Ascend Focus, Grade 5

Evaluation for 1.1a
Materials include an explanation of the stated purpose of the supplemental program (e.g., additional instruction and/or practice, targeted remediation or acceleration).

The 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” guide states that the program addresses persistent skill gaps through explicit, systematic instruction, supporting its stated purpose of targeted remediation and intervention.

The “Program Architecture” overview 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
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.

“Using Ascend Focus to Support Core Literacy Instruction” provides educators with guidance on using the program 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 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
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.

The scope and sequence in the “Phonics Instruction” section of the Ascend Focus Teacher Manuals 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” overview 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
Materials include guidance on time requirements (e.g., duration, frequency) and suggested pacing for effective implementation.

The materials provide guidance for instructional time, pacing, and implementation of interventions. The program guide 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 “Program Architecture” overview outlines the instructional time allotted for each phonics intervention, including both explicit educator instruction and student application.

The “Ascend Program Design and Instructional Routines” educator guide 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
Materials include resources and guidance to support educators with implementing the materials as designed.

The materials include training and implementation supports designed to help educators implement Ascend Focus with fidelity. The ”Program Architecture” overview 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” 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 scope and sequence provides 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” guide includes an “Assessment System Guide” that helps educators interpret assessment results and use data to adjust instruction throughout the year.

Evaluation for 1.1f
Materials contain supports for families in both Spanish and English with suggestions on supporting the progress of their student.

The caregiver resources in the “Program Architecture” overview include examples of letters to send home to families in both English and Spanish. These letters provide suggestions for reinforcing skills at home and offer insight into the taught skills. The product has a caregiver letter in both Spanish and English. The letter states how families can support students at home. For example, the English-language caregiver letter states “Read Together Daily: Spending just 10–15 minutes reading together builds strong life long 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 “Student Experience” in both English and Spanish. These supports help families monitor student progress and reinforce literacy development outside of the classroom.

Evaluation for 2.1a
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).

The “Assessment System 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.

The “Intervention Assessment Structure” section of the program guide describes the assessments as a layered assessment system that includes an entry diagnostic, daily lesson checks, and progress monitoring. The “Assessment System Guide” 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 the assessments are used for all students, whether they are in targeted remediation or acceleration.

Evaluation for 2.1b
Materials include the definition and intended purpose for the instructional assessments included.

The program guide provides an overview, including the definition and intended purpose of the layered assessment system that supports both 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) provide quick, in-the-moment checks that help educators adjust instruction immediately. 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 “Intervention Assessment Structure” 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
For instructional assessments administered by educators, materials include guidance to ensure consistent and accurate administration of instructional assessments.

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. This structure reduces ambiguity around assessment delivery and gives educators a clear, organized path for administering assessments across intervention settings.

Evaluation for 2.1d
Instructional assessments include items at varying levels of complexity.

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 instructional guidance for grade 5 includes a skill-matching table that connects identified deficits from the diagnostic assessment directly to corresponding lessons. Assessed skills span from consonant sounds to decoding multisyllabic words, capturing varying levels of complexity across the foundational skills continuum and giving educators a concrete tool for responding to student data at the appropriate level of instruction.

The instructional guidance for grade 5 illustrates this range in practice. Formative assessments embedded throughout the program offer additional opportunities to check for understanding at varying levels of complexity. In lesson 135, for example, students work with the /er/ sound–spelling in both decoding and encoding contexts.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

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 the “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
Materials provide guidance for the use of the supplemental program to respond to student trends in performance on assessments.

In the “Program Design and Instructional Routines” guide, 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
Materials include tools for educators to track student progress and growth, and tools for students to track their own progress and growth.

The “Intervention Assessment Structure” overview 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
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.

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.

Evaluation for 3.1a
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills.

The 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 Ascend Focus Teacher Manuals and corresponding Digital Teacher 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” guide 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
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.

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
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

The materials include educator tips directly within the lesson flow. These tips support educators to meet students’ needs. For example, emergent bilingual (EB) student support instructs educators to allow students 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 33, lesson 225, “Another Sound of EI: /ā/,” the lesson provides general instructional supports, such as 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 in the educator guide 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
Educator-led supplemental programs include explicit (direct) prompts and guidance to support the educator in modeling and explaining the skill(s) to be learned.

The 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 Skill Set33, lesson 230, “Another Sound of OU: /ō/,” the materials provide explicit educator prompts for introducing the target phonics skill, focusing on articulation and voicing using a vowel valley, and supporting practice with blending before independent application. The materials direct the educator to model marking the vowel team. The materials also prompt the educator to model fluent reading.

Evaluation for 3.2b
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.

The 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 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 33, lesson 230, “Another Sound of OU: /ō/,” 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 “The Blacksmith.” Similarly, in Skill Set 33, lesson 231, 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
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.

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 “Ascend Implementation 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
Materials include educator guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.

The materials offer targeted support for EB students, 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 EB students. For example, in lesson 37, there is a multilingual support call-out box that informs educators that some languages lack a voiced /b/, and those learners may replace the /b/ with a voiceless /p/.

The “Multilingual Learners” section of the program guide aids educators in providing linguistic accommodations for various levels of language proficiency.

Evaluation for 3.3b
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.

The materials include implementation guidance to support EB students in bilingual and ESL 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 indicates that the materials use an integrated approach to support EB students, combining language and literacy skills. Explicit vocabulary instruction and oral discourse are used to support comprehension.

Support for EB students in bilingual and ESL programs includes implementation guidance to support educators in effectively using the materials in state-approved bilingual and ESL programs.

Evaluation for 3.3c
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Materials do not include the three-cueing method as defined in Texas Education Code (TEC), §28.0062. TEC, §28.0062 defines three-cueing as a method of reading instruction for the identification of words in which a student is encouraged to draw on context and sentence structure to read words without sounding the words out or using a phonics-based approach.

No evidence of three-cueing as defined in Texas Education Code (TEC), §28.0062 was found in this program.

Evaluation for 4.2a
Materials include a systematic sequence of phonological awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills and larger units of sound to more complex skills and smaller units of sound.

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

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).

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

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.

This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.

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.

This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.

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

This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.

Evaluation for 4.A.3a
Materials include a systematic sequence for introducing sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include a systematic sequence for introducing sound–spelling patterns aligned with the grade-level TEKS as appropriate for the program’s stated purpose. The scope and sequence describes a research-based, cumulative progression that moves from simple to more complex sound–spelling patterns. Instruction begins with foundational sound–symbol mapping, progresses to structural word building with blends and digraphs, continues through phonetic and syllable types, and culminates with advanced decoding and morphology. Throughout the program, previously taught sound–spelling patterns are revisited through cumulative review, allowing students to build increasingly sophisticated decoding skills.

For grade 5, the sequence continues with increasingly complex sound–spelling patterns. For example, Skill Set 18 introduces the suffix -ed representing the phoneme /t/, Skill Set 24 teaches the vowel digraph oo, and Skill Set 26 introduces the silent-letter pattern kn for the phoneme /n/. The “Evidence of Alignment to the Texas TEKS” document further shows this progression by aligning TEKS 5.2A(i) to Skill Sets 30 and 31, where students decode consonant changes such as select/selection (/t/ → /sh/) and music/musician (/k/ → /sh/). This sequence demonstrates a logical progression from foundational to increasingly complex sound–spelling patterns that aligns with the grade-level TEKS.

Evaluation for 4.A.3b
Materials include explicit (direct) instruction in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include explicit instruction in decoding and encoding words using sound–spelling patterns aligned with the grade-level TEKS as appropriate for the program’s stated purpose. For grade 5, the instruction includes scripted educator modeling and explanation. In Skill Set 31, Lesson 217, the educator explicitly states that the digraph ch can make the /ch/ sound, but it can also make the /sh/ sound, as in the word chef, which has French origins. The educator and student then encode words including brochure, and mark the ch digraph with an arc underneath. Students then decode words with this phoneme/grapheme match in word lists, sentences, and a fluency passage.

Furthermore, the materials provided include opportunities for educators to provide explicit phonics instruction in which they provide multiple opportunities for students to decode and encode words using taught sound–spelling patterns. The educator guidance provides instruction to teach through direct modeling, dictation, marking routines, and cumulative review activities.

Evaluation for 4.A.3c
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

The materials include cumulative student practice in decoding and encoding words using sound–spelling patterns aligned with the grade-level TEKS as appropriate for the program’s stated purpose, both in isolation and in decodable connected text, to develop automaticity. For grade 5, the lesson progression goes from decoding words with the newly taught sound–spelling pattern, moves into encoding words with the sound–spelling pattern (both in isolation and in phrases), and ends the lesson with practice reading decodable text to practice decoding words with automaticity. Building on the classroom practices described, to support long-term mastery, retention, and automaticity, this program builds repeated, guided, and cumulative practice directly into its program architecture. Students continuously reinforce these skills over time through a mix of reading, writing, and language application activities.

For example, in Skill Set 32, lesson 222, students review previously learned vowel patterns, such as ui in fruit, before learning the reversed vowel pattern iu, in which each vowel represents its own sound, as in medium. Students practice decoding and encoding words such as medium, sodium, and aquarium in isolation before applying the pattern in connected text. Students then read sentences including “Julius walked into the stadium carrying a medium-sized balloon” and read the decodable passage “The Science Symposium,” providing cumulative practice with previously taught and newly introduced sound–spelling patterns

Evaluation for 4.A.3d
Student practice includes only sound-spelling patterns that have been explicitly taught.

In the program materials, student practice includes only sound–spelling patterns that have been explicitly taught. The program provides students opportunities to practice phonics skills taught at the beginning of the lesson in various ways. For example, in lesson 203, titled “Spelling: -SE” and found in Skill Set 29 under the “Instructions” tab in the educator dashboard, educators begin instruction with review of previously learned spellings of the sound of the letter s: -SS and -CE. Next is the new spelling of the s sound; -SE is introduced with the word release. Multiple opportunities for students to practice follow the skill introduction in the spelling section; the dictation section; and the word, sentence, and passage fluency section.

Building on this approach, the program’s structure and sequencing ensures that student reading and writing tasks map directly onto the phonics concepts that were explicitly taught. As soon as a new sound–spelling pattern is introduced, students apply it immediately through dictation and connected decodable text practice.

Evaluation for 4.B.3a
Materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The 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.” This routine is supported by scripted educator directions, student responses, and explicit modeling.

The “High-Frequency Words” section of the Ascend Focus Teacher Manuals 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
Materials include explicit (direct) instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include explicit instruction in decoding regular and irregular high-frequency words. For example, students learn the word let’s in the “High-Frequency Words” lessons. In the “Tap It” activity, students say the word let’s, segment the sounds, and identify the corresponding letters for each sound. Students map phonemes to graphemes and write the word to reinforce sound–symbol relationships. During the “Examine It” activity, students analyze the word for unusual spelling patterns and identify any irregular sound-letter correspondences. Finally, in the Read It activity, students read the word let’s in isolation and in context to build automatic recognition. This instructional structure is consistent across all high-frequency word lessons.

The materials include explicit instruction in encoding regular and irregular high-frequency words. For example, students encode the word let’s using the same instructional routine. During the “Map It” activity, students segment sounds, match each phoneme to its corresponding letter or letter combination, and write the word while articulating each sound. Students then examine spelling patterns and refine understanding of irregular or unexpected letter–sound relationships. In the “Write It” activity, students write the word multiple times while saying each letter aloud to reinforce encoding and orthographic mapping. Students also apply the word in context by reading and writing it within sentences to strengthen transfer from isolation to connected text.

Evaluation for 4.B.3c
Materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level skills as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

The materials include cumulative practice in decoding regular and irregular high-frequency words. The program provides repeated student practice opportunities to build fluency and automaticity with high-frequency words. For instance, on day 2, the guidance states, “We will keep learning about the word you. Say the word you. Read the word you. I like you. Let’s look at sentences with the word you.” The lesson continues as students read the word you within phrases, both chorally and independently, focusing on automatic recognition and usage.

To support this instructional routine, the “High-Frequency Words” section begins with a list of 124 high-frequency words, followed by detailed scripts for explicit instruction of each word. The instruction format follows a two-day rotation. On day 2 of the learning cycle, the educator starts by saying, “We will continue learning about the word ____,” then moves to the “Review It” section to revisit what was discovered about the sounds and letters from the previous day.

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

The materials provide students with opportunities to practice only regular and irregular high-frequency words that have been explicitly taught. The “High-Frequency Words” section offers guidance for students to practice reading high-frequency words that have been explicitly taught. Students receive instruction to read the word that’s in sentences. The guidance states, “Let’s look at sentences with the word that’s. That’s a frog on the log. Sam said that’s his pen.”

In addition, the “High-Frequency Words” section begins with a list of 124 high-frequency words, followed by detailed scripts for explicit instruction of each word. The instruction format follows a two-day rotation. On day 1, the high-frequency word is introduced. Students encode and decode the word and have opportunities to read and write it. On day 2, students review any special spellings identified on day 1 and have additional opportunities to read and write the words.

Evaluation for 4.C.3a
Materials include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include a systematic sequence for introducing syllable types and syllable division principles aligned with the grade-level TEKS as appropriate for the program’s stated purpose. The scope and sequence outlines a clear progression of syllable instruction, beginning with closed syllables in Skill Sets 1–12, followed by open syllables in Skill Sets 13 and 14. Instruction then progresses to vowel teams in Skill Set 17, r-controlled vowels in Skill Sets 19 and 20, and final stable syllables in Skill Set 27. This sequence demonstrates a cumulative structure that builds from simple syllable types to more complex syllable patterns used in multisyllabic word reading.

The Ascend Focus Teacher Manuals provide instruction that reinforces syllable division principles within multisyllabic word reading. Students apply learned patterns to divide words into syllables, such as in examples where vowel patterns guide syllable breaks and each syllable represents a sound. For instance, in instruction on adjacent vowels, the materials explain that when two vowels appear together, the second vowel is silent and the first vowel represents its long sound. Students use visual supports such as dots to separate syllables and read each part of the word separately before blending them together. This supports students in applying syllable division strategies to decode multisyllabic words accurately.

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.

The materials include explicit instruction in decoding and encoding one-syllable and multisyllabic words aligned with the grade-level TEKS as appropriate for the program’s stated purpose. In Skill Set 20, lesson 136, the educator explicitly teaches that when the letters gh follow the vowel i, the gh is silent and the vowel represents the long /i/ sound. Students apply this rule by decoding words such as sigh, light, and fright.

The materials also provide explicit instructional routines for encoding multisyllabic words using previously taught patterns. For example, students apply decoding and syllable analysis skills when spelling the word temperature. The educator guides students to identify vowel sounds and syllables, asking how many vowel sounds are present and reinforcing that two vowel sounds indicate two syllables. Students then encode the word by segmenting it into syllables and applying spelling patterns to each part, supporting accurate decoding and encoding of multisyllabic words.

Evaluation for 4.C.3c
Materials include cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

In Skill Set 30, lesson 204, students engage in cumulative practice through a dictation bank of multisyllabic words featuring the vowel digraph ending -ey, including money and chimney. Students apply decoding strategies while reading words in isolation and then apply skills in connected text, including sentences and the decodable passage “The Vale,” which includes words such as alley and key. Similarly, in Skill Set 14, lesson 93, students build automaticity by decoding words such as gum, rub, and fun, using them in sentences and reading the connected-text passage “Help the Pug.” In Skill Set 33, lesson 206, students decode and read words with the -ew pattern, such as flew, threw, and nephew, and apply them in connected text through the sentence “The ship’s crew set sail as the wind blew.”

In Skill Set 27, lesson 183, students practice reading multisyllabic words by marking vowels in a word with an x then counting the consonants between the vowels and deciding where to divide the syllables. Students practice this with words including table, apple, and circle. Then students practice reading multisyllabic words in context with sentences, including, “The little turtle sat by the puddle.” Students also practice reading the decodable text “The Vale.”

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

The materials incorporate student practice that includes only syllable types and syllable division principles that have been explicitly taught. In grade 5, students apply previously taught vowel-r syllable patterns and suffix additions in word-level practice. The word list includes chirp, barking, forced, merged, charming, and charred. Students also apply these patterns in sentence reading to reinforce application of taught syllable structures, such as in “Her kite had started turning and whirling in the breeze.”

Additionally, in Skill Set 27, lesson 185, students apply the explicitly taught consonant-le syllable division pattern when preceded by an st blend. The educator explains that when st appears before a consonant-le syllable, the t becomes silent and syllables are divided with s in the first syllable and the silent t in the second syllable. Students apply this rule in encoding words such as hustle, gristle, and whistle, and in decoding words such as bustle, jostle, and wrestle, ensuring practice is limited to previously taught syllable types and division principles.

Evaluation for 4.D.3a
Materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include a systematic sequence for introducing morphemes aligned with the grade-level TEKS as appropriate for the program’s stated purpose. The scope and sequence provides an overview of morphological skills that are explicitly and systematically taught, supporting students in developing knowledge of word structure and meaning over time.

The “Resource: Morphology” section begins with a list of 133 morphemes, followed by scripted instructional routines for each morpheme. Instruction for each morpheme is delivered over two sessions and includes both a morpheme–word connection and a word-analysis component. In the morpheme–word connection phase, students are introduced to the morpheme, learn its meaning, and read words containing it. In the word-analysis phase, students apply their understanding by analyzing and interpreting the meaning of words that include the target morpheme. For example, students engage in instruction and analysis of the suffix -logy, reinforcing systematic and structured morphological learning.

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.

The “Resource: Morphology” section begins with a list of 133 morphemes, followed by scripted instructional routines for each morpheme that provide explicit instruction in morphological skills. For example, the educator explicitly introduces the morpheme -ject by stating, “We will learn a new morpheme. Morphemes are the smallest parts of a word that carry meaning. Our morpheme is -ject.” The educator displays the morpheme, explains its origin and meaning, and then guides students through an “I Do, We Do, You Do” routine to apply and practice the morpheme in context.

The materials further demonstrate explicit instruction in morphological skills in the “Resource: Morphology” section through structured lessons such as the suffix -ment. The lesson begins with a student-friendly objective and a clear definition of morphemes, followed by explicit instruction that -ment is a suffix derived from Latin meaning “the result” or “the act of something.” The educator explains that adding -ment to a verb forms a noun that names an action or result. The educator models word analysis using move and movement, explaining how the suffix changes meaning, and uses a think-aloud strategy to guide students in interpreting words such as development and excitement. Students then apply their understanding by analyzing additional words containing -ment, reinforcing explicit instruction in morphological meaning and structure.

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.

The materials include cumulative student practice of morphological skills aligned with the grade-level TEKS as appropriate for the program’s stated purpose, both in isolation and in connected text, to develop automaticity. The “Resource: Morphology” section begins with a list of 133 morphemes, followed by scripted instructional routines for each morpheme. Instruction introduces each targeted morpheme and builds upon previously taught concepts through repeated, structured practice over time.

Skill Set 29, lesson 197 provides cumulative practice with the suffix -ly. After explicit instruction in the meaning and function of the suffix, students apply the morpheme in isolated word practice using examples such as quickly, neatly, and suddenly. Students then extend this learning into connected text through a fluency passage that includes words such as slowly, softly, and boldly, reinforcing the suffix in context. In addition, students encounter previously taught morphology, such as the suffix -ed in braked, demonstrating cumulative reinforcement of earlier learned morphemes and supporting long-term automaticity.

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

The materials provide opportunities for student practice that include only morphemes that have been explicitly taught. In grade 5, lessons include scripted instruction and guided practice on the prefix ir-, where students analyze how it changes word meaning and evaluate its correct usage in context. The educator explicitly explains that ir- is a prefix that can indicate negation or opposition in specific words, and students determine whether word formations make sense as real English words.

Additionally, in Skill Set 18, lesson 124, students receive explicit instruction on one pronunciation of the suffix -ed (/t/), followed by practice with words such as leaked, honked, and winked. In Skill Set 15, lesson 103, students apply the previously taught suffix -ing in practice with words such as fixing, camping, and checking. Across lessons, student practice is limited to morphemes that have been explicitly introduced, ensuring reinforcement of morphological patterns that have only been explicitly taught.

Evaluation for 6.1a
Materials include modeling of fluent reading (including rate, accuracy, and prosody).

The materials include modeling of fluent reading in the online lessons. Each lesson includes a “Passage Fluency” activity after explicit instruction and practice with new skills. During the “Passage Fluency” routine, the educator first models fluent reading before students reread the passage through choral reading, partner reading, and independent reading. For example, in Skill Set 24, lesson 162, after direct instruction on the special vowel spelling oo as /ū/, students practice reading target words, including bloom, soon, zoom, loop, smooth, and pool, and a connected sentence before applying the phonics pattern in the decodable passage “At the Pool.” Educators are directed to first model fluent reading of the passage while students listen, providing an accurate demonstration of appropriate pacing, phrasing, and expression. Students then participate in a choral reading before transitioning to independent reading with educator support as needed.


Additionally, in Skill Set 23, lesson 155, following direct instruction on the special vowel spelling au, students practice decoding and reading target words, including fault, launch, sauce, fraud, haunt, and taut, and a connected sentence before reading the decodable passage “The Vault.” During the “Passage Fluency” activity, educators first model fluent reading while students listen, demonstrating accurate word reading, appropriate rate, phrasing, and expressive oral reading. Students then engage in a choral reading before independently reading the passage with educator support as needed. This instructional sequence provides students with opportunities to hear, practice, and apply fluent reading with appropriate rate, accuracy, and prosody while reading connected text containing the newly taught phonics pattern.

Evaluation for 6.1b
Materials include opportunities for students to practice reading fluency with word lists, phrases/sentences, and connected texts.

The materials include opportunities for students to practice reading fluency with word lists, sentences, and connected texts. For example, in Skill Set 31, lesson 215, following explicit instruction on the suffix -age, students practice reading target words including message, voyage, garage, passage, village, and beverage. Students then read the connected sentence “The travelers carried their luggage to the cottage” before applying the morphology pattern during repeated readings of the decodable passage “A Voyage.”

Additionally, in Skill Set 32, lesson 220, after explicit instruction on reversed vowel patterns, students practice reading multisyllabic target words including video, geography, leotard, stereo, chameleon, and rodeo before reading the connected sentence “Leo saw a neon sign shaped like a meteor.” Students then apply the targeted decoding pattern while reading the informational passage “The Geology Club” through guided and independent repeated readings. This instructional sequence provides systematic practice with word lists, phrases and sentences, and connected text to support the development of fluent and accurate reading.

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.

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, in Skill Set 31, lesson 215, students read the narrative text “A Voyage,” and in Skill Set 32, lesson 220, students read the informational passage “The Geology Club,” reinforcing fluent reading of complex sentence structures and academic language. These texts provide opportunities for students to build fluency across varied genres while maintaining alignment to explicit phonics instruction and morphology development.

Evaluation for 6.1d
Materials include a variety of texts at different levels of complexity.

The materials include a variety of texts at different levels of complexity through decodable passages that increase lexical, syntactic, and conceptual demands while remaining aligned to the targeted phonics skill. For example, in Skill Set 31, lesson 215, students read “A Voyage,” a historical narrative describing migration by sea. The passage includes advanced vocabulary (voyage, shortage, pilgrimage, postage, baggage, package), multi-clause sentences, and historical concepts requiring students to synthesize information while applying newly learned suffix patterns. This progression provides practice with complex grade-level text while reinforcing morphological knowledge.


Additionally, in Skill Set 32, lesson 221, students read “The Last Week,” a reflective narrative centered on graduation and personal transition. The passage features abstract themes, sophisticated vocabulary, varied sentence structures, and opportunities for inferential thinking about change and reflection. Students practice decoding reversed vowel patterns while reading a text that demonstrates increased complexity appropriate for upper elementary learners.

Evaluation for 6.1e
Materials include guidance for educators to provide feedback to students on reading fluency (including rate, accuracy, and prosody).

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” in the program 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.