Program Information
- ISBN
- 9798902051268
- 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 2
ELAR Grade 2
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 2 | 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 through the Curriculum Map, which organizes instruction across units 1–11. The map also identifies 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, knowledge 1, “Fairy Tales and Tall Tales” includes TEKS 2.1B, 2.1C, 2.1D, and 2.6D alongside ELPS 1.B, 1.C, and 1.D, with learning outcomes focused on understanding fairy tale and tall tale genres.
Through the Curriculum Map, the materials contain a Scope and Sequence that identifies instructional pacing and the learning objectives for each unit. The map summarizes unit lessons, pausing points, and instructional focus areas across the year. For example, in knowledge 4, students study poetry and practice identifying and applying poetry elements through reading, discussion, and writing activities.
Evaluation for 1.1b
The materials contain suggested pacing guidance in the Pacing Guide, which sequences instructional units, pausing points, and assessment windows across the instructional year. The pacing materials identify instructional lesson days, assessment opportunities, and unit pacing throughout the course. For example, skills 1 includes lesson days for core instruction; pausing-point days that provide opportunities for review, remediation, or enrichment; and assessment days used to gather information about student performance.
The materials also provide guidance for varying instructional calendars in the “Pacing for Alternate-Year Calendars” section of the K–5 User Guide. This resource contains suggestions for both 165-day and 215-day instructional calendars. 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 clarify the rationale behind the unit order through 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 explains that each unit introduction identifies connections to past and future units to support coherent instructional progression throughout the course. For example, the “Making Connections Year by Year” section illustrates how concepts develop across grade levels, progressing from “Stories” in kindergarten to “Stories from Mount Olympus” in grade 2 and “Classic Tales” in grade 3.
The materials explain how concepts connect throughout the course. The “K–5 Program Overview” includes the subsection “Making Connections Year by Year,” which identifies instructional topics across grade levels and clarifies how concepts build over time. Unit introductions also identify connections to previously taught content and upcoming units. For example, students move from studying fairy tales and tall tales in knowledge 1 to exploring mythology in knowledge 3, extending their understanding of literary genres across the course.
Evaluation for 1.1d
The materials provide protocols with corresponding guidance for internalizing units through the K–5 Unit and Domain Internalization Tool, which contains structured planning questions related to foundational skills, instructional considerations, misconceptions, resources, and connections across units. For example, the tool comes with guiding questions such as, “What does the introduction tell us to consider when teaching the domain/unit?” The materials direct educators to also review resources and pausing-point activities (including opportunities for remediation, additional practice, and enrichment) prior to implementation.
The K–5 Lesson Internalization Tool helps educators review lesson objectives, formative assessments, lesson segments, engagement strategies, and possible misconceptions before starting instruction. Educators are prompted to consider potential student misconceptions and review instructional supports and lesson resources before implementation.
Evaluation for 1.1e
The grade 2 materials provide instructional leaders with resources and guidance through the K–5 Program Overview for Leaders, which contains implementation planning tools, leadership guidance, and resources related to instructional delivery, pacing, coherence, and adapting instruction. For example, the “Implementation Matrix” directs leaders to explain the importance of lessons in order and to monitor yearlong plans to ensure proper pacing. The matrix identifies stages of implementation such as “Foundation,” “Initial Implementation,” “Full Operation,” and “Innovation” and explains how to integrate literacy instruction with other content areas.
The materials provide instructional leaders with guidance through the K–5 Observation Tracker. This resource contains implementation look-fors related to instructional delivery, engagement, pacing, and classroom procedures. Instructional leaders may use the Observation Tracker to monitor implementation of lesson routines, pacing expectations, and student engagement during instruction.
Evaluation for 1.2a
The Teacher Guide contains comprehensive overviews of each unit, background content knowledge, and academic vocabulary related to unit concepts. For example, in knowledge 1, “Fairy Tales and Tall Tales,” the “Introduction” includes sections titled “What Students Have Already Learned,” “What Students Will Learn,” “Core Vocabulary,” and “Instructional Resources.” The introduction explains that students study literary genres; compare the characteristics of fairy tales and tall tales; and build knowledge through read-alouds, discussion, and related activities.
The K–5 Text Complexity and Vocabulary Guide contains academic vocabulary. For example, knowledge 2 identifies tier-two vocabulary such as ambition and leaders, tier-three vocabulary such as architect, and the expression “Practice what you preach.” The guide categorizes vocabulary by type and connects terms to the content taught within the unit.
Evaluation for 1.2b
The materials include family support in both English and Spanish through the “Caregiver Support Letter” set. This group of resources offers information about unit content as well as suggestions for supporting student learning at home. For example, the knowledge 3 Caregiver Letter explains that students will study Greek myths, literary allusions, and common words and expressions while recording information in journals and participating in discussions connected to lesson content. The letter also provides suggestions that families can use to reinforce learning outside of school.
The materials provide family supports in both English and Spanish through “Take-Home” letters included in the Skills Activity Books. Skills units include “Take-Home Activity” pages that reinforce spelling patterns, reading fluency, handwriting, and phonics skills taught during instruction. Printed activity books include English versions, 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 demonstrated in knowledge 1, lesson 1. The lesson includes TEKS and ELPS alignment, lesson objectives, required materials, “Lesson at a Glance,” “Introducing the Read-Aloud,” “Discussing the Read-Aloud,” and opportunities for formative assessment. For example, students listen to a fairy tale or tall tale selection, respond to text-dependent questions, and participate in discussion activities aligned with the lesson objectives.
The materials provide comprehensive lesson plans aligned with the TEKS and ELPS. For example, knowledge 6, lesson 1 includes lesson objectives, discussion prompts, read-aloud activities, vocabulary instruction, collaborative learning opportunities, and writing tasks aligned with lesson expectations. Students engage in speaking, listening, reading, and writing activities connected to the lesson focus and the standards identified within the lesson.
Evaluation for 1.3b
The materials provide overviews that identify educator as well as student materials and which suggest timing for lesson components, such as the sequence of instruction across the lesson. The materials also contain “Lesson at a Glance” sections. For example, in skills 2, lesson 1, this section covers required materials, including “Activity Pages,” “Digital Components,” and Vowel Code Flip Books.
The “Lesson at a Glance” section suggests timing for lesson components. For example, in skills 5, lesson 4, instruction is organized by grouping, time, and the materials required for each activity. The lesson includes a 10-minute whole-group adjective hunt, 20 minutes of whole-group grammar instruction using the “Adjectives” chart (Digital Components), a five-minute whole-group chapter introduction, and a 25-minute partner/whole-group close reading of “All’s Well that Ends Well.” The overview also identifies the materials needed for each component, including “Sir Gus,” the “Preview Spellings” chart (Digital Components), activity pages 4.1–4.3, the “‘Well’ Multiple Meaning” chart (Digital Components), and colored markers, thus providing educators with detailed pacing and materials requirements for implementing the lesson.
Evaluation for 1.3c
The materials provide guidance for extended practice activities through the culminating activities and pausing-point sections. For example, in knowledge 1, “Fairy Tales and Tall Tales,” remediation activities involve revisiting lesson applications, rereading selected texts, reviewing domain vocabulary, and participating in additional discussions related to domain content. Enrichment activities provide opportunities for students to extend their learning through writing, discussion, and application tasks connected to the unit.
The materials provide guidance for extended practice through “Take-Home” activities in the Skills Activity Books. Educators are directed to assign these activities following instruction. For example, the skills 3 “Take-Home” materials provide opportunities for students to practice spelling patterns, reading fluency, phonics skills, and handwriting taught during lessons, allowing them to reinforce 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
Through the Curriculum Map, the materials contain a Scope and Sequence that identifies instructional pacing and the learning objectives for each unit. The map summarizes unit lessons, pausing points, and instructional focus areas across the year. For example, in knowledge 4, students study poetry and practice identifying and applying poetry elements through reading, discussion, and writing activities.
1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
2 out of 2 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
2 out of 2 points
The materials also provide guidance for varying instructional calendars in the “Pacing for Alternate-Year Calendars” section of the K–5 User Guide. This resource contains suggestions for both 165-day and 215-day instructional calendars. 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 explain how concepts connect throughout the course. The “K–5 Program Overview” includes the subsection “Making Connections Year by Year,” which identifies instructional topics across grade levels and clarifies how concepts build over time. Unit introductions also identify connections to previously taught content and upcoming units. For example, students move from studying fairy tales and tall tales in knowledge 1 to exploring mythology in knowledge 3, extending their understanding of literary genres across 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 helps educators review lesson objectives, formative assessments, lesson segments, engagement strategies, and possible misconceptions before starting instruction. Educators are prompted to consider potential student misconceptions and 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 provide instructional leaders with guidance through the K–5 Observation Tracker. This resource contains implementation look-fors related to instructional delivery, engagement, pacing, and classroom procedures. Instructional leaders may use the Observation Tracker to monitor implementation of lesson routines, 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 K–5 Text Complexity and Vocabulary Guide contains academic vocabulary. For example, knowledge 2 identifies tier-two vocabulary such as ambition and leaders, tier-three vocabulary such as architect, and the expression “Practice what you preach.” The guide categorizes vocabulary by type and connects terms to the content taught within 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 provide family supports in both English and Spanish through “Take-Home” letters included in the Skills Activity Books. Skills units include “Take-Home Activity” pages that reinforce spelling patterns, reading fluency, handwriting, and phonics skills taught during instruction. Printed activity books include English versions, 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 provide comprehensive lesson plans aligned with the TEKS and ELPS. For example, knowledge 6, lesson 1 includes lesson objectives, discussion prompts, read-aloud activities, vocabulary instruction, collaborative learning opportunities, and writing tasks aligned with lesson expectations. Students engage in speaking, listening, reading, and writing activities connected to the lesson focus and the standards identified within 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 “Lesson at a Glance” section suggests timing for lesson components. For example, in skills 5, lesson 4, instruction is organized by grouping, time, and the materials required for each activity. The lesson includes a 10-minute whole-group adjective hunt, 20 minutes of whole-group grammar instruction using the “Adjectives” chart (Digital Components), a five-minute whole-group chapter introduction, and a 25-minute partner/whole-group close reading of “All’s Well that Ends Well.” The overview also identifies the materials needed for each component, including “Sir Gus,” the “Preview Spellings” chart (Digital Components), activity pages 4.1–4.3, the “‘Well’ Multiple Meaning” chart (Digital Components), and colored markers, thus providing educators with detailed pacing and materials requirements 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 provide guidance for extended practice through “Take-Home” activities in the Skills Activity Books. Educators are directed to assign these activities following instruction. For example, the skills 3 “Take-Home” materials provide opportunities for students to practice spelling patterns, reading fluency, phonics skills, and handwriting taught during lessons, allowing them to reinforce 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 materials provide instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative measures. For example, skills 1 includes beginning-of-year (BOY) and placement assessments that measure students’ knowledge of spelling patterns, decoding skills, and foundational literacy concepts. The materials also contain formative assessments embedded throughout the lessons and student performance assessments administered at the end of instructional sequences. The “Unit and Lesson Features” section identifies assessments used throughout the unit.
The materials provide multiple assessment opportunities within the lessons that measure student understanding of literacy concepts taught during instruction. Knowledge lessons include text-dependent discussion questions, oral responses, observation opportunities, and independent practice activities connected to lesson objectives. Assessment opportunities also include exit tasks and student performance assessments that require students to demonstrate mastery of taught skills and concepts.
Evaluation for 2.1b
The materials provide definitions of and intended purposes for the instructional assessments in the K–5 Assessment Guide. The guide describes assessment types used throughout the program, including placement, formative, domain, and student performance assessments. The “How Data Are Used” section explains how educators may review assessment information to monitor student performance and progress across the year.
The materials explain how to use assessment information within the assessment section of the K–5 User Guide. This resource outlines assessment formats, administration procedures, and interpretation of results. The guide includes information about reviewing assessment outcomes, identifying student needs, and selecting instructional supports available within the materials.
Evaluation for 2.1c
The materials offer educators guidance on administering instructional assessments. Grade-level planning documents and Teacher Guides provide specific instructions for administering skills and knowledge assessments, including the steps for preparation, administration procedures, required materials, and scripted directions. For example, the domain assessment materials identify educator preparation requirements and explain how to administer assessment tasks.
The assessment materials contain embedded guidance related to administering assessments and reviewing the results. For example, the knowledge domain assessments include administration instructions, scoring guidance, answer keys, and directions for reviewing student responses. Educators receive information related to implementing assessments and interpreting the results.
Evaluation for 2.1d
The materials provide diagnostic, formative, and summative assessments aligned with the TEKS as well as the course, unit, and lesson objectives. The assessment materials identify the TEKS associated with assessment tasks, including formative, domain, and student performance assessments. For example, knowledge 1 domain assessments identify the TEKS aligned with individual assessment sections.
The materials provide lesson-level formative assessments aligned with lesson objectives and unit goals. For example, in knowledge 3, “Stories from Mount Olympus,” lesson 1, opportunities for formative assessment appear within the “Primary Focus of the Lesson” section and align with the standards addressed during instruction. Students show their understanding through discussion activities, oral responses, and tasks connected with the lesson objectives.
Evaluation for 2.1e
The materials contain TEKS-aligned assessment items at varying levels of complexity. Formative assessments include discussion questions, oral responses, and performance tasks embedded within the lessons. Assessment questions are categorized using complexity labels such as “literal,” “inferential,” and “evaluative,” which identify the type of thinking associated with an assessment task.
The materials contain assessments with TEKS-aligned items that increase in complexity across tasks. For example, in knowledge 1 for formative assessments, students progress from responding to true-or-false statements using thumbs-up or thumbs-down responses to answering questions using phrases and complete sentences that demonstrate understanding of literary concepts and content.
Evaluation for 2.2a
The materials contain instructional assessments and scoring information that provide guidance for interpreting student performance. For example, skills 1 includes “Placement Overview,” “Interpreting Assessment Scores for Placement,” and “Taking a Closer Look at Assessment Performance” resources that explain how to review assessment results and determine instructional placement. These resources provide scoring information and directions for analyzing student performance.
The materials contain scoring resources associated with instructional assessments. For example, skills 6, lesson 5 includes “Spelling Analysis Directions” and “Analysis of Student Errors” resources that provide guidance for interpreting student spelling errors and identifying patterns in student performance. These resources contain directions for documenting and analyzing student responses.
Evaluation for 2.2b
The materials provide remediation and enrichment activities connected to “Domain Assessment” results. In knowledge 6, “Insects,” the culminating tasks involve remediation activities that include revisiting lesson applications, reviewing vocabulary, rereading selections, and participating in additional discussions related to domain content. Enrichment opportunities include activities such as “Insect Research” in which students conduct research, record information, and share their findings related to insects studied during the unit.
The materials provide guidance for reviewing assessment results and selecting instructional responses. For example, skills 4, lesson 1 includes “Additional Support” activities focused on spelling alternatives. One activity directs students to identify the most appropriate /er/ spelling pattern in order to complete sentences. These activities provide targeted practice connected to literacy skills assessed during instruction.
Evaluation for 2.2c
The materials offer educator-facing tools for tracking student progress and growth. Skills assessment resources contain “Analysis of Student Errors” tracking tools that provide spaces for documenting student performance and identifying patterns in student errors. For example, skills 6, lesson 5 includes resources used to record spelling performance and monitor student growth across literacy skills taught during the course.
The materials provide tools for students to 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, identify skills requiring additional practice, and establish 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 provide multiple assessment opportunities within the lessons that measure student understanding of literacy concepts taught during instruction. Knowledge lessons include text-dependent discussion questions, oral responses, observation opportunities, and independent practice activities connected to lesson objectives. Assessment opportunities also include exit tasks and student performance assessments that require students to demonstrate mastery of taught skills and concepts.
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 explain how to use assessment information within the assessment section of the K–5 User Guide. This resource outlines assessment formats, administration procedures, and interpretation of results. The guide includes information about reviewing assessment outcomes, identifying student needs, and selecting instructional supports available within 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 contain embedded guidance related to administering assessments and reviewing the results. For example, the knowledge domain assessments include administration instructions, scoring guidance, answer keys, and directions for reviewing student responses. Educators receive information related to implementing assessments and interpreting the 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 provide lesson-level formative assessments aligned with lesson objectives and unit goals. For example, in knowledge 3, “Stories from Mount Olympus,” lesson 1, opportunities for formative assessment appear within the “Primary Focus of the Lesson” section and align with the standards addressed during instruction. Students show their understanding through discussion activities, oral responses, and tasks connected with 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 contain assessments with TEKS-aligned items that increase in complexity across tasks. For example, in knowledge 1 for formative assessments, students progress from responding to true-or-false statements using thumbs-up or thumbs-down responses to answering questions using phrases and complete sentences that demonstrate understanding of literary concepts and content.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
The materials contain scoring resources associated with instructional assessments. For example, skills 6, lesson 5 includes “Spelling Analysis Directions” and “Analysis of Student Errors” resources that provide guidance for interpreting student spelling errors and identifying patterns in student performance. These resources contain directions for documenting and analyzing student responses.
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 provide guidance for reviewing assessment results and selecting instructional responses. For example, skills 4, lesson 1 includes “Additional Support” activities focused on spelling alternatives. One activity directs students to identify the most appropriate /er/ spelling pattern in order to complete sentences. These activities provide targeted practice connected to literacy skills assessed during instruction.
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 provide tools for students to 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, identify skills requiring additional practice, and establish 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 related to spelling alternatives, decoding, fluency, and phonics skills. Skills 4, lesson 1 contains activities that reinforce spelling alternatives for the /er/ sound through additional opportunities for guided practice connected to the lesson objectives.
The materials provide opportunities for reteaching and additional practice within the knowledge strand. For example, in knowledge 1, “Fairy Tales and Tall Tales,” 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 knowledge and skills lessons that provide instructional scaffolds during lesson implementation.
Evaluation for 3.1b
The materials contain pre-teaching and embedded supports for unfamiliar vocabulary and references in the text. Lesson plans include “Core Vocabulary” and “Word Work” sections that identify the words needed to understand lesson texts. Educators receive guidance for introducing vocabulary, explaining word meanings, providing context-based examples, and facilitating discussion related to target words.
The materials contain embedded supports for unfamiliar references and language structures. For example, knowledge 3, “Stories from Mount Olympus” includes “Core Vocabulary” tables and associated “Word Work” activities for words introduced during read-alouds. The K–5 Text Complexity and Vocabulary Guide identifies tier-one, tier-two, and tier-three vocabulary as well as sayings and phrases associated with each domain, including expressions connected to Greek mythology.
The materials provide explicit vocabulary instruction within the lessons. For example, in knowledge 4, “Poetry,” educators introduce target vocabulary through explanations, context-basedl examples, discussion prompts, and opportunities for guided practice connected to poems and lesson activities. Students discuss the meaning of vocabulary words and use them in oral responses connected to the text.
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 6, “Insects,” the culminating activities include “Insect Research” in which students research an insect, record information, and share their findings related to the characteristics and behaviors of insects studied during the unit.
The materials contain enrichment opportunities within other knowledge domains. For example, in knowledge 1, “Fairy Tales and Tall Tales,” the culminating tasks include enrichment opportunities that extend learning through additional writing, discussion, and application activities connected to literary genres and story elements.
Evaluation for 3.2a
The materials provide explicit prompts and guidance that help educators model and explain lesson concepts. For example, in knowledge 3, “Stories from Mount Olympus,” lesson 1, educators receive scripted language and instructional guidance for introducing Greek mythology, clarifying key concepts, and connecting previously learned content to current learning. The materials also include “Essential Background Information” or “Terms” sections that provide content knowledge and instructional reminders to educators.
The materials contain explicit modeling guidance within “Word Work” activities. For example, in knowledge 1, “Fairy Tales and Tall Tales,” educators introduce target vocabulary by rereading sentences from the text, providing definitions, discussing context-based examples, and engaging students in guided discussions where they use vocabulary words in oral responses.
Evaluation for 3.2b
The materials offer educators guidance on delivering lessons through a variety of instructional approaches. For example, in knowledge 6, “Insects,” lessons include read-alouds, whole-group discussions, visual supports, observation activities, drawing opportunities, and writing tasks connected to informational content about insects.
The materials provide recommendations for facilitating instruction through varied grouping structures. For example, the “Lesson at a Glance” section identifies whole-group instruction, partner discussions, collaborative activities, and independent learning opportunities used during lesson implementation. These structures are embedded throughout the knowledge and skills lessons.
Evaluation for 3.2c
The materials outline knowledge and skills lessons in “Lesson at a Glance” tables that identify recommended teaching structures. Knowledge lessons identify opportunities for whole-group instruction, partner discussions, collaborative learning, and independent work across lesson activities and instructional tasks.
The materials contain grouping recommendations within skills lessons. Skills lessons identify teaching structures associated with lesson components and include 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 outline accommodations aligned with the listening, speaking, reading, and writing expectations identified in the ELPS. These supports include sentence stems, opportunities for structured discussion, visual supports, and differentiated language expectations based on student proficiency levels.
The materials 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 the knowledge and skills lessons and are identified through the “Emergent Bilingual” sidebars.
Evaluation for 3.3b
The materials offer implementation guidance for use within bilingual and ESL instructional settings. The K–5 User Guide includes sections related to biliteracy, bilingual education, culturally and linguistically responsive instruction, vocabulary development, family engagement, and assessment practices for multilingual learners.
The materials contain embedded guidance for supporting bilingual learners during instruction. Skills and knowledge lessons include “Emergent Bilingual” sidebars that outline accommodations aligned with listening, speaking, reading, and writing expectations. These supports appear throughout the lessons and are differentiated according to student language proficiency levels.
Evaluation for 3.3c
The materials provide educators with embedded guidance to help EB students build background knowledge and make cross-linguistic connections through oral and written discourse. For example, in knowledge 8, “Westward Expansion,” the lessons include vocabulary instruction, visual supports, discussion opportunities, maps, illustrations, and language scaffolds that help students connect new learning to prior knowledge and experiences. Students discuss historical events and use academic vocabulary during oral and written activities tied to lesson content.
The materials provide embedded guidance that supports comprehension and the development of background knowledge. For example, in knowledge 11, “Immigration,” the materials include photographs, maps, timelines, structured discussion prompts, vocabulary activities, and opportunities for students to compare the experiences of different immigrant groups. Students discuss historical events, examine visual sources, and engage in oral language activities tied 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 provide opportunities for reteaching and additional practice within the knowledge strand. For example, in knowledge 1, “Fairy Tales and Tall Tales,” 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 knowledge and skills lessons that provide 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 contain embedded supports for unfamiliar references and language structures. For example, knowledge 3, “Stories from Mount Olympus” includes “Core Vocabulary” tables and associated “Word Work” activities for words introduced during read-alouds. The K–5 Text Complexity and Vocabulary Guide identifies tier-one, tier-two, and tier-three vocabulary as well as sayings and phrases associated with each domain, including expressions connected to Greek mythology.
The materials provide explicit vocabulary instruction within the lessons. For example, in knowledge 4, “Poetry,” educators introduce target vocabulary through explanations, context-basedl examples, discussion prompts, and opportunities for guided practice connected to poems and lesson activities. Students discuss the meaning of vocabulary words and use them in oral responses connected to the text.
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 contain enrichment opportunities within other knowledge domains. For example, in knowledge 1, “Fairy Tales and Tall Tales,” the culminating tasks include enrichment opportunities that extend learning through additional writing, discussion, and application activities connected to literary genres and story elements.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
The materials contain explicit modeling guidance within “Word Work” activities. For example, in knowledge 1, “Fairy Tales and Tall Tales,” educators introduce target vocabulary by rereading sentences from the text, providing definitions, discussing context-based examples, and engaging students in guided discussions where they use vocabulary words in oral responses.
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
The materials provide recommendations for facilitating instruction through varied grouping structures. For example, the “Lesson at a Glance” section identifies whole-group instruction, partner discussions, collaborative activities, and independent learning opportunities used during lesson implementation. These structures are embedded throughout the 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 contain grouping recommendations within skills lessons. Skills lessons identify teaching structures associated with lesson components and include 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 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 the knowledge and skills lessons and are identified through the “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 contain embedded guidance for supporting bilingual learners during instruction. Skills and knowledge lessons include “Emergent Bilingual” sidebars that outline accommodations aligned with listening, speaking, reading, and writing expectations. These supports appear throughout the lessons and are differentiated according to student 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 provide embedded guidance that supports comprehension and the development of background knowledge. For example, in knowledge 11, “Immigration,” the materials include photographs, maps, timelines, structured discussion prompts, vocabulary activities, and opportunities for students to compare the experiences of different immigrant groups. Students discuss historical events, examine visual sources, and engage in oral language activities tied 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 contain systematic and sequenced phonics instruction. In the skills 1 unit introduction and appendix A, the materials explain that instruction begins with the most common or least ambiguous spelling for a sound (or basic code spelling) before introducing spelling alternatives. For example, students begin in unit 1 by reading one- and two-syllable words with short vowels such as get, pet, top, cup, and cab. They progress in unit 3 to multisyllabic words with spelling alternatives such as oatmeal, raincoat, and condo, and then read multisyllabic words with specific spelling alternatives in unit 4, such as benefit, about, and appetite with the schwa sound. This guidance shows that phonics instruction follows an intentional progression from less complex to more complex phonics skills.
The materials contain sequenced phonics instruction in skills 2. Appendix A provides background information on the vowel spellings and sounds addressed in the unit. Instruction moves from long-vowel spellings (e.g., speak, below) to silent-e words (e.g., cake, home) to related u vowel sounds (e.g., cute, soon, look, but), and finally to r-controlled vowels (e.g., her, letter). This progression helps educators see how previously taught sound-–spelling correspondences are reinforced before introducing more complex patterns.
Evaluation for 4.1b
The materials offer opportunities for explicit and intentional ongoing practice involving phonics skills in isolation. In skills 3, lesson 2, “The Spelling Bee,” students read a chart of words with the phonics skill /ae/ in isolation, including days, say, and stay. The materials offer educators guidance to help students with multisyllabic words by directing educators to have students chunk the word syllable by syllable and then blend the entire word. These structured activities provide focused practice with phonics skills before students apply them in connected reading.
The materials provide explicit opportunities for students to apply their phonics skills in connected, decodable text. In skills 3, lesson 2, students apply the /ae/ spelling pattern while reading the decodable text “The Spelling Bee.” In skills 6, lesson 1, “Foundational Skills,” students practice decoding words with ph in isolation and then apply the phonics skill in decodable texts called “Wiggle Cards,” found in the “Additional Support” section. This progression from isolated phonics practice to decodable text 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, lesson 4, “Spelling Alternatives: Foundational Skills” and “Tricky Spelling ‘A,’” the educator models how to identify and decode a tricky spelling pattern. The guide directs the educator to point to the syllables in cabin, model how to sound out each syllable, and explain that the word is pronounced /k/ /ae/ /b/ /i/ /n/ with the long-vowel /ae/ sound. The educator also clarifies that the spelling does not follow the expected vowel-consonant-vowel (VCV) syllable division pattern. This modeling helps students understand how to analyze a word when the spelling pattern is less predictable.
The materials provide additional modeled instruction that moves from educator demonstration to student practice. In unit 3, lesson 8, the educator explains that the letter o can represent the /oe/ sound in many two-syllable words when o comes at the end of a syllable. Students then sort words by spelling, read the words, and circle the letters that spell /oe/. After this instruction and practice, students read the decodable text “The Swimming Sisters,” which includes words with the target spelling such as notes, wrote, and Castro. This sequence gives students a clear process for learning the spelling pattern and applying it in connected text.
Evaluation for 4.2b
During guided phonics practice, the materials prompt educators to monitor students’ answers and respond when they need support. For example, skills 4, lesson 2 explains that students learn spelling alternatives for the sound /er/. The materials direct educators to point out syllable division patterns so that students can chunk and read words. The educator also explains that in r-controlled vowels, r works with the vowel to make one sound, as in the word modern. This guidance gives educators a clear way to support students as they practice reading words with the target sound–spelling pattern.
The materials contain lesson-specific support for students who need correction after applying their phonics skills. In skills 4, lesson 5, students complete a spelling assessment focused on r-controlled vowel patterns. After the assessment, the educator shows the correct spelling of each word and directs students to correct their work by crossing out any incorrect spelling, then copying and writing the correct spelling next to it. This feedback routine helps students recognize and correct errors while reinforcing the taught phonics pattern.
Evaluation for 4.2c
The materials give students supported practice with target phonics skills through educator-led, partner, and group routines. In skills 3, lesson 1, “Spelling Alternatives: Foundational Skills,” students participate in “Word Baseball.” Students read word cards aloud as part of a team, and correct responses allow the team to move around the baseball diamond. This structure allows students to practice accurate decoding and fluent reading with peer support before applying the skill in the reader.
The materials provide opportunities for individual application after guided or shared practice. In skills 4, lesson 2, students work with partners during “Spelling Tree Practice” to decode multisyllabic words with the /er/ sound and place each leaf on the chart with the correct er spelling. Students also read r-controlled words as a class on activity page 2.1 before completing the remaining portion independently. This sequence helps students move from supported practice to independent application of taught phonics skills.
Evaluation for 4.3a
The materials revisit earlier phonics learning as students work with newly introduced skills. In skills 3, lesson 1, “Spelling Alternatives: Foundational Skills,” students revisit the /ae/ sound in previously learned spelling patterns. The lesson begins with a review of the short /a/ sound and then builds to the long /ae/ sound in words such as bake. Students review the previously taught a_e spelling before learning that upcoming lessons will introduce additional ways to spell the /ae/ sound. This structure helps students connect prior learning to current phonics instruction.
The materials build review into lesson routines across the unit. Skills 5, lesson 1 introduces students to spelling alternatives for the /u/ sound through a “Spelling Tree” and “Word Sort.” Next, lesson 2 begins with a review of that phonics skill involving classroom and individual visual charts of the /u/ sound before students complete independent “Word Sort” practice with /u/ spelled using u and o. These routines give students 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, lesson 2, “Foundational Skills,” students learn the r-controlled vowel sound /er/. The educator uses the word modern to explain that the letter r works with a vowel to create one sound. Students then practice the skill on an activity page by reading pairs of r-controlled vowel words, determining whether they share the same vowel sound, and writing “yes” or “no.” This sequence keeps student practice connected to the phonics skill taught in the lesson.
The materials provide opportunities for follow-up practice with previously taught sound–spelling patterns. In skills 3, lesson 1, “Spelling Language,” students practice r-controlled vowels without being asked to apply untaught skills. The educator creates a chart with columns for /er/, /or/, and /ar/ and adds words such as sister, born, and started. Students then write the sentence “We started playing football” using spelling words that feature the taught r-controlled vowel patterns. This structure gives students opportunities to apply learned phonics skills through targeted dictation practice.
Evaluation for 4.3c
The materials build review into connected reading so that students return to previously taught phonics skills while reading decodable text. In the student readers and accompanying educator guidance, the materials explain that decodable texts use previously taught sound–spelling patterns and align with the phonics skills identified for each lesson. The back of each student reader includes a note to educators listing the phonics skills and high-frequency words connected to each decodable text. The “About This Book” page explains that the text uses spellings that students have been taught to sound out. This gives students practice using earlier phonics learning in connected reading.
The materials revisit earlier sound–spelling patterns through lesson routines and decodable text practice. In skills 3, lesson 2, “Spelling Alternatives: Introduce /ae/ > ai and ay,” students learn the /ae/ sound–labelling pattern and then practice the pattern in a decodable text. For example, the skills 3 reader includes “The Spelling Bee,” which pairs with lesson 2 and provides practice with /ae/ as well as previously taught phonics skills. These routines help students strengthen previously taught phonics skills while continuing to learn new patterns.
Evaluation for 4.3d
The materials return to taught phonics skills across lessons and instructional contexts rather than addressing them all at once. In skills 2, lesson 2, “Foundational Skills,” students learn how adding the silent e to words with short vowels creates new words. Students decode silent-e words in isolation on chart paper and participate in “Pop-Out Chaining” to continue practicing the pattern. These repeated opportunities help students maintain and apply phonics skills after receiving initial instruction.
The materials extend practice into reading, writing, and later review routines. In the “Reading” section of skills 2, lesson 2, students apply the silent-e pattern while reading the decodable text “Milk” from the reader. The “Activity Book” includes the same text for home practice. In skills 3, lesson 6, students use “Wiggle Cards” to read a decodable sentence, perform the action, and write the sentence in their “Dictation Journal.” This recurring practice helps students build accuracy and automaticity over time.
Evaluation for 4.4a
The materials provide multiple assessment formats to help educators monitor students’ phonics and reading development. In skills 3, lesson 25, the mid-unit assessment measures student mastery of phonics skills covered in the first half of the year, including word recognition with vowel sounds and spellings taught in the unit. The assessment also contains an independent reading comprehension component with literal and inferential questions after students read a decodable text. These tasks are appropriate for grade 2 because students demonstrate phonics knowledge through word reading, decodable text reading, and comprehension responses.
The materials provide tools that help educators record and interpret student performance. In skills 4, lesson 5, students complete a spelling assessment focused on one-syllable and multisyllabic words with diphthongs. Educators use the “Lesson 5: Analysis of Student Errors” tool and “Spelling Analysis Directions” to track errors and determine next steps. In skills 5, “Lesson 20: Spelling Analysis Directions” helps educators analyze spelling errors with the long e sound, such as distinguishing between ee and ey patterns. These records give educators information about student progress beyond correct or incorrect scoring and support instructional next steps.
Evaluation for 4.4b
The materials provide tools that help educators monitor student progress with specific phonics skills during instruction. In skills 3, lesson 5, “Additional Support,” educators use the “Record Sheet for Progress Monitoring 1” to monitor students’ mastery of long /a/ and short /a/ vowel sounds. Students decode words presented on cards after the educator models the first word, chain. The educator then shows each card and records which phonemes students read correctly or incorrectly. This gives educators information about student performance and helps identify students who may need additional support with the targeted vowel sounds.
The materials provide tools that help educators document student performance with additional phonics patterns. In skills 2, lesson 11, “Foundational Skills Remediation,” educators use the “Record Sheet for Progress Monitoring 3” to monitor students’ pronunciation and decoding of vowel digraphs. The educator models the first word (coin), shows students each card, and records which phonemes and vowel digraphs students read correctly or incorrectly. These records help educators identify areas of mastery and areas for growth so they can adjust instruction based on student needs.
Evaluation for 4.4c
The materials provide assessment opportunities at multiple points throughout the school year. The K–5 Assessment Guide explains how to use daily and weekly “Checks for Understanding,” formative assessments, mid-unit assessments, and end-of-unit assessments along with BOY, middle-of-year (MOY), and end-of-year (EOY) assessments. For example, skills 1 involves progress monitoring of phonics skills through “Checks for Understanding” and decoding and encoding formative assessments, followed by the “End-of-Unit Assessment.” This structure gives educators recurring opportunities to review student growth over time.
The materials contain lesson-embedded tools that allow educators to collect progress information during instruction. Across skills lessons, educators use the “Observation: Anecdotal Reading Record” to make notes about students’ progress during instruction. The K–5 Assessment Guide identifies “Spelling Analysis and Directions” as a tool educators can use throughout the year to assess progress. These tools help educators gather ongoing information that can inform instructional decisions throughout the year.
Evaluation for 4.5a
The materials provide tools that help educators organize individual student data and use it to plan instruction. In skills 6, lesson 35, the end-of-year assessment includes a tool to track progress on word reading in isolation. The “Word Reading in Isolation Analysis Record” tracks specific phoneme mastery, allowing educators to identify exact gaps in student performance. This information helps educators identify student needs and determine appropriate instructional supports.
The materials contain records that help educators monitor individual progress during instruction on reading and foundational skills. Each skill comes with an “Anecdotal Reading Record” chart to document individual student progress on grade-level phonics and reading skills. For example, skills 4 includes “Anecdotal Reading Record” sections that prompt educators to log individual reading behaviors. These records help educators identify patterns, monitor growth, and adjust instruction as students work toward reading independently and mastering various skills.
Evaluation for 4.5b
The materials provide tools that help educators collect classwide assessment information and identify patterns in student performance. In unit 1, lessons 6–10, the “Placement Assessment” measures students’ reading knowledge through a decodable text and word reading in isolation. After assessing all students, educators use the “Word Reading Analysis” chart to evaluate the results and determine next steps. For example, if a student reads 11 or fewer consonant-vowel-consonant (CVC) words correctly, the guide recommends placement in kindergarten, unit 3 for intensive remediation. This information helps educators identify classwide strengths and needs before planning instruction.
The materials contain records that help educators organize results across students and make instructional decisions. In unit 1, “Teacher Resources,” the materials provide trackers for word recognition, punctuation, suffixing, comprehension, and “Tricky Word” assessments. These trackers allow educators to review whole-class data, identify patterns in student performance, and determine where additional instruction or targeted support is needed.
Evaluation for 4.5c
The materials offer educators guidance on 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 identifies student needs, grouping, recommended instructional time, and frequency for progress monitoring. Students performing on level are monitored at the beginning, middle, and end of the year and as needed; students requiring targeted intervention are monitored once per week in addition to benchmark assessments; and students requiring intensive intervention are monitored one to two times per week in addition to BOY, MOY, and EOY assessments. This guidance helps educators adjust how often they collect progress data based on student performance.
The materials contain lesson-level routines that help educators monitor progress during instruction. Across the units, educators use “Checks for Understanding,” which are clearly marked in lessons, to monitor progress on each lesson’s focus. For example, one or more “Checks for Understanding” appear in every lesson, allowing educators to gather information about student understanding and adjust instruction as needed. These routines help educators respond to student strengths and needs throughout instruction.
Evaluation for 4.5d
The materials explain how to use assessment information to identify students’ needs and determine next instructional steps. In skills 1, lesson 10, “Placement Overview,” educators use placement test results to determine strengths, areas for growth, instructional placement, and next steps for small-group instruction. The materials direct educators to reference lower grade-level units when available in order to close instructional gaps.
The materials offer supports that help educators address specific skill gaps after reviewing student performance. Across skills lessons, the “Additional Support” section provides brief mini-lessons and activities to address errors or misconceptions observed during instruction. For example, in skills 3, lesson 8, “Foundational Skills Remediation,” the guidance provides “more help with /oe/ words” for students who need additional practice with the target phonics skill.
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 contain sequenced phonics instruction in skills 2. Appendix A provides background information on the vowel spellings and sounds addressed in the unit. Instruction moves from long-vowel spellings (e.g., speak, below) to silent-e words (e.g., cake, home) to related u vowel sounds (e.g., cute, soon, look, but), and finally to r-controlled vowels (e.g., her, letter). This progression helps educators see how previously taught sound-–spelling correspondences are reinforced before introducing more complex patterns.
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 provide explicit opportunities for students to apply their phonics skills in connected, decodable text. In skills 3, lesson 2, students apply the /ae/ spelling pattern while reading the decodable text “The Spelling Bee.” In skills 6, lesson 1, “Foundational Skills,” students practice decoding words with ph in isolation and then apply the phonics skill in decodable texts called “Wiggle Cards,” found in the “Additional Support” section. This progression from isolated phonics practice to decodable text 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 provide additional modeled instruction that moves from educator demonstration to student practice. In unit 3, lesson 8, the educator explains that the letter o can represent the /oe/ sound in many two-syllable words when o comes at the end of a syllable. Students then sort words by spelling, read the words, and circle the letters that spell /oe/. After this instruction and practice, students read the decodable text “The Swimming Sisters,” which includes words with the target spelling such as notes, wrote, and Castro. This sequence gives students a clear process for learning the spelling pattern and applying it in connected text.
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 contain lesson-specific support for students who need correction after applying their phonics skills. In skills 4, lesson 5, students complete a spelling assessment focused on r-controlled vowel patterns. After the assessment, the educator shows the correct spelling of each word and directs students to correct their work by crossing out any incorrect spelling, then copying and writing the correct spelling next to it. This feedback routine helps students recognize and correct errors while reinforcing the taught phonics pattern.
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 provide opportunities for individual application after guided or shared practice. In skills 4, lesson 2, students work with partners during “Spelling Tree Practice” to decode multisyllabic words with the /er/ sound and place each leaf on the chart with the correct er spelling. Students also read r-controlled words as a class on activity page 2.1 before completing the remaining portion independently. This sequence helps students move from supported practice to independent application of 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 build review into lesson routines across the unit. Skills 5, lesson 1 introduces students to spelling alternatives for the /u/ sound through a “Spelling Tree” and “Word Sort.” Next, lesson 2 begins with a review of that phonics skill involving classroom and individual visual charts of the /u/ sound before students complete independent “Word Sort” practice with /u/ spelled using u and o. These routines give students 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 provide opportunities for follow-up practice with previously taught sound–spelling patterns. In skills 3, lesson 1, “Spelling Language,” students practice r-controlled vowels without being asked to apply untaught skills. The educator creates a chart with columns for /er/, /or/, and /ar/ and adds words such as sister, born, and started. Students then write the sentence “We started playing football” using spelling words that feature the taught r-controlled vowel patterns. This structure gives students opportunities to apply learned phonics skills through targeted dictation 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 revisit earlier sound–spelling patterns through lesson routines and decodable text practice. In skills 3, lesson 2, “Spelling Alternatives: Introduce /ae/ > ai and ay,” students learn the /ae/ sound–labelling pattern and then practice the pattern in a decodable text. For example, the skills 3 reader includes “The Spelling Bee,” which pairs with lesson 2 and provides practice with /ae/ as well as previously taught phonics skills. 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 extend practice into reading, writing, and later review routines. In the “Reading” section of skills 2, lesson 2, students apply the silent-e pattern while reading the decodable text “Milk” from the reader. The “Activity Book” includes the same text for home practice. In skills 3, lesson 6, students use “Wiggle Cards” to read a decodable sentence, perform the action, and write the sentence in their “Dictation Journal.” 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 provide tools that help educators record and interpret student performance. In skills 4, lesson 5, students complete a spelling assessment focused on one-syllable and multisyllabic words with diphthongs. Educators use the “Lesson 5: Analysis of Student Errors” tool and “Spelling Analysis Directions” to track errors and determine next steps. In skills 5, “Lesson 20: Spelling Analysis Directions” helps educators analyze spelling errors with the long e sound, such as distinguishing between ee and ey patterns. These records give educators information about student progress beyond correct or incorrect scoring 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 provide tools that help educators document student performance with additional phonics patterns. In skills 2, lesson 11, “Foundational Skills Remediation,” educators use the “Record Sheet for Progress Monitoring 3” to monitor students’ pronunciation and decoding of vowel digraphs. The educator models the first word (coin), shows students each card, and records which phonemes and vowel digraphs students read correctly or incorrectly. These records help educators identify areas of mastery and areas for growth so they can adjust instruction based on student needs.
4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
Evaluation for 4.4c
Evaluation for 4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
The materials contain lesson-embedded tools that allow educators to collect progress information during instruction. Across skills lessons, educators use the “Observation: Anecdotal Reading Record” to make notes about students’ progress during instruction. The K–5 Assessment Guide identifies “Spelling Analysis and Directions” as a tool educators can use throughout the year to assess progress. These tools help educators gather ongoing information that can 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 contain records that help educators monitor individual progress during instruction on reading and foundational skills. Each skill comes with an “Anecdotal Reading Record” chart to document individual student progress on grade-level phonics and reading skills. For example, skills 4 includes “Anecdotal Reading Record” sections that prompt educators to log individual reading behaviors. These records help educators identify patterns, monitor growth, and adjust instruction as students work toward reading independently and mastering various skills.
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 contain records that help educators organize results across students and make instructional decisions. In unit 1, “Teacher Resources,” the materials provide trackers for word recognition, punctuation, suffixing, comprehension, and “Tricky Word” assessments. These trackers allow educators to review whole-class data, identify patterns in student performance, and determine where additional instruction or targeted support is needed.
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 contain lesson-level routines that help educators monitor progress during instruction. Across the units, educators use “Checks for Understanding,” which are clearly marked in lessons, to monitor progress on each lesson’s focus. For example, one or more “Checks for Understanding” appear in every lesson, allowing educators to gather information about student understanding and adjust instruction as needed. These routines help educators respond to student 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 offer supports that help educators address specific skill gaps after reviewing student performance. Across skills lessons, the “Additional Support” section provides brief mini-lessons and activities to address errors or misconceptions observed during instruction. For example, in skills 3, lesson 8, “Foundational Skills Remediation,” the guidance provides “more help with /oe/ words” for students who need additional practice with the target phonics skill.
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% (150 out of 150 points)
Evaluation for 5.A.1a
This guidance does not apply to grades 2 and 3 because it applies only to kindergarten and grade 1.
Evaluation for 5.A.1b
This guidance does not apply to grades 2 and 3 because it applies only to kindergarten and grade 1.
Evaluation for 5.B.1a
The materials offer educators guidance on building students’ oral language through modeled discussion routines and structured academic talk. In knowledge 2, lesson 2, the “Word Work” section prompts students to discuss the read-aloud using a complete sentence frame. The educator asks students to discuss a time when someone summoned them and reminds them to answer in complete sentences beginning with, “I was summoned once when . . .” This routine helps students practice communicating ideas clearly while using academic vocabulary in context.
The materials give students opportunities to practice oral language with educator support, partner interaction, and feedback. In knowledge 6, lesson 5, students answer inferential and evaluative questions during a think-pair-share activity after the read-aloud. The materials provide sentence stems that educators can differentiate based on students’ oral language levels, and the educator guides students to discuss the jobs that ants or termites perform and how those jobs make the insects social. The lesson also involves vocabulary discussion of the word destructive, with educators guiding or rephrasing student responses as needed. These routines help students use newly learned vocabulary, respond in complete sentences, and participate in academic discussions.
Evaluation for 5.B.1b
The materials give students opportunities to communicate for academic purposes through presentations and response routines. In knowledge 4, lesson 11, students present their memory poems to the class during the application portion of the lesson. As students share their poems, classmates use sentence frames such as “One question I have is . . .,” “I saw . . . in your illustration, and it made me think . . .,” and “I wonder whether . . . made this such a happy memory for you.” This routine helps students communicate ideas clearly for an academic purpose while responding to their classmates’ presentations.
The materials give students opportunities to communicate socially and academically through performance and extension tasks. In knowledge 6, the “On Stage” activity requires students to pretend to be particular insects while the rest of the class guesses which insect is being portrayed. Using academic language connected to the unit, students give clues such as “I am a helpful insect.” The materials also provide an extension in which students write and share a brief report on the insect they portrayed. These opportunities help students adjust communication for different purposes, audiences, and contexts.
Evaluation for 5.B.1c
The materials give students regular opportunities to build their comprehension through educator-led questions and structured discussion after listening to the text. In knowledge 3, lesson 5, the educator asks literal, inferential, and evaluative questions tied to the read-aloud. For example, for an evaluative question, students create a question using “who” or “why,” and their partners then answer the question. This routine helps students listen actively, respond to ideas, and discuss textual understanding with others.
The materials involve partner routines that help students ask questions, share their responses, and build on others’ ideas. In knowledge 6, lesson 7, students answer literal, inferential, and evaluative questions after listening to the read-aloud. For example, the educator asks, “How do beetles protect themselves?” and “According to the author, what is one big reason that beetles have survived so long and are so numerous?” Students also “Turn and Talk” about what all beetles have in common and engage in a think-pair-share activity to name their favorite beetle from the read-aloud and explain why. These routines give students opportunities to exchange ideas while strengthening their comprehension and oral communication.
Evaluation for 5.C.1a
This guidance does not apply to grades 1, 2, or 3 because it applies only to kindergarten.
Evaluation for 5.C.1b
This guidance does not apply to grades 1, 2, or 3 because it applies only to kindergarten.
Evaluation for 5.C.1c
This guidance does not apply to grades 1, 2, or 3 because it applies only to kindergarten.
Evaluation for 5.C.1d
This guidance does not apply to grades 1, 2, or 3 because it applies only to kindergarten.
Evaluation for 5.C.2a
The materials introduce sound–spelling relationships in a sequence that allows students to apply the skill when decoding and encoding. In skills 1, lesson 1, students review the vowel sounds /a/ and /i/ as well as the consonant sounds /b/, /t/, /p/, and /d/ using the Vowel Code Flip Book and “Individual Code” chart. During “Teacher Chaining,” the educator changes -at to -ad, and students decode the new word. In the “Dictation” section, the educator reads words such as bat, pad, and tap, and students write them in their “Dictation Journals.” This sequence helps students connect sounds and spellings as they read and write words.
The materials provide opportunities for continued practice with taught sound–spelling relationships as students apply them in reading and writing. In skills 1, students apply decoding skills by reading the story “Kate Visits Doba” from the Activity Book. The text is composed of “Tricky Words” and letter-sound correspondences that students have already learned, allowing them to apply previously taught phonics patterns in connected text. The unit then transitions to spelling alternatives for consonant sounds, which students apply when decoding sentences and encoding dictated words. This practice helps students build accuracy with taught phonics patterns across reading and writing tasks.
Evaluation for 5.C.2b
The materials offer educators guidance on helping students connect sounds to spellings during word reading and writing. The “Corrective Feedback Planning Tool” gives educators specific language to use when students struggle with phonics or decoding. For example, when a student blends a word incorrectly, the educator says, “When decoding words, it’s important to blend the sounds accurately. Let’s work on connecting the sounds smoothly to read the word correctly.” When students have difficulty connecting sounds to letters, the tool prompts the educator to say, “Remember, the letter ‘____’ makes the sound like in the word ____. Can you say that sound for me?” This guidance helps educators address errors and reinforce accurate sound–spelling connections.
The materials provide support notes and lesson routines that help educators respond to common misconceptions. In skills 3, lesson 1, the “Board Sort” activity focuses on the /ae/ sound with the spellings a, ai, and ay. The educator note explains how to address confusion with words containing spelling alternatives not taught in the unit, such as weigh or eight. The educator sorts these words into a separate category labeled “Odd Ducks,” which helps students distinguish taught spelling patterns from irregular or not-yet-taught alternatives.
Evaluation for 5.C.2c
The materials give students opportunities to review taught sound–spelling patterns in isolation before applying them in connected reading. In the skills 4 pausing point, students complete activities that support cumulative review of letter-sound knowledge. Students read the connected texts “The Visit” or “Battery Park,” identify words containing /ie/ or /ee/ sounds, list those words from the text, and add them to the classroom “Spelling Tree.” This routine helps students strengthen sound–spelling knowledge through word collection, sorting, and connected reading.
The materials give students opportunities to apply taught sound–spelling patterns through whole-group practice, connected text, independent work, and partner activities. In skills 4, lesson 6, students learn the tricky spelling of y for the sounds /y/, /i/, and /ie/. Students practice the tricky spelling during a whole-group lesson and then apply the pattern through connected text, independent practice, and partner work. These activities help students reinforce letter-sound knowledge across isolated practice, connected reading, and collaborative application.
Evaluation for 5.D.1a
The materials contain a systematic sequence for instruction on phonological and phonemic awareness aligned with grade-level TEKS. The K–2 Phonological & Phonemic Awareness: Routines and Instructional Strategies resource organizes lessons according to the phonological and phonemic awareness Scope and Sequence within the skills units. Instruction progresses from larger to smaller units of sound and from simpler to more complex skills, including rhyme, alliteration, word isolation, compound words, syllables, onset and rime, blending, isolation, segmenting, and manipulation. The resource also provides scaffolded, sound-only activities that allow students to develop these skills orally before connecting them to print.
The materials offer students continued opportunities to develop and apply phonological and phonemic awareness skills aligned with TEKS 2.2.A.i–iv. Lessons include practice with rhyme, distinguishing long and short vowel sounds, and phoneme manipulation. For example, the pausing points provide rhyming practice across units 2–6, including producing rhyming words with the /oo/ sound in unit 2 and using long vowel sounds such as /aw/, /oa/, and /ie/ to create new rhyming words in unit 3. These opportunities, together with the K–2 Phonological & Phonemic Awareness resource, show a systematic progression of oral sound-awareness instruction that builds from foundational phonological awareness skills toward more complex phonemic awareness skills.
Evaluation for 5.D.1b
The materials offer educators guidance on teaching phonological awareness skills and responding when students need support. In the supplemental K–5 Intervention Toolkit, the phonological and phonemic awareness component provides lessons and activities for reinforcing oral sound skills. For example, the “Phonological Awareness: Syllables” lesson directs educators to explicitly teach students to recognize syllables in words and includes guidance for providing explanatory feedback when students struggle to identify the correct number of syllables. This guidance helps students correct errors and strengthen oral sound awareness.
The materials contain lesson-level routines that help educators address common misconceptions during phonological awareness practice. In unit 3, lesson 19, students listen to words and orally discriminate among vowel sounds. The educator tells students to repeat each word and listen for /ae/ as in plate, the short /a/ as in pat, or another vowel sound. Students then hold up one finger for /ae/, two fingers for the short /a/, and three fingers for other vowel sounds. After each word, the educator reinforces learning by identifying the correct response. These supports help students accurately listen for and distinguish vowel sounds.
Evaluation for 5.D.1c
The materials provide activities and resources that help students build phonological awareness through repeated oral routines and memory-building strategies. In the supplemental K–5 Intervention Toolkit, the phonological and phonemic awareness component contains activities, poems, songs, and nursery rhymes with alliteration and rhyme. For example, the “Poems, Songs, and Nursery Rhymes” section includes “Pat-a-Cake” and “Peter, Peter, Pumpkin Eater” as memory-building activities that reinforce isolating beginning sounds. This routine helps students strengthen oral sound awareness through repeated practice with rhyme, alliteration, and beginning sounds.
The materials revisit phonological awareness skills through cumulative review and varied instructional activities. In unit 4, “Sounds and Stanzas: Poetry,” students practice identifying and producing rhyming words through poetry. For example, in lesson 1, students listen to “Jack Be Nimble” and raise their hands when they hear a set of rhyming words. Students then produce rhyming words with a partner, practice rhyming with multisyllabic words, and complete a “Check for Understanding” form by standing if a set of words rhymes and sitting if it does not. These activities give students repeated opportunities to develop, practice, and reinforce their phonological awareness skills over time.
Evaluation for 5.D.2a
The materials contain a systematic sequence for oral phonemic awareness instruction that progresses from foundational skills to more complex phoneme manipulation. The K–2 Phonological & Phonemic Awareness: Routines and Instructional Strategies resource includes scaffolded, sound-only lessons that are sequenced according to the phonemic awareness activities within the skills units and aligned with grade-level TEKS. Within the grade 2 lessons, students progress from identifying, blending, and segmenting phonemes to more complex manipulation tasks.
The materials provide an intentional progression within phoneme manipulation activities. Students move from less complex tasks (such as adding and deleting phonemes) to increasingly complex substitution tasks involving initial, final, and medial phonemes. This sequence provides students with sustained oral practice across multiple phonemic awareness skills and demonstrates a clear progression from simpler phoneme-level tasks to more complex manipulation. Together, the sound-only instructional routines and sequenced grade-level lessons provide sufficient evidence that the materials meet the indicator.
Evaluation for 5.D.2b
The materials provide clear, direct instruction for teaching phonemic awareness through the K–2 Phonological & Phonemic Awareness: Routines and Instructional Strategies resource. Each lesson includes a consistent teaching structure that supports the targeted phonological or phonemic awareness skill. The “Introduction” connects prior learning to the new skill and includes a “Model” section in which the educator explicitly demonstrates the skill. The resource also reinforces best practices for oral phonemic awareness instruction, including oral blending and segmenting, avoiding spelling during oral activities, and teaching students how to shape their mouths when producing phonemes.
The materials provide embedded scaffolds and explanatory corrective feedback to address common student errors and misconceptions. Each lesson offers “Visual/Kinesthetic Supports” that give educators options for scaffolding the targeted skill, including guidance for using manipulatives with appropriate left-to-right directionality to represent sounds in words. In addition, each lesson contains a “Corrective Feedback” section that identifies likely errors or misconceptions and provides specific explanatory feedback that educators can use to help students apply the skill successfully. These consistent lesson components provide sufficient evidence of explicit phonemic awareness instruction with recommended feedback for common student errors.
Evaluation for 5.D.2c
The materials help educators connect oral sound work to letters and spellings so that students understand how spoken sounds are represented in print. For example, in unit 1, lesson 2, the educator uses a think-aloud to model the steps for writing the word get. The educator says the word; listens for the sounds /g/ /e/ /t/; explains that the word has three sounds; and then writes a spelling for each sound in order: the letter for /g/, the letter for /e/, and the letter for /t/. This sequence helps students move from hearing sounds in a spoken word to representing those same sounds with letters in writing.
The materials provide routines that continue this connection during decoding and encoding practice with more complex words. In skills 5, lesson 6, “Spelling Alternatives Review,” students use their knowledge of vowel sounds, spelling patterns, and syllable types to decode and spell multisyllabic words. For example, students focus on the sounds /u/, /ee/, and /ie/ and apply chunking strategies with VC, vowel-consonant-consonant-vowel (VCCV), and vowel-consonant-consonant-consonant-vowel (VCCCV) syllable types to read and spell words such as son, touch, cookie, hockey, crime, item, and fly. These routines help students connect spoken sounds to spelling patterns as they read and write increasingly complex words.
Evaluation for 5.D.2d
The materials provide a variety of activities and resources that help students develop, practice, and reinforce their phonemic awareness skills. The K–2 Phonological & Phonemic Awareness: Routines and Instructional Strategies resource contains “Visual/Kinesthetic Supports” within each lesson that provide multiple ways for students to engage with the targeted skills. These supports include movement; sound boxes; manipulatives such as counters, connecting cubes, and playdough; visual aids; sorting charts; and handheld mirrors. These diverse resources allow students to build phonemic awareness through multiple modalities and provide educators with options for supporting skill acquisition.
The materials provide repeated opportunities for cumulative review and reinforcement. Each lesson includes a “Warm-Up” that reviews previously learned phonological and phonemic awareness skills and a “Cumulative Review” section with an additional task or game designed to reinforce the targeted skill. The resource also includes a “Sample Words for Additional Practice” section that gives educators additional words to extend practice and support ongoing review. Together with activities such as rhyming practice and sound discrimination routines, these components provide multiple, recurring opportunities for students to develop, practice, and reinforce their phonemic awareness skills across the lessons.
Evaluation for 5.E.1a
The materials map sound–spelling instruction across the year so that grade 2 students move from previously learned patterns toward more complex vowel spellings and spelling alternatives. The K-5: Reading Instruction component, found in the ELAR PD Library, contains a “Sound/Spelling Sequence” document. This document provides a comprehensive list of grade-level sound–spelling patterns, beginning with simple patterns and progressing to more complex ones. For example, the “Sound/Spelling Sequence” document identifies unit 1 as covering digraphs and blends before progressing to more complex sound–spelling patterns like r-controlled vowels and vowel teams in unit 6. 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. For example, the “Introduction” in skills 3 outlines the vowel spellings, sounds, and tricky spellings for that unit. Students learn the following sound patterns: /ae/ spelled a_e, a, ai, and ay; /oe/ spelled o_e, o, oa, and oe; /ie/ spelled i_e, i, and ie; /ue/ spelled ue, u_e, and u; and /aw/ spelled aw, au, and augh. The materials provide a structured progression that builds students’ understanding of sound–spelling patterns over time.
Evaluation for 5.E.1b
The skills lessons provide educators with explicit routines for introducing spelling alternatives and helping students apply these patterns when decoding and encoding. For example, in skills 3, lesson 2, the scripted lesson directs educators to introduce the long /a/ sound using the letters ai and ay. During the warm-up, students listen to different one-syllable words to identify the difference between long and short vowels. Educators explicitly teach the different ways to spell the long /a/ sound using the letters ai and ay. When teaching ay, the lesson states, “This spelling (unlike ai) tends to be at the end of the word (or syllable, as in playing). It does not tend to be at the beginning of the word or in the middle. It is most commonly a word-ender.” Educators use a “Spelling Tree,” a graphic organizer, to help students sort words by spelling for all sound–spelling patterns. Students also use a personal Consonant and Vowel Code Flip Book that includes each sound–spelling pattern and a corresponding example word. Following guided and explicit instruction, students independently sort and write one-syllable and two-syllable words according to their specific spelling patterns.
Additionally, the materials offer educators guidance that supports explicit instruction in grade-level sound–spelling patterns. The skills 4 Teacher Guide provides guidance for explicit instruction through modeling and guided practice. For example, in lesson 3, “Spelling Alternative: Introduce /i/ > y”, the materials direct the educator to provide direct instruction on the sound–spelling of /i/ > y. In this lesson, the educator teaches the sound–spelling pattern; models decoding and encoding; and helps students identify, decode, and encode. This guidance helps students accurately understand and apply sound–spelling patterns.
Evaluation for 5.E.1c
The materials provide opportunities for cumulative review that help students reinforce sound–spelling patterns across the lessons and routines. In skills 1, lesson 15, educators introduce the sound–spelling pattern /aw/ → aw by modeling the spelling and guiding students to pronounce the target sound. 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.
The materials offer opportunities for cumulative review that help students reinforce sound–spelling patterns through lessons, games, and decodable text. In skills 4, lesson 11, “Tricky Spelling: Introduce e > /ee/ or /e/,” students practice the /ee/ sound and its spellings through multiple routines. The lesson includes an educator-guided whole-group lesson, the decodable text “Wall Street,” and the game “Journey Through Space” in which students take turns drawing and reading cards containing words with the /ee/ and /e/ sound–spelling patterns. These activities give students repeated opportunities to apply sound–spelling knowledge with increasing accuracy and automaticity.
Evaluation for 5.E.1d
The materials give students opportunities to apply taught sound–spelling patterns in isolated reading and writing tasks before moving on to connected text. In skills 4, lesson 2, “Spelling Alternatives—Practice R-Controlled Vowels,” students complete activity page 2.1 to review previously taught r-controlled vowel patterns. The class completes the first several items together to determine whether the medial vowel sounds in each word pair are the same or different. Students also encode a mixed review of r-controlled vowels on activity page 2.2. This routine helps students connect sound–spelling knowledge to word-level reading and writing.
The materials give students opportunities to transfer taught sound–spelling patterns to decodable text and sound-sorting activities. In skills 4, lesson 2, “Morning, Reading,” students practice decoding in the reader “The Job Hunt.” In skills 5, lesson 11, “Spelling Alternatives: Introduce /e/ + /l/ → ul, al, and il,” students practice decoding and encoding words with /e/ + l in isolation during a whole-group lesson using the Vowel Code Flip Book, “Spelling Tree,” and “Individual Code” chart. Students then decode words with /e/ + l in the decodable text “The King’s Ghost” and practice encoding the pattern on a sound-sorting activity page. These activities help students use sound–spelling knowledge across isolated practice, decodable reading, and written application.
Evaluation for 5.E.2a
Students build high-frequency word knowledge through a sequence that introduces decodable high-frequency words and irregular “Tricky Words” across the year. The Amplify Texas ELAR PD Library provides a structured, unit-by-unit table that shows the sequence for introducing both regular, decodable high-frequency words and irregular high-frequency words throughout grade 2. For example, in unit 2, the sequence introduces regular, decodable Dolch words such as before, clean, eat, and please alongside irregular “Tricky Words” such as street. This sequence helps students automatically recognize and use high-frequency words as they develop their phonics knowledge.
The materials show how high-frequency word instruction connects to grade-level phonics and spelling patterns. The “Introduction” to the skills describes the sequence of tricky spellings taught in each unit. For example, skills 1 reviews grade 1 tricky spellings before introducing new tricky spellings, while skills 5 teaches and reviews basic code spellings before introducing tricky spellings shared between multiple sounds. Students learn, for example, that the letter a can be pronounced /a/, /ae/, /ә/, or /aw/. This progression helps students build high-frequency word knowledge by connecting word recognition to systematic sound–spelling instruction.
Evaluation for 5.E.2b
Students receive explicit instruction in decoding and encoding high-frequency words through educator modeling, explanation, and guided practice. In skills 1, lesson 14, educators provide direct instruction for the irregular high-frequency words do, to, down, and how. Educators hold up index cards with the words, use the words in sentences, and explicitly discuss which parts of the words are decodable and which parts are irregular or tricky. Following the “Tricky Words” lesson, students practice decoding the words in context within the decodable story “The Snack Mix” and have an opportunity to practice encoding as guided in the “Additional Support” section. This guidance helps students accurately recognize, read, and spell high-frequency words.
The materials provide grade-level lesson routines where students practice decoding and encoding regular and irregular high-frequency words alongside taught sound–spelling patterns. In skills 3, lesson 3, “Foundational Skills” and “Reading,” educators model and explain /a/ and /ae/ spellings while providing practice with high-frequency words. For example, students encode words with /a/ and /ae/ spellings on activity page 3.1, and practice decoding regular and irregular high-frequency words in the story “The Spelling Bee.” This sequence connects high-frequency word instruction to current phonics instruction and helps students apply word-reading and spelling skills in connected text.
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 the skills 2 pausing point, students review previously taught words through activities such as “Tricky Word Clues.” For example, the educator writes three to six previously taught “Tricky Words” on the board and gives students clues to identify the mystery word. Students also complete activity page PP.28 to practice encoding regular and irregular high-frequency words. These activities support automatic recognition, decoding, and encoding of previously taught high-frequency words.
The materials give students opportunities to apply high-frequency words in connected reading and writing. In the “Writing Skills” portion of the skills 2 pausing point, students create phrases and sentences using prewritten cards that include decodable nouns, adjectives, verbs, and previously taught “Tricky Words.” Students manipulate the cards to construct phrases and sentences and then copy them onto paper. In the skills 1 pausing point, students participate in a “Make a Sentence” activity using cards for decodable words and previously reviewed “Tricky Words” such as once, there, said, and word. These activities reinforce high-frequency word knowledge while helping students write and punctuate sentences accurately.
Evaluation for 5.E.2d
The materials provide memory-building activities that help students read high-frequency words in isolation with increasing automaticity. In the skills 2 pausing point, students review previously taught “Tricky Words” through a memory-building activity. The educator writes previously taught “Tricky Words” on the board and provides clues about a selected word, such as its final letter or a challenging spelling feature. Students identify the word and use it in a sentence. These activities help students strengthen automatic recognition of high-frequency words while attending to tricky spelling features.
The materials give students opportunities to apply high-frequency words in connected reading and writing. In the skills 2 pausing point, students create phrases and sentences using previously learned high-frequency words and read passages that contain those words. In skills 5, lesson 20, “Foundational Skills Remediation: Additional Support,” students use a Bingo board and flash cards to practice reading high-frequency words. The skills 5 pausing point includes “Color Sorts,” “Word Sorts,” “Activity Pages,” “Wiggle Cards,” and “Pocket Chart Chaining for Reading” to support students as they read and write high-frequency words in isolation as well as in connected text. These opportunities ensure repeated practice that helps students build fluency with regular and irregular high-frequency words.
Evaluation for 5.E.3a
The materials provide a structured progression for teaching syllable types and syllable division principles across the grade level. In appendix C, “Using Chunking to Decode Multisyllable Words,” educators learn how syllable division develops from grade 1 into grade 2. For example, students begin by using visual supports, such as a small dot under a compound word, to divide a word into two chunks. As students progress, the dot is removed so they can visually chunk parts of longer words on their own. This sequence supports students as they decode and encode increasingly complex words.
The materials provide lesson-level guidance for applying syllable types and syllable division principles. In skills 4, the appendix identifies grade-level syllable types and syllable division principles, including closed, magic E, vowel digraph, r-controlled, open, consonant-LE, and schwa syllables. The materials describe how students move from using visual prompts to using a flexible strategy in which they divide words before and after a single consonant and determine which pronunciation forms a recognizable word. These routines help students use syllable knowledge to read and spell unfamiliar multisyllabic words more independently.
Evaluation for 5.E.3b
The materials clearly explain how to help students apply syllable types and syllable division principles when decoding and encoding. In skills 4, lesson 8, educators review the tricky spelling o by drawing upon students’ knowledge of syllable types and syllable division. Educators write words on the board, identify the syllables, and model how to divide multisyllabic words containing o into syllables. The lesson includes a “Support” note that directs educators to use syllable division strategies to scaffold reading of multisyllabic words as needed. This guidance supports students as they decode and encode one-syllable and multisyllabic words in isolation as well as in meaningful contexts.
The materials provide opportunities for students to apply syllable knowledge in “Word Work” activity pages and connected spelling practice. In skills 4, lesson 2, “Spelling Alternatives,” educators provide explicit instruction for decoding and encoding words with VCV, VCCV, and VCCCV syllable patterns. For example, students divide words such as modern, sunburn, and blackbird into syllables. They also decode one-syllable and multisyllabic words during “Spelling Tree Practice” and encode words on activity page 2.2. In unit 3, lesson 3, students also learn the long /a/ spelling patterns ai, ay, and a_e and are taught to divide VCV words after the first vowel when the a stands alone at the end of the syllable. Students then sort, divide, and write one-syllable and multisyllabic words in their activity books, reinforcing syllable division through decoding and encoding practice.
Evaluation for 5.E.3c
Students develop and reinforce their decoding and encoding skills through cumulative review of previously taught syllable patterns and word-reading skills. In skills 3, lesson 12, students review one-syllable and multisyllabic words containing the spelling alternatives for /ie/, represented by ie and i. Educators help students flexibly decode words and identify syllable types (including open and closed syllables) in words such as die, flies, lilac, and silent. Students then apply these skills by writing one-syllable and multisyllabic words in sentences during dictation, participating in review games, completing an activity page, and rereading the decodable text “The Big Race.” These activities support mastery, accuracy, and automaticity when students read and spell increasingly complex words.
Students apply their decoding and encoding skills through “Additional Support” and pausing-point activities. In unit 2, lesson 6, the “Additional Support” section provides resources for syllable division patterns, words ending in -ing, and “Tricky Words.” For example, students practice dividing syllables in words such as flavor, forget, and dolphin; decode multisyllabic words ending in -ing through an instructional game; and read decodable sentences independently and with a partner. In the skills 2 pausing point, students encode one-syllable and multisyllabic words through activities such as “Changing Dictation,” where they write a dictated word and then change the first sound to make a new word, such as map to sap and fan to fin. Students also encode closed and VCe words, such as mad/made, and complete an activity page, decoding a sentence and writing the missing words.
Evaluation for 5.E.3d
Students apply syllable knowledge while decoding and encoding one-syllable and multisyllabic words in isolation. In unit 4, lesson 11, students practice decoding multisyllabic words by dividing them into syllables to determine whether the letter e appears in an open syllable, producing the /ee/ sound, or in a closed syllable, producing the /e/ sound. Students first apply this strategy to isolated words displayed on the board and test different syllable breaks (such as le mon versus lem on) to determine which pronunciation forms a recognizable word. This practice helps students flexibly and accurately apply syllable types as well as syllable division principles.
Students transfer syllable knowledge to connected reading and writing tasks. In unit 4, lesson 11, students apply their syllable division skills in dictated sentences and then read the connected text “Wall Street,” reinforcing the transfer of syllabication strategies to authentic reading. In unit 6, lesson 2, “Sound Comparison Foundational Skills,” students practice syllable types through word lists and decodable texts using the “Baseball Game” activity with VCV, VCCV, and VCCCV word cards. Students take turns reading the words aloud, and successful decoding allows their team to continue playing. In unit 3, lesson 3, “Foundational Skills Remediation: Additional Support,” students practice with decodable words, sentences, and phrases that build on previous instruction. These activities help students apply syllable knowledge in both isolated and connected reading and writing contexts.
Evaluation for 5.E.4a
The materials introduce morphemes in a planned sequence so that students build from simpler suffixes to more complex prefixes, suffixes, and word parts across the year. The Curriculum Map outlines a progression of grade-level morphemes aligned with the TEKS. For example, students learn suffixes such as -er and -est in unit 1, are introduced to un- and re- while reviewing -er and -est in unit 3, and move on to more complex morphemes such as -ly, -ion, -tion, and -sion in unit 5. This sequence helps students understand word structure, spelling, and meaning as they encounter increasingly complex words.
The materials provide lesson-level instruction where students identify, decode, spell, and use words with grade-level morphemes. In unit 1, lesson 13, educators explicitly introduce the suffix -ing by explaining that a suffix is a group of letters added to the end of a base word and that -ing shows an action is taking place. Students practice decoding and encoding words with and without -ing. In skills 2, lesson 1, students learn the suffix -ed and discuss how adding -ed signals that something happened in the past before later moving on to -ing. In skills 5, lesson 15, students build on their prior knowledge of prefixes, suffixes, and word parts by studying -tion, including how the suffix changes a word’s form and contributes to meaning. These routines help students connect morphology, spelling, and word meaning during reading and word study.
Evaluation for 5.E.4b
The materials provide scripted instruction that helps students recognize common morphemes and understand how they change word meaning. In skills 1, lesson 13, educators introduce the suffix -ing by explaining that a suffix is a group of letters added to the end of a base word and that -ing shows an action is taking place. Educators explain that some base words change when -ing is added, model how to construct rubbing from rub, circle the base word, and underline the suffix. Students then independently add -ing to one-syllable words such as dab, chop, swim, and hum. This instruction supports students as they use suffixes to decode, spell, and understand words.
The materials give students opportunities to apply morpheme knowledge during reading, writing, and word study. In skills 4, lesson 12, educators introduce the prefix re- and explain that prefixes change a word’s meaning. Educators explain that wind becomes rewind when re- is added because re- means again or back. Students then use this understanding to decode, spell, and use words with the prefix. Students also reread “The Chicken Nugget” to locate one- and two-syllable words with -ing, such as napping, sniffing, running, and hopping. These routines help students connect morpheme meaning to decoding, encoding, vocabulary development, and reading comprehension.
Evaluation for 5.E.4c
Students develop and practice their morphological skills by identifying how prefixes change the meaning of base words. In skills 5, lesson 17, educators model how to break a word into syllables, identify the meaning of the base word, determine the meaning of the prefix, and explain the complete word meaning. For example, students practice and reinforce decoding and encoding words with the prefixes un-, dis-, in-, re-, pre-, mis-, non-, and ex-. Students then work in pairs or small groups to create new words using educator-provided base words as well as taught prefixes and explain the meaning of each new word. These activities help students connect word parts to meaning, spelling, decoding, and vocabulary development.
Students reinforce their morphological skills through cumulative review and application activities. In the skills 5 pausing point, the materials provide targeted remediation resources that include a suffix -tion activity page and a suffix -ous fill-in-the-blank activity. Students review previously taught morphemes in context as they complete activity pages and apply suffix meanings to words and sentences. The materials also include “Wiggle Cards” across units that change based on the targeted skills. When aligned with morphology, students read sentences with words such as sailing and tossing and then write the sentences in their “Dictation Journals” as the educator dictates. These opportunities support cumulative practice and retention of morphological knowledge across reading and writing tasks.
Evaluation for 5.E.4d
Students apply their morphological knowledge while decoding and encoding words in isolation. In skills 3, lesson 10, educators guide students to decode words with the suffix -ed before reading connected text. The educator writes a base word, prompts students to read it, adds the suffix, and then has students read the complete word. In skills 4, lesson 6, students learn the morphological rule for changing y to i and adding -es to pluralize nouns. Students practice decoding and encoding words such as firefly/fireflies and spy/spies in isolation before applying the pattern in writing. This practice helps students connect base words, suffixes, spelling changes, and word meaning.
Students apply their morphological knowledge in connected reading and writing tasks. In skills 3, lesson 10, students transition from isolated -ed word practice to reading the connected text “Kim’s Training.” In skills 4, lesson 6, students apply the y to the i spelling change in dictated sentences, such as “The spy was sneaky. The spies are sneaky.” Additionally, in skills 5, lesson 17, students decode, spell, and use words with the prefix dis- in isolation before applying that knowledge while decoding words in the student reader. These activities help students transfer their morphology skills from isolated word work to authentic literacy 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 5, “Cycles of Nature,” students use illustrations and context to determine the meaning of unfamiliar words in “Clouds to Raindrops.” As students listen to the read-aloud, they refer to images connected to “The Life Cycle of Trees” and use sentence context to determine the meanings of words such as absorb, dependent, germination, and groundwater. These routines help students infer word meanings by connecting illustrations, surrounding text, and context clues.
The materials clearly explain how to help students use text and visuals to clarify domain-specific vocabulary. In skills 6, lesson 32, while reading “Making Sense of the National Anthem,” educators ask targeted questions so that students use the text to determine unfamiliar word meanings. For example, the educator has a student read a paragraph and asks the class to listen for the answer to “What do the words perilous fight mean?” The educator then follows up with questions about ramparts and spangled and links the textual context to an illustration by directing students to the image and having them read the caption aloud as a class. These supports help students use text, illustrations, and discussion to determine and confirm word meanings.
Evaluation for 5.F.1b
The materials offer educators guidance on introducing students to the purpose and use of print and digital reference resources. In skills 6, lesson 15, a note explains that students are using a digital dictionary and digital glossary for the first time and directs educators to explicitly model how to use these tools. For example, the educator guides one student to demonstrate how to find the definition of flee in the digital dictionary while another student uses the digital glossary. This instruction helps students understand how dictionaries, glossaries, eBooks, and online reference tools can be used to determine and verify word meanings.
The materials include a “Vocabulary Supplement” that provides additional instruction on using print and digital reference tools. For example, the “Vocabulary Supplement: Print and Digital References” in knowledge 10 guides educators on the purpose of print and digital reference materials and provides strategies for using them effectively. The supplement includes instructional slides with educator scripts, examples that show how to locate information in print as well as in digital dictionaries and glossaries, and scaffolded practice opportunities that allow students to build proficiency with educator support. These routines help students learn to locate, interpret, and verify word meanings and pronunciations using a variety of reference tools.
Evaluation for 5.F.1c
Students use print as well as digital reference resources during vocabulary and reading tasks to determine word meaning, pronunciation, and syllabication. In skills 6, lesson 15, educators model how to use a digital dictionary and digital glossary before students practice using the tools. For example, in lesson 17, students use a digital dictionary and glossary to look up vocabulary words before reading “The Burning of Washington, D.C.” In lesson 23, “Andrew Jackson, Reading,” students use a digital dictionary and digital glossary to determine the pronunciation and meaning of words in the upcoming chapter “Andrew Jackson,” including words such as peace, treaty, mouth, and general. Students also decode the vocabulary words by dividing them into syllables. These activities help students build independence with print and digital reference tools during vocabulary and reading instruction.
The materials provide guided practice that helps students learn how to navigate reference entries and apply information from dictionaries and glossaries. In knowledge 10, “Vocabulary Supplement: Print and Digital References,” students engage with instructional slides and activities that support proficiency with print and digital resources. For example, the “Let’s Try It Together!” slides give students opportunities to read a dictionary entry as well as engage in “Turn and Talk” with a partner to determine the meaning and pronunciation of a word. In skills 5, lesson 15, students use a print dictionary to locate specific words. These tasks support students as they locate, interpret, and verify word meanings and pronunciations using print as well as digital reference resources.
Evaluation for 5.G.1a
Educators model fluent reading by drawing students’ attention to phrasing, punctuation, and expression. In skills 1, lesson 17, educators direct students to sentences in the decodable reader that include commas and model how to pause clearly after each comma. For example, educators model reading phrases such as “then, rip!” and “munch, munch, munch” so that students can hear how punctuation affects phrasing and expression. Later in the lesson, educators model the first sentence on an activity page before students chorally read the remaining sentences. This guidance helps students understand how fluent readers use punctuation and phrasing to support accurate and expressive reading.
Students practice fluent reading through connected text, partner reading, and educator feedback. In skills 2, lesson 4, students read “The Jumping Frog” after the educator models how quotation marks signal dialogue and how dialogue can be read with appropriate expression and distinct character voices. Students apply these prosody strategies as they read the story while educators provide feedback during small-group reading routines to support accuracy, expression, and fluency. In skills 4, lesson 5, students apply similar fluency skills while reading “Dwight’s Lights.” Educators model how exclamation points signal excitement and how bold words should be emphasized before students practice reading expressively with a partner.
Evaluation for 5.G.1b
Students practice fluent word reading through educator modeling, word lists, decodable phrases, and sentence-level routines. In skills 3, lesson 3, students work with a list of words containing the spelling patterns a, a_e, ai, and ay. The educator reviews the directions, models reading the first five words, circles the target spelling patterns, and sorts the words into the correct columns. Students then read the remaining words, identify spelling patterns, and sort the words as a class. At the end of the lesson, students read decodable sentences and phrases from “Wiggle Cards” such as “Act like you are baking a cake.” These routines help students build accuracy and automaticity before applying the patterns in connected text.
Students apply fluent reading skills in decodable connected text through repeated practice at the word, sentence, and passage levels. In skills 3, lesson 3, students read the decodable text “And Then There Were Two,” which includes target words such as Gail, state, day, air, way, hand, aim, gave, and stage. In skills 4, lesson 1, “Spelling Alternatives,” students practice a word list of high-frequency and “Tricky Words” through a baseball game format while the educator emphasizes that quick, accurate decoding supports fluent reading. Students then decode sentences on activity page 1.2 and later transition to the decodable connected text “Morning” in lesson 2. These aligned tasks provide structured opportunities to practice fluent reading at the word, sentence, and passage levels.
Evaluation for 5.G.1c
Students practice word reading fluency through small-group, partner, and educator-supported routines. In skills 3, lesson 9, students read the decodable text “Val’s Training” within differentiated instructional groupings. One group reads the text with direct educator support during a small-group lesson, while another group practices reading the same selection with a partner. These varied practice opportunities involve repeated reading of decodable text in multiple formats, helping students build word reading fluency, automaticity, and accuracy.
The materials provide opportunities for fluency practice across whole-group, partner, independent, and educator-monitored settings. In skills 4, lesson 9, students build fluency in a whole-group setting by reading contextualized sentences during the “Review Nouns and Action Verbs” routine. For example, students decode sentences such as “She baked muffins for us” and identify the action verb while practicing fluent phrasing. In lesson 10, students reread “The Subway” with a partner, and the educator reminds students that rereading familiar stories builds reading automaticity. In skills 6, lesson 9, students reread “The War Hawks” in small groups. One group works directly with the educator while the educator records anecdotal notes on individual reading fluency and the other group rereads independently or with partners. These multi-setting routines support fluent, accurate reading across the grade level.
Evaluation for 5.G.1d
The materials provide a variety of connected texts and routines that support accuracy, fluency, prosody, and comprehension. The “Fluency Packet” contains short texts including poetry, fiction, and nonfiction selections as well as “Reader’s Theater” scripts that are grouped by unit and aligned with the corresponding student reader. Educators model each selection aloud; students practice reading the passage throughout the week; and educators circulate during classroom practice to provide corrective feedback. The materials also contain a “Fluency Passage Performance Rubric” to monitor individual accuracy, reading rate, and prosody. These routines help students practice fluent, expressive reading across different text types.
The materials connect fluent reading practice to comprehension through textual discussion and written response tasks. In skills 4, lesson 2, students read the narrative selection, “Morning” and then respond to literal, evaluative, and inferential comprehension questions. For example, students discuss questions such as “What advice does Mrs. Gunter give Kim about hunting for a job?” and “What words would you use to describe Kurt?” In unit 2, lesson 1, the educator models the read-aloud selection “The Ancient Greeks,” and students respond to a sequence of literal, inferential, and evaluative questions through whole-class discussion and activity pages. These routines help students read fluently while maintaining a clear focus on comprehension.
Evaluation for 5.H.1a
Educators receive explicit instruction on how to model cursive handwriting strokes and letter formation. The Cursive Writing Implementation Guide explains how to teach cursive and gives recommendations for incorporating handwriting practice into daily writing prompts, activity pages, and written responses to text. The guide helps educators embed cursive practice across units so that students develop legible, efficient handwriting while applying the skill during authentic writing tasks. This guidance helps educators connect handwriting instruction to the writing that students complete throughout the year.
Students practice and apply their handwriting skills through a structured cursive sequence in the core materials. In skills 1, the “Cursive Program” appendix provides 14 targeted cursive lessons with corresponding practice pages in the Cursive Activity Book. For example, in lesson 3, “Kite String Letters Part 1,” students learn and practice the lowercase letters i, j, l, t, and u. The lesson connects cursive to the signature styles found on the Declaration of Independence, and educators visually model handwriting strokes and letter formation before students apply cursive while completing Activity Book pages and written text responses. These routines support students as they develop cursive handwriting and use it in grade-level writing tasks.
Evaluation for 5.H.1b
Students practice handwriting through targeted cursive routines and structured handwriting resources. The Grades 2–5 Cursive Writing Implementation Guide explains that educators should sustain cursive practice throughout the school year after students complete the initial 14 foundation lessons. The guide recommends identifying regular writing assignments to be completed in cursive, requiring cursive during formal writing process tasks, using Activity Book pages for daily practice, and providing additional practice through lined paper, chart paper, or whiteboards. These resources help students continue developing accurate cursive formation and handwriting fluency beyond the initial lessons.
Students apply their handwriting skills in authentic writing tasks connected to activity pages and written responses. In skills 1, the appendix lesson “Cursive Program: Lesson 3—Kite String Letters Part 1: Lowercase i, j, l, t, and u” provides guided cursive instruction followed by activity page C3.1. Students trace the target letters, write them independently, and practice connecting the letters to form complete words. The educator guidance also prompts students to write in cursive throughout the year when completing Activity Book assignments and written text responses, moving cursive practice beyond isolated handwriting instruction.
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)
Not applicable.
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)
Not applicable.
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).
Not applicable.
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).
Not applicable.
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 give students opportunities to practice oral language with educator support, partner interaction, and feedback. In knowledge 6, lesson 5, students answer inferential and evaluative questions during a think-pair-share activity after the read-aloud. The materials provide sentence stems that educators can differentiate based on students’ oral language levels, and the educator guides students to discuss the jobs that ants or termites perform and how those jobs make the insects social. The lesson also involves vocabulary discussion of the word destructive, with educators guiding or rephrasing student responses as needed. These routines help students use newly learned vocabulary, respond in complete sentences, 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 give students opportunities to communicate socially and academically through performance and extension tasks. In knowledge 6, the “On Stage” activity requires students to pretend to be particular insects while the rest of the class guesses which insect is being portrayed. Using academic language connected to the unit, students give clues such as “I am a helpful insect.” The materials also provide an extension in which students write and share a brief report on the insect they portrayed. These opportunities help students adjust communication for different purposes, audiences, and contexts.
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 involve partner routines that help students ask questions, share their responses, and build on others’ ideas. In knowledge 6, lesson 7, students answer literal, inferential, and evaluative questions after listening to the read-aloud. For example, the educator asks, “How do beetles protect themselves?” and “According to the author, what is one big reason that beetles have survived so long and are so numerous?” Students also “Turn and Talk” about what all beetles have in common and engage in a think-pair-share activity to name their favorite beetle from the read-aloud and explain why. These routines give students opportunities 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 provide opportunities for continued practice with taught sound–spelling relationships as students apply them in reading and writing. In skills 1, students apply decoding skills by reading the story “Kate Visits Doba” from the Activity Book. The text is composed of “Tricky Words” and letter-sound correspondences that students have already learned, allowing them to apply previously taught phonics patterns in connected text. The unit then transitions to spelling alternatives for consonant sounds, which students apply when decoding sentences and encoding dictated words. This practice helps students build accuracy with taught phonics patterns across reading and writing 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 provide support notes and lesson routines that help educators respond to common misconceptions. In skills 3, lesson 1, the “Board Sort” activity focuses on the /ae/ sound with the spellings a, ai, and ay. The educator note explains how to address confusion with words containing spelling alternatives not taught in the unit, such as weigh or eight. The educator sorts these words into a separate category labeled “Odd Ducks,” which helps students distinguish taught spelling patterns from irregular or not-yet-taught alternatives.
5.C.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
12 out of 12 points
Evaluation for 5.C.2c
Evaluation for 5.C.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
12 out of 12 points
The materials give students opportunities to apply taught sound–spelling patterns through whole-group practice, connected text, independent work, and partner activities. In skills 4, lesson 6, students learn the tricky spelling of y for the sounds /y/, /i/, and /ie/. Students practice the tricky spelling during a whole-group lesson and then apply the pattern through connected text, independent practice, and partner work. These activities help students reinforce letter-sound knowledge across isolated practice, connected reading, and collaborative application.
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 offer students continued opportunities to develop and apply phonological and phonemic awareness skills aligned with TEKS 2.2.A.i–iv. Lessons include practice with rhyme, distinguishing long and short vowel sounds, and phoneme manipulation. For example, the pausing points provide rhyming practice across units 2–6, including producing rhyming words with the /oo/ sound in unit 2 and using long vowel sounds such as /aw/, /oa/, and /ie/ to create new rhyming words in unit 3. These opportunities, together with the K–2 Phonological & Phonemic Awareness resource, show a systematic progression of oral sound-awareness instruction that builds from foundational phonological awareness skills toward more complex phonemic awareness skills.
5.D.1b
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.D.1b
Evaluation for 5.D.1b
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
The materials contain lesson-level routines that help educators address common misconceptions during phonological awareness practice. In unit 3, lesson 19, students listen to words and orally discriminate among vowel sounds. The educator tells students to repeat each word and listen for /ae/ as in plate, the short /a/ as in pat, or another vowel sound. Students then hold up one finger for /ae/, two fingers for the short /a/, and three fingers for other vowel sounds. After each word, the educator reinforces learning by identifying the correct response. These supports help students accurately listen for and distinguish vowel sounds.
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 revisit phonological awareness skills through cumulative review and varied instructional activities. In unit 4, “Sounds and Stanzas: Poetry,” students practice identifying and producing rhyming words through poetry. For example, in lesson 1, students listen to “Jack Be Nimble” and raise their hands when they hear a set of rhyming words. Students then produce rhyming words with a partner, practice rhyming with multisyllabic words, and complete a “Check for Understanding” form by standing if a set of words rhymes and sitting if it does not. These activities give students repeated opportunities to develop, practice, and reinforce their phonological awareness skills over time.
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 provide an intentional progression within phoneme manipulation activities. Students move from less complex tasks (such as adding and deleting phonemes) to increasingly complex substitution tasks involving initial, final, and medial phonemes. This sequence provides students with sustained oral practice across multiple phonemic awareness skills and demonstrates a clear progression from simpler phoneme-level tasks to more complex manipulation. Together, the sound-only instructional routines and sequenced grade-level lessons provide sufficient evidence that the materials meet the indicator.
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 provide embedded scaffolds and explanatory corrective feedback to address common student errors and misconceptions. Each lesson offers “Visual/Kinesthetic Supports” that give educators options for scaffolding the targeted skill, including guidance for using manipulatives with appropriate left-to-right directionality to represent sounds in words. In addition, each lesson contains a “Corrective Feedback” section that identifies likely errors or misconceptions and provides specific explanatory feedback that educators can use to help students apply the skill successfully. These consistent lesson components provide sufficient evidence of explicit phonemic awareness instruction with recommended feedback for common student errors.
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 provide routines that continue this connection during decoding and encoding practice with more complex words. In skills 5, lesson 6, “Spelling Alternatives Review,” students use their knowledge of vowel sounds, spelling patterns, and syllable types to decode and spell multisyllabic words. For example, students focus on the sounds /u/, /ee/, and /ie/ and apply chunking strategies with VC, vowel-consonant-consonant-vowel (VCCV), and vowel-consonant-consonant-consonant-vowel (VCCCV) syllable types to read and spell words such as son, touch, cookie, hockey, crime, item, and fly. These routines help students connect spoken sounds to spelling patterns as they read and write increasingly complex words.
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 provide repeated opportunities for cumulative review and reinforcement. Each lesson includes a “Warm-Up” that reviews previously learned phonological and phonemic awareness skills and a “Cumulative Review” section with an additional task or game designed to reinforce the targeted skill. The resource also includes a “Sample Words for Additional Practice” section that gives educators additional words to extend practice and support ongoing review. Together with activities such as rhyming practice and sound discrimination routines, these components provide multiple, recurring opportunities for students to develop, practice, and reinforce their phonemic awareness skills across the lessons.
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. For example, the “Introduction” in skills 3 outlines the vowel spellings, sounds, and tricky spellings for that unit. Students learn the following sound patterns: /ae/ spelled a_e, a, ai, and ay; /oe/ spelled o_e, o, oa, and oe; /ie/ spelled i_e, i, and ie; /ue/ spelled ue, u_e, and u; and /aw/ spelled aw, au, and augh. 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
Additionally, the materials offer educators guidance that supports explicit instruction in grade-level sound–spelling patterns. The skills 4 Teacher Guide provides guidance for explicit instruction through modeling and guided practice. For example, in lesson 3, “Spelling Alternative: Introduce /i/ > y”, the materials direct the educator to provide direct instruction on the sound–spelling of /i/ > y. In this lesson, the educator teaches the sound–spelling pattern; models decoding and encoding; and helps students identify, decode, and encode. 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 offer opportunities for cumulative review that help students reinforce sound–spelling patterns through lessons, games, and decodable text. In skills 4, lesson 11, “Tricky Spelling: Introduce e > /ee/ or /e/,” students practice the /ee/ sound and its spellings through multiple routines. The lesson includes an educator-guided whole-group lesson, the decodable text “Wall Street,” and the game “Journey Through Space” in which students take turns drawing and reading cards containing words with the /ee/ and /e/ sound–spelling patterns. 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 give students opportunities to transfer taught sound–spelling patterns to decodable text and sound-sorting activities. In skills 4, lesson 2, “Morning, Reading,” students practice decoding in the reader “The Job Hunt.” In skills 5, lesson 11, “Spelling Alternatives: Introduce /e/ + /l/ → ul, al, and il,” students practice decoding and encoding words with /e/ + l in isolation during a whole-group lesson using the Vowel Code Flip Book, “Spelling Tree,” and “Individual Code” chart. Students then decode words with /e/ + l in the decodable text “The King’s Ghost” and practice encoding the pattern on a sound-sorting activity page. These activities help students use sound–spelling knowledge across isolated practice, decodable reading, and written application.
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 show how high-frequency word instruction connects to grade-level phonics and spelling patterns. The “Introduction” to the skills describes the sequence of tricky spellings taught in each unit. For example, skills 1 reviews grade 1 tricky spellings before introducing new tricky spellings, while skills 5 teaches and reviews basic code spellings before introducing tricky spellings shared between multiple sounds. Students learn, for example, that the letter a can be pronounced /a/, /ae/, /ә/, or /aw/. This progression helps students build high-frequency word knowledge by connecting word recognition to systematic sound–spelling instruction.
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 provide grade-level lesson routines where students practice decoding and encoding regular and irregular high-frequency words alongside taught sound–spelling patterns. In skills 3, lesson 3, “Foundational Skills” and “Reading,” educators model and explain /a/ and /ae/ spellings while providing practice with high-frequency words. For example, students encode words with /a/ and /ae/ spellings on activity page 3.1, and practice decoding regular and irregular high-frequency words in the story “The Spelling Bee.” This sequence connects high-frequency word instruction to current phonics instruction and helps students apply word-reading and spelling skills in connected text.
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 give students opportunities to apply high-frequency words in connected reading and writing. In the “Writing Skills” portion of the skills 2 pausing point, students create phrases and sentences using prewritten cards that include decodable nouns, adjectives, verbs, and previously taught “Tricky Words.” Students manipulate the cards to construct phrases and sentences and then copy them onto paper. In the skills 1 pausing point, students participate in a “Make a Sentence” activity using cards for decodable words and previously reviewed “Tricky Words” such as once, there, said, and word. These activities reinforce high-frequency word knowledge while helping students write and punctuate sentences accurately.
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 give students opportunities to apply high-frequency words in connected reading and writing. In the skills 2 pausing point, students create phrases and sentences using previously learned high-frequency words and read passages that contain those words. In skills 5, lesson 20, “Foundational Skills Remediation: Additional Support,” students use a Bingo board and flash cards to practice reading high-frequency words. The skills 5 pausing point includes “Color Sorts,” “Word Sorts,” “Activity Pages,” “Wiggle Cards,” and “Pocket Chart Chaining for Reading” to support students as they read and write high-frequency words in isolation as well as in connected text. These opportunities ensure repeated practice that helps students build fluency with regular and irregular high-frequency words.
5.E.3 Decoding and Encoding One-Syllable or Multisyllabic Words
5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
2 out of 2 points
Evaluation for 5.E.3a
Evaluation for 5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
2 out of 2 points
The materials provide lesson-level guidance for applying syllable types and syllable division principles. In skills 4, the appendix identifies grade-level syllable types and syllable division principles, including closed, magic E, vowel digraph, r-controlled, open, consonant-LE, and schwa syllables. The materials describe how students move from using visual prompts to using a flexible strategy in which they divide words before and after a single consonant and determine which pronunciation forms a recognizable word. These routines help students use syllable knowledge to read and spell unfamiliar multisyllabic words 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)
8 out of 8 points
Evaluation for 5.E.3b
Evaluation for 5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
8 out of 8 points
The materials provide opportunities for students to apply syllable knowledge in “Word Work” activity pages and connected spelling practice. In skills 4, lesson 2, “Spelling Alternatives,” educators provide explicit instruction for decoding and encoding words with VCV, VCCV, and VCCCV syllable patterns. For example, students divide words such as modern, sunburn, and blackbird into syllables. They also decode one-syllable and multisyllabic words during “Spelling Tree Practice” and encode words on activity page 2.2. In unit 3, lesson 3, students also learn the long /a/ spelling patterns ai, ay, and a_e and are taught to divide VCV words after the first vowel when the a stands alone at the end of the syllable. Students then sort, divide, and write one-syllable and multisyllabic words in their activity books, reinforcing syllable division through decoding and encoding practice.
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 apply their decoding and encoding skills through “Additional Support” and pausing-point activities. In unit 2, lesson 6, the “Additional Support” section provides resources for syllable division patterns, words ending in -ing, and “Tricky Words.” For example, students practice dividing syllables in words such as flavor, forget, and dolphin; decode multisyllabic words ending in -ing through an instructional game; and read decodable sentences independently and with a partner. In the skills 2 pausing point, students encode one-syllable and multisyllabic words through activities such as “Changing Dictation,” where they write a dictated word and then change the first sound to make a new word, such as map to sap and fan to fin. Students also encode closed and VCe words, such as mad/made, and complete an activity page, decoding a sentence and writing the missing words.
5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
8 out of 8 points
Evaluation for 5.E.3d
Evaluation for 5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
8 out of 8 points
Students transfer syllable knowledge to connected reading and writing tasks. In unit 4, lesson 11, students apply their syllable division skills in dictated sentences and then read the connected text “Wall Street,” reinforcing the transfer of syllabication strategies to authentic reading. In unit 6, lesson 2, “Sound Comparison Foundational Skills,” students practice syllable types through word lists and decodable texts using the “Baseball Game” activity with VCV, VCCV, and VCCCV word cards. Students take turns reading the words aloud, and successful decoding allows their team to continue playing. In unit 3, lesson 3, “Foundational Skills Remediation: Additional Support,” students practice with decodable words, sentences, and phrases that build on previous instruction. These activities help students apply syllable knowledge in both isolated and connected 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 where students identify, decode, spell, and use words with grade-level morphemes. In unit 1, lesson 13, educators explicitly introduce the suffix -ing by explaining that a suffix is a group of letters added to the end of a base word and that -ing shows an action is taking place. Students practice decoding and encoding words with and without -ing. In skills 2, lesson 1, students learn the suffix -ed and discuss how adding -ed signals that something happened in the past before later moving on to -ing. In skills 5, lesson 15, students build on their prior knowledge of prefixes, suffixes, and word parts by studying -tion, including how the suffix changes a word’s form and contributes to meaning. These routines help students connect morphology, spelling, and word meaning during reading 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 give students opportunities to apply morpheme knowledge during reading, writing, and word study. In skills 4, lesson 12, educators introduce the prefix re- and explain that prefixes change a word’s meaning. Educators explain that wind becomes rewind when re- is added because re- means again or back. Students then use this understanding to decode, spell, and use words with the prefix. Students also reread “The Chicken Nugget” to locate one- and two-syllable words with -ing, such as napping, sniffing, running, and hopping. These routines help students connect morpheme meaning to decoding, encoding, vocabulary development, 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 and application activities. In the skills 5 pausing point, the materials provide targeted remediation resources that include a suffix -tion activity page and a suffix -ous fill-in-the-blank activity. Students review previously taught morphemes in context as they complete activity pages and apply suffix meanings to words and sentences. The materials also include “Wiggle Cards” across units that change based on the targeted skills. When aligned with morphology, students read sentences with words such as sailing and tossing and then write the sentences in their “Dictation Journals” as the educator dictates. These opportunities support cumulative practice and retention of morphological knowledge across 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 their morphological knowledge in connected reading and writing tasks. In skills 3, lesson 10, students transition from isolated -ed word practice to reading the connected text “Kim’s Training.” In skills 4, lesson 6, students apply the y to the i spelling change in dictated sentences, such as “The spy was sneaky. The spies are sneaky.” Additionally, in skills 5, lesson 17, students decode, spell, and use words with the prefix dis- in isolation before applying that knowledge while decoding words in the student reader. These activities help students transfer their morphology skills from isolated word work to authentic literacy 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 clearly explain how to help students use text and visuals to clarify domain-specific vocabulary. In skills 6, lesson 32, while reading “Making Sense of the National Anthem,” educators ask targeted questions so that students use the text to determine unfamiliar word meanings. For example, the educator has a student read a paragraph and asks the class to listen for the answer to “What do the words perilous fight mean?” The educator then follows up with questions about ramparts and spangled and links the textual context to an illustration by directing students to the image and having them read the caption aloud as a class. These supports help students use text, illustrations, and discussion to determine and confirm word meanings.
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 include a “Vocabulary Supplement” that provides additional instruction on using print and digital reference tools. For example, the “Vocabulary Supplement: Print and Digital References” in knowledge 10 guides educators on the purpose of print and digital reference materials and provides strategies for using them effectively. The supplement includes instructional slides with educator scripts, examples that show how to locate information in print as well as in digital dictionaries and glossaries, and scaffolded practice opportunities that allow students to build proficiency with educator support. These routines help students learn to locate, interpret, and verify word meanings and pronunciations using a variety of reference tools.
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)
4 out of 4 points
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)
4 out of 4 points
The materials provide guided practice that helps students learn how to navigate reference entries and apply information from dictionaries and glossaries. In knowledge 10, “Vocabulary Supplement: Print and Digital References,” students engage with instructional slides and activities that support proficiency with print and digital resources. For example, the “Let’s Try It Together!” slides give students opportunities to read a dictionary entry as well as engage in “Turn and Talk” with a partner to determine the meaning and pronunciation of a word. In skills 5, lesson 15, students use a print dictionary to locate specific words. These tasks support students as they locate, interpret, and verify word meanings and pronunciations using print as well as digital reference resources.
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 practice fluent reading through connected text, partner reading, and educator feedback. In skills 2, lesson 4, students read “The Jumping Frog” after the educator models how quotation marks signal dialogue and how dialogue can be read with appropriate expression and distinct character voices. Students apply these prosody strategies as they read the story while educators provide feedback during small-group reading routines to support accuracy, expression, and fluency. In skills 4, lesson 5, students apply similar fluency skills while reading “Dwight’s Lights.” Educators model how exclamation points signal excitement and how bold words should be emphasized before students practice reading expressively with a partner.
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 apply fluent reading skills in decodable connected text through repeated practice at the word, sentence, and passage levels. In skills 3, lesson 3, students read the decodable text “And Then There Were Two,” which includes target words such as Gail, state, day, air, way, hand, aim, gave, and stage. In skills 4, lesson 1, “Spelling Alternatives,” students practice a word list of high-frequency and “Tricky Words” through a baseball game format while the educator emphasizes that quick, accurate decoding supports fluent reading. Students then decode sentences on activity page 1.2 and later transition to the decodable connected text “Morning” in lesson 2. These aligned tasks provide structured opportunities to practice fluent reading at the word, sentence, and passage levels.
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 provide opportunities for fluency practice across whole-group, partner, independent, and educator-monitored settings. In skills 4, lesson 9, students build fluency in a whole-group setting by reading contextualized sentences during the “Review Nouns and Action Verbs” routine. For example, students decode sentences such as “She baked muffins for us” and identify the action verb while practicing fluent phrasing. In lesson 10, students reread “The Subway” with a partner, and the educator reminds students that rereading familiar stories builds reading automaticity. In skills 6, lesson 9, students reread “The War Hawks” in small groups. One group works directly with the educator while the educator records anecdotal notes on individual reading fluency and the other group rereads independently or with partners. These multi-setting routines support fluent, accurate reading across the grade level.
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 connect fluent reading practice to comprehension through textual discussion and written response tasks. In skills 4, lesson 2, students read the narrative selection, “Morning” and then respond to literal, evaluative, and inferential comprehension questions. For example, students discuss questions such as “What advice does Mrs. Gunter give Kim about hunting for a job?” and “What words would you use to describe Kurt?” In unit 2, lesson 1, the educator models the read-aloud selection “The Ancient Greeks,” and students respond to a sequence of literal, inferential, and evaluative questions through whole-class discussion and activity pages. These routines help students read fluently while maintaining a clear focus on comprehension.
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 practice and apply their handwriting skills through a structured cursive sequence in the core materials. In skills 1, the “Cursive Program” appendix provides 14 targeted cursive lessons with corresponding practice pages in the Cursive Activity Book. For example, in lesson 3, “Kite String Letters Part 1,” students learn and practice the lowercase letters i, j, l, t, and u. The lesson connects cursive to the signature styles found on the Declaration of Independence, and educators visually model handwriting strokes and letter formation before students apply cursive while completing Activity Book pages and written text responses. These routines support students as they develop cursive handwriting and use it in grade-level writing tasks.
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 apply their handwriting skills in authentic writing tasks connected to activity pages and written responses. In skills 1, the appendix lesson “Cursive Program: Lesson 3—Kite String Letters Part 1: Lowercase i, j, l, t, and u” provides guided cursive instruction followed by activity page C3.1. Students trace the target letters, write them independently, and practice connecting the letters to form complete words. The educator guidance also prompts students to write in cursive throughout the year when completing Activity Book assignments and written text responses, moving cursive practice beyond isolated handwriting instruction.
Rubric Section 6
Knowledge Coherence
Materials support the development of connected background knowledge and key academic vocabulary within and across grade levels.
Total
100% (32 out of 32 points)
Evaluation for 6.A.1a
The materials organize instruction into knowledge-building units that help students develop content knowledge across science, history, literature, and the arts. In the ELAR K–5 Text Complexity and Vocabulary Guide, the knowledge strand is described as a sequence of read-alouds organized around literature, history, science, and the arts. Students engage with content-rich domains that build academic vocabulary and conceptual understanding through connected texts within each topic. This organization helps students build knowledge cumulatively across multiple disciplines throughout the year.
The materials deepen students’ knowledge through dedicated units, visual supports, discussions, and culminating activities. Students build literary and arts knowledge in knowledge 4, “Sounds and Stanzas: Poetry,” where they study poetic structure and the craft of writing. Students build scientific knowledge in knowledge 6, “Insects: All Around” by learning about the life cycles, habitats, and classification of insects and related species. Students build historical and civic knowledge in knowledge 9, “Journeys to America: Land of Opportunity” by learning about the Constitution and the Bill of Rights. In knowledge 2, “The Ancient Greek Civilization,” students connect history, literature, and the arts through culminating activities such as composing original odes and participating in a simulated Greek dinner party with discussion connected to the Olympic Games, ancient music, visual art, and classical literature.
Evaluation for 6.A.1b
The materials include planning resources that show how knowledge-building is organized within and across grade levels. In the Grades K–5 Cross-Curricular Connections guide, the introductory overview explains that the program immerses students in literary, historical, and scientific topics to strengthen their academic vocabulary and expand their background knowledge. The guide demonstrates how reading units connect to the social studies and science TEKS, helping educators understand the program’s cross-disciplinary design. For example, in knowledge 6, “Insects: All Around,” students build science knowledge about organisms and environments while also making connections with related social studies concepts, such as economics. This guidance helps educators see how the units are intentionally sequenced to build knowledge across content areas.
The materials provide unit-level guidance that helps educators connect current instruction to prior learning and future knowledge-building. In unit 4, the section “What Students Have Already Learned” identifies earlier domains that prepare students for the current unit, including “Nursery Rhymes and Fables,” “Farms: From the Ground Up,” and “Animals and Habitats: The World We Share.” The section “Why This Domain Is Important” explains how the unit’s focus builds on early introductions to sound and rhythm from kindergarten and grade 1 to prepare students for later learning. Similarly, knowledge 8, “The Human Body: Building Blocks and Nutrition” connects current learning to prior study of the five senses in kindergarten and body systems in grade 1. These supports help educators see how content knowledge develops across units and grade levels.
Evaluation for 6.A.1c
The materials organize instruction so that students spend extended time on connected knowledge-building topics and texts. The Grade 2 Curriculum Map includes 11 in-depth knowledge domains, with each unit dedicating a sustained block of instructional days to one coherent topic. The unit lengths range from 12 to 20 instructional days, which gives students about two-and-a-half to four weeks of focused instruction on each topic. This structure ensures that students have repeated opportunities to read, write, speak, and listen about connected texts as they build knowledge within each domain.
The materials show this extended design within individual knowledge units. In knowledge 2, “The Ancient Greek Civilization,” the Teacher Guide includes 12 daily core lessons, a pausing point, a “Domain Review,” a “Domain Assessment,” and culminating activities, with no more than 17 instructional days dedicated to the domain. In knowledge 7, “Astronomy: Our Solar System and Beyond,” students engage in 11 daily lessons, a two-day pausing point, a review, an assessment, and culminating activities across no more than 16 instructional days. The knowledge 9, “Journeys to America: Land of Opportunity” unit consists of 10 daily lessons, a three-day pausing point, a two-day “Domain Review,” a “Domain Assessment,” and culminating activities across no more than 17 instructional days. These extended sequences give students sustained time to build, connect, and reinforce knowledge through daily engagement with related texts and tasks.
Evaluation for 6.A.1d
The materials connect lessons through anchor texts and text sets that build background knowledge across a unit. In the ELAR Trade Book Collection Guide, the materials identify anchor texts that introduce each domain, engage students, and build initial background knowledge before students move on to deeper domain read-alouds. For example, in knowledge 1, “Fairy Tales and Tall Tales,” the curriculum uses “Swamp Angel” as the anchor text to introduce and support the domain’s literary content. Each knowledge domain includes a designated anchor text with instructional guidance that links the selection to later lessons and read-alouds, helping students build knowledge around a shared topic over time.
The materials provide routines that prompt students to connect new learning to previously read texts and prior knowledge. In knowledge 3, lesson 5, “Stories from Mount Olympus,” students use a chart of Greek myths to connect information across the unit’s text set, including “Prometheus and Pandora,” “Demeter and Persephone,” and “Arachne the Weaver.” Students synthesize key information about mythological characters, themes, and motifs while building knowledge about ancient Greek culture and the myth genre. In knowledge 4, “Sounds and Stanzas: Poetry,” students revisit a text set of classic fairy tales, including “The Fisherman and His Wife,” “The Emperor’s New Clothes,” and “Beauty and the Beast” before comparing that narrative genre with American tall tales. These routines help students deepen their background knowledge through repeated comparison, contrast, and synthesis across connected texts.
Evaluation for 6.A.1e
The materials connect grammar, vocabulary, discussion, and writing to the lesson’s knowledge-building topic. In knowledge 3, lesson 6, “Stories from Mount Olympus,” the “Syntactic Awareness” activity uses an illustration of King Minos from the flip book and language from the read-aloud to teach adjectives. For example, the educator uses the phrase “brilliant man” to support adjective instruction. Students then summarize “Daedalus and Icarus” in the Greek Myths Journal while intentionally including at least three adjectives and temporal words. This routine connects grammar instruction, vocabulary, discussion, and writing to the unit’s study of Greek myths.
The materials integrate language arts instruction with science content in later knowledge domains. In knowledge 6, “Insects: All Around,” the “Syntactic Awareness” activity uses an image of a grasshopper’s wings from the flip book and excerpts from “Insects That Glow and Sing” to introduce and model adverbs. After grammar instruction, students begin drafting an original informational narrative about a selected insect. Students discuss ideas, plan their writing layout, and intentionally incorporate adverbs into their drafts. These writing and language activities are embedded within the unit’s scientific study of insects and connect directly to the content and academic vocabulary from the read-aloud.
Evaluation for 6.A.2a
The materials activate and supply background knowledge by connecting current instruction to content introduced in prior grade levels. In the K–5 Program Overview, the curriculum uses a multi-year knowledge map to show how early-grade text sets build the conceptual foundation for more complex topics in later grades. For example, kindergarten text sets focused on plants, farms, and seasons and weather are extended in grade 2 through more advanced topics such as the cycles of nature and insects. This sequence helps students build upon previously learned content before engaging with new grade-level ideas.
The materials contain lesson-level routines that prompt students to recall prior learning before beginning new instruction. In knowledge 1, “Fairy Tales and Tall Tales,” lesson 1, “Introducing the Read-Aloud,” educators are guided to review what students already know about fairy tales and fiction before beginning the new story selection. The “Core Connections” section suggests rereading a familiar fairy tale from grade 1, such as “Sleeping Beauty,” so that students can access prior knowledge before starting the new unit. In knowledge 8, lesson 1, “The Human Body: Building Blocks and Nutrition,” students recall what they learned in kindergarten about the five senses and what they learned in grade 1 about the major body systems before reading the new selection. Students share their thinking, review an alignment chart, and view media posters in the flip book to support discussion and comprehension.
Evaluation for 6.A.2b
The materials activate students’ background knowledge by prompting them to recall previously learned content before starting new learning. In knowledge 6, lesson 1, “Insects Everywhere!: Introducing the Read-Aloud,” educators guide students to recall what they already know about habitats and the life cycle of a butterfly before beginning the insect domain. Students draw on prior learning from “Cycles of Nature: From Clouds to Raindrops” and earlier learning about animals and habitats while viewing an introductory image from the knowledge 6 flip book. This routine helps students connect prior science learning to new instruction about insects.
The materials use recurring lesson components to supply students’ background knowledge and reinforce connections across knowledge units. In knowledge 9, “Journeys to America: Land of Opportunity,” the “Essential Background Information” and “Terms” sections provide talking points and targeted questions that help students connect new civic content to earlier learning. For example, students define and recall what rights are. This activates background knowledge from knowledge 7, “The U.S. Civil War,” before they study immigration and opportunity. The “Introduction” in knowledge 11 explains that the unit builds upon earlier grade 2 learning about Greek civilizations and Greek myths while preparing students for later world history study. These supports help students build cumulative knowledge across historical and scientific topics.
Evaluation for 6.A.2c
The materials provide targeted background knowledge before students engage with new read-alouds. In knowledge 11, lesson 7, the “Essential Background Information” section introduces students to Emma Lilian Todd and her work improving early airplane design before students listen to the core selection. Educators also display a regional map to provide the geographic context tied to the lesson. This preparation gives students the historical and geographic background needed to engage with the upcoming text.
The materials involve visual supports and discussion routines to build context before students read or listen to complex content. In knowledge 6, lesson 2, “What Makes an Insect an Insect?” educators use a comprehensive insect collage from the flip book to prepare students for the read-aloud. For example, students analyze images of different insects, identify shared physical characteristics, and review the previously taught concept of habitats. These supports help students connect their background knowledge about habitats to new learning about insect features and adaptations.
Evaluation for 6.A.3a
Students engage with central ideas and topics through questions and tasks connected to the unit’s content. In knowledge 5, lesson 2, the “What Have We Already Learned?” section includes a challenge prompt that asks, “Why is the cycle of daytime and nighttime important to living things on Earth?” Students apply their understanding of the day-and-night cycle to explain why the pattern matters for living things. This question requires students to go beyond basic recall and analyze the ecological importance of a scientific concept within the unit.
Students explore broader scientific ideas through discussion and comparison tasks. In knowledge 6, lesson 3, “Life Cycles of Insects,” students consider the biological process of metamorphosis and evaluate whether growth in human beings could be considered complete or incomplete metamorphosis. For example, students respond to literal and inferential questions during discussion of the read-aloud and compare insect development to human growth. These tasks help students synthesize scientific concepts and engage with the larger ideas that organize the unit.
Evaluation for 6.A.3b
Students synthesize knowledge across texts within a lesson by comparing, organizing, and discussing information from multiple poems. In knowledge 4, lesson 3, students listen to and discuss the poems “Cat” and “April Is a Dog’s Dream.” Students complete a “Five Ws + H” chart for each poem, using the chart to identify who, what, when, where, why, and how before transferring the information into a Venn diagram. Students then compare and contrast the structural elements and central ideas of the two poems and share their thinking with a peer. This task requires students to integrate information across texts within the lesson.
Students synthesize knowledge across units by applying previously learned ideas to new content. In knowledge 6, lesson 1, the “Core Connections” section directs students to review foundational ideas from knowledge 5, “Cycles of Nature: From Clouds to Raindrops.” Students recall what they know about the life cycle of a butterfly before engaging with the new insect read-aloud. In knowledge 11, lesson 1, students review concepts from knowledge 2, “The Ancient Greek Civilization,” and knowledge 3, “Stories from Mount Olympus.” They understand that the human desire to fly has existed for thousands of years. These routines help students connect prior learning to new scientific, historical, and literary content.
Evaluation for 6.A.3c
Students demonstrate their understanding of the unit topic through culminating tasks that require them to connect ideas across related texts, discussions, and daily lessons. In knowledge 5, “Cycles of Nature: From Clouds to Raindrops,” students complete the culminating activity “You Are a Meteorologist.” Students observe and document regional cloud formations and precipitation types, prepare a weather forecast, and present their findings to the class using domain-specific vocabulary introduced throughout the unit. This task requires students to synthesize learning from the unit’s science read-alouds and activities to demonstrate understanding of weather patterns and cycles.
The materials include performance tasks that require students to apply knowledge gathered across a unit in a real-world context. In knowledge 8, “The Human Body: Building Blocks and Nutrition,” the “Culminating Activities” include “Reading Food Labels.” Students bring packaged foods to class; analyze nutritional information such as sodium, added sugars, vitamins, and calories; and discuss whether they can assemble a well-balanced meal using packaged options. This activity requires students to draw from multiple texts and lessons about nutrition, health, and the human body to make evidence-based decisions and communicate their understanding.
Evaluation for 6.A.3d
Students apply new understanding from the unit topic to real-world and community-based contexts. In knowledge 10, lesson 12, students create a “Making a Difference” action plan after studying historical figures who advocated for social change. Students work collaboratively to identify a problem within their classroom, school, or local neighborhood and develop a realistic plan to address it. Students then present their action plans to families and members of the school community, applying civic concepts through planning, collaboration, and public speaking.
The materials provide authentic tasks that connect science learning to students’ daily lives. In knowledge 8, lesson 7, students apply what they have learned about the four main nutrients by recalling what they ate for breakfast and sketching their meal. Students place their food drawings on nutrient posters for carbohydrates, proteins, fats, or water, and then discuss which nutrients they consumed, whether their breakfast was balanced, and what they might add to future meals to meet daily nutritional needs. This activity helps students apply health and nutrition knowledge to personal decisions beyond the classroom.
Evaluation for 6.A.4a
The materials arrange tier-two and tier-three vocabulary across the year so that vocabulary instruction supports knowledge-building within each domain. The Grade 2 Text Complexity and Vocabulary Guide lists target vocabulary words for each unit and organizes them by tier. Daily lesson plans contain a “Core Vocabulary” chart that displays words as they appear in the read-aloud text, provides definitions, includes context-based example sentences, notes grammatical variations, and identifies words as tier two or tier three. This structure supports a clear vocabulary progression tied to content learning throughout the year.
The materials provide lesson-level routines that teach and reinforce planned vocabulary in meaningful content. In knowledge 6, lesson 1, the core vocabulary includes habitats, insects, social, and solitary. For example, habitats is boldfaced in the “Core Vocabulary” chart, indicating that it is taught through a “Word Work” activity at the end of the read-aloud. Students receive clear instruction on the word’s meaning and usage, then apply the term in structured peer conversations. In knowledge 10, “Fighting for a Cause,” the vocabulary charts distinguish tier-three words such as civil rights and discrimination from tier-two words such as courage, helping students develop both content-specific and transferable academic vocabulary.
Evaluation for 6.A.4b
Students practice and apply academic vocabulary through “Word Work,” discussion, and content-based tasks. In knowledge 5, lesson 3, students learn and apply the target verb adapt during the “Word Work” activity. For example, students use the structured sentence frame “I have adapted to second grade by…” to connect the vocabulary word to their own experiences. Intermediate learners are prompted to generate original sentences using the target word, giving students meaningful practice with academic language in a lesson-based context.
The materials provide content and language scaffolds that help educators differentiate vocabulary development for learners with varying language needs. In knowledge 6, lesson 1, “Insects Everywhere!,” educators help students understand and apply the adjective solitary by explaining that the word can mean alone, but in a biological context, it refers to animals that do not live in large social groups. The lesson contrasts solitary animals with social animals and includes a “Speaking and Listening” sidebar with differentiated prompts. Beginning learners respond to simple yes/no or single-word questions; intermediate learners use sentence frames to explain where insects cannot survive; and advanced learners respond in complete sentences using content-related vocabulary. These scaffolds support vocabulary access and application across language proficiency levels.
Evaluation for 6.A.4c
Students use key academic vocabulary during “Word Work,” discussion, and content-based tasks. In knowledge 2, “The Ancient Greek Civilization,” lesson 6, students learn the target vocabulary word microscopic through a structured “Word Work” activity. The educator provides the antonym gigantic, names real-world objects, and asks students to determine which term best describes each item, such as identifying the sun as gigantic. This task gives students an immediate opportunity to apply the vocabulary word and deepen their understanding of its meaning through comparison and discussion.
Students apply academic vocabulary across speaking and observation tasks connected to the lesson topic. In knowledge 8, “The Human Body: Building Blocks and Nutrition,” lesson 2, students use the word observations during “Word Work.” Educators read a sentence from the read-aloud, define the word, and model it in a new sentence. Next, educators direct students to look around the classroom, make a sensory observation, and share their findings using observation or observations. These targeted speaking tasks reinforce vocabulary acquisition by requiring students to use academic language in an authentic, immediate learning situation.
Evaluation for 6.A.4d
The materials use images and visual representations to support students’ understanding of key academic vocabulary. In knowledge 6, “Insects: All Around,” lesson 2, “What Makes an Insect an Insect?,” the educator displays image cards showing a cockroach, a dragonfly, a beetle, and a spider. Students identify each image using the lesson’s core vocabulary, compare and contrast the organisms, and respond to prompts such as “How is the animal in Image Card 5 different from the animals in the other images?” These visual supports help students connect academic vocabulary to observable biological characteristics.
The materials use visual scaffolds to support comprehension of complex scientific vocabulary. In knowledge 8, “The Human Body: Building Blocks and Nutrition,” lesson 3, educators introduce an image card before reading “Cells and Tissues” to provide a visual representation of the academic term cell. The educator uses the image to explain that cells are microscopic building blocks that make up the human body. This nonverbal support helps students connect an abstract science term to a concrete visual representation before engaging with the read-aloud.
Evaluation for 6.B.1a
Students generate questions during inquiry-based routines connected to scientific investigation. In knowledge 6, “Insects: All Around,” lesson 1, students formulate academic questions to guide their research and deepen their understanding of insects. Throughout the science domain, students maintain a personal “Insect Journal” to record their observations, sketch anatomical drawings, and write summary sentences. As students share journal entries, they ask relevant questions to clarify information, using conversational sentence stems such as “What do you mean by…?” and “Can you tell me more about…?” These routines support cooperative inquiry and help students use questions to deepen their understanding.
Students generate questions through structured graphic organizers and digital resources. In knowledge 11, “Pioneer Valley,” the program provides a “Creating Better Questions” chart to support lesson 6, “If You Can Dream It, You Can Do It.” The chart prompts students to generate investigative questions before, during, and after reading about pioneering aviators and their contributions to flight. This resource helps students develop, refine, and discuss questions that support exploration of historical breakthroughs and the development of modern aviation.
Evaluation for 6.B.1b
Students generate a research plan by using explicit instruction and student-facing graphic organizers. In knowledge 11, “Pioneer Valley,” lesson 4, educators introduce the five steps of the “My Research Plan” anchor chart. The visual organizer guides students to brainstorm inquiry questions, search for reliable information, organize data, draft, and present. Students then record and personalize this research strategy on activity page 4.1, giving them a clear roadmap for their inquiry.
Students follow the research plan across a multi-lesson sequence as they move from research to writing. In knowledge 11, “Pioneer Valley,” lesson 10, “Heroines,” students apply the research structure to organize facts about pioneering female aviators. As the unit progresses to lesson 13, students use their finalized research plans, organized notes, and collected evidence to begin drafting an original informational text. This scaffolded sequence supports students as they monitor their inquiry, organize information, and complete a written product based on their research.
Evaluation for 6.B.1c
Students identify and gather relevant information from multiple sources tied to their research questions. In knowledge 11, “Pioneer Valley,” lessons 5 and 6, students gather resources about pioneering aviators and their contributions to flight using websites, trade books, magazines, and other research materials. Students use these sources to locate information that supports their research about aviators and aviation history. In lesson 7, the educator provides direct instruction on the difference between primary and secondary sources, and students analyze, discuss, and classify source types during a think-pair-share activity.
Students organize and use information from multiple sources to support their research products. In knowledge 11, “Pioneer Valley,” lesson 9, the educator uses a classroom game of telephone to model how firsthand and secondhand information can differ. Students learn that primary sources provide firsthand accounts, while someone who has evaluated primary sources creates secondary sources. Students then complete activity page 9.1 by sorting examples such as photographs, textbooks, and diaries into primary and secondary source categories. In lesson 11, students use the “Aviation Graphic Organizer” and activity page 2.2 to organize sources about their chosen aviators, work with partners to extract relevant details, and complete activity page 10.1 as they construct a final research profile.
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 deepen students’ knowledge through dedicated units, visual supports, discussions, and culminating activities. Students build literary and arts knowledge in knowledge 4, “Sounds and Stanzas: Poetry,” where they study poetic structure and the craft of writing. Students build scientific knowledge in knowledge 6, “Insects: All Around” by learning about the life cycles, habitats, and classification of insects and related species. Students build historical and civic knowledge in knowledge 9, “Journeys to America: Land of Opportunity” by learning about the Constitution and the Bill of Rights. In knowledge 2, “The Ancient Greek Civilization,” students connect history, literature, and the arts through culminating activities such as composing original odes and participating in a simulated Greek dinner party with discussion connected to the Olympic Games, ancient music, visual art, and classical literature.
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 provide unit-level guidance that helps educators connect current instruction to prior learning and future knowledge-building. In unit 4, the section “What Students Have Already Learned” identifies earlier domains that prepare students for the current unit, including “Nursery Rhymes and Fables,” “Farms: From the Ground Up,” and “Animals and Habitats: The World We Share.” The section “Why This Domain Is Important” explains how the unit’s focus builds on early introductions to sound and rhythm from kindergarten and grade 1 to prepare students for later learning. Similarly, knowledge 8, “The Human Body: Building Blocks and Nutrition” connects current learning to prior study of the five senses in kindergarten and body systems in grade 1. These supports help educators see how content knowledge develops across units and grade levels.
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 show this extended design within individual knowledge units. In knowledge 2, “The Ancient Greek Civilization,” the Teacher Guide includes 12 daily core lessons, a pausing point, a “Domain Review,” a “Domain Assessment,” and culminating activities, with no more than 17 instructional days dedicated to the domain. In knowledge 7, “Astronomy: Our Solar System and Beyond,” students engage in 11 daily lessons, a two-day pausing point, a review, an assessment, and culminating activities across no more than 16 instructional days. The knowledge 9, “Journeys to America: Land of Opportunity” unit consists of 10 daily lessons, a three-day pausing point, a two-day “Domain Review,” a “Domain Assessment,” and culminating activities across no more than 17 instructional days. These extended sequences give students sustained time to build, connect, and reinforce knowledge through daily engagement with related texts and tasks.
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 provide routines that prompt students to connect new learning to previously read texts and prior knowledge. In knowledge 3, lesson 5, “Stories from Mount Olympus,” students use a chart of Greek myths to connect information across the unit’s text set, including “Prometheus and Pandora,” “Demeter and Persephone,” and “Arachne the Weaver.” Students synthesize key information about mythological characters, themes, and motifs while building knowledge about ancient Greek culture and the myth genre. In knowledge 4, “Sounds and Stanzas: Poetry,” students revisit a text set of classic fairy tales, including “The Fisherman and His Wife,” “The Emperor’s New Clothes,” and “Beauty and the Beast” before comparing that narrative genre with American tall tales. These routines help students deepen their background knowledge through repeated comparison, contrast, and synthesis across connected texts.
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 language arts instruction with science content in later knowledge domains. In knowledge 6, “Insects: All Around,” the “Syntactic Awareness” activity uses an image of a grasshopper’s wings from the flip book and excerpts from “Insects That Glow and Sing” to introduce and model adverbs. After grammar instruction, students begin drafting an original informational narrative about a selected insect. Students discuss ideas, plan their writing layout, and intentionally incorporate adverbs into their drafts. These writing and language activities are embedded within the unit’s scientific study of insects and connect directly to the content and academic vocabulary from the read-aloud.
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 contain lesson-level routines that prompt students to recall prior learning before beginning new instruction. In knowledge 1, “Fairy Tales and Tall Tales,” lesson 1, “Introducing the Read-Aloud,” educators are guided to review what students already know about fairy tales and fiction before beginning the new story selection. The “Core Connections” section suggests rereading a familiar fairy tale from grade 1, such as “Sleeping Beauty,” so that students can access prior knowledge before starting the new unit. In knowledge 8, lesson 1, “The Human Body: Building Blocks and Nutrition,” students recall what they learned in kindergarten about the five senses and what they learned in grade 1 about the major body systems before reading the new selection. Students share their thinking, review an alignment chart, and view media posters in the flip book to support discussion and comprehension.
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 use recurring lesson components to supply students’ background knowledge and reinforce connections across knowledge units. In knowledge 9, “Journeys to America: Land of Opportunity,” the “Essential Background Information” and “Terms” sections provide talking points and targeted questions that help students connect new civic content to earlier learning. For example, students define and recall what rights are. This activates background knowledge from knowledge 7, “The U.S. Civil War,” before they study immigration and opportunity. The “Introduction” in knowledge 11 explains that the unit builds upon earlier grade 2 learning about Greek civilizations and Greek myths while preparing students for later world history study. These supports help students build cumulative knowledge across historical and scientific topics.
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 involve visual supports and discussion routines to build context before students read or listen to complex content. In knowledge 6, lesson 2, “What Makes an Insect an Insect?” educators use a comprehensive insect collage from the flip book to prepare students for the read-aloud. For example, students analyze images of different insects, identify shared physical characteristics, and review the previously taught concept of habitats. These supports help students connect their background knowledge about habitats to new learning about insect features and adaptations.
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 explore broader scientific ideas through discussion and comparison tasks. In knowledge 6, lesson 3, “Life Cycles of Insects,” students consider the biological process of metamorphosis and evaluate whether growth in human beings could be considered complete or incomplete metamorphosis. For example, students respond to literal and inferential questions during discussion of the read-aloud and compare insect development to human growth. These tasks help students synthesize scientific concepts and engage with the larger ideas that organize the unit.
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 synthesize knowledge across units by applying previously learned ideas to new content. In knowledge 6, lesson 1, the “Core Connections” section directs students to review foundational ideas from knowledge 5, “Cycles of Nature: From Clouds to Raindrops.” Students recall what they know about the life cycle of a butterfly before engaging with the new insect read-aloud. In knowledge 11, lesson 1, students review concepts from knowledge 2, “The Ancient Greek Civilization,” and knowledge 3, “Stories from Mount Olympus.” They understand that the human desire to fly has existed for thousands of years. These routines help students connect prior learning to new scientific, historical, and literary content.
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 include performance tasks that require students to apply knowledge gathered across a unit in a real-world context. In knowledge 8, “The Human Body: Building Blocks and Nutrition,” the “Culminating Activities” include “Reading Food Labels.” Students bring packaged foods to class; analyze nutritional information such as sodium, added sugars, vitamins, and calories; and discuss whether they can assemble a well-balanced meal using packaged options. This activity requires students to draw from multiple texts and lessons about nutrition, health, and the human body to make evidence-based decisions and communicate their understanding.
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 provide authentic tasks that connect science learning to students’ daily lives. In knowledge 8, lesson 7, students apply what they have learned about the four main nutrients by recalling what they ate for breakfast and sketching their meal. Students place their food drawings on nutrient posters for carbohydrates, proteins, fats, or water, and then discuss which nutrients they consumed, whether their breakfast was balanced, and what they might add to future meals to meet daily nutritional needs. This activity helps students apply health and nutrition knowledge to personal decisions beyond the classroom.
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 provide lesson-level routines that teach and reinforce planned vocabulary in meaningful content. In knowledge 6, lesson 1, the core vocabulary includes habitats, insects, social, and solitary. For example, habitats is boldfaced in the “Core Vocabulary” chart, indicating that it is taught through a “Word Work” activity at the end of the read-aloud. Students receive clear instruction on the word’s meaning and usage, then apply the term in structured peer conversations. In knowledge 10, “Fighting for a Cause,” the vocabulary charts distinguish tier-three words such as civil rights and discrimination from tier-two words such as courage, helping students develop both content-specific and transferable academic vocabulary.
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 provide content and language scaffolds that help educators differentiate vocabulary development for learners with varying language needs. In knowledge 6, lesson 1, “Insects Everywhere!,” educators help students understand and apply the adjective solitary by explaining that the word can mean alone, but in a biological context, it refers to animals that do not live in large social groups. The lesson contrasts solitary animals with social animals and includes a “Speaking and Listening” sidebar with differentiated prompts. Beginning learners respond to simple yes/no or single-word questions; intermediate learners use sentence frames to explain where insects cannot survive; and advanced learners respond in complete sentences using content-related vocabulary. These scaffolds support vocabulary access and application across language proficiency levels.
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 apply academic vocabulary across speaking and observation tasks connected to the lesson topic. In knowledge 8, “The Human Body: Building Blocks and Nutrition,” lesson 2, students use the word observations during “Word Work.” Educators read a sentence from the read-aloud, define the word, and model it in a new sentence. Next, educators direct students to look around the classroom, make a sensory observation, and share their findings using observation or observations. These targeted speaking tasks reinforce vocabulary acquisition by requiring students to use academic language in an authentic, immediate learning situation.
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 use visual scaffolds to support comprehension of complex scientific vocabulary. In knowledge 8, “The Human Body: Building Blocks and Nutrition,” lesson 3, educators introduce an image card before reading “Cells and Tissues” to provide a visual representation of the academic term cell. The educator uses the image to explain that cells are microscopic building blocks that make up the human body. This nonverbal support helps students connect an abstract science term to a concrete visual representation before engaging with the read-aloud.
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 generate questions through structured graphic organizers and digital resources. In knowledge 11, “Pioneer Valley,” the program provides a “Creating Better Questions” chart to support lesson 6, “If You Can Dream It, You Can Do It.” The chart prompts students to generate investigative questions before, during, and after reading about pioneering aviators and their contributions to flight. This resource helps students develop, refine, and discuss questions that support exploration of historical breakthroughs and the development of modern aviation.
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 follow the research plan across a multi-lesson sequence as they move from research to writing. In knowledge 11, “Pioneer Valley,” lesson 10, “Heroines,” students apply the research structure to organize facts about pioneering female aviators. As the unit progresses to lesson 13, students use their finalized research plans, organized notes, and collected evidence to begin drafting an original informational text. This scaffolded sequence supports students as they monitor their inquiry, organize information, and complete a written product based on their research.
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)
3 out of 3 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)
3 out of 3 points
Students organize and use information from multiple sources to support their research products. In knowledge 11, “Pioneer Valley,” lesson 9, the educator uses a classroom game of telephone to model how firsthand and secondhand information can differ. Students learn that primary sources provide firsthand accounts, while someone who has evaluated primary sources creates secondary sources. Students then complete activity page 9.1 by sorting examples such as photographs, textbooks, and diaries into primary and secondary source categories. In lesson 11, students use the “Aviation Graphic Organizer” and activity page 2.2 to organize sources about their chosen aviators, work with partners to extract relevant details, and complete activity page 10.1 as they construct a final research profile.
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 the core texts used for instruction. In the K–5 Text Complexity and Vocabulary Guide, the materials explain the quantitative, qualitative, and reader/task considerations used to determine the complexity of the program’s core instructional texts. The guide includes descriptors that address text structure, language, purpose, knowledge demands, and the level of support provided through instructional tasks. This guidance helps educators understand how the grade 2 core texts are selected and supported for grade-level instruction.
The materials provide grade-specific text complexity information for grade 2 knowledge domains. In knowledge 6, “Insects: All Around,” the guide identifies the unit’s core read-alouds with a quantitative rating of 3 and a Lexile rating of 940L. The unit also has a qualitative rating of 2 because the read-alouds include moderate complexity in structure and purpose and may include specialized scientific vocabulary or phrasing. The reader/task rating of 2 indicates that the instructional tasks provide a moderate level of cognitive demand. These measures show that students engage with appropriately complex science texts while building vocabulary, comprehension, and content knowledge.
Evaluation for 7.1b
The materials contain well-crafted read-alouds that help students develop literacy through strong literary structure, descriptive language, and sophisticated vocabulary. In knowledge 1, “Fairy Tales and Tall Tales,” students engage with classic, culturally significant texts such as “The Emperor’s New Clothes” and “Paul Bunyan.” These read-alouds include developed characters, vivid narrative descriptions, and familiar story structures that support listening comprehension while modeling strong literary craft.
The materials preserve the essential narrative elements and cultural significance of classic texts while integrating academic vocabulary in context. In knowledge 1, students encounter terms such as admiration, legendary, fortune, and feats within the storylines rather than as isolated word study. Students build meaning as they follow the narrative arcs and discuss the characters, events, and themes. These well-crafted literary selections provide publishable-quality models that support oral language, vocabulary development, and deeper comprehension of literary texts.
Evaluation for 7.1c
Students engage with a range of literary texts, including traditional, classical, and culturally significant selections. In the Curriculum Map, the knowledge domains provide a balance of literary and informational reading across the year. For example, in knowledge 1, “Fairy Tales and Tall Tales,” students engage with classic fairy tales such as “The Emperor’s New Clothes” and “Beauty and the Beast” as well as legendary stories from the American frontier. The curriculum extends students’ literary and cultural knowledge through knowledge 2, “The Ancient Greek Civilization,” and knowledge 3, “Greek Myths,” where students explore foundational classical narratives, mythology, and cultural history. These texts expose students to varied genres, historical eras, and literary traditions.
Students engage with informational texts across science, history, and civic content. In knowledge 5, “Cycles in Nature: Clouds to Raindrops,” and knowledge 6, “Insects,” students develop scientific knowledge through informational texts about animal life cycles, insect life cycles, seasonal patterns, and the water cycle. Students deepen their historical and cultural perspectives in knowledge 7, “The U.S. Civil War,” where they study the conflict between the North and South and learn about historical figures such as Harriet Tubman, Clara Barton, Abraham Lincoln, Ulysses S. Grant, and Robert E. Lee. In knowledge 10, “Fighting for a Cause,” students read biographical texts about diverse individuals who demonstrated courage by standing up for their beliefs. These multidisciplinary units provide students with a wide range of text types, perspectives, and content-area topics.
Evaluation for 7.1d
The materials contain texts and topics that connect to students’ lives, interests, and everyday experiences. In knowledge 9, “Immigration,” students explore the history of immigrant communities that arrived in the United States during the late 1900s and early 2000s. For example, in lesson 3, during the read-aloud “Life in the City,” students compare the experiences of Marie, a young immigrant who moves from rural Italy to a busy American city, with their own lives. Educators prompt students to discuss whether they live in a rural or urban setting and compare their daily experiences with Marie’s transition. This routine helps students build empathy and make personal meaning from historical narratives.
The materials contain texts that reflect diverse historical perspectives and encourage students to connect civic ideas to their own experiences. In knowledge 10, “Fighting for a Cause,” lesson 1, students prepare to read the biographical text “People Who Make a Difference” by reflecting on a time they worked hard to achieve a difficult goal or volunteered for a cause they cared about. Students connect their own experiences with determination, community support, and personal action to the historical figures they will study throughout the unit. This connection helps make the unit’s focus on civil rights, social justice, and community change personally relevant and accessible.
Evaluation for 7.2a
Students listen to grade-level informational texts and respond to questions that require analysis, explanation, and evidence-based thinking. In knowledge 5, “Cycles in Nature,” lesson 5, students listen to the read-aloud “The Life Cycle of Trees” to track a tree’s developmental milestones. After listening, students answer evaluative questions and participate in a think-pair-share activity to describe the stages of a flowering plant’s life cycle. These routines support students as they analyze scientific information, discuss key ideas with peers, and justify their understanding orally.
Students communicate their thinking through written and collaborative response tasks connected to grade-level science texts. In knowledge 5, lesson 5, students synthesize their learning by writing a creative text from a tree’s perspective, showing their understanding of the informational concepts. In knowledge 6, “Insects,” lesson 2, students answer comparative comprehension questions, such as “In what ways is an insect’s skeleton different from yours?” Students then participate in a think-pair-share activity where they select a specific insect feature to add to their own body, analyze its benefits, and justify their selection to a peer. Finally, students complete a written response titled “Is It an Insect?” in their “Insects Journal,” using textual evidence to explain the traits that distinguish insects from other animals.
Evaluation for 7.2b
Students discuss how vocabulary and language contribute to meaning in grade-level texts. In knowledge 4, “Greek Myths,” after listening to the literary read-aloud “Coqui,” students respond to inferential questions that require them to analyze the meaning of the word happily using evidence from the text. The educator defines happily as doing something with great joy or delight, models the word in a sentence, and prompts students to create their own sentences about something they completed happily. This routine supports discussion of how precise word meaning contributes to comprehension.
Students discuss the author’s purpose and text meaning in informational texts. In knowledge 6, “Insects,” lesson 2, students listen to a read-aloud about insect characteristics and then respond to a comprehension question focused on the author’s overall purpose. The educator asks students to synthesize what they heard and saw in the illustrations in order to determine what the author was trying to explain. This discussion asks students to move beyond recalling facts and use text as well as visual evidence to explain the author’s intent.
Evaluation for 7.2c
Students apply multiple reading skills as they listen to grade-level literary texts and respond through discussion. In knowledge 3, “Greek Myths,” lesson 5, students listen to “Theseus and the Minotaur” while the educator updates a collaborative character chart to support character analysis. After the read-aloud, students answer literal, inferential, and evaluative questions about the core conflict, the resolution, and character motivations, including why Princess Ariadne helped Theseus even though her father might become angry. Students then participate in a question-pair-share activity where they generate their own “who” or “why” questions about the text, exchange questions with a partner, and answer each other’s questions to deepen their comprehension.
Students apply reading skills to historical and biographical texts by making inferences, analyzing decisions, and synthesizing ideas. In knowledge 10, “Fighting for a Cause,” lesson 6, students listen to the biographical read-aloud “Rosa Parks: The Mother of the Civil Rights Movement.” The educator pauses at planned points to ask questions that require students to infer and analyze the decisions of historical figures. After the read-aloud, students answer comprehension questions about why Rosa Parks refused to give up her seat and how her actions connected to the broader civil rights movement. Students then participate in a think-pair-share activity where they evaluate how the United States has changed since Rosa Parks’ early life, requiring them to synthesize historical evidence with present-day social contexts.
Evaluation for 7.3a
Educators use embedded scaffolds before and during grade-level texts to support comprehension, vocabulary, and participation without reducing the rigor of the lesson. In knowledge 5, “Cycles in Nature,” daily read-alouds include planned stopping points where educators ask targeted questions, model cognitive processing, and provide essential context. For example, in lesson 3, during “Four Seasons in One Year,” educators use illustrations, think-alouds, and scaffolded questions such as “What kinds of baby animals do we often see in spring and summer?” to help students construct meaning from complex science content.
The materials provide targeted linguistic and conceptual supports for students working with grade-level texts. In knowledge 6, “Insects: All Around,” lesson 3, the Teacher Guide includes developmental support for students learning about insect metamorphosis. For example, beginning students respond to closed-ended questions such as “Is the egg the first stage of complete metamorphosis?” while intermediate students use sentence frames such as “___ is the first stage of complete metamorphosis.” Advanced and transitional students respond in complete sentences using domain-specific vocabulary, and educators explain molting by comparing it to children outgrowing old clothes. These scaffolds reduce language and conceptual barriers while maintaining the rigor of the scientific content.
Evaluation for 7.3b
Students who demonstrate proficiency extend their analysis of grade-level texts through culminating activities that require additional research, interpretation, and creative application. In knowledge 1, “Fairy Tales and Tall Tales,” optional post-assessment activities deepen students’ engagement with American folklore. Students conduct independent or collaborative research to locate statues, monuments, or museums honoring legendary figures such as Paul Bunyan, John Henry, Pecos Bill, and Casey Jones. Students may also read selected trade books, write short analyses of their favorite literary exaggerations, or collaborate to draft an original class tall tale that includes each student as a character. These opportunities help students move beyond the core lesson while keeping the work connected to grade-level literary texts.
The materials provide enrichment activities that ask proficient students to apply their learning through scientific observation, independent research, and written documentation. In knowledge 6, “Insects,” the culminating activities give students multiple ways to extend their scientific understanding. For example, students may complete self-directed research projects on specific insect species or participate in an outdoor insect hunt where they observe insect anatomy and behaviors in the local environment. Students record their findings using sketch-and-write prompts in their “Insects Journal,” reinforcing content vocabulary and scientific concepts while applying knowledge from the texts in a real-world context.
Evaluation for 7.4a
Educators are provided with text complexity information that supports instructional planning for core texts. In the Curriculum Map, each knowledge unit includes the text type, Lexile measure, and educational rationale. For example, knowledge 3, “Stories from Mount Olympus,” is identified as a literary text with a Lexile level of 920. The accompanying rationale explains that the texts are appropriate for grade 2 because they help students recognize the ongoing cultural relevance of classical Greek mythology through literary allusions, common words, and modern expressions.
The materials explain how selected texts support grade-level learning and instruction. In knowledge 3, “Stories from Mount Olympus,” students practice plot development, summarize myths, and write original fictional narratives in the classical style. The K–5 Text Complexity and Vocabulary Guide provides additional quantitative, qualitative, and reader/task ratings for each core unit in the program. The Grade 2 Trade Book Collection Guide includes text complexity profiles for suggested read-alouds, such as Swamp Angel in knowledge 1, “Fairy Tales and Tall Tales.” These profiles contain quantitative measures, qualitative features, and the instructional rationale. These resources help educators understand the academic purpose, grade-level placement, and instructional use of the texts.
Evaluation for 7.4b
The text complexity information aligns with the instructional tasks that students complete during the unit. In the K–5 Text Complexity and Vocabulary Guide, the materials identify text complexity measures for grade 2 student readers, trade books, and educator read-alouds. For example, knowledge 6, “Insects: All Around,” includes core texts and readers with a quantitative rating of 3 and an average Lexile level of 940. The unit receives a qualitative rating of 2, reflecting moderately complex structures, purposeful informational layouts, and occasional unconventional phrasing or idioms, while the reader and task rating of 2 indicate that students are prepared to complete the tasks by drawing on knowledge built throughout the program.
The materials connect text difficulty to the tasks students complete in foundational reading and knowledge-building instruction. In the skills 3 reader, “Kids Excel,” the text has a Lexile level of 510 and is calibrated to support lesson-level phonics and comprehension tasks. The Grade 2 Trade Book Guide contains profiles for trade books such as Swamp Angel in knowledge 1, “Fairy Tales and Tall Tales,” including quantitative scores, qualitative descriptors, the instructional rationale, and reader/task information. These resources help educators understand the relationship between text difficulty and instructional task design so that students engage with texts that match the demands of the work.
Evaluation for 7.5a
Students engage with read-aloud texts that are age-appropriate, complex, and supported by embedded scaffolds. In knowledge 1, “Fairy Tales and Tall Tales,” lesson 2, students listen to a read-aloud that includes rich vocabulary, narrative structure, and figurative language. Educators use visual cards, sidebars, and concrete physical scaffolds (such as demonstrating how to purse one’s lips and having students mimic the action) to help students understand character actions and descriptive language. These supports help students access complex narrative texts while maintaining grade-level expectations.
Students participate in shared and guided reading routines that help them move from educator-supported reading to more independent text work. In skills 2, students read from “Bedtime Tales,” a student volume containing connected stories aligned with the spelling patterns students have learned. The reader uses a “Code Load Emblem” to show that students need 65 spellings for the first story and 81 spellings for the final story, demonstrating how text complexity increases as students develop their decoding skills. During lesson 1, students read “Mike’s Bedtime” as a shared reading activity, track print from left to right and top to bottom, and later engage in close reading lessons that ask them to examine precise meanings as selections increase in length and syntactic difficulty.
Evaluation for 7.5b
Students practice reading independently with texts that vary in complexity, genre, and instructional purpose. In the skills strand, students read independently using student readers that contain primary instructional stories along with additional selections for enrichment and extra practice. The materials also include the Grades 2–5 Fluency Packet, which provides poetry, fiction, and nonfiction selections for independent reading. These readers, enrichment selections, and fluency resources give students a range of appropriately complex texts for building fluency and comprehension.
Students encounter an intentional progression of text difficulty as they develop their decoding skills. In skills 2, the reader “Bedtime Tales” uses a “Code Load Emblem” to show the number of spelling-sound correspondences that students need in order to read the text independently. For example, the opening story has a “Code Load Emblem” of 65, while the final selection increases to 81, showing how the text complexity expands as students’ decoding skills mature. During pausing points, students have opportunities for self-selected independent reading, including advanced chapters from “Bedtime Tales” or previously read decodable selections from “The Cat Bandit.” This progression supports independent reading practice aligned with students’ reading growth.
Evaluation for 7.5c
Students follow a structured plan for selecting high-quality texts and building sustained independent reading habits. The K–5 Independent Reading Guide explains how to establish classroom routines that help students plan, monitor, and reflect on their reading. The guide outlines core components such as creating a designated time and quiet space for reading, monitoring individual student progress, and scaffolding student-led goal setting. These routines help students make independent reading a purposeful habit rather than a passive task.
The materials prioritize student agency, reflection, and accountability during independent reading. The guide encourages students to self-select books based on personal interests so they can sustain focus for extended periods. Students use accountability tools such as reading logs and educator check-ins while also reflecting on their reading growth and celebrating reading milestones. These supports help students become active participants in their literacy development while engaging with high-quality texts.
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 provide grade-specific text complexity information for grade 2 knowledge domains. In knowledge 6, “Insects: All Around,” the guide identifies the unit’s core read-alouds with a quantitative rating of 3 and a Lexile rating of 940L. The unit also has a qualitative rating of 2 because the read-alouds include moderate complexity in structure and purpose and may include specialized scientific vocabulary or phrasing. The reader/task rating of 2 indicates that the instructional tasks provide a moderate level of cognitive demand. These measures show that students engage with appropriately complex science texts while building vocabulary, comprehension, and content knowledge.
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 preserve the essential narrative elements and cultural significance of classic texts while integrating academic vocabulary in context. In knowledge 1, students encounter terms such as admiration, legendary, fortune, and feats within the storylines rather than as isolated word study. Students build meaning as they follow the narrative arcs and discuss the characters, events, and themes. These well-crafted literary selections provide publishable-quality models that support oral language, vocabulary development, and deeper comprehension of literary texts.
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 engage with informational texts across science, history, and civic content. In knowledge 5, “Cycles in Nature: Clouds to Raindrops,” and knowledge 6, “Insects,” students develop scientific knowledge through informational texts about animal life cycles, insect life cycles, seasonal patterns, and the water cycle. Students deepen their historical and cultural perspectives in knowledge 7, “The U.S. Civil War,” where they study the conflict between the North and South and learn about historical figures such as Harriet Tubman, Clara Barton, Abraham Lincoln, Ulysses S. Grant, and Robert E. Lee. In knowledge 10, “Fighting for a Cause,” students read biographical texts about diverse individuals who demonstrated courage by standing up for their beliefs. These multidisciplinary units provide students with a wide range of text types, perspectives, and content-area topics.
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 contain texts that reflect diverse historical perspectives and encourage students to connect civic ideas to their own experiences. In knowledge 10, “Fighting for a Cause,” lesson 1, students prepare to read the biographical text “People Who Make a Difference” by reflecting on a time they worked hard to achieve a difficult goal or volunteered for a cause they cared about. Students connect their own experiences with determination, community support, and personal action to the historical figures they will study throughout the unit. This connection helps make the unit’s focus on civil rights, social justice, and community change personally relevant and accessible.
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 communicate their thinking through written and collaborative response tasks connected to grade-level science texts. In knowledge 5, lesson 5, students synthesize their learning by writing a creative text from a tree’s perspective, showing their understanding of the informational concepts. In knowledge 6, “Insects,” lesson 2, students answer comparative comprehension questions, such as “In what ways is an insect’s skeleton different from yours?” Students then participate in a think-pair-share activity where they select a specific insect feature to add to their own body, analyze its benefits, and justify their selection to a peer. Finally, students complete a written response titled “Is It an Insect?” in their “Insects Journal,” using textual evidence to explain the traits that distinguish insects from other animals.
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 discuss the author’s purpose and text meaning in informational texts. In knowledge 6, “Insects,” lesson 2, students listen to a read-aloud about insect characteristics and then respond to a comprehension question focused on the author’s overall purpose. The educator asks students to synthesize what they heard and saw in the illustrations in order to determine what the author was trying to explain. This discussion asks students to move beyond recalling facts and use text as well as visual evidence to explain the author’s intent.
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 apply reading skills to historical and biographical texts by making inferences, analyzing decisions, and synthesizing ideas. In knowledge 10, “Fighting for a Cause,” lesson 6, students listen to the biographical read-aloud “Rosa Parks: The Mother of the Civil Rights Movement.” The educator pauses at planned points to ask questions that require students to infer and analyze the decisions of historical figures. After the read-aloud, students answer comprehension questions about why Rosa Parks refused to give up her seat and how her actions connected to the broader civil rights movement. Students then participate in a think-pair-share activity where they evaluate how the United States has changed since Rosa Parks’ early life, requiring them to synthesize historical evidence with present-day social contexts.
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 provide targeted linguistic and conceptual supports for students working with grade-level texts. In knowledge 6, “Insects: All Around,” lesson 3, the Teacher Guide includes developmental support for students learning about insect metamorphosis. For example, beginning students respond to closed-ended questions such as “Is the egg the first stage of complete metamorphosis?” while intermediate students use sentence frames such as “___ is the first stage of complete metamorphosis.” Advanced and transitional students respond in complete sentences using domain-specific vocabulary, and educators explain molting by comparing it to children outgrowing old clothes. These scaffolds reduce language and conceptual barriers while maintaining the rigor of the scientific 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 provide enrichment activities that ask proficient students to apply their learning through scientific observation, independent research, and written documentation. In knowledge 6, “Insects,” the culminating activities give students multiple ways to extend their scientific understanding. For example, students may complete self-directed research projects on specific insect species or participate in an outdoor insect hunt where they observe insect anatomy and behaviors in the local environment. Students record their findings using sketch-and-write prompts in their “Insects Journal,” reinforcing content vocabulary and scientific concepts while applying knowledge from the texts in a real-world context.
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 how selected texts support grade-level learning and instruction. In knowledge 3, “Stories from Mount Olympus,” students practice plot development, summarize myths, and write original fictional narratives in the classical style. The K–5 Text Complexity and Vocabulary Guide provides additional quantitative, qualitative, and reader/task ratings for each core unit in the program. The Grade 2 Trade Book Collection Guide includes text complexity profiles for suggested read-alouds, such as Swamp Angel in knowledge 1, “Fairy Tales and Tall Tales.” These profiles contain quantitative measures, qualitative features, and the instructional rationale. These resources help educators understand the academic purpose, grade-level placement, and instructional use of the texts.
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 connect text difficulty to the tasks students complete in foundational reading and knowledge-building instruction. In the skills 3 reader, “Kids Excel,” the text has a Lexile level of 510 and is calibrated to support lesson-level phonics and comprehension tasks. The Grade 2 Trade Book Guide contains profiles for trade books such as Swamp Angel in knowledge 1, “Fairy Tales and Tall Tales,” including quantitative scores, qualitative descriptors, the instructional rationale, and reader/task information. These resources help educators understand the relationship between text difficulty and instructional task design so that students engage with texts that match the demands of the work.
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 participate in shared and guided reading routines that help them move from educator-supported reading to more independent text work. In skills 2, students read from “Bedtime Tales,” a student volume containing connected stories aligned with the spelling patterns students have learned. The reader uses a “Code Load Emblem” to show that students need 65 spellings for the first story and 81 spellings for the final story, demonstrating how text complexity increases as students develop their decoding skills. During lesson 1, students read “Mike’s Bedtime” as a shared reading activity, track print from left to right and top to bottom, and later engage in close reading lessons that ask them to examine precise meanings as selections increase in length and syntactic difficulty.
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 encounter an intentional progression of text difficulty as they develop their decoding skills. In skills 2, the reader “Bedtime Tales” uses a “Code Load Emblem” to show the number of spelling-sound correspondences that students need in order to read the text independently. For example, the opening story has a “Code Load Emblem” of 65, while the final selection increases to 81, showing how the text complexity expands as students’ decoding skills mature. During pausing points, students have opportunities for self-selected independent reading, including advanced chapters from “Bedtime Tales” or previously read decodable selections from “The Cat Bandit.” This progression supports independent reading practice aligned with students’ reading growth.
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 prioritize student agency, reflection, and accountability during independent reading. The guide encourages students to self-select books based on personal interests so they can sustain focus for extended periods. Students use accountability tools such as reading logs and educator check-ins while also reflecting on their reading growth and celebrating reading milestones. These supports help students become active participants in their literacy development while engaging with high-quality texts.
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 the text during oral and written responses to demonstrate comprehension and explain their thinking. In knowledge 4, “Sounds and Stanzas: Poetry,” lesson 9, students read the poem “One Boy Told Me” and answer targeted comprehension questions. The educator prompts students to locate evidence by asking, “What evidence do we see that these are the thoughts of a young child?” Students also reread specific stanzas around the phrase “Your head is a souvenir” to analyze how context clues clarify meaning. These tasks support close reading and evidence-based reasoning.
Students use evidence from informational texts to justify their responses. In knowledge 9, “Immigration,” lesson 3, students listen to a read-aloud about the experiences of immigrants in major cities across the United States. Students answer the question, “What reasons does the author give to explain why immigrants often chose to live in the big cities of America?” To respond successfully, students must reference specific details from the text. These tasks help students use textual evidence to explain their thinking and confirm comprehension.
Evaluation for 8.A.1b
Students evaluate text structure, central ideas, supporting details, and author’s craft using evidence from high-quality texts. The Grade 2 Trade Book Guide includes discussion questions and writing prompts that require students to examine text structures, central ideas, and supporting details across each domain. For example, the domain 10 trade book guide for “For the Right to Learn: Malala Yousafzai’s Story” has students identify structural elements and key details using textual proof. The “Talking About the Text” section guides educators in helping students analyze an author’s craft by discussing how authors select specific words to make writing engaging.
Students evaluate key ideas and claims in informational read-alouds. In knowledge 8, “The Human Body: Building Blocks and Nutrition,” lesson 6, students listen to “The Excretory System” and answer literal as well as comparative questions about the function of the excretory system and how it compares with the digestive system. Students respond to an evaluative question about whether drinking plenty of water is important and provide evidence from the selection to support their opinion. In lesson 8, students explain why the author says that shoppers should spend more time in the produce aisle, citing facts the author used to support the claim.
Evaluation for 8.A.1c
Students support their claims and justify their thinking through comparison, summarizing, and evidence-based discussion. In knowledge 7, “Westward Expansion,” lesson 2, students summarize the meaning of the traditional song “Follow the Drinking Gourd” and compare it with details from the read-aloud about the Underground Railroad. During whole-class discussion, students identify similarities and differences between the song lyrics and the historical account of Harriet Tubman, citing specific evidence from both selections to support their conclusions.
Students form evaluative claims and defend them using evidence from the text. In knowledge 9, “Journeys to America: Land of Opportunity,” lesson 6, students respond to the evaluative question, “Is ‘A Land of Opportunity’ a good title for this read-aloud? Why or why not?” Students share their responses during a structured think-pair-share activity, present reasons, and reference specific details from the reading to justify their arguments. These routines help students synthesize information and communicate evidence-based ideas.
Evaluation for 8.A.1d
Students analyze texts through questions that move from recall to inference and evaluation. In knowledge 3, “Ancient Greek Myths,” lesson 5, students listen to “Theseus and the Minotaur” and respond to comprehension questions identified as literal, inferential, and evaluative. For example, one inferential question asks, “Why does Princess Ariadne help Theseus even though she knows her father would be furious?” These questions require students to move beyond recalling surface-level details to making inferences, evaluating character motivations, and supporting their thinking with evidence.
Students receive differentiated support so that all learners can engage with complex questions and tasks. In knowledge 11, “Up, Up, and Away: The Age of Aviation,” lesson 3, “Emergent Bilingual” sidebars provide in-the-moment differentiation during independent activities. Students may draw visual representations of their questions, work with a partner to formulate questions about the read-aloud, or use key vocabulary from prompts to locate answers in the text. These scaffolds support students as they engage with increasingly complex analysis of high-quality texts.
Evaluation for 8.A.2a
Educators model how to identify relevant evidence and use textual details to support thinking. In knowledge 11, “Up, Up, and Away: The Age of Aviation,” lesson 5, students listen to the read-aloud “Alberto Santos-Dumont” and evaluate key details that support comprehension. The educator introduces the idea of key details, pauses after the first paragraph, and models how to isolate a primary supporting detail from the text. After the read-aloud, educators facilitate text-dependent discussion and provide sentence frames so that students can compose constructed responses supported by evidence from the text.
Educators model how to move from gathered evidence to informational writing. The Teacher Guide for knowledge 11, lesson 13 provides explicit directions for modeling how to use evidence from a graphic organizer to build a paragraph. The educator references the graphic organizer completed in lesson 10, models how to incorporate at least three supporting details, and uses designated sentence starters to demonstrate paragraph construction. These step-by-step routines help educators model how students can use evidence for comprehension, sentence construction, and informational writing.
Evaluation for 8.A.2b
Educators facilitate evidence-based discussions that require students to use evidence from the text as well as academic vocabulary. Knowledge 5, lesson 2 involves a comprehension discussion following the read-aloud “The Reasons for the Seasons.” In the discussion routine, educators prompt students to answer targeted questions using vocabulary from the selection, including terms such as revolve and orbit, and highlight student responses that successfully integrate domain-specific words.
Educators support structured dialogue and syntax through foundational reading lessons. In skills 3, lesson 11, students discuss the reader selection “The Big Race.” The Teacher Guide includes a vocabulary chart organized by word tiers, sayings, and phrases, and instructs educators to ask text-dependent questions that require students to use direct evidence from the text. Educators also review sections with complex syntax or dense information and check that students have responded in complete sentences while citing evidence. These routines support evidence-based conversations while reinforcing academic vocabulary and sentence structure.
Evaluation for 8.B.1a
Students use mentor texts to study genre features before composing their own writing. In skills 3, lesson 21, the mentor text, “A Big Storm” models the characteristics of personal narrative writing. Educators read the exemplar narrative with a “Five Ws” graphic organizer to highlight key narrative elements, and students complete a story map to summarize the text and study its structure. In lesson 22, students apply what they have learned from the mentor text as they plan and draft their own personal narratives.
Students use mentor texts to develop literary craft in poetry. In knowledge 4, “Greek Myths,” lesson 2, students listen to the read-aloud poem “Coqui” and examine how the author uses onomatopoeias to create sound and imagery. After discussing the poem, students write original poems that include onomatopoeias, using “Coqui” as a direct model. These lessons give students opportunities to study genre-specific techniques in authentic texts and apply those features to their own compositions.
Evaluation for 8.B.1b
Students compose literary texts across the year by applying narrative elements from the texts they study. In knowledge 1, “Fairy Tales and Tall Tales,” students explore narrative characteristics through classic stories and then apply those features in writing. For example, in lesson 1, students rewrite “The Fisherman and His Wife” by changing a key narrative element and explaining how the plot changes. In lesson 3, students draft a scene description from “Beauty and the Beast.” Additional unit tasks ask students to use hyperbole and write original tall tales.
Students compose poetry through a complete writing process for a peer audience. In knowledge 4, “Greek Myths,” students plan, draft, revise, edit, and present an original memory poem to their classmates. Across lessons 7–11, students develop background information to provide context for their audience and create illustrations to support the poem. These writing tasks help students apply literary craft while composing texts for authentic classroom purposes and audiences.
Evaluation for 8.B.1c
Students compose informational texts across historical and content-rich units. In knowledge 7, “The U.S. Civil War,” students write journal entries and short informational responses across lessons 1, 3, 4, 5, and 7–11. Students write about Harriet Tubman’s early life, compose a response about Abraham Lincoln’s perspective on slavery, and explain who drafted the Emancipation Proclamation and why it was historically significant. These tasks require students to draw information from read-alouds and communicate factual ideas in writing.
Students develop informational writing through research and publishing routines. In knowledge 11, “Up, Up, and Away: The Age of Aviation,” students formulate inquiry questions, gather textual evidence, organize ideas, and draft biographies of aviation pioneers. Students plan, research, draft, and edit informational texts intended for display in the Aviators Hall of Fame, which is set up in their classroom. In the culminating lesson, students present completed biographies to their classmates and display their work, giving them an authentic audience for informational writing.
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 compose correspondence for authentic audiences while applying letter-writing conventions. In skills 4, lesson 14, students draft persuasive letters using structured prompts. For example, students may write a letter to families requesting a new pet, to an educator requesting extra recess, or to the president inviting him/her to visit the classroom. Students work with partners to discuss opening sentences, brainstorm three supporting reasons on activity page 14.2, complete a letter template on activity page 14.3, and edit their writing on activity page 14.4.
Students compose correspondence connected to historical and civic content. In knowledge 10, “Human Rights Heroes,” students study historical figures who advocated for causes such as abolition, women’s suffrage, and the rights of migrant farmworkers. For example, as a culminating activity, students write a friendly letter to César Chávez, pose questions about his advocacy, and share reflections about the impact of his movement. This task gives students an authentic context for applying friendly letter conventions while communicating meaningful ideas to a targeted audience.
Evaluation for 8.B.2a
Students use the writing process across multi-lesson composition tasks that include planning, drafting, revising, editing, publishing, and sharing. In knowledge 3, “Stories from Mount Olympus,” students write an original Greek myth. In lesson 7, the educator models brainstorming possible characters, settings, and plot lines using a class graphic organizer before students complete individual organizers for the characters, setting, beginning, middle, and end. In later lessons, students draft their myths, receive educator feedback, revise and edit using a checklist, create a clean final copy, and share their finished writing with partners or the class.
Students use the writing process in poetry in a way that is connected to domain learning. In knowledge 10, “Human Rights Heroes,” students compose free-verse poems to express personal stances about historical figures studied during read-alouds. Students brainstorm with partners; use graphic organizers to structure initial drafts; select a historical figure for final revision; edit for capitalization, usage, punctuation, and spelling; and receive individual conferencing support before publishing. The published poems are evaluated with the domain’s “Free Verse Poetry Rubric,” thus completing a supported writing cycle.
Evaluation for 8.B.2b
Educators model each stage of the writing process through a structured literary writing sequence. In knowledge 3, “Stories from Mount Olympus,” students write an original Greek myth while educators model planning, drafting, editing, publishing, and sharing. Educators demonstrate how to brainstorm characters, settings, and plots on a class graphic organizer; model drafting complete sentences; collect drafts to assess understanding; model revision and editing with a checklist; and define publishing as creating a clean final draft for an audience.
Educators model the writing process through poetry. In knowledge 4, “Greek Myths,” educators guide students in creating a memory poem. The educator models selecting a topic, using a “5 Ws and H” chart to generate sensory details, drafting the poem, revising and editing a sample poem, correcting errors, adding descriptive details, combining sentences, and preparing for publication and oral presentation. This step-by-step modeling supports students through planning, drafting, revising, editing, publishing, and sharing.
Evaluation for 8.B.3a
Educators provide explicit instruction in sentence-level writing with a focus on sentence structure, syntax, and vocabulary development. In skills 6, grammar instruction shifts toward evaluating the sentence as a unit of meaning. Students learn to distinguish complete from incomplete sentences, identify run-on structures, apply strategies to correct run-ons, and construct more detailed sentences. In lesson 12, educators model how to identify sentence completeness and resolve run-ons, while lesson 18 models sentence expansion through descriptive details and precise vocabulary.
Educators reinforce syntax and sentence mechanics in earlier foundational lessons. In skills 1, lesson 18, students unscramble disordered words to build complete sentences. The educator explains that syntax must follow logical rules to convey meaning, then helps students rearrange words into the correct order while applying capitalization and punctuation. During the pausing point, students use color-coded word cards to compose original sentences and earn points for correct capitalization, punctuation, and spelling.
Evaluation for 8.B.3b
Educators provide systematic writing instruction that progresses from foundational sentence construction to longer compositions. In skills 1, appendix B, the grade 2 Scope and Sequence outlines how daily writing lessons are scaffolded so that students move from basic sentence mechanics to more extended compositions. For example, skills 1 establishes sentence formation; skills 2 expands context and mechanics through fictional narrative and book report writing; and skills 3–6 continue targeted sentence-level instruction while increasing the complexity of composition tasks.
Educators connect sentence-level instruction to full narrative writing. In skills 2, students learn foundational sentence skills before they begin developing formal narratives. For example, in lesson 7, students plan a fictional narrative while the educator provides sentence-level coaching (including how to write dialogue sentences such as “Jane said, ‘Who will buy my milk?’”) and demonstrates how to use quotation marks and punctuation. As the unit continues, students use these sentence construction skills to draft, revise, and publish cohesive narratives.
Evaluation for 8.B.3c
Students receive systematic, sentence-level instruction that increases in complexity across the year. In appendix B, grade 2, Language Scope and Sequence, the materials outline a progression from complete sentence construction to more advanced revising and editing. For example, skills 1 focuses on complete sentences with capitalization and terminal punctuation; skills 3 asks students to edit for verb tense and proper noun capitalization; and skills 6 emphasizes combining simple sentences. Students expand sentences with descriptive modifiers, revise connected text for clarity, and apply mechanics during authentic writing tasks.
Students revise and edit sentences within longer compositions. In knowledge 2, “The Ancient Greek Civilization,” lesson 11, students use an editing checklist to refine narrative prose. The checklist prompts students to evaluate end punctuation, initial capitalization, named characters, historical details about ancient Greece, prepositional phrases that add descriptive clarity, and accurate pronoun cases. Students review their drafts against each criterion before completing the final composition.
Evaluation for 8.B.4a
Students practice and apply conventions in lessons on isolated skills as well as in authentic writing tasks. In the Writing Supplement: Editing, instruction progresses through educator modeling, guided practice, and independent application with grade-level conventions such as sentence structure, subject-verb agreement, verb tenses, parts of speech, capitalization, and punctuation. For example, lessons 5–8 guide students in building complete sentences with adverbs, prepositions, pronouns, and coordinating conjunctions before applying these concepts in their own writing.
Students apply conventions in domain-based writing. In knowledge 2, “The Ancient Greek Civilization,” lesson 11, students compose and edit a fictional narrative set in ancient Greece. Educators model subjective, objective, and possessive pronoun cases using practice sentences before students review, revise, and edit their own historical narrative compositions. This sequence helps students move from targeted convention practice to authentic application.
Evaluation for 8.B.4b
Students receive systematic convention instruction across the year. The Grade 2 Language Scope and Sequence resource and the introductory sections of skills units outline routines for grammar, punctuation, capitalization, and usage. For example, the skills 3 introduction explains that grammar instruction continues to focus on capitalization, quotation marks, and ending punctuation. Lessons also connect conventions to authentic communication tasks such as formatting street addresses and abbreviating titles for familiar adults.
Students apply grammar and punctuation in both skills and knowledge writing. In knowledge 2, “The Ancient Greek Civilization,” lesson 11, students compose original sentences and use an editing checklist to verify grammar and punctuation. In skills 3, lesson 14, students practice capitalization and punctuation in sentence structures by distinguishing common and proper nouns and applying correct capitalization and ending punctuation. These routines reinforce mechanics through both context-based writing and targeted skill practice.
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 use evidence from informational texts to justify their responses. In knowledge 9, “Immigration,” lesson 3, students listen to a read-aloud about the experiences of immigrants in major cities across the United States. Students answer the question, “What reasons does the author give to explain why immigrants often chose to live in the big cities of America?” To respond successfully, students must reference specific details from the text. These tasks help students use textual evidence to explain their thinking and confirm comprehension.
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 evaluate key ideas and claims in informational read-alouds. In knowledge 8, “The Human Body: Building Blocks and Nutrition,” lesson 6, students listen to “The Excretory System” and answer literal as well as comparative questions about the function of the excretory system and how it compares with the digestive system. Students respond to an evaluative question about whether drinking plenty of water is important and provide evidence from the selection to support their opinion. In lesson 8, students explain why the author says that shoppers should spend more time in the produce aisle, citing facts the author used to support the claim.
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 form evaluative claims and defend them using evidence from the text. In knowledge 9, “Journeys to America: Land of Opportunity,” lesson 6, students respond to the evaluative question, “Is ‘A Land of Opportunity’ a good title for this read-aloud? Why or why not?” Students share their responses during a structured think-pair-share activity, present reasons, and reference specific details from the reading to justify their arguments. These routines help students synthesize information and communicate evidence-based ideas.
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 receive differentiated support so that all learners can engage with complex questions and tasks. In knowledge 11, “Up, Up, and Away: The Age of Aviation,” lesson 3, “Emergent Bilingual” sidebars provide in-the-moment differentiation during independent activities. Students may draw visual representations of their questions, work with a partner to formulate questions about the read-aloud, or use key vocabulary from prompts to locate answers in the text. These scaffolds support students as they engage with increasingly complex analysis of high-quality texts.
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 model how to move from gathered evidence to informational writing. The Teacher Guide for knowledge 11, lesson 13 provides explicit directions for modeling how to use evidence from a graphic organizer to build a paragraph. The educator references the graphic organizer completed in lesson 10, models how to incorporate at least three supporting details, and uses designated sentence starters to demonstrate paragraph construction. These step-by-step routines help educators model how students can use evidence for comprehension, sentence construction, and informational writing.
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 support structured dialogue and syntax through foundational reading lessons. In skills 3, lesson 11, students discuss the reader selection “The Big Race.” The Teacher Guide includes a vocabulary chart organized by word tiers, sayings, and phrases, and instructs educators to ask text-dependent questions that require students to use direct evidence from the text. Educators also review sections with complex syntax or dense information and check that students have responded in complete sentences while citing evidence. These routines support evidence-based conversations while reinforcing academic vocabulary and sentence structure.
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 use mentor texts to develop literary craft in poetry. In knowledge 4, “Greek Myths,” lesson 2, students listen to the read-aloud poem “Coqui” and examine how the author uses onomatopoeias to create sound and imagery. After discussing the poem, students write original poems that include onomatopoeias, using “Coqui” as a direct model. These lessons give students opportunities to study genre-specific techniques in authentic texts and apply those features to their own compositions.
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 compose poetry through a complete writing process for a peer audience. In knowledge 4, “Greek Myths,” students plan, draft, revise, edit, and present an original memory poem to their classmates. Across lessons 7–11, students develop background information to provide context for their audience and create illustrations to support the poem. These writing tasks help students apply literary craft while composing texts for authentic classroom purposes and audiences.
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 develop informational writing through research and publishing routines. In knowledge 11, “Up, Up, and Away: The Age of Aviation,” students formulate inquiry questions, gather textual evidence, organize ideas, and draft biographies of aviation pioneers. Students plan, research, draft, and edit informational texts intended for display in the Aviators Hall of Fame, which is set up in their classroom. In the culminating lesson, students present completed biographies to their classmates and display their work, giving them an authentic audience for informational writing.
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 compose correspondence connected to historical and civic content. In knowledge 10, “Human Rights Heroes,” students study historical figures who advocated for causes such as abolition, women’s suffrage, and the rights of migrant farmworkers. For example, as a culminating activity, students write a friendly letter to César Chávez, pose questions about his advocacy, and share reflections about the impact of his movement. This task gives students an authentic context for applying friendly letter conventions while communicating meaningful ideas to a targeted audience.
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 use the writing process in poetry in a way that is connected to domain learning. In knowledge 10, “Human Rights Heroes,” students compose free-verse poems to express personal stances about historical figures studied during read-alouds. Students brainstorm with partners; use graphic organizers to structure initial drafts; select a historical figure for final revision; edit for capitalization, usage, punctuation, and spelling; and receive individual conferencing support before publishing. The published poems are evaluated with the domain’s “Free Verse Poetry Rubric,” thus completing a supported writing cycle.
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 model the writing process through poetry. In knowledge 4, “Greek Myths,” educators guide students in creating a memory poem. The educator models selecting a topic, using a “5 Ws and H” chart to generate sensory details, drafting the poem, revising and editing a sample poem, correcting errors, adding descriptive details, combining sentences, and preparing for publication and oral presentation. This step-by-step modeling supports students through planning, drafting, revising, editing, publishing, and sharing.
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 reinforce syntax and sentence mechanics in earlier foundational lessons. In skills 1, lesson 18, students unscramble disordered words to build complete sentences. The educator explains that syntax must follow logical rules to convey meaning, then helps students rearrange words into the correct order while applying capitalization and punctuation. During the pausing point, students use color-coded word cards to compose original sentences and earn points for correct capitalization, punctuation, and spelling.
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 connect sentence-level instruction to full narrative writing. In skills 2, students learn foundational sentence skills before they begin developing formal narratives. For example, in lesson 7, students plan a fictional narrative while the educator provides sentence-level coaching (including how to write dialogue sentences such as “Jane said, ‘Who will buy my milk?’”) and demonstrates how to use quotation marks and punctuation. As the unit continues, students use these sentence construction skills to draft, revise, and publish cohesive narratives.
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 revise and edit sentences within longer compositions. In knowledge 2, “The Ancient Greek Civilization,” lesson 11, students use an editing checklist to refine narrative prose. The checklist prompts students to evaluate end punctuation, initial capitalization, named characters, historical details about ancient Greece, prepositional phrases that add descriptive clarity, and accurate pronoun cases. Students review their drafts against each criterion before completing the final composition.
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 apply conventions in domain-based writing. In knowledge 2, “The Ancient Greek Civilization,” lesson 11, students compose and edit a fictional narrative set in ancient Greece. Educators model subjective, objective, and possessive pronoun cases using practice sentences before students review, revise, and edit their own historical narrative compositions. This sequence helps students move from targeted convention practice to authentic application.
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 apply grammar and punctuation in both skills and knowledge writing. In knowledge 2, “The Ancient Greek Civilization,” lesson 11, students compose original sentences and use an editing checklist to verify grammar and punctuation. In skills 3, lesson 14, students practice capitalization and punctuation in sentence structures by distinguishing common and proper nouns and applying correct capitalization and ending punctuation. These routines reinforce mechanics through both context-based writing and targeted skill practice.