Program Information
- ISBN
- 9781623825102
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 524.23 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 180.38 KB)
Ascend Focus, Grade 1
Grade 1
IMRA 2026
Publisher: Reading Horizons dba HEC Software Inc.
Copyright: 2026
Series includes:
Rubric: Supplemental RLA K–5 (English) (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 1 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional supplemental program design.
Total
100% (10 out of 10 points)
Evaluation for 1.1a
The materials explain that the program is an intensive intervention for students who require instruction beyond tier 1 core literacy. The “Ascend Program Design and Instructional Routines” document states that the program addresses persistent skill gaps through explicit, systematic instruction, supporting its stated purpose of targeted remediation and intervention.
The “Program Architecture” section of the “Reading Horizons Ascend Product Guide” identifies the program’s purpose as a targeted, educator-led intervention for students with foundational skill gaps. The material’s stated purpose describes individualized intervention for grades K–12 that pinpoints where support is needed to enable targeted, developmentally aligned instruction. The program aligns with Ascend Mastery and can function either independently or within any core literacy program.
Evaluation for 1.1b
“Using Ascend Focus to Support Core Literacy Instruction” provides educators with guidance on using Ascend Focus alongside an existing core reading and language arts program. The guidance explains that Ascend Focus supplements tier 1 instruction by addressing specific foundational skill gaps through targeted intervention while students continue to receive core literacy instruction.
The materials also provide an overview of how each part of the program works together to support skill mastery. For example, the “Ascend: A Coherent Literacy System for Instruction, Assessment, and Impact” section of the program guide states that the program is a platform that connects multiple instructional pathways into one coherent system. Each component serves a distinct purpose, allowing students to move seamlessly between levels of support without disruption or inconsistency. Educators operate within a single instructional framework, reducing complexity while increasing effectiveness.
Furthermore, the materials explain how educators use assessment data, differentiated small groups, targeted scaffolding, and intervention pathways within the broader literacy system. The “Lesson and Unit Planning Protocol” directs educators to use weekly checkpoint data, diagnostic assessment information, and grouping recommendations to provide targeted support while students continue participating in core literacy instruction.
Evaluation for 1.1c
The Ascend Focus phonics scope and sequence identifies the foundational literacy skills taught across skill sets and lessons. In the set of short vowels, the skills taught are closed syllables, while the set of long vowels includes vowel teams, silent e, and open syllables.
The “Program Architecture” section of the program guide provides a rationale for the scope and sequence, noting that the skills taught progress from simple to complex. The materials begin with foundational sound mapping, then progress to structural word building, followed by syllable types and advanced decoding and morphology.
The scope and sequence outlines student expectations, including student-friendly “I can” statements that are aligned to the Texas Essential Knowledge and Skills (TEKS).
Evaluation for 1.1d
The materials provide guidance for instructional time, pacing, and implementation of interventions. The “Ascend Program Design and Instructional Routines” document identifies Ascend Focus as an individualized intervention and recommends 30 minutes of daily instruction when used for tier 3 and Special Education (SPED) support. The “Intervention Lesson Breakdown” section of the “Reading Horizons Ascend Product Guide” outlines the instructional time allocated to each phonics intervention, including both explicit educator instruction and student application.
“Ascend Program Design and Instructional Routines” provides pacing guidance for the first 30 and 60 days of implementation, including recommended instructional minutes, lessons per week, regrouping based on student data, and adjustments when students master or struggle with concepts. The materials also include a 30-minute intervention block divided among phonics, fluency, and comprehension/writing, with time designated for both educator-led instruction and student practice. This structure supports a gradual release model while allowing educators to adjust instruction based on student needs.
Evaluation for 1.1e
The materials include training and implementation supports designed to help educators implement Ascend Focus with fidelity. The “Program Architecture” section of the program guide identifies supports such as live professional learning, instructional modeling, hands-on practice, coaching, onboarding, self-service resources, and ongoing product support. The materials also include a dedicated implementation guide framework organized across four phases of the school year to build educator familiarity with instructional routines and strengthen implementation confidence.
Additional educator supports appear throughout the program resources. The Ascend Focus Teacher Manuals offer scripted guidance, phonetic pronunciations, and instructional tips for phonological and phonemic awareness lessons. Program architecture documents explain intervention design and lesson structures, while the “Program Design and Instructional Routines” section of the “Reading Horizons Ascend Product Guide” includes an assessment guide that helps educators interpret assessment results and use data to adjust instruction throughout the year.
Evaluation for 1.1f
The caregiver resources in the program guide include sample English- and Spanish-language family letters that provide suggestions for reinforcing skills at home and offer insight into the taught skills. The letter states how families can support students at home. For example, the English caregiver letter states, “Read Together Daily: Spending just 10–15 minutes reading together builds strong, lifelong readers.” The letters also state, “Encourage Writing: Invite your child to draw and write about their daily experiences to strengthen their communication skills.”
Furthermore, the materials include progress-sharing tools and at-home literacy strategies in the “Home Connection” section in English and Spanish. These supports help families monitor student progress and reinforce literacy development outside of the classroom.
1.1 Supplemental Program Design
1.1a
Materials include an explanation of the stated purpose of the supplemental program (e.g., additional instruction and/or practice, targeted remediation or acceleration).
Materials include an explanation of the stated purpose of the supplemental program (e.g., additional instruction and/or practice, targeted remediation or acceleration).
1 out of 1 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include an explanation of the stated purpose of the supplemental program (e.g., additional instruction and/or practice, targeted remediation or acceleration).
1 out of 1 points
The “Program Architecture” section of the “Reading Horizons Ascend Product Guide” identifies the program’s purpose as a targeted, educator-led intervention for students with foundational skill gaps. The material’s stated purpose describes individualized intervention for grades K–12 that pinpoints where support is needed to enable targeted, developmentally aligned instruction. The program aligns with Ascend Mastery and can function either independently or within any core literacy program.
1.1b
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.
1 out of 1 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.
1 out of 1 points
The materials also provide an overview of how each part of the program works together to support skill mastery. For example, the “Ascend: A Coherent Literacy System for Instruction, Assessment, and Impact” section of the program guide states that the program is a platform that connects multiple instructional pathways into one coherent system. Each component serves a distinct purpose, allowing students to move seamlessly between levels of support without disruption or inconsistency. Educators operate within a single instructional framework, reducing complexity while increasing effectiveness.
Furthermore, the materials explain how educators use assessment data, differentiated small groups, targeted scaffolding, and intervention pathways within the broader literacy system. The “Lesson and Unit Planning Protocol” directs educators to use weekly checkpoint data, diagnostic assessment information, and grouping recommendations to provide targeted support while students continue participating in core literacy instruction.
1.1c
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.
3 out of 3 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.
3 out of 3 points
The “Program Architecture” section of the program guide provides a rationale for the scope and sequence, noting that the skills taught progress from simple to complex. The materials begin with foundational sound mapping, then progress to structural word building, followed by syllable types and advanced decoding and morphology.
The scope and sequence outlines student expectations, including student-friendly “I can” statements that are aligned to the Texas Essential Knowledge and Skills (TEKS).
1.1d
Materials include guidance on time requirements (e.g., duration, frequency) and suggested pacing for effective implementation.
Materials include guidance on time requirements (e.g., duration, frequency) and suggested pacing for effective implementation.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include guidance on time requirements (e.g., duration, frequency) and suggested pacing for effective implementation.
2 out of 2 points
“Ascend Program Design and Instructional Routines” provides pacing guidance for the first 30 and 60 days of implementation, including recommended instructional minutes, lessons per week, regrouping based on student data, and adjustments when students master or struggle with concepts. The materials also include a 30-minute intervention block divided among phonics, fluency, and comprehension/writing, with time designated for both educator-led instruction and student practice. This structure supports a gradual release model while allowing educators to adjust instruction based on student needs.
1.1e
Materials include resources and guidance to support educators with implementing the materials as designed.
Materials include resources and guidance to support educators with implementing the materials as designed.
1 out of 1 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance to support educators with implementing the materials as designed.
1 out of 1 points
Additional educator supports appear throughout the program resources. The Ascend Focus Teacher Manuals offer scripted guidance, phonetic pronunciations, and instructional tips for phonological and phonemic awareness lessons. Program architecture documents explain intervention design and lesson structures, while the “Program Design and Instructional Routines” section of the “Reading Horizons Ascend Product Guide” includes an assessment guide that helps educators interpret assessment results and use data to adjust instruction throughout the year.
1.1f
Materials contain supports for families in both Spanish and English with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English with suggestions on supporting the progress of their student.
2 out of 2 points
Evaluation for 1.1f
Evaluation for 1.1f
Materials contain supports for families in both Spanish and English with suggestions on supporting the progress of their student.
2 out of 2 points
Furthermore, the materials include progress-sharing tools and at-home literacy strategies in the “Home Connection” section in English and Spanish. These supports help families monitor student progress and reinforce literacy development outside of the classroom.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
100% (13 out of 13 points)
Evaluation for 2.1a
The “Assessment and Data-Driven Instruction” section of the program guide outlines a comprehensive assessment structure that includes diagnostic, formative, and progress-monitoring assessments that identify student skill gaps, provide real-time instructional feedback, and measure mastery over time, directly supporting the program’s purpose of targeted remediation and acceleration. The materials explain how each assessment type supports a distinct phase of implementation: Diagnostic assessments identify unfinished foundational literacy skills to guide instructional placement, while formative and progress-monitoring assessments track student growth and inform instructional adjustments throughout the program. When assessments are embedded across the learning cycle this way, the materials reflect the stated purpose of targeted remediation rather than functioning as isolated mastery checks.
The “Intervention Assessment Structure” section of the program guide describes the assessments as a layered assessment system that includes “Entry Diagnostic,” “Daily Lesson Checks,” and “Progress Monitoring.” The section explains that the “Entry Diagnostic” assessments identify students’ current skill profiles and place the students on personalized learning paths. The “Daily Lesson Checks” provide real-time formative information for immediate instructional adjustment, and the “Progress Monitoring” assessments occur every 15 calendar days to guide summative recalibration of instruction, intensity, grouping, or skill focus. All assessments are used for all students, whether they are in targeted remediation or acceleration.
Evaluation for 2.1b
The “Reading Horizons Ascend Product Guide” provides an overview, including the definition and intended purpose of the layered assessment system that supports placement and progress monitoring. The “Entry Diagnostic” (Comprehensive) identifies each student’s current skill profile and places them on a personalized learning path. The “Daily Lesson Checks” (In the Moment) provides quick, in-the-moment checks that help educators adjust instruction immediately. The Progress Monitoring (Ongoing) is conducted every 15 calendar days and provides an ongoing pulse check to ensure intervention effectiveness—guiding recalibration of instruction, intensity, grouping, or skill focus based on student progress.
The “Ascend Diagnostic and Progress Monitor” document explains that assessments obtain data on individual students’ phonics skills, identify areas where students may need additional instruction or support, and monitor growth. This resource also identifies assessment uses such as “identifying gaps” and “monitoring growth.”
Evaluation for 2.1c
The “Assessment System Guide” provides educators with explicit guidance on administering diagnostic, formative, and progress-monitoring assessments, including when each assessment occurs within instruction and how the results inform intervention decisions. The materials establish consistent implementation expectations tied directly to the supplemental instructional model, connecting assessment administration to instructional routines.
The “How to Use It” section in the “Resources” tab of the online platform describes the materials needed and the directions for administering the tests. This section also provides screener notes about marking errors, self-corrections, hesitation errors, and sounding out before reading.
The Digital Teacher Platform further supports consistent implementation by organizing assessment resources within each instructional skill set and embedding assessments directly into the instructional sequence. The materials indicate when assessments occur within instruction and provide aligned resources connected to targeted literacy routines.
Evaluation for 2.1d
The materials include a range of instructional assessment types, varying in structure and complexity. Diagnostic assessments, lesson-embedded formative checks, and progress-monitoring assessments each serve a distinct function, ranging from in-the-moment checks during instruction to more comprehensive measures of skill mastery. This range reflects a design that supports educators in gathering data at multiple points and levels throughout the intervention cycle. The “Ascend Diagnostic and Progress Monitor” document includes the phonics screener, which includes assessment tasks that progress across foundational skills, including consonant sounds, short vowel sounds, real-word decoding, nonsense word decoding, encoding, single-syllable word skills, and multisyllabic word reading.
The program provides assessment items of varying complexity, including multiple-choice assessments, skill-based application tasks, and brief written and oral responses aligned to intervention goals.
Evaluation for 2.2a
The Digital Teacher Platform includes student reports, progress-monitoring reports, and assessment reports that organize student literacy performance and mastery progression across instructional skill sets. These tools support educators in analyzing student growth trends, monitoring intervention effectiveness, and interpreting assessment outcomes to inform instructional decisions throughout the program. The “Data” tab in the educator portal helps educators interpret student performance. The “Group Skill Accuracy” section provides educators with percentages that help show whole-class progress on specific skills. This tab also provides a breakdown of students’ accuracy status at the individual level, showing each student’s current intervention status.
The “Using Progress Monitoring Data” section of “Ascend Program Design and Instructional Routines” informs educators that data is used to establish an instructional starting point for intervention, prioritize the most relevant skills and content, and assign an individualized pathway and experience to support targeted intervention.
Evaluation for 2.2b
In “Ascend Program Design and Instructional Routines,” the “Dashboard and Reporting” section explains that reports show student mastery and instructional next steps from progress-monitoring data. The guidance states that reports break down student performance, explain where errors are occurring, and suggest specific instructional pivots, supporting educators in responding to assessment trends through regrouping, pacing adjustments, and targeted instruction.
The dashboard of the online platform provides instructional insights for three groups: what the data shows, what it means, and what to do next. In addition, it provides skill group accuracy, showing percentages for who needs support, who is on track, and who is progressing. The dashboard also organizes students by their current skill set, making it easy to manage small-group rotations and launch scripted lessons or digital resources directly from the screen. It highlights upcoming sound-spelling patterns and syllable types, which gives educators a clear road map for maintaining instructional momentum.
Evaluation for 2.2c
The “Intervention Assessment Structure” in the program guide includes printable tools to support educators in tracking student progress and growth. These resources include individual data summary sheets, progress-monitoring summary sheets, and class-at-a-glance summary sheets, providing educators with organized options for monitoring performance at both the individual and whole-class levels. The “Focus” dashboard provides educators with immediate insight into where individual and group students are on the phonics track. At a glance, educators can compare each student’s initial diagnostic placement to current performance, giving a clear picture of growth over time. Students also have access to this progression on the dashboard, reinforcing the shared tracking system that supports goal setting and self-monitoring across the program.
To support student ownership of learning, the program also provides a skill mastery tracker for students to monitor their progress. Within this tool, students record the skill set they mastered, their goal, their score, and a personal reflection on what they learned. Together, the educator- and student-facing tracking tools create a shared system for monitoring growth throughout the intervention cycle.
Evaluation for 2.2d
The “Assessment System Guide” explains how diagnostic assessment results identify student skill gaps and determine placement within the intervention model. The materials connect assessment data to intervention decisions by outlining how student performance informs instructional grouping, targeted support needs, and ongoing progress monitoring so educators can act on assessment results with a defined approach to intervention placement.
The program architecture further explains how student assessment data supports the identification of literacy needs and informs ongoing intervention decisions related to foundational skill development and targeted remediation. Exit criteria are also defined, with students exiting the program upon demonstrating mastery of grade-level foundational skills, as evidenced by progress monitoring and assessment data.
2.1 Instructional Assessments
2.1a
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).
3 out of 3 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).
3 out of 3 points
The “Intervention Assessment Structure” section of the program guide describes the assessments as a layered assessment system that includes “Entry Diagnostic,” “Daily Lesson Checks,” and “Progress Monitoring.” The section explains that the “Entry Diagnostic” assessments identify students’ current skill profiles and place the students on personalized learning paths. The “Daily Lesson Checks” provide real-time formative information for immediate instructional adjustment, and the “Progress Monitoring” assessments occur every 15 calendar days to guide summative recalibration of instruction, intensity, grouping, or skill focus. All assessments are used for all students, whether they are in targeted remediation or acceleration.
2.1b
Materials include the definition and intended purpose for the instructional assessments included.
Materials include the definition and intended purpose for the 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 instructional assessments included.
1 out of 1 points
The “Ascend Diagnostic and Progress Monitor” document explains that assessments obtain data on individual students’ phonics skills, identify areas where students may need additional instruction or support, and monitor growth. This resource also identifies assessment uses such as “identifying gaps” and “monitoring growth.”
2.1c
For instructional assessments administered by educators, materials include guidance to ensure consistent and accurate administration of instructional assessments.
For instructional assessments administered by educators, materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
For instructional assessments administered by educators, materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The “How to Use It” section in the “Resources” tab of the online platform describes the materials needed and the directions for administering the tests. This section also provides screener notes about marking errors, self-corrections, hesitation errors, and sounding out before reading.
The Digital Teacher Platform further supports consistent implementation by organizing assessment resources within each instructional skill set and embedding assessments directly into the instructional sequence. The materials indicate when assessments occur within instruction and provide aligned resources connected to targeted literacy routines.
2.1d
Instructional assessments include items at varying levels of complexity.
Instructional assessments include items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1d
Evaluation for 2.1d
Instructional assessments include items at varying levels of complexity.
2 out of 2 points
The program provides assessment items of varying complexity, including multiple-choice assessments, skill-based application tasks, and brief written and oral responses aligned to intervention goals.
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.
1 out of 1 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
1 out of 1 points
The “Using Progress Monitoring Data” section of “Ascend Program Design and Instructional Routines” informs educators that data is used to establish an instructional starting point for intervention, prioritize the most relevant skills and content, and assign an individualized pathway and experience to support targeted intervention.
2.2b
Materials provide guidance for the use of the supplemental program to respond to student trends in performance on assessments.
Materials provide guidance for the use of the supplemental program 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 the supplemental program to respond to student trends in performance on assessments.
1 out of 1 points
The dashboard of the online platform provides instructional insights for three groups: what the data shows, what it means, and what to do next. In addition, it provides skill group accuracy, showing percentages for who needs support, who is on track, and who is progressing. The dashboard also organizes students by their current skill set, making it easy to manage small-group rotations and launch scripted lessons or digital resources directly from the screen. It highlights upcoming sound-spelling patterns and syllable types, which gives educators a clear road map for maintaining instructional momentum.
2.2c
Materials include tools for educators to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for educators 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 educators to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
To support student ownership of learning, the program also provides a skill mastery tracker for students to monitor their progress. Within this tool, students record the skill set they mastered, their goal, their score, and a personal reflection on what they learned. Together, the educator- and student-facing tracking tools create a shared system for monitoring growth throughout the intervention cycle.
2.2d
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.
2 out of 2 points
Evaluation for 2.2d
Evaluation for 2.2d
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.
2 out of 2 points
The program architecture further explains how student assessment data supports the identification of literacy needs and informs ongoing intervention decisions related to foundational skill development and targeted remediation. Exit criteria are also defined, with students exiting the program upon demonstrating mastery of grade-level foundational skills, as evidenced by progress monitoring and assessment data.
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
89% (8 out of 9 points)
Evaluation for 3.1a
The materials provide comprehensive guidance for differentiated instruction through a fully integrated, data-driven intervention model. The program places students based on diagnostic results; groups them by skill need; and provides support through targeted, educator-led instruction and additional resources, such as the digital educator platform. This structure ensures that students who have not yet reached proficiency receive precise, responsive instruction aligned to their specific skill gaps.
The “Program Design and Instructional Routines” document indicates that students are placed in small groups based on skills not yet mastered. Small groups are flexible based on data. Differentiation occurs at three levels: adjusting pacing and scaffolding in whole-group instruction, targeting specific skill needs in small groups, and providing intensive individual intervention.
Evaluation for 3.1b
This guidance is not applicable to the program because the program has a stated purpose of targeted remediation or acceleration, not additional instruction and/or practice.
Evaluation for 3.1c
The materials include educator tips directly within the lesson flow. These tips support educators in meeting learners’ needs. For example, multilingual support instructs educators to allow learners to think, write, or talk about the questions in their home language before translating them to English. The lesson also offers sentence-starter supports, such as “I feel safe when __.” However, the lesson does not guide educators in supporting special education students.
In Skill Set 10, lesson 64, “R-Blends: gr and,” the materials include general instructional supports, including scripted educator prompts, educator modeling, articulation support, guided practice, visual word marking, and structured student response routines. However, the materials do not provide special education supports or guidance for adapting content, methodology, or the delivery of instruction based on a student’s specially designed instructional needs.
The “Learner Variability Framework” includes general guidance about how to support students receiving supports and services through special education. However, the guidance is not tailored to the content, structure, and/or features of the specific instructional program.
Evaluation for 3.2a
The materials include explicit prompts and guidance to support educators in modeling and explaining the skills to be learned. Each lesson provides structured instructional routines with scripted language that guides educators through introducing new skills, modeling concepts, prompting student responses, and facilitating guided practice. The educator-facing materials also include supports such as sound-spelling image cards and articulation guidance to help educators clearly explain and model targeted skills.
For example, in Phonics Set 14, lesson 92, the materials provide explicit educator prompts for introducing the target phonics skill, modeling the sound-spelling pattern, guiding student responses, and supporting practice before independent application. In Skill Set 16, lesson 110, “Soft Sounds: c as /s/,” the materials direct the educator to model the /s/ sound, draw attention to mouth placement and voicing, explain when c represents /s/, and model marking and reading words such as cent and face. These lesson-specific prompts provide direct guidance for modeling and explaining the skills students are learning.
Evaluation for 3.2b
The materials include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches. Lessons follow a structured instructional routine that includes explicit instruction, educator modeling, guided practice, student-response opportunities, and skill application. Embedded educator prompts, scripts, and facilitation guidance support educators in implementing instruction across multiple modalities, including oral language, reading, writing, spelling, and fluency activities. The program architecture explains that each session incorporates explicit instruction, dictation and encoding, and fluency application to support skill development from initial introduction to independent use.
The materials provide opportunities for students to engage with skills through verbal practice, written practice, partner discussions, and reading and writing activities. For example, in Skill Set 11, lesson 71, “Another Sound of S: /z/,” the lesson includes articulation modeling, sound-spelling mapping, educator-guided spelling, dictation, word and sentence fluency, repeated passage reading, partner oral language, and writing connected to the passage “Frogs.” Similarly, in Phonics Set 14, lesson 92, the materials guide educators through educator modeling, guided practice, student-response opportunities, fluency practice, and application activities in reading and writing, demonstrating a variety of instructional approaches supported by educator-facing facilitation guidance.
Evaluation for 3.2c
The materials feature a dashboard that organizes students by skill level and instructional placement, providing educators with a clear overview of students’ needs. In addition, the program’s student performance reports supply actionable data to inform instructional and grouping decisions.
The program guide includes guidance on recommended structures and recommendations on when to use whole-group, small-group, or individual instruction based on student results.
Evaluation for 3.3a
The materials offer targeted support for multilingual learners, such as call-out boxes with linguistic accommodations, including sentence frames, structured responses, educator modeling, and guided language practice.
Additionally, the materials provide guidance on supporting multilingual learners. For example, in lesson 37, there is a multilingual support call-out box that informs educators that some languages lack a voiced /b/ and the sound of the word, and those learners may replace the /b/ with a voiceless /p/.
The “Support for English Learners in Bilingual and ESL Programs” section guides educators in providing linguistic accommodations for various levels of language proficiency.
Evaluation for 3.3b
The materials include implementation guidance to support emergent bilingual (EB) settings through structured linguistic supports, such as sentence frames, oral language development routines, and educator modeling. For example, in lesson 76, there are oral language activities to target students at the elementary, intermediate, and secondary levels. Additionally, there are writing scaffolds using oral language and reminders to use words, phrases, or complete sentences as appropriate for their skill level.
The “Program Architecture” overview in the program guide indicates that the materials use an integrated approach to support multilingual learners, combining language and literacy skills. Explicit vocabulary instruction and oral discourse are used to support comprehension.
“Support for English Learners in Bilingual and ESL Programs” includes implementation guidance to support educators in effectively using the materials in state-approved EB programs.
Evaluation for 3.3c
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills.
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills.
1 out of 1 points
The “Program Design and Instructional Routines” document indicates that students are placed in small groups based on skills not yet mastered. Small groups are flexible based on data. Differentiation occurs at three levels: adjusting pacing and scaffolding in whole-group instruction, targeting specific skill needs in small groups, and providing intensive individual intervention.
3.1b
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have demonstrated proficiency in grade-level skills.
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have demonstrated proficiency in grade-level skills.
Not applicable.
Evaluation for 3.1b
Evaluation for 3.1b
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have demonstrated proficiency in grade-level skills.
Not applicable.
3.1c
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
0 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.
0 out of 1 points
In Skill Set 10, lesson 64, “R-Blends: gr and,” the materials include general instructional supports, including scripted educator prompts, educator modeling, articulation support, guided practice, visual word marking, and structured student response routines. However, the materials do not provide special education supports or guidance for adapting content, methodology, or the delivery of instruction based on a student’s specially designed instructional needs.
The “Learner Variability Framework” includes general guidance about how to support students receiving supports and services through special education. However, the guidance is not tailored to the content, structure, and/or features of the specific instructional program.
3.2 Instructional Methods
3.2a
Educator-led supplemental programs include explicit (direct) prompts and guidance to support the educator in modeling and explaining the skill(s) to be learned.
Educator-led supplemental programs include explicit (direct) prompts and guidance to support the educator in modeling and explaining the skill(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
Evaluation for 3.2a
Educator-led supplemental programs include explicit (direct) prompts and guidance to support the educator in modeling and explaining the skill(s) to be learned.
2 out of 2 points
For example, in Phonics Set 14, lesson 92, the materials provide explicit educator prompts for introducing the target phonics skill, modeling the sound-spelling pattern, guiding student responses, and supporting practice before independent application. In Skill Set 16, lesson 110, “Soft Sounds: c as /s/,” the materials direct the educator to model the /s/ sound, draw attention to mouth placement and voicing, explain when c represents /s/, and model marking and reading words such as cent and face. These lesson-specific prompts provide direct guidance for modeling and explaining the skills students are learning.
3.2b
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
The materials provide opportunities for students to engage with skills through verbal practice, written practice, partner discussions, and reading and writing activities. For example, in Skill Set 11, lesson 71, “Another Sound of S: /z/,” the lesson includes articulation modeling, sound-spelling mapping, educator-guided spelling, dictation, word and sentence fluency, repeated passage reading, partner oral language, and writing connected to the passage “Frogs.” Similarly, in Phonics Set 14, lesson 92, the materials guide educators through educator modeling, guided practice, student-response opportunities, fluency practice, and application activities in reading and writing, demonstrating a variety of instructional approaches supported by educator-facing facilitation guidance.
3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.
1 out of 1 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.
1 out of 1 points
The program guide includes guidance on recommended structures and recommendations on when to use whole-group, small-group, or individual instruction based on student results.
3.3 Support for Emergent Bilingual Students
3.3a
Materials include educator guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Materials include educator guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include educator guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
Additionally, the materials provide guidance on supporting multilingual learners. For example, in lesson 37, there is a multilingual support call-out box that informs educators that some languages lack a voiced /b/ and the sound of the word, and those learners may replace the /b/ with a voiceless /p/.
The “Support for English Learners in Bilingual and ESL Programs” section guides educators in providing linguistic accommodations for various levels of language proficiency.
3.3b
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.
1 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.
1 out of 1 points
The “Program Architecture” overview in the program guide indicates that the materials use an integrated approach to support multilingual learners, combining language and literacy skills. Explicit vocabulary instruction and oral discourse are used to support comprehension.
“Support for English Learners in Bilingual and ESL Programs” includes implementation guidance to support educators in effectively using the materials in state-approved EB programs.
3.3c
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
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 3.3c
Evaluation for 3.3c
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Rubric Section 4
Foundational Skills
Materials support the development of foundational skills through systematic and explicit (direct) instruction and practice.
Total
100% (31 out of 31 points)
Evaluation for 4.1a
No evidence of three-cueing as defined in Texas Education Code (TEC), §28.0062 was found in this program.
Evaluation for 4.2a
“Phonics Track” in the Ascend Focus Teacher Manuals lists the skills taught in the program. The lessons in this resource are unnumbered and designed to stand alone from the “Phonics Skill Set” lessons. They are used as needed to provide targeted instruction in phonological and phonemic awareness based on the results of the provided pretests. The sequence begins with foundational listening skills, sound discrimination, and word awareness. It then progresses into the more complex skills of syllable awareness, rhyme awareness, and blending and segmenting onset and rime.
The phonological awareness lessons teach students to identify rhymes before teaching them to produce rhymes. In “Identifying Rhymes” lessons, educators say two words and ask the students if the words rhyme. For example, the educator says, “Listen: dot, pot. Do those have the same ending sound?” Students answer yes or no. In the “Producing Rhymes” lessons, educators tell the students a word and ask them to produce a word with the same ending sound. For example, the educator says, “Listen: plan. We can hear the sound /ăn/ at the end of plan. What are some other words that end with /ăn/?” Students answer with rhyming words, such as ran, man, fan, and can.
Evaluation for 4.2b
“Intervention: Phonics Track” in the scope and sequence lists the skills taught in the program. The lessons in this resource are unnumbered and designed to stand alone from the “Phonics Skill Set” lessons. The instructional sequence effectively builds from foundational to more complex phonemic awareness skills. The sequence begins with the foundational skills of isolating sounds in the initial, medial, and final positions. The lessons then progress to the more complex skills of blending, segmenting, and manipulating phonemes.
The phonological awareness lessons teach students to blend words with two phonemes before blending larger words with three phonemes. For example, in a “Blending Phonemes (2 Phonemes)” lesson, students blend the phonemes /ŭ/ /p/ to make the word up. In a later lesson, “Blending Phonemes (3 Phonemes),” students blend the phonemes /h/ /ŏ/ /t/ to make the word hot.
Evaluation for 4.2c
The materials include explicit phonological and phonemic awareness routines. In the “Blending Phonemes (3 Phonemes)” lessons, the educator models blending three phonemes, such as /s/ /ŭ/ /n/ into sun. The educator then guides students to blend additional sounds, such as /r/ /ā/ /n/ into rain and /n/ /ō/ /z/ into nose. The educator also models segmenting in the “Segmenting Phonemes (3 Phonemes)” lessons, such as night into /n/ /ī/ /t/. Students then segment words such as cup, toad, and mat.
The program includes scripted lessons that provide educators with explicit instructional routines for targeted phonological and phonemic awareness intervention. For example, in an “Isolating Final Sounds” lesson, the script guides the educator through the process by saying, “We are going to listen for the last sound in a word. The last sound is the very last sound your mouth makes when you finish saying a word. Try one with me. Listen: dim. Say it slowly with me: /d - ĭ - mmmm/. → (/d - ĭ - mmmm/). What is the last sound in dim? (/m/).” The educator continues to provide practice, saying words in which students identify the last sound.
Evaluation for 4.2d
The Ascend Focus Teacher Manuals provide “Segmenting Syllables” lessons in which students learn how to segment syllables. The educator says, “We are going to segment syllables. That means we will break a full word into its parts, or syllables. Try one with me. Listen: tiger. Say it with me: tiger. → (tiger) Now let’s segment it into its parts: /tī - ger/. What are the syllables in family? → /tī - ger/.” The subsequent “Segmenting Syllables” lessons provide students cumulative practice in the skill of segmenting syllables in multisyllabic words. The lessons use two- and three-syllable words such as puppy, doctor, tornado, and detective.
Advanced phoneme deletion, addition, and substitution tasks revisit and extend earlier phonemic awareness skills, requiring students to apply previously learned sound manipulation strategies cumulatively. For example, students practice deleting phonemes whole with educator guidance in the “Deleting Final Phonemes” lessons. In a later “Deleting Final Phonemes” lesson, the educator begins the lesson by saying, “We are going to take away a sound from a word to make a new word. When we take away even one sound, the entire word changes.” Students practice the skill with the educator with the word cart. Students say the word, and are asked to take away the last sound, /t/. Students are asked what the new word is. Students then practice the skill with the words cold, paint, and wind. The class reads the word, then the educator tells them which phoneme to delete and students say the new word.
Evaluation for 4.2e
The Ascend Focus Teacher Manuals provide lessons in which students practice using previously taught foundational phonological and phonemic awareness skills. In an earlier “Counting Syllables” lesson, students count syllables in words such as ladybug (three). In subsequent “Segmenting Syllables” lessons, students practice segmenting syllables, which requires the previously taught skills of identifying and counting syllables in words. Students practice with words such as candle → (/kăn - dŭhl/), ladybug → (/lā - dē - bŭg/), and thunder → (/thŭn - der/).
The phonological awareness lessons teach students to segment words with two phonemes before moving to words with three phonemes. For example, in the “Segmenting Phonemes (2 Phonemes)” lessons, students segment words with two phonemes into single phonemes, such as the word up into /ŭ/ and /p/. In the “Segmenting Phonemes (3 Phonemes)” lessons, students segment words with three phonemes into single phonemes, such as the word ride into /r/ /ī/ /d/.
Evaluation for 4.A.3a
The materials provide a scope and sequence that outlines a clear phonics progression. Instruction systematically builds from foundational sound-symbol mapping and structural word building to syllable types and advanced decoding and morphological patterns, moving from simple to more complex sound-spelling relationships.
The program reflects this progression within individual lessons. For example, phonics Skill Set 10, lesson 64, focuses on r-blends such as gr and pr. Later, Skill Set 11, lesson 75, builds on this knowledge by introducing the inflectional ending -es for base words ending in s, x, z, ch, or sh. Students apply their prior understanding of consonant blends and phonics patterns to decode and encode words with these inflectional endings.
Evaluation for 4.A.3b
The materials provide explicit phonics instruction in which students decode and encode words using taught sound-spelling patterns through direct educator modeling, guided practice, dictation, and cumulative application activities. Instruction consistently supports students in connecting sounds to spellings, applying those patterns in word building, and reinforcing accuracy through reading and writing tasks.
For example, in phonics Skill Set 18, lesson 124, the educator explicitly explains that -ed can represent the /t/ sound after a voiceless consonant and that this suffix changes a word to indicate past tense. Students apply this instruction by reading and building the base word honk, adding -ed, underlining the suffix, identifying the final sound /t/, and reading the completed word honked. Students further practice decoding by reading words such as thanked, crisped, and whisked, and demonstrate encoding through spelling words including asked, helped, and jumped.
Evaluation for 4.A.3c
The programs structure the lessons to provide cumulative practice for both decoding and encoding words in isolation and in decodable connected texts. The fluency portion of the lessons provides decoding practice in word-level accuracy, sentence-level accuracy, and Passage Fluency activities. The dictation bank portion of the lessons provides encoding practice using word chain and sentence dictation activities.
The materials provide cumulative student practice in decoding words using sound-spelling patterns. For example, in Skill Set 14, lesson 93, students practice decoding words in isolation in the word-level accuracy section within the fluency portion of the lesson. During the sentence-level accuracy and “Passage Fluency” sections of the lesson, students practice decoding words in decodable connected text using sentences including “As Gus dug he got mud on his shin” and a brief passage titled “Help the Pug.”
Evaluation for 4.A.3d
The materials provide student practice of sound-spelling patterns that have been explicitly taught. For example, the Skill Set 14 fluency passage provides student practice aligned to the sound-spelling patterns students are studying in the lesson sequence. The passage and related practice materials are connected to the phonetic patterns taught in Skill Set 14 lessons, and students apply their knowledge of sound-spelling patterns in connected text practice rather than practicing unrelated patterns.
For example, Skill Set 14 fluency passages provide practice aligned to the sound-spelling patterns taught in the lesson sequence, allowing students to apply previously learned phonetic patterns in connected text rather than encountering new or unrelated patterns. Additionally, in Skill Set 15, lesson 99, students are introduced to short vowel sounds, consonant blends, and the floss rule, with instruction reviewing previously learned consonant and short vowel patterns. In lesson 100, students continue to apply these explicitly taught skills through review of short vowels, blends, and the floss rule, reinforcing mastery of previously introduced patterns.
Evaluation for 4.B.3a
The materials provide a structured routine for teaching high-frequency words through the “High-Frequency Words” section of the Ascend Focus Teacher Manuals, which includes approximately 125 high-frequency words. Each word follows a consistent two-day instructional routine that includes “Tap it, map it, examine it, read it, write it, review it, read it again, write it again, and extend it,” supported by scripted educator directions, student responses, and explicit modeling.
Additionally, the “High-Frequency Words” section indicates that the high-frequency words come from the “Children’s Picture Book (CPB) Sight Words” list and makes recommendations for words taught at each grade level.
Evaluation for 4.B.3b
The materials include explicit instruction in decoding regular and irregular high-frequency words. For example, students learn the word for in the lesson “Word: for (Day 1)” in the Ascend Focus Teacher Manuals. In the “Tap It” activity, the educator says, “Say the word for. → (for). Tell me the sounds in the word for. → (/f/ /or/). How many sounds are there? → (two).” During the “Examine It” activity, the educator says, “Let’s look closely at the new part. When we hear the sound /or/, it can be spelled with the letters or. We have not learned this spelling yet.” Finally, in the Read It activity, the educator asks the students to read the word for. The structure of, and activities within, this lesson are replicated in all day-one lessons.
Additionally, the materials include explicit instruction in encoding regular and irregular high-frequency words. For example, students spell the word for in the lesson “Word: for (Day 1).” During the “Map It” activity, the educator says, “What’s the first sound in the word for? → (/f/). What letter can spell that sound? → (f). Write the letter f. What’s the next sound in the word for? → (/or/). Here is a new spelling we have not learned yet. Write the letters or. We have letters to match each sound in the word for.” Then, in the “Write It” activity, the educator asks the students to write and spell the word for three times. The structure of and activities within this lesson are replicated in all day 1 lessons.
Evaluation for 4.B.3c
In the “High-Frequency Words” section of the Ascend Focus Teacher Manuals, the students learn a word on day 1 lessons. During day 2 lessons, the students read the word in isolation and in sentences. For example, the students read the word for in isolation and in a sentence, “The gift is for you,” in the “Read It” activity. Additionally, students develop automaticity, reading the word for in the passages included in the online skill set lessons. Specifically, the Skill Set 13, lesson 88, passage “The Mink” provides students an opportunity to practice decoding the word for.
Additionally, the materials include cumulative practice in encoding regular and irregular high-frequency words. During day 2 high-frequency word lessons, students say how to write the word and then practice writing it in sentences. For example, in the lesson “Word: for (Day 2),” the students write “The hot dog is for mom” and “The tag is for the pup.”
Evaluation for 4.B.3d
The lessons in the “High-Frequency Words” section of the Ascend Focus Teacher Manuals are grouped into two-day segments. Day 1 lessons introduce a high-frequency word through “Tap It,” “Map It,” “Examine It,” “Read It,” and “Write It” activities. Students identify the sounds they hear in the word, discuss the word, read it, and write it. Day 2 lessons extend the learning from day 1 lessons through “Review It,” “Read It,” “Write It,” and “Extend It” activities. Students practice reading and writing the explicitly taught words from day 1 lessons in connected text.
Students decode high frequency words in decodable texts that feature high-frequency words introduced during explicit instruction from the “High-Frequency Words” lessons. For example, the passage titled “The Gym Myth” in Skill Set 20, lesson 137, targets high-frequency words such as said, was, you, and her.
Evaluation for 4.C.3a
Lessons in the “High-Frequency Word Track Scope and Sequence” progress from foundational vowel sounds and syllable types to advanced patterns and syllable types. For example, the “Phonetic Skill 4: Vowels a and i” lesson within the “Long Vowels” lessons introduces the VCe syllable pattern, while the lesson “Vowel R Variations: Phonetic Skills 4 and 5” within the “Advanced Vowel Patterns” section of lessons introduces r-controlled syllables. A later lesson, “Flexible Syllables,” within the “Syllable Types and Multisyllabic Words” section describes how to divide multisyllabic words with consonant blends.
The materials also include a systematic sequence for introducing syllable types and syllable division principles in the online lessons. The “High-Frequency Word Track Scope and Sequence” groups lessons within skill sets and lists when phonetic skills, or syllable types, are taught. Lessons in skill sets 14–16 teach open and closed syllables, while lessons in skill sets 17 and 18 introduce vowel teams and VCe syllables. Finally, lessons in skill sets 19 and 20 teach r-controlled syllables.
Evaluation for 4.C.3b
The materials include explicit instruction in decoding and encoding one-syllable and multisyllabic words. For example, the “Building Words” lesson in the Ascend Focus Teacher Manuals provides a script to teach students how to spell one-syllable words such as sat and mat. The educator is directed to say, “Watch me build the word sat. I sat down when I got to school. First, I will listen to each sound in the word sat. This will help me plan how many letters I will need to write. Sat: /s/ /ă/ /t/. How many sounds are in the word sat? → (three) Right, I will draw three lines to make sure I spell each sound.” Then the educator displays three sound lines. The lesson prompts the educator to spell the word sound by sound. Students read the word once it is spelled. Next, the students work with the educator to spell the word mat following the steps that were used in sat. At the conclusion of the “We Do” portion of the lesson, students spell words on their own using the strategy they have learned.
Additionally, the materials include explicit instruction in decoding and encoding in the online lessons. For example, phonics Skill Set 15, lesson 99, focuses on closed syllables. The educator models how to prove a short-vowel word: by marking the vowel, following consonants, and the short vowel sound. Students spell and mark words such as mess.
Evaluation for 4.C.3c
The materials include cumulative student practice in decoding one-syllable words. Word review activities and marking routines provide repeated opportunities for students to decode one-syllable and multisyllabic words in both isolated and connected practice formats. For example, in PH Set 14, lesson 93, students read a list of words including gum, rub, and fun. Students also read a fluency sentence including the words they have practiced. Students continue practicing what they have learned in the “Passage Fluency” section by reading the passage “Help the Pug.”
The materials include cumulative student practice in encoding one-syllable words. For example, the “Spelling With C and K” lesson in the Ascend Focus Teacher Manuals provides a script to teach spelling with c and k. Students learn spelling rules to help them determine when to use c and when to use k. The lesson continues by having students practice spelling words such as cub and can, applying the rules they have learned. Then, the online lesson Skill Set 8, lesson 54, provides an opportunity for students to practice using the c and k rules they have learned, spelling words such as cub, cat, kid, and kit.
Evaluation for 4.C.3d
The materials ensure that student practice is aligned with explicit instruction, introducing only the syllable types and division principles that have already been taught. In Skill Set 14, lesson 92, students receive instruction on Phonetic Skill 1 before working independently. The educator demonstrates how a “guardian consonant” signals a short vowel sound, and students then apply this concept independently while reading a targeted decodable passage titled “The Wet Day.”
Additionally, Skill Set 15, lesson 99, provides student practice with an explicitly taught syllable pattern. The educator first teaches Phonetic Skill 2, explaining that when two consonants come after a vowel, the vowel sound is short. Students then practice decoding aligned short-e words such as best and dress, a sentence, and a passage titled “The Red Vest.”
Evaluation for 4.D.3a
The Ascend Focus Teacher Manuals provide a systematic sequence for introducing morphemes aligned with the grade-level TEKS. Students first develop foundational decoding skills with base words and spelling patterns before receiving explicit instruction in inflectional suffixes. The sequence introduces the suffixes -s, -es, -ed, and -ing, allowing students to build from simple base words to more complex word forms
For example, in Skill Sets 1–4, students decode CVC base words such as fig, sag, gap, pig, and tag. After students demonstrate proficiency with base words, Skill Set 5, lesson 30, “Plurals,” introduces the suffix -s. Students learn how the suffix changes a word’s meaning, then read, spell, and write words containing the newly introduced morpheme. This progression from decoding base words to applying inflectional suffixes demonstrates a systematic sequence for morphology instruction.
Evaluation for 4.D.3b
The materials provide explicit instruction in morphological skills. For example, in Skill Set 11, lesson 76, students learn the sound of -ed as /d/. The materials state, “A suffix is a letter or group of letters added to the end of a word that can change the meaning of the word. The suffix -ed changes a word to mean that an action has already happened. This suffix is special because the way we read it depends on the last sound in the base word.” Students read the word rain. The educator tells the students that /n/ is a voiced sound. When -ed comes after a voiced sound, we read it as /d/.
Additionally, in Skill Set 11, lesson 75, students learn the suffix -es. The educator tells students, “We can add -es to some nouns to show more than one. We can also add -es to some verbs to show that one person or thing is doing an action. We use -es with words that end in s, x, z, ch, or sh. This adds another syllable and makes the word easier to say.” After learning to add -es to base words, students practice the newly learned skill by spelling words that have the suffix -es.
Evaluation for 4.D.3c
The materials include cumulative student practice of morphological skills in isolation. For example, in Skill Set 5, lesson 30, students learn the suffix -s. The materials state, “A suffix is a letter or group of letters added to the end of a word that can change the meaning of the word and by adding -s to nouns it makes the word mean more than one.” Students read the word dot, and the educator tells the students that the word dot means “a small round mark or spot.” The educator then tells the students that by adding -s to this word, it tells us there is more than one dot. Once the skill has been taught, the students practice spelling words with the suffix -s, such as bats, rips, and shops.
The materials also include cumulative practice of morphological skills in connected text to develop automaticity. In Skill Set 10, lesson 70, after isolated word decoding, students practice decoding words with the suffix -s in sentences, such as, “Drips and drops hit the path with a soft thud.” Then students practice reading words with suffix -s in the passage titled “The Best Grits.”
Evaluation for 4.D.3d
The materials provide opportunities for students to practice morphemes that have been explicitly taught. For example, in Skill Set 11, lesson 75, students learn the suffix -es. Students learn they can add the suffix -es and change the meaning or form of a word. The educator tells students, “We can add -es to some nouns to show more than one. We can also add -es to some verbs to show that one person or thing is doing an action. We use -es with words that end in s, x, z, ch, or sh.” After learning to add -es to base words, students practice the newly learned skill by decoding words that have the suffix -es, such as dishes, tosses, and mixes. Then they read the sentence, “Tess wishes she had boxes of dresses.” Finally, students practice fluency by reading “Fox and His Pup,” a passage with several -es words.
Additionally, Skill Set 25, lesson 174, provides students practice in using the suffix -ing with words ending in y. Students learn that adding -ing to the end of verbs that in in y changes the meaning of the word to mean the action is happening now. After explicit instruction, students practice decoding words with the suffix -ing, such as saying, flying, toying, and playing. Then they read the sentence “The hedgehog was trying to hide in the decayed leaves.” Finally, students practice fluency by reading “Summer’s End,” a passage with several -ing words.
4.1 Non-Negotiable: Prohibition of Three-Cueing
4.1a
Materials do not include the three-cueing method as defined in Texas Education Code (TEC), §28.0062. TEC, §28.0062 defines three-cueing as a method of reading instruction for the identification of words in which a student is encouraged to draw on context and sentence structure to read words without sounding the words out or using a phonics-based approach.
Materials do not include the three-cueing method as defined in Texas Education Code (TEC), §28.0062. TEC, §28.0062 defines three-cueing as a method of reading instruction for the identification of words in which a student is encouraged to draw on context and sentence structure to read words without sounding the words out or using a phonics-based approach.
Not scored
Evaluation for 4.1a
Evaluation for 4.1a
Materials do not include the three-cueing method as defined in Texas Education Code (TEC), §28.0062. TEC, §28.0062 defines three-cueing as a method of reading instruction for the identification of words in which a student is encouraged to draw on context and sentence structure to read words without sounding the words out or using a phonics-based approach.
0 out of 0 points
4.2 Phonological and Phonemic Awareness (K-2)
4.2a
Materials include a systematic sequence of phonological awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills and larger units of sound to more complex skills and smaller units of sound.
Materials include a systematic sequence of phonological awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills and larger units of sound to more complex skills and smaller units of sound.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials include a systematic sequence of phonological awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills and larger units of sound to more complex skills and smaller units of sound.
1 out of 1 points
The phonological awareness lessons teach students to identify rhymes before teaching them to produce rhymes. In “Identifying Rhymes” lessons, educators say two words and ask the students if the words rhyme. For example, the educator says, “Listen: dot, pot. Do those have the same ending sound?” Students answer yes or no. In the “Producing Rhymes” lessons, educators tell the students a word and ask them to produce a word with the same ending sound. For example, the educator says, “Listen: plan. We can hear the sound /ăn/ at the end of plan. What are some other words that end with /ăn/?” Students answer with rhyming words, such as ran, man, fan, and can.
4.2b
Materials include a systematic sequence of phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills (e.g., identifying, blending, and segmenting phonemes) to more complex skills (e.g., adding, deleting, and substituting phonemes).
Materials include a systematic sequence of phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills (e.g., identifying, blending, and segmenting phonemes) to more complex skills (e.g., adding, deleting, and substituting phonemes).
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials include a systematic sequence of phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills (e.g., identifying, blending, and segmenting phonemes) to more complex skills (e.g., adding, deleting, and substituting phonemes).
1 out of 1 points
The phonological awareness lessons teach students to blend words with two phonemes before blending larger words with three phonemes. For example, in a “Blending Phonemes (2 Phonemes)” lesson, students blend the phonemes /ŭ/ /p/ to make the word up. In a later lesson, “Blending Phonemes (3 Phonemes),” students blend the phonemes /h/ /ŏ/ /t/ to make the word hot.
4.2c
Materials include explicit (direct) instruction in phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction in phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials include explicit (direct) instruction in phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
The program includes scripted lessons that provide educators with explicit instructional routines for targeted phonological and phonemic awareness intervention. For example, in an “Isolating Final Sounds” lesson, the script guides the educator through the process by saying, “We are going to listen for the last sound in a word. The last sound is the very last sound your mouth makes when you finish saying a word. Try one with me. Listen: dim. Say it slowly with me: /d - ĭ - mmmm/. → (/d - ĭ - mmmm/). What is the last sound in dim? (/m/).” The educator continues to provide practice, saying words in which students identify the last sound.
4.2d
Materials include cumulative student practice of phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include cumulative student practice of phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
Evaluation for 4.2d
Evaluation for 4.2d
Materials include cumulative student practice of phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
Advanced phoneme deletion, addition, and substitution tasks revisit and extend earlier phonemic awareness skills, requiring students to apply previously learned sound manipulation strategies cumulatively. For example, students practice deleting phonemes whole with educator guidance in the “Deleting Final Phonemes” lessons. In a later “Deleting Final Phonemes” lesson, the educator begins the lesson by saying, “We are going to take away a sound from a word to make a new word. When we take away even one sound, the entire word changes.” Students practice the skill with the educator with the word cart. Students say the word, and are asked to take away the last sound, /t/. Students are asked what the new word is. Students then practice the skill with the words cold, paint, and wind. The class reads the word, then the educator tells them which phoneme to delete and students say the new word.
4.2e
Student practice includes only phonological and phonemic awareness skills that have been explicitly taught.
Student practice includes only phonological and phonemic awareness skills that have been explicitly taught.
1 out of 1 points
Evaluation for 4.2e
Evaluation for 4.2e
Student practice includes only phonological and phonemic awareness skills that have been explicitly taught.
1 out of 1 points
The phonological awareness lessons teach students to segment words with two phonemes before moving to words with three phonemes. For example, in the “Segmenting Phonemes (2 Phonemes)” lessons, students segment words with two phonemes into single phonemes, such as the word up into /ŭ/ and /p/. In the “Segmenting Phonemes (3 Phonemes)” lessons, students segment words with three phonemes into single phonemes, such as the word ride into /r/ /ī/ /d/.
4.A.3 Sound-Spelling Patterns
4.A.3a
Materials include a systematic sequence for introducing sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include a systematic sequence for introducing sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
Evaluation for 4.A.3a
Evaluation for 4.A.3a
Materials include a systematic sequence for introducing sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
The program reflects this progression within individual lessons. For example, phonics Skill Set 10, lesson 64, focuses on r-blends such as gr and pr. Later, Skill Set 11, lesson 75, builds on this knowledge by introducing the inflectional ending -es for base words ending in s, x, z, ch, or sh. Students apply their prior understanding of consonant blends and phonics patterns to decode and encode words with these inflectional endings.
4.A.3b
Materials include explicit (direct) instruction in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.
2 out of 2 points
Evaluation for 4.A.3b
Evaluation for 4.A.3b
Materials include explicit (direct) instruction in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.
2 out of 2 points
For example, in phonics Skill Set 18, lesson 124, the educator explicitly explains that -ed can represent the /t/ sound after a voiceless consonant and that this suffix changes a word to indicate past tense. Students apply this instruction by reading and building the base word honk, adding -ed, underlining the suffix, identifying the final sound /t/, and reading the completed word honked. Students further practice decoding by reading words such as thanked, crisped, and whisked, and demonstrate encoding through spelling words including asked, helped, and jumped.
4.A.3c
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
3 out of 3 points
Evaluation for 4.A.3c
Evaluation for 4.A.3c
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
3 out of 3 points
The materials provide cumulative student practice in decoding words using sound-spelling patterns. For example, in Skill Set 14, lesson 93, students practice decoding words in isolation in the word-level accuracy section within the fluency portion of the lesson. During the sentence-level accuracy and “Passage Fluency” sections of the lesson, students practice decoding words in decodable connected text using sentences including “As Gus dug he got mud on his shin” and a brief passage titled “Help the Pug.”
4.A.3d
Student practice includes only sound-spelling patterns that have been explicitly taught.
Student practice includes only sound-spelling patterns that have been explicitly taught.
1 out of 1 points
Evaluation for 4.A.3d
Evaluation for 4.A.3d
Student practice includes only sound-spelling patterns that have been explicitly taught.
1 out of 1 points
For example, Skill Set 14 fluency passages provide practice aligned to the sound-spelling patterns taught in the lesson sequence, allowing students to apply previously learned phonetic patterns in connected text rather than encountering new or unrelated patterns. Additionally, in Skill Set 15, lesson 99, students are introduced to short vowel sounds, consonant blends, and the floss rule, with instruction reviewing previously learned consonant and short vowel patterns. In lesson 100, students continue to apply these explicitly taught skills through review of short vowels, blends, and the floss rule, reinforcing mastery of previously introduced patterns.
4.B.3 High-Frequency Words (English Reading Language Arts)
4.B.3a
Materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
Evaluation for 4.B.3a
Evaluation for 4.B.3a
Materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
Additionally, the “High-Frequency Words” section indicates that the high-frequency words come from the “Children’s Picture Book (CPB) Sight Words” list and makes recommendations for words taught at each grade level.
4.B.3b
Materials include explicit (direct) instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
2 out of 2 points
Evaluation for 4.B.3b
Evaluation for 4.B.3b
Materials include explicit (direct) instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.
2 out of 2 points
Additionally, the materials include explicit instruction in encoding regular and irregular high-frequency words. For example, students spell the word for in the lesson “Word: for (Day 1).” During the “Map It” activity, the educator says, “What’s the first sound in the word for? → (/f/). What letter can spell that sound? → (f). Write the letter f. What’s the next sound in the word for? → (/or/). Here is a new spelling we have not learned yet. Write the letters or. We have letters to match each sound in the word for.” Then, in the “Write It” activity, the educator asks the students to write and spell the word for three times. The structure of and activities within this lesson are replicated in all day 1 lessons.
4.B.3c
Materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level skills as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
Materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level skills as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
3 out of 3 points
Evaluation for 4.B.3c
Evaluation for 4.B.3c
Materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level skills as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
3 out of 3 points
Additionally, the materials include cumulative practice in encoding regular and irregular high-frequency words. During day 2 high-frequency word lessons, students say how to write the word and then practice writing it in sentences. For example, in the lesson “Word: for (Day 2),” the students write “The hot dog is for mom” and “The tag is for the pup.”
4.B.3d
Student practice includes only regular and irregular high-frequency words that have been explicitly taught.
Student practice includes only regular and irregular high-frequency words that have been explicitly taught.
1 out of 1 points
Evaluation for 4.B.3d
Evaluation for 4.B.3d
Student practice includes only regular and irregular high-frequency words that have been explicitly taught.
1 out of 1 points
Students decode high frequency words in decodable texts that feature high-frequency words introduced during explicit instruction from the “High-Frequency Words” lessons. For example, the passage titled “The Gym Myth” in Skill Set 20, lesson 137, targets high-frequency words such as said, was, you, and her.
4.C.3 One-Syllable and Multisyllabic Words
4.C.3a
Materials include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
Evaluation for 4.C.3a
Evaluation for 4.C.3a
Materials include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
The materials also include a systematic sequence for introducing syllable types and syllable division principles in the online lessons. The “High-Frequency Word Track Scope and Sequence” groups lessons within skill sets and lists when phonetic skills, or syllable types, are taught. Lessons in skill sets 14–16 teach open and closed syllables, while lessons in skill sets 17 and 18 introduce vowel teams and VCe syllables. Finally, lessons in skill sets 19 and 20 teach r-controlled syllables.
4.C.3b
Materials include explicit (direct) instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose.
2 out of 2 points
Evaluation for 4.C.3b
Evaluation for 4.C.3b
Materials include explicit (direct) instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose.
2 out of 2 points
Additionally, the materials include explicit instruction in decoding and encoding in the online lessons. For example, phonics Skill Set 15, lesson 99, focuses on closed syllables. The educator models how to prove a short-vowel word: by marking the vowel, following consonants, and the short vowel sound. Students spell and mark words such as mess.
4.C.3c
Materials include cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
Materials include cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
3 out of 3 points
Evaluation for 4.C.3c
Evaluation for 4.C.3c
Materials include cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.
3 out of 3 points
The materials include cumulative student practice in encoding one-syllable words. For example, the “Spelling With C and K” lesson in the Ascend Focus Teacher Manuals provides a script to teach spelling with c and k. Students learn spelling rules to help them determine when to use c and when to use k. The lesson continues by having students practice spelling words such as cub and can, applying the rules they have learned. Then, the online lesson Skill Set 8, lesson 54, provides an opportunity for students to practice using the c and k rules they have learned, spelling words such as cub, cat, kid, and kit.
4.C.3d
Student practice includes only syllable types and syllable division principles that have been explicitly taught.
Student practice includes only syllable types and syllable division principles that have been explicitly taught.
1 out of 1 points
Evaluation for 4.C.3d
Evaluation for 4.C.3d
Student practice includes only syllable types and syllable division principles that have been explicitly taught.
1 out of 1 points
Additionally, Skill Set 15, lesson 99, provides student practice with an explicitly taught syllable pattern. The educator first teaches Phonetic Skill 2, explaining that when two consonants come after a vowel, the vowel sound is short. Students then practice decoding aligned short-e words such as best and dress, a sentence, and a passage titled “The Red Vest.”
4.D.3 Morphemes (1-5)
4.D.3a
Materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
Evaluation for 4.D.3a
Evaluation for 4.D.3a
Materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
For example, in Skill Sets 1–4, students decode CVC base words such as fig, sag, gap, pig, and tag. After students demonstrate proficiency with base words, Skill Set 5, lesson 30, “Plurals,” introduces the suffix -s. Students learn how the suffix changes a word’s meaning, then read, spell, and write words containing the newly introduced morpheme. This progression from decoding base words to applying inflectional suffixes demonstrates a systematic sequence for morphology instruction.
4.D.3b
Materials include explicit (direct) instruction on morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Materials include explicit (direct) instruction on morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
Evaluation for 4.D.3b
Evaluation for 4.D.3b
Materials include explicit (direct) instruction on morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
1 out of 1 points
Additionally, in Skill Set 11, lesson 75, students learn the suffix -es. The educator tells students, “We can add -es to some nouns to show more than one. We can also add -es to some verbs to show that one person or thing is doing an action. We use -es with words that end in s, x, z, ch, or sh. This adds another syllable and makes the word easier to say.” After learning to add -es to base words, students practice the newly learned skill by spelling words that have the suffix -es.
4.D.3c
Materials include cumulative student practice of morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in connected text, to develop automaticity.
Materials include cumulative student practice of morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in connected text, to develop automaticity.
2 out of 2 points
Evaluation for 4.D.3c
Evaluation for 4.D.3c
Materials include cumulative student practice of morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in connected text, to develop automaticity.
2 out of 2 points
The materials also include cumulative practice of morphological skills in connected text to develop automaticity. In Skill Set 10, lesson 70, after isolated word decoding, students practice decoding words with the suffix -s in sentences, such as, “Drips and drops hit the path with a soft thud.” Then students practice reading words with suffix -s in the passage titled “The Best Grits.”
4.D.3d
Student practice includes only morphemes that have been explicitly taught.
Student practice includes only morphemes that have been explicitly taught.
1 out of 1 points
Evaluation for 4.D.3d
Evaluation for 4.D.3d
Student practice includes only morphemes that have been explicitly taught.
1 out of 1 points
Additionally, Skill Set 25, lesson 174, provides students practice in using the suffix -ing with words ending in y. Students learn that adding -ing to the end of verbs that in in y changes the meaning of the word to mean the action is happening now. After explicit instruction, students practice decoding words with the suffix -ing, such as saying, flying, toying, and playing. Then they read the sentence “The hedgehog was trying to hide in the decayed leaves.” Finally, students practice fluency by reading “Summer’s End,” a passage with several -ing words.
Rubric Section 5
Vocabulary
Materials support the development of vocabulary by teaching specific words and word-learning strategies.
Not applicable for this program.
Rubric Section 6
Fluency
Materials support the development of reading fluency (i.e., rate, accuracy, prosody) with grade-level texts as appropriate for the program's stated purpose.
Total
100% (7 out of 7 points)
Evaluation for 6.1a
The materials include modeling of fluent reading in the online lessons. Each lesson includes a “Passage Fluency” activity at the end of the lesson after explicit instruction and practice with new skills. The lessons explain that the passages will be read four times. The first read is done by the educator to model fluent reading. The second read is a choral read by the students. The educator reads with the students, but gradually fades their voice so the students take the lead. The third read is a partner read, with the educator supporting as needed. The fourth read is an independent read by the students.
For example, Skill Set 10, lesson 65, includes a passage fluency routine for “Trish and the Tram” after instruction in the tr r-blend. The educator first models fluent reading, then students reread through choral reading, partner reading, and independent reading. The passage includes words such as Trish, tram, trot, trap, and trip, giving students opportunities to hear fluent reading of the taught r-blend modeled.
Evaluation for 6.1b
The materials include opportunities for students to practice reading fluency with lists, sentences, and passages. Each lesson includes a fluency section to practice taught skills after direct instruction of sound and spelling patterns. During the first activity within the fluency section, “Word-Level Accuracy,” the educator projects lists of words for the students to read. The educator then projects sentences for students to read in the “Sentence-Level Accuracy” activity. The third activity, “Passage Fluency,” provides opportunities for students to first hear fluent reading of a passage modeled by the educator before choral reading, partner reading, and independent reading. Each activity gives students opportunities to practice fluent reading of taught skills from the lesson.
The materials include opportunities for students to practice reading fluency with lists, sentences, and passages. In Skill Set 13, lesson 45, in the “Fluency” section, the “Word-Level Accuracy” activity supplies a list of four words. The educator is directed to say, “Read each word I show you.” The educator displays the words cage, age, gel, and huge. Students read the sentence “There is a gem in that chest!” The educator directs the students to a passage titled “Sage and Gene at Camp.” Students engage in the four-read protocol with the passage.
Evaluation for 6.1c
The online lessons include passages in the “Fluency” section with words for students to read chorally, with a partner, and independently. The passages are different for each lesson and include words with taught phonics patterns from direct instruction earlier in the lessons. The lessons offer a variety of fluency passages for students to read chorally, such as informational, narrative, fiction, and procedural texts.
For example, the scope and sequence notes that Skill Set 4, lessons 20–25, provide narrative texts such as “The Pen,” “Wes and Meg,” “A Dip at the Bog,” and “The Run.” Skill Set 5, lesson 26, provides an informational text titled “Frogs.”
Evaluation for 6.1d
The materials include a variety of texts at different levels of complexity. For example, in Skill Set 6, lesson 36, the fluency passage “Tag” has short sentences with simple decodable CVC words, such as “Sam is a man. Tig is a pig. Tag Sam.” As the lessons progress, the complexity also increases. For example, in Skill Set 7, lesson 44, the passage “Wes and Meg” has longer sentences, including the compound sentence “Wes and Meg got a rag and went to the tap.”
Skill Set 7, lesson 47, includes the fluency passage “Yen the Pup.” The passage contains decodable CVC words and prepositional phrases in statement sentences, such as “Yen the pup ran in the fog to the van.” As students progress through the lessons, passage complexity increases. For example, in Skill Set 10, lesson 70, the passage “The Best Grits” contains decodable CVC words in exclamatory sentences, such as “Then I get a bit on my lip and grin at Gram.”
Evaluation for 6.1e
The materials provide opportunities for students to practice fluency by reading sentences and passages. Each lesson includes a “Passage Fluency” activity at the end of the lesson after explicit instruction and practice with new skills. Each lesson guides the educator to read the passage four times. The educator reads first to model fluent reading. During the second read, the educator leads choral reading while fading their voice to allow students to take the lead. For the third read, the lessons guide the educator to have learners read with a partner and provide support as needed. The educator allows students to read independently for the fourth read. The script also guides educators to use echo reading or partner reading for additional support.
The “Corrective Feedback and Next Steps Guide” provides explicit educator guidance for corrective feedback on accuracy, rate, and prosody, including modeling, guided correction, rereading, and targeted next steps based on the identified fluency errors.
6.1 Fluency
6.1a
Materials include modeling of fluent reading (including rate, accuracy, and prosody).
Materials include modeling of fluent reading (including rate, accuracy, and prosody).
1 out of 1 points
Evaluation for 6.1a
Evaluation for 6.1a
Materials include modeling of fluent reading (including rate, accuracy, and prosody).
1 out of 1 points
For example, Skill Set 10, lesson 65, includes a passage fluency routine for “Trish and the Tram” after instruction in the tr r-blend. The educator first models fluent reading, then students reread through choral reading, partner reading, and independent reading. The passage includes words such as Trish, tram, trot, trap, and trip, giving students opportunities to hear fluent reading of the taught r-blend modeled.
6.1b
Materials include opportunities for students to practice reading fluency with word lists, phrases/sentences, and connected texts.
Materials include opportunities for students to practice reading fluency with word lists, phrases/sentences, and connected texts.
3 out of 3 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials include opportunities for students to practice reading fluency with word lists, phrases/sentences, and connected texts.
3 out of 3 points
The materials include opportunities for students to practice reading fluency with lists, sentences, and passages. In Skill Set 13, lesson 45, in the “Fluency” section, the “Word-Level Accuracy” activity supplies a list of four words. The educator is directed to say, “Read each word I show you.” The educator displays the words cage, age, gel, and huge. Students read the sentence “There is a gem in that chest!” The educator directs the students to a passage titled “Sage and Gene at Camp.” Students engage in the four-read protocol with the passage.
6.1c
Materials include opportunities for students to practice reading fluency with a variety of grade-level texts as appropriate for the program's stated purpose.
Materials include opportunities for students to practice reading fluency with a variety of grade-level texts as appropriate for the program's stated purpose.
1 out of 1 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials include opportunities for students to practice reading fluency with a variety of grade-level texts as appropriate for the program's stated purpose.
1 out of 1 points
For example, the scope and sequence notes that Skill Set 4, lessons 20–25, provide narrative texts such as “The Pen,” “Wes and Meg,” “A Dip at the Bog,” and “The Run.” Skill Set 5, lesson 26, provides an informational text titled “Frogs.”
6.1d
Materials include a variety of texts at different levels of complexity.
Materials include a variety of texts at different levels of complexity.
1 out of 1 points
Evaluation for 6.1d
Evaluation for 6.1d
Materials include a variety of texts at different levels of complexity.
1 out of 1 points
Skill Set 7, lesson 47, includes the fluency passage “Yen the Pup.” The passage contains decodable CVC words and prepositional phrases in statement sentences, such as “Yen the pup ran in the fog to the van.” As students progress through the lessons, passage complexity increases. For example, in Skill Set 10, lesson 70, the passage “The Best Grits” contains decodable CVC words in exclamatory sentences, such as “Then I get a bit on my lip and grin at Gram.”
6.1e
Materials include guidance for educators to provide feedback to students on reading fluency (including rate, accuracy, and prosody).
Materials include guidance for educators to provide feedback to students on reading fluency (including rate, accuracy, and prosody).
1 out of 1 points
Evaluation for 6.1e
Evaluation for 6.1e
Materials include guidance for educators to provide feedback to students on reading fluency (including rate, accuracy, and prosody).
1 out of 1 points
The “Corrective Feedback and Next Steps Guide” provides explicit educator guidance for corrective feedback on accuracy, rate, and prosody, including modeling, guided correction, rereading, and targeted next steps based on the identified fluency errors.
Rubric Section 7
Handwriting
Materials support the development of handwriting skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Not applicable for this program.
Rubric Section 8
Reading Comprehension
Materials support the development of reading comprehension skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Not applicable for this program.
Rubric Section 9
Writing
Materials support the development of writing skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.
Not applicable for this program.