Program Information
- ISBN
- 9798902051244
- 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, Kindergarten
ELAR Kindergarten
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 % |
|---|---|---|
| Kindergarten | 100% | 100% |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Total
100% (24 out of 24 points)
Evaluation for 1.1a
The materials contain a comprehensive Scope and Sequence through the kindergarten Curriculum Map. This resource organizes instruction across units 1–9 and 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, unit 1, “Nursery Rhymes and Fables” includes TEKS K.6B and K.8C alongside ELPS 1.B, 1.C, and 1.E. Learning outcomes focus on retelling skills and identifying literary elements.
The materials also contain a comprehensive Scope and Sequence through the kindergarten Curriculum Map: Skills. This resource organizes instruction on foundational skills across the skills units and identifies the TEKS, ELPS, and learning outcomes for each unit. The map shows how kindergarten students develop foundational literacy skills across the year, including phonological awareness, phonics, handwriting, spelling, reading, grammar, and fluency. For example, the sequence begins with foundational sound–spelling relationships and progresses to increasingly complex reading and writing skills across the skills units.
Evaluation for 1.1b
The materials provide pacing instruction through the kindergarten Pacing Guide. This resource 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, unit 1, “Nursery Rhymes and Fables” outlines instructional lesson days for core instruction; pausing-point days that provide opportunities for review, remediation, or enrichment; and beginning-of-year assessment days used to gather information about student readiness.
The materials also provide guidance for varying instructional calendars in the K–5 User Guide section “Pacing for Alternate-Year Calendars.” This resource offers recommendations 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 kindergarten materials explain the rationale behind the unit order in the K–5 Program Overview, which states that units are “purposefully sequenced to build on students’ knowledge of both the TEKS and the content.” The overview also clarifies that each unit introduction identifies connections to past and future units to support coherent instructional progression throughout the course. For example, the “Making Connections Year by Year” section illustrates how concepts develop across grade levels, progressing from plant studies in kindergarten to seasonal cycles in grade 2 and sedimentary rock formation in grade 4.
The materials also explain the rationale behind the unit order within the skills strand. In the kindergarten skills 1 Teacher Guide, the introduction states that the skills strand begins with the most common, least ambiguous spellings for sounds before introducing spelling alternatives for sounds that can be represented in multiple ways. The materials establish that the system remains simple at first and adds complexity as students gain confidence and automaticity in reading and writing. This guidance demonstrates how foundational skills are sequenced across the course.
Evaluation for 1.1d
The kindergarten 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 asks guiding questions such as “What foundational skills will students have to master to be successful in this domain/unit?” The materials direct educators to review additional educator resources and pausing-point activities (including opportunities for remediation, additional practice, and enrichment) prior to implementation.
The K–5 Lesson Internalization Tool also helps educators review lesson objectives, formative assessments, lesson segments, engagement strategies, and possible misconceptions before starting instruction. For example, educators are prompted to consider potential student misconceptions and review instructional supports and lesson resources before implementation.
Evaluation for 1.1e
The kindergarten materials offer resources and guidance for instructional leaders through the K–5 Program Overview for Leaders, which provides 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 teaching lessons in order” and “Monitor yearlong plans to ensure proper pacing.” The “Implementation Matrix” identifies the stages of implementation (including the Foundation, Initial Implementation, Full Operation, and Innovation) and provides guidance related to integrating literacy instruction with other content areas.
The materials also provide guidance for instructional leaders through the K–5 Observation Tracker. This resource contains implementation look-fors related to instructional delivery, engagement, pacing, and classroom procedures. For example, instructional leaders may use the Observation Tracker to monitor the implementation of lesson routines, pacing expectations, and student engagement during instruction.
Evaluation for 1.2a
The kindergarten materials provide a Teacher Guide for each unit that includes comprehensive unit overviews, background content knowledge, and academic vocabulary related to unit concepts. For example, in knowledge 1, “Nursery Rhymes and Fables,” the Teacher Guide introduction describes sections titled “What Students Have Already Learned,” “What Students Will Learn,” “Core Vocabulary,” and “Instructional Resources.” The introduction explains that students listen to and discuss nursery rhymes and fables, identify story elements, and build knowledge of literary texts through read-alouds, discussions, and related activities.
The kindergarten materials also provide academic vocabulary through the K–5 Text Complexity and Vocabulary Guide. This resource identifies tier-one, tier-two, and tier-three vocabulary associated with each unit. For example, unit 3 includes words such as acorn, blazing, chimney, and foolishness as well as the expression “The sky is falling.” These vocabulary resources identify language associated with unit content and instruction.
Evaluation for 1.2b
The materials provide family support in both English and Spanish through the Caregiver Support Letter set. The resources in this set offer information about unit content as well as suggestions for supporting student learning at home. For example, the knowledge 1 Caregiver Letter explains that students will study nursery rhymes and fables, learn related vocabulary, and participate in classroom discussions and activities connected to the texts. The letter also contains 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. For example, in skills 2, families are directed to complete designated “Take-Home” activity pages that reinforce letter formation and handwriting through tracing and writing activities. 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 of the Teacher Guide. The lesson contains 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 “The Little Red Hen,” respond to text-dependent questions, and participate in discussion activities aligned with the lesson objectives.
The materials also contain comprehensive lesson plans aligned with the TEKS and the ELPS. For example, in knowledge 6, lesson 1, the Teacher Guide includes lesson objectives, discussion prompts, collaborative learning opportunities, and instructional tasks aligned with lesson expectations. The lesson also provides opportunities for students to engage in speaking, listening, reading, and writing activities connected to the lesson focus.
Evaluation for 1.3b
The materials contain lesson overviews that identify educator as well as student materials and suggest timing for lesson components. For example, the “Lesson at a Glance” section in skills 1, lesson 1 identifies required materials (including the alphabet card, activity pages, and digital components) and suggests timing for each lesson activity. The overview also outlines the sequence of instruction across the lesson.
The materials also suggest timing for lesson components through the “Lesson at a Glance” section. For example, in skills 1, lesson 4, the lesson overview organizes instruction by grouping, time, and the required materials for each activity. The lesson consists of a 5-minute, whole-group warm-up about phonological awareness; a 20-minute whole-group environmental noise activity; a 5-minute print concepts activity; 5 minutes for reviewing the tripod grip; 10 minutes for drawing horizontal lines on a vertical surface; and 15 minutes of independent practice with horizontal lines. The overview also identifies the materials needed for each component (including musical instruments or classroom objects, demonstration cubes, small mats, crayons, chart paper, activity page 4.2, and digital components), providing educators with detailed pacing and instructional guidance for implementing the lesson.
Evaluation for 1.3c
The materials provide guidance on extended practice activities through the “Culminating Activities” sections of the Knowledge Teacher Guides. For example, in knowledge 1, “Nursery Rhymes and Fables,” remediation activities include revisiting lesson applications, rereading selected texts, and reviewing domain vocabulary. The enrichment activities contain opportunities for students to extend their learning through additional discussion, writing, and application activities connected to domain content.
The materials also offer guidance for extended practice through “Take-Home” activities in the Skills Activity Books. Educators are directed within the Teacher Guide to assign these activities following instruction. For example, “Take-Home” activity pages provide opportunities for students to practice letter formation, phonics patterns, handwriting, and reading skills taught during lessons, allowing students to reinforce foundational literacy skills beyond classroom instruction.
1.1 Course-Level Design
1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
3 out of 3 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
3 out of 3 points
The materials also contain a comprehensive Scope and Sequence through the kindergarten Curriculum Map: Skills. This resource organizes instruction on foundational skills across the skills units and identifies the TEKS, ELPS, and learning outcomes for each unit. The map shows how kindergarten students develop foundational literacy skills across the year, including phonological awareness, phonics, handwriting, spelling, reading, grammar, and fluency. For example, the sequence begins with foundational sound–spelling relationships and progresses to increasingly complex reading and writing skills across the skills units.
1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
2 out of 2 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
2 out of 2 points
The materials also provide guidance for varying instructional calendars in the K–5 User Guide section “Pacing for Alternate-Year Calendars.” This resource offers recommendations 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 also explain the rationale behind the unit order within the skills strand. In the kindergarten skills 1 Teacher Guide, the introduction states that the skills strand begins with the most common, least ambiguous spellings for sounds before introducing spelling alternatives for sounds that can be represented in multiple ways. The materials establish that the system remains simple at first and adds complexity as students gain confidence and automaticity in reading and writing. This guidance demonstrates how foundational skills are sequenced 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 also helps educators review lesson objectives, formative assessments, lesson segments, engagement strategies, and possible misconceptions before starting instruction. For example, 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 also provide guidance for instructional leaders through the K–5 Observation Tracker. This resource contains implementation look-fors related to instructional delivery, engagement, pacing, and classroom procedures. For example, instructional leaders may use the Observation Tracker to monitor the 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 kindergarten materials also provide academic vocabulary through the K–5 Text Complexity and Vocabulary Guide. This resource identifies tier-one, tier-two, and tier-three vocabulary associated with each unit. For example, unit 3 includes words such as acorn, blazing, chimney, and foolishness as well as the expression “The sky is falling.” These vocabulary resources identify language associated with unit content and instruction.
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. For example, in skills 2, families are directed to complete designated “Take-Home” activity pages that reinforce letter formation and handwriting through tracing and writing activities. 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 also contain comprehensive lesson plans aligned with the TEKS and the ELPS. For example, in knowledge 6, lesson 1, the Teacher Guide includes lesson objectives, discussion prompts, collaborative learning opportunities, and instructional tasks aligned with lesson expectations. The lesson also provides opportunities for students to engage in speaking, listening, reading, and writing activities connected to the lesson focus.
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
Evaluation for 1.3b
Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
The materials also suggest timing for lesson components through the “Lesson at a Glance” section. For example, in skills 1, lesson 4, the lesson overview organizes instruction by grouping, time, and the required materials for each activity. The lesson consists of a 5-minute, whole-group warm-up about phonological awareness; a 20-minute whole-group environmental noise activity; a 5-minute print concepts activity; 5 minutes for reviewing the tripod grip; 10 minutes for drawing horizontal lines on a vertical surface; and 15 minutes of independent practice with horizontal lines. The overview also identifies the materials needed for each component (including musical instruments or classroom objects, demonstration cubes, small mats, crayons, chart paper, activity page 4.2, and digital components), providing educators with detailed pacing and instructional guidance for implementing the lesson.
1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Evaluation for 1.3c
Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
The materials also offer guidance for extended practice through “Take-Home” activities in the Skills Activity Books. Educators are directed within the Teacher Guide to assign these activities following instruction. For example, “Take-Home” activity pages provide opportunities for students to practice letter formation, phonics patterns, handwriting, and reading skills taught during lessons, allowing students to reinforce foundational literacy skills beyond classroom instruction.
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 kindergarten materials contain a variety of instructional assessments at the unit and lesson levels, including diagnostic, formative, and summative measures. For example, skills 1 includes beginning-of-year and placement assessments that measure students’ knowledge of letter names, letter sounds, and foundational literacy skills. The materials also include formative assessments embedded throughout the lessons and student performance assessments administered at the end of instructional sequences.
The materials provide multiple opportunities for assessment within the lessons to measure student understanding of literacy concepts taught during instruction. For example, knowledge lessons include text-dependent discussion questions, observation opportunities, and oral responses during read-alouds. Assessment opportunities also contain independent practice activities, exit tasks, and student performance assessments that require students to demonstrate mastery of taught skills and concepts.
Evaluation for 2.1b
The kindergarten materials provide the definitions and intended purposes of instructional assessments through the K–5 Assessment Guide. The guide describes the assessment types used throughout the program, including placement, formative, domain, and student performance assessments. The section “How Data Are Used” explains how educators may use assessment information to monitor student performance and progress across the year.
The materials also describe how to use assessment information in the assessment section of the K–5 User Guide. This resource explains assessment formats, administration procedures, and interpretation of results. The guide provides information about reviewing assessment results, identifying student needs, and selecting instructional supports available within the materials.
Evaluation for 2.1c
The kindergarten materials explain how to administer instructional assessments. Grade-level planning documents and Teacher Guides provide specific instructions for administering skills and knowledge assessments, including preparation steps, administration procedures, materials lists, and scripted directions. For example, assessment sections identify required materials and direct educators on how to administer assessment tasks.
The assessment materials also provide embedded guidance related to administering assessments and reviewing results. For example, knowledge domain assessments include administration instructions, scoring guidance, and directions for reviewing student responses. Educators receive information related to implementing assessments and interpreting results.
Evaluation for 2.1d
The kindergarten 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 domain assessments identify the TEKS aligned with individual assessment sections.
The materials also provide lesson-level formative assessments aligned with lesson objectives and unit goals. For example, in knowledge 4, “Plants: How Do They Grow?,” lesson 1, opportunities for formative assessment appear in the “Primary Focus” section of the lesson and align with the standards addressed during instruction. Students demonstrate understanding through discussion and lesson activities connected to the lesson objectives.
Evaluation for 2.1e
The kindergarten materials contain TEKS-aligned assessment items at varying levels of complexity. Formative assessments include discussion questions and performance tasks embedded within the lessons. Assessment questions are identified using complexity labels such as “literal,” “inferential,” and “evaluative,” which identify the type of thinking associated with a given assessment task.
The materials also contain assessments with TEKS-aligned items that increase in complexity across tasks. For example, knowledge domain assessments include multiple parts that require students to demonstrate understanding through a combination of selected, oral, and written responses aligned with the lesson and unit objectives.
Evaluation for 2.2a
The materials contain instructional assessments and scoring information that provide guidance for interpreting student performance. For example, skills 4, lesson 11 includes a “Student Performance Assessment” with a “Scoring” section that identifies performance criteria and point values associated with assessment tasks. The assessment materials offer guidance on evaluating student responses and recording the results.
The materials also provide scoring resources associated with instructional assessments. For example, skills 2, lesson 10 includes prerequisite writing skills assessments and a “Writing Strokes Assessment Scoring Guide.” The scoring guide identifies performance expectations and criteria associated with student handwriting and the development of writing strokes.
Evaluation for 2.2b
The materials provide remediation and enrichment activities tied to domain assessment results. For example, in knowledge 1, “Nursery Rhymes and Fables,” the “Culminating Activities” section includes remediation activities such as rereading selections, reviewing vocabulary, revisiting lesson applications, and participating in additional guided discussions. Enrichment activities give students opportunities to extend their learning through additional application tasks connected to domain content.
The materials also offer guidance on reviewing assessment results and selecting instructional responses. For example, skills lessons include “Additional Support” activities that provide targeted practice aligned with the skills assessed. These activities focus on specific literacy skills and provide opportunities for additional review and reinforcement based on student performance.
The materials further include recommendations following “Student Performance” assessments. For example, unit 4, lesson 11 includes instructional recommendations connected to assessment results that educators may use when planning additional instruction and practice opportunities.
Evaluation for 2.2c
The materials contain educator-facing tools for tracking student progress and growth. In skills 4, the “Teacher Resources” section includes observation records, assessment record sheets, and progress monitoring tools used to document student performance across literacy skills. These resources provide spaces for recording results and monitoring growth over time.
The materials also contain tools for students to monitor their own progress. The grade-level planning documents include “My Weekly Reflection,” which provides students with 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 opportunities for assessment within the lessons to measure student understanding of literacy concepts taught during instruction. For example, knowledge lessons include text-dependent discussion questions, observation opportunities, and oral responses during read-alouds. Assessment opportunities also contain independent practice activities, 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 also describe how to use assessment information in the assessment section of the K–5 User Guide. This resource explains assessment formats, administration procedures, and interpretation of results. The guide provides information about reviewing assessment results, 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 also provide embedded guidance related to administering assessments and reviewing results. For example, knowledge domain assessments include administration instructions, scoring guidance, and directions for reviewing student responses. Educators receive information related to implementing assessments and interpreting results.
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
The materials also provide lesson-level formative assessments aligned with lesson objectives and unit goals. For example, in knowledge 4, “Plants: How Do They Grow?,” lesson 1, opportunities for formative assessment appear in the “Primary Focus” section of the lesson and align with the standards addressed during instruction. Students demonstrate understanding through discussion and lesson activities connected to the lesson objectives.
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
The materials also contain assessments with TEKS-aligned items that increase in complexity across tasks. For example, knowledge domain assessments include multiple parts that require students to demonstrate understanding through a combination of selected, oral, and written responses aligned with the lesson and unit objectives.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
The materials also provide scoring resources associated with instructional assessments. For example, skills 2, lesson 10 includes prerequisite writing skills assessments and a “Writing Strokes Assessment Scoring Guide.” The scoring guide identifies performance expectations and criteria associated with student handwriting and the development of writing strokes.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
The materials also offer guidance on reviewing assessment results and selecting instructional responses. For example, skills lessons include “Additional Support” activities that provide targeted practice aligned with the skills assessed. These activities focus on specific literacy skills and provide opportunities for additional review and reinforcement based on student performance.
The materials further include recommendations following “Student Performance” assessments. For example, unit 4, lesson 11 includes instructional recommendations connected to assessment results that educators may use when planning additional instruction and practice opportunities.
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
The materials also contain tools for students to monitor their own progress. The grade-level planning documents include “My Weekly Reflection,” which provides students with 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 letter recognition, phonological awareness, handwriting, and phonics skills. In skills 1, lesson 2, educators receive guidance on reinforcing foundational literacy skills through additional practice opportunities connected to lesson objectives.
The materials also provide opportunities for reteaching and additional practice within the knowledge strand. For example, in knowledge 1, “Nursery Rhymes and Fables,” the “Domain Review” section includes activities for students who require additional support with domain content and vocabulary. The materials also contain “Support” and “Emergent Bilingual” sidebars embedded throughout the 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 on introducing vocabulary, explaining word meanings, providing contextual examples, and facilitating discussion related to target words.
The materials also provide embedded supports for unfamiliar references and language structures. For example, in knowledge 1, “Nursery Rhymes and Fables,” the Teacher Guide includes “Core Vocabulary” tables and associated “Word Work” activities for words introduced during read-alouds. The K–5 Text Complexity and Vocabulary Guide also identifies tier-one, tier-two, and tier-three vocabulary as well as the sayings and phrases associated with each domain.
The materials further include explicit vocabulary instruction within the lessons. For example, in knowledge 2, “The Five Senses,” lesson 1 contains a “Word Work” activity focused on the word harm. Educators introduce the word using a sentence from the read-aloud, explain its meaning, provide examples and nonexamples, and engage students in discussion using the word in context.
Evaluation for 3.1c
The materials offer educators guidance on enrichment activities for students who have shown proficiency in grade-level content and skills. For example, in knowledge 1, “Nursery Rhymes and Fables,” the “Culminating Activities” section includes enrichment opportunities that extend learning through additional discussion, writing, and application activities connected to domain content.
The materials also contain enrichment opportunities within other knowledge domains. For example, in knowledge 2, “The Five Senses,” the “Culminating Activities” section includes enrichment activities that allow students to apply and extend their understanding of domain concepts through additional investigations, discussions, and learning tasks.
Evaluation for 3.2a
The materials contain explicit prompts and guidance that help educators model and explain lesson concepts. For example, in knowledge 2, lesson 7, the “Essential Background Information” or “Terms” section provides educators with guidance and background knowledge related to lesson content. The materials include scripted explanations, instructional reminders, and information that educators can use when introducing and explaining new concepts.
The materials also provide explicit modeling guidance within “Word Work” activities. For example, in knowledge 1, “Nursery Rhymes and Fables,” lesson 1A, educators introduce the word sweet by rereading the sentence from the text, having students repeat the word, discussing its meaning, and providing examples of things that may be described as sweet.
Evaluation for 3.2b
The materials offer educators guidance on lesson delivery through a variety of instructional approaches. For example, in knowledge 8, “Seasons and Weather,” lessons 1 and 2 include read-alouds, whole-group discussions, visual supports, weather observations, movement activities, and drawing activities tied to lesson content.
The materials also provide recommendations for facilitating instruction through varied grouping structures. For example, in knowledge 11, “Presidents and American Symbols: Uniquely American,” lesson 6, the “Lesson at a Glance” table identifies whole-group instruction, partner discussions, and opportunities for independent learning embedded throughout the lesson activities.
Evaluation for 3.2c
The materials contain knowledge and skills lessons with “Lesson at a Glance” tables that identify recommended teaching structures. For example, in knowledge 11, “Presidents and American Symbols: Uniquely American,” lesson 6, the lesson overview identifies opportunities for whole-group instruction, partner discussion, and independent work throughout the lesson sequence.
The materials also offer grouping recommendations within the skills lessons. For example, skills 4 lessons identify structures associated with lesson components and include opportunities for guided practice, collaborative learning, and independent application of skills taught during instruction.
Evaluation for 3.3a
The materials offer educators guidance related to linguistic accommodations for EB students. For example, skills 1, lesson 7 includes “Emergent Bilingual” sidebars that provide accommodations aligned with 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 also describe accommodations that support language access during instruction. Lessons include sentence frames, visual supports, opportunities for structured oral language practice, and differentiated language expectations. These supports appear throughout knowledge and skills lessons and are identified through the “Emergent Bilingual” sidebars.
Evaluation for 3.3b
The materials provide 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 also contain embedded guidance for supporting bilingual learners during instruction. For example, skills lessons include the “Emergent Bilingual” sidebars, which provide accommodations aligned with listening, speaking, reading, and writing expectations. These supports appear throughout the lessons and are differentiated according to students’ language proficiency level.
Evaluation for 3.3c
The materials contain embedded guidance that helps emergent bilingual (EB) students build background knowledge and make cross-linguistic connections through oral and written discourse. For example, in knowledge 12, “Art and the World Around Us,” lesson 7, the “Advance Preparation” section explains that “Rainbow Weaver” includes both English and Spanish in facing-page translations and directs educators to allow students who are more proficient in Spanish to listen to the Spanish text as a scaffold. The lesson also notes that the text contains a glossary and pronunciation guide for Mayan terms.
The materials also provide embedded guidance that supports comprehension and the development of background knowledge. For example, in knowledge 8, “Seasons and Weather,” the materials include maps, calendars, weather observations, structured discussion prompts, sentence frames, and opportunities for students to compare weather patterns in different locations. Students discuss seasonal characteristics and examine weather in locations around the world through oral discussion and research activities.
Evaluation for 3.3d
This guidance does not apply because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
The materials also provide opportunities for reteaching and additional practice within the knowledge strand. For example, in knowledge 1, “Nursery Rhymes and Fables,” the “Domain Review” section includes activities for students who require additional support with domain content and vocabulary. The materials also contain “Support” and “Emergent Bilingual” sidebars embedded throughout the 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 also provide embedded supports for unfamiliar references and language structures. For example, in knowledge 1, “Nursery Rhymes and Fables,” the Teacher Guide includes “Core Vocabulary” tables and associated “Word Work” activities for words introduced during read-alouds. The K–5 Text Complexity and Vocabulary Guide also identifies tier-one, tier-two, and tier-three vocabulary as well as the sayings and phrases associated with each domain.
The materials further include explicit vocabulary instruction within the lessons. For example, in knowledge 2, “The Five Senses,” lesson 1 contains a “Word Work” activity focused on the word harm. Educators introduce the word using a sentence from the read-aloud, explain its meaning, provide examples and nonexamples, and engage students in discussion using the word in context.
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
The materials also contain enrichment opportunities within other knowledge domains. For example, in knowledge 2, “The Five Senses,” the “Culminating Activities” section includes enrichment activities that allow students to apply and extend their understanding of domain concepts through additional investigations, discussions, and learning tasks.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
The materials also provide explicit modeling guidance within “Word Work” activities. For example, in knowledge 1, “Nursery Rhymes and Fables,” lesson 1A, educators introduce the word sweet by rereading the sentence from the text, having students repeat the word, discussing its meaning, and providing examples of things that may be described as sweet.
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
The materials also provide recommendations for facilitating instruction through varied grouping structures. For example, in knowledge 11, “Presidents and American Symbols: Uniquely American,” lesson 6, the “Lesson at a Glance” table identifies whole-group instruction, partner discussions, and opportunities for independent learning embedded throughout the lesson activities.
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
The materials also offer grouping recommendations within the skills lessons. For example, skills 4 lessons identify structures associated with lesson components and include opportunities for guided practice, collaborative learning, and independent application of skills taught during instruction.
3.3 Support for Emergent Bilingual Students
3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
The materials also describe accommodations that support language access during instruction. Lessons include sentence frames, visual supports, opportunities for structured oral language practice, and differentiated language expectations. These supports appear throughout knowledge and skills lessons and are identified through 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 also contain embedded guidance for supporting bilingual learners during instruction. For example, skills lessons include the “Emergent Bilingual” sidebars, which provide accommodations aligned with listening, speaking, reading, and writing expectations. These supports appear throughout the lessons and are differentiated according to students’ language proficiency level.
3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
The materials also provide embedded guidance that supports comprehension and the development of background knowledge. For example, in knowledge 8, “Seasons and Weather,” the materials include maps, calendars, weather observations, structured discussion prompts, sentence frames, and opportunities for students to compare weather patterns in different locations. Students discuss seasonal characteristics and examine weather in locations around the world through oral discussion and research activities.
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, Teacher Guide, “Welcome Letter,” the materials explain that instruction begins with the most common spelling for a sound before introducing spelling alternatives. For example, the guide states that “complexity is added bit by bit” as students build confidence and automaticity in reading and writing. This guidance shows that kindergarten phonics instruction follows an intentional progression from foundational sound–symbol correspondence skills to more complex spelling patterns.
The materials further demonstrate sequenced phonics instruction in the kindergarten Curriculum Map: Skills and skills 1, Teacher Guide, “Appendix B: Kindergarten Scope and Sequence.” The Scope and Sequence outlines how phonics skills progress across the kindergarten units. For example, units 1 and 2 focus on phonological and phonemic awareness; unit 3 introduces initial letter–sound correspondences and VC/CVC words; and later units address consonant clusters, digraphs, double-letter spellings, and long-vowel spellings. This yearlong progression helps educators see how phonics instruction builds from prerequisite foundational skills to more advanced sound–symbol correspondence skills in kindergarten.
Evaluation for 4.1b
The materials provide explicit and intentional opportunities for ongoing practice of phonics skills in isolation. For example, in skills 6, Teacher Guide, lesson 2, students participate in daily phonics routines that include oral blending and chaining practice. Students complete oral blending during the warm-up and then participate in chaining exercises with four sounds containing initial consonant clusters. These structured routines provide focused practice with sound–symbol correspondence skills before students apply them in connected reading.
The materials also contain explicit opportunities for students to apply their phonics skills in connected, decodable text. For example, in skills 6, Teacher Guide, lesson 4, “Reading,” students reread the decodable text “Kit’s Hats” with a partner. Students apply previously taught phonics skills as they read a connected text that aligns with the kindergarten skills sequence. 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 4, Teacher Guide, lesson 1, the educator models how to distinguish the /z/ and /s/ sounds. For example, the educator explains that /z/ and /s/ are “sister sounds” because both sounds are made by placing the tip of the tongue behind the upper teeth and pushing air out. The educator then has students place their fingers over their ears, palms on their cheeks, or fingertips on their throats as they alternate between saying /z/ and /s/. This modeling helps students hear, produce, and distinguish the target sounds before applying the skill.
The materials also provide additional modeled instruction that moves from educator demonstration to student practice. For example, in skills 3, Teacher Guide, lesson 1, the educator introduces the phoneme /m/ through oral blending, mouth formation, initial sound identification, and spelling instruction. The educator uses a mirror to help students observe how their mouths form the /m/ sound before connecting the sound to the letter m. This sequence gives students a clear process for connecting a phoneme to its corresponding grapheme.
Evaluation for 4.2b
During guided phonics practice, the materials prompt educators to monitor student responses and respond when students need support. In skills 4, Teacher Guide, lesson 1, students practice oral segmenting while the educator uses the “Oral Segmenting Observation Record” to note student performance. For example, the educator calls upon different students to segment each word and records their responses. When students struggle with the finger gesture routine, the materials suggest having students tap each finger with the pointer finger of the opposite hand as they say each sound. This gives educators an actionable way to address student difficulty during the lesson.
The materials also contain lesson-specific support for students who need additional help during phonics instruction. In skills 3, Teacher Guide, lesson 1, students learn /m/ through educator modeling and guided practice. For example, when students have difficulty hearing and blending sounds, the support guidance directs educators to use mats and cubes from unit 2 so that students can “feel” and see the sounds as they blend them. This guidance helps educators respond to errors with a concrete scaffold that supports accurate blending.
Evaluation for 4.2c
The materials give students supported practice with target phonics skills through educator-led, partner, and group routines. For example, in skills 9, Teacher Guide, lesson 3, students practice reading words with the double final consonants ss and ff in a decodable text. One group reads with the educator for direct support and feedback while another group partner-reads the assigned decodable text. This structure allows students to apply the phonics skill with support before moving toward more independent use.
The materials also enable individual application after guided or shared practice. In skills 5, Teacher Guide, lesson 10, students independently sort words to practice phonics skills. In skills 9, Teacher Guide, lesson 5, the educator uses a gradual-release model for the “Circle and Copy” activity and continues demonstrating items until students are ready to work 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 5, Teacher Guide, lesson 5, students participate in a “Pocket Chart Chaining” activity that integrates current and previously taught sound–spelling correspondences. For example, students work with words such as not, nut, rut, rub, rib, rip, lip, and lap, requiring them to manipulate sounds while applying previously learned letter–sound correspondences. This structure helps students connect prior learning to current phonics instruction.
The materials also build review into lesson routines across the unit. In skills 7, Teacher Guide, lessons 1–5, students learn and practice the letters j, b, and w while continuing to apply previously taught sound–symbol correspondences. For example, in lesson 5, students review the new letter–sound correspondences alongside earlier skills through blending, word reading, and encoding activities. 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 10, Teacher Guide, students review the /ee/ sound and spelling introduced in a previous lesson. For example, students identify the sound, repeat it orally, and practice writing the spelling in the air before completing additional application activities. This sequence keeps student practice connected to the phonics skill taught or reviewed in the lesson.
The materials also provide follow-up practice with taught sound–spelling patterns. In skills 3, Teacher Guide, lesson 4, students receive instruction on the sound /a/ before applying the skill. Students practice producing the sound, discuss mouth formation using mirrors, and then identify the sound in words during guided activities. This structure gives students opportunities to apply learned phonics skills after direct instruction and guided 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 skills 6, Teacher Guide, lesson 4, “Reading,” students reread the decodable text “Kit’s Hats” and apply previously taught sound–symbol correspondences in connected text. For example, the text includes decodable words such as Kit, hat, sat, and sit, which align with the kindergarten phonics sequence. This gives students practice using earlier letter–sound correspondences and CVC word knowledge in connected reading.
The materials also revisit earlier sound–spelling patterns through lesson routines and reading practice. In skills 9, Teacher Guide, daily lessons include review of previously taught letter–sound correspondences, tricky words, and decoding patterns through warm-up activities, reading practice, and assessment tasks. For example, students review previously learned tricky words and punctuation while reading decodable texts that contain both newly introduced and previously taught spelling patterns. These routines help students strengthen previously taught phonics skills while continuing to learn new patterns.
Evaluation for 4.3d
The materials return to phonics skills across lessons and instructional contexts rather than addressing them once. In skills 7 of the Teacher Guide, students revisit previously taught sound–spelling correspondences, tricky words, and decoding skills across multiple lessons. For example, students encounter previously taught spelling patterns in chaining activities, reading practice, activity pages, and decodable texts throughout the unit. These repeated opportunities help students maintain and apply phonics skills after initial instruction.
The materials also extend practice into reading, writing, and later review routines. In skills 9 of the Teacher Guide, daily instruction incorporates review activities, decoding practice, and assessment opportunities that reinforce phonics skills introduced in earlier lessons and units. For example, students continue to read and write words containing previously taught spelling patterns while applying newly introduced concepts during lesson activities and decodable text reading. This recurring practice helps students build accuracy and automaticity over time.
Evaluation for 4.4a
The materials use multiple assessment formats to help educators monitor students’ phonics and reading development. In skills 9 of the Teacher Guide, the unit introduction explains that formative assessments are embedded throughout instruction to monitor oral blending, letter names and letter sounds, comprehension of discussion questions, and oral reading of decodable stories. For example, educators use the “Oral Blending Observation Record,” “Letter Name and Letter Sound Observation Record,” “Discussion Questions Observation Record,” and “Anecdotal Reading Record” to document student performance during instruction. These tasks are appropriate for kindergarten because students demonstrate foundational literacy skills through oral responses, sound identification, supported reading, and educator observation.
The materials also provide tools that help educators record and interpret student performance. In skills 7 of the Teacher Guide, the “Tricky Word Recognition” assessment asks students to listen as the educator says a tricky word and then circle the corresponding word on the activity page. The assessment includes scoring guidance and recommendations for additional support based on student performance. In skills 4, Teacher Guide, lesson 1, the educator also uses the “Oral Segmenting Observation Record” to monitor students as they segment words during instruction. These records give educators information about the development of students’ phonics and word recognition and support the next steps for instruction.
Evaluation for 4.4b
The materials provide tools that help educators monitor student progress with grade-level phonics skills during instruction. In skills 9 of the Teacher Guide, the unit introduction explains that formative assessments are embedded throughout the unit to monitor oral blending, letter names and letter sounds, comprehension of discussion questions, and oral reading of decodable texts. For example, educators use the “Oral Blending Observation Record,” “Letter Name and Letter Sound Observation Record,” and “Anecdotal Reading Record” to document student performance over time. This gives educators information about student performance and helps identify students who may need reteaching or additional practice.
The materials also contain assessment records that help educators document growth during lesson activities. In skills 5 of the Teacher Guide, educators use the “Letter Sounds Observation Record” to track students’ mastery of taught letter–sound correspondences across multiple lessons. In skills 4, Teacher Guide, lesson 1, educators use the “Oral Segmenting Observation Record” during oral segmenting practice to document students who need support. These records support instructional decision-making by helping educators identify strengths, errors, and next steps.
Evaluation for 4.4c
The materials provide assessment opportunities at multiple points across the school year. In the lessons of the Kindergarten Assessment and Remediation Guide as well as the Skills Teacher Guide, educators use beginning-, middle-, and end-of-year assessments along with unit- and lesson-level observation tools to monitor students’ development of phonological awareness, phonemic awareness, letter–sound correspondences, decoding, and encoding. This structure gives educators recurring opportunities to review student growth over time.
The materials also contain lesson-embedded tools that allow educators to collect progress information during instruction. In skills 3, Teacher Guide, lesson 2, and skills 4, Teacher Guide, lesson 1, educators use the “Anecdotal Reading Record” and “Oral Segmenting Observation Record” to document student performance during reading and phonics activities. These tools help educators gather ongoing information across lessons rather than relying only on end-of-unit assessments.
Evaluation for 4.5a
The materials contain tools that help educators organize individual student data and use it to plan instruction. In the Kindergarten Assessment and Remediation Guide, educators use recording forms to document individual student performance on foundational literacy skills, including phonological awareness, phonics, decoding, and encoding. The guidance explains that these tools help educators understand how individual students are progressing toward lesson objectives and provide information to support small-group instruction. This information helps educators identify student needs and determine appropriate instructional supports.
The materials also contain records that help educators monitor individual progress during instruction on reading and foundational skills. In skills 9 of the Teacher Guide, the unit introduction directs educators to collect and analyze daily assessment information to determine which students need reteaching or additional practice. For example, lesson 20 provides recording tools for the “Tricky Word Recognition” assessment, “Uppercase Letter Writing” assessment, and “Punctuation” assessment. In skills 3, Teacher Guide, lesson 2, educators also use the “Anecdotal Reading Record” to document students’ reading behaviors, including errors in fluency or prosody. These records help educators identify patterns, monitor growth, and adjust instruction for individual students.
Evaluation for 4.5b
The materials contain tools that help educators collect classwide assessment information and identify patterns in student performance. In the K–5 Assessment Guide, “Daily Checks for Understanding” monitor class progress toward mastery of TEKS-aligned objectives, and “Daily Formative Assessments” provide information about individual and class performance. For example, educators use observations, anecdotal records, “Exit Ticket” activities, and activity pages to determine overall class mastery of lesson objectives. This information helps educators identify classwide strengths and needs before planning instruction.
The materials also contain records that help educators organize results across students and make instructional decisions. In skills 4, Teacher Guide, lesson 1, educators use the “Oral Segmenting Observation Record” during oral segmenting practice to document student performance. When multiple students show difficulty with the same skill, the educator can use the record to identify a classwide pattern and provide additional instruction or review. These tools help educators adjust instruction based on whole-class phonics trends.
Evaluation for 4.5c
The materials explain how often to monitor student progress based on the level of support students need. In the K–5 Assessment Guide, the “Progress Monitoring Guidelines” chart identifies student needs, instructional grouping recommendations, suggested instructional time, and monitoring frequency. For example, students performing on level are monitored at the beginning, middle, and end of the year and as needed; students receiving targeted intervention are monitored once per week; and students receiving intensive intervention are monitored one to two times per week. This guidance helps educators adjust how often they collect progress data based on student performance.
The materials also contain lesson-level routines that help educators monitor progress during instruction. In skills 7 of the Teacher Guide, the introduction directs educators to collect daily information on formative assessment through observation records, “Checks for Understanding,” and lesson-embedded assessments. For example, educators use daily assessment information to determine which students need reteaching or additional practice and continue monitoring progress throughout the unit. 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 the K–5 Assessment Guide, educators use assessment data to determine student mastery and decide when students need reteaching before moving on to new content. For example, after educators identify student needs through assessments or observation records, they can select remediation or extension lessons that address the specific skill.
The materials also provide lesson and unit supports that help educators address specific skill gaps after reviewing student performance. In skills 8 of the Teacher Guide, the introduction directs educators to analyze assessment results, identify skill-related weaknesses, and group students according to instructional needs. For example, the materials recommend using “Additional Support” activities and the unit 8 pausing point to provide targeted remediation for students who have not yet mastered the phonics skills assessed.
4.1 Explicit (Direct) and Systematic Phonics Instruction
4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
The materials further demonstrate sequenced phonics instruction in the kindergarten Curriculum Map: Skills and skills 1, Teacher Guide, “Appendix B: Kindergarten Scope and Sequence.” The Scope and Sequence outlines how phonics skills progress across the kindergarten units. For example, units 1 and 2 focus on phonological and phonemic awareness; unit 3 introduces initial letter–sound correspondences and VC/CVC words; and later units address consonant clusters, digraphs, double-letter spellings, and long-vowel spellings. This yearlong progression helps educators see how phonics instruction builds from prerequisite foundational skills to more advanced sound–symbol correspondence skills in kindergarten.
4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
The materials also contain explicit opportunities for students to apply their phonics skills in connected, decodable text. For example, in skills 6, Teacher Guide, lesson 4, “Reading,” students reread the decodable text “Kit’s Hats” with a partner. Students apply previously taught phonics skills as they read a connected text that aligns with the kindergarten skills sequence. 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 also provide additional modeled instruction that moves from educator demonstration to student practice. For example, in skills 3, Teacher Guide, lesson 1, the educator introduces the phoneme /m/ through oral blending, mouth formation, initial sound identification, and spelling instruction. The educator uses a mirror to help students observe how their mouths form the /m/ sound before connecting the sound to the letter m. This sequence gives students a clear process for connecting a phoneme to its corresponding grapheme.
4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
Evaluation for 4.2b
Evaluation for 4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
The materials also contain lesson-specific support for students who need additional help during phonics instruction. In skills 3, Teacher Guide, lesson 1, students learn /m/ through educator modeling and guided practice. For example, when students have difficulty hearing and blending sounds, the support guidance directs educators to use mats and cubes from unit 2 so that students can “feel” and see the sounds as they blend them. This guidance helps educators respond to errors with a concrete scaffold that supports accurate blending.
4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
The materials also enable individual application after guided or shared practice. In skills 5, Teacher Guide, lesson 10, students independently sort words to practice phonics skills. In skills 9, Teacher Guide, lesson 5, the educator uses a gradual-release model for the “Circle and Copy” activity and continues demonstrating items until students are ready to work 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 also build review into lesson routines across the unit. In skills 7, Teacher Guide, lessons 1–5, students learn and practice the letters j, b, and w while continuing to apply previously taught sound–symbol correspondences. For example, in lesson 5, students review the new letter–sound correspondences alongside earlier skills through blending, word reading, and encoding activities. 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 also provide follow-up practice with taught sound–spelling patterns. In skills 3, Teacher Guide, lesson 4, students receive instruction on the sound /a/ before applying the skill. Students practice producing the sound, discuss mouth formation using mirrors, and then identify the sound in words during guided activities. This structure gives students opportunities to apply learned phonics skills after direct instruction and guided practice.
4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
Evaluation for 4.3c
Evaluation for 4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
The materials also revisit earlier sound–spelling patterns through lesson routines and reading practice. In skills 9, Teacher Guide, daily lessons include review of previously taught letter–sound correspondences, tricky words, and decoding patterns through warm-up activities, reading practice, and assessment tasks. For example, students review previously learned tricky words and punctuation while reading decodable texts that contain both newly introduced and previously taught spelling patterns. These routines help students strengthen previously taught phonics skills while continuing to learn new patterns.
4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
2 out of 2 points
Evaluation for 4.3d
Evaluation for 4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
2 out of 2 points
The materials also extend practice into reading, writing, and later review routines. In skills 9 of the Teacher Guide, daily instruction incorporates review activities, decoding practice, and assessment opportunities that reinforce phonics skills introduced in earlier lessons and units. For example, students continue to read and write words containing previously taught spelling patterns while applying newly introduced concepts during lesson activities and decodable text reading. This recurring practice helps students build accuracy and automaticity over time.
4.4 Assessment
4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
Evaluation for 4.4a
Evaluation for 4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
The materials also provide tools that help educators record and interpret student performance. In skills 7 of the Teacher Guide, the “Tricky Word Recognition” assessment asks students to listen as the educator says a tricky word and then circle the corresponding word on the activity page. The assessment includes scoring guidance and recommendations for additional support based on student performance. In skills 4, Teacher Guide, lesson 1, the educator also uses the “Oral Segmenting Observation Record” to monitor students as they segment words during instruction. These records give educators information about the development of students’ phonics and word recognition and support the next steps for instruction.
4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
Evaluation for 4.4b
Evaluation for 4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
The materials also contain assessment records that help educators document growth during lesson activities. In skills 5 of the Teacher Guide, educators use the “Letter Sounds Observation Record” to track students’ mastery of taught letter–sound correspondences across multiple lessons. In skills 4, Teacher Guide, lesson 1, educators use the “Oral Segmenting Observation Record” during oral segmenting practice to document students who need support. These records support instructional decision-making by helping educators identify strengths, errors, and next steps.
4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
Evaluation for 4.4c
Evaluation for 4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
The materials also contain lesson-embedded tools that allow educators to collect progress information during instruction. In skills 3, Teacher Guide, lesson 2, and skills 4, Teacher Guide, lesson 1, educators use the “Anecdotal Reading Record” and “Oral Segmenting Observation Record” to document student performance during reading and phonics activities. These tools help educators gather ongoing information across lessons rather than relying only on end-of-unit assessments.
4.5 Progress Monitoring and Student Support
4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
Evaluation for 4.5a
Evaluation for 4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
The materials also contain records that help educators monitor individual progress during instruction on reading and foundational skills. In skills 9 of the Teacher Guide, the unit introduction directs educators to collect and analyze daily assessment information to determine which students need reteaching or additional practice. For example, lesson 20 provides recording tools for the “Tricky Word Recognition” assessment, “Uppercase Letter Writing” assessment, and “Punctuation” assessment. In skills 3, Teacher Guide, lesson 2, educators also use the “Anecdotal Reading Record” to document students’ reading behaviors, including errors in fluency or prosody. These records help educators identify patterns, monitor growth, and adjust instruction for individual students.
4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
Evaluation for 4.5b
Evaluation for 4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
The materials also contain records that help educators organize results across students and make instructional decisions. In skills 4, Teacher Guide, lesson 1, educators use the “Oral Segmenting Observation Record” during oral segmenting practice to document student performance. When multiple students show difficulty with the same skill, the educator can use the record to identify a classwide pattern and provide additional instruction or review. These tools help educators adjust instruction based on whole-class phonics trends.
4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
2 out of 2 points
Evaluation for 4.5c
Evaluation for 4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
2 out of 2 points
The materials also contain lesson-level routines that help educators monitor progress during instruction. In skills 7 of the Teacher Guide, the introduction directs educators to collect daily information on formative assessment through observation records, “Checks for Understanding,” and lesson-embedded assessments. For example, educators use daily assessment information to determine which students need reteaching or additional practice and continue monitoring progress throughout the unit. 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 also provide lesson and unit supports that help educators address specific skill gaps after reviewing student performance. In skills 8 of the Teacher Guide, the introduction directs educators to analyze assessment results, identify skill-related weaknesses, and group students according to instructional needs. For example, the materials recommend using “Additional Support” activities and the unit 8 pausing point to provide targeted remediation for students who have not yet mastered the phonics skills assessed.
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
98% (109 out of 111 points)
Evaluation for 5.A.1a
The materials provide educators with guidance for modeling how print works during shared text routines. In the appendix, the “Morning Message” routine gives educators daily opportunities to model print concepts within authentic text. For example, educators demonstrate left-to-right progression, spaces between words, return sweep, capitalization, punctuation, and the connection between oral and written language while reinforcing the idea that print communicates meaning. This routine helps students understand how readers use print features to make meaning.
The materials also provide repeated opportunities for students to review and apply print concepts during reading. In skills 6, Teacher Guide, lesson 1, educators model print conventions while reading the decodable text “Kit.” For example, educators track the text with a finger, direct students to read the title, explain that sentences begin with capital letters and end with periods, and reread the story while pointing out sentences, capital letters, and periods. The lesson also continues modeling left-to-right and top-to-bottom tracking, with visual supports for students who need additional assistance. These routines help students build print awareness through modeling, guided practice, and repeated exposure to text.
Evaluation for 5.A.1b
The materials provide opportunities for students to apply print awareness across different text types and formats. Across the program, students interact with Picture Readers in skills 3–8, Big Books in skills 4–8, decodable readers in skills 6–10, Activity Books, take-home minibooks, and digital stories. These resources give students repeated opportunities to identify book parts, track print from left to right and top to bottom with return sweep, and recognize sentences and punctuation in authentic reading contexts. These resources help students understand that print carries meaning and is organized in predictable ways.
The materials also provide connected-text routines that help students apply print concepts during reading. In skills 6, Teacher Guide, lesson 3, students read the Big Book story “Kit” as the educator models and reviews print concepts. The educator directs students to read the title, track print during the read-aloud, identify capital letters and periods, and reread individual sentences. Students then apply these print concepts while interacting with connected text in the Big Book format. These routines help students apply print awareness through authentic reading experiences.
Evaluation for 5.B.1a
The materials explain how to build students’ oral language through modeled discussion routines and structured academic talk. In skills 3, Teacher Guide, lesson 1, students examine a variety of books and discuss the purpose of textual features using academic language. Students use terms such as title and chapter heading while discussing books and share their favorite stories during whole-group discussion. The “Speaking and Listening” sidebar also provides sentence frames, such as “A character is ____,” and directs educators to encourage students to use content-related vocabulary in complete sentences. This routine helps students practice communicating ideas clearly in academic settings.
The materials also provide opportunities for students to practice oral language with educator support, partner interaction, and feedback. In knowledge 3, Teacher Guide, lessons 1 and 2, the educator models how to use prepositions to complete oral sentences. For example, the educator presents the sentence frame “The acorn fell ____ Chicken Little’s head,” and students supply the correct preposition, on. Students then work with a partner to create additional oral sentences using target prepositions and share their responses with the class while the educator monitors and supports student responses. These routines help students use newly learned language, respond orally, and participate in academic discussions.
Evaluation for 5.B.1b
The materials provide opportunities for students to communicate for academic purposes through structured discussion and response routines. In skills 3, Teacher Guide, lesson 1, students examine a variety of books and discuss the purpose of textual features. Students use academic terms, including title and chapter, as they talk about how books are organized. These discussions help students communicate content-related ideas with the educator and classmates for an academic purpose.
The materials also provide opportunities for students to communicate socially and academically with their peers as well as the class. In knowledge 3, Teacher Guide, lessons 1 and 2, students respond to educator prompts by completing oral sentences with appropriate prepositions. For example, students complete the sentence “The acorn fell on Chicken Little’s head,” then work with a partner to create additional oral sentences before sharing their responses with the class. These opportunities help students communicate with partners, the educator, and the whole class as they explain ideas, practice new language, and participate in academic discussion.
Evaluation for 5.B.1c
The materials give students regular opportunities to build comprehension through educator-led questions and structured discussion after listening to text. In skills 7, Teacher Guide, “Introduction,” students listen to educator read-alouds from the decodable reader Seth and participate in “Story Questions.” Students answer literal and inferential questions, make predictions, discuss the text, and respond in complete sentences as they share their ideas with the educator and their classmates. This routine helps students listen actively, respond to ideas, and discuss text-based understanding with others.
The materials also contain interactive routines that help students listen, respond, and share their understanding with the educator or their classmates. In skills 2, Teacher Guide, lesson 1, students participate in the “Warm-Up: Syllable Blending” activity and “Practice Blending: Tap and Chase.” Students listen to syllables modeled by the educator, blend them to form multisyllabic words, and show their understanding through oral responses, hand motions, and clapping. These routines give students opportunities to listen carefully, process oral language, and communicate their understanding in a whole-group setting.
Evaluation for 5.C.1a
The materials explain how to introduce letter–sound relationships in an intentional sequence. In skills 1, Teacher Guide, “Appendix B: Kindergarten Scope and Sequence,” the materials outline a progression that begins with phonological awareness in skills units 1–2 before introducing letter–sound correspondences in skills units 3–5. Students learn common spellings for sounds in a planned order, beginning with letters such as m, a, t, and d before adding additional lowercase letters in later units. This sequence helps students build foundational sound–symbol knowledge before moving on to letter-name instruction.
The materials also provide continued guidance for when and why letter names are introduced. In skills 6, Teacher Guide, “Introduction,” the materials explain that skills units 3–5 focus on sounds and graphemes before letter names are taught so that students do not confuse letter names with sounds during early decoding. For example, letter names are introduced in skills 6 to prepare students for digraph instruction in skills 7, when students learn that the letter names n and g combine to represent the /ng/ sound. This progression helps students connect alphabet knowledge to later decoding skills.
Evaluation for 5.C.1b
The materials explain how to help students develop automatic recognition of lowercase letters and corresponding sounds. In skills 3, Teacher Guide, lesson 4, the educator uses the “Introduce the Sound” and “Introduce the Spelling” routines to model the /d/ sound and connect it to the letter d. For example, students produce the /d/ sound multiple times, identify the spelling, and participate in “Sound/Spelling Review” to revisit previously taught letter–sound correspondences. These routines help students build accurate and automatic recognition of letters and sounds through repeated practice.
The materials also provide continued opportunities for students to recognize uppercase letters and connect them to lowercase letters and sounds. In skills 9, Teacher Guide, the unit introduction and lessons 1, 3, 6, 7, 10, and 12 provide instruction on identifying uppercase letters. For example, in lesson 14, students review all 26 uppercase and lowercase letters through cumulative identification activities that require them to quickly name each letter and produce its corresponding sound. These routines help students strengthen automatic recognition of the alphabet over time.
Evaluation for 5.C.1c
The materials provide teacher guidance for modeling accurate letter formation through explicit handwriting routines. In Skills 3, Teacher Guide, lesson 1, the teacher models how to form the lowercase letter "m" during the “Introduce the Spelling” routine. For example, the teacher gives scripted handwriting cues that direct students to begin at the dotted line, draw a short line down, and form two humps before students trace the letter in the air and write it on the activity page. This routine helps students learn lowercase letter formation through modeling, guided practice, and independent application.
The materials also provide continued instruction in uppercase letter formation across later lessons. In skills 9, Teacher Guide, lesson 1, the educator models how to write uppercase A, B, C, and D using the program’s handwriting stroke cues while students practice forming each uppercase letter alongside its lowercase counterpart. Lessons 1, 3, 6, 7, 10, and 12 continue this instruction for the remaining uppercase letters while students review previously learned lowercase letters. These routines help students develop accurate formation of all 26 uppercase and lowercase letters.
Evaluation for 5.C.1d
The materials provide activities that help students review alphabet knowledge in both isolated practice and meaningful print. In skills 4, Teacher Guide, lesson 1, students use large letter cards during “Sound/Spelling Review” to identify previously taught letter–sound correspondences before applying them in “Pocket Chart Chaining.” Students manipulate the letter cards to build and read words by changing individual sounds, requiring them to recognize letters in isolation and then apply that knowledge while decoding words. This routine helps students strengthen their alphabet knowledge through cumulative review and application.
The materials also provide varied activities that help students practice and retain alphabet knowledge. In the skills 9 “Pausing Point” section of the Teacher Guide, students practice recognizing uppercase and lowercase letters through multisensory activities. For example, students complete activities such as “Rough Around the Edges,” “Tray Tracing,” and “Letter Match Maker,” then apply their alphabet knowledge by identifying uppercase letters in their own names, locating letters in familiar books, and building decodable words during “Word Scramble.” These activities give students repeated opportunities to develop, practice, and retain alphabet knowledge in different contexts.
Evaluation for 5.C.2a
The materials introduce sound–spelling relationships in a sequence that allows students to apply the skill during decoding and encoding. In skills 1, Teacher Guide, appendix B, the program explains that instruction introduces a limited number of high-utility letter–sound correspondences before students read and spell words with those patterns. For example, in skills 3, students learn the sounds /m/, /a/, /t/, /d/, /o/, /c/, /g/, and /i/ and apply these correspondences to decode and encode simple words. This sequence helps students connect sounds and spellings as they read and write words.
The materials also provide opportunities for continued practice with new and previously taught sound–spelling relationships across later lessons. In skills 6, Teacher Guide, “Introduction” and lessons 1–16, students learn the spelling alternative s for /z/ through direct instruction, “Sound/Spelling Review,” and blending routines. Students apply the newly learned correspondence by decoding words in decodable readers and encoding words through chaining and dictation activities. This practice helps students build accuracy with taught phonics patterns across decoding and encoding tasks.
Evaluation for 5.C.2b
The materials explain how to help students connect sounds to spellings during word reading and writing. In skills 3, Teacher Guide, the “Large Card Chaining” activity guides students to use large letter cards to build words. Students arrange themselves while holding letter cards to spell words such as zip and hip. When students make a sequencing error, the educator asks a seated student to sound out the letters in their current order before identifying the change needed. This guidance helps educators address letter-order errors while reinforcing accurate sound–spelling connections.
The materials also provide support notes and feedback routines that help educators respond to common misconceptions. In skills 4, Teacher Guide, lesson 1, students complete the “Minimal Pairs” activity to connect the spoken sounds /m/ and /n/ to the corresponding letter cards. For example, students distinguish between words such as nut and mutt, and the “Support” sidebar explains that students may have difficulty hearing the difference between the sister sounds. The materials direct educators to use gestures (such as rubbing the stomach for /m/ and touching the nose for /n/) to reinforce the correct sound–spelling connection.
Evaluation for 5.C.2c
The materials give students opportunities to practice taught sound–spelling patterns in isolation before applying them in reading and writing. In skills 1, Teacher Guide, “Appendix B: Kindergarten Scope and Sequence,” and skills 3, Teacher Guide, “Introduction,” the materials explain that students first learn a limited number of high-utility sound–spelling correspondences. For example, students learn /m/, /a/, /t/, /d/, /o/, /c/, /g/, and /i/ because these sounds can be combined to read and spell simple VC and CVC words. This routine helps students strengthen sound–spelling knowledge before applying it in connected reading and encoding tasks.
The materials also give students opportunities to apply taught sound–spelling patterns through decoding and encoding routines. In skills 4, Teacher Guide, lessons 4 and 5, students participate in “Pocket Chart Chaining” activities that require them to manipulate individual letter cards to read and spell words. For example, students replace the final letter in if to decode it during the reading routine and then segment the sounds in fin to select letter cards and spell the word during the encoding routine. These activities help students reinforce letter–sound knowledge across isolated practice, decoding, and spelling tasks.
Evaluation for 5.D.1a
The materials begin with simpler oral language and sound awareness tasks before helping students move toward more complex phonological awareness work. In skills 2, Teacher Guide, “Introduction,” the materials explain that students first blend syllables because syllables are meaningful units of speech before progressing to blending individual phonemes. For example, the sequence moves from blending two syllables to deleting syllables in spoken words, to blending two phonemes, and then to blending three phonemes. This progression helps students build from larger units of sound toward more precise sound-level work.
The materials also continue the progression through later routines that increase in complexity. In skills 1, Teacher Guide, lesson 1, students segment spoken sentences into individual words during the “Count with Fingers” activity and compare environmental sounds to determine whether they are the same or different. In skills 7, Teacher Guide, students participate in daily “Warm-Up” routines that include orally segmenting one-syllable words, practicing familiar four- and five-phoneme words, distinguishing minimal pairs, and identifying beginning and ending sounds. These routines give students repeated opportunities to strengthen their phonological awareness as the tasks become more complex.
Evaluation for 5.D.1b
The materials explain how to teach phonological awareness skills and respond when students need support. In skills 3, Teacher Guide, the “Hear Initial Sounds” activity helps students identify the first sound in spoken words. For example, when students have difficulty identifying the initial phoneme, the “Support” sidebar directs the educator to segment the word into individual sounds such as /m/ . . . /a/ . . . /d/ before blending the sounds to say mad. This guidance helps students correct errors and strengthen their oral sound awareness.
The materials also provide lesson-level routines and supports that help educators address common misconceptions during phonological awareness practice. In skills 6, Teacher Guide, “Introduction” and lesson 1, the educator models oral blending using finger-blending demonstrations before guiding students through oral segmenting activities and “Checks for Understanding.” Educators use “Observation Records” and “Additional Support” activities (including “Push & Say” and T-charts) to support students who confuse similar sounds or struggle to blend phonemes. These supports help students accurately listen for, blend, and segment sounds.
Evaluation for 5.D.1c
The materials provide activities and resources that help students practice phonological awareness through repeated oral routines and memory-building strategies. In skills 3, Teacher Guide, lesson 1, students use arm-blending motions to orally blend individual sounds into words. For example, the educator and students say the sounds /m/ /ou/ /s/ while moving one hand down the opposite arm to blend the sounds and produce the word mouse. This multisensory routine helps students strengthen oral sound awareness through repeated phoneme blending practice.
The materials also revisit phonological awareness skills through cumulative review and varied instructional activities. In skills 4, Teacher Guide, lesson 13, students orally segment two- and three-phoneme words during the “Oral Segmenting” activity and show their understanding using the “Oral Segmenting Observation Record.” The lesson also includes cumulative review through letter–sound practice, reading and spelling simple CVC words, and matching words to pictures. These activities give students repeated opportunities to develop, practice, and reinforce their phonological awareness and related foundational skills over time.
Evaluation for 5.D.2a
The materials begin with oral phoneme-level tasks before helping students move toward more complex manipulation work. For example, in skills 5, Teacher Guide, lesson 1, students first generate words with the initial /b/ sound and distinguish between spoken minimal pairs containing /b/ and /p/ in the initial and final positions. Students listen for and compare the sounds in minimal pairs before moving on to phoneme manipulation during chaining activities focused on /b/ → b. This sequence helps students build from identifying and discriminating phonemes toward more advanced manipulation.
The materials also continue the progression through routines that increase the complexity of phoneme work. In skills 7, Teacher Guide, students participate in daily phonemic awareness routines that reinforce and extend previously taught skills. For example, students identify, blend, and segment individual phonemes during the “Oral Segmenting Warm-Up” and engage in sound discrimination activities before progressing to “Student Chaining,” “Minimal Pairs,” and word-building activities in which they add, delete, and substitute phonemes such as chip → chips → chops → chaps → chats → chat. These routines give students repeated opportunities to apply their phonemic awareness skills as tasks become more complex.
Evaluation for 5.D.2b
The materials explain how to teach phonemic awareness skills and respond when students need support. In the “Common Errors and Corrective Feedback Guidance” resource, the “Phonological/Phonemic Awareness” section identifies common student difficulties with rhyming, blending, segmenting, isolating, deleting, and substituting sounds. The resource provides corrective feedback strategies and explanatory sentence stems that educators can use when students have difficulty with specific oral sound tasks. This guidance helps students correct their errors and strengthen oral sound awareness.
The materials also provide lesson-level routines that help educators address common misconceptions during phonemic awareness practice. For example, in skills 5, Teacher Guide, lesson 1, students orally generate words with the initial /b/ sound, distinguish between spoken minimal pairs containing /b/ and /p/, and manipulate phonemes by creating new words as sounds are changed, added, or deleted in simple CVC words. The educator models each task, guides students through oral practice, and provides corrective feedback as students distinguish between similar phonemes and manipulate sounds within words. These supports help students accurately identify and manipulate phonemes.
Evaluation for 5.D.2c
The materials guide educators to connect oral sound work to letters and spellings so that students understand how spoken sounds are represented in print. In skills 1, Teacher Guide, appendix B, the “Basic Code” lesson explains that instruction begins with oral language activities so that students can hear and produce a sound before the educator introduces its most common spelling as the “picture of the sound.” The appendix states that writing enables people to encode sounds into symbols, while reading allows people to decode symbols back into sounds. This sequence helps students move from hearing and producing sounds to understanding that letters represent the sounds they use to read and write words.
The materials also provide routines that continue this connection during decoding and encoding practice. In skills 6, Teacher Guide, lesson 10, students move from segmenting oral phonemes to reading and spelling words. For example, the educator says the word zip and guides students to identify the phonemes /z/ /i/ /p/ while raising one finger for each sound. The educator then draws three sound boxes, records the corresponding grapheme for each phoneme, models blending the letters to read the word, and guides students to spell additional words independently. These routines help students use phoneme awareness and sound–spelling knowledge to read and spell words.
Evaluation for 5.D.2d
The materials provide varied activities that help students develop and practice phonemic awareness through oral routines, picture-based tasks, and sound identification activities. In the skills 2, Teacher Guide, lesson 9, students practice blending and identifying phonemes across multiple activities. For example, during the “Sound Blending Warm-Up,” the educator orally presents individual phonemes for students to blend into spoken words. Students then apply the same skill during “Mystery Pictures” by blending phonemes to identify illustrated words and during “Find Things by Beginning Sound” by identifying classroom objects that start with a target phoneme. This routine gives students repeated opportunities to strengthen their phonemic awareness through oral and picture-based practice.
The materials also provide cumulative review activities that help students revisit previously taught phonemic awareness skills through movement and multisensory routines. In the “Pausing Point” section, students practice segmenting and blending phonemes using kinesthetic review activities. For example, “Touch It!” has students segment three-phoneme words by touching their shoulders, waists, and toes for each phoneme before blending the sounds together to say the complete word. During “Clap and Pat Sounds,” students clap once for each segmented phoneme and then pat their laps as they blend the sounds to form a word. These activities help students reinforce phonemic awareness through repeated oral practice and movement.
Evaluation for 5.E.1a
In kindergarten, the materials map sound–spelling instruction across the year so that students move from oral language and phonological awareness toward formal phonics instruction and increasingly complex spelling patterns. The K–5 Reading Instruction component, found in the ELAR PD Library, contains a “Sound/Spelling Sequence” document. This document contains a comprehensive list of grade-level sound–spelling patterns, beginning with foundational skills and progressing to more complex patterns. Skills 1 and skills 2 develop students’ oral language and phonological awareness through listening, speaking, and phonemic awareness activities before formal letter–sound instruction begins in skills 3. As instruction progresses, students move toward more complex sound–spelling patterns (such as consonant digraphs) in skills 7. 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, in skills 7, Teacher Guide, “Introduction,” the materials outline the consonant digraphs introduced throughout the unit. In skills 7, students learn the following sound–spelling patterns: /ch/ spelled ch, /sh/ spelled sh, the voiceless /th/ spelled th, the voiced /th/ spelled th, /kw/ spelled qu, and /ng/ spelled ng. The materials introduce one sound–spelling pattern at a time, providing a structured progression that builds students’ understanding of sound–spelling patterns over time.
Evaluation for 5.E.1b
In kindergarten, the skills lessons provide explicit routines for introducing sound–spelling patterns and helping students apply those patterns in decoding and encoding. For example, in the skills 3 Teacher Guide, lesson 3, the scripted lesson directs educators to introduce the /t/ sound, connect the sound to the spelling t, and model correct letter formation. Educators guide students as they read and write CVC words containing the target sound–spelling pattern. Following explicit instruction and educator modeling, students apply the newly introduced correspondence through guided decoding and encoding activities that provide repeated opportunities to practice the sound–spelling pattern.
Additionally, the materials offer educators guidance to support explicit instruction in grade-level sound–spelling patterns. The skills 10 Teacher Guide explains how to instruct students clearly through modeling and guided practice. For example, in lesson 1, the scripted lesson directs the educator to introduce the /ee/ sound and connect the sound to the spelling ee. Educators help students identify words containing the target sound, model how to write the digraph ee, and provide guided practice using the “Meet the Spelling” activity page. Students then apply the sound–spelling correspondence in reading and spelling activities. This guidance supports students’ accurate understanding and application of sound–spelling patterns.
Evaluation for 5.E.1c
The materials provide activities that help students develop and practice grade-level sound–spelling patterns through explicit instruction and guided application. In the skills 10 Teacher Guide, lesson 1, educators introduce the sound–spelling pattern /ee/ → ee before students apply the pattern on the “Meet the Spelling” activity page. Students identify words containing the /ee/ sound and write the digraph ee. During the lesson “Warm-Up,” students also participate in “Sound/Spelling Review” activities that revisit previously taught letter–sound correspondences. These routines help students connect sounds to spellings while practicing newly introduced and previously taught patterns.
The materials also provide opportunities for cumulative review that help students reinforce sound–spelling patterns across lessons, activities, and decodable text. In skills 10, Teacher Guide, lessons 2–16, students participate in “Sound/Spelling Review,” “Pocket Chart Chaining,” “Dictation with Words,” “Tap and Spell,” “Chain and Copy,” “Word Sorts,” and practice with decodable readers. Students apply newly introduced sound–spelling correspondences while continuing to review previously taught patterns through reading, spelling, sorting, and dictation routines. 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 10, Teacher Guide, lesson 22, educators introduce the sound–spelling pattern /ue/ → u_e and guide students as they decode and encode words containing the pattern during phonics instruction and as they complete the “Meet the Spelling” activity page. Students practice reading and writing words with u_e in isolation before applying the newly learned sound–spelling correspondence in a decodable story. This routine helps students connect sound–spelling knowledge to word-level reading and writing.
The materials also give students opportunities to transfer taught sound–spelling patterns to decodable text, dictation, and partner reading. In skills 10, Teacher Guide, lesson 4, students encode words containing the recently taught /e/ and /ee/ sound–spelling patterns during the “Dictation with Words” activity. For example, students write words such as seed, shed, feet, and cheek and then decode those same sound–spelling patterns while partner-reading the decodable story “Red Ants.” In lesson 22, students also apply the u_e pattern while reading “In the Pet Shop,” which includes newly introduced and previously taught sound–spelling patterns. These activities help students use sound–spelling knowledge across isolated practice and authentic reading contexts.
Evaluation for 5.E.2a
Students build high-frequency word knowledge through a sequence that connects regular words to taught sound–spelling patterns and introduces irregular words when students need them for reading and writing. In skills 1 of the Teacher Guide, appendix B, the materials explain that educators introduce regular high-frequency words as students learn the corresponding sound–spelling patterns. Educators strategically introduce irregular high-frequency words, or “Tricky Words,” based on their frequency and instructional relevance. For example, students do not learn high-frequency words as isolated memorized lists; instead, the sequence connects word learning to students’ developing phonics knowledge so they can begin recognizing and applying words during reading and writing.
The materials also show how students apply regular and irregular high-frequency words across kindergarten skills units, decodable stories, and related activities. According to the Kindergarten Scope and Sequence, students begin learning tricky words in skills 3 and continue adding new words in successive units as their phonics knowledge expands. Previously taught tricky words are revisited in reading and writing activities, and by skills 10, students read and write words such as he, she, we, be, me, they, their, my, by, you, and your in decodable stories and related activities. These opportunities help students build automatic recognition of both regular and irregular high-frequency words over time.
Evaluation for 5.E.2b
Students receive explicit instruction in decoding and encoding high-frequency words through educator modeling, explanation, and guided practice. In the K–5 High-Frequency Word Routines Guide, “Find the Word,” educators receive step-by-step guidance for modeling how to decode and encode high-frequency words using sound–spelling correspondences and knowledge of tricky spellings. For example, the routine uses the irregular word been to model decoding by identifying the three sounds /b/ /i/ /n/ and explaining which spellings are regular and which are tricky. Educators then model encoding by segmenting the word into individual sounds, matching each sound to its corresponding spelling, and guiding students to spell the word during practice. This guidance supports students as they connect regular and irregular word parts to sound–spelling knowledge.
The materials also provide grade-level lesson routines where students practice reading and writing irregular high-frequency words in isolation as well as in connected text. For example, in the skills 10 Teacher Guide, lesson 23, educators introduce the tricky words you and your by identifying which parts of each word follow previously taught sound–spelling patterns and which parts are irregular. Students practice decoding the words in isolation, identify the tricky spellings, recognize the words in connected text, and encode them during guided writing activities. This sequence helps students accurately recognize, read, and spell irregular high-frequency words while reinforcing previously learned sound–spelling patterns.
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 K–5 High-Frequency Word Routines Guide, students participate in routines such as “Say It Fast” and “Manipulatives” using word walls and index cards. For example, students rapidly identify, read, spell, and write previously taught regular and irregular high-frequency words during repeated review activities. These routines support automatic recognition as well as accurate decoding and encoding of high-frequency words.
The materials also give students opportunities to apply high-frequency words in connected reading and writing. For example, in the skills 10 Teacher Guide, lesson 23, educators introduce and model the tricky words you and your before students practice reading the words in isolation and reread “In the Pet Shop” to apply them in connected text. Students continue decoding regular high-frequency words and previously taught sound–spelling patterns through the “Large Card Chaining” activity before encoding high-frequency words in story questions and caption-writing activities tied to the decodable text. These varied activities reinforce both regular and irregular high-frequency words while supporting cumulative review of previously taught skills.
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 K–5 High-Frequency Word Routines Guide and accompanying Teacher Resources, students practice routines such as “Word Hunt” and “Say It Fast.” Educators identify the regular and irregular (or “tricky”) portions of high-frequency words while modeling sound–spelling correspondences, and students practice reading the words in isolation before applying them in connected text. The accompanying “Dolch Flash Card” family letter also supports memory-building by explaining that the underlined portions of tricky words “simply must be memorized” and encouraging students to practice writing misread words to strengthen retention. These activities help students recognize regular and irregular high-frequency words both quickly and accurately.
The materials also give students opportunities to apply high-frequency words in connected reading and writing. In skills 10, Teacher Guide, lesson 13, students are introduced to the tricky words my and by with “Tricky Word” cards and educator-guided routines before reading the words in isolation. Students encounter the words in the decodable reader “Lunch Trades” and apply them while answering story questions and completing a written response activity. These reading and writing tasks provide repeated opportunities for students to read and write high-frequency words in meaningful contexts while reinforcing automatic word recognition and accurate spelling.
Evaluation for 5.E.3a
This guidance does not apply to kindergarten because it only applies to grades 1, 2, and 3.
Evaluation for 5.E.3b
This guidance does not apply to kindergarten because it only applies to grades 1, 2, and 3.
Evaluation for 5.E.3c
This guidance does not apply to kindergarten because it only applies to grades 1, 2, and 3.
Evaluation for 5.E.3d
This guidance does not apply to kindergarten because it only applies to grades 1, 2, and 3.
Evaluation for 5.E.4a
This guidance does not apply to kindergarten because it only applies to grades 1, 2, and 3.
Evaluation for 5.E.4b
This guidance does not apply to kindergarten because it only applies to grades 1, 2, and 3.
Evaluation for 5.E.4c
This guidance does not apply to kindergarten because it only applies to grades 1, 2, and 3.
Evaluation for 5.E.4d
This guidance does not apply to kindergarten because it only applies to grades 1, 2, and 3.
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 unit 4, lesson 1, “Introduction to Plants,” educators use flip-book illustrations and contextual information from the read-aloud to support vocabulary development. Students examine illustrations, listen to the text, and respond to educator questions that connect visual and oral context to the meanings of words such as soil, nutrients, and environment. These routines help students connect word meaning to the text, visuals, and classroom discussion.
The materials also provide explicit vocabulary routines that help students confirm and deepen word meanings before and during reading. In the skills lesson for the decodable story “Seth,” the “Preview Core Vocabulary” routine introduces unfamiliar words such as romp and stomp through student-friendly definitions, sentence examples, and demonstration. The “Emergent Bilingual” sidebars direct educators to act out romp and have students perform the action, helping students connect the word to context and physical movement. These supports help students use oral language, examples, demonstration, and textual context to understand unfamiliar vocabulary.
Evaluation for 5.F.1b
The materials explain how to introduce print vocabulary resources during vocabulary instruction. In knowledge unit 4, lesson 2, “Plant Parts,” educators use poster 2M in the flip book to clarify the multiple meanings of leaves. Educators model how the illustration helps students distinguish between leaves as a plant part and leaves meaning “goes away.” In knowledge unit 10, lesson 1, the “Support” sidebar also directs educators to explain that picture dictionaries use words and images to help readers determine word meanings. Educators model how to locate tree in a picture dictionary before guiding students to find water and air using a picture dictionary or online resource.
The materials do not clearly explain the purpose and use of digital reference resources. Although knowledge unit 10, lesson 1 directs students to use an online resource, the lesson does not describe how digital reference tools function or guide educators to teach students how to use an online dictionary, digital glossary, or other digital reference resource to determine or clarify the meaning of unfamiliar words. Across the reviewed kindergarten materials, instruction focuses primarily on visual supports and picture dictionaries rather than providing explicit instruction on both print and digital reference resources.
Evaluation for 5.F.1c
This guidance does not apply to kindergarten and grade 1 because it only applies to grades 2–3.
Evaluation for 5.G.1a
This guidance does not apply to kindergarten because it only applies to grades 1, 2, and 3.
Evaluation for 5.G.1b
This guidance does not apply to kindergarten because it only applies to grades 1, 2, and 3.
Evaluation for 5.G.1c
This guidance does not apply to kindergarten because it only applies to grades 1, 2, and 3.
Evaluation for 5.G.1d
This guidance does not apply to kindergarten because it only applies to grades 1, 2, and 3.
Evaluation for 5.H.1a
Educators receive explicit guidance for modeling handwriting strokes and letter formation connected to current phonics instruction. For example, in the skills 3 Teacher Guide, lesson 1, “Introduce the Spelling /m/ → m,” the educator models correct letter formation by drawing a large lowercase m and verbally describing each handwriting stroke. The educator says, “Start on the line, short line down, hump, hump,” while repeating the corresponding /m/ sound. Students then practice the formation by air-writing with full-arm movements before tracing and writing the letter on activity page 1.1 using guided starting dots and dotted lines. This instruction supports students as they learn accurate letter formation while connecting handwriting to sound–spelling instruction.
Students then practice and apply their handwriting skills through guided and independent writing tasks. For example, in the skills 3 Teacher Guide, lesson 1, students continue practicing lowercase m by writing the letter beneath pictures representing words that start with the /m/ sound. Students repeat the handwriting stroke language and the associated sound as they trace and independently write the letter. These routines help students reinforce correct letter formation while applying their handwriting skills during current phonics learning.
Evaluation for 5.H.1b
Students practice handwriting during targeted letter formation and phonics routines. For example, in the skills 4 Teacher Guide, lesson 1, “Introduce /n/ → n,” the educator models correct formation of lowercase n by demonstrating and verbally describing each handwriting stroke, including “Start on the dotted line, short line down, hump.” Students practice the letter through whole-arm air-writing before tracing and independently writing n on activity page 1.1 using guided dots and lines. Students then apply the handwriting skill by tracing and writing the word not and additional words connected to the /n/ sound. These activities help students develop correct letter formation while reinforcing current phonics learning.
Students also apply their handwriting skills in authentic word- and sentence-level writing tasks. In skills 6, Teacher Guide, lesson 10, during “Dictation with Words,” students first write individual letters to build CVC, CCVC, and CVCC words on their activity pages before transferring those skills to their dictation journals. Students write dictated words such as sand, flap, and blue as well as the sentence “I can spin.” These repeated activities help students practice letter formation, spacing, and handwriting fluency while applying handwriting skills in meaningful dictation and sentence-writing tasks.
5.A.1 Print Awareness K-1
5.A.1a
Materials include teacher guidance to provide explicit (direct) and systematic instruction in print awareness and for regular review of print concepts, including how print has different purposes (K-1) (T)
Materials include teacher guidance to provide explicit (direct) and systematic instruction in print awareness and for regular review of print concepts, including how print has different purposes (K-1) (T)
4 out of 4 points
Evaluation for 5.A.1a
Evaluation for 5.A.1a
Materials include teacher guidance to provide explicit (direct) and systematic instruction in print awareness and for regular review of print concepts, including how print has different purposes (K-1) (T)
4 out of 4 points
The materials also provide repeated opportunities for students to review and apply print concepts during reading. In skills 6, Teacher Guide, lesson 1, educators model print conventions while reading the decodable text “Kit.” For example, educators track the text with a finger, direct students to read the title, explain that sentences begin with capital letters and end with periods, and reread the story while pointing out sentences, capital letters, and periods. The lesson also continues modeling left-to-right and top-to-bottom tracking, with visual supports for students who need additional assistance. These routines help students build print awareness through modeling, guided practice, and repeated exposure to text.
5.A.1b
Materials include frequent opportunities for students to apply print awareness knowledge while engaging with a variety of texts in a variety of formats. (K-1) (S).
Materials include frequent opportunities for students to apply print awareness knowledge while engaging with a variety of texts in a variety of formats. (K-1) (S).
2 out of 2 points
Evaluation for 5.A.1b
Evaluation for 5.A.1b
Materials include frequent opportunities for students to apply print awareness knowledge while engaging with a variety of texts in a variety of formats. (K-1) (S).
2 out of 2 points
The materials also provide connected-text routines that help students apply print concepts during reading. In skills 6, Teacher Guide, lesson 3, students read the Big Book story “Kit” as the educator models and reviews print concepts. The educator directs students to read the title, track print during the read-aloud, identify capital letters and periods, and reread individual sentences. Students then apply these print concepts while interacting with connected text in the Big Book format. These routines help students apply print awareness through authentic reading experiences.
5.B.1 Oral Language Development
5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
Evaluation for 5.B.1a
Evaluation for 5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
The materials also provide opportunities for students to practice oral language with educator support, partner interaction, and feedback. In knowledge 3, Teacher Guide, lessons 1 and 2, the educator models how to use prepositions to complete oral sentences. For example, the educator presents the sentence frame “The acorn fell ____ Chicken Little’s head,” and students supply the correct preposition, on. Students then work with a partner to create additional oral sentences using target prepositions and share their responses with the class while the educator monitors and supports student responses. These routines help students use newly learned language, respond orally, and participate in academic discussions.
5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
Evaluation for 5.B.1b
Evaluation for 5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
The materials also provide opportunities for students to communicate socially and academically with their peers as well as the class. In knowledge 3, Teacher Guide, lessons 1 and 2, students respond to educator prompts by completing oral sentences with appropriate prepositions. For example, students complete the sentence “The acorn fell on Chicken Little’s head,” then work with a partner to create additional oral sentences before sharing their responses with the class. These opportunities help students communicate with partners, the educator, and the whole class as they explain ideas, practice new language, and participate in academic discussion.
5.B.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
Evaluation for 5.B.1c
Evaluation for 5.B.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
The materials also contain interactive routines that help students listen, respond, and share their understanding with the educator or their classmates. In skills 2, Teacher Guide, lesson 1, students participate in the “Warm-Up: Syllable Blending” activity and “Practice Blending: Tap and Chase.” Students listen to syllables modeled by the educator, blend them to form multisyllabic words, and show their understanding through oral responses, hand motions, and clapping. These routines give students opportunities to listen carefully, process oral language, and communicate their understanding in a whole-group setting.
5.C.1 Alphabet Knowledge (K only)
5.C.1a
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
2 out of 2 points
Evaluation for 5.C.1a
Evaluation for 5.C.1a
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
2 out of 2 points
The materials also provide continued guidance for when and why letter names are introduced. In skills 6, Teacher Guide, “Introduction,” the materials explain that skills units 3–5 focus on sounds and graphemes before letter names are taught so that students do not confuse letter names with sounds during early decoding. For example, letter names are introduced in skills 6 to prepare students for digraph instruction in skills 7, when students learn that the letter names n and g combine to represent the /ng/ sound. This progression helps students connect alphabet knowledge to later decoding skills.
5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
6 out of 6 points
Evaluation for 5.C.1b
Evaluation for 5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
6 out of 6 points
The materials also provide continued opportunities for students to recognize uppercase letters and connect them to lowercase letters and sounds. In skills 9, Teacher Guide, the unit introduction and lessons 1, 3, 6, 7, 10, and 12 provide instruction on identifying uppercase letters. For example, in lesson 14, students review all 26 uppercase and lowercase letters through cumulative identification activities that require them to quickly name each letter and produce its corresponding sound. These routines help students strengthen automatic recognition of the alphabet over time.
5.C.1c
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
4 out of 4 points
Evaluation for 5.C.1c
Evaluation for 5.C.1c
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
4 out of 4 points
The materials also provide continued instruction in uppercase letter formation across later lessons. In skills 9, Teacher Guide, lesson 1, the educator models how to write uppercase A, B, C, and D using the program’s handwriting stroke cues while students practice forming each uppercase letter alongside its lowercase counterpart. Lessons 1, 3, 6, 7, 10, and 12 continue this instruction for the remaining uppercase letters while students review previously learned lowercase letters. These routines help students develop accurate formation of all 26 uppercase and lowercase letters.
5.C.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
6 out of 6 points
Evaluation for 5.C.1d
Evaluation for 5.C.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
6 out of 6 points
The materials also provide varied activities that help students practice and retain alphabet knowledge. In the skills 9 “Pausing Point” section of the Teacher Guide, students practice recognizing uppercase and lowercase letters through multisensory activities. For example, students complete activities such as “Rough Around the Edges,” “Tray Tracing,” and “Letter Match Maker,” then apply their alphabet knowledge by identifying uppercase letters in their own names, locating letters in familiar books, and building decodable words during “Word Scramble.” These activities give students repeated opportunities to develop, practice, and retain alphabet knowledge in different contexts.
5.C.2 Letter-Sound Correspondence
5.C.2a
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
4 out of 4 points
Evaluation for 5.C.2a
Evaluation for 5.C.2a
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
4 out of 4 points
The materials also provide opportunities for continued practice with new and previously taught sound–spelling relationships across later lessons. In skills 6, Teacher Guide, “Introduction” and lessons 1–16, students learn the spelling alternative s for /z/ through direct instruction, “Sound/Spelling Review,” and blending routines. Students apply the newly learned correspondence by decoding words in decodable readers and encoding words through chaining and dictation activities. This practice helps students build accuracy with taught phonics patterns across decoding and encoding tasks.
5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.C.2b
Evaluation for 5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
The materials also provide support notes and feedback routines that help educators respond to common misconceptions. In skills 4, Teacher Guide, lesson 1, students complete the “Minimal Pairs” activity to connect the spoken sounds /m/ and /n/ to the corresponding letter cards. For example, students distinguish between words such as nut and mutt, and the “Support” sidebar explains that students may have difficulty hearing the difference between the sister sounds. The materials direct educators to use gestures (such as rubbing the stomach for /m/ and touching the nose for /n/) to reinforce the correct sound–spelling connection.
5.C.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
6 out of 6 points
Evaluation for 5.C.2c
Evaluation for 5.C.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
6 out of 6 points
The materials also give students opportunities to apply taught sound–spelling patterns through decoding and encoding routines. In skills 4, Teacher Guide, lessons 4 and 5, students participate in “Pocket Chart Chaining” activities that require them to manipulate individual letter cards to read and spell words. For example, students replace the final letter in if to decode it during the reading routine and then segment the sounds in fin to select letter cards and spell the word during the encoding routine. These activities help students reinforce letter–sound knowledge across isolated practice, decoding, and spelling tasks.
5.D.1 Phonological Awareness (K-2)
5.D.1a
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
2 out of 2 points
Evaluation for 5.D.1a
Evaluation for 5.D.1a
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
2 out of 2 points
The materials also continue the progression through later routines that increase in complexity. In skills 1, Teacher Guide, lesson 1, students segment spoken sentences into individual words during the “Count with Fingers” activity and compare environmental sounds to determine whether they are the same or different. In skills 7, Teacher Guide, students participate in daily “Warm-Up” routines that include orally segmenting one-syllable words, practicing familiar four- and five-phoneme words, distinguishing minimal pairs, and identifying beginning and ending sounds. These routines give students repeated opportunities to strengthen their phonological awareness as the tasks become more complex.
5.D.1b
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.D.1b
Evaluation for 5.D.1b
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
The materials also provide lesson-level routines and supports that help educators address common misconceptions during phonological awareness practice. In skills 6, Teacher Guide, “Introduction” and lesson 1, the educator models oral blending using finger-blending demonstrations before guiding students through oral segmenting activities and “Checks for Understanding.” Educators use “Observation Records” and “Additional Support” activities (including “Push & Say” and T-charts) to support students who confuse similar sounds or struggle to blend phonemes. These supports help students accurately listen for, blend, and segment 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 also revisit phonological awareness skills through cumulative review and varied instructional activities. In skills 4, Teacher Guide, lesson 13, students orally segment two- and three-phoneme words during the “Oral Segmenting” activity and show their understanding using the “Oral Segmenting Observation Record.” The lesson also includes cumulative review through letter–sound practice, reading and spelling simple CVC words, and matching words to pictures. These activities give students repeated opportunities to develop, practice, and reinforce their phonological awareness and related foundational 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 also continue the progression through routines that increase the complexity of phoneme work. In skills 7, Teacher Guide, students participate in daily phonemic awareness routines that reinforce and extend previously taught skills. For example, students identify, blend, and segment individual phonemes during the “Oral Segmenting Warm-Up” and engage in sound discrimination activities before progressing to “Student Chaining,” “Minimal Pairs,” and word-building activities in which they add, delete, and substitute phonemes such as chip → chips → chops → chaps → chats → chat. These routines give students repeated opportunities to apply their phonemic awareness skills as tasks become more complex.
5.D.2b
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.D.2b
Evaluation for 5.D.2b
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
The materials also provide lesson-level routines that help educators address common misconceptions during phonemic awareness practice. For example, in skills 5, Teacher Guide, lesson 1, students orally generate words with the initial /b/ sound, distinguish between spoken minimal pairs containing /b/ and /p/, and manipulate phonemes by creating new words as sounds are changed, added, or deleted in simple CVC words. The educator models each task, guides students through oral practice, and provides corrective feedback as students distinguish between similar phonemes and manipulate sounds within words. These supports help students accurately identify and manipulate phonemes.
5.D.2c
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
2 out of 2 points
Evaluation for 5.D.2c
Evaluation for 5.D.2c
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
2 out of 2 points
The materials also provide routines that continue this connection during decoding and encoding practice. In skills 6, Teacher Guide, lesson 10, students move from segmenting oral phonemes to reading and spelling words. For example, the educator says the word zip and guides students to identify the phonemes /z/ /i/ /p/ while raising one finger for each sound. The educator then draws three sound boxes, records the corresponding grapheme for each phoneme, models blending the letters to read the word, and guides students to spell additional words independently. These routines help students use phoneme awareness and sound–spelling knowledge to read and spell 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 also provide cumulative review activities that help students revisit previously taught phonemic awareness skills through movement and multisensory routines. In the “Pausing Point” section, students practice segmenting and blending phonemes using kinesthetic review activities. For example, “Touch It!” has students segment three-phoneme words by touching their shoulders, waists, and toes for each phoneme before blending the sounds together to say the complete word. During “Clap and Pat Sounds,” students clap once for each segmented phoneme and then pat their laps as they blend the sounds to form a word. These activities help students reinforce phonemic awareness through repeated oral practice and movement.
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, in skills 7, Teacher Guide, “Introduction,” the materials outline the consonant digraphs introduced throughout the unit. In skills 7, students learn the following sound–spelling patterns: /ch/ spelled ch, /sh/ spelled sh, the voiceless /th/ spelled th, the voiced /th/ spelled th, /kw/ spelled qu, and /ng/ spelled ng. The materials introduce one sound–spelling pattern at a time, providing 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 to support explicit instruction in grade-level sound–spelling patterns. The skills 10 Teacher Guide explains how to instruct students clearly through modeling and guided practice. For example, in lesson 1, the scripted lesson directs the educator to introduce the /ee/ sound and connect the sound to the spelling ee. Educators help students identify words containing the target sound, model how to write the digraph ee, and provide guided practice using the “Meet the Spelling” activity page. Students then apply the sound–spelling correspondence in reading and spelling activities. This guidance supports students’ accurate understanding and application of sound–spelling patterns.
5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
Evaluation for 5.E.1c
Evaluation for 5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
The materials also provide opportunities for cumulative review that help students reinforce sound–spelling patterns across lessons, activities, and decodable text. In skills 10, Teacher Guide, lessons 2–16, students participate in “Sound/Spelling Review,” “Pocket Chart Chaining,” “Dictation with Words,” “Tap and Spell,” “Chain and Copy,” “Word Sorts,” and practice with decodable readers. Students apply newly introduced sound–spelling correspondences while continuing to review previously taught patterns through reading, spelling, sorting, and dictation routines. These activities give students repeated opportunities to apply sound–spelling knowledge with increasing accuracy and automaticity.
5.E.1d
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.E.1d
Evaluation for 5.E.1d
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
The materials also give students opportunities to transfer taught sound–spelling patterns to decodable text, dictation, and partner reading. In skills 10, Teacher Guide, lesson 4, students encode words containing the recently taught /e/ and /ee/ sound–spelling patterns during the “Dictation with Words” activity. For example, students write words such as seed, shed, feet, and cheek and then decode those same sound–spelling patterns while partner-reading the decodable story “Red Ants.” In lesson 22, students also apply the u_e pattern while reading “In the Pet Shop,” which includes newly introduced and previously taught sound–spelling patterns. These activities help students use sound–spelling knowledge across isolated practice and authentic reading contexts.
5.E.2 Regular and Irregular High-Frequency Words
5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
2 out of 2 points
Evaluation for 5.E.2a
Evaluation for 5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
2 out of 2 points
The materials also show how students apply regular and irregular high-frequency words across kindergarten skills units, decodable stories, and related activities. According to the Kindergarten Scope and Sequence, students begin learning tricky words in skills 3 and continue adding new words in successive units as their phonics knowledge expands. Previously taught tricky words are revisited in reading and writing activities, and by skills 10, students read and write words such as he, she, we, be, me, they, their, my, by, you, and your in decodable stories and related activities. These opportunities help students build automatic recognition of both regular and irregular high-frequency words over time.
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 also provide grade-level lesson routines where students practice reading and writing irregular high-frequency words in isolation as well as in connected text. For example, in the skills 10 Teacher Guide, lesson 23, educators introduce the tricky words you and your by identifying which parts of each word follow previously taught sound–spelling patterns and which parts are irregular. Students practice decoding the words in isolation, identify the tricky spellings, recognize the words in connected text, and encode them during guided writing activities. This sequence helps students accurately recognize, read, and spell irregular high-frequency words while reinforcing previously learned sound–spelling patterns.
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 also give students opportunities to apply high-frequency words in connected reading and writing. For example, in the skills 10 Teacher Guide, lesson 23, educators introduce and model the tricky words you and your before students practice reading the words in isolation and reread “In the Pet Shop” to apply them in connected text. Students continue decoding regular high-frequency words and previously taught sound–spelling patterns through the “Large Card Chaining” activity before encoding high-frequency words in story questions and caption-writing activities tied to the decodable text. These varied activities reinforce both regular and irregular high-frequency words while supporting cumulative review of previously taught skills.
5.E.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
4 out of 4 points
Evaluation for 5.E.2d
Evaluation for 5.E.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
4 out of 4 points
The materials also give students opportunities to apply high-frequency words in connected reading and writing. In skills 10, Teacher Guide, lesson 13, students are introduced to the tricky words my and by with “Tricky Word” cards and educator-guided routines before reading the words in isolation. Students encounter the words in the decodable reader “Lunch Trades” and apply them while answering story questions and completing a written response activity. These reading and writing tasks provide repeated opportunities for students to read and write high-frequency words in meaningful contexts while reinforcing automatic word recognition and accurate spelling.
5.E.3 Decoding and Encoding One-Syllable or Multisyllabic Words
5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
Not applicable.
Evaluation for 5.E.3a
Evaluation for 5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
Not applicable.
5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
Not applicable.
Evaluation for 5.E.3b
Evaluation for 5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
Not applicable.
5.E.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
Evaluation for 5.E.3c
Evaluation for 5.E.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Not applicable.
Evaluation for 5.E.3d
Evaluation for 5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Not applicable.
5.E.4 Morphological Awareness (1-3)
5.E.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
Not applicable.
Evaluation for 5.E.4a
Evaluation for 5.E.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
Not applicable.
5.E.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Not applicable.
Evaluation for 5.E.4b
Evaluation for 5.E.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Not applicable.
5.E.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
Evaluation for 5.E.4c
Evaluation for 5.E.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
5.E.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
Evaluation for 5.E.4d
Evaluation for 5.E.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
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 also provide explicit vocabulary routines that help students confirm and deepen word meanings before and during reading. In the skills lesson for the decodable story “Seth,” the “Preview Core Vocabulary” routine introduces unfamiliar words such as romp and stomp through student-friendly definitions, sentence examples, and demonstration. The “Emergent Bilingual” sidebars direct educators to act out romp and have students perform the action, helping students connect the word to context and physical movement. These supports help students use oral language, examples, demonstration, and textual context to understand unfamiliar vocabulary.
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)
2 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)
2 out of 4 points
The materials do not clearly explain the purpose and use of digital reference resources. Although knowledge unit 10, lesson 1 directs students to use an online resource, the lesson does not describe how digital reference tools function or guide educators to teach students how to use an online dictionary, digital glossary, or other digital reference resource to determine or clarify the meaning of unfamiliar words. Across the reviewed kindergarten materials, instruction focuses primarily on visual supports and picture dictionaries rather than providing explicit instruction on both print and digital reference resources.
5.F.1c
[2nd grade only] Materials include activities and tasks for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
[2nd grade only] Materials include activities and tasks for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
Not applicable.
Evaluation for 5.F.1c
Evaluation for 5.F.1c
[2nd grade only] Materials include activities and tasks for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
Not applicable.
5.G.1 Reading Fluency (1-3)
5.G.1a
Materials include lessons, activities and tasks with modeling and practice of fluent reading skills in and out context with suggestions for teacher feedback. (T)
Materials include lessons, activities and tasks with modeling and practice of fluent reading skills in and out context with suggestions for teacher feedback. (T)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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)
Not applicable.
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.
Not applicable.
Evaluation for 5.G.1d
Evaluation for 5.G.1d
Materials include various texts for the building of accuracy, fluency, prosody, and comprehension.
Not applicable.
5.H.1 Handwriting Development
5.H.1a
Materials include explicit (direct) instruction on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade level and, when possible, connected to current student learning. (T)
Materials include explicit (direct) instruction on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade level and, when possible, connected to current student learning. (T)
2 out of 2 points
Evaluation for 5.H.1a
Evaluation for 5.H.1a
Materials include explicit (direct) instruction on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade level and, when possible, connected to current student learning. (T)
2 out of 2 points
Students then practice and apply their handwriting skills through guided and independent writing tasks. For example, in the skills 3 Teacher Guide, lesson 1, students continue practicing lowercase m by writing the letter beneath pictures representing words that start with the /m/ sound. Students repeat the handwriting stroke language and the associated sound as they trace and independently write the letter. These routines help students reinforce correct letter formation while applying their handwriting skills during current phonics learning.
5.H.1b
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
Evaluation for 5.H.1b
Evaluation for 5.H.1b
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
Students also apply their handwriting skills in authentic word- and sentence-level writing tasks. In skills 6, Teacher Guide, lesson 10, during “Dictation with Words,” students first write individual letters to build CVC, CCVC, and CVCC words on their activity pages before transferring those skills to their dictation journals. Students write dictated words such as sand, flap, and blue as well as the sentence “I can spin.” These repeated activities help students practice letter formation, spacing, and handwriting fluency while applying handwriting skills in meaningful dictation and sentence-writing tasks.
Rubric Section 6
Knowledge Coherence
Materials support the development of connected background knowledge and key academic vocabulary within and across grade levels.
Total
100% (33 out of 33 points)
Evaluation for 6.A.1a
The materials organize instruction into knowledge-building units that help students develop content knowledge across multiple disciplines. In the ELAR User Guide, “ELAR Grades K–5 Domains and Units,” the kindergarten sequence includes domains connected to science, history, literature, and the arts. Students build scientific knowledge in “The Five Senses,” historical knowledge in “Native Americans: Tradition, Heritage, and the Land,” literary knowledge in “Nursery Rhymes and Fables,” and arts knowledge in “Art and the World Around Us.” This organization helps students build background knowledge and academic vocabulary through connected topics across the year.
The materials also deepen students’ knowledge through cross-curricular connections and content-rich instruction within the knowledge units. In the K–5 Cross-Curricular Connections Overview, the materials identify units that connect English language arts instruction to science and social studies TEKS while supporting learning across multiple fields. Students build scientific knowledge through domains such as “The Human Body,” “Astronomy,” and “Geology”; historical knowledge through “Colonial America” and “The Ancient Roman Civilization”; literary knowledge through “Classic Tales and Poetry”; and arts knowledge through “All That Jazz.” These connections show that the program is intentionally organized to build knowledge across science, history, literature, and the arts.
Evaluation for 6.A.1b
The materials contain planning resources that show how knowledge-building is organized within and across grade levels. In the K–5 Cross-Curricular Connections, “Knowledge Planning Documents,” the introductory guidance explains that the program immerses students in literary, historical, and scientific topics to strengthen their vocabulary and build content knowledge. The document shows how knowledge domains connect to science and social studies TEKS, helping educators understand how content learning is intentionally developed across units and grade levels. This guidance helps educators see how the kindergarten knowledge domains fit within a larger K–5 sequence of developing background knowledge and academic vocabulary.
The materials also provide a program-level Scope and Sequence that supports planning for knowledge-building over time. In the ELAR User Guide, “ELAR Grades K–5 Domains and Units,” the materials organize knowledge domains into a coherent progression within each grade and across kindergarten through grade 5. For example, educators can see the sequence of domains that students encounter in kindergarten and how those domains connect to later grade-level learning. These resources support instructional planning by showing how content knowledge develops systematically across the elementary grades.
Evaluation for 6.A.1c
The materials organize instruction so that students spend extended time on connected knowledge-building topics and texts. In the Kindergarten Curriculum Map, the curriculum identifies 12 knowledge domains, with each domain centered on a single topic and spanning approximately 12–17 instructional days. Students remain with the same knowledge-building topic for roughly two to three weeks, giving them sustained opportunities to build understanding through connected reading, writing, speaking, and listening experiences within each domain.
The materials also show this extended design through the organization of the kindergarten knowledge domains. In the Kindergarten Curriculum Map, “Knowledge Planning Documents,” each domain contains a coherent set of texts and learning experiences rather than isolated lessons or disconnected themes. Students revisit the same topic across multiple lessons and cumulative activities, allowing them to deepen their understanding through repeated engagement with connected texts and related instructional tasks. This pacing supports sustained knowledge-building across the kindergarten year.
Evaluation for 6.A.1d
The materials connect lessons through anchor texts and text sets that build background knowledge across a unit. For example, in the Kindergarten Curriculum Map: Knowledge, “Knowledge Planning Documents,” domain 5, “Farms: From the Ground Up” connects new learning about how farmers raise animals to previously learned knowledge about plants, food sources, and what plants need to grow. The domain is anchored by the classic text “The Little Red Hen,” which helps students understand seasonal cycles, including planting, growing, and harvesting. These connected texts help students build knowledge over time rather than encountering each lesson as an isolated topic.
The materials also provide routines that prompt students to connect new learning to previously read texts and prior knowledge. For example, in knowledge 6, “Native Americans: Tradition, Heritage, and the Land,” lesson 3, the “What Have We Already Learned?” routine asks students to recall information from earlier read-alouds about the Lakota people’s environment and use of bison before reading “Where’s Winona?” Students apply what they have already learned about the Lakota to better understand the daily life of a Lakota family. These routines help students deepen their background knowledge as they revisit, apply, and extend ideas across related texts within the domain.
Evaluation for 6.A.1e
The materials connect vocabulary, discussion, and writing to the knowledge-building topic of the lesson. For example, in knowledge 4, Teacher Guide, lesson 2, the comprehension questions guide students to discuss how each part of a plant helps it survive. Students answer questions about plant structures and their functions, learn and use the vocabulary word survival during “Word Work,” and complete activity page 2.1 by assembling and labeling the parts of a plant. As students verbally identify the function of each plant part, they connect discussion, vocabulary, and writing to the science content of the lesson.
The materials also integrate vocabulary, discussion, and writing throughout the knowledge domain to reinforce the unit topic. During read-alouds and comprehension discussions, students use domain-specific terms such as soil and survival while discussing how plants grow and meet their basic needs. For example, students extend their understanding through drawing and educator-supported writing activities that require them to apply newly learned vocabulary and concepts as they communicate what they know about plants. These activities keep language development connected to the domain’s knowledge-building focus.
Evaluation for 6.A.2a
The materials activate and supply background knowledge by building foundational content that prepares students for future learning. For example, in the Kindergarten Curriculum Map, the “Colonial Towns and Townspeople: Once Upon America” domain provides important background knowledge for later study of the historical events that led to American independence. The curriculum explains that later kindergarten domains build upon knowledge acquired in earlier domains, creating a foundation that supports learning across grade levels.
The materials also contain lesson-level routines that prompt students to recall and apply prior knowledge before engaging with new content. In knowledge 8, Teacher Guide, lesson 1, “What’s the Weather Like?,” the domain introduction directs educators to review the previously learned concepts of days, weeks, months, and years using a monthly calendar. Educators remind students that they previously learned about the seasons in “Plants and Farms” before beginning instruction about weather and seasonal characteristics. These routines help students activate their background knowledge and connect previously learned concepts to new content.
Evaluation for 6.A.2b
The materials help students activate their background knowledge by prompting them to recall previously learned content before starting new learning. For example, in knowledge 8, Teacher Guide, lesson 6, “The Grasshopper and the Ants,” the “What Have We Already Learned?” and “Essential Background Information” sections direct educators to have students recall fables and the storyteller Aesop from knowledge 1, “Nursery Rhymes and Fables,” before introducing a new fable. Students retrieve what they already know about fables to prepare for the new read-aloud and support comprehension of the lesson.
The materials also use explicit educator prompts to connect current learning to earlier knowledge units. For example, in knowledge 10, Teacher Guide, lesson 3, during the read-aloud on natural resources, the educator connects new learning to knowledge 4, “Plants: How Do They Grow?” by reminding students that they previously learned about plants. Students recall how trees clean the air before applying that knowledge to understand natural resources. These routines help students build cumulative knowledge by connecting earlier science content to new learning.
Evaluation for 6.A.2c
The materials provide targeted background knowledge before students engage with a new read-aloud. For example, in knowledge 8, Teacher Guide, lesson 1, the domain introduction prepares students for the read-aloud about weather and seasons by reviewing time concepts such as days, weeks, months, and seasons. Educators use a classroom calendar to help students connect these concepts to their own experiences with seasonal changes before listening to the text. This preparation gives students meaningful context for understanding and engaging with the read-aloud.
The materials also use discussion routines to help students connect prior learning to new texts. In knowledge 7, Teacher Guide, lesson 4, the “What Have We Already Learned?” routine prompts students to recall previously learned information about kings and queens before the upcoming read-aloud. Educators guide students to review the roles of princes and princesses and the meaning of crown prince. Students use this background knowledge to better understand the new information presented in the text.
Evaluation for 6.A.3a
Students engage with central ideas and topics through questions and tasks connected to each knowledge unit. For example, in knowledge 2, “The Five Senses,” lesson 4, students identify the central idea of the informational read-aloud and explain how the sense of smell helps people understand the world and stay safe. Students compare the sense of smell to the sense of sight by citing evidence from the text and discussing how the senses work together to meet people’s basic needs. In knowledge 4, “Plants,” lesson 1, students explain what plants need to survive, compare plants in different environments, and predict what may happen when those needs are not met. These routines help students move beyond recall and support deeper understanding of scientific ideas such as living things, survival, and the relationship between organisms and their environments.
Students also explore broader topics and themes across history and literature. In knowledge 7, “Kings and Queens,” lesson 1, students discuss the central idea of the read-aloud by examining the roles and responsibilities of kings and queens and reflecting on what it would be like to lead a kingdom. In knowledge 9, “Native Americans,” lesson 1, students compare how Native American tribes were alike and different by using evidence from the read-aloud to explain how different groups met similar needs while adapting to different environments. These questions and tasks help students connect details from the text to larger ideas that organize knowledge-building across the kindergarten curriculum.
Evaluation for 6.A.3b
Students synthesize knowledge across texts within a unit by recalling, comparing, and applying information from multiple read-alouds. In knowledge 2, “The Five Senses,” each lesson begins with the “What Have We Already Learned?” routine, which prompts students to recall ideas from previous informational read-alouds before engaging with a new text. For example, in lesson 4, students review what they have learned about the senses of sight and hearing before discussing the informational read-aloud about the sense of smell. During the pausing point, domain review, and culminating activities, students revisit all five informational texts and compare how the senses work together, requiring them to integrate knowledge across multiple texts and lessons within the unit.
Students also synthesize knowledge across texts and extend that understanding across knowledge units. For example, in knowledge 6, “Native Americans: Tradition, Heritage, and the Land,” lesson 6, students complete the “Native Americans” chart by integrating information from multiple read-alouds about the Lakota, Wampanoag, and Lenape peoples. Students compare and contrast how each tribe met its basic needs by analyzing the environment, food, clothing, and shelter before answering evaluative questions supported by textual evidence. In knowledge 7, “Kings and Queens,” students also link prior learning about the Pilgrims leaving England with new learning about George Washington and the American colonies’ pursuit of independence. These routines help students build cumulative knowledge across texts, lessons, and knowledge units.
Evaluation for 6.A.3c
Students demonstrate understanding of the unit topic through culminating tasks that require them to connect ideas across related texts. In knowledge 2, “The Five Senses,” the culminating activities prompt students to revisit multiple read-alouds from throughout the domain before completing enrichment tasks. For example, students answer riddles that require them to connect information from the biographies of Ray Charles, Helen Keller, and Anne Sullivan; explain how sensory tools support the five senses; and create a drawing that applies their understanding of the senses as a “superpower.” These activities require students to integrate learning from multiple texts to show understanding of the domain’s central concepts.
The materials also contain research and assessment tasks that require students to apply knowledge gathered across a unit. For example, in knowledge 12, “Art and the World Around Us,” lesson 12, students continue researching for a class book by integrating information from the trade books Van Gogh and the Sunflowers and My Name Is Georgia. Students use activity page 5.1 to record facts from both texts on a cumulative graphic organizer and compare how each artist used nature as inspiration for artwork. In knowledge 6, “Native Americans: Tradition, Heritage, and the Land,” the “Domain Assessment” requires students to use evidence from multiple read-alouds about the Lakota, Wampanoag, and Lenape peoples, along with “Native Americans Today” to explain tribal food, clothing, shelter, environments, and cultural traditions. These tasks help students show understanding by synthesizing information across related texts.
Evaluation for 6.A.3d
Students apply new understanding from the unit topic to real-world and personal contexts. For example, in knowledge 2, “The Five Senses,” lesson 6, students apply their understanding of the sense of touch by discussing real-life situations in which touch helps keep them safe. Students discuss avoiding hot objects, dressing appropriately for cold weather, and recognizing the pain of a bee sting or mosquito bite. Students then identify objects they are touching in their own environment and explain how the sense of touch helps them in everyday life. In knowledge 11, “Presidents and American Symbols: Uniquely American,” the “Word Work” activity for liberties prompts students to identify a personal liberty they have at home and discuss freedoms they enjoy as Americans. These activities help students connect unit concepts to their own experiences.
The materials also include authentic tasks that extend learning beyond the classroom through community connections. In knowledge 6, “Native Americans: Tradition, Heritage, and the Land,” students begin the “Native Americans” chart by comparing their own food, clothing, shelter, and environment with those of the Lakota, Wampanoag, and Lenape peoples. Students apply their understanding of how people meet basic needs in different environments by comparing their lives to the lives described in the read-alouds. During the culminating activities, students extend this learning by writing a classroom letter to a local tribal representative after learning from a Native American visitor or conducting research about local Native American communities. These opportunities encourage students to apply new understanding in meaningful contexts connected to their own lives and communities.
Evaluation for 6.A.4a
The materials organize tier-two and tier-three vocabulary across the year so that vocabulary instruction supports knowledge-building within each domain. In the K–5 Text Complexity and Vocabulary Guide, vocabulary instruction is organized by knowledge domain across the kindergarten year. For example, starting with knowledge 1, “Nursery Rhymes and Fables,” the guide identifies tier-two academic vocabulary such as boasting, nimble, and reflection alongside tier-three domain-specific terms like ashes, buckle, and snoring. This organization aligns vocabulary instruction with the literary and informational content of each domain and helps students build academic as well as domain-specific vocabulary across the year.
The materials also provide lesson-level routines that teach and reinforce planned vocabulary in meaningful content. In knowledge 4, “Plants,” lesson 1, “Introduction to Plants,” the “Word Work” routine teaches the word soil through a student-friendly definition, contextual examples from the read-aloud, guided questioning, and structured oral language practice. Students apply the word while discussing what plants need to grow and explaining how soil supports plant life. These routines help students use new vocabulary during discussion and content-based learning.
Evaluation for 6.A.4b
Students practice and apply academic vocabulary through read-alouds, “Word Work” activities, discussion, and content-based tasks. For example, in knowledge 2, “The Five Senses,” lesson 1, educators introduce domain-specific terms during the read-aloud using explicit instruction, visuals, and guided questioning. During “Word Work,” students discuss word meanings and apply new vocabulary orally in context as they respond to questions tied to the five senses. These routines help students use new vocabulary in meaningful conversations about the unit topic.
The materials also provide content and language scaffolds that help educators differentiate vocabulary development for learners with varying language needs. For example, in knowledge 6, lesson 2, “The Lakota and the Bison,” students learn the tier-two word agile through a student-friendly definition, contextual examples, educator modeling, and guided discussion. Students apply the word during the “Making Choices” activity by identifying examples and nonexamples and justifying their responses. The “Emergent Bilingual” sidebars differentiate vocabulary practice by proficiency level through yes/no questions, sentence frames, and responses given in complete sentences, thus offering students multiple ways to practice and deepen their understanding of the word.
Evaluation for 6.A.4c
Students use key academic vocabulary during “Word Work” activities, discussion, and content-based tasks. For example, in knowledge 2, “The Five Senses,” lesson 7, students learn the tier-two vocabulary word remarkable during “Word Work” and then apply the word while completing the “Timeline of Ray Charles’s Life” and “Drawing Scenes from Ray Charles’s Life” activities. Educators guide students to discuss Ray Charles’s accomplishments using the target vocabulary as they sequence events and explain why those events are important. In lesson 8, students similarly apply the word sensations as they discuss, illustrate, and explain Helen Keller’s experiences. These routines require students to use vocabulary in context rather than only define the word.
Students also apply academic vocabulary during classroom discussions connected to the lesson topic. For example, in knowledge 7, “Kings and Queens,” lesson 2, students participate in the “Word Work” activity for the tier-two vocabulary word advantages. Students discuss the meaning of the word, connect it to the read-aloud, and use it in educator-guided oral responses and classroom conversations. These opportunities help students use new vocabulary purposefully as they communicate ideas, explain their thinking, and deepen their understanding of the lesson content.
Evaluation for 6.A.4d
The materials use images and visual representations to help students understand key academic terms. In knowledge 2, “The Five Senses,” educators use flip-book images and image cards throughout the read-aloud to introduce and reinforce tier-two and tier-three vocabulary. For example, in lesson 4, students learn the word scents as educators use flip-book images to illustrate the concept before students organize examples on a “Pleasant and Unpleasant Odors” T-chart. These supports help students connect vocabulary to concrete visual examples during content-based instruction.
The materials also use drawing and visualization routines to help students apply vocabulary nonverbally. For example, in knowledge 2, lesson 7, students strengthen their understanding of the tier-two word remarkable by completing the “Drawing Scenes from Ray Charles’s Life” activity. Students use illustrations to represent important events from the read-aloud and connect new vocabulary to meaningful visual representations. In knowledge 8, “Seasons and Weather,” lesson 3, students learn the tier-two word gradually as educators display images of spring months, cherry blossoms, and farmers working in spring. Students observe visual examples of seasonal changes (such as flowers blooming and seedlings growing) to connect the meaning of gradually to concrete, observable events.
Evaluation for 6.B.1a
Students generate questions during inquiry-based discussions connected to the unit topic. In knowledge 8, “Seasons and Weather,” Teacher Guide, lesson 4, “Summer,” educators prompt students to respond to open-ended inquiry questions during the read-aloud, including “What kinds of things do you think of when I say summer?” and “What is it like during the summer where you live?” Students participate in turn-and-talk discussions to share observations and experiences about summer weather and respond to a “Challenge” prompt by describing protective actions such as wearing a swim shirt, drinking plenty of water, and playing in the shade. These routines help students use questions and discussion to explore seasonal characteristics.
Students also generate questions through a structured research process. For example, in knowledge 12, “Art and the World Around Us,” Teacher Guide, lesson 5, “Research Questions,” students generate research questions about artists and artwork, gather information to answer those questions, and use their findings to contribute to a class research book. The educator guides students in developing and refining inquiry questions, recording information, and sharing their learning. The embedded “Check for Understanding” gives students opportunities to discuss and revise their questions before beginning research, supporting an authentic inquiry process.
Evaluation for 6.B.1b
Students generate a research plan by organizing what they know and what they observe about a topic. For example, in knowledge 8, “Seasons and Weather: As the Earth Turns,” Teacher Guide, lesson 5, “Autumn,” students complete the “My Four Seasons” drawing activity by organizing information about winter, spring, summer, and autumn. Students record details about colors, plants, animals, and clothing associated with each season in a structured four-quadrant organizer. This routine helps students organize their thinking before communicating information about the seasons.
Students then follow a research plan by recording, organizing, and sharing information. In knowledge 8, students use drawings and words, phrases, or sentences to complete their seasonal models and then share their work with a partner. The materials also provide a more explicit research planning tool in knowledge 12, “Art and the World Around Us,” where the Activity Book Research Organizer helps students identify what they want to learn, develop research questions, plan how they will gather information, and record findings. These supports guide students through the steps of a research process as they investigate a topic and communicate their learning.
Evaluation for 6.B.1c
Students identify relevant sources that connect to their research questions or purpose. In knowledge 12, “Art and the World Around Us,” Teacher Guide, lesson 4, “What Is Research?”, students learn that research involves locating information from appropriate sources to answer questions about a topic. For example, the educator guides students in selecting books from the classroom or school library that relate to their research topics, and the “Challenge” activity extends this practice by encouraging students to identify additional books that provide relevant information for their inquiry. These routines help students begin to understand that research sources should connect to the question or topic being investigated.
Students also organize and communicate information gathered from sources and media. For example, in knowledge 12, “Art and the World Around Us,” Teacher Guide, lesson 6, “Asawa’s Sculptures,” students gather information from the read-aloud text and illustrations to answer a selected research question about an artist and works of art. Students record their research question and supporting facts on activity page 5.1, discuss their findings with a partner, and contribute information to the culminating class book. These tasks support students as they select relevant sources, organize information, and communicate research findings using multiple forms of media.
6.A.1 Connected Knowledge-Building Units and Lessons
6.A.1a
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
4 out of 4 points
Evaluation for 6.A.1a
Evaluation for 6.A.1a
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
4 out of 4 points
The materials also deepen students’ knowledge through cross-curricular connections and content-rich instruction within the knowledge units. In the K–5 Cross-Curricular Connections Overview, the materials identify units that connect English language arts instruction to science and social studies TEKS while supporting learning across multiple fields. Students build scientific knowledge through domains such as “The Human Body,” “Astronomy,” and “Geology”; historical knowledge through “Colonial America” and “The Ancient Roman Civilization”; literary knowledge through “Classic Tales and Poetry”; and arts knowledge through “All That Jazz.” These connections show that the program is intentionally organized to build knowledge across science, history, literature, and the arts.
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 also provide a program-level Scope and Sequence that supports planning for knowledge-building over time. In the ELAR User Guide, “ELAR Grades K–5 Domains and Units,” the materials organize knowledge domains into a coherent progression within each grade and across kindergarten through grade 5. For example, educators can see the sequence of domains that students encounter in kindergarten and how those domains connect to later grade-level learning. These resources support instructional planning by showing how content knowledge develops systematically across the elementary grades.
6.A.1c
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and texts.
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and texts.
1 out of 1 points
Evaluation for 6.A.1c
Evaluation for 6.A.1c
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and texts.
1 out of 1 points
The materials also show this extended design through the organization of the kindergarten knowledge domains. In the Kindergarten Curriculum Map, “Knowledge Planning Documents,” each domain contains a coherent set of texts and learning experiences rather than isolated lessons or disconnected themes. Students revisit the same topic across multiple lessons and cumulative activities, allowing them to deepen their understanding through repeated engagement with connected texts and related instructional tasks. This pacing supports sustained knowledge-building across the kindergarten year.
6.A.1d
Lessons are connected by anchoring texts or text sets designed to intentionally build connected student background knowledge over time.
Lessons are connected by anchoring texts or text sets designed to intentionally build connected student background knowledge over time.
1 out of 1 points
Evaluation for 6.A.1d
Evaluation for 6.A.1d
Lessons are connected by anchoring texts or text sets designed to intentionally build connected student background knowledge over time.
1 out of 1 points
The materials also provide routines that prompt students to connect new learning to previously read texts and prior knowledge. For example, in knowledge 6, “Native Americans: Tradition, Heritage, and the Land,” lesson 3, the “What Have We Already Learned?” routine asks students to recall information from earlier read-alouds about the Lakota people’s environment and use of bison before reading “Where’s Winona?” Students apply what they have already learned about the Lakota to better understand the daily life of a Lakota family. These routines help students deepen their background knowledge as they revisit, apply, and extend ideas across related texts within the domain.
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 also integrate vocabulary, discussion, and writing throughout the knowledge domain to reinforce the unit topic. During read-alouds and comprehension discussions, students use domain-specific terms such as soil and survival while discussing how plants grow and meet their basic needs. For example, students extend their understanding through drawing and educator-supported writing activities that require them to apply newly learned vocabulary and concepts as they communicate what they know about plants. These activities keep language development connected to the domain’s knowledge-building focus.
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 also contain lesson-level routines that prompt students to recall and apply prior knowledge before engaging with new content. In knowledge 8, Teacher Guide, lesson 1, “What’s the Weather Like?,” the domain introduction directs educators to review the previously learned concepts of days, weeks, months, and years using a monthly calendar. Educators remind students that they previously learned about the seasons in “Plants and Farms” before beginning instruction about weather and seasonal characteristics. These routines help students activate their background knowledge and connect previously learned concepts to new content.
6.A.2b
Materials activate or supply background knowledge by making connections across units within a grade level.
Materials activate or supply background knowledge by making connections across units within a grade level.
1 out of 1 points
Evaluation for 6.A.2b
Evaluation for 6.A.2b
Materials activate or supply background knowledge by making connections across units within a grade level.
1 out of 1 points
The materials also use explicit educator prompts to connect current learning to earlier knowledge units. For example, in knowledge 10, Teacher Guide, lesson 3, during the read-aloud on natural resources, the educator connects new learning to knowledge 4, “Plants: How Do They Grow?” by reminding students that they previously learned about plants. Students recall how trees clean the air before applying that knowledge to understand natural resources. These routines help students build cumulative knowledge by connecting earlier science content to new learning.
6.A.2c
Materials provide students with relevant and targeted context or background knowledge to enhance the student's engagement with the text. (S/T)
Materials provide students with relevant and targeted context or background knowledge to enhance the student's engagement with the text. (S/T)
1 out of 1 points
Evaluation for 6.A.2c
Evaluation for 6.A.2c
Materials provide students with relevant and targeted context or background knowledge to enhance the student's engagement with the text. (S/T)
1 out of 1 points
The materials also use discussion routines to help students connect prior learning to new texts. In knowledge 7, Teacher Guide, lesson 4, the “What Have We Already Learned?” routine prompts students to recall previously learned information about kings and queens before the upcoming read-aloud. Educators guide students to review the roles of princes and princesses and the meaning of crown prince. Students use this background knowledge to better understand the new information presented in the text.
6.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks
6.A.3a
Questions and tasks require students to engage with big ideas, topics, and themes.
Questions and tasks require students to engage with big ideas, topics, and themes.
1 out of 1 points
Evaluation for 6.A.3a
Evaluation for 6.A.3a
Questions and tasks require students to engage with big ideas, topics, and themes.
1 out of 1 points
Students also explore broader topics and themes across history and literature. In knowledge 7, “Kings and Queens,” lesson 1, students discuss the central idea of the read-aloud by examining the roles and responsibilities of kings and queens and reflecting on what it would be like to lead a kingdom. In knowledge 9, “Native Americans,” lesson 1, students compare how Native American tribes were alike and different by using evidence from the read-aloud to explain how different groups met similar needs while adapting to different environments. These questions and tasks help students connect details from the text to larger ideas that organize knowledge-building across the kindergarten curriculum.
6.A.3b
Questions and tasks prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
Questions and tasks prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
2 out of 2 points
Evaluation for 6.A.3b
Evaluation for 6.A.3b
Questions and tasks prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
2 out of 2 points
Students also synthesize knowledge across texts and extend that understanding across knowledge units. For example, in knowledge 6, “Native Americans: Tradition, Heritage, and the Land,” lesson 6, students complete the “Native Americans” chart by integrating information from multiple read-alouds about the Lakota, Wampanoag, and Lenape peoples. Students compare and contrast how each tribe met its basic needs by analyzing the environment, food, clothing, and shelter before answering evaluative questions supported by textual evidence. In knowledge 7, “Kings and Queens,” students also link prior learning about the Pilgrims leaving England with new learning about George Washington and the American colonies’ pursuit of independence. These routines help students build cumulative knowledge across texts, lessons, and knowledge units.
6.A.3c
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
1 out of 1 points
Evaluation for 6.A.3c
Evaluation for 6.A.3c
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
1 out of 1 points
The materials also contain research and assessment tasks that require students to apply knowledge gathered across a unit. For example, in knowledge 12, “Art and the World Around Us,” lesson 12, students continue researching for a class book by integrating information from the trade books Van Gogh and the Sunflowers and My Name Is Georgia. Students use activity page 5.1 to record facts from both texts on a cumulative graphic organizer and compare how each artist used nature as inspiration for artwork. In knowledge 6, “Native Americans: Tradition, Heritage, and the Land,” the “Domain Assessment” requires students to use evidence from multiple read-alouds about the Lakota, Wampanoag, and Lenape peoples, along with “Native Americans Today” to explain tribal food, clothing, shelter, environments, and cultural traditions. These tasks help students show understanding by synthesizing information across related texts.
6.A.3d
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
1 out of 1 points
Evaluation for 6.A.3d
Evaluation for 6.A.3d
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
1 out of 1 points
The materials also include authentic tasks that extend learning beyond the classroom through community connections. In knowledge 6, “Native Americans: Tradition, Heritage, and the Land,” students begin the “Native Americans” chart by comparing their own food, clothing, shelter, and environment with those of the Lakota, Wampanoag, and Lenape peoples. Students apply their understanding of how people meet basic needs in different environments by comparing their lives to the lives described in the read-alouds. During the culminating activities, students extend this learning by writing a classroom letter to a local tribal representative after learning from a Native American visitor or conducting research about local Native American communities. These opportunities encourage students to apply new understanding in meaningful contexts connected to their own lives and communities.
6.A.4 Key Academic Vocabulary and Grade-Level Concepts
6.A.4a
Materials include a year-long scope and sequence for building tier 2 and 3 academic vocabulary in the context of knowledge-building.
Materials include a year-long scope and sequence for building tier 2 and 3 academic vocabulary in the context of knowledge-building.
2 out of 2 points
Evaluation for 6.A.4a
Evaluation for 6.A.4a
Materials include a year-long scope and sequence for building tier 2 and 3 academic vocabulary in the context of knowledge-building.
2 out of 2 points
The materials also provide lesson-level routines that teach and reinforce planned vocabulary in meaningful content. In knowledge 4, “Plants,” lesson 1, “Introduction to Plants,” the “Word Work” routine teaches the word soil through a student-friendly definition, contextual examples from the read-aloud, guided questioning, and structured oral language practice. Students apply the word while discussing what plants need to grow and explaining how soil supports plant life. These routines help students use new vocabulary during discussion and content-based learning.
6.A.4b
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate vocabulary development for all learners. (S)
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate vocabulary development for all learners. (S)
2 out of 2 points
Evaluation for 6.A.4b
Evaluation for 6.A.4b
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate vocabulary development for all learners. (S)
2 out of 2 points
The materials also provide content and language scaffolds that help educators differentiate vocabulary development for learners with varying language needs. For example, in knowledge 6, lesson 2, “The Lakota and the Bison,” students learn the tier-two word agile through a student-friendly definition, contextual examples, educator modeling, and guided discussion. Students apply the word during the “Making Choices” activity by identifying examples and nonexamples and justifying their responses. The “Emergent Bilingual” sidebars differentiate vocabulary practice by proficiency level through yes/no questions, sentence frames, and responses given in complete sentences, thus offering students multiple ways to practice and deepen their understanding of the word.
6.A.4c
Materials include tasks designed to engage students in purposeful use of key academic vocabulary. (S)
Materials include tasks designed to engage students in purposeful use of key academic vocabulary. (S)
1 out of 1 points
Evaluation for 6.A.4c
Evaluation for 6.A.4c
Materials include tasks designed to engage students in purposeful use of key academic vocabulary. (S)
1 out of 1 points
Students also apply academic vocabulary during classroom discussions connected to the lesson topic. For example, in knowledge 7, “Kings and Queens,” lesson 2, students participate in the “Word Work” activity for the tier-two vocabulary word advantages. Students discuss the meaning of the word, connect it to the read-aloud, and use it in educator-guided oral responses and classroom conversations. These opportunities help students use new vocabulary purposefully as they communicate ideas, explain their thinking, and deepen their understanding of the lesson content.
6.A.4d
Materials include nonverbal teaching techniques to support students in the acquisition of key academic vocabulary, such as the use of images and visualization. (T)
Materials include nonverbal teaching techniques to support students in the acquisition of key academic vocabulary, such as the use of images and visualization. (T)
1 out of 1 points
Evaluation for 6.A.4d
Evaluation for 6.A.4d
Materials include nonverbal teaching techniques to support students in the acquisition of key academic vocabulary, such as the use of images and visualization. (T)
1 out of 1 points
The materials also use drawing and visualization routines to help students apply vocabulary nonverbally. For example, in knowledge 2, lesson 7, students strengthen their understanding of the tier-two word remarkable by completing the “Drawing Scenes from Ray Charles’s Life” activity. Students use illustrations to represent important events from the read-aloud and connect new vocabulary to meaningful visual representations. In knowledge 8, “Seasons and Weather,” lesson 3, students learn the tier-two word gradually as educators display images of spring months, cherry blossoms, and farmers working in spring. Students observe visual examples of seasonal changes (such as flowers blooming and seedlings growing) to connect the meaning of gradually to concrete, observable events.
6.B.1 Recursive Inquiry Process
6.B.1a
Materials support instruction for students to ask and generate questions for inquiry. (S)
Materials support instruction for students to ask and generate questions for inquiry. (S)
1 out of 1 points
Evaluation for 6.B.1a
Evaluation for 6.B.1a
Materials support instruction for students to ask and generate questions for inquiry. (S)
1 out of 1 points
Students also generate questions through a structured research process. For example, in knowledge 12, “Art and the World Around Us,” Teacher Guide, lesson 5, “Research Questions,” students generate research questions about artists and artwork, gather information to answer those questions, and use their findings to contribute to a class research book. The educator guides students in developing and refining inquiry questions, recording information, and sharing their learning. The embedded “Check for Understanding” gives students opportunities to discuss and revise their questions before beginning research, supporting an authentic inquiry process.
6.B.1b
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
2 out of 2 points
Evaluation for 6.B.1b
Evaluation for 6.B.1b
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
2 out of 2 points
Students then follow a research plan by recording, organizing, and sharing information. In knowledge 8, students use drawings and words, phrases, or sentences to complete their seasonal models and then share their work with a partner. The materials also provide a more explicit research planning tool in knowledge 12, “Art and the World Around Us,” where the Activity Book Research Organizer helps students identify what they want to learn, develop research questions, plan how they will gather information, and record findings. These supports guide students through the steps of a research process as they investigate a topic and communicate their learning.
6.B.1c
2-3: Materials require students to gather relevant information from a variety of sources. (S). 2-3: Materials provide guidance for students on differentiating between primary and secondary sources. (S). 2-3: Materials include activities and tasks which require students to differentiate between primary and secondary sources. (S)
2-3: Materials require students to gather relevant information from a variety of sources. (S). 2-3: Materials provide guidance for students on differentiating between primary and secondary sources. (S). 2-3: Materials include activities and tasks which require students to differentiate between primary and secondary sources. (S)
4 out of 4 points
Evaluation for 6.B.1c
Evaluation for 6.B.1c
2-3: Materials require students to gather relevant information from a variety of sources. (S). 2-3: Materials provide guidance for students on differentiating between primary and secondary sources. (S). 2-3: Materials include activities and tasks which require students to differentiate between primary and secondary sources. (S)
4 out of 4 points
Students also organize and communicate information gathered from sources and media. For example, in knowledge 12, “Art and the World Around Us,” Teacher Guide, lesson 6, “Asawa’s Sculptures,” students gather information from the read-aloud text and illustrations to answer a selected research question about an artist and works of art. Students record their research question and supporting facts on activity page 5.1, discuss their findings with a partner, and contribute information to the culminating class book. These tasks support students as they select relevant sources, organize information, and communicate research findings using multiple forms of media.
Rubric Section 7
Text Quality and Complexity
Materials ensure students spend a majority of their time interacting with increasingly complex grade-level text.
Total
100% (34 out of 34 points)
Evaluation for 7.1a
The materials use research-based measures to document the complexity of core texts used for instruction. In the K–5 Text Complexity and Vocabulary Guide, each core text is evaluated using quantitative, qualitative, and reader/task measures. Educators are provided with Lexile measures, quantitative ratings, qualitative ratings, and reader/task ratings to help determine whether instructional texts align with grade-level expectations. This guidance helps educators understand how text complexity is considered across the kindergarten knowledge domains.
The materials also provide grade-specific information about text complexity for individual knowledge domains in kindergarten. In knowledge 7, “Kings and Queens,” the guide identifies the text as informational/literary and provides a quantitative rating of 870L, a qualitative rating of 2, and a reader/task rating of 2. These measures show that students engage with appropriately complex texts while developing comprehension, vocabulary, and knowledge connected to the domain topic.
Evaluation for 7.1b
The materials include well-crafted instructional texts that help students develop literacy through intentional design and alignment with the instructional sequence. In the skills 6 reader, “Kit’s Hat,” the decodable reader includes only previously taught sound–spelling correspondences and tricky words, allowing students to apply newly learned decoding skills in connected text. The reader also contains standard publishing features such as an International Standard Book Number (ISBN), copyright information, publisher attribution, and Creative Commons licensing. These features show that the text is intentionally designed and professionally presented for instructional use.
The materials also include professionally published trade books that support knowledge-building through authentic literature and engaging textual features. For example, in knowledge 5, students read “The Cazuela That the Farm Maiden Stirred,” a cumulative tale that incorporates Spanish vocabulary while building students’ understanding of foods that come from plants and animals on farms. The trade book includes a recipe for arroz con leche, a Spanish glossary with a pronunciation guide, vocabulary support, writing prompts, and performance tasks that extend comprehension and application. Together, these resources demonstrate that students engage with well-crafted texts of publishable quality.
Evaluation for 7.1c
Students engage with a range of literary texts, including traditional, classical, and culturally diverse selections. In the K–5 Text Complexity and Vocabulary Guide, kindergarten core texts include traditional nursery rhymes, Aesop’s fables, fairy tales, folktales, realistic and historical fiction, poetry, and authentic trade books. For example, the Kindergarten Curriculum Map contains knowledge 1, “Nursery Rhymes and Fables,” where students engage with traditional nursery rhymes and Aesop’s fables, and knowledge 3, “Stories: Fairy Tales and Folktales,” where students encounter classic fairy tales and folktales from multiple cultures. These texts expose students to varied genres, perspectives, and literary traditions across the kindergarten year.
Students also engage with informational texts across content areas that build knowledge in science, history, geography, civics, and the arts. The Kindergarten Curriculum Map covers domains such as “The Five Senses,” “Plants,” “Seasons and Weather,” “Native Americans,” “Colonial Towns and Townspeople,” and “Taking Care of the Earth.” Students build scientific knowledge through texts about the senses, plant life, and weather while also developing historical and civic understanding through texts about Native American communities, colonial towns, and environmental responsibility. These texts provide students with diverse literary and informational experiences across multiple content areas.
Evaluation for 7.1d
The materials provide texts and topics that connect to students’ lives, interests, and everyday experiences. In the Kindergarten Curriculum Map, the knowledge domains are intentionally sequenced to help students link new learning to their own lives, prior knowledge, and community experiences. For example, in knowledge domain 8, “Seasons and Weather: As the Earth Turns,” students connect seasonal weather patterns to daily life by maintaining a weather diary, creating seasonal sequences, learning how to stay safe during storms, and presenting weather reports. These activities help students build meaning by connecting grade-level science content to weather, safety, clothing, and seasonal experiences they may encounter at home or in their communities.
The materials also contain texts and topics that broaden students’ understanding of people, places, cultures, history, science, and the arts. In kindergarten, students explore familiar and real-world topics such as using the five senses in knowledge domain 2, “The Five Senses”; growing plants in knowledge domain 4, “Plants: How Do They Grow?”; learning where food comes from in knowledge domain 5, “Farms: From the Ground Up”; and protecting natural resources in knowledge domain 10, “Taking Care of the Earth.” These domains provide engaging opportunities for students to connect classroom learning to their own experiences while also expanding their understanding of the natural world, communities, and responsibilities beyond themselves.
Evaluation for 7.2a
Students listen to grade-level texts and respond to questions that require them to explain, analyze, and justify their thinking. For example, in knowledge 3, “Stories,” lesson 3, students listen to the read-aloud “The Three Billy Goats Gruff” and answer questions that progress from recalling story events to analyzing and evaluating the text. Students explain what the three billy goats long for, identify the problem standing in their way, describe how they solve it, evaluate whether reaching the meadow was worth the challenges they faced, and compare and contrast the three billy goats using evidence from the read-aloud. These questions require students to think critically about characters, problems, solutions, and story events while justifying their responses orally.
Students also communicate their thinking through drawings, written observations, and collaborative discussions tied to grade-level informational text. For example, in knowledge 8, “Seasons and Weather: As the Earth Turns,” lesson 4, students listen to an informational read-aloud about summer and compare information from the text with their daily weather observations. During the “Weather Diary” application, students compare daily weather observations, identify patterns, make predictions about future weather, and report their findings about weather in other locations. In lesson 5, students complete the “My Four Seasons” drawing activity by illustrating seasonal characteristics, explaining their ideas during an educator-guided discussion, and connecting drawings to evidence from the lessons. These tasks give students opportunities to justify their thinking orally and through written or drawn responses.
Evaluation for 7.2b
Students discuss how language and vocabulary contribute to meaning in grade-level texts. For example, in knowledge 4, “Plants,” lesson 1, students revisit a sentence from the read-aloud, “There are many different kinds of people, animals, and plants that live in our world,” and determine which illustration represents the meaning of the word plant as it is used in the text. Students distinguish among the word’s three meanings, create a sentence for each meaning with a partner, and share their sentences during an educator-guided discussion. These routines help students analyze how word meaning supports understanding of the text.
Students also discuss specific ideas from grade-level texts through educator-guided comprehension routines. In knowledge 7, “Kings and Queens,” lesson 2, students respond to an evaluative question by discussing ideas presented in the read-aloud and explaining their thinking with evidence from the text. The educator facilitates a whole-group conversation as students analyze the text and communicate their understanding orally. These opportunities support students as they discuss vocabulary, textual ideas, and meaning in grade-level texts.
Evaluation for 7.2c
Students apply reading skills before, during, and after grade-level texts by making predictions and monitoring their understanding. For example, in knowledge 1, “Nursery Rhymes and Fables,” lesson 4A, educators prompt students to make predictions before the read-aloud by activating their background knowledge and considering information introduced in the “Essential Background Information” or “Terms” sections. After listening to the text, students revisit their predictions during the “Check for Understanding” recall activity and use evidence from the read-aloud to confirm or revise their thinking. These routines help students make predictions, evaluate their understanding, and monitor comprehension across the lesson.
Students also apply additional reading skills by analyzing information and making predictions connected to grade-level informational text. For example, in knowledge 8, “Seasons and Weather: As the Earth Turns,” lesson 4, students listen to an informational read-aloud about summer and complete the “Weather Diary” application. Students compare information from the text with daily weather observations, identify weather patterns, make predictions about future weather, and explain their thinking by responding to questions such as “What is the weather like today?”, “How is the weather today different from the weather yesterday?”, and “What do you think the weather will be like tomorrow?” These questions require students to analyze information from the text, support their predictions, and apply multiple reading skills to deepen their comprehension.
Evaluation for 7.3a
Educators use embedded scaffolds before and while reading grade-level texts to support comprehension, vocabulary, and participation without reducing the rigor of the lesson. For example, in knowledge 2, “The Five Senses,” lesson 1, educators help students build background knowledge by displaying flip-book illustrations, guiding discussions before reading, and establishing a purpose for listening before the read-aloud. Educators use text-dependent questions, visuals, and differentiated EB supports with scaffolded prompts and sentence frames so that students can engage with the grade-level informational text while maintaining the lesson focus on comprehension and academic language.
The materials also provide targeted supports for vocabulary, visuals, questioning, and discussion during complex content. In knowledge 4, “Plants,” lesson 5, “Polly the Honeybee’s Flower Tour,” educators introduce domain-specific terms such as nectar, pollen, and pollination; use image cards and think-alouds during the read-aloud; and guide students through comprehension questions, turn-and-talk discussions, repeated practice of academic vocabulary, and the “Pollination Simulation” application activity. These embedded scaffolds help students access and discuss grade-level text while preserving expectations for comprehension, vocabulary use, and content understanding.
Evaluation for 7.3b
Students who demonstrate proficiency extend their analysis of grade-level texts through enrichment tasks that require rereading, comparison, interpretation, and discussion. In knowledge 1, “Nursery Rhymes and Fables,” the culminating activities provide enrichment tasks that ask students to revisit and analyze previously read nursery rhymes and fables in new ways. For example, students retell a fable using puppets, dramatize a selected nursery rhyme or fable, orally compare and contrast two versions of the same fable during the “Challenge” activity, and discuss new observations after rereading the texts. These activities extend students’ analysis of characters, events, and themes beyond the core lesson.
The materials also provide enrichment activities that ask students to apply their learning through illustration, comparison, and imaginative responses. In knowledge 7, “Kings and Queens,” the culminating activities include the “Listen and Create” enrichment activity where students revisit excerpts from fairy tales such as “The Princess and the Pea” and “Cinderella,” illustrate important scenes, and compare how fairy tales are similar to and different from real life using a T-chart or Venn diagram. Students also complete “You Were There: Kings and Queens” by applying information from the domain to imagine and describe what they might see and hear as a member of a royal family. These tasks deepen students’ understanding by requiring them to revisit texts, analyze ideas, and apply knowledge in new ways.
Evaluation for 7.4a
Educators are provided with text complexity information that supports instructional planning for core texts. In the K–5 Text Complexity and Vocabulary Guide, the entry for knowledge 1, “Nursery Rhymes and Fables” includes the text’s Lexile measure, quantitative information on text complexity, qualitative analysis, and reader and task considerations. For example, the guide explains how the text’s structure, language features, and knowledge demands support early literacy development while building background knowledge through nursery rhymes and fables. These measures help educators understand the complexity of the core text before instruction.
The materials also explain why the selected texts are appropriate for kindergarten and how they support instruction. The K–5 Text Complexity and Vocabulary Guide describes the instructional purpose of knowledge 1, “Nursery Rhymes and Fables,” and its placement within the kindergarten curriculum. The accompanying curriculum information explains that the domain develops foundational vocabulary, oral language, and comprehension while introducing students to literary genres through intentionally sequenced read-alouds. Together, the quantitative measures and qualitative analysis provide a rationale for the text’s educational purpose and grade-level placement.
Evaluation for 7.4b
The text complexity information aligns with the instructional tasks students complete during the unit. In the K–5 Text Complexity and Vocabulary Guide, each kindergarten core text includes quantitative, qualitative, and reader/task information. The guide explains how levels of meaning, textual structure, language features, and knowledge demands align with instructional tasks. These measures show that the selected texts are appropriately matched to kindergarten students and the work they complete during instruction.
The materials also connect text complexity to tasks that support comprehension, vocabulary, discussion, and knowledge-building. In knowledge 4, “Plants: How Do They Grow?,” the K–5 Text Complexity and Vocabulary Guide assigns the domain a quantitative measure of 930L, a qualitative rating of 2, and a reader and task rating of 2. Throughout the unit, students participate in vocabulary instruction, interactive discussions, comprehension questions, sequencing activities, and plant-related observations. These tasks correspond to the text’s complexity and support students in engaging successfully with grade-level informational texts.
Evaluation for 7.5a
Students engage with age-appropriate read-aloud texts that maintain grade-level complexity while providing educators with support for comprehension. For example, in knowledge 1, “Nursery Rhymes and Fables,” lesson 10, students listen to the read-aloud “The Lion and the Mouse,” a classic fable that introduces literary language, story structure, and the moral of the text. The Teacher Guide includes highlighted stopping points with text-dependent questions, discussion prompts, “Word Work,” and comprehension support so that students can discuss the story, explain their ideas, and build understanding while still engaging with the complexity of the original read-aloud.
Students also participate in shared reading experiences that support decoding, fluency, and comprehension. In skills 4, students engage in shared reading with the Big Book “Pet Fun.” For example, educators first model fluent reading before students read the connected text together and apply previously taught letter–sound correspondences. Educators support comprehension through discussion, modeling, and guided practice. Together, the read-aloud and shared reading experiences provide age-appropriate texts with embedded scaffolds that help students access grade-level instruction.
Evaluation for 7.5b
Students have access to independent reading texts that support practice across a range of complexity levels. The K–5 Independent Reading Guide explains that students select texts based on their interests, content connections, and reading development. For example, early and emergent readers choose from educator-curated collections, while developing readers select from categorized texts that match their instructional needs. This guidance supports students as they practice reading texts that are appropriately matched to their development.
Students also transition toward more independent reading as their decoding skills grow. In skills 6, “From Big Books to Independent Reading,” students move from educator-supported shared reading with Big Books to independently reading decodable Student Readers that include previously taught letter–sound correspondences. Together, the independent reading guidance and skills instruction give kindergarten students opportunities to practice reading texts across a range of complexity levels while building decoding accuracy, fluency, and reading independence.
Evaluation for 7.5c
Students follow a structured plan for selecting high-quality texts and reading independently for sustained periods. In the K–5 Independent Reading Guide, step 1, “Create a Designated Time, Place, and Routine for Independent Reading,” guides educators in establishing consistent independent reading routines. For example, the guide recommends at least two 30-minute independent reading sessions each week, a designated reading space, and instruction on how to self-select high-quality texts from classroom or library collections based on students’ interests and reading development. These routines help students build reading stamina and independence.
The materials also provide accountability tools that help students monitor independent reading progress. The K–5 Independent Reading Guide includes reading logs, “Setting SMART Goals” resources, educator–student reading conferences, and progress monitoring tools. For example, students establish reading goals, record completed books, reflect on their progress, and discuss future book selections with educator guidance. Together, these routines provide a plan for students to self-select texts, read independently for sustained periods, and monitor their own progress toward independent reading goals.
7.1 High-Quality Grade-Level Texts
7.1a
Core texts used for instruction are written at grade level when evaluated using research-based measures of text complexity.
Core texts used for instruction are written at grade level when evaluated using research-based measures of text complexity.
1 out of 1 points
Evaluation for 7.1a
Evaluation for 7.1a
Core texts used for instruction are written at grade level when evaluated using research-based measures of text complexity.
1 out of 1 points
The materials also provide grade-specific information about text complexity for individual knowledge domains in kindergarten. In knowledge 7, “Kings and Queens,” the guide identifies the text as informational/literary and provides a quantitative rating of 870L, a qualitative rating of 2, and a reader/task rating of 2. These measures show that students engage with appropriately complex texts while developing comprehension, vocabulary, and knowledge connected to the domain topic.
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 also include professionally published trade books that support knowledge-building through authentic literature and engaging textual features. For example, in knowledge 5, students read “The Cazuela That the Farm Maiden Stirred,” a cumulative tale that incorporates Spanish vocabulary while building students’ understanding of foods that come from plants and animals on farms. The trade book includes a recipe for arroz con leche, a Spanish glossary with a pronunciation guide, vocabulary support, writing prompts, and performance tasks that extend comprehension and application. Together, these resources demonstrate that students engage with well-crafted texts of publishable quality.
7.1c
Materials include traditional, contemporary, classical, and diverse texts across multiple content areas.
Materials include traditional, contemporary, classical, and diverse texts across multiple content areas.
4 out of 4 points
Evaluation for 7.1c
Evaluation for 7.1c
Materials include traditional, contemporary, classical, and diverse texts across multiple content areas.
4 out of 4 points
Students also engage with informational texts across content areas that build knowledge in science, history, geography, civics, and the arts. The Kindergarten Curriculum Map covers domains such as “The Five Senses,” “Plants,” “Seasons and Weather,” “Native Americans,” “Colonial Towns and Townspeople,” and “Taking Care of the Earth.” Students build scientific knowledge through texts about the senses, plant life, and weather while also developing historical and civic understanding through texts about Native American communities, colonial towns, and environmental responsibility. These texts provide students with diverse literary and informational experiences across multiple content areas.
7.1d
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
1 out of 1 points
Evaluation for 7.1d
Evaluation for 7.1d
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
1 out of 1 points
The materials also contain texts and topics that broaden students’ understanding of people, places, cultures, history, science, and the arts. In kindergarten, students explore familiar and real-world topics such as using the five senses in knowledge domain 2, “The Five Senses”; growing plants in knowledge domain 4, “Plants: How Do They Grow?”; learning where food comes from in knowledge domain 5, “Farms: From the Ground Up”; and protecting natural resources in knowledge domain 10, “Taking Care of the Earth.” These domains provide engaging opportunities for students to connect classroom learning to their own experiences while also expanding their understanding of the natural world, communities, and responsibilities beyond themselves.
7.2 Interaction with Grade-Level Text
7.2a
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level texts and justify their thinking orally and in writing. (S)
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level texts and justify their thinking orally and in writing. (S)
5 out of 5 points
Evaluation for 7.2a
Evaluation for 7.2a
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level texts and justify their thinking orally and in writing. (S)
5 out of 5 points
Students also communicate their thinking through drawings, written observations, and collaborative discussions tied to grade-level informational text. For example, in knowledge 8, “Seasons and Weather: As the Earth Turns,” lesson 4, students listen to an informational read-aloud about summer and compare information from the text with their daily weather observations. During the “Weather Diary” application, students compare daily weather observations, identify patterns, make predictions about future weather, and report their findings about weather in other locations. In lesson 5, students complete the “My Four Seasons” drawing activity by illustrating seasonal characteristics, explaining their ideas during an educator-guided discussion, and connecting drawings to evidence from the lessons. These tasks give students opportunities to justify their thinking orally and through written or drawn responses.
7.2b
Materials include opportunities in each lesson to discuss specific aspects of grade-level text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
Materials include opportunities in each lesson to discuss specific aspects of grade-level text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
1 out of 1 points
Evaluation for 7.2b
Evaluation for 7.2b
Materials include opportunities in each lesson to discuss specific aspects of grade-level text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
1 out of 1 points
Students also discuss specific ideas from grade-level texts through educator-guided comprehension routines. In knowledge 7, “Kings and Queens,” lesson 2, students respond to an evaluative question by discussing ideas presented in the read-aloud and explaining their thinking with evidence from the text. The educator facilitates a whole-group conversation as students analyze the text and communicate their understanding orally. These opportunities support students as they discuss vocabulary, textual ideas, and meaning in grade-level texts.
7.2c
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
1 out of 1 points
Evaluation for 7.2c
Evaluation for 7.2c
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
1 out of 1 points
Students also apply additional reading skills by analyzing information and making predictions connected to grade-level informational text. For example, in knowledge 8, “Seasons and Weather: As the Earth Turns,” lesson 4, students listen to an informational read-aloud about summer and complete the “Weather Diary” application. Students compare information from the text with daily weather observations, identify weather patterns, make predictions about future weather, and explain their thinking by responding to questions such as “What is the weather like today?”, “How is the weather today different from the weather yesterday?”, and “What do you think the weather will be like tomorrow?” These questions require students to analyze information from the text, support their predictions, and apply multiple reading skills to deepen their comprehension.
7.3 Supporting Access to Grade-Level Text
7.3a
Materials include teacher guidance and supports to ensure all students can access grade-level text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames.). (T/S)
Materials include teacher guidance and supports to ensure all students can access grade-level text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames.). (T/S)
2 out of 2 points
Evaluation for 7.3a
Evaluation for 7.3a
Materials include teacher guidance and supports to ensure all students can access grade-level text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames.). (T/S)
2 out of 2 points
The materials also provide targeted supports for vocabulary, visuals, questioning, and discussion during complex content. In knowledge 4, “Plants,” lesson 5, “Polly the Honeybee’s Flower Tour,” educators introduce domain-specific terms such as nectar, pollen, and pollination; use image cards and think-alouds during the read-aloud; and guide students through comprehension questions, turn-and-talk discussions, repeated practice of academic vocabulary, and the “Pollination Simulation” application activity. These embedded scaffolds help students access and discuss grade-level text while preserving expectations for comprehension, vocabulary use, and content understanding.
7.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level texts.
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level texts.
1 out of 1 points
Evaluation for 7.3b
Evaluation for 7.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level texts.
1 out of 1 points
The materials also provide enrichment activities that ask students to apply their learning through illustration, comparison, and imaginative responses. In knowledge 7, “Kings and Queens,” the culminating activities include the “Listen and Create” enrichment activity where students revisit excerpts from fairy tales such as “The Princess and the Pea” and “Cinderella,” illustrate important scenes, and compare how fairy tales are similar to and different from real life using a T-chart or Venn diagram. Students also complete “You Were There: Kings and Queens” by applying information from the domain to imagine and describe what they might see and hear as a member of a royal family. These tasks deepen students’ understanding by requiring them to revisit texts, analyze ideas, and apply knowledge in new ways.
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 also explain why the selected texts are appropriate for kindergarten and how they support instruction. The K–5 Text Complexity and Vocabulary Guide describes the instructional purpose of knowledge 1, “Nursery Rhymes and Fables,” and its placement within the kindergarten curriculum. The accompanying curriculum information explains that the domain develops foundational vocabulary, oral language, and comprehension while introducing students to literary genres through intentionally sequenced read-alouds. Together, the quantitative measures and qualitative analysis provide a rationale for the text’s educational purpose and grade-level placement.
7.4b
Core texts have the appropriate level of complexity for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
Core texts have the appropriate level of complexity for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
2 out of 2 points
Evaluation for 7.4b
Evaluation for 7.4b
Core texts have the appropriate level of complexity for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
2 out of 2 points
The materials also connect text complexity to tasks that support comprehension, vocabulary, discussion, and knowledge-building. In knowledge 4, “Plants: How Do They Grow?,” the K–5 Text Complexity and Vocabulary Guide assigns the domain a quantitative measure of 930L, a qualitative rating of 2, and a reader and task rating of 2. Throughout the unit, students participate in vocabulary instruction, interactive discussions, comprehension questions, sequencing activities, and plant-related observations. These tasks correspond to the text’s complexity and support students in engaging successfully with grade-level informational texts.
7.5 Read-Aloud, Shared Reading, and Independent Reading
7.5a
Texts designated for read-aloud and shared reading are at or above grade-level complexity, age-appropriate, and contain a variety of structures with appropriate scaffolds.
Texts designated for read-aloud and shared reading are at or above grade-level complexity, age-appropriate, and contain a variety of structures with appropriate scaffolds.
6 out of 6 points
Evaluation for 7.5a
Evaluation for 7.5a
Texts designated for read-aloud and shared reading are at or above grade-level complexity, age-appropriate, and contain a variety of structures with appropriate scaffolds.
6 out of 6 points
Students also participate in shared reading experiences that support decoding, fluency, and comprehension. In skills 4, students engage in shared reading with the Big Book “Pet Fun.” For example, educators first model fluent reading before students read the connected text together and apply previously taught letter–sound correspondences. Educators support comprehension through discussion, modeling, and guided practice. Together, the read-aloud and shared reading experiences provide age-appropriate texts with embedded scaffolds that help students access grade-level instruction.
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 also transition toward more independent reading as their decoding skills grow. In skills 6, “From Big Books to Independent Reading,” students move from educator-supported shared reading with Big Books to independently reading decodable Student Readers that include previously taught letter–sound correspondences. Together, the independent reading guidance and skills instruction give kindergarten students opportunities to practice reading texts across a range of complexity levels while building decoding accuracy, fluency, and reading independence.
7.5c
Materials include a plan for students to self-select high-quality texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
Materials include a plan for students to self-select high-quality texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
4 out of 4 points
Evaluation for 7.5c
Evaluation for 7.5c
Materials include a plan for students to self-select high-quality texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
4 out of 4 points
The materials also provide accountability tools that help students monitor independent reading progress. The K–5 Independent Reading Guide includes reading logs, “Setting SMART Goals” resources, educator–student reading conferences, and progress monitoring tools. For example, students establish reading goals, record completed books, reflect on their progress, and discuss future book selections with educator guidance. Together, these routines provide a plan for students to self-select texts, read independently for sustained periods, and monitor their own progress toward independent reading goals.
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% (52 out of 52 points)
Evaluation for 8.A.1a
Students respond to text-dependent questions that require them to use details from the text to show understanding and explain their thinking. For example, in knowledge 2, “The Five Senses,” lesson 2, “The Sense of Sight,” students answer literal and inferential questions after listening to the read-aloud. Students identify the parts of the eye, explain the function of each part, and describe why pupils change size in different lighting using information from the text. During the turn-and-talk activity, students explain how the different parts of the eye help protect the body, using evidence from the read-aloud to support their responses.
Students also support their thinking with evidence from literary and informational texts. For example, in knowledge 12: “Art and the World Around Us”, lesson 2, students answer text-dependent comprehension questions after the read-aloud that require them to recall important details and show understanding. During the “Check for Understanding,” students explain their responses using details from the read-aloud. These routines require students to return to the text, justify their thinking, and support their answers with evidence.
Evaluation for 8.A.1b
Students evaluate the author’s language and craft by discussing how specific comparisons support meaning. For example, in knowledge 10, lesson 6, educators guide students in discussing why the author compares seeing the future to looking into a crystal ball. Students consider whether this comparison effectively communicates the intended idea and justify their responses using evidence from the text. This task requires students to think about the author’s language choices and explain how those choices contribute to meaning.
Students also analyze language, key ideas, and details in later lessons. In knowledge 12, “Art and the World Around Us,” lesson 5, “O’Keeffe’s Paintings,” students respond to comprehension questions and a “Check for Understanding” focused on the author’s craft and language. For example, students explain how the phrase “the wonderful loneliness and emptiness” conveys Georgia O’Keeffe’s appreciation for nature and how the comparison between tall buildings and a canyon helps readers understand her experiences. These tasks require students to cite details from the read-aloud and evaluate how language and key ideas contribute to meaning.
Evaluation for 8.A.1c
Students support their claims and justify their thinking by comparing information across texts. For example, in knowledge 10, lesson 7, students compare “Tomas and the Galápagos Adventure” and “The Astronaut with a Song for the Stars.” Educators help students use comparison clue words and a Venn diagram to identify similarities and differences between the texts. Students discuss ideas with partners and the class, record textual evidence on the graphic organizer, and justify comparisons using details from both texts.
Students also support claims during evidence-based discussions. In knowledge 12, “Art and the World Around Us,” lesson 8, students respond to inferential and evaluative questions that require them to support their conclusions with evidence. For example, educators prompt students to explain why Kehinde Wiley creates portraits in unique ways and to use details from the read-aloud to justify whether they would like to model for one of his portraits. These discussions require students to defend their opinions, explain key ideas, and support their conclusions with evidence from the text.
Evaluation for 8.A.1d
Students analyze grade-level texts through questions that increase in cognitive complexity. For example, in knowledge 7, lesson 3, students answer literal questions to identify the wish granted to King Midas before responding to inferential questions about how and why his feelings about the “golden touch” change. Students then participate in a think-pair-share activity to answer an evaluative question about the lesson King Midas learns regarding the value of family compared with gold, using details from the read-aloud to explain their thinking.
Students also respond to questions that intentionally move from recall to analysis and evaluation. For example, in knowledge 12, “Art and the World Around Us,” lesson 8, comprehension questions are labeled as “literal,” “inferential,” or “evaluative.” Students infer why Kehinde Wiley creates portraits in new ways, use details from the read-aloud to explain how people responded to the Obamas’ portraits, and evaluate whether they would like to model for a portrait by justifying their responses with evidence. These varied questions give students multiple opportunities to engage in increasingly sophisticated analysis of grade-level texts.
Evaluation for 8.A.2a
Educators model how to identify relevant evidence from text and connect that evidence to a claim or response. For example, in knowledge 12, “Art and the World Around Us,” Teacher Guide, lesson 13, “Organizing Research,” educators model how to use gathered information from texts to answer a research question. During the “Modeling Organizing Information” activity, the educator uses a think-aloud to revisit the research question, identify relevant information collected from multiple sources, and organize details into categories that support a response. Scripted prompts guide the educator in showing students how to select evidence that answers the research question before students organize their own information.
Educators also model how to organize evidence and turn it into a written response. In knowledge 12, lesson 14, “Organizing and Drafting,” educators demonstrate how to return to the research model, review facts gathered across categories, select evidence that answers the research question, and compose a sentence for the class research book using that evidence. For example, scripted questions and think-alouds model how to connect textual evidence to a written response before students draft independently. Together, these lessons show educators how to model the full process of gathering evidence, organizing it, and using it to construct a textual response.
Evaluation for 8.A.2b
Educators facilitate evidence-based discussions through scripted questions, structured talk routines, and prompts that direct students back to the text. In knowledge 3, “Stories: Fairy Tales and Folktales,” Teacher Guide, lesson 6, “Momotaro, Peach Boy,” educators use text-dependent questions, think-pair-share opportunities, and the “Who Is a Hero?” application activity to guide discussion. For example, students use the sentence stem “Momotaro is a hero for his village because . . .” to support their thinking with details from the read-aloud. These routines help students participate in evidence-based discussions using complete sentences and domain-specific academic terms.
Educators also support evidence-based discussion by connecting prior learning to new content. For example, in knowledge 11, “Presidents and American Symbols: Uniquely American,” Teacher Guide, lesson 3, “What Have We Already Learned?”, scripted questions prompt students to explain the difference between a president and a king by referring to information from the read-aloud and connecting it to why the Pilgrims left England. Educators support students in using domain-specific vocabulary and complete oral sentences while citing evidence from the text to explain their thinking. These routines provide explicit guidance for leading discussions that include both textual evidence and academic language.
Evaluation for 8.B.1a
Students use literary mentor texts to understand how writers develop opinions and support them with reasoning. In knowledge 3, “Stories: Fairy Tales and Folktales,” Teacher Guide, lesson 6, “Momotaro, Peach Boy,” the read-aloud serves as a model for opinion writing. For example, after students discuss the qualities of a hero, educators model an opinion statement using the stem “Momotaro is a hero because . . .” and demonstrate how to support the opinion with a reason from the story. Students then compose their own opinion sentence, provide a supporting reason, and illustrate their ideas using the structure modeled through the mentor text.
Students also use informational read-alouds as models for factual writing. For example, in knowledge 11, “Presidents and American Symbols,” Teacher Guide, the pausing point has students revisit domain read-alouds to identify important facts about U.S. presidents and American symbols for the class book. Educators guide students to use the organization and factual language from the texts as models while composing captions to accompany their illustrations. Students combine their pages into a collaborative informational class book, showing how mentor texts help students compose informational writing for a classroom audience.
Evaluation for 8.B.1b
Students compose literary texts through a structured narrative writing sequence that supports planning, drafting, revising, editing, and publishing. In “Writing Studio,” unit 1, educators guide students through an eight-lesson narrative writing sequence that can be implemented within knowledge 7 or throughout the year. Students develop characters, a setting, sequenced events, and descriptive details as they compose personal narratives and prepare them to share with an audience.
Students also compose original narratives connected to literary read-alouds. In knowledge 7, “Kings and Queens,” Teacher Guide, lesson 4, “Old King Cole,” students write an original narrative inspired by the read-aloud. For example, educators help students brainstorm story ideas; organize events with a beginning, middle, and end; and add details to develop characters and events. Students share their completed stories with the class, applying age-appropriate narrative craft for a classroom audience.
Evaluation for 8.B.1c
Students compose informational texts for an authentic classroom audience. For example, in knowledge 5, “Farms,” Teacher Guide, culminating activities, “Class Book: Farms,” students use what they have learned about farms and crops to create an informational class book. Educators guide students to select an important fact, create an illustration, and write a caption that communicates information about the topic. Students’ completed pages are compiled into a class book for the classroom library, allowing classmates to revisit and read the finished informational text.
Students also compose informational writing through a shared research and writing project. In knowledge 12, “Art and the World Around Us,” Teacher Guide, lessons 14–15, students use information gathered from multiple informational texts to create pages for a collaborative research book. Educators model how to organize ideas, draft complete sentences, revise, and edit informational writing before students apply those strategies. Students organize facts, use domain-specific vocabulary, and publish completed writing for their classmates to read.
Evaluation for 8.B.1d
This guidance does not apply to kindergarten and grades 1–2 because it only applies to grade 3.
Evaluation for 8.B.1e
This guidance does not apply to kindergarten because it only applies to grades 1–3.
Evaluation for 8.B.2a
Students move through the writing process as they plan, draft, and publish authentic writing for a classroom audience. In knowledge 10, “Taking Care of the Earth,” Teacher Guide, lesson 10, “Good-Bye from Good Old Earth,” students create a class book about caring for the Earth. Students plan by selecting an idea and creating an illustration, draft a sentence using phonetic spelling, receive educator guidance as they apply age-appropriate writing conventions, and contribute their finished pages to a class book with a cover and title page for the classroom library.
Students also engage in a fuller writing process during a shared research project. In knowledge 12, “Art and the World Around Us,” Teacher Guide, lessons 14–15, “Organizing and Drafting” and “Editing and Sharing,” educators guide students as they organize information gathered during research, draft informational writing, revise ideas for clarity, edit for capitalization and punctuation, and prepare final pieces to share with the class. These lessons support students as they use planning, drafting, revising, editing, and sharing or publishing to compose authentic written texts.
Evaluation for 8.B.2b
Educators explicitly model the planning and drafting stages of the writing process during shared informational writing. In knowledge 12, “Art and the World Around Us,” Teacher Guide, lesson 14, “Organizing and Drafting,” educators model how to organize information gathered during research, select relevant details, and develop an informational draft. For example, scripted questions and scaffolded guidance help students understand how to move from gathered information to organized writing before composing their own pages.
Educators also model revising, editing, and sharing. In knowledge 12, lesson 15, “Editing and Sharing,” educators demonstrate how to revise writing by improving ideas and then explicitly model editing for capitalization and ending punctuation. Students review and edit their own work with educator support before sharing completed informational pages for inclusion in the class research book. Together, these lessons model each stage of the writing process while supporting students through revising, editing, and sharing.
Evaluation for 8.B.3a
Educators provide explicit, sentence-level writing instruction focused on structure, syntax, and vocabulary. For example, in knowledge 3, “Stories: Fairy Tales and Folktales,” lesson 6, “Who Is a Hero?,” the educator models how to compose a complete opinion sentence using the frame “I think ____ is a hero because ____.” The lesson explains the purpose of each part of the sentence, shows how because introduces a reason, and guides students to use vocabulary from the read-aloud before illustrating and sharing their responses.
Educators also model sentence-level writing in authentic writing tasks. In knowledge 8, lesson 12, educators model how to compose a friendly letter by explaining the purpose of each sentence in the body of the letter and recording example sentences for students. Students use the sentence structure “A better payment to take from the apsaras would have been ____ because ____” while incorporating domain-specific terms such as payment, apsaras, and magic pitcher. These modeled writing activities provide explicit instruction in sentence structure, syntax, and vocabulary.
Evaluation for 8.B.3b
Educators provide explicit instruction that begins with complete sentences and builds toward longer compositions. In knowledge 3, “Stories: Fairy Tales and Folktales,” educators model how to compose complete sentences using the frame “My favorite character is ____ because ____.” Educators explain the purpose of each part of the sentence and guide students to incorporate evidence from the read-aloud. Earlier shared writing and oral rehearsal activities help students develop sentence structure before they write independently.
Educators then extend sentence-level writing into longer compositions. In knowledge 4, “Early American Civilizations,” students write a phrase or sentence after each read-aloud about the Mayan, Aztec, and Inca civilizations and record ideas on the “Civilization” chart. Educators model how individual facts become an informational paragraph by identifying the introduction, body, and conclusion of a model composition. In knowledge 12, “Art and the World Around Us,” students research a topic, organize information, draft pages for a class research book, revise and edit, and share their completed compositions with the class.
Evaluation for 8.B.3c
Students practice sentence-level writing, revising, and editing through explicit educator modeling. In knowledge 3, “Stories: Fairy Tales and Folktales,” lesson 6, the “Syntactic Awareness” activity, “Expanding Sentences,” models how students can revise simple sentences by adding descriptive details and domain-specific terms. During the “Check for Understanding,” students independently apply these revisions, strengthening their sentence construction, syntax, and editing skills through guided practice.
Students also apply sentence-level writing skills during authentic writing tasks. In knowledge 12, “Art and the World Around Us,” lessons 14–15, students organize information from research, compose complete sentences for a class research book, revise with educator guidance, and edit for capitalization and end punctuation before sharing the completed pages. These lessons give students repeated opportunities to develop more complete sentence-level writing while revising and editing with explicit support.
Evaluation for 8.B.4a
Students practice grade-level conventions before applying them in authentic writing. In the Grade K Writing Supplement, “Editing” provides clear instruction and practice with capitalization, punctuation, spacing, and sentence conventions. Educators use the supplemental lessons to reinforce specific skills before students begin editing writing projects. This out-of-context practice prepares students to apply grade-level conventions during the writing process.
Students also apply capitalization and punctuation in connected writing. In knowledge 12, “Art and the World Around Us,” Teacher Guide, lesson 15, “Editing and Sharing,” students edit informational pages created for the class research book. Educators model how to correct capitalization at the beginning of sentences and add appropriate ending punctuation before guiding students to review and edit their own writing with adult support. These routines give students practice in isolation and application in authentic sentences and short writing pieces.
Evaluation for 8.B.4b
Students receive systematic instruction in grammar, punctuation, capitalization, and usage before applying these skills during writing. In the Grade K Writing Supplement, “Editing” explains that educators use supplemental editing lessons to provide explicit practice with English conventions before students apply the conventions in their own writing. For example, editing checklists support students as they review and improve writing projects, creating a structured progression from clear instruction to authentic application.
Students also apply conventions while editing published writing. In knowledge 12, “Art and the World Around Us,” Teacher Guide, lesson 15, “Editing and Sharing,” students edit the pages they created for the class research book. Educators guide students in reviewing sentence capitalization and ending punctuation, making corrections, and improving their writing before sharing their final compositions. These resources provide systematic opportunities to learn, practice, and apply grade-level conventions throughout the writing process.
8.A.1 Use of Text Evidence
8.A.1a
Materials include text-dependent questions and tasks which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
Materials include text-dependent questions and tasks which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
2 out of 2 points
Evaluation for 8.A.1a
Evaluation for 8.A.1a
Materials include text-dependent questions and tasks which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
2 out of 2 points
Students also support their thinking with evidence from literary and informational texts. For example, in knowledge 12: “Art and the World Around Us”, lesson 2, students answer text-dependent comprehension questions after the read-aloud that require them to recall important details and show understanding. During the “Check for Understanding,” students explain their responses using details from the read-aloud. These routines require students to return to the text, justify their thinking, and support their answers with evidence.
8.A.1b
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
5 out of 5 points
Evaluation for 8.A.1b
Evaluation for 8.A.1b
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
5 out of 5 points
Students also analyze language, key ideas, and details in later lessons. In knowledge 12, “Art and the World Around Us,” lesson 5, “O’Keeffe’s Paintings,” students respond to comprehension questions and a “Check for Understanding” focused on the author’s craft and language. For example, students explain how the phrase “the wonderful loneliness and emptiness” conveys Georgia O’Keeffe’s appreciation for nature and how the comparison between tall buildings and a canyon helps readers understand her experiences. These tasks require students to cite details from the read-aloud and evaluate how language and key ideas contribute to meaning.
8.A.1c
Questions and tasks require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
Questions and tasks require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
1 out of 1 points
Evaluation for 8.A.1c
Evaluation for 8.A.1c
Questions and tasks require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
1 out of 1 points
Students also support claims during evidence-based discussions. In knowledge 12, “Art and the World Around Us,” lesson 8, students respond to inferential and evaluative questions that require them to support their conclusions with evidence. For example, educators prompt students to explain why Kehinde Wiley creates portraits in unique ways and to use details from the read-aloud to justify whether they would like to model for one of his portraits. These discussions require students to defend their opinions, explain key ideas, and support their conclusions with evidence from the text.
8.A.1d
Questions and tasks are designed at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
Questions and tasks are designed at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
1 out of 1 points
Evaluation for 8.A.1d
Evaluation for 8.A.1d
Questions and tasks are designed at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
1 out of 1 points
Students also respond to questions that intentionally move from recall to analysis and evaluation. For example, in knowledge 12, “Art and the World Around Us,” lesson 8, comprehension questions are labeled as “literal,” “inferential,” or “evaluative.” Students infer why Kehinde Wiley creates portraits in new ways, use details from the read-aloud to explain how people responded to the Obamas’ portraits, and evaluate whether they would like to model for a portrait by justifying their responses with evidence. These varied questions give students multiple opportunities to engage in increasingly sophisticated analysis of grade-level 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 also model how to organize evidence and turn it into a written response. In knowledge 12, lesson 14, “Organizing and Drafting,” educators demonstrate how to return to the research model, review facts gathered across categories, select evidence that answers the research question, and compose a sentence for the class research book using that evidence. For example, scripted questions and think-alouds model how to connect textual evidence to a written response before students draft independently. Together, these lessons show educators how to model the full process of gathering evidence, organizing it, and using it to construct a textual response.
8.A.2b
Materials include guidance for teachers on the use of structured opportunities to engage students in evidence-based discussions using academic vocabulary and syntax. (T)
Materials include guidance for teachers on the use of structured opportunities to engage students in evidence-based discussions using academic vocabulary and syntax. (T)
2 out of 2 points
Evaluation for 8.A.2b
Evaluation for 8.A.2b
Materials include guidance for teachers on the use of structured opportunities to engage students in evidence-based discussions using academic vocabulary and syntax. (T)
2 out of 2 points
Educators also support evidence-based discussion by connecting prior learning to new content. For example, in knowledge 11, “Presidents and American Symbols: Uniquely American,” Teacher Guide, lesson 3, “What Have We Already Learned?”, scripted questions prompt students to explain the difference between a president and a king by referring to information from the read-aloud and connecting it to why the Pilgrims left England. Educators support students in using domain-specific vocabulary and complete oral sentences while citing evidence from the text to explain their thinking. These routines provide explicit guidance for leading discussions that include both textual evidence and academic language.
8.B.1 Genre Characteristics and Craft to Compose Multiple Texts
8.B.1a
Materials include mentor texts that serve as models for students to compose a variety of texts according to grade-level TEKS.
Materials include mentor texts that serve as models for students to compose a variety of texts according to grade-level TEKS.
1 out of 1 points
Evaluation for 8.B.1a
Evaluation for 8.B.1a
Materials include mentor texts that serve as models for students to compose a variety of texts according to grade-level TEKS.
1 out of 1 points
Students also use informational read-alouds as models for factual writing. For example, in knowledge 11, “Presidents and American Symbols,” Teacher Guide, the pausing point has students revisit domain read-alouds to identify important facts about U.S. presidents and American symbols for the class book. Educators guide students to use the organization and factual language from the texts as models while composing captions to accompany their illustrations. Students combine their pages into a collaborative informational class book, showing how mentor texts help students compose informational writing for a classroom audience.
8.B.1b
Materials include opportunities throughout the year for students to compose literary texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose literary texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Evaluation for 8.B.1b
Evaluation for 8.B.1b
Materials include opportunities throughout the year for students to compose literary texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Students also compose original narratives connected to literary read-alouds. In knowledge 7, “Kings and Queens,” Teacher Guide, lesson 4, “Old King Cole,” students write an original narrative inspired by the read-aloud. For example, educators help students brainstorm story ideas; organize events with a beginning, middle, and end; and add details to develop characters and events. Students share their completed stories with the class, applying age-appropriate narrative craft for a classroom audience.
8.B.1c
Materials include opportunities throughout the year for students to compose informational texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose informational texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Evaluation for 8.B.1c
Evaluation for 8.B.1c
Materials include opportunities throughout the year for students to compose informational texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Students also compose informational writing through a shared research and writing project. In knowledge 12, “Art and the World Around Us,” Teacher Guide, lessons 14–15, students use information gathered from multiple informational texts to create pages for a collaborative research book. Educators model how to organize ideas, draft complete sentences, revise, and edit informational writing before students apply those strategies. Students organize facts, use domain-specific vocabulary, and publish completed writing for their classmates to read.
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)
Not applicable.
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)
Not applicable.
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 also engage in a fuller writing process during a shared research project. In knowledge 12, “Art and the World Around Us,” Teacher Guide, lessons 14–15, “Organizing and Drafting” and “Editing and Sharing,” educators guide students as they organize information gathered during research, draft informational writing, revise ideas for clarity, edit for capitalization and punctuation, and prepare final pieces to share with the class. These lessons support students as they use planning, drafting, revising, editing, and sharing or publishing to compose authentic written texts.
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 also model revising, editing, and sharing. In knowledge 12, lesson 15, “Editing and Sharing,” educators demonstrate how to revise writing by improving ideas and then explicitly model editing for capitalization and ending punctuation. Students review and edit their own work with educator support before sharing completed informational pages for inclusion in the class research book. Together, these lessons model each stage of the writing process while supporting students through revising, editing, 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 also model sentence-level writing in authentic writing tasks. In knowledge 8, lesson 12, educators model how to compose a friendly letter by explaining the purpose of each sentence in the body of the letter and recording example sentences for students. Students use the sentence structure “A better payment to take from the apsaras would have been ____ because ____” while incorporating domain-specific terms such as payment, apsaras, and magic pitcher. These modeled writing activities provide explicit instruction in sentence structure, syntax, and vocabulary.
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 then extend sentence-level writing into longer compositions. In knowledge 4, “Early American Civilizations,” students write a phrase or sentence after each read-aloud about the Mayan, Aztec, and Inca civilizations and record ideas on the “Civilization” chart. Educators model how individual facts become an informational paragraph by identifying the introduction, body, and conclusion of a model composition. In knowledge 12, “Art and the World Around Us,” students research a topic, organize information, draft pages for a class research book, revise and edit, and share their completed compositions with the class.
8.B.3c
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing. (S)
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing. (S)
6 out of 6 points
Evaluation for 8.B.3c
Evaluation for 8.B.3c
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing. (S)
6 out of 6 points
Students also apply sentence-level writing skills during authentic writing tasks. In knowledge 12, “Art and the World Around Us,” lessons 14–15, students organize information from research, compose complete sentences for a class research book, revise with educator guidance, and edit for capitalization and end punctuation before sharing the completed pages. These lessons give students repeated opportunities to develop more complete sentence-level writing while revising and editing with explicit support.
8.B.4 Grade-Level Standard English Conventions
8.B.4a
Materials include opportunities for practice and application both in and out of context of the conventions of academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level TEKS. (S)
Materials include opportunities for practice and application both in and out of context of the conventions of academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level TEKS. (S)
4 out of 4 points
Evaluation for 8.B.4a
Evaluation for 8.B.4a
Materials include opportunities for practice and application both in and out of context of the conventions of academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level TEKS. (S)
4 out of 4 points
Students also apply capitalization and punctuation in connected writing. In knowledge 12, “Art and the World Around Us,” Teacher Guide, lesson 15, “Editing and Sharing,” students edit informational pages created for the class research book. Educators model how to correct capitalization at the beginning of sentences and add appropriate ending punctuation before guiding students to review and edit their own writing with adult support. These routines give students practice in isolation and application in authentic sentences and short writing pieces.
8.B.4b
Materials include systematic opportunities for practice of and application of grammar, punctuation, and usage, both in and out of context. (S)
Materials include systematic opportunities for practice of and application of grammar, punctuation, and usage, both in and out of context. (S)
6 out of 6 points
Evaluation for 8.B.4b
Evaluation for 8.B.4b
Materials include systematic opportunities for practice of and application of grammar, punctuation, and usage, both in and out of context. (S)
6 out of 6 points
Students also apply conventions while editing published writing. In knowledge 12, “Art and the World Around Us,” Teacher Guide, lesson 15, “Editing and Sharing,” students edit the pages they created for the class research book. Educators guide students in reviewing sentence capitalization and ending punctuation, making corrections, and improving their writing before sharing their final compositions. These resources provide systematic opportunities to learn, practice, and apply grade-level conventions throughout the writing process.