Program Information
- ISBN
- 9798902051251
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 528.62 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 201.28 KB)
Amplify Texas ELAR 2nd Edition, Grade 1
ELAR Grade 1
IMRA 2026
Publisher: Amplify Education, Inc.
Copyright: 2027
Series includes:
Rubric: ELAR K–3 | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 1 | 100% | 100% |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Total
100% (24 out of 24 points)
Evaluation for 1.1a
The materials include a comprehensive Scope and Sequence in the Grade 1 Curriculum Map. This resource organizes instruction across units 1–9 and outlines instructional pacing, the Texas Essential Knowledge and Skills (TEKS), the English Language Proficiency Standards (ELPS), and learning outcomes for each unit. Sections labeled “TEKS Instructed,” “ELPS,” and “Learning Outcomes” identify the standards and concepts taught throughout the course. For example, unit 1, “Fables and Stories,” includes TEKS 1.3B and 1.12A alongside ELPS 1.B, 1.C, and 1.E. Learning outcomes focus on understanding key vocabulary and the narrative writing genre.
The materials also include a comprehensive Scope and Sequence in the Grade 1 Skills Curriculum Map. This resource organizes instruction on foundational skills across skills units and identifies the TEKS, the ELPS, and the learning outcomes for each unit. The map shows how grade 1 students develop foundational literacy skills throughout the year, including phonics, spelling, reading, grammar, morphology, fluency, and writing. For example, the sequence progresses from foundational phonics and spelling instruction to increasingly complex reading and writing applications across the skills units.
Evaluation for 1.1b
The materials include suggested pacing guidance in the grade 1 Pacing Guide, which sequences instructional units, pausing points, and assessment windows throughout the instructional year. The pacing materials identify instructional lesson days, assessment opportunities, and unit pacing throughout the course. For example, unit 1, “Nursery Rhymes and Fables,” includes instructional lesson days for core instruction; pausing-point days for review, remediation, or enrichment; and beginning-of-year assessment days to gather information about student readiness.
The materials also include guidance on varying instructional calendars in the K–5 User Guide’s “Pacing for Alternate-Year Calendars” section. This resource provides recommendations for both 165-day and 215-day instructional calendars. The recommendations include condensing pausing points, modifying assessments, and extending instructional opportunities while maintaining alignment with the course Scope and Sequence.
Evaluation for 1.1c
The materials explain the rationale for unit order in the K–5 Program Overview, which states that units are “purposefully sequenced to build on students’ knowledge of both the TEKS and the content.” The overview also clarifies that each unit introduction identifies connections to past and future units to support a coherent instructional progression throughout the course. For example, the “Making Connections Year by Year” section illustrates how concepts develop across grade levels, progressing from plant studies in kindergarten to seasonal cycles in grade 2 and sedimentary rock formation in grade 4.
The materials also explain the rationale for the order of units in the skills strand. In the grade 1 Skills 1 Teacher Guide, the introduction explains that the skills strand begins with the most common, least ambiguous spellings for sounds and then introduces spelling alternatives for sounds that can be represented in multiple ways. The materials state that the system remains simple at first and adds complexity as students gain confidence and automaticity in reading and writing. This guidance shows how foundational skills are sequenced throughout the course.
Evaluation for 1.1d
The grade 1 materials include protocols with corresponding guidance for unit internalization using the K–5 Unit and Domain Internalization Tool. The tool provides structured planning questions on foundational skills, instructional considerations, misconceptions, resources, and connections across units. For example, it includes guiding questions such as “What foundational skills will students have to master to be successful in this domain/unit?” The materials direct educators to review additional resources and pausing-point activities (including opportunities for remediation, additional practice, and enrichment) before implementation.
The K–5 Lesson Internalization Tool also guides educators in reviewing lesson objectives, formative assessments, lesson segments, engagement strategies, and potential misconceptions before instruction. For example, educators are prompted to anticipate student misconceptions as well as review instructional supports and lesson resources before implementation.
Evaluation for 1.1e
The kindergarten materials include resources and guidance for instructional leaders in the K–5 Program Overview for Leaders, which provides implementation planning tools, leadership guidance, and resources for instructional delivery, pacing, coherence, and adapting instruction. For example, the “Implementation Matrix” directs leaders to “Explain the importance of teaching lessons in order” and “Monitor the yearlong plan to ensure proper pacing.” It also identifies stages of implementation (including Foundation, Initial Implementation, Full Operation, and Innovation) and offers guidance on integrating literacy instruction with other content areas.
The materials also include guidance for instructional leaders through the K–5 Observation Tracker. This resource outlines implementation look-fors related to instructional delivery, engagement, pacing, and classroom procedures. For example, instructional leaders may use it to monitor the implementation of lesson routines, adherence to pacing expectations, and student engagement during instruction.
Evaluation for 1.2a
The grade 1 materials provide a Teacher Guide for each unit, including comprehensive unit overviews, background content knowledge, and academic vocabulary related to unit concepts. For example, in knowledge 1, “Fables and Stories,” the introduction in the Teacher Guide includes sections titled “What Students Have Already Learned,” “What Students Will Learn,” “Core Vocabulary,” and “Instructional Resources.” The introduction explains that students listen to and discuss fables and stories; identify story elements; and build knowledge of literary texts through read-alouds, discussions, and related activities.
The materials also provide academic vocabulary through the K–5 Text Complexity and Vocabulary Guide. For example, unit 3 identifies tier-two vocabulary such as blazing and foolishness, tier-three vocabulary such as acorn and chimney, and the expression “the sky is falling.” The guide categorizes vocabulary by type and connects terms to the content taught in the unit.
Evaluation for 1.2b
The materials include family support in both English and Spanish through the Caregiver Support Letter set. These resources provide information about unit content and include suggestions for supporting student learning at home. For example, the knowledge 2 Caregiver Letter explains that students will study the human body, learn related vocabulary, and participate in classroom discussions and activities connected to informational texts. The letter also provides suggestions that families can use to reinforce learning outside of school.
The materials also contain family supports in both English and Spanish through take-home letters included in the Skills Activity Books. For example, skills units include take-home activity pages that reinforce spelling patterns, handwriting, reading fluency, and phonics skills taught during instruction. Printed Activity Books are available in English, while Spanish versions are available digitally within each skills unit folder.
Evaluation for 1.3a
The materials provide comprehensive, structured, and detailed lesson plans, as shown in knowledge 1, lesson 1 of the Teacher Guide. The lesson includes TEKS and ELPS alignment, lesson objectives, required materials, “Lesson at a Glance,” “Introducing the Read-Aloud,” “Discussing the Read-Aloud,” and formative assessment opportunities. For example, students listen to “The Boy Who Cried Wolf,” respond to text-dependent questions, and participate in discussion activities aligned with the lesson objectives.
The materials also provide comprehensive lesson plans aligned with the TEKS and ELPS. For example, in knowledge 6, lesson 1, the Teacher Guide contains lesson objectives, discussion prompts, read-aloud activities, vocabulary instruction, collaborative learning opportunities, and writing tasks aligned with the lesson’s expectations. Students engage in speaking, listening, reading, and writing activities connected to the lesson focus and the standards identified for the lesson.
Evaluation for 1.3b
The materials contain lesson overviews that identify educator and student materials and suggest timing for lesson components. For example, the “Lesson at a Glance” section in skills 1, lesson 1 identifies the required materials, including activity pages, alphabet cards, and digital components, and provides suggested timing for each lesson activity. The overview also outlines the sequence of instruction throughout the lesson.
The materials also suggest timing for lesson components in the “Lesson at a Glance” section. For example, in skills 1, lesson 5, the lesson overview organizes instruction by grouping, time, and the materials required for each activity. The lesson includes a five-minute whole-group grammar warm-up, a five-minute phonics Code Flip Book review, 15 minutes for spelling review, 15 minutes for a “Large Card Chaining” spelling activity, 10 minutes for practicing “Tricky Words,” and 10 minutes for reading practice. The overview also lists the materials required for each component, including the Consonant Code Flip Book, spelling cards, the “Individual Code” chart, activity page 5.1, large letter cards, the “Tricky Word Practice” chart (Digital Components), and “Practice Reading Phrases” (Digital Components), thus providing educators with detailed pacing and instructional guidance for implementing the lesson.
Evaluation for 1.3c
The materials provide guidance for extended practice activities in the “Culminating Activities” sections of the Knowledge Teacher Guides. For example, in knowledge 1, “Fables and Stories,” remediation activities include revisiting lesson applications, rereading selected texts, reviewing domain vocabulary, and participating in additional discussions about domain content. Enrichment activities give students opportunities to extend their learning through writing, discussion, and application tasks aligned with the unit.
The materials also provide guidance for extended practice through take-home activities in the Skills Activity Books. The Teacher Guide directs educators to assign these activities after instruction. For example, take-home activity pages give students opportunities to practice spelling patterns, handwriting, phonics skills, and reading fluency taught during lessons, thus reinforcing foundational literacy skills beyond the classroom.
1.1 Course-Level Design
1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
3 out of 3 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
3 out of 3 points
The materials also include a comprehensive Scope and Sequence in the Grade 1 Skills Curriculum Map. This resource organizes instruction on foundational skills across skills units and identifies the TEKS, the ELPS, and the learning outcomes for each unit. The map shows how grade 1 students develop foundational literacy skills throughout the year, including phonics, spelling, reading, grammar, morphology, fluency, and writing. For example, the sequence progresses from foundational phonics and spelling instruction to increasingly complex reading and writing applications across the skills units.
1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
2 out of 2 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
2 out of 2 points
The materials also include guidance on varying instructional calendars in the K–5 User Guide’s “Pacing for Alternate-Year Calendars” section. This resource provides recommendations for both 165-day and 215-day instructional calendars. The recommendations include condensing pausing points, modifying assessments, and extending instructional opportunities while maintaining alignment with the course Scope and Sequence.
1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
The materials also explain the rationale for the order of units in the skills strand. In the grade 1 Skills 1 Teacher Guide, the introduction explains that the skills strand begins with the most common, least ambiguous spellings for sounds and then introduces spelling alternatives for sounds that can be represented in multiple ways. The materials state that the system remains simple at first and adds complexity as students gain confidence and automaticity in reading and writing. This guidance shows how foundational skills are sequenced throughout the course.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
The K–5 Lesson Internalization Tool also guides educators in reviewing lesson objectives, formative assessments, lesson segments, engagement strategies, and potential misconceptions before instruction. For example, educators are prompted to anticipate student misconceptions as well as review instructional supports and lesson resources before implementation.
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
The materials also include guidance for instructional leaders through the K–5 Observation Tracker. This resource outlines implementation look-fors related to instructional delivery, engagement, pacing, and classroom procedures. For example, instructional leaders may use it to monitor the implementation of lesson routines, adherence to pacing expectations, and student engagement during instruction.
1.2 Unit-Level Design
1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
Evaluation for 1.2a
Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
The materials also provide academic vocabulary through the K–5 Text Complexity and Vocabulary Guide. For example, unit 3 identifies tier-two vocabulary such as blazing and foolishness, tier-three vocabulary such as acorn and chimney, and the expression “the sky is falling.” The guide categorizes vocabulary by type and connects terms to the content taught in the unit.
1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
Evaluation for 1.2b
Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
The materials also contain family supports in both English and Spanish through take-home letters included in the Skills Activity Books. For example, skills units include take-home activity pages that reinforce spelling patterns, handwriting, reading fluency, and phonics skills taught during instruction. Printed Activity Books are available in English, while Spanish versions are available digitally within each skills unit folder.
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
5 out of 5 points
Evaluation for 1.3a
Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
5 out of 5 points
The materials also provide comprehensive lesson plans aligned with the TEKS and ELPS. For example, in knowledge 6, lesson 1, the Teacher Guide contains lesson objectives, discussion prompts, read-aloud activities, vocabulary instruction, collaborative learning opportunities, and writing tasks aligned with the lesson’s expectations. Students engage in speaking, listening, reading, and writing activities connected to the lesson focus and the standards identified for the lesson.
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
Evaluation for 1.3b
Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
The materials also suggest timing for lesson components in the “Lesson at a Glance” section. For example, in skills 1, lesson 5, the lesson overview organizes instruction by grouping, time, and the materials required for each activity. The lesson includes a five-minute whole-group grammar warm-up, a five-minute phonics Code Flip Book review, 15 minutes for spelling review, 15 minutes for a “Large Card Chaining” spelling activity, 10 minutes for practicing “Tricky Words,” and 10 minutes for reading practice. The overview also lists the materials required for each component, including the Consonant Code Flip Book, spelling cards, the “Individual Code” chart, activity page 5.1, large letter cards, the “Tricky Word Practice” chart (Digital Components), and “Practice Reading Phrases” (Digital Components), thus providing educators with detailed pacing and instructional guidance for implementing the lesson.
1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Evaluation for 1.3c
Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
The materials also provide guidance for extended practice through take-home activities in the Skills Activity Books. The Teacher Guide directs educators to assign these activities after instruction. For example, take-home activity pages give students opportunities to practice spelling patterns, handwriting, phonics skills, and reading fluency taught during lessons, thus reinforcing foundational literacy skills beyond the classroom.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
100% (18 out of 18 points)
Evaluation for 2.1a
The grade 1 materials contain a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative measures. For example, skills 1 includes beginning-of-year and placement assessments that measure students’ knowledge of letter-sound correspondence, decoding skills, and foundational literacy concepts. The materials also provide formative assessments embedded throughout the lessons as well as student performance assessments administered at the end of instructional sequences.
The materials also provide multiple assessment opportunities within the lessons to measure students’ understanding of literacy concepts taught during instruction. For example, knowledge lessons include text-dependent discussion questions, oral responses, observation opportunities, and independent practice activities aligned with lesson objectives. Assessment opportunities also contain exit tasks and student performance assessments that require students to demonstrate mastery of the skills and concepts taught.
Evaluation for 2.1b
The grade 1 materials provide the definitions and intended purposes of instructional assessments, as outlined in the K–5 Assessment Guide. The guide describes the assessment types used throughout the program, including placement, formative, domain, and student performance assessments. The section “How Data Are Used” explains how educators may review assessment information to monitor student performance and progress throughout the year.
The materials also describe how to use assessment information in the “Assessment” section of the K–5 User Guide. This resource explains assessment formats, administration procedures, and interpretation of results. The guide provides information on reviewing assessment results, identifying student needs, and selecting instructional supports available in the materials.
Evaluation for 2.1c
The grade 1 materials provide educator guidance for administering instructional assessments. Grade-level planning documents and Teacher Guides contain specific instructions for administering skills and knowledge assessments, including steps for preparation, administration procedures, required materials, and scripted directions. For example, assessment sections identify educator preparation requirements and provide directions for administering assessment tasks.
The assessment materials also include embedded guidance on assessment administration and on reviewing results. For example, knowledge domain assessments contain administration instructions, scoring guidance, and directions for reviewing student responses. Educators receive information on assessment implementation and interpreting assessment results.
Evaluation for 2.1d
The grade 1 materials include diagnostic, formative, and summative assessments aligned with the TEKS and with course, unit, and lesson objectives. Assessment materials identify the TEKS associated with each assessment task, including formative assessments, “Domain Assessments,” and student performance assessments. For example, knowledge domain assessments identify the TEKS aligned with individual assessment sections.
The materials also include lesson-level formative assessments aligned with lesson objectives and unit goals. For example, in knowledge 1, “Fables and Stories,” lesson 1, “The Boy Who Cried Wolf,” formative assessment opportunities appear within the “Primary Focus of the Lesson” and align with the standards addressed during instruction. Students demonstrate understanding through discussion and lesson activities that connect to the lesson objectives.
Evaluation for 2.1e
The grade 1 materials include TEKS-aligned assessment items at varying levels of complexity. Formative assessments contain discussion questions and performance tasks embedded within the lessons. Assessment questions are labeled with levels of complexity such as “literal,” “inferential,” and “evaluative,” which indicate the type of thinking associated with the assessment tasks.
The materials also provide assessments with TEKS-aligned items that increase in complexity across tasks. For example, “Domain Assessments” contain multiple parts that require students to show their understanding through selected oral and written responses aligned with the lesson and unit objectives.
Evaluation for 2.2a
The materials contain instructional assessments and scoring information to guide the interpretation of student performance. For example, skills 6 includes Spelling Analysis Directions and Analysis of Student Errors. These resources help educators review student responses and identify patterns in spelling performance. These resources also explain how to document and analyze student errors.
The materials also contain scoring resources for instructional assessments. For example, skills 2 includes scoring guidance for student performance assessments and reading tasks. Scoring resources identify performance criteria and expectations for the literacy skills assessed.
Evaluation for 2.2b
The materials contain remediation and enrichment activities aligned with domain assessment results. For example, in knowledge 1, “Fables and Stories,” the “Culminating Activities” section includes remediation activities such as rereading selections, reviewing vocabulary, revisiting lesson applications, and participating in additional guided discussions. Enrichment activities provide opportunities for students to extend their learning through additional writing, discussion, and application tasks related to domain content.
The materials also explain how to review assessment results and select instructional responses. For example, skills lessons include “Additional Support” activities that provide targeted practice aligned with the assessed literacy skills. These activities focus on specific skills and provide opportunities for additional review and reinforcement based on student performance.
Evaluation for 2.2c
The materials contain educator-facing tools for tracking student progress and growth. In skills 2, Teacher Resources includes assessment record sheets, such as the “Tricky Word Assessment Record Sheet” as well as beginning- and end-of-unit tracking sheets. These resources provide space to document student performance and monitor growth in foundational literacy skills and high-frequency word recognition.
The materials also offer tools that help students monitor their own progress. The grade-level planning documents include “My Weekly Reflection,” which gives students opportunities to reflect on their learning each week. Students identify what they have learned, record areas of growth, skills that need additional practice, and set goals for future learning.
2.1 Instructional Assessments
2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
3 out of 3 points
The materials also provide multiple assessment opportunities within the lessons to measure students’ understanding of literacy concepts taught during instruction. For example, knowledge lessons include text-dependent discussion questions, oral responses, observation opportunities, and independent practice activities aligned with lesson objectives. Assessment opportunities also contain exit tasks and student performance assessments that require students to demonstrate mastery of the skills and concepts taught.
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
The materials also describe how to use assessment information in the “Assessment” section of the K–5 User Guide. This resource explains assessment formats, administration procedures, and interpretation of results. The guide provides information on reviewing assessment results, identifying student needs, and selecting instructional supports available in the materials.
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The assessment materials also include embedded guidance on assessment administration and on reviewing results. For example, knowledge domain assessments contain administration instructions, scoring guidance, and directions for reviewing student responses. Educators receive information on assessment implementation and interpreting assessment results.
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
The materials also include lesson-level formative assessments aligned with lesson objectives and unit goals. For example, in knowledge 1, “Fables and Stories,” lesson 1, “The Boy Who Cried Wolf,” formative assessment opportunities appear within the “Primary Focus of the Lesson” and align with the standards addressed during instruction. Students demonstrate understanding through discussion and lesson activities that connect to the lesson objectives.
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
The materials also provide assessments with TEKS-aligned items that increase in complexity across tasks. For example, “Domain Assessments” contain multiple parts that require students to show their understanding through selected oral and written responses aligned with the lesson and unit objectives.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
The materials also contain scoring resources for instructional assessments. For example, skills 2 includes scoring guidance for student performance assessments and reading tasks. Scoring resources identify performance criteria and expectations for the literacy skills assessed.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
The materials also explain how to review assessment results and select instructional responses. For example, skills lessons include “Additional Support” activities that provide targeted practice aligned with the assessed literacy skills. These activities focus on specific skills and provide opportunities for additional review and reinforcement based on student performance.
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
The materials also offer tools that help students monitor their own progress. The grade-level planning documents include “My Weekly Reflection,” which gives students opportunities to reflect on their learning each week. Students identify what they have learned, record areas of growth, skills that need additional practice, and set goals for future learning.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
100% (20 out of 20 points)
Evaluation for 3.1a
The materials offer educators guidance on differentiated instruction, activities, and scaffolded lessons for students who have not yet reached proficiency in grade-level content and skills. For example, skills lessons include “Additional Support” activities that provide targeted instruction in phonics, spelling, decoding, and handwriting. In skills 1, lesson 2, educators receive guidance on reinforcing foundational literacy through additional practice opportunities aligned with lesson objectives.
The materials also provide opportunities for reteaching and additional practice within the knowledge strand. For example, in knowledge 1, “Fables and Stories,” the “Domain Review” section includes activities for students who need additional support with domain content and vocabulary. The materials also contain “Support” and “Emergent Bilingual” sidebars embedded throughout the knowledge and skills lessons, providing instructional scaffolds during lesson implementation.
Evaluation for 3.1b
The materials provide pre-teaching and embedded supports for unfamiliar vocabulary and references in the text. Lesson plans include “Core Vocabulary” and “Word Work” sections that identify words essential to understanding lesson text. Educators receive guidance on introducing vocabulary, explaining word meanings, providing contextual examples, and facilitating discussion of target words.
The materials also contain embedded supports for unfamiliar references and language structures. For example, in knowledge 1, “Fables and Stories,” the Teacher Guide includes “Core Vocabulary” tables and associated “Word Work” activities for words introduced during read-alouds. The K–5 Text Complexity and Vocabulary Guide also identifies tier-one, tier-two, and tier-three vocabulary as well as sayings and phrases associated with each domain.
The materials also provide explicit vocabulary instruction within the lessons. For example, in knowledge 2, “The Human Body,” lessons include “Word Work” activities in which educators introduce content-specific vocabulary through definitions, contextual examples, discussion prompts, and guided practice opportunities connected to informational texts.
Evaluation for 3.1c
The materials offer educators guidance on enrichment activities for students who have shown proficiency in grade-level content and skills. For example, in knowledge 1, “Fables and Stories,” the “Culminating Activities” section includes enrichment opportunities that extend learning through additional discussion, writing, and application activities connected to domain content.
The materials also provide enrichment opportunities within other knowledge domains. For example, in knowledge 2, “The Human Body,” the “Culminating Activities” section includes enrichment activities that enable students to apply and extend their understanding of domain concepts through additional investigations, discussions, and learning tasks.
Evaluation for 3.2a
The materials provide explicit prompts and guidance to help educators model and explain lesson concepts. For example, in knowledge 2 lessons, educators receive scripted language and instructional guidance for introducing body systems, explaining new concepts, and connecting previously learned content to current learning. The materials also include “Essential Background Information or Terms” sections that provide educators with content knowledge and instructional reminders.
The materials also provide explicit modeling guidance for “Word Work” activities. For example, in knowledge 1, “Fables and Stories,” educators introduce target vocabulary by providing definitions, contextual examples, guided discussion, and opportunities for students to use the words in oral responses related to the read-aloud.
Evaluation for 3.2b
The materials offer educators guidance on delivering lessons through a variety of instructional approaches. Lessons incorporate read-alouds, whole-group discussions, visual supports, partner conversations, writing opportunities, movement activities, and hands-on learning experiences aligned with lesson content.
The materials also recommend using varied grouping structures to facilitate instruction. For example, the “Lesson at a Glance” sections identify whole-group, partner, small-group, and independent learning structures used when implementing lessons. These structures are embedded throughout knowledge and skills lessons.
Evaluation for 3.2c
The materials contain knowledge and skills lessons with “Lesson at a Glance” tables that identify recommended teaching structures. These lesson overviews identify opportunities for whole-group instruction, partner discussion, collaborative learning, and independent work throughout the lesson activities.
The materials also provide grouping recommendations within skills lessons. Skills lessons identify teaching structures for lesson components and provide opportunities for guided practice, collaborative learning, and independent application of literacy skills taught during instruction.
Evaluation for 3.3a
The materials offer educators guidance on linguistic accommodations for emergent bilingual (EB) students. For example, skills lessons contain “Emergent Bilingual” sidebars that provide accommodations aligned with the listening, speaking, reading, and writing expectations identified in the ELPS. These supports include sentence stems, structured discussion opportunities, visual supports, and differentiated language expectations based on students’ proficiency levels.
The materials also provide accommodations that support language access during instruction. Lessons include sentence frames, visual supports, opportunities for structured oral language practice, and differentiated language expectations. These supports appear throughout knowledge and skills lessons and are identified through “Emergent Bilingual” sidebars.
Evaluation for 3.3b
The materials provide implementation guidance for use in bilingual and ESL instructional settings. The K–5 User Guide includes sections on biliteracy, bilingual education, culturally and linguistically responsive instruction, vocabulary development, family engagement, and assessment practices for multilingual learners.
The materials also offer embedded guidance to support EB learners during instruction. Skills lessons include “Emergent Bilingual” sidebars that provide accommodations aligned with listening, speaking, reading, and writing expectations. These supports appear throughout lessons and are differentiated by students’ language proficiency levels.
Evaluation for 3.3c
The materials contain embedded guidance to help EB students build background knowledge and make cross-linguistic connections through oral and written discourse. For example, lessons include vocabulary instruction, visual supports, discussion opportunities, and language scaffolds that help students connect new learning to prior knowledge and experiences. “Emergent Bilingual” supports encourage students to discuss content, use academic language, and engage with the text through oral and written responses.
The materials also offer embedded guidance to help students develop their comprehension and background knowledge. For example, in knowledge 2, “The Human Body,” the materials include diagrams, labeled illustrations, structured discussion prompts, vocabulary activities, and opportunities for students to examine body systems and their functions. Students discuss informational content, analyze visual representations, and engage in oral language activities connected to unit content.
Evaluation for 3.3d
This guidance does not apply because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
The materials also provide opportunities for reteaching and additional practice within the knowledge strand. For example, in knowledge 1, “Fables and Stories,” the “Domain Review” section includes activities for students who need additional support with domain content and vocabulary. The materials also contain “Support” and “Emergent Bilingual” sidebars embedded throughout the knowledge and skills lessons, providing instructional scaffolds during lesson implementation.
3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
The materials also contain embedded supports for unfamiliar references and language structures. For example, in knowledge 1, “Fables and Stories,” the Teacher Guide includes “Core Vocabulary” tables and associated “Word Work” activities for words introduced during read-alouds. The K–5 Text Complexity and Vocabulary Guide also identifies tier-one, tier-two, and tier-three vocabulary as well as sayings and phrases associated with each domain.
The materials also provide explicit vocabulary instruction within the lessons. For example, in knowledge 2, “The Human Body,” lessons include “Word Work” activities in which educators introduce content-specific vocabulary through definitions, contextual examples, discussion prompts, and guided practice opportunities connected to informational texts.
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
The materials also provide enrichment opportunities within other knowledge domains. For example, in knowledge 2, “The Human Body,” the “Culminating Activities” section includes enrichment activities that enable students to apply and extend their understanding of domain concepts through additional investigations, discussions, and learning tasks.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
The materials also provide explicit modeling guidance for “Word Work” activities. For example, in knowledge 1, “Fables and Stories,” educators introduce target vocabulary by providing definitions, contextual examples, guided discussion, and opportunities for students to use the words in oral responses related to the read-aloud.
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
The materials also recommend using varied grouping structures to facilitate instruction. For example, the “Lesson at a Glance” sections identify whole-group, partner, small-group, and independent learning structures used when implementing lessons. These structures are embedded throughout knowledge and skills lessons.
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
The materials also provide grouping recommendations within skills lessons. Skills lessons identify teaching structures for lesson components and provide opportunities for guided practice, collaborative learning, and independent application of literacy skills taught during instruction.
3.3 Support for Emergent Bilingual Students
3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
The materials also provide accommodations that support language access during instruction. Lessons include sentence frames, visual supports, opportunities for structured oral language practice, and differentiated language expectations. These supports appear throughout knowledge and skills lessons and are identified through “Emergent Bilingual” sidebars.
3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
The materials also offer embedded guidance to support EB learners during instruction. Skills lessons include “Emergent Bilingual” sidebars that provide accommodations aligned with listening, speaking, reading, and writing expectations. These supports appear throughout lessons and are differentiated by students’ language proficiency levels.
3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
The materials also offer embedded guidance to help students develop their comprehension and background knowledge. For example, in knowledge 2, “The Human Body,” the materials include diagrams, labeled illustrations, structured discussion prompts, vocabulary activities, and opportunities for students to examine body systems and their functions. Students discuss informational content, analyze visual representations, and engage in oral language activities connected to unit content.
3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3d
Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Rubric Section 4
Phonics Rule Compliance
Total
100% (31 out of 31 points)
Evaluation for 4.1a
The materials provide systematic, sequenced phonics instruction. In the “Welcome Letter” of skills 1 in the Teacher Guide, the materials explain that instruction begins with the most common spelling for a sound before introducing alternatives. The guide states that the system starts off simple and adds complexity as students build confidence and automaticity in reading and writing. This guidance shows that grade 1 phonics instruction follows an intentional progression from basic sound–symbol correspondence to more complex spelling patterns.
The materials further demonstrate sequenced phonics instruction in the Grade 1 Curriculum Map: Skills and skills 1, Teacher Guide, “Appendix B: Grade 1 Scope and Sequence.” The scope and sequence outlines how phonics skills progress across the grade 1 units. For example, unit 1 reviews CVC, CCVC, CVCC, and CCVCC words; unit 2 introduces long-vowel spellings; unit 3 continues with additional vowel patterns; unit 4 introduces r-controlled vowels; units 5 and 6 address consonant spelling alternatives; and unit 7 extends to long-vowel spelling alternatives. This yearlong progression helps educators see how phonics instruction builds from kindergarten skills review to more advanced grade 1 sound–symbol correspondence skills.
Evaluation for 4.1b
The materials provide explicit and intentional ongoing practice opportunities for phonics skills in isolation. Lesson 1 of skills 7 in the Teacher Guide introduces the sound /ae/ with the spellings ai and ay. Students repeat the target sound, read words containing the new spellings, and complete an activity page in which they decode and write words with the target graphemes. These structured activities provide focused practice with the appropriate sound–symbol correspondence before students apply the skill in connected reading.
The materials also provide explicit opportunities for students to apply phonics skills in connected, decodable text. In skills 1, Teacher Guide, and skills 6, Teacher Guide, lesson 3, “Warm-Up,” students first review previously taught sound–spelling correspondences through phonics routines and then transfer those skills to decodable text. For example, skills 1 introduces decodable readers after students practice blending and segmenting target sounds, and skills 6, lesson 3 revisits previously taught spellings before students read text that incorporates those patterns. This progression from isolated phonics practice to connected reading gives students ongoing opportunities to build automaticity and apply taught phonics skills during reading.
Evaluation for 4.2a
The materials provide daily phonics lessons with clear educator modeling of the target skill. In skills 3, Teacher Guide, lesson 7, the educator models how to spell the tricky word should. For example, the educator uses the word in a sentence, asks students to predict its spelling, writes the correct spelling on the board, and circles each sound. The educator explains that /sh/ and /d/ follow expected spelling patterns, while /ou/ represents the irregular part of the word. This modeling helps students analyze both regular and irregular sound–spelling relationships before applying the skill.
The materials also provide additional modeled instruction that moves from educator demonstration to student practice. In skills 4, Teacher Guide, lesson 1, the educator introduces the /er/ sound through sound riddles and models how to identify the target phoneme in different positions within spoken words. The educator then shows the corresponding spelling pattern and guides students in spelling and writing words containing /er/. This sequence gives students a clear process for learning and accurately applying a new sound–spelling correspondence.
Evaluation for 4.2b
During guided phonics practice, the materials prompt educators to monitor student responses and intervene when students need support. In skills 3, Teacher Guide, lesson 4, the materials provide guidance for students who struggle to pronounce vowel sounds accurately. For example, the Teacher Guide directs educators to have students say the words knit, net, gnat, nut, and not in order, then in reverse order, before producing the individual vowel sounds in isolation. This gives educators an actionable way to address pronunciation errors during the lesson.
The materials also provide lesson-specific support for students who need additional help during reading practice. In skills 3, Teacher Guide, lesson 4, students who need more support meet with the educator in a small group while others read with partners. This structure allows the educator to listen to students read, monitor their decoding, and provide feedback as needed. The lesson also contains language support prompts, such as yes-or-no questions for beginning language learners, including “Does the tame dog get food from the men?” These supports help educators check understanding and provide timely guidance as students apply phonics and reading skills.
Evaluation for 4.2c
The materials provide students with supported practice in target phonics skills through educator-led, partner, and group routines. In skills 4, Teacher Guide, lesson 3, students read the decodable text “Meet Vern” using small-group, partner, and independent reading routines. For example, the educator provides direct instruction and feedback to group 1 while students in group 2 reread the text with a partner or independently. This structure allows students to practice decoding with varying levels of support before applying the skill more independently.
The materials also contain opportunities for individual application following guided or shared practice. In skills 4, Teacher Guide, lesson 1, students first identify the /er/ sound in different word positions, respond to sound riddles, decode one-syllable words with er, and match words to pictures. They then independently complete activity page 1.1 to reinforce the target spelling pattern. This sequence helps students move from supported practice to independent application of the taught phonics skills.
Evaluation for 4.3a
The materials revisit earlier phonics learning as students work with newly introduced skills. In skills 3, Teacher Guide, students review previously taught phonics skills and apply new sound–spelling correspondences. For example, students revisit earlier vowel spellings and “Tricky Words” while reading decodable texts and completing word recognition activities that integrate current and prior learning. This structure helps students connect prior learning to current phonics instruction.
The materials also build review into lesson routines across later units. In skills 6, Teacher Guide, the unit introduction explains that students continue applying previously taught spelling alternatives and decoding skills through daily reading and writing activities. For example, students read words with earlier sound–spelling patterns while learning new spelling alternatives and encountering those patterns in connected text. These routines provide repeated opportunities to strengthen earlier phonics skills as instruction becomes more complex.
Evaluation for 4.3b
The materials introduce or review the target phonics skill before students complete related practice. In skills 4, Teacher Guide, students learn r-controlled vowels through educator modeling and guided practice before reading words and completing activities that use the pattern. For example, students receive direct instruction on r-controlled vowels before applying the spelling pattern in word reading and related practice tasks. This sequence keeps student practice connected to the phonics skill taught in the lesson.
The materials also provide follow-up practice with taught sound–spelling patterns. In skills 2, Teacher Guide, students learn target sound–spelling correspondences during whole-group instruction and then apply them in word reading and dictation activities. This structure gives students opportunities to apply phonics skills after educator-led instruction and supported practice.
Evaluation for 4.3c
The materials embed review within connected reading, so students revisit previously taught phonics skills while reading decodable text. In skills 6, Teacher Guide, students continue to apply previously learned spelling alternatives (“Tricky Words”) and decoding skills throughout daily instruction. For example, students encounter previously taught spelling patterns while reading connected text and complete word recognition activities that draw on skills from earlier units. This gives students practice applying earlier phonics learning in connected reading and word-level tasks.
The materials also revisit earlier sound–spelling patterns through lesson routines and word-level practice. In skills 2 of the Teacher Guide, students review previously taught sound–spelling correspondences through reading, dictation, and review activities. For example, students read words and sentences that include both current and previously taught phonics patterns during lesson practice and in decodable text. These routines help students strengthen previously taught phonics skills while continuing to learn new patterns.
Evaluation for 4.3d
The materials revisit taught phonics skills across lessons and instructional contexts, rather than addressing them only once. In skills 6 of the Teacher Guide, students repeatedly apply previously taught phonics skills across multiple lessons and activities. For example, students practice spelling alternatives and decoding skills during reading, writing, and assessment activities throughout the unit. These repeated opportunities help students maintain and apply phonics skills after initial instruction.
The materials also extend practice to reading, writing, and later review routines. In skills 7 of the Teacher Guide, daily instruction incorporates review activities, decodable text reading, and writing opportunities to reinforce previously taught phonics concepts. For example, students continue to read and write words with previously learned spelling patterns while applying newly introduced concepts during instruction. This recurring practice helps students build accuracy and automaticity over time.
Evaluation for 4.4a
The materials use multiple assessment formats to help educators monitor students’ phonics and reading development. In skills 4 of the Teacher Guide, the materials provide assessment opportunities that allow students to demonstrate phonics learning through reading, word recognition, and dictation tasks. For example, the mid-year assessment includes measures of reading comprehension, word reading, and dictation aligned with first-grade literacy expectations. These tasks are appropriate for grade 1 because they allow students to demonstrate foundational literacy skills through decoding, reading comprehension, and written application.
The materials also provide tools to help educators record and interpret student performance. In skills 2 of the Teacher Guide, the unit includes observation records, word recognition assessments, “Tricky Word” assessments, and anecdotal reading records. For example, educators use assessment record sheets to document students’ performance on decoding and high-frequency word reading tasks. These records provide educators with information about students’ phonics and reading growth and support instructional next steps.
Evaluation for 4.4b
The materials provide tools to help educators monitor students’ progress in grade-level phonics skills during instruction. In skills 3 of the Teacher Guide, the materials provide progress monitoring assessments and recording sheets that allow educators to document students’ mastery of taught phonics patterns. For example, lesson 7 includes a progress monitoring activity focused on the /oo/ sound with accompanying recording forms to track individual student performance. This helps identify students who may need additional instruction.
The materials also provide assessment records to help educators document growth over time. In skills 4 of the Teacher Guide, the mid-year assessment covers word reading in isolation and reading comprehension. In addition, this assessment includes observation and analysis records to document student performance. For example, educators use assessment data to identify students’ strengths and areas for growth. These records support instructional decision-making by helping educators monitor progress toward mastery of grade-level phonics skills.
Evaluation for 4.4c
The materials provide assessment opportunities at multiple points throughout the school year. In the K–5 Assessment Guide, educators use beginning-, middle-, and end-of-year assessments to measure student growth toward grade-level expectations. The assessment system includes these measures, which provide data on student progress over time. This structure gives educators recurring opportunities to review student growth throughout the school year.
The materials also include lesson-embedded tools that enable educators to collect progress data during instruction. In skills 6 of the Teacher Guide, the unit incorporates “Daily Formative Assessments,” observation records, “Checks for Understanding,” and end-of-unit assessments. For example, educators collect formative assessment information throughout lessons and use ”Unit Assessments” to evaluate cumulative mastery of taught skills. These tools help educators gather ongoing data to inform instructional decisions throughout the year.
Evaluation for 4.5a
The materials include tools that help educators organize individual student data and use it to plan instruction. In the K–5 Assessment Guide, “Daily Formative Assessments” help educators determine individual student mastery through observations, anecdotal records, exit tickets, and activity pages. For example, educators use assessment data to gauge how individual students are progressing toward lesson objectives and to inform small-group instruction. This information helps educators identify student needs and determine appropriate instructional supports.
The materials also contain records that help educators monitor individual progress during instruction on reading and foundational skills. In skills 4 of the Teacher Guide, the mid-year assessment includes analysis and observation records that organize the performance data of individual students. For example, educators review assessment results to identify strengths and areas needing intervention or enrichment. These records help educators monitor individual growth and adjust instruction to support student progress.
Evaluation for 4.5b
The materials contain tools that help educators collect classwide assessment data and identify patterns in student performance. In the K–5 Assessment Guide, daily “Checks for Understanding” help educators monitor class progress toward mastery of TEKS-aligned objectives, and “Daily Formative Assessments” provide information on overall class performance. For example, educators use observations, anecdotal records, exit tickets, and activity pages to evaluate classwide understanding of lesson content. This information helps educators identify classwide strengths and needs before planning instruction.
The materials also include records that help educators organize results by student and inform instructional decisions. In skills 1 of the Teacher Guide, the “Placement Planning Sheet” requires educators to record assessment results for all students and analyze performance across the class. For example, educators use assessment data to determine instructional groupings and identify patterns in students’ readiness for grade-level instruction. These tools help educators plan instruction based on whole-class trends and student needs.
Evaluation for 4.5c
The materials explain how often to monitor student progress based on the level of support students need. In the K–5 Assessment Guide, the “Progress Monitoring Guidelines” chart outlines monitoring schedules by instructional need. For example, educators monitor students receiving tier-one instruction at the beginning, middle, and end of the year, whereas educators monitor those receiving tier-two and tier-three interventions more frequently. This guidance helps educators adjust how often they collect progress data based on student performance.
The materials also include lesson-level routines to help educators monitor progress during instruction. In skills 6 of the Teacher Guide, the introduction directs educators to collect formative assessment information daily and to listen to students read aloud at least once or twice each week. For example, educators use “Anecdotal Reading Records” and “Observation Records” to document student progress and determine when additional support is needed. These routines help educators respond to students’ strengths and needs throughout instruction.
Evaluation for 4.5d
The materials help educators use assessment information to identify students’ needs and determine next instructional steps. In the K–5 Assessment Guide, educators use assessment data to identify students who need reteaching and to provide targeted support before moving on to new content. For example, assessment results inform instructional adjustments, intervention decisions, and small-group instruction.
The materials also provide placement and grouping supports to help educators address specific skill gaps after reviewing student performance. In skills 1 of the Teacher Guide, the “Placement Assessments” include “Placement and Grouping Guidelines” that outline next steps based on student performance. For example, students with significant skill gaps receive “Additional Support” activities and review of prerequisite content, while students who show readiness continue with grade-level instruction.
4.1 Explicit (Direct) and Systematic Phonics Instruction
4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
The materials further demonstrate sequenced phonics instruction in the Grade 1 Curriculum Map: Skills and skills 1, Teacher Guide, “Appendix B: Grade 1 Scope and Sequence.” The scope and sequence outlines how phonics skills progress across the grade 1 units. For example, unit 1 reviews CVC, CCVC, CVCC, and CCVCC words; unit 2 introduces long-vowel spellings; unit 3 continues with additional vowel patterns; unit 4 introduces r-controlled vowels; units 5 and 6 address consonant spelling alternatives; and unit 7 extends to long-vowel spelling alternatives. This yearlong progression helps educators see how phonics instruction builds from kindergarten skills review to more advanced grade 1 sound–symbol correspondence skills.
4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
The materials also provide explicit opportunities for students to apply phonics skills in connected, decodable text. In skills 1, Teacher Guide, and skills 6, Teacher Guide, lesson 3, “Warm-Up,” students first review previously taught sound–spelling correspondences through phonics routines and then transfer those skills to decodable text. For example, skills 1 introduces decodable readers after students practice blending and segmenting target sounds, and skills 6, lesson 3 revisits previously taught spellings before students read text that incorporates those patterns. This progression from isolated phonics practice to connected reading gives students ongoing opportunities to build automaticity and apply taught phonics skills during reading.
4.2 Daily Instructional Sequence and Routines
4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
The materials also provide additional modeled instruction that moves from educator demonstration to student practice. In skills 4, Teacher Guide, lesson 1, the educator introduces the /er/ sound through sound riddles and models how to identify the target phoneme in different positions within spoken words. The educator then shows the corresponding spelling pattern and guides students in spelling and writing words containing /er/. This sequence gives students a clear process for learning and accurately applying a new sound–spelling correspondence.
4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
Evaluation for 4.2b
Evaluation for 4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
The materials also provide lesson-specific support for students who need additional help during reading practice. In skills 3, Teacher Guide, lesson 4, students who need more support meet with the educator in a small group while others read with partners. This structure allows the educator to listen to students read, monitor their decoding, and provide feedback as needed. The lesson also contains language support prompts, such as yes-or-no questions for beginning language learners, including “Does the tame dog get food from the men?” These supports help educators check understanding and provide timely guidance as students apply phonics and reading skills.
4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
The materials also contain opportunities for individual application following guided or shared practice. In skills 4, Teacher Guide, lesson 1, students first identify the /er/ sound in different word positions, respond to sound riddles, decode one-syllable words with er, and match words to pictures. They then independently complete activity page 1.1 to reinforce the target spelling pattern. This sequence helps students move from supported practice to independent application of the taught phonics skills.
4.3 Ongoing Practice Opportunities
4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
The materials also build review into lesson routines across later units. In skills 6, Teacher Guide, the unit introduction explains that students continue applying previously taught spelling alternatives and decoding skills through daily reading and writing activities. For example, students read words with earlier sound–spelling patterns while learning new spelling alternatives and encountering those patterns in connected text. These routines provide repeated opportunities to strengthen earlier phonics skills as instruction becomes more complex.
4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
Practice opportunities include only phonics skills that have been explicitly taught.
1 out of 1 points
Evaluation for 4.3b
Evaluation for 4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
1 out of 1 points
The materials also provide follow-up practice with taught sound–spelling patterns. In skills 2, Teacher Guide, students learn target sound–spelling correspondences during whole-group instruction and then apply them in word reading and dictation activities. This structure gives students opportunities to apply phonics skills after educator-led instruction and supported practice.
4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
Evaluation for 4.3c
Evaluation for 4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
The materials also revisit earlier sound–spelling patterns through lesson routines and word-level practice. In skills 2 of the Teacher Guide, students review previously taught sound–spelling correspondences through reading, dictation, and review activities. For example, students read words and sentences that include both current and previously taught phonics patterns during lesson practice and in decodable text. These routines help students strengthen previously taught phonics skills while continuing to learn new patterns.
4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
2 out of 2 points
Evaluation for 4.3d
Evaluation for 4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
2 out of 2 points
The materials also extend practice to reading, writing, and later review routines. In skills 7 of the Teacher Guide, daily instruction incorporates review activities, decodable text reading, and writing opportunities to reinforce previously taught phonics concepts. For example, students continue to read and write words with previously learned spelling patterns while applying newly introduced concepts during instruction. This recurring practice helps students build accuracy and automaticity over time.
4.4 Assessment
4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
Evaluation for 4.4a
Evaluation for 4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
The materials also provide tools to help educators record and interpret student performance. In skills 2 of the Teacher Guide, the unit includes observation records, word recognition assessments, “Tricky Word” assessments, and anecdotal reading records. For example, educators use assessment record sheets to document students’ performance on decoding and high-frequency word reading tasks. These records provide educators with information about students’ phonics and reading growth and support instructional next steps.
4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
Evaluation for 4.4b
Evaluation for 4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
The materials also provide assessment records to help educators document growth over time. In skills 4 of the Teacher Guide, the mid-year assessment covers word reading in isolation and reading comprehension. In addition, this assessment includes observation and analysis records to document student performance. For example, educators use assessment data to identify students’ strengths and areas for growth. These records support instructional decision-making by helping educators monitor progress toward mastery of grade-level phonics skills.
4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
Evaluation for 4.4c
Evaluation for 4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
The materials also include lesson-embedded tools that enable educators to collect progress data during instruction. In skills 6 of the Teacher Guide, the unit incorporates “Daily Formative Assessments,” observation records, “Checks for Understanding,” and end-of-unit assessments. For example, educators collect formative assessment information throughout lessons and use ”Unit Assessments” to evaluate cumulative mastery of taught skills. These tools help educators gather ongoing data to inform instructional decisions throughout the year.
4.5 Progress Monitoring and Student Support
4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
Evaluation for 4.5a
Evaluation for 4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
The materials also contain records that help educators monitor individual progress during instruction on reading and foundational skills. In skills 4 of the Teacher Guide, the mid-year assessment includes analysis and observation records that organize the performance data of individual students. For example, educators review assessment results to identify strengths and areas needing intervention or enrichment. These records help educators monitor individual growth and adjust instruction to support student progress.
4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
Evaluation for 4.5b
Evaluation for 4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
The materials also include records that help educators organize results by student and inform instructional decisions. In skills 1 of the Teacher Guide, the “Placement Planning Sheet” requires educators to record assessment results for all students and analyze performance across the class. For example, educators use assessment data to determine instructional groupings and identify patterns in students’ readiness for grade-level instruction. These tools help educators plan instruction based on whole-class trends and student needs.
4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
2 out of 2 points
Evaluation for 4.5c
Evaluation for 4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
2 out of 2 points
The materials also include lesson-level routines to help educators monitor progress during instruction. In skills 6 of the Teacher Guide, the introduction directs educators to collect formative assessment information daily and to listen to students read aloud at least once or twice each week. For example, educators use “Anecdotal Reading Records” and “Observation Records” to document student progress and determine when additional support is needed. These routines help educators respond to students’ strengths and needs throughout instruction.
4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
1 out of 1 points
Evaluation for 4.5d
Evaluation for 4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
1 out of 1 points
The materials also provide placement and grouping supports to help educators address specific skill gaps after reviewing student performance. In skills 1 of the Teacher Guide, the “Placement Assessments” include “Placement and Grouping Guidelines” that outline next steps based on student performance. For example, students with significant skill gaps receive “Additional Support” activities and review of prerequisite content, while students who show readiness continue with grade-level instruction.
Rubric Section 5
Foundational Skills
Materials include guidance for explicit (direct) and systematic instruction in foundational skills, instructional routines, student practice, and cumulative review.
Total
100% (135 out of 135 points)
Evaluation for 5.A.1a
The materials provide educators with guidance on modeling how print works during connected text routines. In skills 1 of the Teacher Guide in lesson 19, “Introduce the Reader,” educators introduce the Student Reader and review the parts of a book before students begin reading. For example, educators help students examine the cover and other print features while discussing how these features help readers understand and navigate the text. This routine helps students understand how readers use print features to make meaning.
The materials also provide repeated opportunities for students to review and apply print concepts during shared reading. In skills 1 of the Teacher Guide in lesson 29, “Read the Bus Stop,” educators model reading connected text while directing students’ attention to print features and reading conventions. For example, students follow along as the educator models fluent reading and applies previously learned print concepts while reading “The Bus Stop.” These routines help students build print awareness through modeling, guided practice, and repeated exposure to authentic reading experiences.
Evaluation for 5.A.1b
The materials provide opportunities for students to apply print awareness across connected texts and classroom reading routines. In skills 1 of the Teacher Guide in lesson 19, “Introduce the Reader,” educators introduce the Student Reader and review the parts of a book before students begin reading. For example, educators help students examine the cover, title, and other print features while discussing how these features assist readers in navigating and understanding the text. These routines help students understand that print carries meaning and is organized in predictable ways.
The materials also include connected-text routines that help students apply print concepts during reading and writing. In skills 6 of the Teacher Guide in the “Introduction” and lesson 1, educators introduce students to a decodable, personal narrative while modeling how people use print to read and communicate ideas. For example, students interact with the text through educator modeling, activity pages, and writing tasks as they follow print, connect spoken and written language, and apply previously learned print concepts. These routines help students apply print awareness through authentic reading and writing experiences.
Evaluation for 5.B.1a
The materials guide educators on helping students develop their oral language through modeled discussion routines and structured academic talk. In knowledge 2 of the Teacher Guide in lesson 1, the educator models academic vocabulary and oral responses while coaching students to communicate in academic settings. For example, the educator models vocabulary related to the five senses, guides students in discussing how the senses work together, and prompts students to explain how graphic features support understanding. This routine helps students practice communicating ideas clearly using newly learned vocabulary.
The materials also provide opportunities for students to practice oral language with educator support, partner interaction, and feedback. In knowledge 3 of the Teacher Guide in lessons 1–2, students orally complete educator-provided sentences by selecting the correct preposition, then work with a partner to create additional oral sentences using the target prepositions. For example, after students practice with a partner, the educator guides them to share their responses with the class and monitors their oral responses. These routines help students use language structures accurately, respond orally, and participate in academic discussions.
Evaluation for 5.B.1b
The materials provide opportunities for students to communicate for academic purposes through structured discussion and response routines. In knowledge 3 of the Teacher Guide in lessons 1–2, students orally complete educator-provided sentences using prepositions, then work with a partner to create and share additional sentences. For example, students first practice the target prepositions with the educator, then work with a partner to generate new oral sentences and present their responses to the class. This routine helps students communicate ideas clearly for an academic purpose while applying newly learned vocabulary and language structures.
The materials also provide opportunities for students to communicate socially and academically with their peers and the class as a whole. In knowledge 2 of the Teacher Guide in lesson 1, students engage in structured discussions about the five senses. For example, students explain how the senses work together, discuss graphic features with partners and the class, respond to educator prompts, and independently share their thinking using newly learned vocabulary. These opportunities help students communicate content-related ideas while engaging in collaborative discussions with different audiences.
Evaluation for 5.B.1c
The materials provide regular opportunities for students to build their comprehension through educator-led questions and structured discussions after listening to the text. In knowledge 2 of the Teacher Guide in lesson 1, educators facilitate discussions about the five senses using prompts and oral responses. For example, students explain how the senses work together, discuss how graphic features support understanding, and respond to the educator’s questions using newly learned academic vocabulary. This routine helps students listen actively, respond to ideas, and discuss text-based understanding with others.
The materials also include partner and whole-group routines that help students share their responses and build on ideas. In skills 6 of the Teacher Guide in lesson 1, “Introduce Personal Narratives,” students discuss story elements and the five “W” questions after listening to and discussing the text. For example, the educator models responses, guides students to answer in complete sentences, and facilitates partner and whole-group discussions before students independently apply their understanding. These routines provide opportunities for students to exchange ideas while strengthening their comprehension and oral communication.
Evaluation for 5.C.1a
This guidance does not apply to grades 1, 2, and 3 because it only applies to kindergarten.
Evaluation for 5.C.1b
This guidance does not apply to grades 1, 2, and 3 because it only applies to kindergarten.
Evaluation for 5.C.1c
This guidance does not apply to grades 1, 2, and 3 because it only applies to kindergarten.
Evaluation for 5.C.1d
This guidance does not apply to grades 1, 2, and 3 because it only applies to kindergarten.
Evaluation for 5.C.2a
The materials present sound–spelling relationships in a sequence that enables students to apply the skill in decoding and encoding. In skills 4 of the Teacher Guide in lesson 1, students learn the /er/ = “er” sound–symbol correspondence. For example, the educator models the /er/ sound with words such as earth, early, earn, and urgent, then guides students through oral riddles featuring the target sound. Students then apply the pattern by decoding “er” words and completing activity page 1.1, where they read words and write each word beneath its matching picture. This sequence helps students connect sounds and spellings as they read and write words.
The materials also provide ongoing practice with new and previously taught sound–spelling relationships across later lessons. In appendix A, “The Basic and Advanced Code,” the materials explain that instruction progresses from the basic code to the advanced code throughout grade 1. For example, after reviewing kindergarten letter-sound correspondences in skills 1, students learn the most common spellings for sounds before moving on to spelling alternatives in skills 5. During new lessons, educators introduce the target sound, model its spelling, and provide decoding and encoding practice so that students can apply newly learned correspondences in increasingly complex reading and spelling tasks.
Evaluation for 5.C.2b
The materials provide educators with guidance to help students connect sounds to spelling when reading and writing words. In skills unit 2 of the Teacher Guide in lesson 6, “Basic Code: Introduce /ie/ → i_e,” educators model how the spelling pattern “i_e” represents the long /ie/ sound. For example, students segment, blend, read, and write one-syllable words with the target pattern while educators contrast long and short vowel sounds and help students identify the appropriate spelling pattern when errors occur. This guidance helps educators address errors and reinforce accurate phoneme–grapheme connections.
The materials also include support notes and instructional routines to help educators address common misconceptions. In skills unit 4 of the Teacher Guide in lesson 1, “Spelling Alternatives: Introduce /ae/ → ai and ay,” educators use the Vowel Code Flip Book, “Individual Code” charts, spelling cards, and “Spelling Trees” to model new spelling alternatives and compare them with previously learned spellings. For example, the lesson includes “Checks for Understanding” opportunities and “Support” notes that anticipate confusion between spelling alternatives and help educators provide corrective feedback when students misapply ai and ay. This support helps students correct errors and connect the /ae/ sound to the appropriate grapheme.
Evaluation for 5.C.2c
The materials give students opportunities to practice taught sound–spelling patterns in isolation before applying them in connected reading. In skills unit 4 of the Teacher Guide in lesson 4, students practice decoding one-syllable words with the /ar/ sound before reading decodable text. For example, students decode words using the target pattern and then apply the same correspondence while reading the decodable text “Things that Swim,” including words such as shark and marks. This routine helps students strengthen sound–spelling knowledge before applying it in connected text.
The materials also give students opportunities to review previously taught sound–spelling patterns through word-level practice and sentence application. In skills unit 4 of the Teacher Guide in lesson 3, “Basic Code: Review Vowel Digraphs,” students review vowel spellings such as /er/ → er, /ou/ → ou, /oi/ → oi, /oo/ → oo, and /aw/ → aw. For example, students read one-syllable words in isolation, use the “Individual Code” chart, and complete sentence application activities that help them reinforce letter–sound knowledge in both isolated word reading and meaningful sentence contexts.
Evaluation for 5.D.1a
The materials begin with simpler oral sound-awareness tasks and help students move toward more complex phonological awareness work. In skills 4 of the Teacher Guide, the “Introduction” explains that students first apply previously learned sound–spelling correspondences to decode one-syllable words, then progress to orally identifying and chunking two-syllable compound words based on the number of vowel sounds they hear. For example, the guide explains that compound words provide a meaningful entry point (because each syllable is also a recognizable word) before students move toward more complex multisyllabic decoding. This progression helps students build from familiar oral word parts toward more complex sound and syllable analysis.
The materials also continue the progression through later routines that increase in complexity. In skills 1 of the Teacher Guide in lesson 3, “Foundational Skills Warm-Up,” students orally blend and segment one-syllable words with two and three phonemes using finger taps and sound boxes. For example, students manipulate individual phonemes orally before applying these skills to more advanced phonological tasks later in the year. These routines provide repeated opportunities to strengthen phonological awareness with appropriate scaffolding.
Evaluation for 5.D.1b
The materials provide educators with guidance for teaching phonological awareness skills and for responding when students need support. In skills 2 of the Teacher Guide in lesson 1, “Introduce the Sound /ee/,” students listen for and orally identify the /ee/ sound at the beginning, middle, and end of spoken words. For example, when students have difficulty identifying the medial sound, the “Support” guidance directs educators to segment words into individual phonemes such as /ch/.../ee/.../k/ and then blend the sounds together again. This guidance helps students correct errors and strengthen oral phoneme identification.
The materials also include lesson-level supports to help educators address common misconceptions during sound work. In skills 5 of the Teacher Guide in lesson 9, “Introduce Tricky Spelling G,” the “Support” sidebar guides educators when students struggle to distinguish the pronunciation of g in words such as gem and germ. For example, the educator explains that g is often—but not always—pronounced /j/ when followed by the letter e. This support helps students attend to sound patterns and correct misconceptions about pronunciation.
Evaluation for 5.D.1c
The materials contain activities and resources that help students practice phonological awareness through repeated oral routines and cumulative review. In skills 6 of the Teacher Guide, the “Introduction” explains that “Warm-Ups” occur throughout the unit to provide ongoing review before students move on to reading and spelling activities. For example, the unit 6 “Warm-Ups” and lesson 23 “Review and Practice” provide repeated opportunities for students to orally segment and blend two-syllable words before applying related skills during cumulative phonics review and connected reading. These routines help students strengthen their oral segmenting and blending skills over time.
The materials also include a range of activities that reinforce phonological awareness and related phonics practice. In skills 7 of the Teacher Guide in lessons 1–2, students participate in “Teacher Chaining,” “Spelling Tree” review, “Word Sorts,” “Wiggle Cards,” activity pages, reading decodable text, and “Additional Support” activities. For example, students practice manipulating phonemes, identifying sound patterns, and applying previously taught skills when decoding words and reading connected text. These activities provide repeated opportunities for students to revisit sound patterns and apply them across multiple instructional routines.
Evaluation for 5.D.2a
The materials begin with oral phoneme-level tasks and move students toward more complex manipulation work. In skills 1 of the Teacher Guide in lesson 3, “Warm-Up,” students participate in consecutive “Oral Blending” and “Oral Segmenting” activities. For example, the educator first models blending individual phonemes to form one-syllable words and then guides students to segment those same words into individual sounds. This sequence helps students build foundational phonemic awareness through explicit modeling and guided practice before moving on to more advanced manipulation tasks later in the program.
The materials continue the progression through routines that increase the complexity of phoneme work. In skills unit 3 of the Teacher Guide, in lesson 3, “Pocket Chart Chaining for Reading,” students move from blending phonemes to adding and deleting them to create new words. For example, students first blend individual phonemes to read words, then change words during the chaining routine by adding or deleting phonemes. This routine builds on previously taught blending and segmenting skills and gradually increases the complexity of phoneme manipulation.
Evaluation for 5.D.2b
The materials provide educators with guidance on teaching phonemic awareness skills and responding when students need support. In skills unit 2 of the Teacher Guide in lesson 1, students learn to identify and orally produce the /ee/ sound through structured listening and oral language activities. For example, the educator helps students identify the /ee/ sound at the beginning, middle, and end of spoken words before students practice blending and segmenting phonemes in one-syllable words. When students have difficulty identifying the medial sound, the guidance directs educators to segment the word into individual phonemes and blend the sounds together again. This helps students correct errors and strengthen sound discrimination.
The materials also contain lesson-level routines to help educators address common misconceptions during phonemic awareness practice. In skills unit 3 of the Teacher Guide in lesson 1, “Minimal Pairs,” students distinguish similar spoken words by listening for differences in individual phonemes. For example, the “Emergent Bilingual Foundational Skills” sidebar provides guidance on modeling target sounds, monitoring student responses, and clarifying phoneme distinctions when students struggle. Students continue to practice identifying and manipulating phonemes through guided review and additional oral practice while educators observe, provide corrective feedback, and offer targeted support.
Evaluation for 5.D.2c
The materials guide educators in connecting oral sound work to letters and spellings so that students understand how spoken sounds are represented in print. In skills 2 of the Teacher Guide in lesson 12, students begin by listening for and producing the /ue/ sound in spoken words before learning that the letters u_e represent the /ue/ phoneme. Students then read and spell one-syllable words with the target spelling pattern during “Digraph Dictation” while using the Vowel Code Flip Book, spelling card, “Individual Code” chart, and activity page 12.1. This sequence helps students move from hearing and producing sounds to reading and writing words with the target spelling.
The materials also provide routines that continue this connection during decoding and encoding practice. In skills unit 3 of the Teacher Guide in lesson 3, “Pocket Chart Chaining for Reading,” students begin by blending phonemes orally to read words, then add and delete phonemes to create new words. The lesson links oral sound changes to print as students manipulate letter cards to decode and read each newly formed word. These routines help students connect spoken phonemes to written representations as they progress from oral phonemic awareness to decoding and encoding.
Evaluation for 5.D.2d
The materials provide varied activities that help students develop and practice phonemic awareness while connecting oral sound work to reading and writing tasks. In skills 2 of the Teacher Guide in lesson 12, students listen for and say the /ue/ sound during the “Introduce the Sound” activity. For example, students reinforce this sound work through “Introduce the Spelling,” “Digraph Dictation,” and activity page 12.1 while using the Vowel Code Flip Book, spelling card, and “Individual Code” chart. This sequence provides repeated opportunities to practice phonemic awareness and connect spoken phonemes to graphemes.
The materials contain cumulative review activities that help students revisit previously taught phonemic awareness skills through auditory, visual, and kinesthetic practice. In skills unit 5 of the Teacher Guide, the “Pausing Point” section includes the “Slap the Spelling” activity. Students listen for a target phoneme in a spoken word and slap the corresponding letter or letter combination written on their desks. This activity requires students to segment spoken words, identify individual phonemes, and connect the sounds to written representations while reviewing previously taught spelling patterns. These cumulative review activities help students strengthen their phonemic awareness through repeated practice across multiple modalities.
Evaluation for 5.E.1a
In grade 1, the materials map sound–spelling instruction throughout the year, guiding students from previously learned patterns to more complex consonant digraphs, vowel spellings, and spelling alternatives. The K–5: Reading Instruction component, found in the ELAR PD Library, includes a “Sound/Spelling Sequence” document. This document provides a comprehensive list of grade-level sound–spelling patterns, beginning with simpler patterns and progressing to more complex ones. For example, the materials begin in skills 1 with consonant digraphs (including /ch/ spelled “ch,” /sh/ spelled “sh,” /th/ spelled “th,” and /ng/ spelled “ng”) before moving on to additional spelling alternatives for vowel sounds in skills 3. This sequence helps students develop grade-level decoding and encoding skills.
The materials contain an overview in the Teacher Guide that introduces grade-level sound–spelling patterns in a systematic sequence. In skills 3 of the Teacher Guide, the “Introduction” outlines the vowel spellings and sounds introduced in that unit. Students learn the following sound–spelling patterns: /oo/ spelled “oo” as in soon, /oo/ spelled “oo” as in look, /ou/ spelled “ou” as in shout, /oi/ spelled “oi” as in oil, and /aw/ spelled “aw” as in paw. The materials provide a structured progression that builds students’ understanding of sound–spelling patterns over time.
Evaluation for 5.E.1b
In grade 1, the skills lessons provide educators with explicit routines for introducing spelling patterns and helping students apply them in decoding and encoding. For example, in skills 2 of the Teacher Guide in lesson 3, the scripted lesson directs educators to introduce the separated digraph a_e, explain that the letters work together to represent the sound /ae/, and model the new sound–spelling correspondence using the Vowel Code Flip Book and the spelling card a_e → /ae/ (cake). Educators demonstrate how adding a final e changes words such as cap to cape and mad to made, then guide students to read and write words that use the new sound–spelling pattern. This explicit routine helps students connect the new spelling pattern to decoding and encoding.
The materials offer educators guidance that supports explicit instruction in grade-level sound–spelling patterns. Skills 1 of the Teacher Guide explains how to provide clear instruction through modeling, guided practice, and student application. For example, in lesson 1, “Spelling Alternatives—Introduce /s/ → c,” the scripted lesson directs educators to review previously taught spellings for /s/, including s and ss before introducing the new spelling c. Educators use the Consonant Code Flip Book and “Individual Code” charts to model the new sound–spelling correspondence, provide guided practice, discuss the “Power Bar,” and conduct a “Check for Understanding” before students apply the new spelling pattern in reading and writing activities. This guidance helps students accurately understand and apply sound–spelling patterns.
Evaluation for 5.E.1c
The materials provide activities that help students develop and practice grade-level sound–spelling patterns through explicit instruction and guided application. In skills 2 of the Teacher Guide in lesson 2, educators review the vowel spelling ee during the “Sound/Spelling Review” routine. For example, educators remind students that two e’s side by side are usually pronounced /ee/ and then model the pattern during “Teacher Chaining.” Students first read words in segmented form and then in blended form, using large letter cards to decode and manipulate words containing ee. These routines help students connect sounds to spellings while practicing newly introduced and previously taught patterns.
The materials also provide cumulative review opportunities that help students reinforce sound–spelling patterns across lessons and routines. In skills 1 of the Teacher Guide in lesson 15, educators introduce the sound–spelling pattern /aw/ → aw by modeling the spelling and guiding students to pronounce the target sound. For example, students apply the new sound–spelling correspondence through guided reading and writing activities while continuing to review previously taught patterns during the recurring “Sound/Spelling Review Warm-Up” using large letter cards. These activities give students repeated opportunities to apply sound–spelling knowledge with increasing accuracy and automaticity.
Evaluation for 5.E.1d
The materials provide opportunities for students to apply taught sound–spelling patterns in isolated reading and writing tasks before moving on to connected text. In skills 2 of the Teacher Guide in lesson 9, students decode and encode words with the /oe/ → o_e sound–spelling pattern through multiple instructional activities. For example, during “Match Me,” students decode words in isolation such as bone, home, joke, nose, and rose by distinguishing between “o” and “o_e” spellings. During “Magic ‘e’ Strips,” students encode words by changing short-vowel words into VCe words, such as cod/code, hop/hope, not/note, and rod/rode. This routine helps students connect sound–spelling knowledge to word-level reading and writing.
The materials also provide opportunities for students to transfer taught sound–spelling patterns to decodable text and connected reading. In skills 2 of lesson 9, students apply the /oe/ → o_e pattern while reading decodable texts that include both previously taught and newly introduced spelling patterns. In skills 1 of the Teacher Guide in lesson 1, students practice the newly introduced /s/ → c pattern using the “Spelling Tree,” “Individual Code” chart, word lists, spelling practice, dictation, and the decodable Grace reader. The unit introduction explains that decoding and encoding are taught as connected processes, moving from sound to print during “Spelling Alternatives” lessons and from print to sound during “tricky” spelling lessons. These activities help students apply sound–spelling knowledge across isolated word study, dictation, and connected reading.
Evaluation for 5.E.2a
Students build high-frequency word knowledge through a sequence that connects regular words to taught sound–spelling patterns and introduces irregular words as needed for reading and writing. In the K–5 High-Frequency Word Routines Guide, “How to Use This Guide” explains that regular high-frequency words are introduced as students learn the corresponding sound–spelling patterns, while irregular high-frequency words are introduced strategically based on frequency and instructional relevance. For example, students first decode regular high-frequency words using taught phonics patterns before learning irregular “Tricky Words” that require explicit instruction. This sequence supports students’ automatic recognition of high-frequency words as their phonics knowledge develops.
The materials also show how students apply regular and irregular high-frequency words during grade-level reading. In skills 2 of the Teacher Guide in lesson 5, students review and apply previously taught sound–spelling patterns, including /a/ spelled a and /ae/ spelled a_e before learning the “Tricky Words” they and their. For example, students receive explicit instruction on the new irregular high-frequency words and then immediately apply them while reading the decodable story “Where Is King?” This progression moves students from previously learned phonics skills to new irregular high-frequency words in a planned sequence.
Evaluation for 5.E.2b
Students receive explicit instruction in decoding and encoding high-frequency words through educator modeling, explanations, and guided practice. In the K–5 High-Frequency Word Routines Guide, “Find the Word” provides educators with step-by-step guidance for modeling how to decode and encode high-frequency words by identifying both regular and irregular sound–spelling correspondences. For example, the routine uses the word been to show how educators segment the word into sounds, identify regular and “tricky” spellings, model accurate pronunciation, and guide students to encode the word by connecting each phoneme to its corresponding grapheme. This routine provides consistent instructional guidance for teaching both decoding and encoding of high-frequency words.
The materials include grade-level lesson routines in which students practice reading and writing irregular high-frequency words in isolation as well as in connected text. In skills 2 of the Teacher Guide in lesson 5, the “Tricky Words” routine introduces the high-frequency words they and their. Educators model each word’s pronunciation, identify the irregular spellings, and explain why students cannot fully decode these words using previously learned sound–spelling correspondences. Students then practice reading the words in isolation and in the decodable story “Where Is King?” before encoding them during guided practice. This sequence helps students accurately recognize, read, and spell irregular high-frequency words while reinforcing previously taught phonics skills.
Evaluation for 5.E.2c
The materials provide routines and resources that help students practice previously taught regular and irregular high-frequency words through cumulative review. In skills 2 of the Teacher Guide in lesson 15, educators review previously taught “Tricky Words,” including he, she, we, be, me, they, their, my, by, you, and your using individual “Tricky Word” cards. Students first rapidly recognize and read the words in isolation, then practice them in phrases and sentences. Students also continue reading regular and irregular high-frequency words in the decodable story “King and Queen,” and educators extend review through “Pausing Point” activities and the “Take-Home Story.” These activities support automatic recognition and accurate decoding of high-frequency words.
The materials provide opportunities for students to apply high-frequency words in connected reading and writing. In skills 2 of the Teacher Guide in lesson 5, students apply previously taught sound–spelling patterns while learning the “Tricky Words” they and their. Students read the words in isolation, apply them in the decodable story “Where Is King?” and encode them through educator-guided spelling and sentence-level writing activities. Students revisit previously taught phonics patterns and high-frequency words throughout reading, dictation, and writing tasks, reinforcing both regular and irregular high-frequency words through cumulative review.
Evaluation for 5.E.2d
The materials provide memory-building activities that help students read high-frequency words in isolation with increasing automaticity. In skills 6 of the Teacher Guide in “Pausing Point,” “Read and/or Write Tricky Words,” students participate in the “Green Light, Yellow Light” activity using color-coded “Tricky Word” cards. For example, students repeatedly read previously taught high-frequency words in isolation, using the visual cues as a memory-building strategy. This repeated card practice strengthens word recognition and supports long-term retention of regular and irregular high-frequency words.
The materials also provide opportunities for students to apply high-frequency words in connected reading and writing. In skills 7 of the Teacher Guide in lesson 9, students read and apply “Tricky Words” while reading a “Tricky Word Story” before writing the words from memory. For example, “Additional Support” activities such as “Reconstructing Sentences” require students to use previously taught high-frequency words in meaningful sentences. These activities provide repeated opportunities to read, write, and apply high-frequency words across multiple instructional contexts, reinforcing automatic recognition and accurate spelling.
Evaluation for 5.E.3a
The materials provide a structured progression for teaching syllable types and syllable division principles across the grade level. In the Grade 1 Curriculum Map, the materials present a yearlong progression that begins with a review of closed-syllable words and consonant blends, then moves to VCe and r-controlled syllables, open and closed syllables, and syllable division principles in later skills units. For example, students progress from decoding and encoding simpler one-syllable words to reading and spelling increasingly complex one- and two-syllable words. This sequence supports students as they build grade-level syllable knowledge over time.
The materials also include lesson-level routines that have students apply syllable division strategies during reading, spelling, and word work. In skills 6 of the Teacher Guide in the “Introduction,” educators review a three-step routine for blending two-syllable words: Students sound and blend the first syllable, then the second, and finally blend the complete word. For example, students apply syllable division strategies during “Warm-Ups,” spelling activities, and connected reading in the Grace reader. As the unit progresses, syllable division markings are gradually removed so that students can apply previously learned syllable patterns more independently.
Evaluation for 5.E.3b
The materials provide explicit guidance for educators to help students apply syllable types and syllable division principles in decoding and encoding. In skills 2 of the Teacher Guide in lesson 3, educators introduce the VCe syllable pattern a_e by explaining how the silent e changes the vowel sound. For example, educators model decoding one-syllable words with the VCe pattern, then guide students to segment, blend, read, and write words that distinguish the long vowel /ae/ from the short vowel /a/ during “Digraph Dictation.” This guidance helps students apply syllable knowledge to both decoding and encoding.
The materials also provide opportunities for students to apply syllabic knowledge when reading multisyllabic words and connected text. In skills 6 of the Teacher Guide in the “Introduction,” educators use a step-by-step routine for decoding multisyllabic words by identifying the vowel in each syllable, then sounding and blending the first syllable, then the second, and finally blending the syllables together to read the complete word. For example, students practice this routine during repeated “Warm-Up: Segment” and “Blend Two-Syllable Words” activities before applying the strategy while reading connected text. These routines help students apply syllabic division principles to decode increasingly complex multisyllabic words.
Evaluation for 5.E.3c
Students develop and reinforce decoding and encoding skills through cumulative review of previously taught syllable patterns and word-reading skills. In skills 2 of the Teacher Guide in lesson 9, students distinguish between short- and long-vowel spellings during “Match Me” as they decode words with o_e and previously taught VCe patterns. For example, during “Magic ‘e’ Strips,” students encode words by changing short-vowel words into VCe words such as cod/code, hop/hope, not/note, and rod/rode. Students then apply both newly introduced and previously learned VCe patterns while reading decodable stories, providing repeated opportunities to practice one-syllable decoding and encoding.
Students also apply decoding and encoding skills in “Warm-Ups,” dictation, and connected text. In skills 6 of the Teacher Guide, students practice segmenting and blending two-syllable words, read multisyllabic words in the Grace reader, encode words during “Dictation Journal” activities, and review previously taught skills during end-of-unit review lessons. For example, the skills 6 “Introduction” explains that students continue using the three-step method for reading multisyllabic words while the Grace reader gradually removes syllable markers. This requires students to apply previously learned syllable division and decoding strategies more independently during connected reading.
Evaluation for 5.E.3d
Students apply syllabic knowledge when decoding and encoding one-syllable words in isolation. In skills 2 of the Teacher Guide in lesson 3, students distinguish between closed and VCe syllable patterns while reading word pairs such as man/mane, cap/cape, tap/tape, and plan/plane. For example, students encode words during “Magic e Strips” and “Digraph Dictation” by changing short-vowel words into VCe words with a silent e. This practice helps students accurately read and spell one-syllable words using syllabic patterns.
Students also transfer syllabic knowledge to connected reading and writing tasks. In skills 2 of the Teacher Guide in lesson 3, students apply the same VCe pattern while rereading the decodable stories “Gran’s Trips” and “The Pet,” showing comprehension through partner retellings and related story activities. In skills 6 of the Teacher Guide, students segment and blend one- and two-syllable words using a three-step syllabic reading strategy during “Warm-Up” routines in lessons 7, 13, 14, and 23. For example, students apply this strategy during spelling activities, “Dictation Journals,” and connected reading in the Grace reader as syllabic division markers are gradually removed. These activities help students apply syllabic knowledge in both isolated practice and authentic reading and writing contexts.
Evaluation for 5.E.4a
The materials present morphemes in a deliberate sequence, helping students progress from compound words to base words with suffixes. In skills 4 of the Teacher Guide, the “Introduction” explains that after students develop proficiency in reading compound words, they begin working with multisyllabic words that contain base words and suffixes. For example, educators first introduce grammatical suffixes such as -ing and -ed, then progress to word-formation suffixes such as -less and -er. Students apply this learning by decoding and dividing words such as hunt•ing, point•ed, and hunt•er into recognizable base words and suffixes. This progression helps students understand word structure and meaning over time.
The materials provide lesson-level instruction in which students identify, decode, spell, and use words with grade-level morphemes. In skills 4 of the Teacher Guide in lesson 21, students identify base words and apply the inflectional endings -ed and -ing, including when to double the final consonant before adding a suffix. For example, educators guide students as they apply these morphemes during grammar instruction on activity page 21.1 and during connected reading of “The Spinning Wheel.” These routines help students apply morphological knowledge to reading, spelling, and word study.
Evaluation for 5.E.4b
The materials provide scripted instruction to help students recognize common morphemes and understand how they change word meaning. In skills 7 of the Teacher Guide in lesson 8, educators introduce the inflectional endings -ed and -ing by modeling how each suffix changes a base word’s meaning. For example, educators explain when to double the final consonant before adding these suffixes and guide students as they build, decode, and encode words with the new morphemes. This instruction supports students as they use suffixes to read, spell, and understand words.
The materials also give students opportunities to apply morpheme knowledge in reading, writing, and word study. In skills 4 of the Teacher Guide in lesson 21, “Base Words and Endings,” educators review base words and the inflectional endings -ed and -ing through step-by-step instruction. For example, students identify base words and suffixes during decoding and encoding activities, apply suffix spelling patterns in lesson tasks, and use their understanding of -ed and -ing while reading “The Holiday.” These routines connect morpheme meaning and spelling patterns to decoding, encoding, and reading comprehension.
Evaluation for 5.E.4c
Students develop and practice morphological skills by identifying how inflectional endings change the meaning and spelling of base words. In skills 7 of the Teacher Guide in lesson 8, educators introduce the inflectional endings -ed and -ing, guide students as they add these suffixes to base words, and apply the spelling rule for doubling the final consonant in short-vowel words. For example, students identify, build, read, and write words with -ed and -ing on activity page 8.1 before applying their understanding while reading and discussing “The Holiday.” These activities help students connect word parts to meaning, spelling, decoding, and reading comprehension.
Students reinforce their morphological skills through cumulative review, partner practice, educator-guided review, and independent application. In skills 4 of the Teacher Guide in lesson 21, “Base Words and Endings,” students complete activity page 21.1 by adding -ed and -ing to base words. For example, students identify base words, apply suffixes, recognize spelling changes (such as doubling the final consonant), and use completed words in decoding, encoding, and connected reading activities. These opportunities provide repeated practice with grade-level morphemes across word study, reading, and writing tasks.
Evaluation for 5.E.4d
Students apply morphological knowledge when decoding and encoding words in isolation. In skills 5 of the Teacher Guide in lesson 3, educators model how the inflectional endings -ed and -ing change base words and explain when to double the final consonant before adding a suffix. For example, students decode and encode words such as nap, napped, and napping; identify the doubled consonant; underline the suffixes; compare words that do and do not follow the spelling pattern; and complete activity page 3.1 to apply the morphological pattern independently. This practice helps students connect base words, suffixes, spelling changes, and word meaning.
Students apply morphological knowledge in connected reading and writing tasks. In skills 4 of the Teacher Guide in lesson 21, “Base Words and Endings,” students read and write base words with the inflectional endings -ed and -ing while completing activity page 21.1. For example, students apply spelling changes (such as doubling the final consonant when appropriate) and then encounter morphologically complex words in the connected text “The Spinning Wheel.” These activities help students transfer their morphological skills from isolated word work to authentic reading and writing tasks.
Evaluation for 5.F.1a
Educators guide students to use visuals, text, and context to determine the meaning of unfamiliar words during read-alouds. In knowledge 1 of the Teacher Guide in lesson 4, students listen to “The Dog in the Manger” as the educator displays the accompanying illustration and introduces unfamiliar vocabulary. For example, educators support students in determining the meanings of words such as manger and plow by asking questions that help students connect visual details from the illustration to clues in the surrounding text. These routines help students use illustrations, text, and classroom discussion to build their vocabulary.
The materials contain explicit vocabulary routines that help students confirm and deepen word meanings before and after reading. In knowledge 1 of the Teacher Guide, “Preview Core Vocabulary” routines support vocabulary instruction for stories such as “In the Cave.” Before reading, educators provide student-friendly definitions, illustrations or real objects, and example sentences to establish word meaning. During and after reading, educators revisit vocabulary through discussion questions and contextual examples, encouraging students to use illustrations, surrounding text, and classroom conversation to refine the meanings of unfamiliar words.
Evaluation for 5.F.1b
The materials guide educators in introducing students to the purpose and use of print reference resources. In skills 7 of the Teacher Guide in lesson 16, educators model how to use a glossary and a simple dictionary to determine the meanings of unfamiliar words. Educators guide students to first identify an unfamiliar word, use surrounding text and prior knowledge, and then locate the word alphabetically in a glossary or dictionary. Students apply this process as they use print reference resources to confirm word meanings, thus supporting their understanding of how reference tools clarify unfamiliar vocabulary.
The materials also provide guidance on incorporating digital reference resources into vocabulary instruction. For example, educators model how to use dictionaries or online resources to find unfamiliar words such as volunteers and goods, and they guide students in using reference materials to verify word meanings. The Teacher Guide also provides guidance on integrating the program’s digital components with print instructional resources. These routines give educators multiple tools to support students as they develop vocabulary knowledge and reference-resource skills.
Evaluation for 5.F.1c
This guidance does not apply to kindergarten and grade 1 because it applies only to grades 2–3.
Evaluation for 5.G.1a
Educators model and support fluent reading by using planned feedback routines that focus on accuracy, rate, and expression. In the “Skills Planning Documents,” the “Corrective Feedback Planning Tool: Reading Fluency” provides scripted educator language and coaching prompts to support students during oral reading. For example, educators use these prompts to listen as students read connected text, identify areas of need, and provide immediate corrective feedback on accuracy, appropriate pacing, and expression. This guidance helps educators give students targeted support as they develop fluent reading skills.
Students also practice fluent reading through repeated reading and educator-supported routines in the Skills Teacher Guide. Reading lessons include educator modeling, repeated readings of decodable stories, rereading previously read texts, and oral reading observation routines. For example, students read decodable text multiple times while educators monitor oral reading, track student progress, and provide additional support as needed. These routines give students repeated opportunities to strengthen their accuracy, rate, expression, and overall fluency in connected text.
Evaluation for 5.G.1b
Students practice fluent reading through educator modeling, decodable word work, and sentence-level routines. In skills 6 of the Teacher Guide in lesson 6, “Read Mister Spencer and the Rabbits,” the educator models fluent reading by reading the decodable text aloud at an appropriate rate as well as with proper accuracy and expression. Students listen to the educator model before participating in oral reading, giving them a clear example of how fluent reading should sound before they practice the connected text independently and with the educator’s support. These routines help students build accuracy, expression, and automaticity before reading on their own.
Students also apply fluent reading skills to decodable connected text through whole-group, partner, small-group, and independent routines. In skills 2 of the Teacher Guide in lesson 4, “King,” students participate in “Pop-Out Chaining” to build and decode words using the “a_e” pattern before applying their skills to a decodable text. For example, students read the connected text independently, with a partner, or in an educator-supported small group. The “Additional Support” section extends fluency practice through echo and choral reading routines, providing multiple opportunities to develop word-reading fluency across instructional settings.
Evaluation for 5.G.1c
Students practice word-reading fluency through structured partner-reading routines. In skills 4 of the Teacher Guide in lesson 23, students participate in “More Help in Fluency: Two Voice.” For example, students take turns reading connected text aloud with a partner, providing repeated opportunities to practice accurate, fluent word reading with peer support. This collaborative routine helps students build confidence, automaticity, and fluency when reading connected text.
The materials also provide fluency practice across independent, partner, and educator-facilitated settings throughout the Skills Teacher Guide. In skills 2 of the Teacher Guide in lesson 4, “King,” students build fluency by applying decoding skills to the “a_e” pattern while reading connected text. Students read decodable text independently, with partners, and in educator-supported small groups. “Pausing Point” lessons also provide targeted fluency practice and remediation, giving students multiple opportunities to strengthen their word reading fluency through collaborative and independent practice.
Evaluation for 5.G.1d
The materials provide connected texts and instructional routines that support accuracy, fluency, prosody, and comprehension. In skills 2 of the Teacher Guide in lesson 5, students participate in the “Whole Group Reading Routine” while reading connected text. For example, the educator models fluent reading and encourages students to read with proper accuracy and expression as well as at an appropriate rate. As students read, educators provide additional modeling and feedback as needed, helping students attend to fluent oral reading and text meaning.
The materials also connect fluent reading practice to comprehension through discussion questions, repeated reading, and written response tasks. In the unit 6 reader, Grace, students read decodable connected texts during independent, partner, and educator-facilitated small-group instruction. For example, students participate in preview spelling activities, reread familiar texts, answer discussion questions, and complete “Story Question Activity Pages.” These integrated routines provide students with repeated opportunities to read accurately and expressively while demonstrating understanding of connected text.
Evaluation for 5.H.1a
Educators receive explicit guidance on modeling handwriting strokes and letter formation aligned with grade-level sound–spelling instruction. In skills 2 of the Teacher Guide in lesson 1, “Introduce the Spelling /ee/ > ‘ee,’” the scripted lesson directs educators to model the correct formation of “ee” by writing it on the handwriting guidelines and explaining that the two letters work together to represent the /ee/ sound. Educators repeat the formation several times to reinforce directionality and correct letter formation, then guide students through air writing, desk tracing, and independent handwriting practice on activity page 1.1. This instruction supports students as they learn accurate handwriting while connecting letter formation to current phonics instruction.
Students then practice and apply handwriting skills through guided and independent writing tasks. In skills 2 of the Teacher Guide in lesson 1, students trace the spelling “ee” in the air and on their desks while saying the /ee/ sound, then copy and write it independently on activity page 1.1. Students apply the newly learned spelling pattern as they read and write words containing “ee.” These routines help students reinforce handwriting, phonics, and spelling development at the same time.
Evaluation for 5.H.1b
Students practice handwriting during phonics, spelling, and word study routines. In skills 4 of the Activity Book, activity page PP.1, students write previously taught r-controlled spelling patterns while practicing correct letter formation. As students copy and write words with r-controlled spellings, they reinforce handwriting skills within spelling and word study tasks that directly connect to prior phonics instruction. These activities help students develop handwriting accuracy while continuing to apply grade-level sound–spelling knowledge.
Students also apply handwriting skills in authentic sentence-writing tasks. In skills 2 of the Teacher Guide, “Pausing Point Activities: Write Sentences,” students copy and illustrate sentences from “Gran,” arrange word and punctuation cards to build complete sentences, fill in missing words, and write dictated sentences. For example, students apply correct letter formation, spacing, capitalization, and punctuation while using previously learned phonics patterns in meaningful writing tasks. These varied activities provide repeated opportunities for students to develop handwriting fluency across connected sentence-writing contexts.
5.A.1 Print Awareness K-1
5.A.1a
Materials include teacher guidance to provide explicit (direct) and systematic instruction in print awareness and for regular review of print concepts, including how print has different purposes (K-1) (T)
Materials include teacher guidance to provide explicit (direct) and systematic instruction in print awareness and for regular review of print concepts, including how print has different purposes (K-1) (T)
4 out of 4 points
Evaluation for 5.A.1a
Evaluation for 5.A.1a
Materials include teacher guidance to provide explicit (direct) and systematic instruction in print awareness and for regular review of print concepts, including how print has different purposes (K-1) (T)
4 out of 4 points
The materials also provide repeated opportunities for students to review and apply print concepts during shared reading. In skills 1 of the Teacher Guide in lesson 29, “Read the Bus Stop,” educators model reading connected text while directing students’ attention to print features and reading conventions. For example, students follow along as the educator models fluent reading and applies previously learned print concepts while reading “The Bus Stop.” These routines help students build print awareness through modeling, guided practice, and repeated exposure to authentic reading experiences.
5.A.1b
Materials include frequent opportunities for students to apply print awareness knowledge while engaging with a variety of texts in a variety of formats. (K-1) (S).
Materials include frequent opportunities for students to apply print awareness knowledge while engaging with a variety of texts in a variety of formats. (K-1) (S).
2 out of 2 points
Evaluation for 5.A.1b
Evaluation for 5.A.1b
Materials include frequent opportunities for students to apply print awareness knowledge while engaging with a variety of texts in a variety of formats. (K-1) (S).
2 out of 2 points
The materials also include connected-text routines that help students apply print concepts during reading and writing. In skills 6 of the Teacher Guide in the “Introduction” and lesson 1, educators introduce students to a decodable, personal narrative while modeling how people use print to read and communicate ideas. For example, students interact with the text through educator modeling, activity pages, and writing tasks as they follow print, connect spoken and written language, and apply previously learned print concepts. These routines help students apply print awareness through authentic reading and writing experiences.
5.B.1 Oral Language Development
5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
Evaluation for 5.B.1a
Evaluation for 5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
The materials also provide opportunities for students to practice oral language with educator support, partner interaction, and feedback. In knowledge 3 of the Teacher Guide in lessons 1–2, students orally complete educator-provided sentences by selecting the correct preposition, then work with a partner to create additional oral sentences using the target prepositions. For example, after students practice with a partner, the educator guides them to share their responses with the class and monitors their oral responses. These routines help students use language structures accurately, respond orally, and participate in academic discussions.
5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
Evaluation for 5.B.1b
Evaluation for 5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
The materials also provide opportunities for students to communicate socially and academically with their peers and the class as a whole. In knowledge 2 of the Teacher Guide in lesson 1, students engage in structured discussions about the five senses. For example, students explain how the senses work together, discuss graphic features with partners and the class, respond to educator prompts, and independently share their thinking using newly learned vocabulary. These opportunities help students communicate content-related ideas while engaging in collaborative discussions with different audiences.
5.B.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
Evaluation for 5.B.1c
Evaluation for 5.B.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
The materials also include partner and whole-group routines that help students share their responses and build on ideas. In skills 6 of the Teacher Guide in lesson 1, “Introduce Personal Narratives,” students discuss story elements and the five “W” questions after listening to and discussing the text. For example, the educator models responses, guides students to answer in complete sentences, and facilitates partner and whole-group discussions before students independently apply their understanding. These routines provide opportunities for students to exchange ideas while strengthening their comprehension and oral communication.
5.C.1 Alphabet Knowledge (K only)
5.C.1a
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
Not applicable.
Evaluation for 5.C.1a
Evaluation for 5.C.1a
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
Not applicable.
5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
Not applicable.
Evaluation for 5.C.1b
Evaluation for 5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
Not applicable.
5.C.1c
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
Not applicable.
Evaluation for 5.C.1c
Evaluation for 5.C.1c
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
Not applicable.
5.C.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
Not applicable.
Evaluation for 5.C.1d
Evaluation for 5.C.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
Not applicable.
5.C.2 Letter-Sound Correspondence
5.C.2a
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
4 out of 4 points
Evaluation for 5.C.2a
Evaluation for 5.C.2a
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
4 out of 4 points
The materials also provide ongoing practice with new and previously taught sound–spelling relationships across later lessons. In appendix A, “The Basic and Advanced Code,” the materials explain that instruction progresses from the basic code to the advanced code throughout grade 1. For example, after reviewing kindergarten letter-sound correspondences in skills 1, students learn the most common spellings for sounds before moving on to spelling alternatives in skills 5. During new lessons, educators introduce the target sound, model its spelling, and provide decoding and encoding practice so that students can apply newly learned correspondences in increasingly complex reading and spelling tasks.
5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.C.2b
Evaluation for 5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
The materials also include support notes and instructional routines to help educators address common misconceptions. In skills unit 4 of the Teacher Guide in lesson 1, “Spelling Alternatives: Introduce /ae/ → ai and ay,” educators use the Vowel Code Flip Book, “Individual Code” charts, spelling cards, and “Spelling Trees” to model new spelling alternatives and compare them with previously learned spellings. For example, the lesson includes “Checks for Understanding” opportunities and “Support” notes that anticipate confusion between spelling alternatives and help educators provide corrective feedback when students misapply ai and ay. This support helps students correct errors and connect the /ae/ sound to the appropriate grapheme.
5.C.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
6 out of 6 points
Evaluation for 5.C.2c
Evaluation for 5.C.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
6 out of 6 points
The materials also give students opportunities to review previously taught sound–spelling patterns through word-level practice and sentence application. In skills unit 4 of the Teacher Guide in lesson 3, “Basic Code: Review Vowel Digraphs,” students review vowel spellings such as /er/ → er, /ou/ → ou, /oi/ → oi, /oo/ → oo, and /aw/ → aw. For example, students read one-syllable words in isolation, use the “Individual Code” chart, and complete sentence application activities that help them reinforce letter–sound knowledge in both isolated word reading and meaningful sentence contexts.
5.D.1 Phonological Awareness (K-2)
5.D.1a
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
2 out of 2 points
Evaluation for 5.D.1a
Evaluation for 5.D.1a
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
2 out of 2 points
The materials also continue the progression through later routines that increase in complexity. In skills 1 of the Teacher Guide in lesson 3, “Foundational Skills Warm-Up,” students orally blend and segment one-syllable words with two and three phonemes using finger taps and sound boxes. For example, students manipulate individual phonemes orally before applying these skills to more advanced phonological tasks later in the year. These routines provide repeated opportunities to strengthen phonological awareness with appropriate scaffolding.
5.D.1b
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.D.1b
Evaluation for 5.D.1b
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
The materials also include lesson-level supports to help educators address common misconceptions during sound work. In skills 5 of the Teacher Guide in lesson 9, “Introduce Tricky Spelling G,” the “Support” sidebar guides educators when students struggle to distinguish the pronunciation of g in words such as gem and germ. For example, the educator explains that g is often—but not always—pronounced /j/ when followed by the letter e. This support helps students attend to sound patterns and correct misconceptions about pronunciation.
5.D.1c
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.D.1c
Evaluation for 5.D.1c
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
4 out of 4 points
The materials also include a range of activities that reinforce phonological awareness and related phonics practice. In skills 7 of the Teacher Guide in lessons 1–2, students participate in “Teacher Chaining,” “Spelling Tree” review, “Word Sorts,” “Wiggle Cards,” activity pages, reading decodable text, and “Additional Support” activities. For example, students practice manipulating phonemes, identifying sound patterns, and applying previously taught skills when decoding words and reading connected text. These activities provide repeated opportunities for students to revisit sound patterns and apply them across multiple instructional routines.
5.D.2 Phonemic Awareness (K-2)
5.D.2a
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
3 out of 3 points
Evaluation for 5.D.2a
Evaluation for 5.D.2a
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
3 out of 3 points
The materials continue the progression through routines that increase the complexity of phoneme work. In skills unit 3 of the Teacher Guide, in lesson 3, “Pocket Chart Chaining for Reading,” students move from blending phonemes to adding and deleting them to create new words. For example, students first blend individual phonemes to read words, then change words during the chaining routine by adding or deleting phonemes. This routine builds on previously taught blending and segmenting skills and gradually increases the complexity of phoneme manipulation.
5.D.2b
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.D.2b
Evaluation for 5.D.2b
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
The materials also contain lesson-level routines to help educators address common misconceptions during phonemic awareness practice. In skills unit 3 of the Teacher Guide in lesson 1, “Minimal Pairs,” students distinguish similar spoken words by listening for differences in individual phonemes. For example, the “Emergent Bilingual Foundational Skills” sidebar provides guidance on modeling target sounds, monitoring student responses, and clarifying phoneme distinctions when students struggle. Students continue to practice identifying and manipulating phonemes through guided review and additional oral practice while educators observe, provide corrective feedback, and offer targeted support.
5.D.2c
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
2 out of 2 points
Evaluation for 5.D.2c
Evaluation for 5.D.2c
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
2 out of 2 points
The materials also provide routines that continue this connection during decoding and encoding practice. In skills unit 3 of the Teacher Guide in lesson 3, “Pocket Chart Chaining for Reading,” students begin by blending phonemes orally to read words, then add and delete phonemes to create new words. The lesson links oral sound changes to print as students manipulate letter cards to decode and read each newly formed word. These routines help students connect spoken phonemes to written representations as they progress from oral phonemic awareness to decoding and encoding.
5.D.2d
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
3 out of 3 points
Evaluation for 5.D.2d
Evaluation for 5.D.2d
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
3 out of 3 points
The materials contain cumulative review activities that help students revisit previously taught phonemic awareness skills through auditory, visual, and kinesthetic practice. In skills unit 5 of the Teacher Guide, the “Pausing Point” section includes the “Slap the Spelling” activity. Students listen for a target phoneme in a spoken word and slap the corresponding letter or letter combination written on their desks. This activity requires students to segment spoken words, identify individual phonemes, and connect the sounds to written representations while reviewing previously taught spelling patterns. These cumulative review activities help students strengthen their phonemic awareness through repeated practice across multiple modalities.
5.E.1 Sound-Spelling Patterns
5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
Evaluation for 5.E.1a
Evaluation for 5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
The materials contain an overview in the Teacher Guide that introduces grade-level sound–spelling patterns in a systematic sequence. In skills 3 of the Teacher Guide, the “Introduction” outlines the vowel spellings and sounds introduced in that unit. Students learn the following sound–spelling patterns: /oo/ spelled “oo” as in soon, /oo/ spelled “oo” as in look, /ou/ spelled “ou” as in shout, /oi/ spelled “oi” as in oil, and /aw/ spelled “aw” as in paw. The materials provide a structured progression that builds students’ understanding of sound–spelling patterns over time.
5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
Evaluation for 5.E.1b
Evaluation for 5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
The materials offer educators guidance that supports explicit instruction in grade-level sound–spelling patterns. Skills 1 of the Teacher Guide explains how to provide clear instruction through modeling, guided practice, and student application. For example, in lesson 1, “Spelling Alternatives—Introduce /s/ → c,” the scripted lesson directs educators to review previously taught spellings for /s/, including s and ss before introducing the new spelling c. Educators use the Consonant Code Flip Book and “Individual Code” charts to model the new sound–spelling correspondence, provide guided practice, discuss the “Power Bar,” and conduct a “Check for Understanding” before students apply the new spelling pattern in reading and writing activities. This guidance helps students accurately understand and apply sound–spelling patterns.
5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
Evaluation for 5.E.1c
Evaluation for 5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
The materials also provide cumulative review opportunities that help students reinforce sound–spelling patterns across lessons and routines. In skills 1 of the Teacher Guide in lesson 15, educators introduce the sound–spelling pattern /aw/ → aw by modeling the spelling and guiding students to pronounce the target sound. For example, students apply the new sound–spelling correspondence through guided reading and writing activities while continuing to review previously taught patterns during the recurring “Sound/Spelling Review Warm-Up” using large letter cards. These activities give students repeated opportunities to apply sound–spelling knowledge with increasing accuracy and automaticity.
5.E.1d
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.E.1d
Evaluation for 5.E.1d
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
The materials also provide opportunities for students to transfer taught sound–spelling patterns to decodable text and connected reading. In skills 2 of lesson 9, students apply the /oe/ → o_e pattern while reading decodable texts that include both previously taught and newly introduced spelling patterns. In skills 1 of the Teacher Guide in lesson 1, students practice the newly introduced /s/ → c pattern using the “Spelling Tree,” “Individual Code” chart, word lists, spelling practice, dictation, and the decodable Grace reader. The unit introduction explains that decoding and encoding are taught as connected processes, moving from sound to print during “Spelling Alternatives” lessons and from print to sound during “tricky” spelling lessons. These activities help students apply sound–spelling knowledge across isolated word study, dictation, and connected reading.
5.E.2 Regular and Irregular High-Frequency Words
5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
2 out of 2 points
Evaluation for 5.E.2a
Evaluation for 5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
2 out of 2 points
The materials also show how students apply regular and irregular high-frequency words during grade-level reading. In skills 2 of the Teacher Guide in lesson 5, students review and apply previously taught sound–spelling patterns, including /a/ spelled a and /ae/ spelled a_e before learning the “Tricky Words” they and their. For example, students receive explicit instruction on the new irregular high-frequency words and then immediately apply them while reading the decodable story “Where Is King?” This progression moves students from previously learned phonics skills to new irregular high-frequency words in a planned sequence.
5.E.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
4 out of 4 points
Evaluation for 5.E.2b
Evaluation for 5.E.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
4 out of 4 points
The materials include grade-level lesson routines in which students practice reading and writing irregular high-frequency words in isolation as well as in connected text. In skills 2 of the Teacher Guide in lesson 5, the “Tricky Words” routine introduces the high-frequency words they and their. Educators model each word’s pronunciation, identify the irregular spellings, and explain why students cannot fully decode these words using previously learned sound–spelling correspondences. Students then practice reading the words in isolation and in the decodable story “Where Is King?” before encoding them during guided practice. This sequence helps students accurately recognize, read, and spell irregular high-frequency words while reinforcing previously taught phonics skills.
5.E.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
12 out of 12 points
Evaluation for 5.E.2c
Evaluation for 5.E.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
12 out of 12 points
The materials provide opportunities for students to apply high-frequency words in connected reading and writing. In skills 2 of the Teacher Guide in lesson 5, students apply previously taught sound–spelling patterns while learning the “Tricky Words” they and their. Students read the words in isolation, apply them in the decodable story “Where Is King?” and encode them through educator-guided spelling and sentence-level writing activities. Students revisit previously taught phonics patterns and high-frequency words throughout reading, dictation, and writing tasks, reinforcing both regular and irregular high-frequency words through cumulative review.
5.E.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
4 out of 4 points
Evaluation for 5.E.2d
Evaluation for 5.E.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
4 out of 4 points
The materials also provide opportunities for students to apply high-frequency words in connected reading and writing. In skills 7 of the Teacher Guide in lesson 9, students read and apply “Tricky Words” while reading a “Tricky Word Story” before writing the words from memory. For example, “Additional Support” activities such as “Reconstructing Sentences” require students to use previously taught high-frequency words in meaningful sentences. These activities provide repeated opportunities to read, write, and apply high-frequency words across multiple instructional contexts, reinforcing automatic recognition and accurate spelling.
5.E.3 Decoding and Encoding One-Syllable or Multisyllabic Words
5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
Evaluation for 5.E.3a
Evaluation for 5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
The materials also include lesson-level routines that have students apply syllable division strategies during reading, spelling, and word work. In skills 6 of the Teacher Guide in the “Introduction,” educators review a three-step routine for blending two-syllable words: Students sound and blend the first syllable, then the second, and finally blend the complete word. For example, students apply syllable division strategies during “Warm-Ups,” spelling activities, and connected reading in the Grace reader. As the unit progresses, syllable division markings are gradually removed so that students can apply previously learned syllable patterns more independently.
5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
2 out of 2 points
Evaluation for 5.E.3b
Evaluation for 5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
2 out of 2 points
The materials also provide opportunities for students to apply syllabic knowledge when reading multisyllabic words and connected text. In skills 6 of the Teacher Guide in the “Introduction,” educators use a step-by-step routine for decoding multisyllabic words by identifying the vowel in each syllable, then sounding and blending the first syllable, then the second, and finally blending the syllables together to read the complete word. For example, students practice this routine during repeated “Warm-Up: Segment” and “Blend Two-Syllable Words” activities before applying the strategy while reading connected text. These routines help students apply syllabic division principles to decode increasingly complex multisyllabic words.
5.E.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
12 out of 12 points
Evaluation for 5.E.3c
Evaluation for 5.E.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
12 out of 12 points
Students also apply decoding and encoding skills in “Warm-Ups,” dictation, and connected text. In skills 6 of the Teacher Guide, students practice segmenting and blending two-syllable words, read multisyllabic words in the Grace reader, encode words during “Dictation Journal” activities, and review previously taught skills during end-of-unit review lessons. For example, the skills 6 “Introduction” explains that students continue using the three-step method for reading multisyllabic words while the Grace reader gradually removes syllable markers. This requires students to apply previously learned syllable division and decoding strategies more independently during connected reading.
5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.E.3d
Evaluation for 5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
4 out of 4 points
Students also transfer syllabic knowledge to connected reading and writing tasks. In skills 2 of the Teacher Guide in lesson 3, students apply the same VCe pattern while rereading the decodable stories “Gran’s Trips” and “The Pet,” showing comprehension through partner retellings and related story activities. In skills 6 of the Teacher Guide, students segment and blend one- and two-syllable words using a three-step syllabic reading strategy during “Warm-Up” routines in lessons 7, 13, 14, and 23. For example, students apply this strategy during spelling activities, “Dictation Journals,” and connected reading in the Grace reader as syllabic division markers are gradually removed. These activities help students apply syllabic knowledge in both isolated practice and authentic reading and writing contexts.
5.E.4 Morphological Awareness (1-3)
5.E.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
Evaluation for 5.E.4a
Evaluation for 5.E.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
The materials provide lesson-level instruction in which students identify, decode, spell, and use words with grade-level morphemes. In skills 4 of the Teacher Guide in lesson 21, students identify base words and apply the inflectional endings -ed and -ing, including when to double the final consonant before adding a suffix. For example, educators guide students as they apply these morphemes during grammar instruction on activity page 21.1 and during connected reading of “The Spinning Wheel.” These routines help students apply morphological knowledge to reading, spelling, and word study.
5.E.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
4 out of 4 points
Evaluation for 5.E.4b
Evaluation for 5.E.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
4 out of 4 points
The materials also give students opportunities to apply morpheme knowledge in reading, writing, and word study. In skills 4 of the Teacher Guide in lesson 21, “Base Words and Endings,” educators review base words and the inflectional endings -ed and -ing through step-by-step instruction. For example, students identify base words and suffixes during decoding and encoding activities, apply suffix spelling patterns in lesson tasks, and use their understanding of -ed and -ing while reading “The Holiday.” These routines connect morpheme meaning and spelling patterns to decoding, encoding, and reading comprehension.
5.E.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
3 out of 3 points
Evaluation for 5.E.4c
Evaluation for 5.E.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
3 out of 3 points
Students reinforce their morphological skills through cumulative review, partner practice, educator-guided review, and independent application. In skills 4 of the Teacher Guide in lesson 21, “Base Words and Endings,” students complete activity page 21.1 by adding -ed and -ing to base words. For example, students identify base words, apply suffixes, recognize spelling changes (such as doubling the final consonant), and use completed words in decoding, encoding, and connected reading activities. These opportunities provide repeated practice with grade-level morphemes across word study, reading, and writing tasks.
5.E.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.E.4d
Evaluation for 5.E.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
Students apply morphological knowledge in connected reading and writing tasks. In skills 4 of the Teacher Guide in lesson 21, “Base Words and Endings,” students read and write base words with the inflectional endings -ed and -ing while completing activity page 21.1. For example, students apply spelling changes (such as doubling the final consonant when appropriate) and then encounter morphologically complex words in the connected text “The Spinning Wheel.” These activities help students transfer their morphological skills from isolated word work to authentic reading and writing tasks.
5.F.1 Vocabulary Development
5.F.1a
Materials include teacher guidance to support students in determining the meaning of unfamiliar words with illustrations, texts, and guidance in the use of context according to grade-level TEKS.
Materials include teacher guidance to support students in determining the meaning of unfamiliar words with illustrations, texts, and guidance in the use of context according to grade-level TEKS.
3 out of 3 points
Evaluation for 5.F.1a
Evaluation for 5.F.1a
Materials include teacher guidance to support students in determining the meaning of unfamiliar words with illustrations, texts, and guidance in the use of context according to grade-level TEKS.
3 out of 3 points
The materials contain explicit vocabulary routines that help students confirm and deepen word meanings before and after reading. In knowledge 1 of the Teacher Guide, “Preview Core Vocabulary” routines support vocabulary instruction for stories such as “In the Cave.” Before reading, educators provide student-friendly definitions, illustrations or real objects, and example sentences to establish word meaning. During and after reading, educators revisit vocabulary through discussion questions and contextual examples, encouraging students to use illustrations, surrounding text, and classroom conversation to refine the meanings of unfamiliar words.
5.F.1b
Materials include teacher guidance to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as picture dictionaries, primary dictionaries, glossaries, eBooks, and online dictionaries. (T)
Materials include teacher guidance to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as picture dictionaries, primary dictionaries, glossaries, eBooks, and online dictionaries. (T)
4 out of 4 points
Evaluation for 5.F.1b
Evaluation for 5.F.1b
Materials include teacher guidance to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as picture dictionaries, primary dictionaries, glossaries, eBooks, and online dictionaries. (T)
4 out of 4 points
The materials also provide guidance on incorporating digital reference resources into vocabulary instruction. For example, educators model how to use dictionaries or online resources to find unfamiliar words such as volunteers and goods, and they guide students in using reference materials to verify word meanings. The Teacher Guide also provides guidance on integrating the program’s digital components with print instructional resources. These routines give educators multiple tools to support students as they develop vocabulary knowledge and reference-resource skills.
5.F.1c
[2nd grade only] Materials include activities and tasks for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
[2nd grade only] Materials include activities and tasks for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
Not applicable.
Evaluation for 5.F.1c
Evaluation for 5.F.1c
[2nd grade only] Materials include activities and tasks for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
Not applicable.
5.G.1 Reading Fluency (1-3)
5.G.1a
Materials include lessons, activities and tasks with modeling and practice of fluent reading skills in and out context with suggestions for teacher feedback. (T)
Materials include lessons, activities and tasks with modeling and practice of fluent reading skills in and out context with suggestions for teacher feedback. (T)
3 out of 3 points
Evaluation for 5.G.1a
Evaluation for 5.G.1a
Materials include lessons, activities and tasks with modeling and practice of fluent reading skills in and out context with suggestions for teacher feedback. (T)
3 out of 3 points
Students also practice fluent reading through repeated reading and educator-supported routines in the Skills Teacher Guide. Reading lessons include educator modeling, repeated readings of decodable stories, rereading previously read texts, and oral reading observation routines. For example, students read decodable text multiple times while educators monitor oral reading, track student progress, and provide additional support as needed. These routines give students repeated opportunities to strengthen their accuracy, rate, expression, and overall fluency in connected text.
5.G.1b
Materials include embedded modeling and practice with word lists, decodable phrases/sentences, and decodable connected texts in the lesson. (S)
Materials include embedded modeling and practice with word lists, decodable phrases/sentences, and decodable connected texts in the lesson. (S)
3 out of 3 points
Evaluation for 5.G.1b
Evaluation for 5.G.1b
Materials include embedded modeling and practice with word lists, decodable phrases/sentences, and decodable connected texts in the lesson. (S)
3 out of 3 points
Students also apply fluent reading skills to decodable connected text through whole-group, partner, small-group, and independent routines. In skills 2 of the Teacher Guide in lesson 4, “King,” students participate in “Pop-Out Chaining” to build and decode words using the “a_e” pattern before applying their skills to a decodable text. For example, students read the connected text independently, with a partner, or in an educator-supported small group. The “Additional Support” section extends fluency practice through echo and choral reading routines, providing multiple opportunities to develop word-reading fluency across instructional settings.
5.G.1c
Materials include practice activities and tasks to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
Materials include practice activities and tasks to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
1 out of 1 points
Evaluation for 5.G.1c
Evaluation for 5.G.1c
Materials include practice activities and tasks to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
1 out of 1 points
The materials also provide fluency practice across independent, partner, and educator-facilitated settings throughout the Skills Teacher Guide. In skills 2 of the Teacher Guide in lesson 4, “King,” students build fluency by applying decoding skills to the “a_e” pattern while reading connected text. Students read decodable text independently, with partners, and in educator-supported small groups. “Pausing Point” lessons also provide targeted fluency practice and remediation, giving students multiple opportunities to strengthen their word reading fluency through collaborative and independent practice.
5.G.1d
Materials include various texts for the building of accuracy, fluency, prosody, and comprehension.
Materials include various texts for the building of accuracy, fluency, prosody, and comprehension.
4 out of 4 points
Evaluation for 5.G.1d
Evaluation for 5.G.1d
Materials include various texts for the building of accuracy, fluency, prosody, and comprehension.
4 out of 4 points
The materials also connect fluent reading practice to comprehension through discussion questions, repeated reading, and written response tasks. In the unit 6 reader, Grace, students read decodable connected texts during independent, partner, and educator-facilitated small-group instruction. For example, students participate in preview spelling activities, reread familiar texts, answer discussion questions, and complete “Story Question Activity Pages.” These integrated routines provide students with repeated opportunities to read accurately and expressively while demonstrating understanding of connected text.
5.H.1 Handwriting Development
5.H.1a
Materials include explicit (direct) instruction on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade level and, when possible, connected to current student learning. (T)
Materials include explicit (direct) instruction on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade level and, when possible, connected to current student learning. (T)
2 out of 2 points
Evaluation for 5.H.1a
Evaluation for 5.H.1a
Materials include explicit (direct) instruction on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade level and, when possible, connected to current student learning. (T)
2 out of 2 points
Students then practice and apply handwriting skills through guided and independent writing tasks. In skills 2 of the Teacher Guide in lesson 1, students trace the spelling “ee” in the air and on their desks while saying the /ee/ sound, then copy and write it independently on activity page 1.1. Students apply the newly learned spelling pattern as they read and write words containing “ee.” These routines help students reinforce handwriting, phonics, and spelling development at the same time.
5.H.1b
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
Evaluation for 5.H.1b
Evaluation for 5.H.1b
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
Students also apply handwriting skills in authentic sentence-writing tasks. In skills 2 of the Teacher Guide, “Pausing Point Activities: Write Sentences,” students copy and illustrate sentences from “Gran,” arrange word and punctuation cards to build complete sentences, fill in missing words, and write dictated sentences. For example, students apply correct letter formation, spacing, capitalization, and punctuation while using previously learned phonics patterns in meaningful writing tasks. These varied activities provide repeated opportunities for students to develop handwriting fluency across connected sentence-writing contexts.
Rubric Section 6
Knowledge Coherence
Materials support the development of connected background knowledge and key academic vocabulary within and across grade levels.
Total
100% (33 out of 33 points)
Evaluation for 6.A.1a
The materials organize instruction into knowledge-building units that help students develop content knowledge in science, history, and literature. In the ELAR User Guide, “ELAR Grades K–5 Domains and Units,” the grade 1 knowledge domains include science-focused units such as “The Human Body,” history-focused units such as “Early American Civilizations” and “A New Nation: American Independence,” and literature-focused units such as “Fables and Stories” and “Fairy Tales.” This structure helps students build background knowledge and academic vocabulary as they engage with connected informational and literary texts throughout the year.
The materials also deepen knowledge through content-rich read-alouds, discussions, and connected activities within each knowledge domain. In knowledge unit 2, “The Human Body,” students learn about the skeletal, muscular, digestive, circulatory, and nervous systems and synthesize their learning during the read-aloud “What a Complicated Network!” In knowledge unit 4, “Early American Civilizations,” and 9, “A New Nation: American Independence,” students build historical knowledge by studying the Mayan, Aztec, and Incan civilizations; the 13 colonies; and events leading to American independence. In knowledge units 1 and 6, students build literary knowledge by analyzing story elements, identifying themes and morals, and comparing characters and events across stories from diverse cultures.
The materials include content-rich instruction that builds grade 1 students’ knowledge of the arts through connected learning experiences across multiple knowledge domains. In knowledge unit 4, “Early American Civilizations,” students study ancient Mayan sculpture and apply their learning by creating salt-dough sculptures. In knowledge unit 8, “Fairy Tales,” students explore how fairy tales are represented in artistic forms such as opera and ballet. In knowledge unit 9, “A New Nation: American Independence,” students examine the connections between art and history through the poetry and music of “Yankee Doodle,” learn about textile design through the legend of Betsy Ross, create a class flag, and study examples of architecture by Thomas Jefferson. These lessons and activities provide multiple opportunities for students to develop knowledge of visual art, music, dance, design, and architecture while strengthening their understanding of the historical and literary content within each unit.
Evaluation for 6.A.1b
The materials include planning resources that illustrate how knowledge-building is organized within and across grade levels. In the “Knowledge Planning Documents,” K–5 Cross-Curricular Connections, the materials organize domains and units that build students’ content knowledge through literary, historical, and scientific topics. For example, the document shows how these domains connect to the science and social studies TEKS from kindergarten through grade 5. This guidance helps educators understand how grade 1 units contribute to a larger, intentionally sequenced progression of background knowledge and academic vocabulary.
The materials contain a Scope and Sequence that supports planning for knowledge-building within grade 1 and across grade levels. In the ELAR User Guide, “ELAR Grades K–5 Domains and Units,” the resource organizes grade 1 domains into a coherent sequence and outlines the progression of domains from kindergarten through grade 5. Educators can use the guide to see how grade 1 students’ background knowledge builds on prior learning and prepares them for connected content in later grades. These supports help educators understand how knowledge develops over time through connected domains across the elementary grades.
Evaluation for 6.A.1c
The materials organize instruction so that students spend extended time on connected knowledge-building topics and texts. In knowledge unit 2, “The Human Body,” the Teacher Guide explains that the domain includes 10 daily lessons, a two-day pausing point, a domain review, a domain assessment, and two days of culminating activities, with educators spending no more than 16 instructional days on the domain. For example, students build scientific knowledge by studying body systems, disease prevention, nutrition, and healthy habits through connected read-alouds, discussions, writing, and application activities, then reinforce their learning through review, assessment, and culminating tasks.
The materials also present this extended design within literature-focused knowledge units. In knowledge unit 8, “Fairy Tales,” students engage with 13 connected lessons, pausing points, a domain review, a domain assessment, and culminating activities over 22 instructional days. Students spend more than three weeks analyzing the characteristics, elements, and structures of fairy tales through related texts and instructional activities. This pacing provides students with sustained opportunities to build literary knowledge over time, rather than encountering the topic in isolated lessons.
Evaluation for 6.A.1d
The materials connect lessons through anchor texts and text sets that build background knowledge throughout a unit. In knowledge 3, “Different Lands, Similar Stories,” students engage with a set of folktales from different cultures, including “Cinderella,” “The Girl with the Red Slippers,” “Billy Beg,” and “Little Red Riding Hood.” Students compare characters, settings, plot elements, and cultural traditions across the stories while participating in read-alouds, discussions, map activities, and comprehension tasks. These connected texts help students build literary and cultural knowledge over time.
The materials also include routines that prompt students to connect new learning to previously read texts and prior knowledge. In knowledge 8, “Fairy Tales,” lesson 1, the “Core Connections” routine asks students to recall the characteristics of fiction and the stories they have studied throughout the year before introducing “Sleeping Beauty.” Students apply their understanding of story elements and fairy tale characteristics as they compare the new read-aloud with previously studied texts. These routines help students deepen their background knowledge by linking new texts to familiar genres, themes, and story structures.
Evaluation for 6.A.1e
The materials connect vocabulary, discussion, and writing with the lesson’s knowledge-building topic. In knowledge domain 2, “The Human Body,” Teacher Guide, lesson 1, “Everybody Has a Body,” students discuss how the human body consists of systems that work together to support life. For example, students participate in read-aloud and think-pair-share discussions, learn and use domain-specific vocabulary such as systems and organs, and contribute to a “Know, Want to Know, Learned” (KWL) chart about what they know, wonder, and learn. Students also collaborate to draft a topic sentence and later write an informational paragraph about body systems, connecting written language to the domain’s science content.
The materials integrate grammar, vocabulary, discussion, and writing with connected reading in the skills strand. In the unit 6 reader, Grace, students apply grammar aspects such as pronouns, adjectives, prepositions, and verb tenses while discussing the story’s events and characters. The unit introduction explains that each story includes discussion questions, vocabulary instruction, grammar lessons, story question activity pages, and writing tasks. These routines help students apply language arts skills while reading, discussing, and writing about connected text.
Evaluation for 6.A.2a
The materials activate and supply background knowledge by connecting current instruction to content students learned in kindergarten. In the K–5 Program Overview, the “Making Connections Year by Year” chart shows how grade 1 knowledge domains build on kindergarten concepts. The chart illustrates the progression of knowledge across grade levels, enabling educators to intentionally connect previously learned kindergarten content to new grade 1 instruction. This structure helps students build on what they already know as they move into new grade-level topics.
The materials include lesson-level routines that prompt students to recall and apply prior grade-level learning before engaging with new content. In knowledge 2, “The Human Body,” lesson 6, the “What Have We Already Learned?” routine prompts educators to review the five senses students studied in kindergarten before introducing new content on the nervous system. For example, students recall that sight, hearing, taste, touch, and smell send messages through the nervous system, and they apply that prior knowledge to understand the upcoming read-aloud. This routine strengthens comprehension by connecting previously learned concepts to new scientific content.
Evaluation for 6.A.2b
The materials activate background knowledge by prompting students to recall previously learned content before new learning begins. In knowledge 8, “Fairy Tales” of the Teacher Guide in lesson 1, “Core Connections,” educators guide students to revisit concepts introduced in earlier grade 1 knowledge domains. For example, students recall and discuss the differences between fiction and nonfiction and review the characteristics of fiction before beginning the new fairy tale domain. This routine helps students connect earlier literary learning to the new content.
The materials also use recurring instructional routines to reinforce connections across knowledge units. Throughout the Knowledge Teacher Guides, “Core Connections,” introductory discussions, and “Checks for Understanding,” students recall concepts, vocabulary, and ideas from previously taught domains before applying them to new learning. For example, students draw upon their knowledge of genre, story elements, and vocabulary to support comprehension of new read-alouds. These routines help them build cumulative knowledge by intentionally connecting new instruction to previously learned grade 1 content.
Evaluation for 6.A.2c
The materials provide targeted background knowledge before students engage with a new read-aloud. In knowledge 3, “Different Lands, Similar Stories” of the Teacher Guide in lesson 3, “Where Are We?” educators prepare students for the fable by introducing the story’s setting. For example, the educator locates the story’s country of origin on a world map, explains key information about that country, and discusses the meaning of the main character’s name. This contextual information helps students understand the setting and engage more meaningfully with the upcoming read-aloud.
The materials also use visual supports and connections to prior texts to strengthen engagement with new stories. In “Different Lands, Similar Stories,” knowledge 3 of the Teacher Guide in lesson 7, “Map Review,” educators prepare students to read “Little Red Riding Hood” by reviewing previously read folktales, including “Cinderella,” “The Girl with the Red Slippers,” and “Billy Beg.” Students locate each story’s country of origin on a world map and revisit similarities among folktales from different cultures. These routines provide students with targeted context for understanding and comparing the new text.
Evaluation for 6.A.3a
Students engage with central ideas and topics through questions and tasks aligned with the unit’s content. In knowledge 2, “The Human Body,” lesson 7, students analyze Louis Pasteur’s contributions by completing a “Somebody Wanted But So Then” activity. For example, students explain how scientific discoveries and vaccines improved public health, collaborate to retell key events, and discuss broader ideas related to scientific innovation, perseverance, and disease prevention. These routines help students move beyond recall and support deeper understanding of the unit’s big ideas.
Students also explore broader scientific and historical concepts through discussion and comprehension tasks. In knowledge 5, “Astronomy: Space Exploration,” lesson 2, students explain the relationship among the Sun, Earth, and Earth’s movements by distinguishing between rotation and orbit and describing how these movements cause day and night. In knowledge 9, “A New Nation: American Independence,” lesson 2, students discuss taxation, representation, and government as they explain how these ideas contributed to the Boston Tea Party and the colonies’ pursuit of self-government. These questions and tasks help students connect textual details to larger concepts and enduring themes across the knowledge units.
Evaluation for 6.A.3b
Students synthesize knowledge across texts within a unit by comparing, organizing, and discussing information from multiple stories. In knowledge 3, “Different Lands, Similar Stories,” lesson 3, students complete the “Which Fairy Tale?” Venn diagram, drawing on their understanding of three fairy tales from previous lessons. They compare characters, settings, and events across the texts, identify shared and unique story characteristics, and record their thinking in a graphic organizer. This task requires students to integrate information from multiple texts to analyze literary elements and themes throughout the unit.
Students also synthesize knowledge across lessons and units by applying previously learned ideas to a new text. In knowledge 8, “Fairy Tales,” lesson 1, students begin by recalling fiction and nonfiction read-alouds from previous knowledge units and discussing the characteristics of each text type. For example, during “Checks for Understanding,” students answer, “What is a story, and what is the same across all the different tales you’ve heard this year?” Students then apply these ideas while listening to “Sleeping Beauty,” identifying characters, events, and story elements, and comparing them with texts studied earlier in the year. These routines help students connect prior learning to new texts and build a deeper understanding of literary concepts.
Evaluation for 6.A.3c
Students show understanding of the unit topic through culminating tasks that require them to connect ideas across related texts. In knowledge 1, “Fables and Stories,” the culminating activities prompt students to revisit multiple fables and folktales. For example, students complete story maps, use “Somebody Wanted But So Then” to retell a selected story, create a booklet retelling a fable or folktale from beginning to end, and identify the characters, setting, plot, and moral. Students also compare themes through dramatic performances and discussions about trade books, drawing on knowledge from multiple texts studied throughout the unit.
The materials also include culminating activities that require students to apply knowledge gained from informational texts. In knowledge 7, “Animals and Habitats: The World We Share,” students complete idea webs, Venn diagrams, food chain models, and a habitat journal, using information from multiple read-alouds throughout the unit. Students connect, compare, and apply their learning about animals, habitats, and ecosystems as they explain relationships among living things and their environments. These tasks help students demonstrate understanding of the unit topic by synthesizing information and communicating what they have learned.
Evaluation for 6.A.3d
Students apply new understanding of the unit topic to real-world and personal contexts. In knowledge 2, “The Human Body,” the “Word Work” activity engages students in a “Making Choices” discussion in which they identify healthy habits they practice daily. During the culminating activities, students extend this learning by creating a well-balanced meal that includes foods from each food group and by applying what they have learned about nutrition and healthy living. These activities help students connect science content to personal choices they can make beyond the classroom.
The materials also contain authentic tasks that extend learning beyond the classroom through observation and investigation. In knowledge 7, “Animals and Habitats: The World We Share,” lesson 1, “Explore Your Habitat” prompts students to observe the habitat around their school, identify living things, and record evidence of food, water, and shelter. For example, in lesson 2, students complete a habitat journal by describing environmental conditions and explaining, based on what they have learned in the domain, how Arctic animals survive in extreme climates. These activities encourage students to transfer their understanding of habitats and healthy living to real-world experiences.
Evaluation for 6.A.4a
The materials organize tier-two and tier-three vocabulary throughout the school year to support knowledge-building within each domain. In the K–5 Text Complexity and Vocabulary Guide, the grade 1 vocabulary sequence is organized by domain. For example, the “At-a-Glance” charts identify tier-two academic vocabulary, tier-three domain-specific vocabulary, and related sayings and phrases aligned with each knowledge domain. This organization helps students build increasingly sophisticated academic and content-specific vocabulary as they deepen their understanding of literature, history, and science.
The materials also include lesson-level routines that teach and reinforce planned vocabulary within meaningful content. In knowledge 6, “Geology,” Lesson 1, “Our Home, Earth,” students learn the tier-two word surface through a structured “Word Work” routine. The lesson provides explicit instruction, contextual examples from the read-aloud, guided discussion, and oral language practice. Students apply the word as they describe Earth’s features, directly connecting vocabulary development to the unit’s geology concepts.
Evaluation for 6.A.4b
Students practice and apply academic vocabulary through interactive read-alouds, “Word Work,” discussions, and content-based tasks. Throughout grade 1 of the Teacher Guide, read-aloud vocabulary routines introduce and reinforce tier-two and tier-three vocabulary through explicit instruction, guided discussion, and contextual application. Students apply newly learned vocabulary as they respond to literal, inferential, and evaluative comprehension questions that prompt them to use target words in meaningful discussions about the text. These routines help students build academic vocabulary while deepening their understanding of the unit topic.
The materials also include content and language scaffolds to help educators differentiate vocabulary instruction for learners with varying language needs. In knowledge 4, “Early American Civilizations,” lesson 2, “The Maya: Journey to Baakal,” students learn the tier-two word thrilled through a student-friendly definition, educator modeling, repeated exposure during the read-aloud, and structured “Word Work” activities. Students practice the word by describing personal experiences using the sentence stem “I was thrilled when…” and by explaining a time they made someone else feel excited. “Support” sidebars and “Emergent Bilingual” scaffolds provide oral language prompts, modeling, and structured discussion opportunities so that students can hear, use, and apply vocabulary in the context of the unit.
Evaluation for 6.A.4c
Students use key academic vocabulary during “Word Work” discussions and content-based tasks. In knowledge 6, “The History of the Earth,” lesson 6, students deepen their understanding of the tier-two academic vocabulary word sediments. The educator defines the term, models its use in context by explaining how sediments are stirred up while swimming in a lake, and guides students in discussing other places where they might observe sediments. Students then identify examples and non-examples by responding orally with statements such as “Those are sediments” or “Those are not sediments.” These structured discussion tasks require students to use the academic vocabulary accurately within meaningful scientific contexts.
Students also apply academic vocabulary in additional speaking and discussion tasks related to the lesson or unit topic. In knowledge 10, “Adventure Stories,” lesson 1, students learn the tier-two word persist and respond to educator prompts by identifying situations in which someone demonstrates persistence. For example, students describe people who persisted to accomplish their goals and use the target word to explain real-life examples. In knowledge 7, “Kings and Queens,” students also apply words such as advantages and royal during educator-guided discussions and “Making Choices” activities. These routines help students move beyond learning definitions by requiring them to use newly acquired academic vocabulary in context.
Evaluation for 6.A.4d
The materials use images and visual representations to help students understand key academic vocabulary. During interactive read-alouds, educators use flip books and image cards to introduce and reinforce domain-specific vocabulary within each knowledge unit. For example, in knowledge 5, “Astronomy: Space Exploration,” flip book images and image cards illustrate the sun, moon, planets, and other domain-specific concepts. These visuals help students connect new vocabulary to the concepts presented in the read-alouds.
The materials also use posters, visualizations, and mental imagery to help students apply vocabulary non-verbally. In knowledge 9, “A New Nation: American Independence,” “Pausing Point 1,” students use Poster 1M during the “Multiple Meaning Word” activity to distinguish the different meanings of stamps through visual representations. In knowledge 10, “Adventure Stories,” lesson 2, educators prompt students to close their eyes and imagine the stories Gabito created before students apply the tier-two word imagine in a “Making Choices” activity. These routines strengthen vocabulary acquisition by helping students connect words to images, mental representations, and meaningful contexts.
Evaluation for 6.B.1a
Students generate questions during inquiry-based discussions on the unit topic. In knowledge 5, “Astronomy: Space Exploration,” educators prompt students to think and respond to questions such as “Do you think they would believe you? Why or why not?” and “Why do stars look like they are blinking?” For example, students contribute observations to a shared idea web about stars, adding ideas such as stars being “very large,” “far away,” and “different colors.” Students also complete an “Astronomy Journal Exit Pass” in which they compare texts and record observations about stars. These routines encourage students to ask questions, develop explanations, and investigate scientific concepts.
Students also generate questions through a structured research routine. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” students use a KWL chart to identify what they already know about adventures and what they wonder about the topic. For example, students record their inquiry questions in the “Wonder” column on activity page 1.1, generating questions about adventures and the historical figures they will study throughout the unit. These student-generated questions guide the culminating research project as students gather information, organize their thinking, and use evidence to write a research paragraph.
Evaluation for 6.B.1b
Students develop a research plan by identifying what they already know, what they want to learn, and how they will organize their inquiry. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” Teacher Guide, lesson 2, “Research Plan,” students use activity pages 1.1 and 2.1 to plan research on adventures and historical figures. For example, educators model each step of the research process as students generate research questions, organize their inquiry, and prepare to gather information throughout the unit. This routine helps students plan before writing about their findings.
Students then follow a structured plan that includes collaborative investigation and application activities. In knowledge 5, “Astronomy: Space Exploration,” Teacher Guide, lesson 4, “Stargazing and Constellations,” students work in groups to plan and create a model of the Big Dipper constellation using educator-provided images and chart paper. Students identify what they will observe and represent, construct the model, and record their observations in the “Astronomy Journal Exit Pass.” These activities support students as they plan an investigation, organize information, and communicate their learning.
Evaluation for 6.B.1c
Students identify relevant sources that connect to their research questions or purpose. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” Teacher Guide, lesson 5, “Gathering Answers,” students work with the educator to identify and use three appropriate print and digital resources that address their research questions. For example, students discuss which sources provide relevant information, record evidence from those sources, and participate in a “Check for Understanding” to show that they can identify and use appropriate sources to answer their questions. These routines help students connect source selection directly to the purpose of their research.
Students also organize and communicate information gathered from multiple sources and media. In knowledge 7, “Animals and Habitats,” Teacher Guide, lesson 5, “Introducing Informative Writing,” students gather information from the domain read-aloud, habitat journals, flip book, grade-appropriate trade books, and other informational resources. Students record key facts, supporting details, and a conclusion on activity page 5.1; discuss their findings with peers; and use the completed organizer to prepare an informative writing piece. These tasks help students select relevant sources, organize information from multiple media, and communicate their research findings.
6.A.1 Connected Knowledge-Building Units and Lessons
6.A.1a
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
4 out of 4 points
Evaluation for 6.A.1a
Evaluation for 6.A.1a
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
4 out of 4 points
The materials also deepen knowledge through content-rich read-alouds, discussions, and connected activities within each knowledge domain. In knowledge unit 2, “The Human Body,” students learn about the skeletal, muscular, digestive, circulatory, and nervous systems and synthesize their learning during the read-aloud “What a Complicated Network!” In knowledge unit 4, “Early American Civilizations,” and 9, “A New Nation: American Independence,” students build historical knowledge by studying the Mayan, Aztec, and Incan civilizations; the 13 colonies; and events leading to American independence. In knowledge units 1 and 6, students build literary knowledge by analyzing story elements, identifying themes and morals, and comparing characters and events across stories from diverse cultures.
The materials include content-rich instruction that builds grade 1 students’ knowledge of the arts through connected learning experiences across multiple knowledge domains. In knowledge unit 4, “Early American Civilizations,” students study ancient Mayan sculpture and apply their learning by creating salt-dough sculptures. In knowledge unit 8, “Fairy Tales,” students explore how fairy tales are represented in artistic forms such as opera and ballet. In knowledge unit 9, “A New Nation: American Independence,” students examine the connections between art and history through the poetry and music of “Yankee Doodle,” learn about textile design through the legend of Betsy Ross, create a class flag, and study examples of architecture by Thomas Jefferson. These lessons and activities provide multiple opportunities for students to develop knowledge of visual art, music, dance, design, and architecture while strengthening their understanding of the historical and literary content within each unit.
6.A.1b
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
2 out of 2 points
Evaluation for 6.A.1b
Evaluation for 6.A.1b
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
2 out of 2 points
The materials contain a Scope and Sequence that supports planning for knowledge-building within grade 1 and across grade levels. In the ELAR User Guide, “ELAR Grades K–5 Domains and Units,” the resource organizes grade 1 domains into a coherent sequence and outlines the progression of domains from kindergarten through grade 5. Educators can use the guide to see how grade 1 students’ background knowledge builds on prior learning and prepares them for connected content in later grades. These supports help educators understand how knowledge develops over time through connected domains across the elementary grades.
6.A.1c
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and texts.
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and texts.
1 out of 1 points
Evaluation for 6.A.1c
Evaluation for 6.A.1c
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and texts.
1 out of 1 points
The materials also present this extended design within literature-focused knowledge units. In knowledge unit 8, “Fairy Tales,” students engage with 13 connected lessons, pausing points, a domain review, a domain assessment, and culminating activities over 22 instructional days. Students spend more than three weeks analyzing the characteristics, elements, and structures of fairy tales through related texts and instructional activities. This pacing provides students with sustained opportunities to build literary knowledge over time, rather than encountering the topic in isolated lessons.
6.A.1d
Lessons are connected by anchoring texts or text sets designed to intentionally build connected student background knowledge over time.
Lessons are connected by anchoring texts or text sets designed to intentionally build connected student background knowledge over time.
1 out of 1 points
Evaluation for 6.A.1d
Evaluation for 6.A.1d
Lessons are connected by anchoring texts or text sets designed to intentionally build connected student background knowledge over time.
1 out of 1 points
The materials also include routines that prompt students to connect new learning to previously read texts and prior knowledge. In knowledge 8, “Fairy Tales,” lesson 1, the “Core Connections” routine asks students to recall the characteristics of fiction and the stories they have studied throughout the year before introducing “Sleeping Beauty.” Students apply their understanding of story elements and fairy tale characteristics as they compare the new read-aloud with previously studied texts. These routines help students deepen their background knowledge by linking new texts to familiar genres, themes, and story structures.
6.A.1e
Grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
Grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
4 out of 4 points
Evaluation for 6.A.1e
Evaluation for 6.A.1e
Grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
4 out of 4 points
The materials integrate grammar, vocabulary, discussion, and writing with connected reading in the skills strand. In the unit 6 reader, Grace, students apply grammar aspects such as pronouns, adjectives, prepositions, and verb tenses while discussing the story’s events and characters. The unit introduction explains that each story includes discussion questions, vocabulary instruction, grammar lessons, story question activity pages, and writing tasks. These routines help students apply language arts skills while reading, discussing, and writing about connected text.
6.A.2 Context and Student Background Knowledge
6.A.2a
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
1 out of 1 points
Evaluation for 6.A.2a
Evaluation for 6.A.2a
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
1 out of 1 points
The materials include lesson-level routines that prompt students to recall and apply prior grade-level learning before engaging with new content. In knowledge 2, “The Human Body,” lesson 6, the “What Have We Already Learned?” routine prompts educators to review the five senses students studied in kindergarten before introducing new content on the nervous system. For example, students recall that sight, hearing, taste, touch, and smell send messages through the nervous system, and they apply that prior knowledge to understand the upcoming read-aloud. This routine strengthens comprehension by connecting previously learned concepts to new scientific content.
6.A.2b
Materials activate or supply background knowledge by making connections across units within a grade level.
Materials activate or supply background knowledge by making connections across units within a grade level.
1 out of 1 points
Evaluation for 6.A.2b
Evaluation for 6.A.2b
Materials activate or supply background knowledge by making connections across units within a grade level.
1 out of 1 points
The materials also use recurring instructional routines to reinforce connections across knowledge units. Throughout the Knowledge Teacher Guides, “Core Connections,” introductory discussions, and “Checks for Understanding,” students recall concepts, vocabulary, and ideas from previously taught domains before applying them to new learning. For example, students draw upon their knowledge of genre, story elements, and vocabulary to support comprehension of new read-alouds. These routines help them build cumulative knowledge by intentionally connecting new instruction to previously learned grade 1 content.
6.A.2c
Materials provide students with relevant and targeted context or background knowledge to enhance the student's engagement with the text. (S/T)
Materials provide students with relevant and targeted context or background knowledge to enhance the student's engagement with the text. (S/T)
1 out of 1 points
Evaluation for 6.A.2c
Evaluation for 6.A.2c
Materials provide students with relevant and targeted context or background knowledge to enhance the student's engagement with the text. (S/T)
1 out of 1 points
The materials also use visual supports and connections to prior texts to strengthen engagement with new stories. In “Different Lands, Similar Stories,” knowledge 3 of the Teacher Guide in lesson 7, “Map Review,” educators prepare students to read “Little Red Riding Hood” by reviewing previously read folktales, including “Cinderella,” “The Girl with the Red Slippers,” and “Billy Beg.” Students locate each story’s country of origin on a world map and revisit similarities among folktales from different cultures. These routines provide students with targeted context for understanding and comparing the new text.
6.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks
6.A.3a
Questions and tasks require students to engage with big ideas, topics, and themes.
Questions and tasks require students to engage with big ideas, topics, and themes.
1 out of 1 points
Evaluation for 6.A.3a
Evaluation for 6.A.3a
Questions and tasks require students to engage with big ideas, topics, and themes.
1 out of 1 points
Students also explore broader scientific and historical concepts through discussion and comprehension tasks. In knowledge 5, “Astronomy: Space Exploration,” lesson 2, students explain the relationship among the Sun, Earth, and Earth’s movements by distinguishing between rotation and orbit and describing how these movements cause day and night. In knowledge 9, “A New Nation: American Independence,” lesson 2, students discuss taxation, representation, and government as they explain how these ideas contributed to the Boston Tea Party and the colonies’ pursuit of self-government. These questions and tasks help students connect textual details to larger concepts and enduring themes across the knowledge units.
6.A.3b
Questions and tasks prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
Questions and tasks prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
2 out of 2 points
Evaluation for 6.A.3b
Evaluation for 6.A.3b
Questions and tasks prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
2 out of 2 points
Students also synthesize knowledge across lessons and units by applying previously learned ideas to a new text. In knowledge 8, “Fairy Tales,” lesson 1, students begin by recalling fiction and nonfiction read-alouds from previous knowledge units and discussing the characteristics of each text type. For example, during “Checks for Understanding,” students answer, “What is a story, and what is the same across all the different tales you’ve heard this year?” Students then apply these ideas while listening to “Sleeping Beauty,” identifying characters, events, and story elements, and comparing them with texts studied earlier in the year. These routines help students connect prior learning to new texts and build a deeper understanding of literary concepts.
6.A.3c
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
1 out of 1 points
Evaluation for 6.A.3c
Evaluation for 6.A.3c
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
1 out of 1 points
The materials also include culminating activities that require students to apply knowledge gained from informational texts. In knowledge 7, “Animals and Habitats: The World We Share,” students complete idea webs, Venn diagrams, food chain models, and a habitat journal, using information from multiple read-alouds throughout the unit. Students connect, compare, and apply their learning about animals, habitats, and ecosystems as they explain relationships among living things and their environments. These tasks help students demonstrate understanding of the unit topic by synthesizing information and communicating what they have learned.
6.A.3d
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
1 out of 1 points
Evaluation for 6.A.3d
Evaluation for 6.A.3d
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
1 out of 1 points
The materials also contain authentic tasks that extend learning beyond the classroom through observation and investigation. In knowledge 7, “Animals and Habitats: The World We Share,” lesson 1, “Explore Your Habitat” prompts students to observe the habitat around their school, identify living things, and record evidence of food, water, and shelter. For example, in lesson 2, students complete a habitat journal by describing environmental conditions and explaining, based on what they have learned in the domain, how Arctic animals survive in extreme climates. These activities encourage students to transfer their understanding of habitats and healthy living to real-world experiences.
6.A.4 Key Academic Vocabulary and Grade-Level Concepts
6.A.4a
Materials include a year-long scope and sequence for building tier 2 and 3 academic vocabulary in the context of knowledge-building.
Materials include a year-long scope and sequence for building tier 2 and 3 academic vocabulary in the context of knowledge-building.
2 out of 2 points
Evaluation for 6.A.4a
Evaluation for 6.A.4a
Materials include a year-long scope and sequence for building tier 2 and 3 academic vocabulary in the context of knowledge-building.
2 out of 2 points
The materials also include lesson-level routines that teach and reinforce planned vocabulary within meaningful content. In knowledge 6, “Geology,” Lesson 1, “Our Home, Earth,” students learn the tier-two word surface through a structured “Word Work” routine. The lesson provides explicit instruction, contextual examples from the read-aloud, guided discussion, and oral language practice. Students apply the word as they describe Earth’s features, directly connecting vocabulary development to the unit’s geology concepts.
6.A.4b
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate vocabulary development for all learners. (S)
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate vocabulary development for all learners. (S)
2 out of 2 points
Evaluation for 6.A.4b
Evaluation for 6.A.4b
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate vocabulary development for all learners. (S)
2 out of 2 points
The materials also include content and language scaffolds to help educators differentiate vocabulary instruction for learners with varying language needs. In knowledge 4, “Early American Civilizations,” lesson 2, “The Maya: Journey to Baakal,” students learn the tier-two word thrilled through a student-friendly definition, educator modeling, repeated exposure during the read-aloud, and structured “Word Work” activities. Students practice the word by describing personal experiences using the sentence stem “I was thrilled when…” and by explaining a time they made someone else feel excited. “Support” sidebars and “Emergent Bilingual” scaffolds provide oral language prompts, modeling, and structured discussion opportunities so that students can hear, use, and apply vocabulary in the context of the unit.
6.A.4c
Materials include tasks designed to engage students in purposeful use of key academic vocabulary. (S)
Materials include tasks designed to engage students in purposeful use of key academic vocabulary. (S)
1 out of 1 points
Evaluation for 6.A.4c
Evaluation for 6.A.4c
Materials include tasks designed to engage students in purposeful use of key academic vocabulary. (S)
1 out of 1 points
Students also apply academic vocabulary in additional speaking and discussion tasks related to the lesson or unit topic. In knowledge 10, “Adventure Stories,” lesson 1, students learn the tier-two word persist and respond to educator prompts by identifying situations in which someone demonstrates persistence. For example, students describe people who persisted to accomplish their goals and use the target word to explain real-life examples. In knowledge 7, “Kings and Queens,” students also apply words such as advantages and royal during educator-guided discussions and “Making Choices” activities. These routines help students move beyond learning definitions by requiring them to use newly acquired academic vocabulary in context.
6.A.4d
Materials include nonverbal teaching techniques to support students in the acquisition of key academic vocabulary, such as the use of images and visualization. (T)
Materials include nonverbal teaching techniques to support students in the acquisition of key academic vocabulary, such as the use of images and visualization. (T)
1 out of 1 points
Evaluation for 6.A.4d
Evaluation for 6.A.4d
Materials include nonverbal teaching techniques to support students in the acquisition of key academic vocabulary, such as the use of images and visualization. (T)
1 out of 1 points
The materials also use posters, visualizations, and mental imagery to help students apply vocabulary non-verbally. In knowledge 9, “A New Nation: American Independence,” “Pausing Point 1,” students use Poster 1M during the “Multiple Meaning Word” activity to distinguish the different meanings of stamps through visual representations. In knowledge 10, “Adventure Stories,” lesson 2, educators prompt students to close their eyes and imagine the stories Gabito created before students apply the tier-two word imagine in a “Making Choices” activity. These routines strengthen vocabulary acquisition by helping students connect words to images, mental representations, and meaningful contexts.
6.B.1 Recursive Inquiry Process
6.B.1a
Materials support instruction for students to ask and generate questions for inquiry. (S)
Materials support instruction for students to ask and generate questions for inquiry. (S)
1 out of 1 points
Evaluation for 6.B.1a
Evaluation for 6.B.1a
Materials support instruction for students to ask and generate questions for inquiry. (S)
1 out of 1 points
Students also generate questions through a structured research routine. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” students use a KWL chart to identify what they already know about adventures and what they wonder about the topic. For example, students record their inquiry questions in the “Wonder” column on activity page 1.1, generating questions about adventures and the historical figures they will study throughout the unit. These student-generated questions guide the culminating research project as students gather information, organize their thinking, and use evidence to write a research paragraph.
6.B.1b
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
2 out of 2 points
Evaluation for 6.B.1b
Evaluation for 6.B.1b
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
2 out of 2 points
Students then follow a structured plan that includes collaborative investigation and application activities. In knowledge 5, “Astronomy: Space Exploration,” Teacher Guide, lesson 4, “Stargazing and Constellations,” students work in groups to plan and create a model of the Big Dipper constellation using educator-provided images and chart paper. Students identify what they will observe and represent, construct the model, and record their observations in the “Astronomy Journal Exit Pass.” These activities support students as they plan an investigation, organize information, and communicate their learning.
6.B.1c
2-3: Materials require students to gather relevant information from a variety of sources. (S). 2-3: Materials provide guidance for students on differentiating between primary and secondary sources. (S). 2-3: Materials include activities and tasks which require students to differentiate between primary and secondary sources. (S)
2-3: Materials require students to gather relevant information from a variety of sources. (S). 2-3: Materials provide guidance for students on differentiating between primary and secondary sources. (S). 2-3: Materials include activities and tasks which require students to differentiate between primary and secondary sources. (S)
4 out of 4 points
Evaluation for 6.B.1c
Evaluation for 6.B.1c
2-3: Materials require students to gather relevant information from a variety of sources. (S). 2-3: Materials provide guidance for students on differentiating between primary and secondary sources. (S). 2-3: Materials include activities and tasks which require students to differentiate between primary and secondary sources. (S)
4 out of 4 points
Students also organize and communicate information gathered from multiple sources and media. In knowledge 7, “Animals and Habitats,” Teacher Guide, lesson 5, “Introducing Informative Writing,” students gather information from the domain read-aloud, habitat journals, flip book, grade-appropriate trade books, and other informational resources. Students record key facts, supporting details, and a conclusion on activity page 5.1; discuss their findings with peers; and use the completed organizer to prepare an informative writing piece. These tasks help students select relevant sources, organize information from multiple media, and communicate their research findings.
Rubric Section 7
Text Quality and Complexity
Materials ensure students spend a majority of their time interacting with increasingly complex grade-level text.
Total
100% (34 out of 34 points)
Evaluation for 7.1a
The materials use research-based measures to document the complexity of core instructional texts. In the K–5 Text Complexity and Vocabulary Guide, each core text is evaluated using quantitative, qualitative, and reader/task measures. For example, educators are provided with Lexile measures and quantitative, qualitative, and reader/task ratings to help evaluate the complexity of instructional texts. This guidance helps educators understand how grade 1 texts align with grade-level expectations for reading and comprehension.
The materials also provide grade-specific text complexity information for each grade 1 knowledge domain. In knowledge domain 2, “The Human Body,” the materials identify the text as informational and provide a quantitative rating of 790L, a qualitative rating of 2, and a reader/task rating of 2. These measures indicate that students engage with appropriately complex informational texts while building vocabulary, comprehension, and content knowledge about the human body.
Evaluation for 7.1b
The materials include well-crafted instructional texts that support students’ developing reading skills through intentional design and alignment with the instructional sequence. In the skills 3 reader, Fables, the decodable reader includes previously taught sound–spelling correspondences and “Tricky Words” so that students can apply learned decoding skills in connected text. For example, the reader includes standard publishing features such as an International Standard Book Number (ISBN), copyright information, publisher attribution, and Creative Commons licensing. These indicate that the instructional text is professionally presented and intentionally designed to support early reading development.
The materials provide authentic, professionally published trade books that support knowledge-building through high-quality literature. In knowledge domain 10, “Adventure Stories,” students read published titles by recognized authors, including “Keep On! The Story of Matthew Henson,” “Co-Discoverer of the North Pole” by Deborah Hopkinson, “Mae Among the Stars” by Roda Ahmed, “Manfish” by Jennifer Berne, “Shark Lady: The True Story of How Eugenie Clark Became the Ocean’s Most Fearless Scientist” by Jess Keating, and “Tomás and the Galapagos Adventure” by Carolyn Lunn. The program identifies each title by author and ISBN and offers guidance on obtaining the texts through Amplify or independent sources, showing that students engage with well-crafted, professionally published literature.
Evaluation for 7.1c
Students engage with a range of literary texts, including traditional, classical, contemporary, and culturally diverse selections. In the K–5 Text Complexity and Vocabulary Guide, grade 1 core texts include fables, folktales, fairy tales, realistic and historical fiction, biographies, poetry, informational texts, and authentic trade books. For example, knowledge 1, “Fables and Stories” includes Aesop’s fables, the “Anansi the Spider” folktale, and Beatrix Potter’s “The Tale of Peter Rabbit.” In knowledge 3, “Different Lands, Similar Stories,” students explore diverse literary traditions by comparing stories across cultures. These texts expose students to varied genres, cultures, historical figures, and perspectives.
Students also engage with informational and biographical texts across content areas to build knowledge in science, history, geography, and civics. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” students read authentic trade books featuring individuals such as Dr. Ellen Ochoa and Dr. Mae Jemison. Informational domains also build scientific knowledge through “The Human Body,” “Astronomy: Space Exploration,” and “The History of the Earth,” while history-focused domains such as “Early American Civilizations” and “A New Nation: American Independence” develop students’ understanding of cultures, historical events, and civic ideas. Together, these knowledge domains provide students with traditional, contemporary, classical, and diverse texts across multiple content areas.
Evaluation for 7.1d
The materials include texts and topics that connect to students’ lives, interests, and everyday experiences. In the Grade 1 Curriculum Map, students engage with knowledge domains focused on health, the natural world, space, and Earth’s history. For example, in knowledge domain 2, “The Human Body,” students learn about health and wellness, while knowledge domain 7, “Animals and Habitats: The World We Share” helps students connect learning to animals, the environment, and living things. Students also explore the solar system in knowledge domain 5, “Astronomy: Space Exploration,” and Earth’s geological history in knowledge domain 6, “The History of the Earth.” These meaningful science topics give students opportunities to connect new learning to their own bodies, observations, questions, and experiences with the world around them.
The materials also include literary and informational texts that reflect diverse cultures, perspectives, historical experiences, and accomplishments. In knowledge domain 1, “Fables and Stories,” students read “Aesop’s Fables,” the “Anansi the Spider” folktale, and Beatrix Potter’s “The Tale of Peter Rabbit.” In knowledge domain 3, “Different Lands, Similar Stories,” students compare fairy tales and folktales from different countries. In knowledge domain 4, “Early American Civilizations,” they study the Maya, Aztec, and Inca civilizations. In knowledge domain 9, “A New Nation: American Independence,” students learn about the roles of women, Native Americans, and African Americans during the Colonial era. In knowledge domain 9, “Adventure Stories: Tales from the Edges of the World,” they explore the accomplishments of Dr. Ellen Ochoa, Dr. Mae Jemison, and Jacques Cousteau. These texts expand students’ background knowledge and help them connect diverse experiences to their own lives and the broader world.
Evaluation for 7.2a
Students listen to grade-level texts and respond to questions that require them to analyze the text and explain their thinking. In knowledge 4, “Early American Civilizations,” lesson 2, students listen to the read-aloud “The Maya: Journey to Baakal” and answer text-dependent comprehension questions. While applying the lesson, students discuss what they have learned about the religion of the ancient Maya and explain how Kanal and his family honored the god of maize. Students support their responses with evidence from the read-aloud, giving them an opportunity to justify their thinking during oral discussion.
Students also communicate their thinking through written response tasks connected to the text. In knowledge 4, lesson 2, students complete a civilization chart and an exit pass by writing a phrase or sentence about what they have learned, then use those responses to write an informational paragraph about an aspect of ancient Maya civilization. In knowledge 9, “A New Nation: American Independence,” lesson 12, students listen to a grade-level read-aloud, respond to a text-dependent comprehension question, justify their thinking orally during a class discussion, and record written responses in their Activity Book. These routines support students as they listen to grade-level texts, think critically about meaning, and communicate evidence-based responses both orally and in writing.
Evaluation for 7.2b
Students discuss specific ideas from grade-level texts using educator-guided analysis and response routines. In knowledge 4, “Early American Civilizations,” lesson 2, students listen to the read-aloud “The Maya: Journey to Baakal” and use the ancient Maya civilization chart to discuss the Maya religion. For example, students explain how Kanal and his family traveled to Baakal during the Festival of the First Star to honor the god of maize, and they discuss the roles of temples, ceremonies, and gods in Maya civilization. These discussions require students to analyze ideas presented in the text and communicate their understanding both orally and in writing.
Students also discuss the author’s purpose in grade-level texts and explain their reasoning using information from the read-aloud. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” lesson 1, students listen to “Someplace You Know to Someplace You Don’t,” respond to comprehension questions, and discuss the author’s purpose for writing the text. For example, students complete a quick write, identifying the author’s purpose and explaining their reasoning with information from the read-aloud. These opportunities help students examine specific ideas, the author’s purpose, and how authors communicate meaning through text.
Evaluation for 7.2c
Students apply reading skills before, during, and after grade-level texts by making and confirming predictions. In knowledge 1, “Fables and Stories,” lesson 10, students listen to the read-aloud “All Stories Are Anansi’s” and use details from the text to predict what will happen next. After hearing the story’s conclusion, students revisit their predictions during the thumbs-up/thumbs-down “Check for Understanding” to determine whether their predictions were confirmed or revised based on evidence from the text. These activities help students monitor their understanding as they listen and respond to the story.
Students also apply additional reading skills by analyzing and synthesizing information from grade-level texts. In knowledge 4, “Early American Civilizations,” lesson 2, students listen to the read-aloud “The Maya: Journey to Baakal” and analyze information about the ancient Maya religion. For example, students recall how Kanal and his family honored the god of maize during the Festival of the First Star, organize information using the civilization chart, explain what they have learned about Maya beliefs and religious practices, and synthesize information from the text by completing an exit pass that identifies key aspects of the ancient Maya religion. Together, these routines engage students in predicting, analyzing, organizing, and synthesizing ideas from grade-level texts.
Evaluation for 7.3a
Educators use embedded scaffolds before and while reading grade-level texts to support comprehension, vocabulary, and participation without reducing the lesson’s rigor. In knowledge 2, “The Human Body,” lesson 3, before students engage with the read-aloud, educators help them activate their prior knowledge by revisiting the KWL chart. This chart displays a diagram of concentric circles illustrating the relationships among the organs, body systems, and networks and also provides an oral word bank. For example, the “Support” and “Emergent Bilingual” sidebars contain key vocabulary, sentence frames, and proficiency-based oral language expectations, enabling students to discuss the grade-level informational text while maintaining the lesson’s academic expectations.
The materials also provide targeted supports for background knowledge, vocabulary, visuals, questioning, and application tasks. In knowledge 2, “The Human Body,” lesson 4, “Chew, Swallow, Squeeze, and Churn,” educators review previously learned body systems, introduce tier-three vocabulary such as digestion, and use image cards before the read-aloud. During and after reading, students respond to text-dependent questions, make predictions, participate in “Word Work” and turn-and-talk discussions, sequence the digestive process using image cards, and complete the “My Body Systems Booklet” through guided drawing and writing. These scaffolds support comprehension and language development as students continue working with rigorous grade-level content.
Evaluation for 7.3b
Students who demonstrate proficiency extend their analysis of grade-level texts through embedded “Challenge” tasks that require inference and evidence-based reasoning. In knowledge 4, “Early American Civilizations,” lesson 3, the “Challenge” sidebar asks students to examine a sculpture of King Pakal and draw conclusions about him using details from the image and information from the read-aloud. For example, students analyze visual evidence in relation to the text and justify their thinking beyond the core lesson.
The materials also contain enrichment activities that prompt students to apply their learning through perspective-taking, writing, and synthesizing domain knowledge. In knowledge 5, “Astronomy: Space Exploration,” the culminating activities include the enrichment task “You Were There: In Outer Space.” Students apply information from the read-alouds by adopting the perspectives of astronauts or scientists and describing what they may have seen and heard during space exploration. Students also collaborate to write a news article about a moon landing, using details from the domain texts. These “Challenge” and enrichment opportunities deepen understanding by prompting proficient students to analyze and apply ideas from grade-level texts.
Evaluation for 7.4a
Educators receive text complexity information to support instructional planning for core texts. In the K–5 Text Complexity and Vocabulary Guide, the entry for knowledge 2, “The Human Body,” includes the text’s Lexile measure, quantitative text complexity information, qualitative analysis, and reader and task considerations. For example, the guide identifies the domain as informational with a quantitative rating of 790L, explaining that its complexity is appropriate for grade 1 based on vocabulary, sentence structure, and language demands.
The materials explain why the selected texts are appropriate for grade 1 and how they support instruction. The K–5 Text Complexity and Vocabulary Guide assigns knowledge 2, “The Human Body” a qualitative rating of two, indicating some complexity in structure and purpose, and a reader and task rating of two, suggesting that students benefit from knowledge developed throughout the program when engaging with the unit. For example, the accompanying curriculum information states that students learn about body systems, the functions of major organs, and ways to care for the body to promote good health. Together, the quantitative measures and qualitative analysis provide a rationale for the text’s educational purpose and grade-level placement.
Evaluation for 7.4b
The text complexity information aligns with the instructional tasks students complete during grade 1 instruction. In the K–5 Text Complexity and Vocabulary Guide, each core text contains quantitative, qualitative, and reader/task analyses, including Lexile measures, text features, language demands, knowledge demands, and related instructional expectations. These analyses help educators understand how the selected texts align with grade 1 students and the tasks they complete during instruction.
The materials also connect selected core texts to grade-level comprehension, vocabulary, and knowledge-building tasks. In knowledge 3, “Different Lands, Similar Stories,” the Teacher Guide introduction, “Why Different Lands, Similar Stories Are Important” explains that students engage with fairy tales and folktales from diverse cultures. Students build vocabulary, strengthen their reading comprehension, develop an understanding of recurring themes, and make cross-curricular connections to social studies. Together, the text complexity guidance and the Teacher Guide demonstrate that the selected texts are intentionally matched to instructional tasks appropriate for grade 1.
Evaluation for 7.5a
Students engage with educator-led read-alouds that are age-appropriate, maintain grade-level complexity, and support comprehension. In knowledge 1, “Fables and Stories,” lesson 1, students listen to the read-aloud “The Boy Who Cried Wolf,” a complex literary text that deepens their understanding of story elements, character actions, and the moral of the fable. The Teacher Guide includes highlighted stopping points with text-dependent questions, vocabulary support, and discussion prompts that help students analyze the text and participate in collaborative conversations.
Students also engage with complex informational read-alouds supported by instructional scaffolds. In knowledge 2, “The Human Body,” students listen to informational texts that build their scientific knowledge through sophisticated vocabulary and content. For example, educators help activate students’ background knowledge, establish a purpose for listening, display flip book illustrations, introduce domain-specific vocabulary, facilitate comprehension questions, and record learning on the KWL chart. The K–5 Text Complexity and Vocabulary Guide identifies these selections as appropriate for grade 1 based on quantitative, qualitative, and reader/task analyses, supporting students’ access to complex informational texts.
Evaluation for 7.5b
Students have access to independent reading texts that support practice across a range of complexity levels. The K–5 Independent Reading Guide explains how educators establish independent reading routines and help students select texts aligned with their reading development. For example, early and developing readers choose from educator-curated collections, while more proficient readers independently select appropriately challenging books using strategies such as the five-finger test. The guide also recommends using texts connected to students’ interests and classroom learning to promote sustained independent reading.
Students read decodable texts that increase in complexity as they build their phonics knowledge. In skills 4, students independently read the decodable story “Meet Vern,” applying previously taught phonics patterns (such as short vowels, consonant digraphs, consonant blends, CVCe patterns, and r-controlled vowels) in connected text. As students progress through the skills sequence, the decodable readers systematically introduce increasingly complex phonics patterns. Together, independent reading guidance and progressively complex decodable texts provide students with opportunities to read independently while building decoding accuracy, fluency, and reading stamina.
Evaluation for 7.5c
Students follow a structured plan to select high-quality texts and engage in sustained independent reading. The K–5 Independent Reading Guide explains how to establish a designated time, place, and routine for independent reading. The guide recommends scheduling independent reading at least twice a week for a minimum of 30 minutes and helps students select high-quality texts aligned with their interests, content connections, and reading development using strategies such as the five-finger test. These routines help students build reading stamina and develop independence in selecting appropriate texts.
The materials also include structures that support planning and accountability for independent reading. The K–5 Independent Reading Guide includes Reading Logs, SMART goal-setting resources, and educator-student reading conferences. For example, with educator support, students set independent reading goals, monitor their own progress, reflect on books they have completed, and choose future texts. Together, these resources provide a structured plan for students to self-select high-quality texts, read independently for sustained periods, and work toward meaningful reading goals through ongoing monitoring and reflection.
7.1 High-Quality Grade-Level Texts
7.1a
Core texts used for instruction are written at grade level when evaluated using research-based measures of text complexity.
Core texts used for instruction are written at grade level when evaluated using research-based measures of text complexity.
1 out of 1 points
Evaluation for 7.1a
Evaluation for 7.1a
Core texts used for instruction are written at grade level when evaluated using research-based measures of text complexity.
1 out of 1 points
The materials also provide grade-specific text complexity information for each grade 1 knowledge domain. In knowledge domain 2, “The Human Body,” the materials identify the text as informational and provide a quantitative rating of 790L, a qualitative rating of 2, and a reader/task rating of 2. These measures indicate that students engage with appropriately complex informational texts while building vocabulary, comprehension, and content knowledge about the human body.
7.1b
Texts are well-crafted and are of publishable quality.
Texts are well-crafted and are of publishable quality.
1 out of 1 points
Evaluation for 7.1b
Evaluation for 7.1b
Texts are well-crafted and are of publishable quality.
1 out of 1 points
The materials provide authentic, professionally published trade books that support knowledge-building through high-quality literature. In knowledge domain 10, “Adventure Stories,” students read published titles by recognized authors, including “Keep On! The Story of Matthew Henson,” “Co-Discoverer of the North Pole” by Deborah Hopkinson, “Mae Among the Stars” by Roda Ahmed, “Manfish” by Jennifer Berne, “Shark Lady: The True Story of How Eugenie Clark Became the Ocean’s Most Fearless Scientist” by Jess Keating, and “Tomás and the Galapagos Adventure” by Carolyn Lunn. The program identifies each title by author and ISBN and offers guidance on obtaining the texts through Amplify or independent sources, showing that students engage with well-crafted, professionally published literature.
7.1c
Materials include traditional, contemporary, classical, and diverse texts across multiple content areas.
Materials include traditional, contemporary, classical, and diverse texts across multiple content areas.
4 out of 4 points
Evaluation for 7.1c
Evaluation for 7.1c
Materials include traditional, contemporary, classical, and diverse texts across multiple content areas.
4 out of 4 points
Students also engage with informational and biographical texts across content areas to build knowledge in science, history, geography, and civics. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” students read authentic trade books featuring individuals such as Dr. Ellen Ochoa and Dr. Mae Jemison. Informational domains also build scientific knowledge through “The Human Body,” “Astronomy: Space Exploration,” and “The History of the Earth,” while history-focused domains such as “Early American Civilizations” and “A New Nation: American Independence” develop students’ understanding of cultures, historical events, and civic ideas. Together, these knowledge domains provide students with traditional, contemporary, classical, and diverse texts across multiple content areas.
7.1d
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
1 out of 1 points
Evaluation for 7.1d
Evaluation for 7.1d
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
1 out of 1 points
The materials also include literary and informational texts that reflect diverse cultures, perspectives, historical experiences, and accomplishments. In knowledge domain 1, “Fables and Stories,” students read “Aesop’s Fables,” the “Anansi the Spider” folktale, and Beatrix Potter’s “The Tale of Peter Rabbit.” In knowledge domain 3, “Different Lands, Similar Stories,” students compare fairy tales and folktales from different countries. In knowledge domain 4, “Early American Civilizations,” they study the Maya, Aztec, and Inca civilizations. In knowledge domain 9, “A New Nation: American Independence,” students learn about the roles of women, Native Americans, and African Americans during the Colonial era. In knowledge domain 9, “Adventure Stories: Tales from the Edges of the World,” they explore the accomplishments of Dr. Ellen Ochoa, Dr. Mae Jemison, and Jacques Cousteau. These texts expand students’ background knowledge and help them connect diverse experiences to their own lives and the broader world.
7.2 Interaction with Grade-Level Text
7.2a
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level texts and justify their thinking orally and in writing. (S)
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level texts and justify their thinking orally and in writing. (S)
5 out of 5 points
Evaluation for 7.2a
Evaluation for 7.2a
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level texts and justify their thinking orally and in writing. (S)
5 out of 5 points
Students also communicate their thinking through written response tasks connected to the text. In knowledge 4, lesson 2, students complete a civilization chart and an exit pass by writing a phrase or sentence about what they have learned, then use those responses to write an informational paragraph about an aspect of ancient Maya civilization. In knowledge 9, “A New Nation: American Independence,” lesson 12, students listen to a grade-level read-aloud, respond to a text-dependent comprehension question, justify their thinking orally during a class discussion, and record written responses in their Activity Book. These routines support students as they listen to grade-level texts, think critically about meaning, and communicate evidence-based responses both orally and in writing.
7.2b
Materials include opportunities in each lesson to discuss specific aspects of grade-level text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
Materials include opportunities in each lesson to discuss specific aspects of grade-level text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
1 out of 1 points
Evaluation for 7.2b
Evaluation for 7.2b
Materials include opportunities in each lesson to discuss specific aspects of grade-level text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
1 out of 1 points
Students also discuss the author’s purpose in grade-level texts and explain their reasoning using information from the read-aloud. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” lesson 1, students listen to “Someplace You Know to Someplace You Don’t,” respond to comprehension questions, and discuss the author’s purpose for writing the text. For example, students complete a quick write, identifying the author’s purpose and explaining their reasoning with information from the read-aloud. These opportunities help students examine specific ideas, the author’s purpose, and how authors communicate meaning through text.
7.2c
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
1 out of 1 points
Evaluation for 7.2c
Evaluation for 7.2c
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
1 out of 1 points
Students also apply additional reading skills by analyzing and synthesizing information from grade-level texts. In knowledge 4, “Early American Civilizations,” lesson 2, students listen to the read-aloud “The Maya: Journey to Baakal” and analyze information about the ancient Maya religion. For example, students recall how Kanal and his family honored the god of maize during the Festival of the First Star, organize information using the civilization chart, explain what they have learned about Maya beliefs and religious practices, and synthesize information from the text by completing an exit pass that identifies key aspects of the ancient Maya religion. Together, these routines engage students in predicting, analyzing, organizing, and synthesizing ideas from grade-level texts.
7.3 Supporting Access to Grade-Level Text
7.3a
Materials include teacher guidance and supports to ensure all students can access grade-level text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames.). (T/S)
Materials include teacher guidance and supports to ensure all students can access grade-level text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames.). (T/S)
2 out of 2 points
Evaluation for 7.3a
Evaluation for 7.3a
Materials include teacher guidance and supports to ensure all students can access grade-level text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames.). (T/S)
2 out of 2 points
The materials also provide targeted supports for background knowledge, vocabulary, visuals, questioning, and application tasks. In knowledge 2, “The Human Body,” lesson 4, “Chew, Swallow, Squeeze, and Churn,” educators review previously learned body systems, introduce tier-three vocabulary such as digestion, and use image cards before the read-aloud. During and after reading, students respond to text-dependent questions, make predictions, participate in “Word Work” and turn-and-talk discussions, sequence the digestive process using image cards, and complete the “My Body Systems Booklet” through guided drawing and writing. These scaffolds support comprehension and language development as students continue working with rigorous grade-level content.
7.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level texts.
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level texts.
1 out of 1 points
Evaluation for 7.3b
Evaluation for 7.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level texts.
1 out of 1 points
The materials also contain enrichment activities that prompt students to apply their learning through perspective-taking, writing, and synthesizing domain knowledge. In knowledge 5, “Astronomy: Space Exploration,” the culminating activities include the enrichment task “You Were There: In Outer Space.” Students apply information from the read-alouds by adopting the perspectives of astronauts or scientists and describing what they may have seen and heard during space exploration. Students also collaborate to write a news article about a moon landing, using details from the domain texts. These “Challenge” and enrichment opportunities deepen understanding by prompting proficient students to analyze and apply ideas from grade-level texts.
7.4 Analysis of Text Complexity
7.4a
Materials include quantitative and qualitative analysis of each core text, including a rationale for each text's educational purpose and grade-level placement.
Materials include quantitative and qualitative analysis of each core text, including a rationale for each text's educational purpose and grade-level placement.
4 out of 4 points
Evaluation for 7.4a
Evaluation for 7.4a
Materials include quantitative and qualitative analysis of each core text, including a rationale for each text's educational purpose and grade-level placement.
4 out of 4 points
The materials explain why the selected texts are appropriate for grade 1 and how they support instruction. The K–5 Text Complexity and Vocabulary Guide assigns knowledge 2, “The Human Body” a qualitative rating of two, indicating some complexity in structure and purpose, and a reader and task rating of two, suggesting that students benefit from knowledge developed throughout the program when engaging with the unit. For example, the accompanying curriculum information states that students learn about body systems, the functions of major organs, and ways to care for the body to promote good health. Together, the quantitative measures and qualitative analysis provide a rationale for the text’s educational purpose and grade-level placement.
7.4b
Core texts have the appropriate level of complexity for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
Core texts have the appropriate level of complexity for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
2 out of 2 points
Evaluation for 7.4b
Evaluation for 7.4b
Core texts have the appropriate level of complexity for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
2 out of 2 points
The materials also connect selected core texts to grade-level comprehension, vocabulary, and knowledge-building tasks. In knowledge 3, “Different Lands, Similar Stories,” the Teacher Guide introduction, “Why Different Lands, Similar Stories Are Important” explains that students engage with fairy tales and folktales from diverse cultures. Students build vocabulary, strengthen their reading comprehension, develop an understanding of recurring themes, and make cross-curricular connections to social studies. Together, the text complexity guidance and the Teacher Guide demonstrate that the selected texts are intentionally matched to instructional tasks appropriate for grade 1.
7.5 Read-Aloud, Shared Reading, and Independent Reading
7.5a
Texts designated for read-aloud and shared reading are at or above grade-level complexity, age-appropriate, and contain a variety of structures with appropriate scaffolds.
Texts designated for read-aloud and shared reading are at or above grade-level complexity, age-appropriate, and contain a variety of structures with appropriate scaffolds.
6 out of 6 points
Evaluation for 7.5a
Evaluation for 7.5a
Texts designated for read-aloud and shared reading are at or above grade-level complexity, age-appropriate, and contain a variety of structures with appropriate scaffolds.
6 out of 6 points
Students also engage with complex informational read-alouds supported by instructional scaffolds. In knowledge 2, “The Human Body,” students listen to informational texts that build their scientific knowledge through sophisticated vocabulary and content. For example, educators help activate students’ background knowledge, establish a purpose for listening, display flip book illustrations, introduce domain-specific vocabulary, facilitate comprehension questions, and record learning on the KWL chart. The K–5 Text Complexity and Vocabulary Guide identifies these selections as appropriate for grade 1 based on quantitative, qualitative, and reader/task analyses, supporting students’ access to complex informational texts.
7.5b
Texts designated for independent reading have a range of complexity levels for students to practice reading independently. (S)
Texts designated for independent reading have a range of complexity levels for students to practice reading independently. (S)
1 out of 1 points
Evaluation for 7.5b
Evaluation for 7.5b
Texts designated for independent reading have a range of complexity levels for students to practice reading independently. (S)
1 out of 1 points
Students read decodable texts that increase in complexity as they build their phonics knowledge. In skills 4, students independently read the decodable story “Meet Vern,” applying previously taught phonics patterns (such as short vowels, consonant digraphs, consonant blends, CVCe patterns, and r-controlled vowels) in connected text. As students progress through the skills sequence, the decodable readers systematically introduce increasingly complex phonics patterns. Together, independent reading guidance and progressively complex decodable texts provide students with opportunities to read independently while building decoding accuracy, fluency, and reading stamina.
7.5c
Materials include a plan for students to self-select high-quality texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
Materials include a plan for students to self-select high-quality texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
4 out of 4 points
Evaluation for 7.5c
Evaluation for 7.5c
Materials include a plan for students to self-select high-quality texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
4 out of 4 points
The materials also include structures that support planning and accountability for independent reading. The K–5 Independent Reading Guide includes Reading Logs, SMART goal-setting resources, and educator-student reading conferences. For example, with educator support, students set independent reading goals, monitor their own progress, reflect on books they have completed, and choose future texts. Together, these resources provide a structured plan for students to self-select high-quality texts, read independently for sustained periods, and work toward meaningful reading goals through ongoing monitoring and reflection.
Rubric Section 8
Evidence-Based Tasks and Responses
Materials require students to engage in reading, writing, and speaking grounded in evidence using literary and informational text.
Total
100% (53 out of 53 points)
Evaluation for 8.A.1a
Students use evidence from grade-level texts to demonstrate comprehension and justify their thinking. In knowledge 3, “Different Lands, Similar Stories,” lesson 2, students respond to text-dependent questions after listening to “The Girl with the Red Slippers.” For example, students compare events, characters, and themes in “Cinderella” and “The Girl with the Red Slippers,” explain how Rhodopis is treated similarly to Cinderella, and determine how the pharaoh identifies the slipper’s owner using events from the story. These tasks require students to compare the two stories and support their responses with evidence from both texts.
Students also respond to daily comprehension questions that require them to support claims with details from the text. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” lesson 10, students answer questions that require them to cite story events, character actions, and key details from the read-aloud. For example, the lesson ends with an evaluative question that asks students to make and defend a claim about the text using evidence from the story. These discussion tasks consistently require students to demonstrate comprehension, justify their reasoning, and support their responses with textual evidence.
Evaluation for 8.A.1b
Students evaluate language, craft, key ideas, and details using evidence from literary and biographical texts. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” lesson 6, “Breaking Barriers,” students explain the author’s comparison of the moon to a crystal ball and discuss the meaning of the educator’s statement “someone like you.” For example, students identify the theme of overcoming barriers and use details from the biography to explain the challenges Dr. Mae Jemison faced. They also consider how the comparison and the illustrator’s blue images emphasize Dr. Jemison’s experiences and emotions.
Students also evaluate how informational texts use details, examples, and illustrations to develop ideas. In knowledge 7, “Animals and Habitats: The World We Share,” lesson 4, students identify characteristics of the East African savanna, compare habitats, explain how animals adapt to their environments, and use evidence from the read-aloud to describe relationships within a food chain. For example, students analyze the author’s use of descriptive language, examples, and illustrations to explain how information is organized and how ideas are developed. These tasks require students to use textual evidence as they evaluate language, key ideas, details, craft, and structure.
Evaluation for 8.A.1c
Students support their claims and justify their thinking by comparing texts and discussing key ideas with evidence. In knowledge 3, “Different Lands, Similar Stories,” lesson 2, students compare “The Girl with the Red Slippers” and “Cinderella.” For example, students identify similarities and differences in characters, events, and themes, and use details from both stories to explain how the characters face similar conflicts and convey related lessons. These tasks require students to compare information across texts and to justify their thinking with evidence.
Students also summarize and discuss ideas from multiple texts to support claims. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” lesson 7, “Let’s Compare,” students compare information across multiple read-alouds. They identify similarities and differences, summarize key ideas, and use textual evidence to explain and defend their responses during structured discussions. These activities require students to compare sources, summarize key ideas, and support claims with evidence from the text.
Evaluation for 8.A.1d
Students analyze grade-level texts using questions and tasks designed for varying levels of complexity. In knowledge 3, “Different Lands, Similar Stories,” lesson 2, “The Girl with the Red Slippers,” students answer comprehension questions that progress from identifying story elements and recalling details to analyzing character experiences, comparing story elements in “The Girl with the Red Slippers” and “Cinderella,” and explaining recurring themes across the two fairy tales. Inferential and evaluative questions prompt students to analyze the texts and support their thinking with evidence from the read-alouds.
Students also respond to comprehension questions intentionally labeled by cognitive level. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” lesson 10, students respond to literal, inferential, and evaluative questions. For example, students define the term valuable, identify evidence that teamwork was important during Matthew Henson’s expedition, infer which team members contributed to the journey’s success, and evaluate whether Henson could have reached the North Pole alone. These tasks require students to justify their thinking with evidence while engaging in increasingly complex analysis.
Evaluation for 8.A.2a
Educators model how to identify relevant evidence from texts and use it to construct evidence-based responses. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” Teacher Guide, lesson 4, “Writing Sentences Using Gathered Information,” educators use scripted prompts to model identifying information from the text, selecting evidence that supports a topic, and composing complete sentences that use that evidence. For example, guided questioning and educator think-alouds show students how information from the text supports their written ideas before they begin writing independently.
Educators also model how to organize gathered evidence into a coherent written response. In knowledge 10, lesson 6, educators demonstrate how to review collected information, identify which details best support the topic, and organize them before students draft their own writing. Scripted modeling and guided practice help students understand how text evidence connects to an evidence-based claim and how to develop that claim into an organized response. Together, these lessons provide a clear model for using evidence from texts to generate and support written ideas.
Evaluation for 8.A.2b
Educators facilitate evidence-based discussions through scripted questions and structured talk routines. In knowledge 1, “Fables and Stories,” Teacher Guide, lesson 5, “The Wolf in Sheep’s Clothing,” educators use comprehension questions, turn-and-talk, and think-pair-share routines to prompt students to discuss the fable using details from the text. For example, students explain their thinking during partner and whole-group discussions while referring back to the read-aloud for evidence.
Educators also support academic vocabulary and syntax during evidence-based conversations. In lesson 5, educators reinforce vocabulary such as fable, moral, disguise, and personification while encouraging students to respond in complete sentences and expand their oral responses with evidence. In knowledge 8, “Fairy Tales,” Teacher Guide, lesson 6, students use scripted prompts and the “Fantasy vs. Reality” chart to distinguish fantasy from reality by citing evidence from the text. These routines help students use academic vocabulary, complete sentences, and text evidence to justify their thinking.
Evaluation for 8.B.1a
Students use literary mentor texts to study story elements and apply them to their own writing. In knowledge 1, “Fables and Stories,” Teacher Guide, lesson 6, “Write About It,” students revisit domain read-alouds to identify characters, setting, plot, and the moral of a favorite fable. For example, students draw a scene from the story and write or dictate the moral in their own words, using the mentor texts to understand how literary elements and themes are developed in writing.
Students also use informational mentor texts to organize their factual writing. In knowledge 2, “The Human Body,” Teacher Guide, lesson 1, educators introduce the “My Body Systems Paragraph” as a model for informational writing. For example, educators model how facts from “Everybody Has a Body” are organized into a paragraph with a central idea and supporting details. As students learn about additional body systems, they revisit the model paragraph and expand their own informational writing by adding new facts, complete sentences, factual language, and an organized structure.
Evaluation for 8.B.1b
Students write literary retellings that incorporate narrative structure and story elements. In knowledge 1, “Fables and Stories,” Teacher Guide, lesson 9, “The Tale of Peter Rabbit,” educators model how to organize ideas with a Somebody-Wanted-But-So-Then graphic organizer. Students use the organizer to draft a retelling with a clear beginning, middle, and end, including the characters, setting, plot, and sequenced events. Students then share their completed retellings with the class.
Students also write narrative retellings later in the year using fairy tale structures. In knowledge 8, “Fairy Tales,” Teacher Guide, lesson 8, “Draft a Narrative Retelling,” students draft a fairy tale retelling that includes the story structure, characters, setting, and sequenced events. Educators guide students through the writing process as they refine their narratives before sharing their completed work with a classroom audience. These lessons provide repeated opportunities for students to compose literary texts using genre-specific characteristics and craft.
Evaluation for 8.B.1c
Students compose informational texts by organizing facts from read-alouds and classroom charts. In knowledge 2, “The Human Body,” Teacher Guide, lessons 1–2, students begin the “My Body Systems” paragraph. Educators model how informational writing introduces a topic, organizes related facts, and develops complete sentences using information from the informational read-alouds and the class KWL chart. As students learn about additional body systems, they expand the paragraph by adding new factual information.
Students also adapt informational writing to a specific purpose and audience. In knowledge 6, “The History of the Earth,” Teacher Guide, lesson 2, “Friendly Letter: Earth’s Crust,” students communicate scientific knowledge in a letter addressed to Pam the Paleontologist. For example, after learning about Earth’s crust, educators model how to organize factual information into a friendly letter. Students use letter conventions to explain scientific concepts with accurate facts and domain-specific vocabulary.
Evaluation for 8.B.1d
This guidance does not apply to kindergarten and grades 1–2 because it applies only to grade 3.
Evaluation for 8.B.1e
Students write correspondence for a specific purpose and audience while learning the structure of a friendly letter. In knowledge 6, “The History of the Earth,” Teacher Guide, lesson 2, “Friendly Letter: Earth’s Crust,” educators model the components of a friendly letter, including the greeting, body, closing, and signature. Students organize factual information about Earth’s crust into a letter addressed to Pam the Paleontologist, communicating scientific ideas to an authentic audience for an authentic purpose.
Students also write correspondence about literary texts. In knowledge 8, “Fairy Tales,” Teacher Guide, “Pausing Point,” “Letters to Fairy Tale Characters,” students write letters to characters from the stories they studied. For example, students address a specific recipient and communicate ideas, questions, or advice about the events and characters in the fairy tales. This activity reinforces letter-writing conventions while giving students another reason for correspondence.
Evaluation for 8.B.2a
Students use the writing process through a scaffolded sequence that helps them plan, draft, edit, and publish increasingly independent writing. In skills 3, students plan fictional narratives by identifying story elements, draft their narratives, edit for conventions, and publish their work. Students apply the same process to a book report with educator modeling, guided practice, and gradual release, supporting the development of age-appropriate writing skills and conventions. Students also maintain writing portfolios that allow educators (as well as the students themselves) to monitor growth over time.
Students apply the complete writing process to connected informational writing tasks. In knowledge 9, “A New Nation: American Independence,” students plan an informational paragraph by selecting and organizing information, draft from their planning page, revise by adding relevant details, edit using the Writing Process poster, and publish their completed work in print or digital formats. Educators model each stage, provide feedback during writing, and guide students as they refine and share their work.
Evaluation for 8.B.2b
Educators model the writing process while supporting students as they plan, draft, and refine their writing. In knowledge 8, educators introduce the writing process by modeling how to plan a fairy tale retelling with graphic organizers, then guide students through drafting using structured Activity Book pages. As students write, educators provide feedback, support revision by helping students add or improve details, and guide them in refining their work before they complete a final draft.
Educators provide explicit guidance for editing and publishing student writing. The Grade 1 Writing Supplement: Editing models grade-level editing skills (including capitalization, punctuation, spelling, and other writing conventions) before students edit their own work. Educators then guide students in sharing and publishing completed compositions. These routines provide a complete model of the writing process from planning through publication.
Evaluation for 8.B.3a
Educators provide sentence-level writing support as students move from oral composition to written sentences. In the “Writing Studio” sequence, students progress from orally composing and dictating simple sentences to writing complete narrative sentences. For example, educators provide modeling, guided practice, and feedback as students compose, revise, and refine sentences before editing for capitalization, punctuation, and spacing. This progression helps students strengthen sentence construction while preparing for longer writing tasks.
Educators also model how to expand and improve sentences. In knowledge 3, “Stories: Fairy Tales and Folktales,” lesson 6, the “Syntactic Awareness” activity, “Expanding Sentences,” helps educators model revisions of simple sentences by adding descriptive details and improving sentence structure. Students then apply the modeled revisions during the “Check for Understanding.” These routines focus directly on sentence structure, syntax, and vocabulary as students build more complete and precise sentences.
Evaluation for 8.B.3b
Educators model each stage of the writing process while supporting students as they develop grade-level compositions. Across skills 7, the Teacher Guide explains how to model instructional writing. For example, educators introduce the genre, model planning and organizing ideas, guide students through drafting, and provide direct instruction in editing and publishing while reinforcing how to sequence steps and communicate information clearly.
Educators also model revising, editing, and sharing in informational writing. In knowledge 9, “A New Nation: American Independence,” Teacher Guide, lesson 12, educators demonstrate how to transform planning notes into complete, connected sentences. For example, educators model strengthening drafts by adding relevant details, provide feedback as students revise, guide students in editing for grade-level conventions, and support the publication and sharing of completed informational paragraphs.
Evaluation for 8.B.3c
Students engage in sentence-level writing that grows more complex throughout the year. “The Writing Studio” sequence guides students from orally composing and dictating simple sentences to writing complete narrative sentences. Educators support students as they revise ideas with guidance and peer feedback, and they edit drafts for capitalization, punctuation, and spacing before publishing. This scaffolded progression builds sentence construction and provides repeated opportunities to revise and refine writing.
Students also practice expanding and revising sentences. In knowledge 3, “Stories: Fairy Tales and Folktales,” lesson 6, the “Syntactic Awareness” activity, “Expanding Sentences” models how to add descriptive details and improve sentence structure. Students then revise their own sentences during the “Check for Understanding.” These activities reinforce sentence construction, syntax, revision, and editing as students move toward more complex sentence-level writing.
Evaluation for 8.B.4a
Students apply conventions when editing connected writing. In skills unit 6, Teacher Guide, lesson 5, “Edit and Publish a Personal Narrative,” students use an editing checklist to review and revise personal narrative drafts before publishing. For example, students check capitalization, punctuation, spelling, and sentence construction while applying conventions in connected writing. Educator guidance supports students as they strengthen complete sentences and produce polished paragraphs using grade-level conventions.
Students also apply conventions in informational writing. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” Teacher Guide, lesson 13, “Editing the Adventure Paragraph,” students edit informative paragraphs by reviewing capitalization, punctuation, spelling, and sentence conventions. Educators use the “Editing Anchor” chart and the grade 1 “Writing” rubric to reinforce complete simple and compound sentences. The “Challenge” sidebar extends instruction by prompting students to correct subject-verb agreement, while “Emergent Bilingual” supports recommend editing checklists for additional conventions.
Evaluation for 8.B.4b
Students practice grammar, punctuation, capitalization, and usage through supplemental editing lessons and connected writing. The Grade 1 Writing Supplement: Editing explains that these lessons extend the contextual editing students complete during knowledge writing units. The lessons provide explicit instruction and structured practice in grammar, punctuation, capitalization, and usage before students apply those skills in their own writing.
Students also apply conventions throughout the writing process. In skills unit 6, Teacher Guide, lessons 2–5, students plan, draft, revise, edit, and publish personal narratives. Educators provide guidance on sentence conventions, including capitalization, punctuation, pronoun usage, and adverbs that clarify when events occurred. During the editing lesson, students use an editing checklist to review and improve complete sentences and paragraphs before publishing final drafts.
8.A.1 Use of Text Evidence
8.A.1a
Materials include text-dependent questions and tasks which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
Materials include text-dependent questions and tasks which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
2 out of 2 points
Evaluation for 8.A.1a
Evaluation for 8.A.1a
Materials include text-dependent questions and tasks which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
2 out of 2 points
Students also respond to daily comprehension questions that require them to support claims with details from the text. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” lesson 10, students answer questions that require them to cite story events, character actions, and key details from the read-aloud. For example, the lesson ends with an evaluative question that asks students to make and defend a claim about the text using evidence from the story. These discussion tasks consistently require students to demonstrate comprehension, justify their reasoning, and support their responses with textual evidence.
8.A.1b
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
5 out of 5 points
Evaluation for 8.A.1b
Evaluation for 8.A.1b
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
5 out of 5 points
Students also evaluate how informational texts use details, examples, and illustrations to develop ideas. In knowledge 7, “Animals and Habitats: The World We Share,” lesson 4, students identify characteristics of the East African savanna, compare habitats, explain how animals adapt to their environments, and use evidence from the read-aloud to describe relationships within a food chain. For example, students analyze the author’s use of descriptive language, examples, and illustrations to explain how information is organized and how ideas are developed. These tasks require students to use textual evidence as they evaluate language, key ideas, details, craft, and structure.
8.A.1c
Questions and tasks require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
Questions and tasks require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
1 out of 1 points
Evaluation for 8.A.1c
Evaluation for 8.A.1c
Questions and tasks require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
1 out of 1 points
Students also summarize and discuss ideas from multiple texts to support claims. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” lesson 7, “Let’s Compare,” students compare information across multiple read-alouds. They identify similarities and differences, summarize key ideas, and use textual evidence to explain and defend their responses during structured discussions. These activities require students to compare sources, summarize key ideas, and support claims with evidence from the text.
8.A.1d
Questions and tasks are designed at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
Questions and tasks are designed at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
1 out of 1 points
Evaluation for 8.A.1d
Evaluation for 8.A.1d
Questions and tasks are designed at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
1 out of 1 points
Students also respond to comprehension questions intentionally labeled by cognitive level. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” lesson 10, students respond to literal, inferential, and evaluative questions. For example, students define the term valuable, identify evidence that teamwork was important during Matthew Henson’s expedition, infer which team members contributed to the journey’s success, and evaluate whether Henson could have reached the North Pole alone. These tasks require students to justify their thinking with evidence while engaging in increasingly complex analysis.
8.A.2 Teacher Guidance for the Use of Text Evidence
8.A.2a
Materials include guidance for teachers on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
Materials include guidance for teachers on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
2 out of 2 points
Evaluation for 8.A.2a
Evaluation for 8.A.2a
Materials include guidance for teachers on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
2 out of 2 points
Educators also model how to organize gathered evidence into a coherent written response. In knowledge 10, lesson 6, educators demonstrate how to review collected information, identify which details best support the topic, and organize them before students draft their own writing. Scripted modeling and guided practice help students understand how text evidence connects to an evidence-based claim and how to develop that claim into an organized response. Together, these lessons provide a clear model for using evidence from texts to generate and support written ideas.
8.A.2b
Materials include guidance for teachers on the use of structured opportunities to engage students in evidence-based discussions using academic vocabulary and syntax. (T)
Materials include guidance for teachers on the use of structured opportunities to engage students in evidence-based discussions using academic vocabulary and syntax. (T)
2 out of 2 points
Evaluation for 8.A.2b
Evaluation for 8.A.2b
Materials include guidance for teachers on the use of structured opportunities to engage students in evidence-based discussions using academic vocabulary and syntax. (T)
2 out of 2 points
Educators also support academic vocabulary and syntax during evidence-based conversations. In lesson 5, educators reinforce vocabulary such as fable, moral, disguise, and personification while encouraging students to respond in complete sentences and expand their oral responses with evidence. In knowledge 8, “Fairy Tales,” Teacher Guide, lesson 6, students use scripted prompts and the “Fantasy vs. Reality” chart to distinguish fantasy from reality by citing evidence from the text. These routines help students use academic vocabulary, complete sentences, and text evidence to justify their thinking.
8.B.1 Genre Characteristics and Craft to Compose Multiple Texts
8.B.1a
Materials include mentor texts that serve as models for students to compose a variety of texts according to grade-level TEKS.
Materials include mentor texts that serve as models for students to compose a variety of texts according to grade-level TEKS.
1 out of 1 points
Evaluation for 8.B.1a
Evaluation for 8.B.1a
Materials include mentor texts that serve as models for students to compose a variety of texts according to grade-level TEKS.
1 out of 1 points
Students also use informational mentor texts to organize their factual writing. In knowledge 2, “The Human Body,” Teacher Guide, lesson 1, educators introduce the “My Body Systems Paragraph” as a model for informational writing. For example, educators model how facts from “Everybody Has a Body” are organized into a paragraph with a central idea and supporting details. As students learn about additional body systems, they revisit the model paragraph and expand their own informational writing by adding new facts, complete sentences, factual language, and an organized structure.
8.B.1b
Materials include opportunities throughout the year for students to compose literary texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose literary texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Evaluation for 8.B.1b
Evaluation for 8.B.1b
Materials include opportunities throughout the year for students to compose literary texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Students also write narrative retellings later in the year using fairy tale structures. In knowledge 8, “Fairy Tales,” Teacher Guide, lesson 8, “Draft a Narrative Retelling,” students draft a fairy tale retelling that includes the story structure, characters, setting, and sequenced events. Educators guide students through the writing process as they refine their narratives before sharing their completed work with a classroom audience. These lessons provide repeated opportunities for students to compose literary texts using genre-specific characteristics and craft.
8.B.1c
Materials include opportunities throughout the year for students to compose informational texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose informational texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Evaluation for 8.B.1c
Evaluation for 8.B.1c
Materials include opportunities throughout the year for students to compose informational texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Students also adapt informational writing to a specific purpose and audience. In knowledge 6, “The History of the Earth,” Teacher Guide, lesson 2, “Friendly Letter: Earth’s Crust,” students communicate scientific knowledge in a letter addressed to Pam the Paleontologist. For example, after learning about Earth’s crust, educators model how to organize factual information into a friendly letter. Students use letter conventions to explain scientific concepts with accurate facts and domain-specific vocabulary.
8.B.1d
[3rd grade only] Materials include opportunities throughout the year for students to compose argumentative texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
[3rd grade only] Materials include opportunities throughout the year for students to compose argumentative texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Not applicable.
Evaluation for 8.B.1d
Evaluation for 8.B.1d
[3rd grade only] Materials include opportunities throughout the year for students to compose argumentative texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Not applicable.
8.B.1e
Materials include opportunities throughout the year for students to compose correspondence with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose correspondence with genre-specific characteristics and craft. (S)
1 out of 1 points
Evaluation for 8.B.1e
Evaluation for 8.B.1e
Materials include opportunities throughout the year for students to compose correspondence with genre-specific characteristics and craft. (S)
1 out of 1 points
Students also write correspondence about literary texts. In knowledge 8, “Fairy Tales,” Teacher Guide, “Pausing Point,” “Letters to Fairy Tale Characters,” students write letters to characters from the stories they studied. For example, students address a specific recipient and communicate ideas, questions, or advice about the events and characters in the fairy tales. This activity reinforces letter-writing conventions while giving students another reason for correspondence.
8.B.2 Writing Process
8.B.2a
Materials support students' use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text, which includes an age-appropriate progression in the conventions of writing. (S)
Materials support students' use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text, which includes an age-appropriate progression in the conventions of writing. (S)
5 out of 5 points
Evaluation for 8.B.2a
Evaluation for 8.B.2a
Materials support students' use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text, which includes an age-appropriate progression in the conventions of writing. (S)
5 out of 5 points
Students apply the complete writing process to connected informational writing tasks. In knowledge 9, “A New Nation: American Independence,” students plan an informational paragraph by selecting and organizing information, draft from their planning page, revise by adding relevant details, edit using the Writing Process poster, and publish their completed work in print or digital formats. Educators model each stage, provide feedback during writing, and guide students as they refine and share their work.
8.B.2b
Materials include teacher guidance to provide explicit (direct) instruction to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
Materials include teacher guidance to provide explicit (direct) instruction to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
6 out of 6 points
Evaluation for 8.B.2b
Evaluation for 8.B.2b
Materials include teacher guidance to provide explicit (direct) instruction to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
6 out of 6 points
Educators provide explicit guidance for editing and publishing student writing. The Grade 1 Writing Supplement: Editing models grade-level editing skills (including capitalization, punctuation, spelling, and other writing conventions) before students edit their own work. Educators then guide students in sharing and publishing completed compositions. These routines provide a complete model of the writing process from planning through publication.
8.B.3 Explicit (Direct) and Systematic Writing Instruction
8.B.3a
Materials include guidance for teachers to provide explicit (direct) instruction on sentence-level writing, focusing on structure, syntax, and vocabulary. (T)
Materials include guidance for teachers to provide explicit (direct) instruction on sentence-level writing, focusing on structure, syntax, and vocabulary. (T)
3 out of 3 points
Evaluation for 8.B.3a
Evaluation for 8.B.3a
Materials include guidance for teachers to provide explicit (direct) instruction on sentence-level writing, focusing on structure, syntax, and vocabulary. (T)
3 out of 3 points
Educators also model how to expand and improve sentences. In knowledge 3, “Stories: Fairy Tales and Folktales,” lesson 6, the “Syntactic Awareness” activity, “Expanding Sentences,” helps educators model revisions of simple sentences by adding descriptive details and improving sentence structure. Students then apply the modeled revisions during the “Check for Understanding.” These routines focus directly on sentence structure, syntax, and vocabulary as students build more complete and precise sentences.
8.B.3b
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence level and building to compositions according to grade-level TEKS. (T)
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence level and building to compositions according to grade-level TEKS. (T)
4 out of 4 points
Evaluation for 8.B.3b
Evaluation for 8.B.3b
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence level and building to compositions according to grade-level TEKS. (T)
4 out of 4 points
Educators also model revising, editing, and sharing in informational writing. In knowledge 9, “A New Nation: American Independence,” Teacher Guide, lesson 12, educators demonstrate how to transform planning notes into complete, connected sentences. For example, educators model strengthening drafts by adding relevant details, provide feedback as students revise, guide students in editing for grade-level conventions, and support the publication and sharing of completed informational paragraphs.
8.B.3c
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing. (S)
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing. (S)
6 out of 6 points
Evaluation for 8.B.3c
Evaluation for 8.B.3c
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing. (S)
6 out of 6 points
Students also practice expanding and revising sentences. In knowledge 3, “Stories: Fairy Tales and Folktales,” lesson 6, the “Syntactic Awareness” activity, “Expanding Sentences” models how to add descriptive details and improve sentence structure. Students then revise their own sentences during the “Check for Understanding.” These activities reinforce sentence construction, syntax, revision, and editing as students move toward more complex sentence-level writing.
8.B.4 Grade-Level Standard English Conventions
8.B.4a
Materials include opportunities for practice and application both in and out of context of the conventions of academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level TEKS. (S)
Materials include opportunities for practice and application both in and out of context of the conventions of academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level TEKS. (S)
4 out of 4 points
Evaluation for 8.B.4a
Evaluation for 8.B.4a
Materials include opportunities for practice and application both in and out of context of the conventions of academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level TEKS. (S)
4 out of 4 points
Students also apply conventions in informational writing. In knowledge 10, “Adventure Stories: Tales from the Edges of the World,” Teacher Guide, lesson 13, “Editing the Adventure Paragraph,” students edit informative paragraphs by reviewing capitalization, punctuation, spelling, and sentence conventions. Educators use the “Editing Anchor” chart and the grade 1 “Writing” rubric to reinforce complete simple and compound sentences. The “Challenge” sidebar extends instruction by prompting students to correct subject-verb agreement, while “Emergent Bilingual” supports recommend editing checklists for additional conventions.
8.B.4b
Materials include systematic opportunities for practice of and application of grammar, punctuation, and usage, both in and out of context. (S)
Materials include systematic opportunities for practice of and application of grammar, punctuation, and usage, both in and out of context. (S)
6 out of 6 points
Evaluation for 8.B.4b
Evaluation for 8.B.4b
Materials include systematic opportunities for practice of and application of grammar, punctuation, and usage, both in and out of context. (S)
6 out of 6 points
Students also apply conventions throughout the writing process. In skills unit 6, Teacher Guide, lessons 2–5, students plan, draft, revise, edit, and publish personal narratives. Educators provide guidance on sentence conventions, including capitalization, punctuation, pronoun usage, and adverbs that clarify when events occurred. During the editing lesson, students use an editing checklist to review and improve complete sentences and paragraphs before publishing final drafts.