Amira Reading Suite, Kindergarten

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 K materials explain that the supplemental program offers additional practice to enhance grade-level instruction and targeted remediation and acceleration for students who are below grade level. The Amira Instruct User Manual clearly states this purpose, providing 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 says, “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, “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 into existing core reading and language arts curricula. The guide addresses implementation across all MTSS tiers and provides checklists, practical resources for launching the program, and advice on preparing students, setting weekly goals, and embedding 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 instruction follows a coherent progression and supports seamless integration with core classroom instruction.

The grade K 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 the on grade-level student expectations the program addresses. The materials show instructional progression across the school year and align instructional lessons to the specific grade K TEKS. However, although the program offers both additional instruction and practice and targeted remediation or acceleration, the materials do not identify the below grade-level TEKS addressed through targeted instruction.

The Amira Scope & Sequence identifies which literacy skills the supplemental program teaches and shows where the program develops those skills across the school year. For grade K, the scope and sequence names specific skills within instructional strands, including decoding, phonological awareness, high-frequency words, vocabulary, background knowledge, and structures and reasoning related to comprehension and language. The weekly progression identifies when students learn specific skills and includes a cumulative review of previously taught skills. For example, grade K decoding instruction begins with uppercase letters and consonants before progressing to short vowels, long vowels, digraphs, blends, and vowel-consonant-e (VCe) patterns. The sequence also includes cumulative review of previously taught decoding skills as students progress to new sound–spelling patterns, including review of short vowels before long-vowel instruction, digraph review, and VCe pattern review. This organization allows educators to find out which literacy skills the program teaches 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. The materials explain that the default scope and sequence reflects recommended pacing when no personalization data are available and that skills within each instructional strand follow a sequential progression, with previously taught skills reviewed cumulatively as the program introduces new skills. Since the program is adaptive, instruction also can 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 curriculum and pacing. This guidance explains the purpose of the default sequence and how educators can adjust instruction to meet student needs or to align with district curriculum 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 student percentile rank, allowing educators to adjust frequency and duration according to individual student needs. By offering these concrete examples, the materials ensure 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. The materials support students with additional practice to enhance grade-level instruction as well as targeted remediation and acceleration for students performing below grade level.

The Amira Instruct User Manual explains that the AI-powered program can fully plan lessons for effective implementation, but recommends that educators maintain their own agency through 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, but educators also can apply their professional judgment based on formal and informal student observations. This also allows educators to adjust for classroom dynamics, available resources, and timing to meet the needs of students who are 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 designed to support student growth. The Amira Family Communication Guide provides suggestions for supporting student 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 for educators to send home both before and after administering the beginning-, middle-, and end-of-year benchmark assessments. These resources aim to build partnerships between school and home.

The introductory family letter, “Boosting Literacy with Amira Learning,” introduces families to Amira Learning and emphasizes the importance of family partnership in helping students thrive. The letter explains that families may receive additional opportunities to support their child’s reading development. In addition, the Amira Family Communication Guide contains guidance to help families interpret the “Parent Report,” including information on interpreting scores 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 the materials include a diagnostic instructional assessment that places students in an adaptive pathway to receive targeted remediation, acceleration, or additional practice. This Amira ISIP Assessment, administered at the beginning, middle, and end of the year, 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, such as pseudoword identification, assess “phonics mastery and ability to decode unfamiliar words.” Through this evaluation, the AI-powered program targets remediation or assigns acceleration goals. This assessment allows for remediation or acceleration based on the results, providing educators with “real-time actionable data.”

The Amira Reading Suite materials provide ongoing formative assessment opportunities, allowing educators to monitor student progress and adjust instruction throughout implementation. Outside benchmark administration windows, educators may assign the On-Demand Assessment, a full ISIP assessment educators can proctor at any point in the academic year, or the Subtests On-Demand Assessment, a skill-based formative assessment tool 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 describes the program’s instructional assessments and explains 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 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 whether the program uses the assessment for screening, ongoing progress monitoring, or evaluation of response to intervention.

In the Amira ISIP Assess Technical Guide, the “Purpose and Use” section explains the purpose of the program’s instructional assessments. The 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 may 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 gives educators step-by-step guidance for administering benchmark assessments consistently throughout the academic school year. The materials outline what to do before, during, and after the 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. This guidance helps educators prepare for benchmark administration and supports consistent assessment practices across testing windows.

The Amira Benchmark Guide also 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 designed to reduce microphone interference and minimize background noise during assessment administration. The manual also includes troubleshooting guidance, technology preparation recommendations, and procedures for students who have completed the test administration. The manual promotes accurate assessment results by helping to prevent technical errors that could affect data quality, supporting educators in managing assessment conditions, and ensuring assessments are administered consistently and accurately across instructional settings.

The “Guidance for Assessment Accommodations” document outlines ways educators can make decisions about assessment accommodations to support consistent and accurate administration. The document guides educators through identifying student needs and selecting appropriate accommodations based on factors such as individualized education programs, Section 504 plans, and language proficiency. The document also includes step-by-step guidance on choosing assessment formats and applying supports to ensure 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, such as 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. Because of this progression, assessment tasks can measure increasingly complex reading skills as students develop proficiency.

The Amira Reading Suite uses AI to adjust text complexity based on student performance. In the Amira Tutor User Manual, the “Tutor Features and Capabilities” section explains that students interact with texts leveled by AI to varying levels of complexity: below, at, or above grade level. Students receive texts and reading tasks that match their current skill level as they progress. This 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, including the Amira Reading Mastery (ARM) score, Amira Reading Mastery Percentile Rank, Estimated Mastery, Mastery of Academic Standards & Targets (MAST) score, and Dyslexia Risk Index (DRI). The guide also explains what each score means and how it can be used. For example, the ARM score compares students’ 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 the various assessment scores and helps 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 “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 student risk levels based on the results. The Administrator Dashboard: Configurations & Reporting Guide ensures educators can 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 and the Teacher Reports Reference Guide explain how educators can use the “Teacher Reports,” including the “Reading Rope Insights Report,” to identify areas that require additional instruction or practice. In the “Teacher Reports,” educators can view student performance across reading skills and pinpoint specific areas in which students need support. The reports offer educators guidance for identifying patterns in data trends and making instructional decisions based on individual student needs. For example, the “Phonological Awareness” tab highlights which phonemes students have mastered and which phonemes require further instruction.

The Amira MTSS Guide explains how educators can use assessment data to identify student needs and choose appropriate instructional support. For example, the “Intervention Plan Template” helps educators document student reading skill gaps, set goals, select intervention strategies, and create a progress monitoring plan for growth. In addition, the guide explains how to use assessment results across the different tiers of support. At tier one, assessment data help educators identify students’ strengths and areas that may 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 student 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 student progress and growth over time. For example, the “Class Progress Report” allows educators to monitor assessment scores throughout the school year, and the “Skill Diagnostic Report” provides information about student mastery of individual reading skills.

The Amira Reading Suite program gives students access to tools that allow them to view and monitor their own progress over time. The “Student Growth Graph” provides a visual display of student performance and growth across assessments. Additional student-facing reports, the “Progress Report” and “Student Summary Report,” provide real-time data related to reading risk, skill mastery, and assessment performance to help 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 identifies students whose ARM scores fall below the recommended cut score as at risk for reading difficulties. The guide also classifies students scoring 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 helps educators monitor progress toward a specific, measurable, achievable, relevant, and time-bound (SMART) learning goal and document 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, the materials do not establish program-defined objective exit criteria indicating when students have met intervention goals or are ready to discontinue supplemental support. Instead, educator-developed SMART goals and team judgment guide exit decisions.

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 Amira Instruct educator-led lessons include guidance to help educators differentiate instruction for students who have not yet demonstrated proficiency in grade-level skills. The “Differentiation and Support” section of each lesson includes differentiation suggestions, intervention activities, and additional support. For example, the lesson “Identifying Rhyming Words” encourages educators to focus on a smaller set of highly familiar rhyming pairs—such as cat and hat, dog and log, and bug and rug—while providing explicit support with hand motions and auditory cues. Additional intervention supports include using picture supports, offering two answer choices rather than asking open-ended questions, and providing the ending sound such as “Cat ends with /at/. Does hat end with /at/?” The lessons also give students opportunities to identify and produce rhyming words with educator guidance before they begin to work independently. 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 give students 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 have 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 performance, ensuring access to appropriately rigorous content. Additionally, the 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.

​The materials also include educator guidance for differentiated activities for students who have 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 student 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 such as “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 help educators identify students requiring 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 receiving special education services.

Additionally, the Administrator Dashboard: Configurations & Reporting Guide includes options for adjusting assessment settings and accommodations. The “How to Configure Assessments” section explains how to modify the “Rapid Automatized Naming” task, select language preferences, and apply extended time through a timer accommodation. These features allow educators to customize assessment administration based on student needs, but the guide does not tell educators how to adapt lesson content, instructional methods, or instructional delivery for students receiving 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 Amira Instruct educator-led lessons include explicit prompts to help educators model and explain the skills. In the “Teach (I Do)” section, lessons guide educators through the learning process with direct scripting and think-aloud prompts. For example, the lesson “Plot and Setting” prompts educators to tell students, “Watch me figure out what happens and where it happens” and model their thinking by stating, “Let me stop here. First, let me figure out the setting. Where are they? The story says there is a river, a bridge, and a forest on the other side.” Explicit prompts are evident throughout the program, such as in the lesson “Making Connections,” in which the educator is directed to say, “First, listen carefully to the words. Ask yourself: What is happening in the story? Now think about your own life. Has something like this ever happened to you? That is your personal experience. Use the words ‘This reminds me of...’ to share your connection. Then tell how your connection helps you understand the story.” These explicit prompts support educators in modeling the thinking process and explaining new concepts and skills.

Additionally, the materials provide consistent instructional structures that enable educators to model and explain 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.” Within these sections, educators receive instructional guidance, sample explanations, and modeling support to demonstrate concepts to students. For example, the lesson “Letter–Sound Identification” guides educators to model the letter names and sounds for a, m, t, p, and s and to connect each letter to a corresponding picture word. The lesson also provides modeling guidance to help educators consistently demonstrate the relationship between letters, sounds, and visual representations. Similarly, the lesson “Identify the Main Character” guides educators to explain that the main character is the person or animal the story is mostly about and model how to identify and describe a main character using details from the text. Across lessons, these embedded supports consistently guide educators in modeling and explaining the targeted skills and concepts.

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 in teaching reading skills. 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 instance, in the “Plot and Setting” lesson, the “Teach (I Do)” script demonstrates how to identify the setting by examining pictures and prompting questions such as “Where are they?” and “What time is it?” The lesson incorporates turn-and-talks, visuals, and sentence frames to support diverse learners, including multilingual students. Detailed scripts, comprehension checks, and structured discussion prompts support effective lesson delivery and facilitation. The lesson components include educator modeling, discussion, visuals, and structured response activities, providing educators with guidance for implementing a variety of instructional approaches.

The “Guided Practice” section of educator-led lessons within Amira Instruct supports effective facilitation through structured opportunities for discussion, collaboration, and active participation. For example, the lesson “Recognizing Characteristics and Structures of Informational Text” includes a variety of instructional approaches that support effective delivery and facilitation. The lesson includes recommendations for facilitating whole-group interactive activities and game-based learning experiences. For example, educators lead a “Text Feature Hunt” by slowly flipping through a book and prompting students to raise their hands when they identify text features. The lesson also incorporates game-based learning; educators begin a matching activity after introducing it with the prompt “Let’s play a game!” 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, and they 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 “Identifying Rhyming Words,” the “Multilingual Learners” section prompts educators to connect rhyming patterns in English with those in students’ home languages, noting that rhyming occurs in Spanish and many other languages. The lesson also encourages educators to use picture supports throughout instruction to reinforce meaning and vocabulary while students focus on identifying ending sounds in words. 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 such as 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 does not provide direction for implementing the program within state-approved ESL program structures. For example, the “Multilingual Support” section of educator-led lessons in Amira Instruct provides 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 information 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. Although the resource states that materials are available in both English and Spanish, it does not explain how these micro-interventions align with or can be used with state-approved ESL program models (e.g., ESL Content-Based, ESL Pull-Out). 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 only students designated as bilingual in the dashboard receive this support. Overall, the materials identify available supports but do not give educators guidance on 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.

According to the Amira Scope & Sequence, phonological awareness skills are introduced in an order that does not consistently progress from larger to smaller sound units. For example, students work with counting syllables during the first two weeks of instruction, but instruction in blending onset and rime patterns begins in week three, and instruction in blending words begins in week five. Additionally, instruction in blending syllables does not begin until week eight, after students have already begun blending phonemes. Students then progress to blending a larger unit of sound by blending syllables in week nine. While the scope and sequence shows instruction in skills such as rhyming, syllable awareness, onset and rime, and phonemic awareness, it does not reflect a clear progression from larger to smaller units of sound.

Additionally, the materials do not show a systematic progression for phonological awareness skills aligned to the grade K TEKS. The Amira ELAR Lesson Map lists lessons by TEKS; however, the map does not establish a required sequence of instruction. Amira Tutor and Amira Instruct lessons are assigned based on individual student need, so the lesson map does not show the systematic sequence required by this indicator guidance statement. Individual lessons provide instruction in phonological awareness skills such as rhyme, syllables, onset and rime, and alliteration. The materials do not demonstrate that these skills are intentionally sequenced to build from basic skills and larger units of sound to more complex skills and smaller units of sound.

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).

The Amira Scope & Sequence includes a systematic sequence of phonemic awareness skills that progresses from basic to more complex phoneme-level tasks. The document explains that the program presents instructional content in sequential order and that skills within each strand follow a sequential progression. Lessons revisit skills cumulatively as they introduce new skills. For example, students first discern and isolate initial phonemes in weeks four and five. In week six, instruction progresses to blending individual phonemes to form words while students continue identifying initial phonemes, and phoneme blending continues through weeks seven and eight. In week nine, students progress to segmenting words into individual phonemes, with phoneme segmentation continuing through weeks 10 and 11. The sequence progresses from identifying and isolating individual phonemes to blending and segmenting phonemes in words.

The phonemic awareness sequence also includes continued practice with previously introduced phoneme-level skills as instruction progresses. For example, identifying initial phonemes is introduced before phoneme blending and continues while students begin blending phonemes in week six. Phoneme blending then continues across weeks six through eight before the program introduces phoneme segmentation in week nine and continues instruction in weeks 10 and 11. This organization provides a systematic progression of phonemic awareness instruction from identifying and isolating individual sounds to blending and segmenting phonemes, and students revisit previous skills as they move to more complex phoneme-level tasks.

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.

The materials provide explicit instruction in phonological and phonemic awareness through clearly identified learning objectives, direct educator guidance, and precise instructional language. For example, the lesson “Segmenting Spoken Words into Individual Phonemes” explicitly identifies the learning target, “I am learning to break words apart into each sound.” The lesson gives educators success criteria that describe the expected student outcomes. The lesson also offers educators step-by-step directions for introducing the skill, explaining academic vocabulary such as phoneme and sound, and demonstrating how to stretch a spoken word and identify each individual sound. The lesson also connects new learning to previously developed listening and sound-analysis skills by requiring students to hear and isolate individual sounds within spoken words. These clear objectives, precise directions, and explicit explanations support direct instruction aligned with the grade K TEKS.

The materials also include explicit phonological and phonemic awareness instruction through direct educator modeling, followed by guided and independent practice. This gradual release of responsibility model is evident across lessons. For example, in the lesson “Segmenting into Phonemes” educators demonstrate how to listen to a spoken word, stretch the word apart, identify each phoneme, and represent each sound by patting once for every phoneme. Students learn how to segment words such as sit into /s/ /i/ /t/ while matching each sound to a physical movement. After observing the process, students practice segmenting spoken words with educator guidance and feedback. Students then independently segment additional spoken words by identifying each phoneme in sequence and representing the sounds with the previously taught strategy. Because students first observe the skill, then practice it with support, and finally apply it independently, the lesson provides explicit instruction aligned with the grade K TEKS.

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.

The materials include cumulative practice in phonological and phonemic awareness, providing repeated opportunities for students to apply previously taught skills throughout instruction. According to the Amira Scope & Sequence, students engage in multiple phonological and phonemic awareness skills across the year, including identifying rhymes, counting syllables, blending onsets and rimes, blending phonemes, and segmenting phonemes. As students participate in new lessons and activities, they continue practicing previously taught sound-awareness skills while applying related skills. These recurring opportunities to practice and connect phonological and phonemic awareness skills provide cumulative practice aligned with the grade K TEKS.

The materials also provide cumulative practice within individual lessons by requiring students to apply previously taught and modeled skills. In the lesson “Counting Words in a Sentence” students first learn and practice strategies for counting words in spoken sentences, such as clapping, moving counters, and stomping once for each word heard. Educators model each strategy before students apply it during guided practice, independent practice, and an exit ticket. Rather than learning a new skill in each activity, students repeatedly practice the previously taught skill across multiple opportunities, which provides cumulative practice aligned with the grade K TEKS.

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

The Amira Instruct educator-led lessons provide explicit instruction in phonological awareness and guide students to apply only skills that educators have previously taught and modeled. For example, the lesson “Identifying Syllables” introduces strategies for identifying and counting syllables in spoken words. Educators first model how to segment words into syllables and count them. Students then practice the skill with educator support before applying it independently. During independent practice, students listen to spoken words, tap out the syllables, and determine whether each word contains one, two, or three syllables. Because students apply the same syllable-identification process that educators taught and modeled earlier in the lesson, the practice remains limited to previously taught phonological awareness skills.

The Amira Instruct educator-led lessons also provide phonemic awareness practice directly connected to previously taught instruction. In the lesson “Segmenting into Phonemes” students learn strategies such as patting sounds, using sound boxes, and stretching words to identify individual phonemes. Educators model each strategy and demonstrate how to segment spoken words into individual sounds. Students then practice segmenting words with educator guidance before independently using the same strategies to identify phonemes and determine the number of sounds in spoken words. Rather than learning a new task during practice, students apply the phoneme-segmentation skills that educators explicitly taught and modeled earlier in the lesson.

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, aiming to strengthen instruction by giving students additional opportunities to practice skills and receive targeted support. 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 K scope and sequence shows this progression by introducing foundational letter–sound relationships and short-vowel consonant-vowel-consonant (CVC) patterns before moving on to more complex patterns, such as long-vowel CVC patterns. The materials give students opportunities to learn a new skill and then apply that skill in a corresponding lesson, reinforcing sound–spelling patterns over time.


The Amira Instruct lessons reinforce the systematic sequence of sound–spelling instruction through explicit modeling and application of developmentally appropriate phonics skills. For example, the lesson “Letter–Sound Identification” guides educators to explicitly introduce letters and their corresponding sounds by modeling consonants such as a, m, t, p, and s and having students practice producing the sounds. The lesson builds foundational phonemic awareness and letter–sound knowledge that students will use when reading and spelling CVC words later in the sequence. Students then have opportunities to apply the targeted sounds and reinforce their progress in 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 provide explicit, direct instruction in decoding words using sound–spelling patterns aligned with the grade-level TEKS. The lessons support grade-level instruction and provide additional practice and targeted support as needed. The lessons include clearly stated learning targets, educator-led explanations, modeling, guided practice, independent application, and opportunities for review and feedback. For example, the lesson “Apply Common Letter–Sound Knowledge” includes explicit educator modeling during the “Teach” section, in which educators demonstrate how to decode the word mat by identifying each letter’s sound and blending the sounds to read the word. Similarly, the lesson “Decode and Encode VC Words” provides explicit instruction during the “Model” section as educators demonstrate how to decode the word at by touching each letter, saying each sound, and blending the sounds together. Students then practice the skill with educator support before applying the targeted sound–spelling pattern independently. These instructional supports connect new learning to previously taught letter–sound relationships and provide opportunities for modeling, practice, review, and feedback as students develop decoding skills.

Similarly, the educator-led lessons provide explicit, direct instruction in encoding. For example, the lesson “Spelling VC and CVC Words” includes explicit educator modeling during the “Teach” section, as educators demonstrate how to spell the word at by listening for each sound, identifying the corresponding letters, placing those letters in sound boxes, and reading the completed word to verify accuracy. Similarly, the lesson “Decode and Encode VC Words” provides explicit instruction in encoding as educators model how to stretch the sounds in the word us, write the corresponding letters, and check the completed spelling. Students then practice encoding with educator guidance before independently applying the targeted sound–spelling patterns. 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. For example, in the lesson “Reading and Spelling CCVC Words with Initial Blends” students read words that combine newly taught initial blends with previously learned sound–spelling patterns, including frog, stop, drum, and sled. Students also apply these patterns through encoding activities in which they write dictated words. Similarly, the lesson “Decode and Encode CVC Words” requires students to decode words such as jet and encode words such as cup on dry-erase boards and then read their responses aloud to confirm accuracy. These cumulative practice opportunities provide repeated, isolated practice in decoding and encoding to support increased accuracy and automaticity.

Additionally, the Amira Instruct lessons provide opportunities for students to apply targeted sound–spelling patterns in both isolation and connected text. For example, in the lesson “Reading and Spelling CCVC Words with Initial Blends” students practice decoding words in isolation and encoding dictated words using previously taught sound–spelling patterns. Similarly, the lesson “High-Frequency Word Was” includes connected-text practice in which students chorally read sentences that combine newly taught high-frequency words with previously taught decodable patterns, such as “The cat was big.” Although the lesson focuses on a high-frequency word, students apply their developing decoding skills within connected text rather than isolated words.

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 “Apply Sound–Spelling Patterns” ensures student practice aligns with previously taught sound–spelling patterns. During the “Guided Practice” section students use whiteboards to stretch and spell words such as mop, bed, and fin. The lesson’s “Launch” section confirms that students have received instruction on these patterns before applying them during practice. These activities allow students to practice and reinforce sound–spelling patterns they have learned.

Similarly, the Amira Instruct lesson “Decoding CCVC Initial Digraphs: sh” gives students additional opportunities to apply previously taught sound–spelling patterns. During independent practice, students spell dictated words such as ship, shed, and shut using sound boxes and then read sentences containing the words. These activities require students to apply the sh digraph pattern to both spelling and reading tasks after educators explicitly teach and model the skill. By revisiting the same pattern across multiple activities, students reinforce previously taught sound–spelling relationships rather than encountering 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 outlines a systematic progression for introducing high-frequency words throughout grade K. According to the Teacher Fluency Plan, the program draws high-frequency words from research-based lists, including the Dolch and Fry high-frequency word lists. The sequence begins with high-frequency words such as a and the, moves to words such as have and who, and later in the year progresses to words such as want and were. This organized progression supports automatic word recognition, enhances grade-level instruction, and provides additional support for students who need remediation or acceleration.

The lesson-level materials reinforce this systematic progression by moving students from identifying regular and irregular high-frequency words to recognizing those words automatically. For example, the Amira Instruct lesson “Identify High-Frequency Words” introduces students to regular and irregular high-frequency words by distinguishing decodable words from those with tricky sound–spelling correspondences that students must memorize. Students identify and practice words such as them, how, make, take, and good through educator modeling and guided practice. As students build understanding of regular and irregular high-frequency words, subsequent lessons guide students in reading and spelling individual high-frequency words while reinforcing automatic word recognition and orthographic mapping. This progression moves from identifying high-frequency words to reading and spelling them accurately and automatically, allowing students to build on their previously learned knowledge of high-frequency words throughout the instructional sequence.

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. 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 “Read and Spell High-Frequency Words” educators explicitly introduce both regular and irregular high-frequency words and explain how to determine whether to decode words using expected letter–sound correspondences or recognize them as Heart Words. During the “Teach” section educators model how to decode regular words such as and by blending the sounds, and explain the irregular sound–spelling patterns in words such as the and is. Students then practice decoding additional high-frequency words with educator support before independently applying the same process. 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 and Writing the High-Frequency Word Was” educators explicitly model how to encode was by segmenting it into individual letters and explaining its unexpected sound–spelling relationship. During the “Teach” section educators model writing the word while saying, “W-A-S, was,” and explain the irregular spelling pattern. Students then practice encoding the word with educator support, and later they apply the same routine independently. 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 Amira Scope & Sequence provides cumulative practice for students in decoding and encoding regular and irregular high-frequency words from a research-based list throughout grade K by revisiting previously taught high-frequency words while introducing new grade-level words. The lessons include educator explanations, modeling, guided practice, independent application, and extension activities that reinforce previously taught high-frequency words. For example, in the lesson “Read and Spell High-Frequency Words” educators teach students to decode the words the, and, is, in, and it by determining if they can sound out each word or whether it contains irregular letter–sound correspondences that students must remember. Educators then guide students to encode the same words by identifying the sounds, writing the corresponding letters, and checking their spelling. Extension activities such as “Speed Read Race,” “Mix and Match,” and “Word Hunt” prompt students to repeatedly read, sort, and review previously taught high-frequency words. These instructional routines provide cumulative practice in decoding and encoding regular and irregular high-frequency words in isolation to support the development of automaticity.

Additional cumulative student practice gives students opportunities to decode regular and irregular high-frequency words in decodable connected text. For example, in the lesson “Reading and Writing the High-Frequency Word Was” students practice reading a decodable connected text that includes the newly taught irregular high-frequency word as well as additional regular high-frequency words (e.g., at, in, it, with) and irregular high-frequency words (e.g., me, the, my) they have previously learned. Students also read connected text related to the district’s uploaded scope and sequence. The Amira Tutor User Manual explains, “Students engage with texts appropriate for their reading level while receiving immediate support for word recognition, fluency development, and comprehension strategies through natural conversation and adaptive micro-interventions.” Reading support features include high-frequency word practice and reinforcement.

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

The grade K materials ensure that student practice includes only regular high-frequency words that educators explicitly teach before students practice them independently. For example, in the lesson “Read and Spell High-Frequency Words” students learn to read and spell the high-frequency words the, and, is, in, and it. During the “Teach” section educators explicitly model how to decode regularly spelled high-frequency words by applying expected sound–spelling correspondences. Educators guide students to sound out each phoneme, blend the sounds to read the word, and practice reading the word accurately before applying it independently. Students then apply those same strategies during guided practice and continue reviewing the same set of words through extension activities such as “Speed, Read, Race,” “Mix and Match,” and “Word Hunt.” Across these lesson components, students repeatedly practice only the high-frequency words educators explicitly teach before independent application.

Similarly, the materials ensure that student practice includes only irregular high-frequency words that educators explicitly teach before students practice them independently. For example, during the lesson “Read and Spell High-Frequency Words,” in the “Teach” section, educators explicitly identify the irregular, or “tricky,” letter–sound correspondences in the target words before students apply those words during guided and independent practice. Students continue reviewing the same previously taught words (e.g., the, and, is) during the extension activities, including “Word Hunt,” without the addition of new irregular words. Throughout the lesson, student practice remains limited to the 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.

This guidance is not applicable to the program because TEKS for the grade level do not list syllable types or syllable division principles.

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.

This guidance statement is not applicable to the program because TEKS for the grade level do not list decoding and encoding one-syllable or 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.

This guidance is not applicable to the program because TEKS for the grade level do not list decoding and encoding one-syllable and multisyllabic words.

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

This guidance is not applicable to the program because TEKS for the grade level do not list syllable types or syllable division principles.

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 guidance is not applicable to the program because TEKS for the grade level do not list morphemes.

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.

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

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

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

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

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 materials include opportunities for students to read high-quality, grade-level complex texts. For example, the grade K Amira Tutor text library includes well-crafted literary and informational passages that are coherent, error-free, and appropriate for beginning readers. Literary texts such as “King Bing” and “Just Breathe, Bear” include developed characters, dialogue, and story events, while informational texts such as “The Bear Cub” and “The Fox” present factual information using grade-appropriate content and vocabulary. Across the collection, students read connected texts that include increasingly sophisticated vocabulary, varied sentence structures, and knowledge demands appropriate for grade K readers before responding to comprehension questions.

Additionally, the materials include a variety of text types for students to read. The grade K Amira Tutor text library provides literary selections such as “King Bing,” “Just Breathe, Bear,” and “The Cat and the Rat,” alongside informational texts such as “The Bear Cub,” “The Fox,” and “Cat or Dog.” After independently reading each passage, students answer comprehension questions that require them to demonstrate understanding of the text.

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 “Recognize Characteristics of Folktales and Fairy Tales” students listen to multiple traditional literary texts that vary in complexity, featuring different genre characteristics, cultural elements, and vocabulary and knowledge demands. Simpler passages include familiar story patterns and clearly identifiable characteristics; more complex passages require students to distinguish between folktales and fairy tales by examining elements such as talking animals, morals, magic, royalty, and happy endings. As students move through the “Model,” “Guided Practice,” and “Independent Practice” sections, they listen and respond to additional traditional stories, supporting their thinking with text evidence.

The lessons also include informational texts of varying complexity within the same lesson sequence. In “Text Structure: Review” students listen to informational passages representing multiple organizational structures, including description, sequence, and problem-solution, as well as differences in vocabulary and knowledge demands. Less complex passages, such as one about elephants, present familiar topics and straightforward descriptive language. More complex passages require students to follow sequential directions, as in a text about washing hands, or analyze a problem and its solution, as in a text about a fish tank leaking water. As students move through guided practice, they listen to additional informational passages and identify the organizational structure of each text.

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

The Amira Instruct lessons include texts that are relevant and engaging for students. For example, in the lesson “Responding to Text” students listen to “Pepper Finds a Home,” a narrative about a girl who adopts a shelter dog. The story explores themes of belonging, kindness, and forming new relationships, and describes experiences that are familiar and meaningful to many young students. The lesson also encourages students to respond to the text by making personal connections and discussing the characters’ experiences. This and other high-interest, age-appropriate texts support engagement while reinforcing the lesson’s focus on responding to literature.

The educator-led lessons also include texts that reflect a variety of backgrounds and experiences. The lesson “Responding to Text” recommends authentic trade books—including Corduroy, by Don Freeman, and A Chair for My Mother, by Vera B. Williams—to extend students’ understanding. These texts present a range of family experiences, relationships, and everyday situations that many students may recognize; they also broaden students’ perspectives by exposing them to others’ experiences.

Evaluation for 8.2a
Materials activate or supply background knowledge.

The materials include routines that activate and build background knowledge before reading. In the Amira Instruct lesson “Identify Features of Informational Text Including Sequence” students recall familiar daily routines before reading informational text. During the “Launch” section educators prompt students to discuss the order of everyday activities, such as getting dressed or making a sandwich, before introducing sequence in informational texts. By connecting the concept of sequence to familiar experiences, the lesson activates students’ background knowledge and prepares them to understand how events are organized within the text.

The educator-led lessons also build background knowledge by modeling how prior knowledge supports comprehension. In the lesson “Monitor Comprehension” educators demonstrate how to apply background knowledge when meaning breaks down during reading. For example, after reading a passage, educators model the thinking process by saying, “I will think about what I already know. I know that dogs bury bones to save them for later. Oh! The pup is hiding its bone. Now it makes sense!” Students then apply the same process during guided practice by selecting and using appropriate fix-it strategies as they read additional passages. The lesson models how background knowledge supports comprehension before students independently apply the strategy during reading.

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

The materials include a routine for pre-teaching unfamiliar vocabulary before students read a text. The document “Teacher Plan 0.2: Vocabulary” outlines the rationale for teaching vocabulary through explicit instruction and provides a four-step process. These steps include providing a definition in student-friendly language (e.g., “Humongous means really big”), defining what the word does not mean (e.g., “Humongous does not mean small or scary or silly”), having students practice the word using a sentence stem (e.g., “I see a humongous…”), and creating an anchor chart of synonyms. The document also provides a sample of common grade-level texts (e.g., Where the Wild Things Are, If You Give a Mouse a Cookie, The Snowy Day) along with a list of vocabulary words educators need to explicitly teach before reading.

The Amira Instruct lessons also include teaching unfamiliar vocabulary before students read an informational text. For example, in “Vocabulary in Responses” students preview key vocabulary from the passage before reading. For each word, the lesson provides support for meaning through a synonym or brief explanation, presents the word in context, and then engages students in an interactive activity to confirm understanding before they encounter the word in the text. For instance, students learn the word timid and identify its meaning as “shy and a little scared” before reading. This sequence continues with additional words from the passage, including brave, delighted, and crept. By previewing unfamiliar vocabulary, providing meaning support, and checking understanding before reading, the lesson gives students the necessary background to comprehend the informational text.

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. In “Responding to Text” the lesson includes a clearly stated learning target and educator-led instruction on determining the meaning of unfamiliar vocabulary using context. During the “Teach” and “Model” sections educators introduce unfamiliar vocabulary in the story “Pepper Finds a Home”—including animal shelter, kennel, and adopt—by providing student-friendly definitions, connecting the words to the story context, and explaining how the text and illustrations support students’ understanding of word meaning. Educators then model this process during the read-aloud, using story context to support students’ understanding of the unfamiliar vocabulary. Students practice the same routine during both guided and independent work by discussing the story with partners, responding to sentence frames, and demonstrating their understanding of the vocabulary in context. The lesson includes repeated opportunities to apply vocabulary knowledge during the read-aloud, with educator support before independent application. These lesson components provide explicit explanation, educator modeling, guided practice, and independent application in using contextual analysis to determine word meaning.

The vocabulary lessons also provide explicit, direct instruction in using contextual analysis to determine the meaning of unfamiliar vocabulary in text. In the multi-grade lesson “Vocabulary: Lesson 22 – Context Clues” educators introduce a three-step routine for determining the meaning of unfamiliar words: examining clues in the sentence that contains the word, examining surrounding sentences, and then looking at the pictures for additional context. During the “Teach” section educators explain each step and model its application while reading a sample text. Students then practice the process during both guided and independent work to determine the meanings of unfamiliar words such as calm, nibble, and glee. The lesson includes repeated practice with the routine while students read 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 give students opportunities to use contextual analysis to determine the meaning of unfamiliar vocabulary in grade-appropriate texts. For example, in “Using Illustrations for Word Meaning” students practice the contextual-analysis routine they learned during direct instruction as they move through guided and independent work. During the “Guided Practice” section educators guide students to look at the illustration to support the meaning of the unknown word cozy. Educators ask questions such as “How does the puppy in the picture look? Does it look cold or warm and happy?” Then, in the “Independent Practice” section partners use an illustration to determine the meaning of the word worried. Students view a beach scene and determine what worried means in the sentence “The family at the beach looked worried about the dark clouds.” The lesson extends practice through the corresponding student activities, in which students continue to identify word meanings by using illustrations, such as garden is a place where you grow plants and pond is a small body of water. The activities give students repeated practice using contextual analysis to determine word meaning.

The multi-grade lessons also include opportunities for students to practice using contextual analysis to determine the meaning of unfamiliar vocabulary in text. In the lesson “Vocabulary: Lesson 22 – Context Clues” students practice using clues from surrounding sentences to determine the meaning of unfamiliar words in connected text. During guided and independent practice students read short passages, determine the meaning of underlined words, and identify three clues they used to determine the meaning. The three context clues appear in the same sentence, in surrounding sentences, and in the picture.

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, including literal, inferential, and evaluative. According to the grade K scope, comprehension instruction follows a planned progression across the school year, moving from less complex skills to more complex comprehension work. Early lessons focus on literal comprehension tasks such as asking and answering questions, retelling, and identifying story elements before progressing to lessons that require students to analyze text structure, make inferences, describe connections, and evaluate the author’s purpose and craft. For example, in the lesson “Recognizing Characteristics of Persuasive Text” students first identify the author’s claim and supporting reasons and then analyze how those reasons support the author’s argument. The lesson includes educator explanation, modeling, and guided practice to support this skill development, reflecting the broader comprehension instruction 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 “Identify the Central Idea of an Informational Text” students receive educator-led instruction in determining a text’s central idea by using key details. The lesson includes a clearly stated learning target and a process for determining the central idea by identifying important details, deciding what the text is mostly about, and explaining how the details support that understanding. During the “Model” section educators first demonstrate literal comprehension by identifying the topic and key details in an informational passage about rabbits. Educators then model inferential comprehension by explaining how those details help reveal the central idea of the text. The lesson extends into evaluative thinking during guided reading and practice, as students identify supporting details, determine the central idea, explain how they know, and support their thinking with evidence from the text. 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 opportunities for students to practice reading comprehension at multiple levels, including literal, inferential, and evaluative, through educator read-alouds. For example, in “Respond to a Text Orally or in Writing” students listen to an informational passage and then engage in literal comprehension by identifying what happened in the passage. Students then engage in inferential comprehension by explaining why events happened and what those events reveal about the characters. The lesson extends into evaluative comprehension as students respond to the prompt “What do you think about that?” and support their opinions with evidence from the text. A second lesson, “Topic and Theme,” provides additional practice as students identify what a literary story is mostly about, infer the lesson the story teaches, and justify their thinking by drawing or writing details from the text that support the theme. Across these lessons, students receive repeated practice in literal, inferential, and evaluative comprehension.

The materials also give students comprehension practice across a variety of grade-level texts through educator read-alouds. In “Respond to a Text Orally or in Writing” students listen to an informational passage and engage in literal, inferential, and evaluative comprehension as they identify events, explain ideas using textual details, and evaluate characters’ actions. In “Topic and Theme” students listen to the literary text “The Broken Bike” and engage in literal, inferential, and evaluative comprehension as they identify the story’s topic, determine its theme, and support their thinking with evidence from the text. By asking students to apply comprehension skills across both informational and literary read-alouds, the materials provide practice with multiple grade-level text types while reinforcing different levels of comprehension.