Amira Reading Suite, Grade 5

Evaluation for 1.1a
Materials include an explanation of the stated purpose of the supplemental program (e.g., additional instruction and/or practice, targeted remediation or acceleration).

The Amira Reading Suite grade 5 materials include an explanation of the stated purpose of the supplemental program as additional practice to enhance grade-level instruction plus targeted remediation and acceleration for students who perform below grade level. The Amira Instruct User Manual explains the stated purpose of the supplemental program and provides an overview of Amira Instruct as a resource designed to bridge assessment data and daily classroom instruction by generating artificial intelligence (AI)-driven, differentiated lesson plans. Detailing this curriculum-coherent practice, the manual explains that “Instruct transforms those insights into actionable, differentiated lesson plans that align with district curricula and Science of Reading principles.”

The Amira Tutor User Manual provides an overview of Amira Tutor as a resource designed for practice, targeted remediation, acceleration, and integration into a Multi-Tiered System of Supports (MTSS) framework. Detailing this support, the manual explains that “Amira Tutor is an AI-powered reading coach that provides one-on-one tutoring support for students across all reading levels.”

Evaluation for 1.1b
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.

The Amira Implementation Guide offers detailed, step-by-step instructions for integrating the supplemental program with existing core reading and language arts curricula. The guide addresses implementation across all MTSS tiers and provides checklists and practical resources for launching the program. The guide also offers advice on preparing students, setting weekly goals, and embedding the Amira Reading Suite into daily routines. Importantly, the guide includes evidence that Amira’s adaptive AI aligns supplemental lessons with the district’s tier one scope and sequence, ensuring that instruction follows a coherent progression and supports seamless integration with core classroom instruction.

The grade 5 materials provide guidance for integrating the supplemental program with an existing core reading and language arts curriculum. According to the Amira MTSS Guide, the Amira Reading Suite supports all MTSS tiers as both a diagnostic and an instructional tool. The guide details how the program supplements core instruction at each tier and emphasizes its role in intervention support, ensuring comprehensive coverage across the MTSS framework.

Evaluation for 1.1c
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.

The Amira Scope & Sequence and Amira ELAR Lesson Map identify on grade-level student expectations that are addressed within the supplemental program. For example, the grade 5 materials identify the instructional progression across the school year and align instructional lessons to the specific grade 5 TEKS. However, because the program provides both additional instruction and practice and targeted remediation or acceleration, the materials are expected to identify both the on grade-level and below grade-level TEKS addressed within the program. These materials do not identify the below grade-level TEKS addressed through targeted instruction.

The Amira Scope & Sequence identifies literacy skills taught throughout the supplemental program and shows when those skills are developed across the school year. For grade 5, the scope and sequence names specific skills within instructional strands, including decoding, vocabulary and morphology, background knowledge, and structures and reasoning related to comprehension and language. The weekly progression identifies when specific skills are taught and includes a cumulative review of previously taught skills. For example, grade 5 instruction includes decoding and spelling words with prefixes like re-, pre-, and mis- while also developing morphological knowledge of prefixes and suffixes. This organization allows educators to identify specific literacy skills that are taught and where they occur within the program’s instructional sequence.

Within the Amira Scope & Sequence, the “About This Scope and Sequence” section provides a rationale for the design and sequencing of instruction. These materials explain that the default scope and sequence reflects recommended pacing when no personalization data is available and that skills within each instructional strand follow a sequential progression, with previously taught skills reviewed cumulatively as new skills are introduced. Since the program is adaptive, the instruction can also respond to individual student needs rather than requiring every student to follow the same pathway. Additionally, in the Amira Instruct User Manual, section 2.2, “Core Coherence Pathway,” provides guidance for districts to upload their own tier one curriculum scope and sequence to align Amira instruction with local curricula and pacing. This guidance explains the purpose of the default sequence and how instruction can be adjusted to meet students’ needs or align with district curricula and pacing.

Evaluation for 1.1d
Materials include guidance on time requirements (e.g., duration, frequency) and suggested pacing for effective implementation.

The materials provide explicit, research-backed guidance on time requirements and pacing for effective implementation with Amira Tutor. The Usage Guidelines for Amira recommend 10 minutes per week for basic impact, 20 minutes per week for noticeable growth, and 30 minutes per week across three or more sessions for optimal results, noting that additional time beyond 45 minutes per week does not yield further benefit.

The “Scheduling Success with Amira” document provides specific, actionable guidance for educators. For example, the document includes a sample daily schedule that allocates 15–20 minutes for Amira Tutor three times a week and recommends administering Amira Istation’s Indicators of Progress (ISIP) Assess three times per year with monthly progress monitoring. The document also details differentiated pacing based on students’ percentile rank, allowing educators to adjust frequency and duration according to individual student needs. By offering concrete examples, these materials ensure that educators can implement the program with clarity and flexibility.

Evaluation for 1.1e
Materials include resources and guidance to support educators with implementing the materials as designed.

The materials include resources and guidance to support educators in implementing the materials as designed. For example, the Amira Implementation Guide provides step-by-step instructions, checklists, and practical support for launching the program, including advice on preparing students, setting weekly goals, and integrating the program into daily routines. This work helps educators support students with additional practice to enhance grade-level instruction plus targeted remediation and acceleration for students who are performing below grade level.

The Amira Instruct User Manual explains how the AI-powered program can fully plan lessons for effective implementation, but recommends that educators maintain their own agency throughout the process. The program combines automatic generation with educator customization. Through this combination, the program can effectively implement lessons and activities that are adaptive to each student’s individual needs and progress. Educators can apply their professional judgment based on formal and informal student observations. This process also allows the educator to adjust for classroom dynamics, available resources, and timing to meet the needs of students who are performing on or below grade level.

Evaluation for 1.1f
Materials contain supports for families in both Spanish and English with suggestions on supporting the progress of their student.

The materials include supports for families in both English and Spanish, along with additional resources that are designed to support students’ growth. The Amira Family Communication Guide provides suggestions for supporting students’ progress and includes communication tools, explanations of program metrics, and guidance for supporting reading at home. The guide explains that schools should maintain consistent and predictable communication with families throughout the school year to foster clear, supportive, and encouraging partnerships rather than limiting communication to benchmark windows or periods of concern. The guide provides resources that educators can send home with students both before and after administering beginning-, middle-, and end-of-year benchmark assessments. These resources are designed to build partnerships between the school and students’ homes.

An introductory family letter, titled “Boosting Literacy with Amira Learning,” introduces families to Amira Learning and explains that additional opportunities might be sent home to support students’ reading development, emphasizing the importance of family partnership in helping students thrive. Another resource in the Amira Family Communication Guide is designed to help families interpret the “Parent Report” and offers score interpretation and suggestions for supporting reading growth at home. Family letters are available in both English and Spanish, as well as seven other languages.

Evaluation for 2.1a
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).

The Amira ISIP Assess User Manual explains that those materials include a diagnostic instructional assessment used to place students in an adaptive pathway to provide targeted remediation or acceleration or to provide additional practice for students who demonstrate grade-level proficiency. This Amira ISIP Assessment is administered at the beginning, middle, and end of the school year. The assessment includes “tasks that cover all components of the ‘reading rope’ model,” including phonological awareness, phonics and decoding, high-frequency word recognition, oral reading fluency, vocabulary, and comprehension. The “Inside Amira ISIP Assess” document explains that specific tasks, like pseudoword identification, are designed to assess “phonics mastery and ability to decode unfamiliar words.” Through this evaluation, the AI-powered program can target remediation or assign acceleration goals. This assessment allows for remediation or acceleration based on those results and provides educators with “real-time actionable data.” It can also be used as a summative assessment at the middle and end of the year.

The Amira Reading Suite materials provide ongoing formative assessment opportunities that allow educators to monitor students’ progress and adjust instruction throughout implementation. Outside of benchmark administration windows, educators can assign the On-Demand Assessment, a full ISIP assessment that educators can use at any point in the academic year, or the Subtests On-Demand Assessment, a skill-based formative assessment tool that educators can use to identify student growth areas that need additional support. These assessment options allow educators to frequently monitor growth, identify skill deficits, and make instructional decisions related to remediation or acceleration without replacing benchmark assessment data.

Evaluation for 2.1b
Materials include the definition and intended purpose for the instructional assessments included.

The Amira ISIP Assess User Manual explains the different types of instructional assessments that are used throughout the program and how they fit within the MTSS framework. The “Integrating Amira into MTSS” section describes a “comprehensive three-layer approach to progress monitoring” and outlines the assessment tools that are associated with each level of support, including diagnostic benchmarks, tutoring assessments, AI assessments, and on-demand testing. A chart explains the purpose of each assessment type and identifies whether it is used for screening, ongoing progress monitoring, or evaluation of response to intervention. This guidance helps educators understand the role of each assessment.

In the Amira ISIP Assess Technical Guide, the “Purpose and Use” section explains the intended purpose of the instructional assessments that are used throughout the program. These materials state that Amira ISIP Assess serves “three distinct and crucial purposes in supporting early literacy development: as a universal screener, a benchmark assessment, and a progress monitoring tool.” The Universal Screener identifies students who might need additional support, while the Benchmark Assessment, a diagnostic tool, provides beginning-, middle-, and end-of-year data to monitor students’ growth over time. The guide describes the Progress Monitoring component as an ongoing formative assessment that evaluates “students’ rate of improvement” and identifies skills that require additional instructional intervention. Combined, these explanations clarify how assessment results guide intervention and tailor instructional planning throughout the year, culminating in the Amira ISIP Assessment, a summative evaluation tool that assesses students’ mastery at the end of the academic school year.

Evaluation for 2.1c
For instructional assessments administered by educators, materials include guidance to ensure consistent and accurate administration of instructional assessments.

The Amira Benchmark Guide provides educators with step-by-step guidance for administering benchmark assessments consistently throughout the academic school year. These materials outline procedures for “what to do before, during, and after the Amira Benchmark assessment,” including checking the assessment window, adjusting assessment settings, and setting up accommodations prior to administration. The guide also includes recommendations for maintaining a focused testing environment during assessment administration and reviewing and sharing results after testing is complete. This guidance helps educators prepare for benchmark administration and supports consistent assessment practices across testing windows.

The Amira Benchmark Guide includes administrative guidance to support accurate testing conditions and consistent assessment delivery. The materials provide recommendations for “space setup and technology needs,” including seating arrangements that are designed to reduce microphone interference and minimize background noise during assessment administration. These measures are intended to ensure that assessment results accurately reflect students’ abilities by minimizing external factors that could distort performance. The manual also includes troubleshooting guidance, technology preparation recommendations, and procedures for students who completed test administration. By providing troubleshooting support and technology preparation steps, the manual enhances the accuracy of assessment results by helping prevent technical errors that could affect data quality, supporting educators in managing assessment conditions, and ensuring that assessments are administered consistently and accurately across instructional settings.

The “Guidance for Assessment Accommodations” document outlines how educators can make decisions about assessment accommodations to support consistent and accurate administration. The document guides educators through identifying students’ needs and selecting appropriate accommodations based on factors like individualized education programs, Section 504 plans, and language proficiency. The guide also includes step-by-step guidance on choosing assessment formats and applying supports to ensure that students demonstrate their skills as accurately as possible.

Evaluation for 2.1d
Instructional assessments include items at varying levels of complexity.

Amira ISIP Assess evaluates reading development across a range of skill areas and increasing levels of complexity. The “Inside Amira ISIP Assess” document provides an overview of assessment tasks that progress from foundational literacy skills like letter names, letter sounds, and phonological awareness, to more advanced literacy tasks involving decoding, spelling, and reading comprehension. For example, students move from identifying letters and sounds to reading real and nonsense words, applying spelling knowledge, and demonstrating comprehension of written passages. This progression allows assessment tasks to measure increasingly complex reading skills as students develop proficiency.

The Amira Reading Suite uses AI to adjust text complexity based on students’ performance. In the Amira Tutor User Manual, the “Tutor Features and Capabilities” section explains that students interact with texts that are leveled by AI to varying levels of complexity: below, at, or above grade level. Students are provided with texts and reading tasks that match their current skill level as they progress. This work allows educators to gather assessment data from students working across different levels of text complexity.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The Amira Metrics Guide provides scoring guidance through a collection of assessment measures and reports that help educators make sense of student performance data. The guide explains key measures like the Amira Reading Mastery (ARM) score, the Amira Reading Mastery Percentile Rank, Estimated Mastery, the Mastery of Academic Standards & Targets (MAST) score, and the Dyslexia Risk Index (DRI). The guide also explains what each score means and how it can be used. For example, the ARM score compares a student’s performance to that of their peers, the DRI identifies potential reading risk, and the MAST score reflects mastery of grade-level standards. The guide outlines how to interpret various scores from the assessments to help “educators understand student performance in relation to national peers, grade-level standards, and risk indicators for reading difficulties.”

The Administrator Dashboard: Configurations & Reporting Guide explains how educators can use the “Assessment Classification Report” and the “How to Track Reading Risk” report to interpret assessment results. For example, the “Assessment Classification Report” provides information about student performance and the “How to Track Reading Risk” report highlights students’ risk levels based on those results. The Administrator Dashboard: Configurations & Reporting Guide provides educators with information needed to interpret the dashboard reports and track reading risk, standards mastery, and reading proficiency.

Evaluation for 2.2b
Materials provide guidance for the use of the supplemental program to respond to student trends in performance on assessments.

The Administrator Dashboard: Configurations & Reporting Guide explains how educators can use “Teacher Reports” like the “Reading Rope Insights Report” to identify areas that require additional instruction or practice. In the “Teacher Reports,” educators can view students’ performance across reading skills and determine specific areas of strength and growth. These reports provide educators with guidance for identifying patterns in data trends and making instructional decisions based on individual student needs. For example, the “Background Knowledge” tab provides information about students’ understanding of concepts and content related to reading comprehension plus information on when additional instruction or support might be needed.

The Amira MTSS Guide explains how educators can use assessment data to identify students’ needs and decide on appropriate instructional support. This guide helps educators identify needs, select interventions, and monitor students’ progress. For example, the “Intervention Plan Template” helps educators document students’ needs, set goals, select intervention strategies, and create a progress monitoring plan for students’ growth. The guide also explains how assessment results can be used across different tiers of support. At tier one, assessment data help educators identify students’ strengths and areas that might need additional support. At tier two, educators can use Amira Tutor and Amira Instruct to address specific reading skill gaps. At tier three, more detailed reports help educators plan intensive support for students with greater instructional needs.

Evaluation for 2.2c
Materials include tools for educators to track student progress and growth, and tools for students to track their own progress and growth.

The Amira Reading Suite program includes a digital dashboard that provides several tools to track students’ progress and growth. The Administrator Dashboard: Configurations & Reporting Guide and the Teacher Reports Reference Guide explain how educators can use the program’s reporting tools to track students’ progress and growth over time. For example, the “Class Progress Report” allows educators to monitor assessment scores throughout the school year, while the “Skill Diagnostic Report” provides information about students’ mastery of individual reading skills.

In the Amira Reading Suite students receive access to tools that enable them to view and track their progress over time. The “Student Growth Graph” provides a visual display of students’ performance and growth across assessment opportunities. Additional student-facing reports like the “Progress Report” and the “Student Summary Report” provide real-time data on reading risk, skill mastery, and assessment performance, which helps students track their progress and better understand their reading growth over time.

Evaluation for 2.2d
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.

The materials include guidance for entry criteria through the Amira ISIP Assess Technical Guide, which provides measurable criteria for identifying students who require supplemental intervention. For example, the guide includes recommended ARM cut scores by grade level and assessment window (e.g., fall, winter, spring) and states that students whose ARM scores fall below the recommended cut score are identified as at risk for reading difficulties. The guide also classifies students who scored below the 25th percentile as tier three and provides explicit entry criteria for intervention placement.

The Amira MTSS Guide includes an “Intervention Check-In Template” that supports educators in monitoring progress toward a specific, measurable, achievable, relevant, and time-bound (SMART) learning goal and documenting decisions to continue, modify, or exit intervention. For example, the template provides space to record ongoing progress monitoring data and team decisions across multiple intervention check-ins. However, these materials do not establish program-defined exit criteria that indicate when students meet intervention goals or are ready to discontinue supplemental support. Instead, exit decisions are based on educator-developed SMART goals and team judgment rather than objective exit thresholds established by the program.

Evaluation for 3.1a
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills.

The educator-led lessons in Amira Instruct include guidance to help educators differentiate instruction for students who have not yet demonstrated proficiency in grade-level skills. In the “Differentiation and Support” section of each lesson, educators are provided with differentiation suggestions, intervention activities, and additional support. For example, in the lesson “Generating Questions After Reading” educators receive specific guidance for learners who are performing below grade level. This guidance provides differentiation suggestions like sentence frames for different question types and recommends focusing on generating one strong question before moving to multiple question types. Additional intervention supports include using color-coded category cards to help students generate questions and participating in think-pair-share discussions before sharing with the whole group. These supports provide educators with practical ways to scaffold instruction and reinforce skills for students who need additional support.

The Early Reader Skills Scaffold provides targeted support for students who need additional practice in foundational reading skills. The Early Reader Skills Scaffold Overview provides a structured sequence of activities designed for students who are not yet ready to read connected text independently. These activities include letter–sound practice, phoneme segmentation, word manipulation tasks, and decodable sentence reading. The scaffolded activities allow educators to provide students with more targeted practice based on their needs while reinforcing foundational literacy skills.

Evaluation for 3.1b
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have demonstrated proficiency in grade-level skills.

The materials offer educators guidance for differentiating instruction for students who already demonstrated proficiency in grade-level skills as outlined in the Amira Instruct User Manual. The program’s adaptive instruction adjusts text complexity and instructional focus in response to individual student’s performance, ensuring access to appropriately rigorous content. Additionally, these materials feature Comprehension Conversations, which are AI-driven Socratic dialogues that prompt students to articulate their thinking, reflect on ideas, and make real-world connections. These elements provide advanced learners with meaningful opportunities to interact with more complex texts, deepen understanding through higher-order questions, and expand their learning beyond grade-level expectations. These features provide advanced learners with opportunities to engage with more complex texts, respond to higher-order questions, and extend learning beyond grade-level expectations.

The materials also include educator guidance for differentiated activities for students who demonstrated proficiency in grade-level skills. The Amira Tutor User Manual describes a lesson planning process that uses assessment data to adjust instruction based on students’ performance and skill mastery. The manual provides guidance for differentiating assignments to ensure that every student receives instruction matched to their specific needs and skill level, using a process that “customizes assignments based on individual learning profiles” to provide appropriately challenging learning opportunities.

Evaluation for 3.1c
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

The materials reference supports for students with disabilities but do not include educator guidance for providing SDI. For example, the Amira Instruct User Manual includes sections like “MTSS and IRIP Integration” and “Efficacy and Impact,” which describe tier three supports and individualized reading instruction plans (IRIPs) based on identified student needs. While these resources support the identification of students who require intervention and provide data for instructional decision-making, the materials do not provide educator-facing guidance for adapting lesson content, instructional methods, or instructional delivery to meet the individualized needs of students who receive special education services.

Additionally, the Administrator Dashboard: Configurations & Reporting Guide includes options for adjusting assessment settings and accommodations. In the “How to Configure Assessments” section, guidance shows educators how to modify the “Rapid Automatized Naming” task, select language preferences, and apply extended time through a timer accommodation. While these features allow educators to customize assessment administration based on students’ needs, they do not provide guidance for adapting lesson content, instructional methods, or instructional delivery for students who receive special education services.

Evaluation for 3.2a
Educator-led supplemental programs include explicit (direct) prompts and guidance to support the educator in modeling and explaining the skill(s) to be learned.

The educator-led lessons in Amira Instruct include explicit prompts to support educators in modeling and explaining the skills to be learned. In the “Model” section of the lessons educators receive direct scripting and think-aloud prompts to guide students through the learning process. For example, the lesson “Reading and Spelling Multisyllabic Closed Syllable Words” directs the educator to say, “Watch how I tackle this big word. First, I need to break it into syllables. I’ll clap it out: fan-tas-tic. Three syllables. Now I check each one. The first syllable is fan. What letter does it end with? The letter n, which is a consonant.” These explicit prompts support educators in modeling the thinking process and explaining new concepts and skills.

Additionally, the materials provide consistent instructional structures that support educator modeling and explanation of targeted skills across lessons. Each lesson includes a learning target, key terms, and organized instructional sections such as, “Launch,” “Teach,” “Model,” “Guided Practice,” and “Wrap & Review.” In these sections, educators receive instructional guidance, sample explanations, and modeling support to demonstrate concepts to students. For example, the lesson “Explaining Author’s Purpose and Message Across Text Types” prompts educators to model how to determine an author’s purpose and message by comparing how different text types communicate similar ideas. This lesson also includes modeling guidance that supports educators in demonstrating how informational texts and poems can convey the same message using different features, purposes, and approaches. Similarly, the lesson “Analyzing Plot Including Rising Action and Climax” guides the educator to identify plot events and explain how rising action builds toward the climax while modeling the thinking process for students. Across lessons, these embedded supports consistently guide educators in modeling and explaining the targeted skills and concepts to be learned.

Evaluation for 3.2b
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.

The Teacher Dashboard offers a variety of lessons and activities designed to support educators as they teach reading skills. These lessons provide clear, step-by-step instructions that follow a gradual release of responsibility model: educators first demonstrate the skill in the “I Do” step, then guide students through practice in the “We Do” step, and finally allow students to apply the skill independently in the “You Do” step. Instructional strategies include educator modeling, collaborative discussions, multisensory activities, and structured opportunities for student engagement. For example, in the lesson “Identifying Point of View and Literary Devices; Examining Voice” educators guide students through movement-based activities by prompting them to “point to yourself for first person. Point outward for third person.” Then, educators ask students to “stand on the left” or “stand on the right” to identify text tone. The lesson also includes collaborative learning opportunities by guiding students to rewrite sentences together and discuss how specific changes affect the text. These lesson components include educator modeling, movement-based instruction, discussion, and collaborative learning activities and provide educators with guidance for implementing a variety of instructional approaches.

The “Guided Practice” sections of the educator-led lessons within Amira Instruct provide structured opportunities for discussion, collaboration, and active participation. For example, the lesson “Creating Mental Images for Deeper Understanding” includes a variety of instructional approaches that support effective delivery and facilitation. This lesson incorporates educator modeling, visualization activities, partner discussions, and independent application of the targeted skill. For example, educators prompt students to visualize sensory details by saying, “Close your eyes for a moment. I am going to read a sentence, and I want you to pay attention to what happens in your mind,” before guiding students to discuss their mental images. The lesson also incorporates collaborative learning by directing students to work with a partner to identify sensory details, create a mental image, and explain how the image supports understanding of the text. In the “Wrap & Review” section of the lesson students independently apply the prompted strategy and complete an exit ticket. These instructional approaches actively engage students while supporting discussion, participation, and understanding of the targeted skill.

Evaluation for 3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The materials provide guidance on recommended instructional structures to support effective program implementation. The “Scheduling Success with Amira” document encourages educators to use the program flexibly across individual, small-group, and whole-group instructional settings. The materials connect each instructional structure to specific purposes, including independent practice, intervention, homework, literacy centers, support for emergent bilingual (EB) students, and core literacy instruction. Additional implementation supports include a sample classroom schedule and student plans organized by percentile rank, which help educators determine appropriate levels of use and instructional focus. These resources guide educators in integrating the program into daily classroom routines and meeting diverse student needs. The resources also support flexible implementation across instructional settings and classroom routines.

The materials guide educators in selecting instructional structures aligned to student support needs within the MTSS framework, as outlined in the Amira MTSS Guide. For tier one, the guide emphasizes high-quality classroom instruction for all students and highlights whole-group practices that support oral reading fluency and skill reinforcement. For tier two, the guide recommends targeted small-group interventions for students who require additional support and provides reporting tools to help educators form groups based on specific skill needs. The materials also explain how Amira Tutor supplements educator-led small-group instruction through guided oral reading practice. Additional supports for tier three include individualized instructional pathways, adaptive feedback, and one-on-one oral reading practice at each student’s instructional level. The materials include an “Intervention Plan Template” that prompts educators to identify the appropriate tier and document instructional supports.

Evaluation for 3.3a
Materials include educator 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.

The educator-led lessons in Amira Instruct include guidance for providing linguistic accommodations that support multilingual learners in using academic language during instruction. For example, in the lesson “Reading and Spelling Words with /t/ to /sh/ Change,” the “Multilingual Learners” section encourages educators to use cognate connections by linking English -tion words to Spanish cognates ending in -ción, such as acción, protección, and conexión. The lesson also recommends discussing the meanings of both the base and derived words before focusing on spelling and using sentence pairs to demonstrate how a word changes from a verb to a noun. These linguistic accommodations support EB students’ access to lesson content and provide opportunities to use academic language during literacy instruction.

The materials do not include explicitly differentiated guidance for two or more levels of language proficiency as defined by the ELPS, such as pre-production, beginning, intermediate, high intermediate, and advanced. While several lessons in Amira Instruct include multilingual support, the guidance does not differentiate accommodations by proficiency level or provide separate recommendations for students at different stages of English language development. For example, the “Multilingual Learners” sections provide the same accommodations for all multilingual learners rather than distinguishing between supports for students at varying proficiency levels. Additionally, the program includes supports like Spanish assessment options, Spanish-language directions, and cognate supports in the “Guidance for Assessment Accommodations” document and the Amira Intervention Encyclopedia. However, these resources focus primarily on language access, assessment accommodations, and tutoring supports rather than educator guidance that differentiates linguistic accommodations according to students’ levels of English language proficiency.

Evaluation for 3.3b
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.

The materials do not include implementation guidance to support educators in effectively using the materials within state-approved bilingual and ESL programs. While the materials offer instructional strategies for multilingual learners at the lesson level, overview guidance in user manuals does not provide direction for implementing the program within state-approved ESL program structures. For example, the “Multilingual Support” sections of educator-led lessons in Amira Instruct provide guidance on using linguistic accommodations, cross-linguistic strategies (e.g., identifying cognates), and pre-teaching vocabulary. However, the Amira Instruct User Manual includes only general guidance on differentiating instruction for all students and does not address support for EB students.

The Amira Intervention Encyclopedia outlines additional linguistic accommodations and supports for EB students; however, it does not provide guidance on how these supports are integrated into a state-approved instructional model. This resource outlines micro-interventions in Amira Tutor that focus on specific reading skills. AI provides these interventions to students based on errors in oral reading. While the encyclopedia states that materials are available in both English and Spanish, it does not explain how these micro-interventions align with or are used with state-approved ESL program models (e.g., ESL Content-Based or ESL Pull-Out programs). For example, the “Cognate” section states, “In this intervention, Amira helps the student to bridge from Spanish to English. Amira shows the student the Spanish cognate for the English word that has induced struggle.” The section further explains that this support is provided only to students who were designated as bilingual in the dashboard. Overall, the materials identify available supports but do not provide educators with guidance for implementing them within a state-approved bilingual or ESL program.

Evaluation for 3.3c
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Materials do not include the three-cueing method as defined in Texas Education Code (TEC), §28.0062. TEC, §28.0062 defines three-cueing as a method of reading instruction for the identification of words in which a student is encouraged to draw on context and sentence structure to read words without sounding the words out or using a phonics-based approach.

No evidence of three-cueing as defined in Texas Education Code (TEC), §28.0062 was found in this program.

Evaluation for 4.2a
Materials include a systematic sequence of phonological awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills and larger units of sound to more complex skills and smaller units of sound.

This guidance is not applicable to the program because TEKS for the grade level do not list phonological awareness skills.

Evaluation for 4.2b
Materials include a systematic sequence of phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills (e.g., identifying, blending, and segmenting phonemes) to more complex skills (e.g., adding, deleting, and substituting phonemes).

This guidance is not applicable to the program because TEKS for the grade level do not list phonemic awareness skills.

Evaluation for 4.2c
Materials include explicit (direct) instruction in phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.

This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.

Evaluation for 4.2d
Materials include cumulative student practice of phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.

This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.

Evaluation for 4.2e
Student practice includes only phonological and phonemic awareness skills that have been explicitly taught.

This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.

Evaluation for 4.A.3a
Materials include a systematic sequence for introducing sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The Amira Instruct User Manual and the Amira Scope & Sequence show how phonics instruction builds systematically across grade levels. These materials are intended to strengthen instruction by giving students additional opportunities to practice skills and receive targeted support when needed. In the user manual, the section “Integration with High-Quality Instructional Materials (HQIM) and Scope & Sequence” describes the program’s phonics instruction as systematic, progressing from blending and segmenting sounds to more advanced sound-manipulation skills. Additionally, the section “Understanding Science of Reading Alignment” explains the explicit, systematic instruction in letter–sound correspondences and decoding strategies and states that the program is designed to work alongside district-adopted curriculum, supporting alignment with the grade-level TEKS. The grade 5 scope and sequence shows this progression through increasingly complex multisyllabic word analysis, syllable patterns, and advanced decoding skills. The materials provide opportunities for students to learn a new skill, then apply it in a corresponding lesson, reinforcing sound–spelling patterns over time.

The lessons in Amira Instruct reinforce the systematic sequence of sound–spelling instruction through explicit modeling and application of appropriate grade-level patterns. For example, the lesson “Reading and Spelling Multisyllabic Open-Syllable Words” prompts educators to model dividing words like vocabulary and biography into syllables and explain how the vowel in each open syllable produces a long-vowel sound. The lesson builds on previously learned syllable patterns while preparing students for more advanced multisyllabic decoding patterns that are introduced later in the sequence. Students practice applying the targeted pattern to reinforce the progression of sound–spelling instruction.

Evaluation for 4.A.3b
Materials include explicit (direct) instruction in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The Amira Instruct educator-led lessons include structured opportunities for educators to model how sound–spelling patterns support accurate reading of words. For example, the lesson “Reading and Spelling Multisyllabic [Vowel-Consonant-e (VCe)] Syllable Words” includes explicit educator modeling in the “Teach” section, which prompts educators to demonstrate how to identify the silent e in words like calculate and obsolete and explain how the silent e changes the vowel sound within the syllable. Similarly, the lesson “Reading and Spelling Multisyllabic Digraph Words” provides explicit instruction as educators guide students in locating vowel teams, determining the sound represented by the vowel team, and applying that knowledge to decode multisyllabic words like unreasonable and headquarters. Then, students practice the skill with educator support before applying the targeted sound–spelling patterns independently. These lessons provide direct explanations and educator modeling that support decoding words using grade-level sound–spelling patterns.

Similarly, the educator-led lessons provide explicit, direct instruction in encoding. For example, the lesson “Reading and Spelling Multisyllabic Digraph Words” includes explicit educator modeling in the “Teach” section, which prompts educators to demonstrate how vowel teams function in complex words and model identifying the vowel team ee in the base word agree when spelling the word disagreeable. During guided practice, students identify sound–spelling patterns in words such as unreasonable, breakthrough, proceeding, and headquarters. Then students participate in a whiteboard activity that prompts them to spell the word proceeding and underline the vowel team. Similarly, the “ISIP Advanced Reading 5C” lesson sequence provides explicit instruction in spelling words with the suffix -ion by modeling consonant alternations in words like detect and detection before guiding students through encoding activities. These instructional supports provide a gradual release from educator modeling to student application while reinforcing previously taught skills through practice, review, and feedback.

Evaluation for 4.A.3c
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

The Amira Instruct lessons provide cumulative opportunities for students to practice decoding and encoding words using sound–spelling patterns in isolation across multiple lessons. The Amira Instruct User Manual states that instruction is “explicit, systematic, cumulative, and multisensory in its delivery,” indicating that skills are designed to build progressively over time. For example, the lesson “Reading and Spelling Multisyllabic Diphthong Words” reinforces previously taught diphthong patterns by prompting students to identify vowel patterns and accurately read words like accountability and astounding during guided practice. Similarly, the lesson “Reading and Spelling Multisyllabic Final Stable Syllable Words” provides additional opportunities for students to identify and read final stable syllable patterns in words such as decision, partridge, and instruction. Student-facing activities in the lesson “Reading & Spelling Multisyllabic VCe Syllable Words” further extend this practice by requiring students to read words, identify targeted syllable patterns, build words from provided syllables, and write words using those patterns. These cumulative practice opportunities provide repeated, isolated practice in decoding and encoding words to support increased accuracy and automaticity.

Additionally, the materials include cumulative student practice in decoding sound–spelling patterns in connected decodable text. For example, in the grade 5 lesson “Final Stable Syllables in Multisyllabic Words in Decodable Connected Text” students read a passage called “A Town Meeting” and apply previously taught decoding skills while decoding words with final stable syllables like decision, expansion, discussion, adventure, and responsible. In the “Guided Practice” section of this lesson students read the passage with a partner, identify and decode words with final stable syllables, and review previously taught diphthong and consonant-change patterns. Students also apply their decoding skills to answer comprehension questions about the text. By including previously taught sound–spelling patterns alongside the targeted skill, the lesson provides cumulative decoding practice in connected text to support accuracy and automaticity. Similar connected-text lessons appear throughout the grade 5 materials for previously introduced patterns, including consonant changes and vowel diphthongs, and provide repeated opportunities for students to apply established decoding skills while reading new texts.

Evaluation for 4.A.3d
Student practice includes only sound-spelling patterns that have been explicitly taught.

The Amira Scope & Sequence outlines a progression of phonics and word analysis skills that build from less complex to more complex patterns and includes cumulative review opportunities throughout instruction. The Amira Instruct lesson “Reading & Spelling with Advanced Syllable Division” ensures that student practice aligns with previously taught sound–spelling patterns. During guided practice students apply syllable division routines introduced and modeled during instruction to divide and decode multisyllabic words such as monster, cooperation, and illustration. Educators explicitly introduce vowel-consonant-consonant-vowel (VCCV), vowel-consonant-consonant-consonant-vowel (VCCCV), and vowel-vowel (VV) division patterns and model how to apply those patterns before students practice independently. These activities allow students to practice and reinforce sound–spelling patterns that were already introduced during instruction.

Similarly, the Amira Instruct lesson “Spelling Using Advanced Syllable Division” provides additional opportunities for students to apply previously taught sound–spelling patterns. During guided practice students use the vowel-consonant analysis routine modeled during instruction to map and spell words such as basket, pumpkin, and pilgrim. Furthermore, the student activities associated with the lesson “Reading & Spelling with Advanced Syllable Division” require students to apply the same VCCV, VCCCV, and VV division patterns that were explicitly introduced and modeled in the educator-facing lesson. Students use these patterns to break apart and build complex multisyllabic words during guided and independent practice. These aligned instructional and practice opportunities allow students to reinforce previously taught sound–spelling patterns rather than apply unfamiliar patterns.

Evaluation for 4.B.3a
Materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The Amira Scope & Sequence does not list regular or irregular high-frequency words for instruction or identify a planned progression of high-frequency words from a research-based list across the grade level. While the scope outlines instructional modules throughout the year, it does not identify targeted high-frequency words or demonstrate how regular and irregular high-frequency words are introduced and reviewed across the grade 5 materials.

The Amira ELAR Lesson Map identifies high-frequency word lessons for grade 5, including “Identifying High-Frequency Words from a List” and “Reading High-Frequency Words Fluently.” However, the lesson map does not identify specific high-frequency words that are taught or the instructional order in which those words are introduced and revisited across the grade level. Although the lesson map demonstrates that high-frequency word instruction is included, it does not identify a grade-level progression for introducing and reviewing regular and irregular high-frequency words from a research-based list.

Evaluation for 4.B.3b
Materials include explicit (direct) instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The Amira Instruct educator-led lessons provide explicit, direct instruction in decoding regular and irregular high-frequency words, support grade-level instruction, and provide additional practice and targeted support as needed. These lessons include clearly stated learning targets, educator-led explanations, modeling, guided practice, independent application, and opportunities for review and feedback. For example, in the lesson “Identifying High-Frequency Words with Accuracy” educators explicitly introduce high-frequency words like whose and worth and explain how to determine whether each word is a Heart Word or a Sound-It-Out Word. In the “Model” section of this lesson educators demonstrate how to identify expected and unexpected sound–spelling correspondences by explaining the tricky parts of each word while distinguishing between regular and irregular letter–sound patterns. Then, students practice decoding additional high-frequency words with educator support before independently applying the same process. These instructional supports include high-frequency word instruction, explicit explanations, educator modeling, guided practice, review, and feedback while supporting grade-level instruction and providing targeted remediation and acceleration when needed.

Similarly, the educator-led lessons provide explicit, direct instruction in encoding. The lessons include clearly stated learning targets, educator-led explanations, modeling, guided practice, independent application, and opportunities for review and feedback. For example, in the lesson “Reading High-Frequency Words Fluently” educators explicitly model the “Look, Say, Cover, Write, Check” routine by guiding students to notice every letter (especially the tricky parts), say the word, cover it, write it from memory, and check the spelling. This lesson also includes intervention supports that prompt students to break words into syllables and spell one syllable at a time, highlighting tricky parts before spelling by mapping the letters and sounds. Then, students practice encoding additional high-frequency words with educator support before independently applying the same spelling routine. These instructional supports provide a gradual release from educator modeling to student application while reinforcing orthographic mapping, accurate spelling, and automatic word recognition, supporting the program’s stated purpose of enhancing grade-level instruction and providing targeted remediation and acceleration when needed.

Evaluation for 4.B.3c
Materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level skills as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

The grade 5 materials provide cumulative instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in isolation. The lessons include guided practice, independent application, exit tickets, and differentiation activities that reinforce previously introduced high-frequency words through repeated reading, spelling, and word-recognition routines. For example, in the lesson “Identifying High-Frequency Words With Accuracy” educators guide students to decode and spell high-frequency words while classifying each word as either a Heart Word or a Sound-It-Out Word. Then, students independently apply the same routine to additional high-frequency words from the lesson.

Additional cumulative student practice provides students with opportunities to decode regular and irregular high-frequency words in decodable connected text. For example, in the lesson “Reading High-Frequency Words Fluently” students practice reading connected sentences and choose the appropriate high-frequency word to fill in the blank. Students listen to sentences and fill in the missing high-frequency word by typing it. One sentence says, “Please wipe the ___ clean.” Students should type the spoken high-frequency word board in the box.

Evaluation for 4.B.3d
Student practice includes only regular and irregular high-frequency words that have been explicitly taught.

The grade 5 materials ensure that educators explicitly teach regular high-frequency words before students practice them independently. In the Amira Instruct lesson “Reading High-Frequency Words Fluently” students learn to read and spell the high-frequency words, identifying Sight Words, or “Words you recognize instantly because you have already mapped its letters and sounds in your brain!” and Heart Words, or “Words with a tricky part that doesn’t follow regular phonics rules. You learn it ‘by heart.’” An example of a Sight Word is hose, while an example of a Heart Word is whose. Educators explicitly model how to decode these high-frequency words by applying expected and unexpected sound–spelling correspondences. Students then apply the same routine during guided practice, using the words interesting, board, position, and worth. Across these lesson components, students practice only the high-frequency words that educators explicitly teach before independent application.

The materials ensure that student practice includes only irregular high-frequency words that were explicitly taught. For example, in the Amira Instruct lesson “Identifying High-Frequency Words With Accuracy” the educator explicitly introduces and reviews the irregular high-frequency words whose and worth before students practice them. During instruction, the educator models how to read each target word and explains that some words contain irregular spellings that students must remember. Then, students practice reading and spelling the targeted words. Throughout the lesson, student practice remains limited to those explicitly taught irregular high-frequency words.

Evaluation for 4.C.3a
Materials include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The Amira Scope & Sequence shows how syllable instruction progresses systematically across grade levels and is intended to strengthen grade-level instruction by providing students with additional practice and targeted support when needed. In grade 5 the scope outlines sequenced instruction in increasingly complex multisyllabic word analysis, providing continued opportunities for students to apply previously learned syllable types and syllable division principles as they decode and spell increasingly sophisticated academic words. The sequence builds on students’ understanding of syllable patterns through cumulative review and application, allowing them to apply previously learned knowledge of syllables to more advanced multisyllabic word analysis as instruction progresses.

The lesson-level materials reinforce this systematic progression by introducing increasingly complex syllable types and principles of syllable division across lessons. For example, the Amira Instruct lesson “Reading & Spelling Multisyllabic Open-Syllable Words” introduces students to applying knowledge of open and closed syllables when decoding and spelling multisyllabic academic words. As students build understanding of these foundational syllable patterns, subsequent lessons, including “Reading & Spelling Multisyllabic VCe Syllable Words,” extend instruction by teaching students to identify VCe syllables within increasingly complex multisyllabic words while applying previously learned syllable knowledge. Later lessons, like “Reading & Spelling with Advanced Syllable Division,” introduce advanced syllable division patterns that require students to apply multiple syllable types and principles of syllable division to decode and spell increasingly sophisticated multisyllabic words. This progression moves from foundational syllable types to more advanced principles of syllable division and allows students to build on previously learned knowledge throughout the instructional sequence.

Evaluation for 4.C.3b
Materials include explicit (direct) instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The Amira Instruct educator-led lessons provide explicit, direct instruction in decoding one-syllable and multisyllabic words, support grade-level instruction, and provide additional practice and targeted support. The lessons include clearly stated learning targets, educator-led explanations, modeling, guided practice, independent application, and opportunities for review and feedback. For example, in the lesson “Reading and Spelling Multisyllabic r-Controlled Words” educators explicitly model how to decode multisyllabic words by identifying r-controlled syllable patterns and applying them to read increasingly complex words. In the “Launch,” “Teach,” and “Model” sections of this lesson educators connect new learning to previously taught syllable patterns; introduce the “Map, Scan, Read” strategy; and model how to divide words into syllables, identify r-controlled vowel patterns, and blend those syllables together to read words like furthermore, characteristics, and perseverance. Then, students practice decoding additional multisyllabic words with educator support before independently applying the same decoding routine. These instructional supports provide explicit explanations, educator modeling, guided practice, review, and feedback while supporting grade-level instruction and providing targeted remediation and acceleration when needed.

Similarly, the educator-led lessons provide explicit, direct instruction in encoding. The lessons include clearly stated learning targets, educator-led explanations, modeling, guided practice, independent application, and opportunities for review and feedback. For example, in the lesson “Reading & Spelling with Advanced Syllable Division” educators explicitly model how to encode multisyllabic words by identifying advanced syllable division patterns, including VCCV, VCCCV, and VV, and applying those patterns to spell complete words. In the “Teach” section of the lesson educators explain each syllable division pattern using an anchor chart and model how to divide and build multisyllabic words. Then, students practice encoding words by combining syllables to construct words like appreciate, constellation, cooperation, and illustration before independently applying targeted spelling patterns during the “Write It: Show What You Know!” activity. These instructional supports provide a gradual release from educator modeling to student application while reinforcing accurate encoding of one-syllable and multisyllabic words.

Evaluation for 4.C.3c
Materials include cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

The Amira Scope & Sequence provides cumulative practice for students in decoding and encoding one-syllable and multisyllabic words in isolation throughout grade 5. Students revisit previously taught word analysis and syllable patterns while more advanced patterns are introduced. As instruction progresses, students continue to apply previously learned decoding and encoding skills alongside new learning. For example, in “ISIP Advanced Reading Spelling Lesson 10C” students participate in a sequence of lessons focused on vowel alternations from long vowels to schwa. After explicit instruction, students apply previously taught and newly introduced patterns during guided and independent practice by selecting words to complete sentences, reading words accurately, and writing words from a word bank.

Additional cumulative student practice provides students with opportunities to decode one-syllable and multisyllabic words in decodable connected text. For example, in the lesson “ISIP Advanced Reading Spelling Lesson 10C” students decode sentences containing multisyllabic words with a schwa vowel sound. Students engage in cumulative practice of decoding one-syllable and multisyllabic words with other syllable types. Together, these instructional routines and activities provide cumulative practice with one-syllable and multisyllabic words in isolation and connected text, supporting the development of accuracy and automaticity.

Evaluation for 4.C.3d
Student practice includes only syllable types and syllable division principles that have been explicitly taught.

The grade 5 materials ensure that student practice includes only syllable types and syllable division principles that educators explicitly teach before students practice them independently. The lesson “Reading and Spelling Multisyllabic Diphthong Words” ensures that student practice aligns with previously taught syllable types and principles of syllable division. During guided practice students decode and encode multisyllabic words using targeted syllable patterns. The lesson’s “Launch” section confirms that students already received instruction in these patterns before applying them during practice. These activities allow students to practice and reinforce syllable types and syllable division principles that were already introduced during instruction.

Similarly, the student lesson “Reading and Spelling Multisyllabic Words with Vowel Diphthongs” provides additional opportunities for students to apply previously taught syllable types and syllable division principles. During independent practice students identify vowel diphthongs, complete words, and write sentences using only targeted patterns taught in the paired educator lesson. These activities require students to apply syllable patterns that are explicitly modeled in the “Teach” section of the lesson. By revisiting the same patterns across multiple activities, students are able to reinforce previously taught syllable types and principles of syllable division rather than encountering unfamiliar ones.

Evaluation for 4.D.3a
Materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The Amira Scope & Sequence shows how morpheme instruction progresses systematically across grade levels and is intended to strengthen grade-level instruction by providing students with additional practice and targeted support. In grade 5 the scope outlines morphemes in a planned progression, beginning with common prefixes like in-, im-, dis-, un-, non-, re-, pre-, and mis-; along with suffixes like -ty, -ity, -y, -ly, -ful, -less, and -ous; before introducing additional affixes later in the year, including prefixes such as post- and fore- and suffixes such as -ment and -ness. This organized sequence moves from less complex morphemes to more complex morphemes, allowing students to build on previously taught morphological knowledge as instruction progresses.

The lesson-level materials reinforce this systematic progression by building on previously taught morphemes before introducing more complex morphemes. For example, in the Amira Instruct lesson “Beyond the Basics: Advanced Affix Analysis” educators begin by reviewing previously taught prefixes like un-, re-, and dis- before demonstrating how prefixes and suffixes change a base word’s meaning, part of speech, and pronunciation. Then, students apply this knowledge during guided practice by identifying affixes, isolating base words, and analyzing multisyllabic words. The sequence continues in the lesson “Reading Advanced Suffix Influence on Base Words,” which prompts educators to build on students’ prior understanding of common suffixes by introducing advanced suffixes like -ation, -tion, -ous, -eous, -ence, -ance, -ant, -ent, -able, and -ible. Educators also introduce how these suffixes change both the meaning and grammatical function of base words. Students build on their earlier understanding of affixes as they learn increasingly complex morphemes, reinforcing a systematic progression in morphological instruction.

Evaluation for 4.D.3b
Materials include explicit (direct) instruction on morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The Amira Instruct educator-led lessons provide explicit, direct instruction in morphological skills that support grade-level instruction and provide additional practice and targeted support. The lessons include clearly stated learning targets, educator-led instruction, precise instructional language, guided practice, and opportunities for ongoing review and feedback. For example, in the lesson “Spelling Words with Suffix and Base Word Changes” educators explicitly teach spelling rules used when adding suffixes to base words, including dropping the silent e, changing y to i, doubling the final consonant, and retaining the e before -ous. In the “Teach” section of the lesson educators provide direct explanations for determining which spelling rule applies before adding a specific suffix; they are supported by an anchor chart and multiple examples that illustrate each rule. These clear explanations, precise directions, and explicit educator guidance provide direct instruction in morphological skills while supporting the program’s stated purpose of enhancing grade-level instruction and providing targeted remediation and acceleration when needed.

The explicit instruction includes educator-led explanations and modeling of morphological skills before students apply them independently. For example, in the lesson “Spelling Words Using Prefix Knowledge” educators explain how prefix assimilation changes the spelling of the prefix in- while maintaining its meaning, becoming ir- before words beginning with r, il- before words beginning with l, and im- before words beginning with m, p, or b. Educators model this process using multiple example words, including irreplaceable, illogical, and immovable, while explaining how to identify the prefix, analyze the base word, and determine the meaning of the new word. Then, students practice applying these patterns with educator guidance before independently spelling and analyzing additional words with prefixes. This gradual release from educator modeling to supported and independent application provides explicit instruction that helps students accurately understand and apply grade-level morphological skills.

Evaluation for 4.D.3c
Materials include cumulative student practice of morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in connected text, to develop automaticity.

The Amira Scope & Sequence outlines cumulative opportunities for students to practice morphological skills throughout grade 5 by revisiting previously taught prefixes, suffixes, and base word changes while more advanced morphological analysis is introduced. As instruction progresses, lessons continue to provide opportunities for students to analyze, decode, encode, and build morphologically complex words using both previously taught and newly introduced morphemes in isolation. For example, in the lesson “Beyond the Basics: Advanced Affix Analysis” educators review previously taught prefixes and suffixes before students analyze words like transportation, interconnected, and overachievement by identifying the prefix, suffix, base word, part of speech, and meaning. Later, in the lesson “Reading Advanced Prefix Influence on Base Word” students continue applying previously taught affixes by constructing words from morphemes and using those words in writing.

Additional cumulative student practice provides students with opportunities to practice morphological skills in decodable connected text. For example, in the lesson “Beyond the Basics: Advanced Affix Analysis” students practice decoding sentences that contain words with advanced prefixes and suffixes such as anti-, trans-, -ous, and -ive. Across these lessons, students repeatedly analyze, decode, encode, and build words using previously taught and newly introduced morphemes in isolation and connected text, providing cumulative practice that supports automaticity.

Evaluation for 4.D.3d
Student practice includes only morphemes that have been explicitly taught.

The grade 5 materials ensure that student practice includes only morphemes that educators explicitly teach before students apply them independently. For example, the lesson “Spelling Words with Suffix and Base Word Changes” ensures that student practice aligns with previously taught morphemes. In the “Guided Practice” section students identify applicable spelling rules, practice spelling words (e.g., celebration, determination, noticeable), and explain base word changes that are needed before students add the targeted suffix. The lesson’s “Launch” section confirms that students already received instruction in these morphemes before applying them during practice. These activities allow students to practice and reinforce morphemes that were already introduced during instruction.

Similarly, the student activity in the lesson “Reading Advanced Prefix Influence on Base Words” provides additional opportunities for students to apply previously taught morphemes. During independent practice, students decode, analyze, and construct words using only targeted prefixes that are taught in the paired educator lesson. These activities require students to apply prefixes that are explicitly modeled in the “Teach” section to both word analysis and word building tasks. By revisiting the same morphemes across multiple activities, students are able to reinforce previously taught morphemes rather than encountering unfamiliar ones.

Evaluation for 6.1a
Materials include modeling of fluent reading (including rate, accuracy, and prosody).

The Amira Instruct educator-led lessons include modeling of fluent reading, addressing rate, accuracy, and prosody. In the lesson “Reading Fluently,” the “Model” section directs the educator to read out loud a passage called “Captain Clark’s Promise” while using think-alouds to explain fluency decisions. For example, educators are prompted to say, “I am going to slow down here because Captain Clark is weighing a serious decision. The author wants us to feel the weight of the moment” and “This next part picks up speed because the crew is responding urgently. I want my pace to match that urgency.” An included anchor chart supports the educator’s modeling and describes the components of fluency. This modeling addresses rate, accuracy, and prosody through pacing, stress, expression, and accurate oral reading of the passage to convey meaning.

The Amira Intervention Encyclopedia outlines micro-interventions delivered by Amira Tutor in response to students’ oral reading fluency errors. For example, the “Sentence Re-Read” intervention is initiated when “a student struggles to read more than one word in a sentence and is losing persistence and understanding.” During this intervention the AI program reads the sentence out loud, then prompts the student to echo the modeled reading. This repeated model-and-echo routine provides students with an opportunity to hear fluent reading, then immediately practice reading that sentence with appropriate expression and phrasing.

Evaluation for 6.1b
Materials include opportunities for students to practice reading fluency with word lists, phrases/sentences, and connected texts.

The materials include opportunities for students to practice reading fluency with word lists. In “ISIP Advanced Reading Lesson 10A” students practice reading targeted word cards that contain the final /k/ sound as part of a structured sequence of instruction. In lesson 1 the educator introduces specific words and directs students to read them together, stating “Here are some words that end with the /k/ sound. These are the words we will be studying. Let’s read these words together.” In lesson 3 students continue fluency practice with the same targeted words as partners take turns reading word cards out loud to each other. These word list activities provide students with opportunities to repeatedly read isolated words in order to build automaticity and fluency.

Additionally, the materials include opportunities for students to practice reading fluency with phrases and sentences. For example, in the “How Does Your Voice Sound?” student fluency activity, the “Expression Practice” section provides sentence-level fluency practice as students read sentences out loud with appropriate expression and prosody. Students are reminded that prosody includes the rise and fall of one’s voice, pacing, and emotion. Then, students are directed to read a sentence out loud using a feeling they select. This activity provides opportunities for students to practice sentence-level fluency while they develop oral reading expression.

Amira Instruct also includes opportunities for students to practice reading fluency with connected texts. In the lesson “Reading Fluently” students read a connected passage called “Captain Clark’s Promise” after the educator models fluent reading. In the “Guided Practice” section of the lesson students reread the passage independently; evaluate their own fluency using a rubric for rate, accuracy, and prosody; then participate in partner reading and discussion about areas for improvement. Additionally, in the “How Does Your Voice Sound?” lesson, the “Phrasing Coach” section teaches students to group words into meaningful phrases and identify natural pauses while reading a connected paragraph out loud. These activities provide opportunities for students to develop fluency through connected-text reading.

Evaluation for 6.1c
Materials include opportunities for students to practice reading fluency with a variety of grade-level texts as appropriate for the program's stated purpose.

The Amira Instruct educator-led lessons include opportunities for students to practice reading fluency with a variety of grade-level text types. For example, in the student fluency activity “How Does Your Voice Sound?” students engage in fluency practice through the “Phrasing Coach,” “Expression Practice,” and “Wrap It Up” sections. In the “Phrasing Coach” section students read a grade-level narrative nonfiction paragraph and identify natural pauses and phrasing boundaries within the text. In the “Expression Practice” section students read sentences with appropriate expressions to build prosody. Across these activities, students practice phrasing, expression, and self-monitoring while reading grade-level narrative nonfiction text and sentence-level text.

Similarly, the materials include activities that support students’ development of reading fluency by exposing them to a variety of grade-level literary texts. For example, in the student-facing lesson “Retelling and Paraphrasing Texts” students read a realistic fiction passage called “The Sunflower Project,” then respond to questions focused on retelling and paraphrasing. After they read the passage, students identify the best retelling of the story and the best paraphrase of the final sentence, which requires them to reread a grade-level literary text. Across these activities, the materials provide opportunities for students to practice reading with a variety of grade-level narrative nonfiction and literary texts.

Evaluation for 6.1d
Materials include a variety of texts at different levels of complexity.

The Amira Instruct educator-led lessons include a variety of texts at different levels of complexity that support students’ development of reading fluency with grade-level texts. For example, in the lesson “How Authors Use Facts for and Against an Argument” students read argumentative passages that include grade-level academic vocabulary, sophisticated sentence structures, and complex organizational patterns. The passage about extending community library hours demonstrates text complexity through its use of claims, counterclaims, rebuttals, and supporting evidence. Vocabulary words and phrases like staffing, operating costs, offset, and foundation grants further increase the complexity of the text. Students must follow the author’s claim, interpret supporting evidence, and track how the rebuttal responds to the counterclaim while maintaining comprehension and fluency. These varied structures and language features provide students with opportunities to practice reading texts at an appropriate level of complexity.

Evaluation for 6.1e
Materials include guidance for educators to provide feedback to students on reading fluency (including rate, accuracy, and prosody).

The Amira Instruct educator-led lessons include guidance so educators can provide feedback to students on reading fluency, including rate, accuracy, and prosody. In the educator-facing lesson “Reading Fluently,” the “Differentiation & Support” section provides Teacher Notes with specific coaching prompts to support immediate, individualized feedback during oral reading. For example, educators are prompted to say, “Try pausing after that sentence. Let the meaning sink in before you move on. Which word in that sentence carries the most weight? Stress it and see how it changes” and “You stumbled there. What did you do to fix it? That is exactly what strong readers do.” These prompts guide educators as they provide feedback on rate by adjusting pacing and pausing for meaning. Educators can also provide feedback on prosody through stress and expressive reading and provide feedback on accuracy through self-correction and monitoring.

The Amira Intervention Encyclopedia describes targeted micro-interventions that are offered in response to students’ oral reading fluency performance in Amira Tutor. These interventions provide students with immediate feedback in specific areas of fluency, including decoding accuracy, reading rate, and prosody. For example, interventions like “Sound It Out” and “Tap It Out” provide immediate feedback when students experience difficulty decoding individual words, while paced reading supports allow students to adjust their reading rate to support comprehension. The “Sentence Re-Read” intervention models fluent reading by providing feedback through a model of appropriate phrasing, expression, and intonation before prompting the student to echo that reading. Together, these embedded supports provide immediate, individualized feedback that addresses reading accuracy, rate, and prosody during oral reading.

Evaluation for 8.1a
[English reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational). [Spanish reading language arts] Materials include opportunities for students to read high-quality, grade-level, complex authentic or transadapted Spanish texts as appropriate for the program's stated purpose, in a variety of text types (e.g., literary, informational).

The Amira Instruct educator-led lessons include opportunities for students to read high-quality, grade-level, complex texts. For example, in the lesson “Explaining How Authors Use Facts For and Against an Argument” students read well-crafted argumentative passages that reflect the characteristics of informational writing. These passages are coherent and error-free and include research findings and statistical evidence to support the author’s claim. For example, a passage about investing in public swimming pools presents factual evidence and logical reasoning. Additional passages about annual fire safety training and converting vacant lots into urban farms require students to interpret academic vocabulary, evaluate multiple pieces of evidence, and consider opposing viewpoints. These passages provide students with access to high-quality texts that include vocabulary, text structures, and knowledge demands that are appropriate for grade-level reading comprehension.

Additionally, educator-led lessons include a variety of text types for students to read. For example, in the lesson “Explaining Author’s Purpose and Message Across Text Types” students read multiple passages during guided practice, including nonfiction, poetry, realistic fiction, and persuasive texts. Students compare how authors communicate a similar message across different genres by analyzing each author’s purpose and supporting evidence. By including informational and literary texts within the same lesson, these materials provide students with repeated opportunities to read across multiple text types while applying the targeted comprehension skill.

Evaluation for 8.1b
Materials include a variety of high-quality texts at different levels of complexity.

The Amira Instruct lessons include a variety of high-quality texts at different levels of complexity. For example, in the lesson “Identifying Distinguishing Features of Literary Genres” students read literary texts that vary in complexity through differences in genre conventions, vocabulary, settings, and the amount of inference required to understand the text. Some passages are less complex because they include familiar fantasy elements like magical settings and a quest structure, while other passages require students to interpret elements of mystery, recurring clues, and implied meanings to identify the genre. As students progress through the “Model,” “Guided Practice,” and “Wrap & Review” sections, they continue to read additional literary genres and support their thinking with text evidence. The passages vary in complexity in terms of background knowledge demands, the amount of inference required, and the level of attention students must give to details within each text to classify and understand each story.

Similarly, the lessons also include traditional literary texts that vary in complexity within the same lesson sequence. In the lesson “Distinguishing the Poet from the Speaker” students read poems that increase in complexity through more sophisticated perspectives, figurative language, symbolism, and inferential reasoning. For example, one poem includes clear textual clues that identify the speaker as an ancient tree, like “They planted me” and “My roots run deeper than any foundation.” Later poems require students to infer that the speaker is a house or determine whether the speaker is the poet or a fictional character by analyzing more subtle textual evidence. As students progress through the “Model,” “Guided Practice,” and “Wrap & Review” sections, they continue to read poems with increasingly complex perspectives and support their thinking with text evidence. Across the lessons, texts vary in complexity through differences in vocabulary, figurative language, symbolism, and the amount of inference required to interpret the speaker’s perspective.

Evaluation for 8.1c
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences.

The materials include texts that are relevant and engaging for students. In the Amira Instruct lesson “Analyzing Plot Structure and Resolution” students read realistic fiction passages about situations that are meaningful and relatable to upper elementary students. These passages focus on rebuilding a science project after an accident and working toward a personal goal by saving money and taking on responsibilities. These scenarios reflect everyday experiences that students might recognize like overcoming setbacks, solving problems, and persevering through challenges. Throughout the lesson, students read and discuss age-appropriate texts with relatable characters and situations that support engagement while reinforcing the lesson’s focus on plot structure and resolution.

The educator-led lessons also include texts that reflect a variety of backgrounds and experiences. In the lesson “Explaining Acts, Scenes, and Stage Directions” students read dramatic scenes set in familiar settings, including a woodworking workshop, a school science fair, a family gathering on a front porch, and a library. Across the lesson, these texts feature characters who work together, support family members, solve problems, and persevere through challenges. The lesson also reflects a variety of student interests and experiences through school activities, family relationships, and community settings while featuring characters with diverse names and perspectives. These texts expose students to a range of backgrounds and experiences while reflecting the relationships, responsibilities, and everyday situations that many students encounter in their own lives.

Evaluation for 8.2a
Materials activate or supply background knowledge.

The materials include routines that activate and build background knowledge before students read passages. In the Amira Instruct lesson “Generating Questions Before Reading” students preview titles, headings, images, captions, and bolded words before reading to consider what they already know and what they still want to learn about a topic. The educator models this process with passages like “How Bridges Stay Up” by connecting the topic to familiar knowledge about different types of bridges and how they carry heavy loads before students read the passage. As students move into the lesson, they use that background knowledge to support comprehension of the informational text and establish a purpose for reading.

The educator-led lessons also build background knowledge before students read unfamiliar informational texts. In the lesson “Generating Questions Before Reading” students preview titles and text features, generate questions before reading, and use those questions to prepare for texts about topics like bridges, volcanoes, and the history of chocolate. The educator models how to use titles, headings, images, captions, and bold words to connect prior knowledge to the topic and establish a purpose for reading. The lesson also builds understanding of unfamiliar words like compression, tension, and magma and the historical role of the Maya and Aztec civilizations before students read and discuss the texts.

Evaluation for 8.2b
Materials include pre-teaching of unfamiliar vocabulary in texts.

The materials include pre-teaching unfamiliar vocabulary before students read specific texts. In the ISIP lessons, the “Build Background and Develop Vocabulary” section introduces vocabulary from the upcoming narrative before students read. In “ISIP Advanced Reading 1A” students preview words like eager, cumbersome, purchase, downloaded, and surveying before reading the passage. Similarly, in “ISIP Advanced Reading 10C” students preview words and phrases like parent–educator conference, embarrassment, slang, and professionally before reading a passage called “A Great Dad.” In both lessons, the educator asks students what they already know about each word, then affirms or clarifies their understanding using the definitions provided in the lesson. Students can also use the vocabulary words in prediction activities before reading, which help prepare them to understand the text.

Additionally, the Amira Instruct lessons include pre-teaching of unfamiliar vocabulary before students read an informational text. For example, in the lesson “Movie-Making Passages: Vocabulary Preview” students preview key vocabulary from passages before reading. For each word, the lesson provides support for meaning through pronunciation, identification of what part of speech it is, a synonym, a student-friendly definition, and an example sentence before students encounter that word in the text. For example, students are introduced to the word adaptation and use the vocabulary preview to learn its pronunciation, meaning, and use in context before reading. This sequence continues with additional words from the passages, including contagious, continuation, humility, perseverance, and sympathize. By previewing unfamiliar vocabulary words, providing meaning support, and checking understanding before reading, the lesson pre-teaches the language that students need to comprehend the informational texts.

Evaluation for 8.2c
Materials include explicit (direct) instruction on using contextual analysis to determine the word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The Amira Instruct educator-led lessons provide explicit, direct instruction in using contextual analysis to determine the meaning of unfamiliar vocabulary in text using the gradual release of responsibility model. The lesson “Using Context Beyond a Sentence” includes a clearly stated learning target and educator-led instruction in how to determine the relevant meaning of unfamiliar and multiple-meaning words by looking beyond a single sentence for context clues. In the “Teach” and “Model” sections of the lesson the educator explains that readers might need to scan an entire paragraph for clues, identify the sentence that provides the strongest support, and use the surrounding details to confirm the word’s meaning. Then, the educator models this process with the word erosion, using details from the paragraph to show how surrounding sentences help identify the word’s relevant meaning. Students continue practicing the same routine during guided and independent work with additional words in context; the lesson includes an exit ticket and support activities to reinforce this strategy. These lesson components provide explicit explanation, educator modeling, guided practice, and independent application in using contextual analysis to determine a word’s meaning.

The vocabulary lessons included in the materials also provide explicit, direct instruction in using contextual analysis to determine the meaning of unfamiliar vocabulary in text. In “ISIP Advanced Reading Vocabulary 3A” the educator introduces a four-step routine for determining the meaning of unfamiliar words by examining the surrounding context, identifying the word’s part of speech, looking at meaningful word parts, and using nearby synonyms or antonyms. In the “Teach” section of the lesson the educator explains each step of the routine and models its application while reading a passage called “Thomas Jefferson—Mad Scientist?” Then, students practice the same process during guided and independent work as they determine the meanings of unfamiliar words like convince, perspective, enormous, and eventually by using contextual evidence from the text. The lesson includes repeated opportunities for students to apply this routine while reading connected text with educator support before independent application.

Evaluation for 8.2d
Materials include opportunities for students to practice using contextual analysis to determine word meaning of unfamiliar vocabulary in texts in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The Amira Instruct educator-led lessons include opportunities for students to practice using contextual analysis to determine the meaning of unfamiliar vocabulary in grade-appropriate texts. For example, in the lesson “Using Context Beyond a Sentence” students practice the same contextual analysis routine that was introduced during direct instruction as they move through guided and independent work. In the “Guided Practice” section of the lesson students read a paragraph and use context clues from multiple sentences to determine the meaning of the word democracy. The educator prompts students to identify which sentence gives the best clue and discuss how the other sentences help clarify the word’s meaning. Then, students move into a “You Do” activity that prompts them to work with a partner to determine the meaning of the word adaptation in a science paragraph using context from surrounding sentences. The lesson provides students with repeated practice in using contextual analysis to determine word meanings beyond a single sentence.

Similarly, corresponding student activities include opportunities for students to practice using contextual analysis to determine the meaning of unfamiliar vocabulary in text. In the lesson “Beyond the Sentence: Context Clues in Surrounding Text” students practice using clues from surrounding sentences to determine the meaning of unfamiliar words in connected text. In the “Independent Practice” section of the lesson students read short passages, determine the meaning of underlined words, and identify whether a clue appears in the same sentence or beyond the sentence. For example, students read a sentence about a vase shattering and use the surrounding context to determine the meaning of the word fragile. The lesson continues with additional words like perspective, enormous, eventually, and theory, giving students repeated practice in applying contextual analysis to determine a word’s meaning in connected text.

Evaluation for 8.3a
Materials include systematic and explicit (direct) instruction on reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The Amira Scope & Sequence outlines systematic instruction in reading comprehension skills across multiple levels like literal, inferential, and evaluative. According to the grade 5 scope, comprehension instruction follows a planned progression across the school year, moving from less complex comprehension tasks to more complex analysis of literary and informational texts. Early lessons focus on more literal comprehension work like determining theme or central idea before progressing to lessons that require students to analyze point of view, character relationships and conflict, author’s craft, and author’s argument. This progression is reflected in the Amira Instruct lesson “Identifying How Point of View Shapes the Telling of a Story,” which prompts students to identify the narrator’s point of view. Then, students explain how that perspective shapes what the reader knows, understands, and experiences in the story. The lesson includes educator modeling and guided practice to support this skill development, reflecting the broader comprehension sequence outlined in the scope and sequence.

The Amira Instruct educator-led lessons provide explicit, direct instruction in reading comprehension skills at multiple levels. For example, in the lesson “Analyzing Character Relationships and Conflicts” students receive educator-led instruction in analyzing how characters interact and how conflict shapes those relationships and the story. The lesson includes a clearly stated learning target and a three-step process for analyzing character relationships by identifying the characters and their relationships, determining the type of conflict, and explaining how that conflict shapes the characters and the plot. In the “Teach” and “Model” sections of the lesson the educator demonstrates literal comprehension by identifying the central characters, their relationship, and the type of conflict in the passage. Then, the educator models inferential comprehension by explaining how the conflict affects the characters’ actions, decisions, and relationships using evidence from the text. The lesson also extends into evaluative thinking as students explain how the conflict shapes the story and whether the resolution strengthens or changes the relationship. Students continue to practice the same process during guided and independent work as they analyze additional passages, explain how conflict influences character relationships, and support their thinking with textual evidence. The lesson components provide explicit explanation, educator modeling, guided practice, and independent application in reading comprehension at multiple levels.

Evaluation for 8.3b
Materials include opportunities for students to practice reading comprehension skills at multiple levels (i.e., literal, inferential, evaluative) with a variety of grade-level texts in alignment with the grade-level TEKS as appropriate for the program's stated purpose.

The Amira Instruct educator-led lessons include student practice in reading comprehension at multiple levels, including literal, inferential, and evaluative comprehension. For example, in the lesson “Analyzing the Influence of Setting on Plot” students engage in literal comprehension by identifying the setting and the details that establish time and place. Then, they engage in inferential comprehension by explaining how setting influences the characters, conflict, and plot events using evidence from the text. The lesson extends into evaluative comprehension as students consider how changing the setting would affect the story. Another lesson titled “Describing Imagery and Its Effect on Meaning” provides additional practice so students can engage in literal comprehension by identifying imagery. Students also engage in inferential comprehension by explaining how it contributes to mood and meaning and engage in evaluative comprehension by discussing how different imagery would change the reader’s experience. Across these lessons, students receive repeated practice in literal, inferential, and evaluative comprehension.

The materials also provide students with comprehension practice across a variety of grade-level literary texts. In the lesson “Analyzing the Influence of Setting on Plot” students read narrative passages and engage in literal, inferential, and evaluative comprehension as they analyze how setting shapes the story. In the lesson “Describing Imagery and Its Effect on Meaning” students read descriptive literary passages and engage in literal, inferential, and evaluative comprehension by analyzing how imagery contributes to mood, meaning, and the reader’s experience. By applying comprehension skills across multiple literary texts, these materials reinforce different levels of comprehension while providing practice with varied grade-level passages.