lesson, using words with the initial sound m, provides a reinforcement activity.
There are a variety of activities for students to develop, practice, and reinforce alphabet knowledge in context. Students hear words spoken by the educator and give a thumbs up or thumbs down if they hear the specific sound explicitly taught in that lesson. In lesson 5, day 1, the educator says some words, and students put their thumbs up if they hear the /m/ sound, or thumbs down if they do not. Also, in the “Blending Awareness” section of the lesson, students reinforce the /m/ sound by using sound spelling chips for the word man.
Evaluation for 5.C.2a
The Teacher’s Edition explicitly introduces letter-sound relationships so students can apply them to decoding and encoding. In lesson 6, day 5, the educator explicitly teaches the letter sound short i by showing a picture card of an igloo and asking, “What is the initial sound of the word?” In the “Write Words” portion of the lesson, students use the Student Workbook to practice encoding words with a short i sound. In the “Read Phrases” portion of the lesson, students read phrases with short i in their Student Workbook.
The Scope and Sequence systematically introduces letter-sound relationships in an order that allows students to apply basic decoding and encoding. Lesson 1 begins with building the routine of the phonics program and systemically going through the short vowels and consonants. Lesson 6 introduces the short i and s using a variety of decoding and encoding activities before moving to the letters h and b.
Evaluation for 5.C.2b
In the Implementation Guide, Appendix D “Corrective Feedback for Positive Achievement” gives educator guidance with scripted feedback responses based on the component of the lesson. This includes sound identification; sound articulation; letter-sound correspondence; phonological awareness; word reading; word sorting; and word writing. These scripted responses provide guidance for the educator during instruction and provide practice with the phonics skill for common student errors. Corrective feedback for sound identification includes, “The word is__? What’s the word? Let’s finger-stretch the sounds in the word ___. I hear (or do not hear) the sound ___ in the word ___.”
The materials in grade K include explicit instruction focused on connecting phonemes to letters within words and addresses common misconceptions within the educator script. For example in lesson 10, day 3, the educator explicitly teaches the word they. The script says: “Now I’m going to show you how to read a new high-frequency word. “Watch me, my turn. (Display they.) The word is they; this word is the one you hear in the sentence “They are my friends.” • Watch me finger-stretch the sounds. /th/ /ā/ (Show thumb for /th/ and pointer finger for /ā/.) There are two sounds in the word they. This word is spelled with 4 letters, t-h-e-y. Now it’s your turn. Word? They. How many letters? Four .The letter names are t-h-e-y. Say them with me. t-h-e-y.” The appendix in the Implementation Guide also includes guidance for educators for giving students feedback based on common misconceptions. If students exhibit the common misconception of “confusing letter names with letter sounds,” the instructional dialogue states, “I hear you saying the letter’s name—“double-u.” That is the name of the letter. I am asking you for the sound for the letter w. Watch my mouth: /w/. Your turn. What is the sound for w? /w/ Yes, /w/. Let’s try it in the word wag: /w/ /ă/ /g/.”
Evaluation for 5.C.2c
There are a variety of activities for students to develop, practice, and reinforce the understanding of letter-sound correspondence to decode one syllable words in isolation. The educator explicitly teaches how to decode words using letters previously learned. The educator models, “Point to the letter p. What is its sound? Point to the letter i. What is its sound? Point to the letter n. What is its sound? What is the word?” Students use the Student Workbook to practice decoding words with the short i sound pattern.
There are a variety of activities for students to develop, practice, and reinforce the understanding of letter-sound correspondence to decode one syllable words in decodable text. Students practice decoding and practicing high frequency words in the story “Mel and Gus” in the Student Workbook. The educator reminds students of the steps: “Look at each word and decide if it’s a high-frequency word. If it’s a high-frequency word, read the word. If it’s not a high-frequency word, point to the letters, say the sounds, and then read the word. Use this routine to read all the sentences in the story.”
Evaluation for 5.D.1a
The grade K Scope and Sequence presents a systematic sequence for introducing phonological awareness activities. Beginning in lesson 1, student activities address syllable‑level work with compound words, including blending, segmenting, adding, deleting, and substituting. Lesson 1, days 1–5, includes a “Phonological Awareness Warm‑Up” and “Wrap‑Up” in which students put two one‑syllable words together, such as air and plane to form airplane (day 1); ant and hill to form anthill (day 2); out and side to form outside (day 3); and air and port to form airport (day 4). On day 5, students take apart syllables, such as segmenting outside into out and side. These activities introduce foundational compound‑word phonological awareness skills.
The lessons progress in complexity as students begin blending, segmenting, adding, deleting, and substituting non‑compound words in lesson 5. In lesson 9, students practice adding phonemes to make words, such as combining /f/ and /ace/ to form face. The most complex phonemic‑level skills, involving four phonemes, begin in lesson 20. In this lesson, students practice segmenting four phonemes to make words such as /b/ /l/ /ă/ /k/ = black. This progression shows that simpler skills appear in the beginning lessons, while later lessons introduce complex phonemic skills.
Evaluation for 5.D.1b
The grade K materials include explicit instruction for teaching phonological awareness skills and providing corrective feedback for common student errors. In the Implementation Guide Appendix D, the “Corrective Feedback for Positive Achievement” resource offers educators a detailed script for responding to errors in phonological awareness activities. The script directs educators to identify the error; explain the mistake; provide a strategy or scaffold; practice the strategy or scaffold; and remove the scaffold when appropriate, with each step supported by specific language and actions. In lesson 3, if a student mispronounces the word nut, the guidance instructs the educator to say the word, have the student repeat the word, and finger‑stretch the word.
The materials in the appendix of the Implementation Guide include explicit instruction for educators to use explanatory feedback for student misconceptions in phonological awareness activities. If students exhibit the common misconception of, “thinking rhyming words must be spelled the same,” the instructional dialogue provided states, “You said the words tough and fluff do not rhyme because the ends of the words are not spelled the same. Words that rhyme have endings that sound the same but may not always be spelled the same. Listen: /t/ /ŭf/, /fl/ /ŭf/. They both end in /ŭf/, so they rhyme. Now, can you think of a word that ends in /ŭf/, like tough and fluff? cuff, rough, bluff, huff.”
Evaluation for 5.D.1c
The grade K materials include a variety of activities that support students in using memory‑building strategies to develop, practice, and reinforce phonological awareness skills. In lesson 5, students begin with a “Phonological Awareness Warm‑Up” and then receive an introduction to the letter m. Students practice letter formation for m and engage in blending awareness with CVC words using consonants previously taught. The final activities include initial‑sound practice with known consonants, work with the high‑frequency word go, and a “Phonological Awareness Wrap‑Up.” These activities allow students to develop, practice, and reinforce phonological awareness skills, including short vowel sounds, while receiving immediate opportunities to learn from errors.
Lesson 7 in grade K also includes multiple activities that reinforce phonological and phonics skills. Students begin with a “Phonological Awareness Warm-Up” activity focused on syllables, followed by an introduction to the letter‑sound h and letter‑formation practice. Students then read and write words before completing a “Phonological Awareness Wrap‑Up.” These activities provide repeated practice that supports students in developing, applying, and reinforcing the targeted phonics skill.
Evaluation for 5.D.2a
The grade K materials include phonemic awareness activities that begin with identifying, blending, and segmenting phonemes. In lesson 17, day 1, students practice identifying and blending two‑phoneme sounds in the “Phonological Awareness Warm‑Up,” such as /m/ /a/ = may. On day 2 of the same lesson, students practice segmenting all the sounds in words including to and it. Students also blend phonemes in the “Writing” section of the lesson, including words such as /h/ /a/ /m/. These activities provide structured practice with early phonemic awareness skills.
In the “Writing” section of lesson 17, students begin adding a phoneme to the beginning of a word, such as combining /s/ /a/ /t/ to make sat. Lesson 18 includes phoneme deletion with words such as snap becoming nap, and lesson 9 introduces phoneme substitution with words such as blip becoming slip. These student activities demonstrate a progression of phonemic awareness skills from simple to more complex tasks across the grade K lessons.
Evaluation for 5.D.2b
The grade K materials include explicit instruction for teaching phonemic awareness skills and providing corrective feedback for common student errors. In the Implementation Guide Appendix D, the “Corrective Feedback for Positive Achievement” resource offers educators a detailed script for responding to errors in phonological awareness activities. The script directs educators to identify the error; explain the mistake; provide a strategy or scaffold; practice the strategy or scaffold; and remove the scaffold when appropriate, with each step supported by specific language and actions. If a student articulates a sound incorrectly, the guidance instructs the educator to state the sound, have the student repeat the sound, and say the sound together with the student. This protocol ensures students receive immediate corrective feedback.
The materials in the appendix of the Implementation Guide contain explicit instruction for teaching phonemic awareness and providing corrective feedback for common student misconceptions. If students exhibit a common misconception such as, “counting phonemes based on spelling, not sound,” the instructional dialogue provided states, “You counted four sounds in the word back. Listen and watch me. I will finger-stretch and say the sounds in back: /b/ /ă/ /k/. Although there are four letters in back, the digraph ck is pronounced as one sound. Finger-stretch and say the sounds in back with me: /b/ /ă/ /k/. How many sounds? three.”
Evaluation for 5.D.2c
The grade K materials include explicit guidance for connecting phonemic awareness skills to the alphabetic principle. This guidance supports students as they transition from oral language activities to basic decoding and encoding. On page 20 of the Implementation Guide, the materials describe orthographic mapping through the sound‑spelling mapping routine, which appears multiple times across the program. The guidance states: “Using color‑coded chips in this routine offers a multimodal experience that strengthens phonological awareness. Engaging students visually, kinesthetically, and auditorily, it solidifies sound‑symbol relationships. This tactile approach is especially useful for young learners and those needing extra support in associating spoken sounds with written letters.” After placing all chips, students map each chip to its corresponding letter or letter combination on their sound‑spelling mats and articulate each sound. Students then write the grapheme beneath the chip, identify the syllable pattern, use a gesture to indicate the syllable type, and read the word. This routine provides structured steps for linking phonemic awareness to print.
The Teacher’s Edition includes lesson‑level applications of these skills. In lesson 19, students decode words to review short vowel sounds while reading the story “As Good as New.” In the same lesson, day 3, students encode words in the “Writing” section through word chaining and listening to the educator articulate phonemes and writing the corresponding letter sounds. These activities give students opportunities to apply phonemic awareness skills to both decoding and encoding tasks within daily grade K instruction.
Evaluation for 5.D.2d
Students have opportunities to develop, practice, and reinforce phonemic awareness skills across the grade K lessons. In lesson 21, day 1, students begin with a “Phonological Awareness Warm‑Up” focused on initial phoneme addition. The remainder of the lesson follows a sequence of activities: introducing the letter sound; reading and writing sentences; working with high‑frequency words; and finally a “Phonological Awareness Wrap‑Up.” These activities allow students to practice and reinforce the targeted phonemic awareness skill.
As the lesson progresses across days, the student activities vary. In lesson 21, day 2, students begin with the “Phonological Awareness Warm‑Up” and then complete pictures and words. Students then read a story and work on high‑frequency words, finishing with a “Phonological Awareness Wrap‑Up.” These varied activities provide multiple opportunities for students to develop, practice, and reinforce the phonemic awareness skill presented in the lesson.
Evaluation for 5.E.1a
The grade K Scope and Sequence presents a systematic sequence for introducing grade‑level sound‑spelling patterns. The lessons begin by introducing letters and sounds in an order that allows students to begin blending sounds to make words. Once all letters and sounds have been introduced, instruction shifts to blends, short vowels with manipulation, and then long vowels with the silent-e. This sequence organizes foundational phonics instruction so students encounter simpler patterns before progressing to more complex ones.
The Implementation Guide includes a comprehensive unit overview that identifies the lesson focus and spelling patterns in each unit. The sound‑spelling patterns grow in complexity as the program progresses. Lessons 17–19 address consonant‑vowel‑consonant (CVC) words, and lessons 20–24 introduce consonant‑consonant‑vowel‑consonant (CCVC) words. This progression demonstrates how the materials build sound‑spelling knowledge from simple to more complex patterns across grade K instruction.
Evaluation for 5.E.1b
The grade K materials include explicit instruction for teaching sound‑spelling patterns. In lesson 5, day 1, the educator introduces the letter m and its sound /m/. The educator script states: “Look at the picture of the keyword mouse. When you say the keyword mouse, the first sound in mouse is /m/, which reminds you that the letter m spells the /m/ sound. Listen and watch. Letter name? m Keyword? mouse Sound? /m/. Now say it with me. Letter name? m Keyword? mouse Sound? /m/. You say it. Letter name? m Keyword? mouse Sound? /m/.” The script continues with guidance for listening for /m/: “I’m going to say some words. If you hear the /m/ sound, show the thumbs‑up gesture and say ‘/m/.’ If you don’t hear the /m/ sound, show the “no” gesture. (Extend hand with palm down and move it back and forth sideways a couple of times.) Which sound are we listening for? /m/.” This routine provides explicit, scripted language and gestures for teaching the sound‑spelling pattern.
Lesson 5, day 5, includes similar explicit instruction for the letter g and its sound /g/. The educator script states: “Look at the picture of the keyword goat. When you say the keyword goat, the first sound in goat is /g/, which reminds you that the letter g spells the /g/ sound. Listen and watch. Letter name? g Keyword? goat Sound? /g/. Now say it with me. Letter name? g Keyword? goat Sound? /g/. You say it. Letter name? g Keyword? goat Sound? /g/.” These scripts demonstrate how the materials provide detailed, explicit guidance for teaching grade K sound‑spelling patterns.
Evaluation for 5.E.1c
Educators deliver whole‑group instruction for the phonics skill pattern to enable students to develop sound‑spelling knowledge patterns in grade K. Educators use the detailed scripted lessons in the Teacher’s Edition to introduce the letter, its sound, and the formation of the letter. Students practice the sound‑spelling pattern through activities in the Student Workbook, including reading words and writing words. They reinforce the phonics skill pattern in additional activities such as writing phrases and completing a “Phonological Awareness Wrap‑Up” for cumulative review.
In lesson 7, days 1–5, educators provide explicit instruction on the letter sound /h/. As students move through the days of lesson 7, they begin with “Phonological Awareness Warm‑Ups,” then transition into “Letter‑Sound Correspondence” and “Letter Formation.” Other activities include reading and writing words and completing a “Phonological Awareness Wrap‑Up.” These activities demonstrate that students are developing, practicing, and reinforcing the letter sound /h/ across multiple routines within the lesson.
Evaluation for 5.E.1d
The grade K materials provide various student activities that support decoding in isolation and in connected decodable text. In lesson 21, students decode words such as made and Mike in the “Reading Sentences” portion of the lesson. On day 2, students read the decodable text “The Play Hut” to practice reading words with the long‑vowel silent‑e pattern, including words such as like. These activities give students repeated opportunities to apply decoding skills with the targeted sound‑spelling pattern.
Students also practice encoding in lesson 21, day 1, by writing sentences. They spell words with the long‑vowel silent‑e sound‑spelling pattern, including words such as made. Students write sentences such as “Mom must find her hat,” which reviews previously taught sound‑spelling patterns. These activities allow students to develop, practice, and reinforce both decoding and encoding skills within the grade K lesson sequence.
Evaluation for 5.E.2a
The materials provide a systematic sequence for introducing regular high-frequency words in the Implementation Guide. Appendix E includes a “Dolch Words in Frequency Order” chart, highlighting the words used most frequently in the text. In lesson 15, day 3, the materials present explicit instruction on high-frequency words such as must, at, and went. The chart shows the forty pre-primer level words and fifty-two primer level high frequency words explicitly taught in grade K. These resources demonstrate how the materials organize high‑frequency word instruction across the year.
The Teacher’s Edition defines grade K heart words as “words not phonetically regular to grade K students.” Therefore most of the words on the “Dolch Words in Frequency Order” chart are considered heart words to the young learners. Since the materials define a large portion of the words on this list as irregular, students explicitly learn these high-frequency words. In lesson 15, day 5, students explicitly learn down, must, do and my. These lessons systematically introduce irregular high‑frequency words and reinforce them through explicit routines. The approach ensures students learn both regular and irregular high‑frequency words throughout the unit.
Evaluation for 5.E.2b
The materials guide educators to provide explicit instruction for decoding and encoding regular high‑frequency words. In grade K, lesson 3, day 3, the educator directs students to their Student Workbook to practice decoding and encoding regular high‑frequency words such as at, an, and you. These activities give students structured practice applying phoneme‑grapheme knowledge to familiar high‑frequency words. The materials include many additional examples of decoding and encoding regular high‑frequency words, such as will, come, and sit in lesson 13, day 1. These lessons show how the unit reinforces regular high‑frequency word instruction.
The Teacher’s Edition states that grade K heart words are “words not phonetically regular to grade K students.” This means that most of the words on the “Dolch Words in Frequency Order” chart are considered heart words for young learners. Since the materials classify a large portion of the list as irregular, students receive explicit instruction on these high‑frequency words. In lesson 15, day 5, students explicitly learn down, must, do, and my. These lessons systematically introduce and reinforce irregular high‑frequency words through explicit routines. The approach ensures students learn both regular and irregular high‑frequency words throughout the year.
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 12, day 4. The educator explicitly introduces the regular high frequency words is, to, his, and help, as well as others in the “Read Sentences” portion of the lesson. The next activity in the lesson requires students to encode (write sentences) using some of the regular high frequency words previously taught like want and to. After that, the educator explicitly guides students through two new regular high frequency words: three and four. These words repeat in other lessons so students can practice and reinforce their knowledge of regular high-frequency words.
The Teacher’s Edition defines grade K heart words as “words not phonetically regular to grade K students.,” Therefore most of the words on the “Dolch Words in Frequency Order” chart are considered heart words to the young learners. Since the materials feature many irregular words, the educator will explicitly teach these high-frequency words. Additionally, students frequently decode and encode regular high-frequency words in the lessons. In lesson 15, day 5, students explicitly learn down, must, do, and my. Students also practice encoding (writing sentences) using previously taught regular high-frequency words such as who and has.
Evaluation for 5.E.2d
Students read high-frequency words in isolation and in connected text through a variety of activities in the materials. In lesson 14, day 1, students decode words such as and and play in the “Read Sentences” section. Students read high-frequency words in the connected text “My Bag” in lesson 14. High-frequency words included in this text are am, have, and in. Students have many opportunities to decode high-frequency words in the materials.
The materials provide many activities for students to encode high-frequency words in isolation, for example in lesson 5, day 4. The educator prompts state: “Find the line that has a life preserver in front of it. You’ll see the word we just wrote as an example. Here are the steps: 1. I’ll say a word and you repeat it. 2. Finger-stretch the sounds. 3. Then, say the sound and letter name while writing each letter. 4. Finally, blend the sounds and then read the word.” After this example, students practice the same procedure with the words am and an, which provides additional practice opportunities to encode high-frequency words in isolation.
Evaluation for 5.E.3a
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.E.3b
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.E.3c
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.E.3d
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.E.4a
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.E.4b
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.E.4c
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.E.4d
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
5.B.1 Oral Language Development
5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
Evaluation for 5.B.1a
Evaluation for 5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
The tool for elevating oracy in the Language in Literacy component provides recommendations to educators on how to build a students’ oral language skills. The tool contains instructional strategies, scaffolds, and adaptations to support students’ acquisition of oracy including sentence stems and instructional moves. Educators can use this guidance during instructional modeling and guided practice in the lessons.
5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
Evaluation for 5.B.1b
Evaluation for 5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
Students can engage in academic communication for different purposes and audiences with the Collaboration Learning Cards included in the materials. The resource consists of nine cards 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 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 can reinforce student learning.
5.C.1 Alphabet Knowledge (K only)
5.C.1a
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
2 out of 2 points
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)
2 out of 2 points
The lesson 2 guidance materials instructs the educator to teach the consonants letters and sounds t and p. The educator shows the /t/ sound-spelling card, they next model the placement of lips and tongue with the letter sound, and finally students repeat the letter-sound. The educator verbalizes some words and students respond with a thumbs up or down if they hear the letter sound /t/. After that, the educator models the correct formation of the letter “t.” The materials follow this sequence of activities when introducing a new letter sound.
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)
6 out of 6 points
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)
6 out of 6 points
The materials teach letter-sound correspondences in a sequence that allows students to begin applying their letter-sound knowledge after lesson 4. This structure enables students to build letter-sound automaticity. The instruction in letter name, sound, and formation repeats throughout the lessons so students have many occasions to practice their letter-sound knowledge.
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)
4 out of 4 points
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)
4 out of 4 points
The materials teach letter formations in a systematic sequence based on research. The lessons begin with the teaching of the letter and sound, then move into the formation of the letter. The sequencing of the letter formations reinforces the letter-sound correspondence. Students progressively connect the letter to the sound to the formation of the letter in the lesson.
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).
6 out of 6 points
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).
6 out of 6 points
There are a variety of activities for students to develop, practice, and reinforce alphabet knowledge in context. Students hear words spoken by the educator and give a thumbs up or thumbs down if they hear the specific sound explicitly taught in that lesson. In lesson 5, day 1, the educator says some words, and students put their thumbs up if they hear the /m/ sound, or thumbs down if they do not. Also, in the “Blending Awareness” section of the lesson, students reinforce the /m/ sound by using sound spelling chips for the word man.
5.C.2 Letter-Sound Correspondence
5.C.2a
Materials explicitly (directl), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
Materials explicitly (directl), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
4 out of 4 points
Evaluation for 5.C.2a
Evaluation for 5.C.2a
Materials explicitly (directl), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
4 out of 4 points
The Scope and Sequence systematically introduces letter-sound relationships in an order that allows students to apply basic decoding and encoding. Lesson 1 begins with building the routine of the phonics program and systemically going through the short vowels and consonants. Lesson 6 introduces the short i and s using a variety of decoding and encoding activities before moving to the letters h and b.
5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.C.2b
Evaluation for 5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
The materials in grade K include explicit instruction focused on connecting phonemes to letters within words and addresses common misconceptions within the educator script. For example in lesson 10, day 3, the educator explicitly teaches the word they. The script says: “Now I’m going to show you how to read a new high-frequency word. “Watch me, my turn. (Display they.) The word is they; this word is the one you hear in the sentence “They are my friends.” • Watch me finger-stretch the sounds. /th/ /ā/ (Show thumb for /th/ and pointer finger for /ā/.) There are two sounds in the word they. This word is spelled with 4 letters, t-h-e-y. Now it’s your turn. Word? They. How many letters? Four .The letter names are t-h-e-y. Say them with me. t-h-e-y.” The appendix in the Implementation Guide also includes guidance for educators for giving students feedback based on common misconceptions. If students exhibit the common misconception of “confusing letter names with letter sounds,” the instructional dialogue states, “I hear you saying the letter’s name—“double-u.” That is the name of the letter. I am asking you for the sound for the letter w. Watch my mouth: /w/. Your turn. What is the sound for w? /w/ Yes, /w/. Let’s try it in the word wag: /w/ /ă/ /g/.”
5.C.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
6 out of 6 points
Evaluation for 5.C.2c
Evaluation for 5.C.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
6 out of 6 points
There are a variety of activities for students to develop, practice, and reinforce the understanding of letter-sound correspondence to decode one syllable words in decodable text. Students practice decoding and practicing high frequency words in the story “Mel and Gus” in the Student Workbook. The educator reminds students of the steps: “Look at each word and decide if it’s a high-frequency word. If it’s a high-frequency word, read the word. If it’s not a high-frequency word, point to the letters, say the sounds, and then read the word. Use this routine to read all the sentences in the story.”
5.D.1 Phonological Awareness (K-2)
5.D.1a
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
2 out of 2 points
Evaluation for 5.D.1a
Evaluation for 5.D.1a
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
2 out of 2 points
The lessons progress in complexity as students begin blending, segmenting, adding, deleting, and substituting non‑compound words in lesson 5. In lesson 9, students practice adding phonemes to make words, such as combining /f/ and /ace/ to form face. The most complex phonemic‑level skills, involving four phonemes, begin in lesson 20. In this lesson, students practice segmenting four phonemes to make words such as /b/ /l/ /ă/ /k/ = black. This progression shows that simpler skills appear in the beginning lessons, while later lessons introduce complex phonemic skills.
5.D.1b
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.D.1b
Evaluation for 5.D.1b
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
The materials in the appendix of the Implementation Guide include explicit instruction for educators to use explanatory feedback for student misconceptions in phonological awareness activities. If students exhibit the common misconception of, “thinking rhyming words must be spelled the same,” the instructional dialogue provided states, “You said the words tough and fluff do not rhyme because the ends of the words are not spelled the same. Words that rhyme have endings that sound the same but may not always be spelled the same. Listen: /t/ /ŭf/, /fl/ /ŭf/. They both end in /ŭf/, so they rhyme. Now, can you think of a word that ends in /ŭf/, like tough and fluff? cuff, rough, bluff, huff.”
5.D.1c
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.D.1c
Evaluation for 5.D.1c
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
4 out of 4 points
Lesson 7 in grade K also includes multiple activities that reinforce phonological and phonics skills. Students begin with a “Phonological Awareness Warm-Up” activity focused on syllables, followed by an introduction to the letter‑sound h and letter‑formation practice. Students then read and write words before completing a “Phonological Awareness Wrap‑Up.” These activities provide repeated practice that supports students in developing, applying, and reinforcing the targeted phonics skill.
5.D.2 Phonemic Awareness (K-2)
5.D.2a
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
3 out of 3 points
Evaluation for 5.D.2a
Evaluation for 5.D.2a
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
3 out of 3 points
In the “Writing” section of lesson 17, students begin adding a phoneme to the beginning of a word, such as combining /s/ /a/ /t/ to make sat. Lesson 18 includes phoneme deletion with words such as snap becoming nap, and lesson 9 introduces phoneme substitution with words such as blip becoming slip. These student activities demonstrate a progression of phonemic awareness skills from simple to more complex tasks across the grade K lessons.
5.D.2b
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.D.2b
Evaluation for 5.D.2b
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
The materials in the appendix of the Implementation Guide contain explicit instruction for teaching phonemic awareness and providing corrective feedback for common student misconceptions. If students exhibit a common misconception such as, “counting phonemes based on spelling, not sound,” the instructional dialogue provided states, “You counted four sounds in the word back. Listen and watch me. I will finger-stretch and say the sounds in back: /b/ /ă/ /k/. Although there are four letters in back, the digraph ck is pronounced as one sound. Finger-stretch and say the sounds in back with me: /b/ /ă/ /k/. How many sounds? three.”
5.D.2c
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
2 out of 2 points
Evaluation for 5.D.2c
Evaluation for 5.D.2c
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
2 out of 2 points
The Teacher’s Edition includes lesson‑level applications of these skills. In lesson 19, students decode words to review short vowel sounds while reading the story “As Good as New.” In the same lesson, day 3, students encode words in the “Writing” section through word chaining and listening to the educator articulate phonemes and writing the corresponding letter sounds. These activities give students opportunities to apply phonemic awareness skills to both decoding and encoding tasks within daily grade K instruction.
5.D.2d
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
3 out of 3 points
Evaluation for 5.D.2d
Evaluation for 5.D.2d
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
3 out of 3 points
As the lesson progresses across days, the student activities vary. In lesson 21, day 2, students begin with the “Phonological Awareness Warm‑Up” and then complete pictures and words. Students then read a story and work on high‑frequency words, finishing with a “Phonological Awareness Wrap‑Up.” These varied activities provide multiple opportunities for students to develop, practice, and reinforce the phonemic awareness skill presented in the lesson.
5.E.1 Sound-Spelling Patterns
5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
Evaluation for 5.E.1a
Evaluation for 5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
The Implementation Guide includes a comprehensive unit overview that identifies the lesson focus and spelling patterns in each unit. The sound‑spelling patterns grow in complexity as the program progresses. Lessons 17–19 address consonant‑vowel‑consonant (CVC) words, and lessons 20–24 introduce consonant‑consonant‑vowel‑consonant (CCVC) words. This progression demonstrates how the materials build sound‑spelling knowledge from simple to more complex patterns across grade K instruction.
5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
Evaluation for 5.E.1b
Evaluation for 5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
Lesson 5, day 5, includes similar explicit instruction for the letter g and its sound /g/. The educator script states: “Look at the picture of the keyword goat. When you say the keyword goat, the first sound in goat is /g/, which reminds you that the letter g spells the /g/ sound. Listen and watch. Letter name? g Keyword? goat Sound? /g/. Now say it with me. Letter name? g Keyword? goat Sound? /g/. You say it. Letter name? g Keyword? goat Sound? /g/.” These scripts demonstrate how the materials provide detailed, explicit guidance for teaching grade K sound‑spelling patterns.
5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
Evaluation for 5.E.1c
Evaluation for 5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
In lesson 7, days 1–5, educators provide explicit instruction on the letter sound /h/. As students move through the days of lesson 7, they begin with “Phonological Awareness Warm‑Ups,” then transition into “Letter‑Sound Correspondence” and “Letter Formation.” Other activities include reading and writing words and completing a “Phonological Awareness Wrap‑Up.” These activities demonstrate that students are developing, practicing, and reinforcing the letter sound /h/ across multiple routines within 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
Students also practice encoding in lesson 21, day 1, by writing sentences. They spell words with the long‑vowel silent‑e sound‑spelling pattern, including words such as made. Students write sentences such as “Mom must find her hat,” which reviews previously taught sound‑spelling patterns. These activities allow students to develop, practice, and reinforce both decoding and encoding skills within the grade K lesson sequence.
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
The Teacher’s Edition defines grade K heart words as “words not phonetically regular to grade K students.” Therefore most of the words on the “Dolch Words in Frequency Order” chart are considered heart words to the young learners. Since the materials define a large portion of the words on this list as irregular, students explicitly learn these high-frequency words. In lesson 15, day 5, students explicitly learn down, must, do and my. These lessons systematically introduce irregular high‑frequency words and reinforce them through explicit routines. The approach ensures students learn both regular and irregular high‑frequency words throughout 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 Teacher’s Edition states that grade K heart words are “words not phonetically regular to grade K students.” This means that most of the words on the “Dolch Words in Frequency Order” chart are considered heart words for young learners. Since the materials classify a large portion of the list as irregular, students receive explicit instruction on these high‑frequency words. In lesson 15, day 5, students explicitly learn down, must, do, and my. These lessons systematically introduce and reinforce irregular high‑frequency words through explicit routines. The approach ensures students learn both regular and irregular high‑frequency words throughout the year.
5.E.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
12 out of 12 points
Evaluation for 5.E.2c
Evaluation for 5.E.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
12 out of 12 points
The Teacher’s Edition defines grade K heart words as “words not phonetically regular to grade K students.,” Therefore most of the words on the “Dolch Words in Frequency Order” chart are considered heart words to the young learners. Since the materials feature many irregular words, the educator will explicitly teach these high-frequency words. Additionally, students frequently decode and encode regular high-frequency words in the lessons. In lesson 15, day 5, students explicitly learn down, must, do, and my. Students also practice encoding (writing sentences) using previously taught regular high-frequency words such as who and has.
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
The materials provide many activities for students to encode high-frequency words in isolation, for example in lesson 5, day 4. The educator prompts state: “Find the line that has a life preserver in front of it. You’ll see the word we just wrote as an example. Here are the steps: 1. I’ll say a word and you repeat it. 2. Finger-stretch the sounds. 3. Then, say the sound and letter name while writing each letter. 4. Finally, blend the sounds and then read the word.” After this example, students practice the same procedure with the words am and an, which provides additional practice opportunities to encode high-frequency words in isolation.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.