Program Information
- ISBN
- 9781623825058
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 524.2 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 180.36 KB)
Ascend Mastery, Grade 1
ELAR Grade 1
IMRA 2026
Publisher: Reading Horizons dba HEC Software Inc.
Copyright: 2026
Series includes:
Rubric: ELAR K–3 | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 1 | 73.33% | 96.15% |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Total
92% (22 out of 24 points)
Evaluation for 1.1a
The scope and sequence includes a 150-day calendar and program components for word study/morphology, fluency, comprehension, grammar and syntax, and writing. The scope and sequence also outlines concepts taught throughout the course, including determining the theme from details and determining the main idea and summarizing. The “Evidence of TEKS Alignment” and “Evidence of ELPS Alignment” documents outline the standards addressed in the course.
The Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS) are embedded within the scope and sequence or directly connected to unit and lesson progression. Units and lessons identify which TEKS or ELPS appear within instruction.
Evaluation for 1.1b
The materials include a pacing guide with a 150-day instructional calendar, where each lesson corresponds to one instructional day. The “Pacing Guidance” section recommends one lesson per day within the literacy block, with a weekly day for assessment and application. This includes the components phonics, fluency, grammar, comprehension, and writing.
The pacing guide addresses the identified gap by providing pacing options for 150-, 165-, 180-, and 210-day instructional calendars while maintaining the 150-day core instructional sequence. The pacing guide also explains how responsive instruction days support reteaching, differentiation, extension, and application.The materials include general guidance, such as spending time in small groups reteaching based on assessments, extending writing assignments, or using extra days for student projects.
Evaluation for 1.1c
In the “Program Architecture Overview,” the instructional model establishes a consistent structure for core instruction and introduces concepts sequentially from simple to more complex. The program follows a linear, routine-based design and uses ongoing formative assessments to monitor student understanding and support mastery of prerequisite skills. Instruction is organized around 10 interconnected themes that recur across grade levels, enabling students to deepen their understanding and strengthen connections across domains over time.
The materials clearly explain the rationale for the course’s unit sequence. The program describes thematic progression and cross-domain connections and explains why it arranges units in their current order and how skills and concepts build systematically from one unit to the next. The course, unit, and learning progression guidance describes how learning progresses from accessible contexts to increasingly complex disciplinary knowledge, interdisciplinary connections, inquiry, and synthesis and shows how earlier learning builds a foundation for later units.
Evaluation for 1.1d
The materials include structured processes to support educator preparation for unit instruction. Through the Program Design and Instructional Routines resource, educators use the “Planning Protocol” to internalize each unit. Educators review prior assessment and benchmark data; analyze the Essential Question and “Unit at a Glance” section; and identify learning progressions, instructional priorities, and academic vocabulary. Educators also gather differentiated instructional resources to support instruction before teaching the unit.
The materials provide additional unit-level supports through the “Unit at a Glance” section and the “Program Architecture Overview.” The “Unit at a Glance” section outlines instructional sequencing, key concepts, texts, and required materials. The “Program Architecture Overview” provides pacing guidance and supports for daily instruction, small groups, differentiation, and multilingual learners.
Evaluation for 1.1e
The implementation guide provides structured, phase-based guidance for school leaders to support and monitor effective program implementation. The timeline guides administrators in supporting instruction for four phases, including before school starts, the first week of school, 30 days into the school year, and 60 days into the school year.
“Use the Ascend Early Implementation Checklist” suggests that administrators use a checklist for walk-throughs, which addresses the identified gap by providing instructional leaders with observable indicators for monitoring lesson implementation and offering actionable coaching feedback.
Evaluation for 1.2a
Unit overviews provide the background knowledge and academic vocabulary necessary to teach the concepts in the unit. The “Unit Order Rationale” contains each grade level’s unit overviews. Each unit overview is organized with the following sections: “Knowledge Students Will Build,” “Teacher Background Knowledge,” “Key Content Understandings,” “Academic and Content Vocabulary,” and “Teacher Planning Note.”
Each overview contains a “Teacher Background Knowledge” section that is specific to each unit and grade level. This component provides necessary information and possible misconceptions about the concepts in the unit. Both academic and content vocabulary for the unit are provided in the overviews.
Evaluation for 1.2b
Family support resources for each unit, including “Caregiver Letters,” provide overviews and at-home strategies to support student learning. These resources are available in both English and Spanish, which ensures accessibility for families and enables them to actively support their student’s literacy development.
The Caregiver portal provides families with access to lesson content and student progress, supporting ongoing engagement in both English and Spanish. For example, the “Caregiver Letter” tells families which skills students will be working on and provides practical suggestions for supporting learning progress through activities at home.
Evaluation for 1.3a
Lesson plans are structured into weekly and unit plans. Included are unit Essential Questions and weekly topics. Daily lessons include plans with tasks and questions related to the weekly topic. Lesson plans include components that have a general focus and lesson objectives.
In Program Design and Instructional Routines, the “Program Architecture Overview” provides a comprehensive and detailed lesson plan support. The “Lesson Planning: Scripted & Supported Instruction” section explains the daily objectives aligned to lesson standards, questions to check for understanding of lesson objectives, questions to promote the use of language to meet language objectives, tasks to promote mastery of the lesson objectives, and a list of necessary materials.
Lesson 32 includes structured lesson plans with daily objectives, questions, tasks, and instructional assessments. The lesson includes objectives and I Can statements for phonemic awareness, fluency, comprehension, and writing. Lesson tasks include blending phonemes, reading at an appropriate pace, identifying themes, discussing oral language, and writing narratives. However, the lesson plan does not identify the TEKS or ELPS correlations.
Evaluation for 1.3b
The “Resources” tab within the educator software provides all educator and student materials needed for instruction, including student pages, fluency passages, comprehension texts, assessments, and homework. This organization ensures educators can easily access the materials required to effectively deliver each lesson component.
In the “Program Architecture Overview,” the “Practice and Application” section provides a lesson breakdown with time allotments for Foundations and Language Comprehension, including explicit educator instruction, student application and practice, and total time.
Evaluation for 1.3c
The “Resources” tab includes centralized access to instructional and extended practice resources, and the dedicated “Differentiation” tab provides targeted support for developing, progressing, and proficient students. These differentiated resources include extension, reinforcement, and enrichment opportunities aligned to student needs, supporting effective use of materials for continued practice beyond the core lesson.
Additionally, lesson-connected practice packets, homework resources, weekly checkpoints, and benchmark assessments provide structured opportunities for continued practice and reinforcement beyond core instruction.
1.1 Course-Level Design
1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
3 out of 3 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
3 out of 3 points
The Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS) are embedded within the scope and sequence or directly connected to unit and lesson progression. Units and lessons identify which TEKS or ELPS appear within instruction.
1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
2 out of 2 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
2 out of 2 points
The pacing guide addresses the identified gap by providing pacing options for 150-, 165-, 180-, and 210-day instructional calendars while maintaining the 150-day core instructional sequence. The pacing guide also explains how responsive instruction days support reteaching, differentiation, extension, and application.The materials include general guidance, such as spending time in small groups reteaching based on assessments, extending writing assignments, or using extra days for student projects.
1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
The materials clearly explain the rationale for the course’s unit sequence. The program describes thematic progression and cross-domain connections and explains why it arranges units in their current order and how skills and concepts build systematically from one unit to the next. The course, unit, and learning progression guidance describes how learning progresses from accessible contexts to increasingly complex disciplinary knowledge, interdisciplinary connections, inquiry, and synthesis and shows how earlier learning builds a foundation for later units.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
The materials provide additional unit-level supports through the “Unit at a Glance” section and the “Program Architecture Overview.” The “Unit at a Glance” section outlines instructional sequencing, key concepts, texts, and required materials. The “Program Architecture Overview” provides pacing guidance and supports for daily instruction, small groups, differentiation, and multilingual learners.
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
“Use the Ascend Early Implementation Checklist” suggests that administrators use a checklist for walk-throughs, which addresses the identified gap by providing instructional leaders with observable indicators for monitoring lesson implementation and offering actionable coaching feedback.
1.2 Unit-Level Design
1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
Evaluation for 1.2a
Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
Each overview contains a “Teacher Background Knowledge” section that is specific to each unit and grade level. This component provides necessary information and possible misconceptions about the concepts in the unit. Both academic and content vocabulary for the unit are provided in the overviews.
1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
Evaluation for 1.2b
Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
The Caregiver portal provides families with access to lesson content and student progress, supporting ongoing engagement in both English and Spanish. For example, the “Caregiver Letter” tells families which skills students will be working on and provides practical suggestions for supporting learning progress through activities at home.
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
3 out of 5 points
Evaluation for 1.3a
Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
3 out of 5 points
In Program Design and Instructional Routines, the “Program Architecture Overview” provides a comprehensive and detailed lesson plan support. The “Lesson Planning: Scripted & Supported Instruction” section explains the daily objectives aligned to lesson standards, questions to check for understanding of lesson objectives, questions to promote the use of language to meet language objectives, tasks to promote mastery of the lesson objectives, and a list of necessary materials.
Lesson 32 includes structured lesson plans with daily objectives, questions, tasks, and instructional assessments. The lesson includes objectives and I Can statements for phonemic awareness, fluency, comprehension, and writing. Lesson tasks include blending phonemes, reading at an appropriate pace, identifying themes, discussing oral language, and writing narratives. However, the lesson plan does not identify the TEKS or ELPS correlations.
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
Evaluation for 1.3b
Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
In the “Program Architecture Overview,” the “Practice and Application” section provides a lesson breakdown with time allotments for Foundations and Language Comprehension, including explicit educator instruction, student application and practice, and total time.
1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Evaluation for 1.3c
Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Additionally, lesson-connected practice packets, homework resources, weekly checkpoints, and benchmark assessments provide structured opportunities for continued practice and reinforcement beyond core instruction.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
83% (15 out of 18 points)
Evaluation for 2.1a
Within the online resources, the embedded daily checks, weekly checkpoints, unit assessments, benchmark assessments, diagnostic assessments, and progress monitoring assessments support ongoing evaluation of student learning throughout the year. The “Resources” tab includes lesson materials and an “Assessments and Homework” section with assessment tools that support progress monitoring and instructional planning.
At the lesson level, embedded daily checks and weekly checkpoints provide formative assessment opportunities that monitor student understanding during instruction. At the unit level, unit assessments and benchmark assessments measure student mastery of concepts and skills taught across groups of lessons. Diagnostic assessments identify student readiness and instructional needs before or during instruction.
Program Design and Instructional Routines explains that diagnostic assessments are used to evaluate students at benchmark points three times throughout the year. However, the diagnostic assessments cannot be viewed by the educator.
Evaluation for 2.1b
In Program Design and Instructional Routines, the “Program Architecture Overview” defines embedded daily checks as formative assessments embedded within instruction to capture immediate evidence of student understanding. Weekly checkpoints are short-cycle assessments that monitor retention and application of recently taught skills. Unit assessments evaluate mastery of skills and concepts taught across an instructional unit. Benchmark assessments evaluate cumulative proficiency and growth at key points throughout the year. Diagnostic assessments identify literacy skill gaps that contribute to grade-level performance needs.
The materials also explain the intended purpose of each assessment type. Embedded daily checks identify misconceptions and guide immediate instructional adjustments. Weekly checkpoints support small-group instructional planning and identify students who need additional support or enrichment. Unit assessments confirm mastery and readiness for future instruction. Benchmark assessments monitor long-term growth and support instructional planning. Diagnostic assessments guide targeted intervention and instructional support.
Evaluation for 2.1c
In Program Design and Instructional Routines, the “Assessments” section provides assessment blueprints, administration time ranges, explanations of assessment structures, and directions for administering specific assessment tasks. Oral reading fluency directions, educator read-aloud guidance, and standardized prompts support consistent implementation across instructional settings.
The materials further support accurate administration through explicit guidance for assessment preparation, administration procedures, reporting expectations, and use of assessment data. Weekly checkpoint educator forms include estimated timing, educator directions, dictated prompts, student tasks, and scoring spaces for reading, spelling, high-frequency words, and comprehension assessments. Together, these resources support standardized assessment administration and consistent interpretation of results.
Evaluation for 2.1d
The materials include formative and summative assessments aligned to the TEKS and instructional objectives of lessons and units. In the “TEKS-ELPS Ascend Assessment Item Alignment” document, weekly checkpoints and unit assessments identify assessment items aligned to specific TEKS. Additionally, Program Design and Instructional Routines explains that embedded daily checks are drawn directly from lesson activities and recently taught instruction, weekly checkpoints evaluate retention and application of recently taught skills, and unit assessments evaluate mastery of skills and concepts taught across a complete instructional unit.
Assessment artifacts further demonstrate alignment to instructional objectives. For example, the weekly checkpoint for unit 2, week 1 assesses skills taught during lessons 16–20, including decoding and spelling CVC words; reading and applying high-frequency words; and demonstrating comprehension through key details, main ideas, and inferential questions. Weekly checkpoints occur at regular intervals to monitor students’ retention and application of recently taught skills before advancing to new instruction.
The materials reference diagnostic assessments and describe their intended use for identifying literacy skill gaps and informing instructional planning. However, diagnostic assessments are not available for review. As a result, the materials do not provide sufficient evidence to determine whether diagnostic assessments align with the TEKS or with the objectives of the course, unit, or lesson.
Evaluation for 2.1e
The “TEKS-ELPS Ascend Assessment Item Alignment” document identifies assessment items aligned to specific TEKS within weekly checkpoints and unit assessments. Assessment resources include multiple item types, such as letter and word reading, spelling tasks, oral reading fluency measures, multiple-choice questions, matching activities, constructed responses, and writing tasks.
Assessment items require students to demonstrate understanding through increasingly complex tasks. For example, weekly checkpoints assess reading, spelling, high-frequency words, writing, and comprehension skills using a variety of response formats. As students progress through the year, assessment tasks move beyond foundational literacy skills to require more advanced application of reading and comprehension skills, providing opportunities for students to demonstrate learning at varying levels of complexity.
Evaluation for 2.2a
Assessment resources include educator-facing scoring supports such as answer keys for weekly checkpoints and writing rubrics with proficiency-level descriptors, developmental expectations, and sample student responses within the “Benchmark Assessment Writing Packages.” These resources help ensure consistency and accuracy when evaluating student work.
The materials also provide guidance for interpreting assessment results through the Assessment System Guide, educator dashboard resources, and reporting tools. The Assessment System Guide explains how data from embedded daily checks, weekly checkpoints, benchmark assessments, unit assessments, and diagnostic assessments can inform instructional decisions, including reteaching, intervention, enrichment, and flexible grouping. In addition, educator dashboards and instructor-level reports provide actionable data, identify student strengths and areas of need, and recommend instructional next steps. The reporting tools translate assessment results into meaningful instructional insights and support educators in analyzing performance trends and determining appropriate instructional responses.
Evaluation for 2.2b
The “Differentiation Planning Template” guides educators in reviewing weekly checkpoints, unit checkpoints, and in-lesson observations to identify student needs and select targeted instructional resources. Based on assessment results, educators group students into “developing,” “progressing,” and “proficient” performance levels and provide aligned support through reteach lessons, Decodable Reader routines, fluency resources, comprehension resources, and extension activities.
The materials also provide educator-facing data tools that support responsive instructional planning. For example, the “Instructional Insights” section of the dashboard explains what the assessment data shows, what the results mean, and the recommended next instructional steps. The section includes direct links to lessons and targeted resources that support reteaching, intervention, enrichment, and differentiated instruction based on identified student performance trends.
Evaluation for 2.2c
The educator dashboard includes a “Data” tab that displays class- and assessment-level information, including instructional insights, weekly domain-level accuracy, weekly accuracy growth, benchmark performance, and progress monitoring data. The materials also provide literacy profiles, instructional performance levels, and a “Differentiation Planning Template” that support review of assessment results, identification of error patterns, grouping of students by instructional need, monitoring of progress, and planning of instructional adjustments. For example, the “Instructional Insights” section explains what the assessment data shows, what the results mean, and the recommended next instructional steps to support instructional planning.
The materials also include tools for students to track their own progress and growth. The “My Ascend Mastery Growth Tracker” allows students to record goals, monitor performance on weekly checkpoints and unit assessments, document scores, and reflect on their learning. Students respond to prompts such as “One Thing I Learned” and “Something I’m Proud Of,” which provide structured opportunities to monitor progress, reflect on growth, and take ownership of learning.
2.1 Instructional Assessments
2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
2 out of 3 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
2 out of 3 points
At the lesson level, embedded daily checks and weekly checkpoints provide formative assessment opportunities that monitor student understanding during instruction. At the unit level, unit assessments and benchmark assessments measure student mastery of concepts and skills taught across groups of lessons. Diagnostic assessments identify student readiness and instructional needs before or during instruction.
Program Design and Instructional Routines explains that diagnostic assessments are used to evaluate students at benchmark points three times throughout the year. However, the diagnostic assessments cannot be viewed by the educator.
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
1 out of 1 points
The materials also explain the intended purpose of each assessment type. Embedded daily checks identify misconceptions and guide immediate instructional adjustments. Weekly checkpoints support small-group instructional planning and identify students who need additional support or enrichment. Unit assessments confirm mastery and readiness for future instruction. Benchmark assessments monitor long-term growth and support instructional planning. Diagnostic assessments guide targeted intervention and instructional support.
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The materials further support accurate administration through explicit guidance for assessment preparation, administration procedures, reporting expectations, and use of assessment data. Weekly checkpoint educator forms include estimated timing, educator directions, dictated prompts, student tasks, and scoring spaces for reading, spelling, high-frequency words, and comprehension assessments. Together, these resources support standardized assessment administration and consistent interpretation of results.
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
4 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
4 out of 6 points
Assessment artifacts further demonstrate alignment to instructional objectives. For example, the weekly checkpoint for unit 2, week 1 assesses skills taught during lessons 16–20, including decoding and spelling CVC words; reading and applying high-frequency words; and demonstrating comprehension through key details, main ideas, and inferential questions. Weekly checkpoints occur at regular intervals to monitor students’ retention and application of recently taught skills before advancing to new instruction.
The materials reference diagnostic assessments and describe their intended use for identifying literacy skill gaps and informing instructional planning. However, diagnostic assessments are not available for review. As a result, the materials do not provide sufficient evidence to determine whether diagnostic assessments align with the TEKS or with the objectives of the course, unit, or lesson.
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Assessment items require students to demonstrate understanding through increasingly complex tasks. For example, weekly checkpoints assess reading, spelling, high-frequency words, writing, and comprehension skills using a variety of response formats. As students progress through the year, assessment tasks move beyond foundational literacy skills to require more advanced application of reading and comprehension skills, providing opportunities for students to demonstrate learning at varying levels of complexity.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
The materials also provide guidance for interpreting assessment results through the Assessment System Guide, educator dashboard resources, and reporting tools. The Assessment System Guide explains how data from embedded daily checks, weekly checkpoints, benchmark assessments, unit assessments, and diagnostic assessments can inform instructional decisions, including reteaching, intervention, enrichment, and flexible grouping. In addition, educator dashboards and instructor-level reports provide actionable data, identify student strengths and areas of need, and recommend instructional next steps. The reporting tools translate assessment results into meaningful instructional insights and support educators in analyzing performance trends and determining appropriate instructional responses.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
The materials also provide educator-facing data tools that support responsive instructional planning. For example, the “Instructional Insights” section of the dashboard explains what the assessment data shows, what the results mean, and the recommended next instructional steps. The section includes direct links to lessons and targeted resources that support reteaching, intervention, enrichment, and differentiated instruction based on identified student performance trends.
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
The materials also include tools for students to track their own progress and growth. The “My Ascend Mastery Growth Tracker” allows students to record goals, monitor performance on weekly checkpoints and unit assessments, document scores, and reflect on their learning. Students respond to prompts such as “One Thing I Learned” and “Something I’m Proud Of,” which provide structured opportunities to monitor progress, reflect on growth, and take ownership of learning.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
90% (18 out of 20 points)
Evaluation for 3.1a
The “Differentiation” tab directs educators to use results from weekly checkpoints, unit checkpoints, and in-lesson observations to organize students into developing, progressing, and proficient performance levels. Targeted support resources, reteach lessons, structured small-group routines, and differentiated activities help educators address identified skill needs while maintaining access to grade-level content. Additionally, educators use resources organized by instructional performance level to provide support during small-group and independent instructional settings.
The materials also include paired instructional routines designed to support students who have not yet reached proficiency. For example, the Decodable Reader Developing routine and Alphabet Book Developing routine provide explicit educator modeling, guided practice, oral language routines, corrective feedback, Elkonin box routines, sound tapping, tracking routines, and guided reading opportunities aligned to targeted phonics skills. The materials further support differentiated instruction through scaffolds provided in the “Notes” panel, including questioning prompts, articulation supports, multilingual supports, and instructional guidance that helps students access and engage with grade-level content and skills.
Evaluation for 3.1b
The comprehension domain includes a “Background Knowledge and Vocabulary” section, shared reading with pause points, explicit strategy routines, and evidence and reasoning practice that support students in understanding unfamiliar vocabulary, academic language, and text-based references before and during reading. The materials also provide educator guidance for explicit vocabulary instruction, oral language activities, multilingual supports, and structured discussions to help students apply newly learned vocabulary in meaningful contexts.
Lesson 32 includes a “Background Knowledge and Vocabulary” section that builds context before reading by connecting students to the idea of finding something just right. The lesson pre-teaches vocabulary such as den, cozy, quills, burrow, and meadow through visuals, actions, definitions, repeated practice, sentence examples, and oral language activities before students read Fox Finds a Den. Additionally, sentence stems embedded within both oral language activities and the “Notes” panel support students in using newly learned vocabulary during discussions and written responses.
Evaluation for 3.1c
The “Differentiation” tab directs educators to use weekly checkpoint data and lesson-embedded observations to identify students performing at the “proficient” level and select resources that increase complexity, promote independence, extend learning, and support transfer of skills. The materials also provide guidance for fluency-building, application, and extension opportunities aligned to current instructional content.
The materials include enrichment and extension activities designed for proficient learners. For example, the Decodable Reader Proficient routine and the Alphabet Books Proficient routine support independent application of phonics patterns, fluent reading, oral language development, and transfer of grade-level literacy skills. Additional extension opportunities include Write and Share, Act It Out, Talk About the Story, Make a Connection, What Comes Next, and Partner Word Challenge; independent reading activities; and creative writing tasks that promote deeper thinking and application of learned skills.
Evaluation for 3.2a
Program Design and Instructional Routines describes a gradual-release model consisting of I Do (modeling), We Do (guided practice), and You Do (independent practice), with embedded instructional routines across literacy domains. Lessons provide direct educator scripting, modeled demonstrations, oral language prompts, questioning routines, corrective feedback prompts, expected student responses, and guided practice opportunities that support clear explanations and explicit instruction. For example, in lesson 32, the comprehension lesson about theme includes scripted educator language explaining how a character’s response helps readers understand the story’s message. The lesson guides educators in modeling this skill using Fox Finds a Den and prompting students to consider how the fox responds when challenges arise.
The materials also include guidance to support educators in modeling and explaining concepts. The “Lesson Planning: Scripted & Supported Instruction” section explains that lessons include point-of-use educator guidance, lesson targets, interactive scripting, educator tips, and instructional supports to guide lesson delivery. Throughout the lessons, oral language discussion prompts, sentence frames, and model responses provide additional support for educators as they facilitate instruction. For example, in lesson 32, sentence frames support text-based discussions of theme and help educators guide students’ responses. Additionally, in lesson 91, the “Think It Through” section includes the prompt “How did we find the lesson with evidence today?” along with a model response to help educators guide students in explaining their thinking and connecting textual evidence to the story’s lesson. These supports help educators effectively model comprehension strategies and reinforce evidence-based discussions.
Evaluation for 3.2b
In Program Design and Instructional Routines, lesson routines and differentiated instructional routines incorporate direct instruction, guided practice, independent practice, collaborative partner discussions, oral language routines, differentiated small-group instruction, and independent application activities. The materials also provide guidance for flexible grouping and transitions between whole-group, small-group, and independent learning opportunities through recurring instructional routines and differentiated instructional pathways.
Lesson 80 guides educators in activating background knowledge; facilitating oral language discussions; modeling writing with the SPARK (say who and where, problem or big event, actions, result, keep a clear ending) organizer; supporting guided planning; and providing opportunities for independent writing, self-monitoring, revision, and publishing. Students engage in partner sharing, class book creation, writing wall activities, author’s chair presentations, digital transfer activities, digital read-alouds, and personal writing portfolios. Embedded educator notes provide recommendations for monitoring student progress and delivering individualized support throughout the lesson.
Evaluation for 3.2c
In Program Design and Instructional Routines, lesson routines and differentiated instructional routines incorporate guided practice, independent practice, collaborative partner discussions, oral language activities, writing application, fluency practice, and differentiated small-group instruction. The materials also provide recommendations for whole-group instruction, targeted small-group instruction, independent practice, flexible grouping, and differentiated instructional pathways organized by student performance levels.
In lesson 80, students participate in guided writing using the SPARK organizer, oral language partner discussions, independent writing, self-monitoring, revision, and publishing activities. The lesson includes opportunities for partner sharing, class book creation, writing wall activities, author’s chair presentations, digital transfer activities, digital read-alouds, and personal writing portfolios. Embedded educator prompts and instructional support notes provide guidance for modeling, facilitating student practice, and delivering individual support throughout the lesson.
Evaluation for 3.3a
The materials include educator guidance for providing linguistic accommodations that support multilingual learners in developing academic language. The “Integrated Multilingual Learner Supports” section and embedded lesson supports provide accommodations such as visuals and gestures, sentence frames, oral rehearsal opportunities, partner discussions, explicit vocabulary instruction, cognate connections, translanguaging practices, and structured response stems. The materials also include guidance for supporting oral language development through collaborative discussions, questioning routines, and opportunities for students to act out vocabulary and concepts before responding orally.
The materials contain an ELPS proficiency-level crosswalk and linguistic accommodations guidance. The proficiency-level crosswalk provides the specific ELPS level, Ascend level, support level, and instructional emphasis. Other guidance includes linguistic scaffolds as English proficiency develops and for leveraging home-language and cross-linguistic connections within oral, reading, and writing experiences.
Evaluation for 3.3b
The materials include supports designed to assist multilingual learners during instruction. The “Integrated Multilingual Learner Supports” section provides guidance for implementing language supports within lessons, and the materials include accommodations such as sentence frames, oral language routines, visuals, gestures, cognate connections, translanguaging practices, and embedded scaffolds to support language development. Additionally, the “Evidence of ELPS Alignment” document identifies connections to the ELPS and highlights how language supports are incorporated throughout the program.
The Learner Variability framework contains information on emergent bilingual (EB) students and considerations of language proficiency. The framework emphasizes the use of embedded educator supports, oral language routines, background knowledge and vocabulary, writing and application experiences, translated resources, and differentiated practice opportunities.
Evaluation for 3.3c
The materials include embedded guidance to support EB students in developing academic vocabulary, increasing comprehension, and building background knowledge through oral discourse. EB student supports include visuals and gestures, sentence frames, oral language routines, explicit vocabulary instruction, partner discussions, collaborative questioning, and oral rehearsal opportunities. For example, in lesson 132, students discuss vocabulary, story ideas, and text connections through structured turn-and-talk activities before writing. Students also engage in oral language discussions using academic vocabulary such as walked, saw, heard, felt, and touched while participating in comprehension and vocabulary routines.
The materials also support EB students in developing academic vocabulary, increasing comprehension, and building background knowledge through written discourse. In lesson 132, students participate in scaffolded writing activities that incorporate previously introduced vocabulary and comprehension concepts. Students use sentence starters such as “Aiden and I walked into ___,” “I saw ___,” and “It was so ___!” to support connected writing tasks. The materials provide opportunities for students to apply academic vocabulary and content knowledge during written responses while reinforcing comprehension through writing.
The materials provide limited support for cross-linguistic connections through oral and written discourse. For example, lesson 32 includes a recommendation that students think, write, or discuss responses in their home language before translating ideas into English; however, the materials do not explain how educators should facilitate or extend these cross-linguistic connections. As a result, the materials support academic vocabulary, comprehension, and background knowledge development but do not consistently support cross-linguistic connections through oral and written discourse.
Evaluation for 3.3d
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
1 out of 1 points
The materials also include paired instructional routines designed to support students who have not yet reached proficiency. For example, the Decodable Reader Developing routine and Alphabet Book Developing routine provide explicit educator modeling, guided practice, oral language routines, corrective feedback, Elkonin box routines, sound tapping, tracking routines, and guided reading opportunities aligned to targeted phonics skills. The materials further support differentiated instruction through scaffolds provided in the “Notes” panel, including questioning prompts, articulation supports, multilingual supports, and instructional guidance that helps students access and engage with grade-level content and skills.
3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
Lesson 32 includes a “Background Knowledge and Vocabulary” section that builds context before reading by connecting students to the idea of finding something just right. The lesson pre-teaches vocabulary such as den, cozy, quills, burrow, and meadow through visuals, actions, definitions, repeated practice, sentence examples, and oral language activities before students read Fox Finds a Den. Additionally, sentence stems embedded within both oral language activities and the “Notes” panel support students in using newly learned vocabulary during discussions and written responses.
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
1 out of 1 points
The materials include enrichment and extension activities designed for proficient learners. For example, the Decodable Reader Proficient routine and the Alphabet Books Proficient routine support independent application of phonics patterns, fluent reading, oral language development, and transfer of grade-level literacy skills. Additional extension opportunities include Write and Share, Act It Out, Talk About the Story, Make a Connection, What Comes Next, and Partner Word Challenge; independent reading activities; and creative writing tasks that promote deeper thinking and application of learned skills.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
2 out of 2 points
The materials also include guidance to support educators in modeling and explaining concepts. The “Lesson Planning: Scripted & Supported Instruction” section explains that lessons include point-of-use educator guidance, lesson targets, interactive scripting, educator tips, and instructional supports to guide lesson delivery. Throughout the lessons, oral language discussion prompts, sentence frames, and model responses provide additional support for educators as they facilitate instruction. For example, in lesson 32, sentence frames support text-based discussions of theme and help educators guide students’ responses. Additionally, in lesson 91, the “Think It Through” section includes the prompt “How did we find the lesson with evidence today?” along with a model response to help educators guide students in explaining their thinking and connecting textual evidence to the story’s lesson. These supports help educators effectively model comprehension strategies and reinforce evidence-based discussions.
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
1 out of 1 points
Lesson 80 guides educators in activating background knowledge; facilitating oral language discussions; modeling writing with the SPARK (say who and where, problem or big event, actions, result, keep a clear ending) organizer; supporting guided planning; and providing opportunities for independent writing, self-monitoring, revision, and publishing. Students engage in partner sharing, class book creation, writing wall activities, author’s chair presentations, digital transfer activities, digital read-alouds, and personal writing portfolios. Embedded educator notes provide recommendations for monitoring student progress and delivering individualized support throughout the lesson.
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
2 out of 2 points
In lesson 80, students participate in guided writing using the SPARK organizer, oral language partner discussions, independent writing, self-monitoring, revision, and publishing activities. The lesson includes opportunities for partner sharing, class book creation, writing wall activities, author’s chair presentations, digital transfer activities, digital read-alouds, and personal writing portfolios. Embedded educator prompts and instructional support notes provide guidance for modeling, facilitating student practice, and delivering individual support throughout the lesson.
3.3 Support for Emergent Bilingual Students
3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
The materials contain an ELPS proficiency-level crosswalk and linguistic accommodations guidance. The proficiency-level crosswalk provides the specific ELPS level, Ascend level, support level, and instructional emphasis. Other guidance includes linguistic scaffolds as English proficiency develops and for leveraging home-language and cross-linguistic connections within oral, reading, and writing experiences.
3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
The Learner Variability framework contains information on emergent bilingual (EB) students and considerations of language proficiency. The framework emphasizes the use of embedded educator supports, oral language routines, background knowledge and vocabulary, writing and application experiences, translated resources, and differentiated practice opportunities.
3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
6 out of 8 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
6 out of 8 points
The materials also support EB students in developing academic vocabulary, increasing comprehension, and building background knowledge through written discourse. In lesson 132, students participate in scaffolded writing activities that incorporate previously introduced vocabulary and comprehension concepts. Students use sentence starters such as “Aiden and I walked into ___,” “I saw ___,” and “It was so ___!” to support connected writing tasks. The materials provide opportunities for students to apply academic vocabulary and content knowledge during written responses while reinforcing comprehension through writing.
The materials provide limited support for cross-linguistic connections through oral and written discourse. For example, lesson 32 includes a recommendation that students think, write, or discuss responses in their home language before translating ideas into English; however, the materials do not explain how educators should facilitate or extend these cross-linguistic connections. As a result, the materials support academic vocabulary, comprehension, and background knowledge development but do not consistently support cross-linguistic connections through oral and written discourse.
3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3d
Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Rubric Section 4
Phonics Rule Compliance
Total
94% (29 out of 31 points)
Evaluation for 4.1a
The scope and sequence progresses from foundational phonics skills to increasingly complex decoding and word-analysis concepts throughout the year. Students begin with vowels, consonants, word building, and basic phonics patterns before progressing to digraphs, blends, suffixes, glued sounds, vowel teams, r-controlled vowels, prefixes, silent letters, multisyllabic decoding, and morphology instruction. The materials provide explicit instruction in phonemic awareness, phonics, decoding, encoding, blending, segmenting, high-frequency words, and fluency through structured instructional routines that include educator modeling, guided practice, independent application, spelling and dictation activities, decodable readers, and connected reading and writing tasks.
The materials also demonstrate a systematic progression from simple to more complex phonics skills. For example, in unit 1, lesson 1, the educator introduces the sound–spelling correspondence /ă/ spelled a through explicit modeling, visual articulation support, and phonemic awareness instruction. Students identify initial sounds, connect sounds to letters, and apply the skill during guided practice. Later units extend this foundation through instruction in digraphs, blends, vowel teams, r-controlled vowels, affixes, and increasingly complex decoding patterns. This sequence provides repeated opportunities for students to apply previously learned phonics skills while developing more advanced word-analysis abilities.
Evaluation for 4.1b
In unit 1, lesson 1, students practice the sound–spelling correspondence /ă/ spelled a through phonemic awareness activities, articulation practice, letter–sound fluency, handwriting, and word-level application. The materials also provide explicit practice through decodable texts. For example, in unit 3, lesson 31, students learn the digraph wh- and apply the targeted phonics pattern while reading the decodable passage “On a Whim.” During Decodable Reader routines, students read connected text aligned to the target phonics skill and apply decoding strategies within authentic reading practice.
The materials include intentional ongoing practice opportunities for phonics skills in isolation and through decodable texts. In lesson 136, students repeatedly apply phonics knowledge by identifying vowel types, marking vowel patterns, dividing multisyllabic words, applying syllabication rules, completing spelling and dictation activities, analyzing high-frequency word spellings, and reading words in isolation before progressing to sentence and passage reading. The Decodable Reader Developing and Proficient routines provide recurring opportunities for students to apply previously taught and newly introduced phonics patterns through rereading, fluency practice, partner reading, oral reading activities, connected writing tasks, fluency passages, weekly checkpoints, unit checkpoints, and cumulative review within decodable texts throughout the year.
Evaluation for 4.2a
Daily lessons include scripted guidance that directs educators to introduce new sound–spelling correspondences, explain phonics concepts, model decoding and encoding processes, and guide students through supported practice before independent application. Lessons consistently incorporate educator modeling, guided practice, spelling, handwriting, decoding, and fluency activities to support phonics development.
In lesson 46, the educator explicitly introduces the double-l pattern by explaining that when a double-l follows the vowel a, the vowel changes to sound like /ŏ/, as in the word tall. The educator models how to read, spell, and mark the word and guides students through identifying sounds, spelling words, marking vowels and double-l patterns, and reading words with educator support. Students then independently apply the skill through dictation and word-reading activities, providing opportunities to practice the targeted phonics pattern following explicit educator modeling.
Evaluation for 4.2b
Daily lessons provide structured guided practice through educator-directed decoding activities, oral language routines, guided reading instruction, and gradual-release instructional structures. Educator prompts, modeled examples, guided practice opportunities, and expected student responses support educators in monitoring understanding and providing feedback during instruction. For example, in unit 3, lesson 31, students receive guided phonics instruction while learning the digraph wh-. The educator models the target sound, asks students questions about sound production, and guides students through reading and spelling activities using the target sound–spelling pattern. Educator prompts and expected student responses provide opportunities to monitor understanding and provide feedback during guided practice.
The materials also provide guidance for immediate and corrective feedback during guided instruction. In the Decodable Reader Developing and Proficient routines, educators are directed to monitor student reading and respond immediately to student performance. When students read accurately, educators provide immediate reinforcement using prompts such as “You got it! Read that sentence again.” When students make decoding errors, educators are directed to stop the reader, prompt the student to listen to the word again, model the word if needed, and have the student reread the sentence accurately. These routines provide explicit guidance for both immediate and corrective feedback during guided phonics instruction.
Evaluation for 4.2c
The “Program Architecture Overview” identifies collaborative work as a component of the gradual-release instructional model, and daily lessons provide opportunities for students to practice phonics skills through partner discussions, collaborative spelling activities, guided reading, oral language routines, and partner fluency practice. For example, in unit 10, lesson 138, students collaborate while spelling and proving words using decoding skill 2 and work with peers to analyze multisyllabic words by identifying digraphs, marking vowels, dividing syllables, and reading words such as thunder and popcorn. In unit 3, lesson 31, students also engage in collaborative practice through turn-and-talk activities, partner reading, and fluency discussions while reading the decodable passage “On a Whim.”
The materials also include a variety of opportunities for students to independently practice phonics skills. Daily lessons provide independent decoding, spelling, dictation, fluency, blending, and word-reading practice through recurring phonics routines, homework and practice packets, and connected reading and writing activities. For example, in unit 3, lesson 31, students independently practice phoneme–grapheme mapping through the Tap It, Map It, Examine It, Read It, and Write It routines, where they segment sounds, analyze spelling patterns, read words and sentences, and encode target words. The Decodable Reader Proficient routine further supports independent practice by providing opportunities for students to independently read decodable texts, identify targeted phonics patterns, and apply phonics skills through connected reading and writing activities.
Evaluation for 4.3a
The scope and sequence systematically revisits previously taught phonics skills through fluency routines, spelling and dictation activities, morphology instruction, decodable readers, phonemic awareness review, and connected reading and writing tasks. Students repeatedly review previously taught phonics patterns while extending instruction through blends, digraphs, vowel teams, r-controlled vowels, prefixes, suffixes, multisyllabic decoding, and advanced vowel patterns across instructional units.
In unit 3, lesson 44, students learn the double-l combinations -ell, -ill, and -ull while applying previously taught phonics skills. Students review the sound–spelling correspondence for /l/, segment phonemes, identify consonants and vowels, read and spell words, mark vowel sounds, recognize blends, and complete dictation activities that incorporate both newly taught and previously learned phonics patterns. Prior to this lesson, students received instruction in consonant and vowel letter groups, spelling with c and k, digraphs, blends, double consonants, and suffixes. The lesson requires students to draw on this accumulated knowledge while learning a new spelling pattern, providing intentional cumulative review and ongoing phonics practice.
Evaluation for 4.3b
The “Program Architecture Overview” describes a systematic phonics sequence in which students receive explicit instruction before practicing phonics skills. Daily instruction includes cumulative review, review words, dictation activities, and application opportunities that align to the instructional sequence. The scope and sequence progresses systematically through consonant blends, digraphs, vowel teams, r-controlled vowels, multisyllabic decoding, prefixes, suffixes, and advanced vowel patterns, and practice activities reinforce previously taught and newly introduced phonics skills aligned to the instructional progression.
In unit 10, lesson 138, students practice decoding skill 2 while completing Dictation Bank activities that include review words such as hotter, toaster, and freeway. Students apply previously taught phonics patterns while reading, spelling, marking, and decoding words during instruction. These review and application opportunities align to phonics skills that have already been explicitly taught and provide students with practice using previously introduced decoding and encoding skills while reinforcing current learning.
Evaluation for 4.3c
The “Program Architecture Overview” explains that Decodable Reader routines provide targeted practice with previously taught phonics patterns and high-frequency words while supporting the application of newly learned skills. As students progress through the scope and sequence, decodable texts increase in complexity and provide opportunities to apply previously taught spelling patterns, digraphs, blends, suffixes, and advanced decoding skills within connected text. This design allows students to continuously reinforce previously taught phonics skills while building new decoding knowledge.
In unit 2, lessons 16–20, students learn the high-frequency words I and you and apply previously taught phonics skills while reading the Tad and Gus Go See Dad decodable reader. The text includes previously taught high-frequency words such as the, and, a, and to and begins with the sentences “You and I can go see Dad. Mom packs a bag for us.” Later in the year, unit 10, lesson 139 includes decodable texts that require students to apply previously taught phonics skills while reading multisyllabic words that follow the VCCV syllable-division pattern, such as apron, garden, pocket, letter, and kitten. These texts provide cumulative opportunities for students to apply previously taught phonics skills in connected reading.
Evaluation for 4.3d
The materials include an instructional focus with opportunities for phonics practice in isolation. Daily lessons provide word-level practice through decoding, spelling, dictation, phoneme–grapheme mapping, and word-reading activities that allow students to focus on targeted phonics patterns before applying them in connected text. For example, in unit 8, lesson 107, students learn the -igh spelling pattern for the long /ī/ sound and practice reading and analyzing individual words such as hi, lime, tie, sigh, and light. Students identify the phonics pattern in each word, connect it to previously learned phonetic skills, and apply marking routines to prove the vowel sound and silent letters.
The materials also provide opportunities for phonics practice in decodable, connected text. In the decodable reader The Sea Is Fun, students apply the target phonics pattern while reading connected text with educator guidance and support. Prior to reading, students practice decoding skill words from the text and review concepts of print. During reading, students apply the target phonics pattern within sentences through guided, echo, choral, and partner reading activities. These routines provide opportunities for students to practice taught phonics skills in authentic reading contexts while building accuracy, fluency, and comprehension.
Evaluation for 4.4a
The weekly checkpoints progress from foundational phonics tasks to increasingly complex literacy tasks that align to grade-level expectations. For example, in unit 4, week 1, students decode and spell words containing recently taught phonics patterns, including double-l and glued sound patterns. Students then apply high-frequency words in context before reading a connected passage and answering comprehension questions that assess key details, main idea, and inferential thinking. This progression allows students to demonstrate mastery of foundational phonics skills before applying those skills to increasingly complex reading tasks.
Beginning-of-year, middle-of-year, and end-of-year benchmark assessments measure increasingly complex skills, including decoding, high-frequency word reading, oral reading fluency, vocabulary, and comprehension. Benchmark measures progress from CVC words at the beginning of the year to VCe patterns, blends, vowel teams, and simple suffixes later in the year. In addition, embedded assessment opportunities throughout daily lessons allow educators to gather evidence of student learning through decoding, spelling, syllable division, fluency, and connected reading activities aligned to grade-level phonics development.
Evaluation for 4.4b
The assessment system includes embedded daily checks, weekly checkpoints, unit assessments, and benchmark assessments that align to the scope and sequence. These tools evaluate discrete phonics skills that have been explicitly taught and provide recurring opportunities to monitor student mastery of blends, digraphs, vowel patterns, multisyllabic decoding, encoding, and high-frequency word reading. Assessment data from weekly checkpoints and unit assessments are incorporated into the educator dashboard, allowing educators to monitor student progress and identify areas of need.
Assessments reflect the cumulative development of phonics skills and increase in complexity as instruction progresses. For example, the unit 3, lesson 35 weekly checkpoint evaluates student mastery of l- and r-blends and the digraph wh- through word reading, spelling, and high-frequency word identification tasks. Additional assessment opportunities embedded within daily lessons, such as lesson 138, require students to identify vowels, divide syllables, decode multisyllabic words, spell target words, and complete Dictation Bank activities. These targeted measures provide accurate information about student acquisition of grade-level phonics skills and support instructional decision-making.
Evaluation for 4.4c
The assessment framework includes beginning-of-year, middle-of-year, and end-of-year benchmark assessments, weekly checkpoints, unit assessments, and embedded daily checks that provide ongoing opportunities to monitor student growth. The curriculum recommends formally assessing students at multiple points throughout the school year while also embedding assessment opportunities directly within daily instruction to determine whether students are making adequate progress with grade-level phonics and literacy skills.
Embedded daily checks provide immediate evidence of student understanding through activities such as spelling and marking dictation, fluency practice, high-frequency word reading, and comprehension application. Weekly checkpoints, administered at regular intervals, measure students’ retention and application of recently taught skills and provide data that educators use to identify students who may need reteaching, additional practice, or enrichment. Together, these assessment opportunities provide ongoing progress monitoring information throughout the school year and support instructional decision-making.
Evaluation for 4.5a
The educator software provides digital data-management tools that allow educators to monitor individual student performance across literacy domains, including phonics, spelling, high-frequency words, fluency, comprehension, and connected reading and writing skills. Benchmark assessment data, diagnostic assessment data, weekly checkpoint data, unit assessment data, literacy profiles, and instructional performance levels are organized within the system to support ongoing monitoring of individual student growth. Computer-generated reports categorize students into instructional performance levels, including developing, progressing, and proficient, allowing educators to identify strengths and areas of need.
The dashboard includes visual reports, instructional insights, and performance summaries that help educators interpret assessment results, identify learning needs, and determine next instructional steps. In addition, the “Differentiation Planning Template” and “Lesson and Unit Planning Protocol” guide educators in analyzing individual student data, forming instructional groups, selecting intervention pathways, monitoring growth, and planning targeted instructional supports designed to accelerate learning.
Evaluation for 4.5b
The materials include data-management tools for tracking whole-class student progress to analyze patterns of student performance. The “Data” tab in the educator software provides class-level reporting that organizes assessment results across literacy domains, including reading, spelling, high-frequency words, and comprehension. Data from benchmark assessments, weekly checkpoints, unit assessments, and embedded instructional assessments are summarized through class-level reports and performance summaries that allow educators to view trends in accuracy and achievement across the class. These tools help educators identify class-wide patterns, strengths, and areas of growth across literacy skills.
The materials also include data-management tools for analyzing the needs of students. Class-level data is connected to instructional insights, literacy profiles, instructional performance levels, and the “Differentiation Planning Template,” allowing educators to identify instructional gaps and determine appropriate next steps. The system supports regrouping students, selecting targeted instructional supports, planning reteaching and intervention opportunities, and adjusting instructional focus based on patterns identified through whole-class assessment data. These tools enable educators to analyze student needs and make instructional decisions that respond to class-wide performance trends.
Evaluation for 4.5c
The materials include embedded daily checks, weekly checkpoints, unit assessments, benchmark assessments, and diagnostic assessments that occur at predetermined intervals throughout the instructional sequence. Weekly checkpoints are administered on a fixed schedule, typically every fifth lesson, and all students participate in the same assessment opportunities regardless of performance level, rate of growth, or instructional need. The materials do not include specific guidance on determining the frequency of progress monitoring based on students’ strengths or needs.
The materials do not include specific guidance for determining the frequency of progress monitoring based on students’ strengths or needs. All students complete assessments on the same five-lesson schedule rather than at intervals adjusted according to individual performance. Although the weekly checkpoints provide assessment data, they measure different skills over time and do not function as progress monitoring tools that repeatedly measure the same skill. As a result, there is no evidence that the program provides a dedicated progress monitoring tool or guidance for adjusting monitoring frequency based on students’ strengths or instructional needs.
Evaluation for 4.5d
The “Lesson and Unit Planning Protocol” and “Differentiation Planning Template” guide educators in using benchmark assessments, weekly checkpoints, unit assessments, embedded daily checks, diagnostic assessments, and in-lesson observations to identify instructional needs and determine appropriate next steps. Educators use assessment data to place students into instructional performance levels and plan reteaching, structured practice, supported application, fluency-building, and extension activities aligned to specific literacy skills.
The materials also provide targeted instructional resources that support accelerated learning based on assessment results. The “Differentiation” tab directs educators to review weekly checkpoint data and determine whether students require reteaching, additional practice, intervention, or enrichment. Students identified as developing receive targeted supports such as word-level practice, Alphabet Book Developing routines, Decodable Reader Developing routines, handwriting activities, and comprehension supports, while students at higher performance levels receive fluency, transfer, and extension opportunities. These resources provide educators with specific guidance for responding to assessment data and accelerating student learning toward mastery of targeted concepts.
4.1 Explicit (Direct) and Systematic Phonics Instruction
4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
The materials also demonstrate a systematic progression from simple to more complex phonics skills. For example, in unit 1, lesson 1, the educator introduces the sound–spelling correspondence /ă/ spelled a through explicit modeling, visual articulation support, and phonemic awareness instruction. Students identify initial sounds, connect sounds to letters, and apply the skill during guided practice. Later units extend this foundation through instruction in digraphs, blends, vowel teams, r-controlled vowels, affixes, and increasingly complex decoding patterns. This sequence provides repeated opportunities for students to apply previously learned phonics skills while developing more advanced word-analysis abilities.
4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
The materials include intentional ongoing practice opportunities for phonics skills in isolation and through decodable texts. In lesson 136, students repeatedly apply phonics knowledge by identifying vowel types, marking vowel patterns, dividing multisyllabic words, applying syllabication rules, completing spelling and dictation activities, analyzing high-frequency word spellings, and reading words in isolation before progressing to sentence and passage reading. The Decodable Reader Developing and Proficient routines provide recurring opportunities for students to apply previously taught and newly introduced phonics patterns through rereading, fluency practice, partner reading, oral reading activities, connected writing tasks, fluency passages, weekly checkpoints, unit checkpoints, and cumulative review within decodable texts throughout the year.
4.2 Daily Instructional Sequence and Routines
4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
In lesson 46, the educator explicitly introduces the double-l pattern by explaining that when a double-l follows the vowel a, the vowel changes to sound like /ŏ/, as in the word tall. The educator models how to read, spell, and mark the word and guides students through identifying sounds, spelling words, marking vowels and double-l patterns, and reading words with educator support. Students then independently apply the skill through dictation and word-reading activities, providing opportunities to practice the targeted phonics pattern following explicit educator modeling.
4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
Evaluation for 4.2b
Evaluation for 4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
The materials also provide guidance for immediate and corrective feedback during guided instruction. In the Decodable Reader Developing and Proficient routines, educators are directed to monitor student reading and respond immediately to student performance. When students read accurately, educators provide immediate reinforcement using prompts such as “You got it! Read that sentence again.” When students make decoding errors, educators are directed to stop the reader, prompt the student to listen to the word again, model the word if needed, and have the student reread the sentence accurately. These routines provide explicit guidance for both immediate and corrective feedback during guided phonics instruction.
4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
The materials also include a variety of opportunities for students to independently practice phonics skills. Daily lessons provide independent decoding, spelling, dictation, fluency, blending, and word-reading practice through recurring phonics routines, homework and practice packets, and connected reading and writing activities. For example, in unit 3, lesson 31, students independently practice phoneme–grapheme mapping through the Tap It, Map It, Examine It, Read It, and Write It routines, where they segment sounds, analyze spelling patterns, read words and sentences, and encode target words. The Decodable Reader Proficient routine further supports independent practice by providing opportunities for students to independently read decodable texts, identify targeted phonics patterns, and apply phonics skills through connected reading and writing activities.
4.3 Ongoing Practice Opportunities
4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
In unit 3, lesson 44, students learn the double-l combinations -ell, -ill, and -ull while applying previously taught phonics skills. Students review the sound–spelling correspondence for /l/, segment phonemes, identify consonants and vowels, read and spell words, mark vowel sounds, recognize blends, and complete dictation activities that incorporate both newly taught and previously learned phonics patterns. Prior to this lesson, students received instruction in consonant and vowel letter groups, spelling with c and k, digraphs, blends, double consonants, and suffixes. The lesson requires students to draw on this accumulated knowledge while learning a new spelling pattern, providing intentional cumulative review and ongoing phonics practice.
4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
Practice opportunities include only phonics skills that have been explicitly taught.
1 out of 1 points
Evaluation for 4.3b
Evaluation for 4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
1 out of 1 points
In unit 10, lesson 138, students practice decoding skill 2 while completing Dictation Bank activities that include review words such as hotter, toaster, and freeway. Students apply previously taught phonics patterns while reading, spelling, marking, and decoding words during instruction. These review and application opportunities align to phonics skills that have already been explicitly taught and provide students with practice using previously introduced decoding and encoding skills while reinforcing current learning.
4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
Evaluation for 4.3c
Evaluation for 4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
In unit 2, lessons 16–20, students learn the high-frequency words I and you and apply previously taught phonics skills while reading the Tad and Gus Go See Dad decodable reader. The text includes previously taught high-frequency words such as the, and, a, and to and begins with the sentences “You and I can go see Dad. Mom packs a bag for us.” Later in the year, unit 10, lesson 139 includes decodable texts that require students to apply previously taught phonics skills while reading multisyllabic words that follow the VCCV syllable-division pattern, such as apron, garden, pocket, letter, and kitten. These texts provide cumulative opportunities for students to apply previously taught phonics skills in connected reading.
4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
2 out of 2 points
Evaluation for 4.3d
Evaluation for 4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
2 out of 2 points
The materials also provide opportunities for phonics practice in decodable, connected text. In the decodable reader The Sea Is Fun, students apply the target phonics pattern while reading connected text with educator guidance and support. Prior to reading, students practice decoding skill words from the text and review concepts of print. During reading, students apply the target phonics pattern within sentences through guided, echo, choral, and partner reading activities. These routines provide opportunities for students to practice taught phonics skills in authentic reading contexts while building accuracy, fluency, and comprehension.
4.4 Assessment
4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
Evaluation for 4.4a
Evaluation for 4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
Beginning-of-year, middle-of-year, and end-of-year benchmark assessments measure increasingly complex skills, including decoding, high-frequency word reading, oral reading fluency, vocabulary, and comprehension. Benchmark measures progress from CVC words at the beginning of the year to VCe patterns, blends, vowel teams, and simple suffixes later in the year. In addition, embedded assessment opportunities throughout daily lessons allow educators to gather evidence of student learning through decoding, spelling, syllable division, fluency, and connected reading activities aligned to grade-level phonics development.
4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
Evaluation for 4.4b
Evaluation for 4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
Assessments reflect the cumulative development of phonics skills and increase in complexity as instruction progresses. For example, the unit 3, lesson 35 weekly checkpoint evaluates student mastery of l- and r-blends and the digraph wh- through word reading, spelling, and high-frequency word identification tasks. Additional assessment opportunities embedded within daily lessons, such as lesson 138, require students to identify vowels, divide syllables, decode multisyllabic words, spell target words, and complete Dictation Bank activities. These targeted measures provide accurate information about student acquisition of grade-level phonics skills and support instructional decision-making.
4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
Evaluation for 4.4c
Evaluation for 4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
Embedded daily checks provide immediate evidence of student understanding through activities such as spelling and marking dictation, fluency practice, high-frequency word reading, and comprehension application. Weekly checkpoints, administered at regular intervals, measure students’ retention and application of recently taught skills and provide data that educators use to identify students who may need reteaching, additional practice, or enrichment. Together, these assessment opportunities provide ongoing progress monitoring information throughout the school year and support instructional decision-making.
4.5 Progress Monitoring and Student Support
4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
Evaluation for 4.5a
Evaluation for 4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
The dashboard includes visual reports, instructional insights, and performance summaries that help educators interpret assessment results, identify learning needs, and determine next instructional steps. In addition, the “Differentiation Planning Template” and “Lesson and Unit Planning Protocol” guide educators in analyzing individual student data, forming instructional groups, selecting intervention pathways, monitoring growth, and planning targeted instructional supports designed to accelerate learning.
4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
Evaluation for 4.5b
Evaluation for 4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
The materials also include data-management tools for analyzing the needs of students. Class-level data is connected to instructional insights, literacy profiles, instructional performance levels, and the “Differentiation Planning Template,” allowing educators to identify instructional gaps and determine appropriate next steps. The system supports regrouping students, selecting targeted instructional supports, planning reteaching and intervention opportunities, and adjusting instructional focus based on patterns identified through whole-class assessment data. These tools enable educators to analyze student needs and make instructional decisions that respond to class-wide performance trends.
4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
0 out of 2 points
Evaluation for 4.5c
Evaluation for 4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
0 out of 2 points
The materials do not include specific guidance for determining the frequency of progress monitoring based on students’ strengths or needs. All students complete assessments on the same five-lesson schedule rather than at intervals adjusted according to individual performance. Although the weekly checkpoints provide assessment data, they measure different skills over time and do not function as progress monitoring tools that repeatedly measure the same skill. As a result, there is no evidence that the program provides a dedicated progress monitoring tool or guidance for adjusting monitoring frequency based on students’ strengths or instructional needs.
4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
1 out of 1 points
Evaluation for 4.5d
Evaluation for 4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
1 out of 1 points
The materials also provide targeted instructional resources that support accelerated learning based on assessment results. The “Differentiation” tab directs educators to review weekly checkpoint data and determine whether students require reteaching, additional practice, intervention, or enrichment. Students identified as developing receive targeted supports such as word-level practice, Alphabet Book Developing routines, Decodable Reader Developing routines, handwriting activities, and comprehension supports, while students at higher performance levels receive fluency, transfer, and extension opportunities. These resources provide educators with specific guidance for responding to assessment data and accelerating student learning toward mastery of targeted concepts.
Rubric Section 5
Foundational Skills
Materials include guidance for explicit (direct) and systematic instruction in foundational skills, instructional routines, student practice, and cumulative review.
Total
97% (131 out of 135 points)
Evaluation for 5.A.1a
The materials include explicit and systematic instruction in directionality and the relationship among sentences, words, letters, and spaces. Through the Decodable Reader routines, educators model where reading begins, how print is tracked from left to right and top to bottom, and how readers use a return sweep to move to the next line of text. The routines also provide explicit instruction that sentences are made of words, words are made of letters, and that spaces separate words. Students practice these concepts through guided tracking activities, repeated verbal prompts, chants, and interactions with connected text, reinforcing foundational concepts of print that support accurate reading and comprehension.
The materials also include explicit instruction in the purposes and concepts of print. In unit 1, lesson 4, the educator models how readers use the title page to gather information about a book and explicitly teaches the purposes of the title, author, illustrator, and publisher. Students examine the title page, identify its features, and discuss how print communicates information to readers. The Decodable Reader Developing routines reinforce these concepts through repeated instruction in front cover, back cover, title page, directionality, return sweep, sentence and word concepts, spaces between words, and uppercase and lowercase letters. Together, these routines provide systematic instruction in both the purposes and concepts of print.
Evaluation for 5.A.1b
According to the “Program Architecture Overview,” students interact with decodable readers, fluency passages, comprehension texts, differentiated texts, morphology readers, and curated trade books throughout instruction. The Decodable Reader Progressing routine provides repeated opportunities for students to apply print awareness knowledge while engaging with connected text through guided reading, partner reading, rereading, and identification of words and phonics patterns. These experiences require students to attend to printed words, text structure, and concepts of print across multiple reading contexts.
For example, in unit 8, lesson 113, students apply print awareness knowledge across word, sentence, passage, and comprehension tasks. Students read and write the high-frequency word their, reread fluency passages with partners, and use connected text to support comprehension discussions. In addition, lesson 4 explicitly teaches students how to use the title page to gather information about a book and introduces the roles of the title, author, illustrator, and publisher. Through repeated interactions with decodable readers, fluency passages, comprehension texts, and informational texts, students apply print awareness knowledge across a variety of text formats and reading experiences.
Evaluation for 5.B.1a
Comprehension lessons follow a consistent vocabulary routine in which educators explicitly introduce new vocabulary, model its meaning and use in context, and guide students through repeated oral practice before students independently apply the language. For example, in lesson 31, students learn the word den through the Learn It, Repeat It, Challenge It, Use It routine. Educators model the vocabulary in context, and students repeat the word and definition, evaluate correct and incorrect uses of the word, and then apply the vocabulary during structured partner discussions. Lessons also include explicit educator modeling, guided practice, sentence stems, and partner responses that support students in expressing ideas using complete oral language.
The materials also include systematic instructional guidance for developing oral language and oracy through recurring instructional routines. Structured oral language activities are embedded throughout high-frequency word instruction, fluency, comprehension, grammar and syntax, and vocabulary instruction, providing repeated opportunities for students to engage in partner discussions using newly taught vocabulary and lesson concepts. For example, in lesson 31, students participate in oral language activities across multiple lesson components by responding to prompts, explaining their thinking, and using newly learned language during turn-and-talk activities. These recurring instructional structures provide systematic opportunities for modeling, guided practice, collaborative discussion, and independent application throughout the curriculum.
The materials include additional instructional guidance that develops oral language and oracy through coaching, feedback, and differentiated practice. In lesson 46, students use scaffolded sentence stems to explain why a text is a fable, while educators model responses and guide students in constructing complete explanations. Lesson 62 extends these opportunities through partner discussions, oral self-correction, peer feedback, and collaborative evaluation of reading and writing decisions. The differentiation materials further support educators through leveled texts, open-ended questions, sentence frames, and scaffolded discussion prompts that provide additional coaching and structured oral language practice. Together, these instructional routines provide explicit and systematic guidance through modeling, guided practice, coaching, feedback, and independent oral language practice.
Evaluation for 5.B.1b
The “Program Architecture Overview” describes oral language and student discourse routines that include collaborative conversations, partner discussions, oral rehearsal, and structured student discourse with partners, small groups, and the educator. Throughout instruction, students participate in turn-and-talk activities that encourage them to make personal connections, share opinions, explain their reasoning, and respond to peers. For example, in lesson 58, students discuss what they would wish for if they had a magic sack, while lesson 62 asks students to share and justify their opinions about a character’s decision before discussing their ideas with a partner and reading their written responses aloud. These opportunities provide authentic social communication for multiple purposes and audiences.
The materials also include opportunities for students to engage in academic communication for different purposes and audiences. Students participate in partner reading, oral rehearsal, collaborative discussion, and text-based conversations that require them to explain ideas, support responses with evidence, and provide feedback to peers and educators. For example, in lesson 123, students discuss fluency, provide peer feedback, explain the author’s big idea using sentence frames, and support their responses with multiple reasons from the text. The Decodable Reader Progressing routine and differentiated instructional materials further extend these opportunities by engaging students in partner reading, collaborative discussions, open-ended questions, and sentence stems that support academic communication with different audiences across a variety of instructional contexts.
Evaluation for 5.B.1c
The materials include authentic opportunities for students to listen actively and ask questions to understand information. Throughout the read-aloud lessons, educators establish a clear purpose for listening before reading and explicitly model active listening strategies. For example, in lesson 1, the educator introduces the story by asking students to listen for what Lulu discovers, providing a clear purpose for listening. The lesson also teaches students to generate “wonderings” while listening to a text. Through educator modeling and guided practice, students identify questions prompted by the author’s words, explain what made them wonder, and share their thinking using sentence stems such as “I wonder ___ because the author says ___.”
The materials also provide authentic opportunities for students to engage in discussion to understand information. In unit 3, lesson 31, students listen to Fox Finds a Den, discuss Fox’s character traits, explain their thinking using evidence from the author’s words, and participate in partner discussions about whether Fox gives up easily or keeps trying. Students also discuss vocabulary, text meaning, and comprehension questions through structured oral language routines that encourage collaborative thinking and discussion.
The materials provide authentic opportunities for students to share information and ideas across recurring oral language routines. The Oral Language as the Bridge to Literacy framework incorporates turn-and-talk activities, guided discussions, oral rehearsal, academic vocabulary practice, and complete-sentence responses throughout instruction. In addition, differentiated instructional materials and the Essential Questions prompt students to ask questions, debate text ideas using sentence stems such as “I think ___ because ___,” share information with partners and the whole group, and revisit Essential Questions to explain how their thinking has changed. These recurring opportunities support students in listening, questioning, discussing, and sharing information across authentic literacy experiences.
Evaluation for 5.C.1a
This guidance is not applicable to grade 1, grade 2, and grade 3 because it only applies to kindergarten.
Evaluation for 5.C.1b
This guidance is not applicable to grade 1, grade 2, and grade 3 because it only applies to kindergarten.
Evaluation for 5.C.1c
This guidance is not applicable to grade 1, grade 2, and grade 3 because it only applies to kindergarten.
Evaluation for 5.C.1d
This guidance is not applicable to grade 1, grade 2, and grade 3 because it only applies to kindergarten.
Evaluation for 5.C.2a
The scope and sequence progresses from foundational sound–spelling correspondences to increasingly complex phonics patterns, including consonant blends, digraphs, vowel teams, r-controlled vowels, prefixes, suffixes, and advanced vowel patterns. Previously taught concepts are continually revisited through cumulative review, fluency routines, spelling practice, decodable readers, and connected reading and writing activities, allowing students to immediately apply newly introduced letter–sound relationships while strengthening previously learned skills.
For example, in unit 3, lesson 32, the educator explicitly introduces l-blends and teaches that each consonant retains its individual sound within the blend. Students first read the blends in isolation and then apply the pattern to decoding and encoding tasks by segmenting sounds, spelling the pattern, marking the blend, reading slides, and building the word blog. Additional dictation and word-chain activities require students to manipulate phonemes and spelling patterns to create new words such as flip, clip, blip, chip, and chop. This instructional progression moves from explicit instruction to guided decoding, encoding, and phoneme manipulation, providing systematic opportunities for students to apply letter–sound relationships in both reading and spelling.
Evaluation for 5.C.2b
The materials provide explicit instruction focused on connecting phonemes to letters and letter patterns within words through educator modeling, guided practice, and repeated application. For example, in unit 3, lessons 31 and 32, students connect phonemes to graphemes while reading and spelling words containing the target digraph wh and l-blends. Students identify sounds, segment phonemes, spell letter patterns, mark phonics features, decode words, and apply the target sound–spelling relationships during structured phonics instruction.
The materials recommend explanatory feedback based on common student errors and/or misconceptions. The lessons provide explicit instruction and guided practice and identify likely phonics or decoding errors, anticipate common misconceptions, and provide educators with specific corrective language to explain why an error occurred and how students should correct it. The materials include educator guidance for providing explanatory feedback based on common errors or misconceptions when connecting phonemes to letters within words.
Evaluation for 5.C.2c
The materials include a variety of activities and resources for students to develop their understanding of applying letter–sound correspondence to decode one-syllable words in isolation and in decodable connected text. During explicit phonics instruction, students develop decoding skills through sound–spelling instruction, blending activities, word building, spelling, dictation, and fluency routines. For example, in unit 3, lesson 31, students learn the digraph wh; apply the sound–spelling relationship while decoding and spelling words such as wham, when, which, whim, whip, and whiz; and extend this learning by reading the decodable passage “On a Whim,” which incorporates both newly introduced and previously taught phonics patterns.
The materials also provide a variety of activities and resources for students to practice applying letter–sound correspondence to decode one-syllable words in isolation and in decodable connected text. Students practice decoding through word reading, spelling, dictation, phoneme–grapheme mapping, fluency activities, and repeated oral reading. The Decodable Reader Developing routine extends this practice through Elkonin box activities, sound tapping, echo reading, choral reading, partner reading, and repeated reading of connected decodable text, allowing students to apply taught phonics patterns in authentic reading contexts.
The materials include cumulative review that reinforces students’ understanding of applying letter–sound correspondence to decode one-syllable words in isolation and in decodable connected text. Throughout unit 3, lesson 31, students revisit previously taught phonics patterns through high-frequency word routines, review words, fluency practice, dictation, and word-chain activities while applying new learning. The Decodable Reader Developing routine further reinforces previously taught letter–sound correspondences by guiding students to identify known phonics patterns within connected text, reread decodable passages, and repeatedly apply previously learned decoding skills alongside newly introduced phonics concepts.
Evaluation for 5.D.1a
The materials include a systematic sequence for introducing phonological awareness skills that progresses from simpler to more complex tasks. The scope and sequence begins with foundational phoneme isolation skills and systematically advances to increasingly complex phoneme manipulation. Students first isolate initial sounds and then identify final and medial sounds before progressing to blending, segmenting, deleting, adding, and substituting phonemes. For example, lesson 1 introduces students to isolating initial sounds through educator modeling and guided practice, while lesson 71 advances students to deleting final phonemes to create new spoken words. This sequence provides scaffolded instruction that moves students from simpler phonological awareness skills to increasingly complex phoneme manipulation tasks.
The materials also include a systematic sequence that progresses from larger units of sound to smaller units of sound. The scope and sequence begins by reviewing larger sound units through syllable awareness before transitioning to phoneme-level instruction. Students then progress through identifying phonemes in different word positions before manipulating individual sounds within spoken words. This progression continues throughout the year as students move from blending and segmenting three-phoneme words to more complex four-phoneme words and advanced phoneme manipulation activities. Together, these instructional routines provide a systematic progression from larger units of sound to smaller units of sound while supporting increasingly sophisticated phonological awareness development.
Evaluation for 5.D.1b
Throughout the lessons, “Instructional Support” notes provide educators with specific guidance for responding when students experience difficulty with phonological awareness tasks. For example, in unit 7, lesson 71, students practice deleting final phonemes from spoken words. When students struggle to manipulate phonemes, the “Instructional Support” notes recommend explicit educator modeling, kinesthetic routines, and scaffolded practice to reinforce accurate phoneme manipulation. These supports provide educators with concrete corrective strategies for addressing common student errors during phonological awareness instruction.
The materials also include explicit instruction for teaching phonological awareness skills with recommended explanatory feedback based on common misconceptions. “Common Misconceptions” and “Multilingual Support” notes identify likely misunderstandings and provide educators with specific corrective guidance. For example, in lesson 1, the “Common Misconceptions” note explains that students may respond with a letter name rather than the phoneme and directs educators to clarify that students should identify the sound they hear rather than the letter name. In lesson 21, “Multilingual Support” notes anticipate pronunciation errors involving the short /ŭ/ vowel and recommend minimal-pair practice using words such as up/op, un/on, cut/cot, and mud/mod to help students distinguish the sounds. These embedded supports provide educators with explicit explanatory feedback for addressing common misconceptions during phonological awareness instruction.
Evaluation for 5.D.1c
The materials include a variety of activities and resources, including memory-building strategies, that support students in developing phonological awareness skills connected to the grade-level TEKS. The scope and sequence provides systematic instruction in phonological awareness through phoneme isolation, blending, segmenting, and manipulation activities. Lessons incorporate multisensory supports that strengthen sound memory through movement, oral rehearsal, and visual representations. For example, in unit 2, lesson 28, students segment phonemes while using an arm-tapping routine that pairs each phoneme with a physical movement. Additional instructional supports recommend sound chips and Elkonin boxes to reinforce phoneme segmentation and provide concrete representations of spoken sounds.
The materials also provide a variety of activities and resources for students to practice phonological awareness skills connected to the grade-level TEKS. Students participate in educator modeling, guided practice, repeated oral rehearsal, blending, segmenting, and phoneme manipulation activities throughout the instructional sequence. For example, lesson 21 develops and practices blending three phonemes into spoken words, while lesson 26 provides repeated opportunities to segment spoken words into individual phonemes using the same multisensory routines and manipulatives.
The materials include cumulative review that reinforces phonological awareness skills throughout the curriculum. Previously taught phonological awareness skills are revisited through recurring instructional routines, repeated oral practice, and scaffolded supports embedded across lessons. Students continue to apply blending, segmenting, and phoneme manipulation skills while using memory-building strategies such as arm-tapping routines, sound chips, and Elkonin boxes. These recurring instructional supports provide ongoing cumulative review that reinforces previously taught phonological awareness skills while extending students’ phoneme awareness throughout the year.
Evaluation for 5.D.2a
The materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying phonemes and gradually transitions to more complex phoneme manipulation tasks. The scope and sequence begins with students isolating initial, final, and medial sounds before advancing to phoneme manipulation activities. This progression provides a foundation for increasingly complex phonemic awareness instruction by moving from identifying individual phonemes to deleting, adding, and substituting sounds within spoken words.
The materials also include a systematic sequence that begins with blending phonemes and gradually transitions to more complex phoneme manipulation. For example, in unit 2, lesson 21, students blend individual phonemes to form spoken words through educator modeling and guided oral practice. As instruction progresses, students blend words containing increasing numbers of phonemes and consonant blends before advancing to more complex manipulation activities involving phoneme deletion, addition, and substitution.
The materials further include a systematic sequence that begins with segmenting phonemes and gradually transitions to more complex phoneme manipulation. In unit 2, lesson 26, students segment spoken words into individual phonemes through explicit educator modeling, guided practice, and repeated oral rehearsal. Later lessons extend this learning by requiring students to manipulate phonemes within increasingly complex spoken words, including deleting, adding, and substituting phonemes. The scope and sequence provides a systematic progression from identifying, blending, and segmenting phonemes to advanced phoneme manipulation skills.
Evaluation for 5.D.2b
The materials include explicit instruction for teaching phonemic awareness with recommended explanatory feedback based on common misconceptions. “Common Misconceptions” notes embedded within the lesson sidebars identify likely misunderstandings and provide educators with specific language for correcting them. For example, in unit 1, lesson 1 explains that students may respond with a letter name rather than the phoneme and directs educators to clarify that students should identify the sound they hear rather than the name of the letter. Additional “Multilingual Support” notes anticipate pronunciation misconceptions, such as difficulty distinguishing the short /ŭ/ vowel, and recommend targeted supports including minimal-pair practice. These embedded supports provide educators with explicit explanatory feedback for addressing common misconceptions during phonemic awareness instruction.
The materials provide corrective feedback and a next-steps guide to support educators in responding to student errors during instruction and practice. The corrective and explanatory feedback model provides explicit steps for identifying the error, explaining the expectation, modeling the needed change, guiding correction, and providing specific praise. The materials also include error-tracking sheets, guidance to support responsive instruction, and feedback scripts for phonemic awareness and other foundational literacy skills, including alphabet knowledge, print concepts, phonics, word recognition, fluency, vocabulary, oral response, reading comprehension, and written expression.
Evaluation for 5.D.2c
The materials include explicit guidance for connecting phonemic awareness skills to the alphabetic principle to support students’ transition from oral language activities to basic decoding. The scope and sequence intentionally pairs phonemic awareness instruction with phonics lessons so that students move directly from oral sound analysis to sound–spelling relationships in print. Students first isolate, blend, segment, and manipulate phonemes before applying those same sounds during phonics instruction focused on digraphs, blends, vowel patterns, and other sound–spelling relationships. For example, in unit 4, lesson 41, students orally blend phonemes to form spoken words before transitioning to phonics instruction that connects the /z/ sound to the letters z and s while reading words containing the target spelling pattern.
The materials also include explicit guidance for connecting phonemic awareness skills to the alphabetic principle to support students’ transition from oral language activities to basic encoding. In unit 4, lesson 41, students move from oral phoneme blending to segmenting sounds within words such as runs, connecting each phoneme to its corresponding grapheme, and spelling words that contain the newly taught sound–spelling relationship. Similarly, unit 3, lesson 31 transitions students from orally blending phonemes in spoken words to identifying the printed digraph wh, reading words containing the target pattern, and applying the sound–symbol relationship during spelling and encoding activities. These instructional routines explicitly connect phonemic awareness to the alphabetic principle while supporting students’ development of both decoding and encoding skills.
Evaluation for 5.D.2d
The materials include a variety of activities and resources to develop phonemic awareness skills. Daily phonemic awareness routines provide explicit educator modeling, guided oral practice, and multisensory supports that help students blend, segment, and manipulate phonemes in spoken words. Throughout the scope and sequence, phonemic awareness instruction progresses through increasingly complex sound structures while incorporating movement, manipulatives, and oral rehearsal. For example, in unit 3, lesson 31, students develop phonemic awareness by blending four phonemes to form spoken words while using arm-tapping routines, kinesthetic supports, and optional Elkonin boxes to strengthen phoneme blending.
The materials also provide a variety of activities and resources for students to practice phonemic awareness skills. Students participate in educator modeling, guided practice, repeated oral rehearsal, phoneme blending, segmentation, and manipulation activities that incorporate multisensory supports such as arm-tapping routines, sound chips, and Elkonin boxes. For example, in unit 4, lesson 41, students continue practicing phoneme blending before connecting those phonemes to letters during reading, spelling, and sound–symbol activities. These instructional routines provide multiple opportunities for students to strengthen phonemic awareness while applying increasingly complex phoneme structures.
The materials include cumulative review that reinforces phonemic awareness skills throughout the curriculum. Previously taught phonemic awareness skills are revisited through recurring instructional routines, repeated oral practice, and scaffolded supports embedded across lessons. Students continue blending, segmenting, and manipulating phonemes while using multisensory supports and manipulatives to reinforce earlier learning. These recurring instructional routines provide ongoing cumulative review that strengthens previously taught phonemic awareness skills while extending students’ phoneme manipulation across progressively more complex spoken words.
Evaluation for 5.E.1a
The scope and sequence begins with foundational sound–spelling patterns, including short vowels, consonants, digraphs, and blends, before progressing to increasingly complex patterns such as glued sounds, vowel teams, r-controlled vowels, suffixes, and multisyllabic word analysis. Students first apply common sound–spelling correspondences in one-syllable words and then extend those skills to increasingly sophisticated decoding and encoding patterns, reflecting the progression of grade 1 phonics expectations.
The systematic sequence is reflected in daily instruction. For example, in unit 3, lesson 41, students learn that the phoneme /z/ can be represented by both z and s. The educator explicitly models the sound–spelling relationship, explains when s represents /z/, and guides students in reading and spelling words such as bags. This lesson builds on previously taught foundational sound–spelling correspondences while preparing students for increasingly complex spelling patterns introduced later in the year, demonstrating the systematic progression outlined in the scope and sequence.
Evaluation for 5.E.1b
The materials include educator guidance to provide explicit instruction for grade-level sound–spelling patterns through detailed, scripted phonics lessons. Throughout the instructional sequence, educators receive explicit guidance for introducing new sound–spelling patterns through educator modeling, articulation support, guided questioning, decoding, spelling, and dictation activities. Lessons consistently provide direct explanations of the target phonics concept before students apply the pattern through guided and independent practice.
The explicit instructional routine is evident in unit 7, lesson 97, where students learn the vowel-r pattern ar. The educator introduces the /ar/ sound using example words such as art, arm, and arch; explains that the letter r changes the vowel sound when it follows a vowel; and explicitly connects the sound to the spelling pattern ar. Students then read, mark, spell, and prove words such as far and car while the educator models each step of the process and guides students through decoding and encoding activities. This lesson provides explicit educator guidance for introducing and applying a grade-level sound–spelling pattern.
Evaluation for 5.E.1c
The materials include a variety of activities and resources that develop grade-level sound–spelling patterns. Throughout the instructional sequence, students develop sound–spelling knowledge through explicit phonics instruction, guided decoding lessons, spelling and dictation activities, fluency routines, decodable texts, and connected literacy tasks. For example, in unit 1, lesson 14, students develop their understanding of the sound–spelling pattern /ĕ/ spelled e by identifying the sound in spoken words, connecting the phoneme to the printed letter, building the word hen, and applying the pattern during guided spelling and decoding activities.
The materials also provide a variety of activities and resources for students to practice grade-level sound–spelling patterns. Students practice sound–spelling relationships through word reading, spelling, handwriting, dictation, fluency routines, decodable passages, and repeated oral reading. In unit 1, lesson 14, students practice the target pattern while reading slides, spelling words, reading connected sentences, and rereading the decodable passage “In the Pen” through educator modeling, choral reading, partner reading, and independent reading.
The materials include cumulative review that reinforces grade-level sound–spelling patterns throughout the curriculum. Previously taught phonics concepts are revisited through fluency routines, spelling and dictation activities, decodable readers, connected reading, weekly checkpoints, and unit checkpoints. For example, in unit 9, lesson 133, students review previously learned one-syllable sound–spelling patterns while learning decoding skill 1 for multisyllabic words. Students apply earlier phonics knowledge as they mark vowels, divide syllables, decode words such as paper, and complete dictation activities with words including began, remote, viper, and robot. These activities reinforce previously taught sound–spelling patterns while extending students’ decoding and encoding knowledge through cumulative review.
Evaluation for 5.E.1d
The materials provide a variety of activities and resources that support students in decoding words containing taught sound–spelling patterns in isolation. During explicit phonics instruction, students decode slides, words, and word lists while applying newly introduced sound–spelling relationships. For example, in unit 1, lesson 14, students decode the short /ĕ/ pattern by reading slides, building the word hen, identifying vowel patterns, and applying the taught sound–spelling relationship during guided decoding activities. The materials also provide opportunities for students to decode words containing taught sound–spelling patterns in decodable connected text that builds on previous instruction. Students apply previously taught sound–spelling patterns while reading connected sentences, fluency passages, and decodable texts. For example, in unit 1, lesson 14, students read the decodable passage “In the Pen” through educator modeling, choral reading, partner reading, and independent reading while applying the target /ĕ/ pattern alongside previously taught phonics concepts in connected text.
The materials provide a variety of activities and resources that support students in encoding words containing taught sound–spelling patterns in isolation. Students encode words through spelling routines, dictation, phoneme–grapheme mapping, word-building activities, and guided spelling practice. For example, in unit 1, lesson 14, students segment sounds, spell the slide /hĕ/, build the word hen, mark the vowel, and complete additional dictation activities using skill and review words that reinforce the target sound–spelling pattern. The materials also provide opportunities for students to encode words containing taught sound–spelling patterns in connected text that builds on previous instruction. Students apply previously taught sound–spelling patterns during dictated sentences, connected writing, high-frequency word routines, and sentence-writing activities. For example, in unit 1, lesson 14, students review the high-frequency word to by writing phrases such as “to the van” and “to sit on it” before applying the taught sound–spelling patterns during connected writing and oral language activities. Additional decodable passages, sentence-writing routines, and connected literacy tasks provide ongoing opportunities to encode words containing previously taught and newly introduced sound–spelling patterns within meaningful connected text.
Evaluation for 5.E.2a
The materials include a systematic sequence for introducing regular high-frequency words. The scope and sequence embeds regular high-frequency words within ongoing phonics instruction so that students apply previously taught sound–spelling patterns while building automatic recognition of frequently occurring words. For example, in lesson 104, students learn the regular high-frequency word down by identifying the sounds within the word, mapping phonemes to letters, blending the word during oral reading, and writing the word through guided encoding activities. This sequence supports students in applying known sound–spelling relationships while developing fluency with regular high-frequency words.
The materials also include a systematic sequence for introducing irregular high-frequency words. The instructional sequence progresses from words containing fewer irregular sound–spelling correspondences to increasingly complex irregular words while explicitly identifying the unexpected spelling patterns. For example, in lesson 88, students learn the irregular high-frequency word were by analyzing expected and irregular sound–spelling correspondences; identifying the irregular portion of the word; and practicing the word through guided reading, writing, and connected text activities. This progression systematically builds students’ understanding of increasingly complex irregular high-frequency words while reinforcing previously taught phonics knowledge.
Evaluation for 5.E.2b
The materials include educator guidance to provide explicit instruction for decoding and encoding regular high-frequency words. The “Program Architecture Overview” explains that regular high-frequency words are taught through their phonics patterns using a consistent instructional routine that includes sound analysis, phoneme–grapheme mapping, reading, writing, and meaningful application. For example, in unit 3, lesson 31, students learn the high-frequency word for through the Tap It, Map It, Examine It, Read It, and Write It routine. Students segment the sounds, map each phoneme to its corresponding graphemes, examine the spelling pattern, read the word in isolation and in sentences, and write the word multiple times while applying the sound–spelling relationship through guided encoding activities.
The materials also include educator guidance to provide explicit instruction for decoding and encoding irregular high-frequency words. The “Program Architecture Overview” explains that irregular high-frequency words are taught through a Heart Word routine that directs students to identify the unexpected or tricky spelling within each word while connecting expected sound–spelling relationships to previously learned phonics knowledge. For example, in unit 4, lesson 54, students analyze the irregular high-frequency word said by identifying the unusual spelling for /ĕ/, reading the word in isolation and in connected sentences, writing the word in sentences, and applying it in meaningful contexts. Through explicit educator modeling, guided sound–spelling analysis, reading, writing, and application, the materials provide direct instruction for decoding and encoding both regular and irregular high-frequency words.
Evaluation for 5.E.2c
The materials include a variety of activities and resources that develop and practice students’ skills to decode and encode regular high-frequency words. Students develop regular high-frequency word knowledge through explicit sound–spelling analysis, phoneme–grapheme mapping, guided reading, spelling, and writing routines. For example, in unit 3, lessons 31 and 32, students learn the regular high-frequency word for through the Tap It, Map It, Examine It, Read It, and Write It routine. Students segment the sounds, map phonemes to graphemes, analyze the spelling pattern, read the word in isolation and connected sentences, write the word multiple times, and apply it in oral language and sentence-writing activities. These instructional routines provide multiple opportunities to develop and practice decoding and encoding regular high-frequency words.
The materials also include a variety of activities and resources that develop and practice students’ skills to decode and encode irregular high-frequency words. In unit 4, lesson 54, students learn the irregular high-frequency word said by analyzing the unexpected spelling pattern ai for /ĕ/, identifying the regular and irregular sound–spelling relationships, reading the word in isolation and connected sentences, writing dictated sentences, and applying the word in meaningful sentence contexts. Students also complete Extend It activities that reinforce word meaning and correct usage while strengthening decoding and encoding of irregular high-frequency words.
The materials reinforce students’ skills to decode and encode both regular and irregular high-frequency words through cumulative review embedded across lessons and instructional routines. Unit 3, lesson 32 revisits the regular high-frequency word for through sentence reading, sentence writing, rereading, and contextual application, while unit 4, lesson 54 reinforces said through connected reading, dictated sentences, oral language, and contextual word-choice activities. Previously taught regular and irregular high-frequency words are also revisited through fluency passages, decodable readers, connected writing, spelling routines, practice packets, weekly checkpoints, and cumulative review activities that repeatedly integrate previously taught high-frequency words with newly introduced words.
Evaluation for 5.E.2d
In unit 3, lessons 31 and 32, students learn and review the high-frequency word for through the Tap It, Map It, Examine It, Read It, Write It, Review It, and Extend It routines. Students segment the sounds, map phonemes to graphemes, analyze the spelling pattern, read the word in isolation, and then read connected sentences such as “The gift is for you” and “The bag is for Mom.” Students also spell the word, write complete dictated sentences containing for, reread their writing to verify accuracy, engage in sentence-completion activities, and generate original oral sentences using the word. These routines provide multiple opportunities to read and write the high-frequency word in both isolation and connected text while reinforcing orthographic mapping and sound–spelling relationships.
The materials further support reading and writing high-frequency words through a variety of instructional resources embedded across the curriculum. Students read high-frequency words in isolation through word cards, roll-and-read activities, phoneme–grapheme mapping routines, fluency activities, and explicit high-frequency word lessons. Students also read high-frequency words in connected text through connected sentence reading, decodable readers, and fluency passages. Writing opportunities include dictated sentences, quick-write activities, connected writing tasks, spelling application activities, and response-writing activities aligned to previously taught high-frequency words. Memory-building strategies such as phoneme–grapheme mapping, orthographic analysis, repeated oral rehearsal, guided fluency practice, and cumulative review routines are embedded throughout instruction to strengthen automatic word recognition and accurate spelling.
Evaluation for 5.E.3a
The materials include a systematic sequence for introducing grade-level syllable types that aligns with the grade 1 ELAR TEKS. The scope and sequence progresses from foundational closed-syllable patterns and short vowels to increasingly complex syllable types. Students first develop proficiency with closed syllables before advancing to open syllables, vowel-consonant-e (VCe) syllables, vowel teams, and r-controlled syllables. Later instruction extends students’ understanding through additional vowel patterns and increasingly sophisticated decoding skills. This progression reflects the grade 1 TEKS expectation that students apply knowledge of closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables to decode and encode words.
The systematic progression is reflected in daily instruction. For example, in unit 5, lesson 64, students are introduced to phonetic skill 4, the vowel-consonant-e (VCe) syllable pattern. The educator explicitly explains that when a vowel is followed by a consonant and a silent e, the first vowel makes its long sound. Students apply the pattern by comparing words such as tap and tape, reading and marking words such as time, and spelling and proving words such as shape. This lesson demonstrates the progression from previously taught closed and open syllable patterns to the more complex VCe syllable type outlined in the scope and sequence.
Evaluation for 5.E.3b
The materials include educator guidance to provide explicit instruction for applying knowledge of syllable types to decode one-syllable words. For example, in unit 6, lesson 76, the educator explicitly introduces the ay vowel team syllable pattern by explaining that when certain vowels are adjacent, the second vowel is silent and the first vowel sound is long. Students apply this knowledge while decoding one-syllable words such as pay by marking both vowels, placing a line through the silent y, marking the long vowel, and reading the completed word. Through educator modeling, guided marking routines, and oral reading practice, students explicitly apply knowledge of the vowel-team syllable type to decode one-syllable words.
The materials also include educator guidance to provide explicit instruction for applying knowledge of syllable types to encode one-syllable words. In unit 6, lesson 76, students apply the same vowel-team syllable pattern while encoding the word tray. Students segment the sounds (/t/ /r/ /ā/), apply the spelling generalization that /ā/ at the end of a word is spelled ay, spell the word, mark the vowel team, identify the silent second vowel, and prove the long vowel sound before reading the completed word. Through explicit educator modeling, guided spelling, phoneme–grapheme mapping, and word analysis, students apply knowledge of the vowel-team syllable type while encoding one-syllable words.
Evaluation for 5.E.3c
The materials include a variety of activities and resources that develop students’ skills to decode and encode one-syllable and multisyllabic words. Throughout the instructional sequence, students develop these skills through explicit phonics instruction, guided decoding, spelling routines, phoneme–grapheme mapping, and connected literacy activities. For example, in unit 6, lesson 76, students develop decoding and encoding skills using the ay vowel-team syllable pattern. Students learn to decode words such as pay by identifying and marking the vowel pattern and then encode words such as tray by segmenting the sounds, applying the spelling generalization, marking the vowel team, and proving the completed word. Guided reading, spelling, and connected reading activities provide multiple opportunities for students to develop both decoding and encoding skills using the target syllable type.
The materials also provide a variety of activities and resources for students to practice decoding and encoding one-syllable and multisyllabic words. Students practice newly taught syllable types through fluency routines, spelling and dictation, word building, decodable passages, and connected reading activities. For example, in unit 10, lesson 136, students apply decoding skill 1 (“One Must Run”) while decoding multisyllabic words such as carpet and starfish by marking vowel patterns, identifying syllable types, dividing syllables, proving each syllable, and blending the completed word. Students apply the same process during spelling by encoding multisyllabic words in syllable chunks, marking vowel patterns, proving each syllable, and reading the completed word. Additional fluency activities reinforce both decoding and encoding through multisyllabic word reading, connected sentences, and the passage “A Clue for the Market.”
The materials reinforce students’ skills to decode and encode one-syllable and multisyllabic words through cumulative review embedded across instructional routines. Previously taught syllable types and phonics patterns are revisited through fluency practice, Dictation Bank activities, decodable passages, differentiated word-level practice, homework, and connected reading and writing tasks. For example, in unit 9, lesson 133, students review previously learned syllable types and phonics patterns before applying them to multisyllabic words such as began, remote, viper, donate, delete, and robot. Students mark vowels, divide syllables, prove each syllable, decode each word, and then encode the same words during Dictation Bank activities. Additional resources, including word-level practice materials, decodable cards, roll-and-read activities, fluency pyramids, and decodable passages provide ongoing cumulative review that reinforces previously taught decoding and encoding skills while integrating newly introduced syllable patterns.
Evaluation for 5.E.3d
The materials include a variety of activities and resources for students to practice decoding and encoding one-syllable and multisyllabic words using knowledge of syllable types in isolation. During explicit phonics instruction, students apply taught syllable types through guided word reading, spelling, phoneme–grapheme mapping, dictation, and word-building activities. For example, in unit 6, lesson 77, students apply the ea vowel-team syllable pattern by decoding one-syllable words such as eat and each, marking the vowel team, identifying the silent second vowel, and reading the completed words. Students then encode words such as each by segmenting the sounds, applying the ea spelling pattern, marking the vowel team, and proving the spelling. Additional Dictation Bank activities provide repeated opportunities to practice decoding and encoding one-syllable words in isolation using the taught syllable type.
The materials also include a variety of activities and resources for students to practice decoding and encoding one-syllable and multisyllabic words using knowledge of syllable types in decodable connected text that builds on previous instruction. For example, decodable reader Book 15, Your Brain Can Make You Dream, provides opportunities for students to apply previously taught syllable types while reading connected decodable text containing words such as dream, boat, bee, green, tea, smile, and brain. Prior to reading, students tap phonemes in Elkonin boxes, spell target words, and read them before encountering the words in connected text. During the Decodable Reader routine, students participate in educator modeling, echo reading, choral or partner reading, rereading for fluency, and corrective feedback while applying the target syllable pattern in connected reading. Additional word-level practice resources, including decodable cards, roll-and-read activities, word cards, decodable sentences, fluency pyramids, and decodable passages, provide ongoing opportunities for students to practice decoding and encoding words in isolation and connected text using previously taught syllable types.
Evaluation for 5.E.4a
The materials include a systematic sequence for introducing grade-level morphemes aligned to the grade 1 TEKS. The scope and sequence introduces common inflectional suffixes in a developmentally appropriate progression that builds students’ understanding of how morphemes change word meaning and grammatical function. Instruction begins with the suffix -s (unit 3, lesson 39), followed by -es (unit 3, lesson 43), then -ing (unit 5, lesson 63), and finally the three pronunciations of the past-tense suffix -ed (unit 6, lessons 88–91). This sequence progresses from the most common and conceptually accessible inflectional endings to increasingly sophisticated morphological patterns while supporting students’ decoding, encoding, vocabulary, and word-analysis skills.
The systematic sequence is reflected in daily instruction. For example, in unit 3, lesson 39, students are introduced to the suffix -s and learn that adding -s changes the meaning of a base word by indicating plural nouns or present-tense verbs. Students apply the suffix to form nouns such as hats, pets, and steps, and verbs such as sits, hits, and drops. Later lessons extend this progression by introducing -es, -ing, and the multiple pronunciations of -ed, demonstrating the systematic development of grade-level morphology outlined in the scope and sequence.
Evaluation for 5.E.4b
The materials include educator guidance to provide explicit instruction for supporting recognition of common morphemes. For example, in unit 5, lesson 63, the educator explicitly introduces the suffix -ing, explains that a suffix is a letter or group of letters added to the end of a word, and teaches that -ing indicates an action is happening now. Students identify the base word and suffix, discuss how the suffix changes the meaning of the word, and distinguish the suffix from the base word during guided word-analysis activities.
The materials also include educator guidance for using common morphemes to support decoding. In unit 5, lesson 63, students apply their understanding of the suffix -ing while decoding words such as fixing and spelling. During fluency instruction, students read additional -ing words including winking, acting, ringing, singing, fishing, and jumping, applying their knowledge of the suffix to support accurate word reading in isolation and connected text. The materials further include educator guidance for using common morphemes to support encoding. In unit 5, lesson 63, students build, spell, mark, and write words containing the suffix -ing through guided spelling, phoneme–grapheme mapping, dictation, and word-building activities. Students apply their understanding of the suffix while constructing inflected words, strengthening their ability to encode words containing common morphemes.
The materials also include educator guidance for using common morphemes to support reading comprehension. During the fluency lesson in unit 5, lesson 63, students read the connected passage “The Fishing Trip,” which contains repeated -ing words in meaningful contexts. Because students have been explicitly taught that -ing indicates an action occurring in the present, they use this morpheme knowledge to better understand what characters are doing throughout the passage. Through explicit instruction, connected reading, and discussion of word meaning, the materials support students in using morphemes to strengthen reading comprehension.
Evaluation for 5.E.4c
The materials include a variety of activities and resources that develop grade-level morphological skills through explicit instruction in common morphemes. For example, in unit 5, lesson 63, students are introduced to the suffix -ing through direct educator modeling that explains both the structure and meaning of the morpheme. Students learn that -ing is a suffix added to the end of a base word to show an action happening now; examine how adding -ing changes the meaning of words, such as fix and fixing; and identify the suffix separately from the base word. Through explicit word analysis, guided discussion, and educator modeling, students develop foundational morphological understanding aligned to the grade 1 TEKS.
The materials also provide a variety of activities and resources for students to practice grade-level morphological skills. In unit 6, lesson 88, students apply their understanding of the suffix -ed while building, reading, spelling, and marking words containing the morpheme. Students analyze how the pronunciation of -ed changes based on the final sound of the base word; explain how the suffix changes the meaning from a present action to one that has already happened; and apply their understanding during guided spelling, dictation, and word-analysis activities. Students continue practicing through isolated word reading, connected sentences, and the fluency passage “Pumped Up to Feel the Best!”, which provides repeated opportunities to apply the target morpheme in meaningful contexts.
The materials reinforce grade-level morphological skills through cumulative review embedded across instructional routines and later morphology lessons. Previously taught suffixes are revisited through spelling activities, fluency passages, connected reading, and word-analysis routines that require students to apply earlier morphological knowledge while learning new morphemes. For example, in unit 10, lesson 137, students continue applying suffix knowledge while studying -er through spelling, word analysis, and the fluency passage “Faster, Smarter, Kinder,” which contains words such as educator, baker, farmer, painter, runner, and reader. Across the curriculum, students revisit previously taught morphemes through connected reading, spelling, and cumulative word-study activities, reinforcing morphological understanding over time.
Evaluation for 5.E.4d
The materials include a variety of activities and resources for students to decode and encode words containing morphemes in isolation. For example, in unit 5, lesson 63, students apply the suffix -ing by decoding words such as fixing and spelling while identifying the base word and suffix. Students then encode words containing -ing through guided word building, phoneme–grapheme mapping, spelling, marking, and independent dictation activities. Similarly, in unit 6, lesson 88, students decode words containing the suffix -ed; analyze how the suffix changes pronunciation based on the final sound of the base word; and encode words by adding -ed, marking the suffix separately from the base word and applying the pattern during guided spelling and dictation activities.
The materials also provide a variety of activities and resources for students to decode and encode words containing morphemes in connected text that builds on previous instruction. In unit 5, lesson 63, students apply their understanding of the suffix -ing while reading connected sentences and the fluency passage “The Fishing Trip,” which includes repeated examples such as camping, packing, filling, sitting, resting, fishing, casting, jumping, yanking, and grinning. Likewise, in unit 6, lesson 88, students read connected sentences and the fluency passage “Pumped Up to Feel the Best!”, applying their knowledge of the suffix -ed while decoding words such as asked, helped, checked, munched, and gulped. Students then extend this learning through spelling, dictation, and connected writing activities that reinforce accurate encoding of words containing the target morphemes within meaningful contexts.
Evaluation for 5.F.1a
The materials include educator guidance to support students in determining the meaning of unfamiliar words using illustrations, consistent with the grade 1 TEKS. For example, in unit 4, lesson 59, students learn the word steady through a visual illustration and a gesture in which they hold their hands still to represent the meaning. The educator explicitly defines the word, models its use in context, and guides students to connect the illustration and gesture to the vocabulary word before applying their understanding through examples and nonexamples.
The materials also include educator guidance to support students in determining the meaning of unfamiliar words using information provided within the text. In unit 4, lesson 59, students determine the meanings of unfamiliar words such as silk, spinnerets, and plasters by rereading surrounding sentences and identifying textual clues within the passage “Building Without Hands.” The educator models how surrounding words provide information that helps clarify unfamiliar vocabulary and guides students through multiple examples using the connected text.
The materials further include explicit educator guidance for using context to determine the meaning of unfamiliar words. In unit 4, lesson 59, the educator introduces a three-step strategy for determining word meaning: Check the glossary, reread the surrounding sentences for clues, and examine the accompanying picture. Students then apply the strategy to additional unfamiliar words, explaining how they determined each word’s meaning using the sentence frame “______ means ______. I figured it out by ______.” Through explicit modeling, guided practice, and partner discussion, the materials teach students how to use context strategically to determine the meanings of unfamiliar words.
Evaluation for 5.F.1b
The materials include educator guidance that supports vocabulary development through explicit vocabulary instruction, comprehension routines, and scaffolded strategies for determining the meanings of unfamiliar words. For example, in unit 4, lesson 59, students learn to determine the meanings of unfamiliar words such as silk, spinnerets, and plasters by checking the glossary, rereading surrounding sentences, and examining accompanying illustrations. Students continue applying these strategies by discussing additional unfamiliar words and explaining whether they used the glossary, surrounding text, or pictures to determine meaning. The materials also provide digital vocabulary cards, educator modeling, and oral language routines that support vocabulary development during connected reading and discussion activities.
However, the materials do not provide explicit educator guidance on the purpose of print resources such as picture dictionaries, primary dictionaries, or glossaries, nor do they provide explicit instruction on the purpose of digital resources such as digital picture dictionaries, digital glossaries, eBooks, or online dictionaries. Although students use a glossary within a lesson, the materials do not explicitly teach why different reference resources are used or how students should independently select and use print and digital reference tools to determine word meanings or pronunciations. Digital vocabulary cards function as educator-directed instructional supports rather than student reference tools, and the “Program Architecture Overview” focuses on fluency and vocabulary routines rather than explicit instruction in the purpose and use of print and digital reference resources.
Evaluation for 5.F.1c
This guidance is not applicable to kindergarten and grade 1 because it only applies to grades 2–3.
Evaluation for 5.G.1a
The materials include lessons, activities, and tasks with modeling of fluent reading skills in and out of context. For example, in unit 3, lesson 31, the educator explicitly models fluent reading by demonstrating an appropriate reading rate with isolated words, connected sentences, and the decodable passage “On a Whim.” The educator explains that fluent readers read at a steady pace, models how overly slow reading affects understanding, and demonstrates appropriate phrasing by thinking aloud about pausing briefly at commas while maintaining a smooth reading rate. This explicit modeling provides students with a clear example of accurate and fluent reading in both isolated and connected text.
The materials also include lessons, activities, and tasks with practice of fluent reading skills in and out of context. In unit 3, lesson 31, students practice fluent reading by reading isolated words such as which, when, whip, and whisk, followed by connected sentences and the decodable passage “On a Whim.” Students engage in repeated choral, partner, and independent reading and reread the passage after educator modeling to strengthen accuracy, pacing, and automaticity while applying fluent reading skills in increasingly connected text.
The materials include suggestions for educator feedback that support the development of fluent reading skills. During partner reading in unit 3, lesson 31, students discuss whether their reading was rushed, too slow, or appropriately paced before rereading to improve fluency. Educators are directed to monitor student reading, provide support as needed, and prompt students to reread words and sentences when errors occur. The accompanying Reread for Fluency routine further provides explicit corrective feedback by directing educators to model the correct reading of a word, have students repeat the word, and then reread the entire sentence. These structured feedback routines provide immediate guidance that supports accurate, fluent reading in connected text.
Evaluation for 5.G.1b
The materials include embedded modeling and practice with decodable word lists in the lesson. For example, in unit 3, lesson 31, the fluency routine begins with educator modeling and guided practice using decodable word lists aligned to the target wh- digraph, including which, when, whip, and whisk. Educators model accurate word reading and pacing before students practice reading the words independently and with educator support. The word-level practice materials further reinforce these skills through reading rows, roll-and-read activities, and word cards that provide repeated practice with decodable word lists aligned to the cumulative phonics sequence.
The materials also include embedded modeling and practice with decodable phrases and sentences in the lesson. In unit 3, lesson 31, the educator models fluent reading of decodable sentences before students participate in guided, partner, and independent reading. Students practice sentences such as “Whit got a whim to chop the logs” and “Dash can whiz to the pet shop to get a fish,” applying the target phonics pattern while developing fluent reading through repeated practice.
The materials include embedded modeling and practice with decodable connected texts in the lesson. In unit 3, lesson 31, the educator models fluent reading of the decodable passage “On a Whim” before students engage in repeated choral, partner, and independent reading. Students reread the connected text multiple times, applying previously taught phonics patterns while building accuracy, automaticity, and fluent reading. This gradual progression from word lists to sentences and finally to connected decodable text provides systematic modeling and practice embedded within the lesson.
Evaluation for 5.G.1c
In unit 3, lesson 31, students engage in fluency practice through educator-facilitated instruction, whole-group reading, partner reading, and independent reading. The fluency routine begins with educator modeling and guided oral reading of words, sentences, and the decodable passage “On a Whim.” Students then participate in repeated choral reading before practicing with a partner; discussing whether their reading pace was too slow, too fast, or steady; and rereading to improve fluency. The lesson concludes with independent reading of the connected text, providing students with opportunities to build word-reading fluency through increasingly independent instructional settings.
The materials extend these opportunities through additional fluency resources that support instruction in multiple settings throughout the program. The word-level practice materials provide activities such as reading rows (decodable cards), roll and read, and word cards, which can be implemented during whole-group instruction, educator-facilitated small groups, partner practice, or independent practice. The differentiation routines further support flexible fluency instruction by providing scaffolded educator-led practice, repeated reading, collaborative partner activities, and independent application based on student instructional needs. Weekly checkpoints and lesson-embedded assessment data guide educators in grouping students for reteaching, structured practice, fluency building, or extension, ensuring that students have repeated opportunities to develop word-reading fluency across a variety of instructional settings.
Evaluation for 5.G.1d
In unit 3, lesson 31, students progress from decodable word lists to sentences and the connected passage “On a Whim.” Students build accuracy by reading decodable words such as which, when, whip, and whisk and applying previously taught phonics patterns during repeated readings of the passage. Students build fluency through explicit instruction on appropriate reading pace as the educator models steady, fluent reading before students participate in repeated choral, partner, and independent readings. Prosody is developed as the educator models expressive reading, demonstrating appropriate pacing and pausing at commas while reading connected text, and students reread sentences and the passage with attention to smoothness and phrasing. The lesson also supports comprehension through making connections and oral language activities in which students discuss why Dash chooses a fish instead of a dog or cat, using evidence from the text to explain the character’s decision.
The materials extend these opportunities through additional fluency lessons and differentiated instructional resources that provide varied texts and repeated reading experiences throughout the curriculum. For example, in unit 5, lesson 61, students continue developing accuracy through word- and sentence-level reading before applying those skills during repeated readings of the decodable passage “Brunch on the Ranch.” Students strengthen fluency through the Self-Monitoring: Repair—Look at the Word routine, which teaches students to monitor and correct their own reading while participating in repeated choral, partner, and independent reading. Prosody is reinforced through educator modeling and repeated oral reading that encourages smooth phrasing and attention to punctuation, while comprehension is supported through making connections and oral language discussions that require students to connect ideas from the passage to their own experiences. Additional differentiation Decodable Reader routines provide scaffolded opportunities for repeated reading, expressive oral reading, collaborative discussion, and comprehension practice, ensuring students continue developing accuracy, fluency, prosody, and comprehension across a variety of connected texts.
Evaluation for 5.H.1a
The materials include explicit (direct) instruction on the teaching of handwriting skills, including handwriting strokes appropriate for grade 1. For example, in unit 1, lesson 1, the educator explicitly models the formation of uppercase A by identifying the starting point, demonstrating each handwriting stroke, and using the verbal formation cue “Tall slant down, tall slant down, across.” Students observe the modeled formation, practice the letter with educator guidance, and then independently write the letter while the educator reinforces the same stroke language. These routines provide explicit instruction in handwriting strokes through educator modeling, guided practice, and independent application.
The materials also connect handwriting instruction to current student learning through integration with foundational literacy instruction and differentiated handwriting resources. In unit 1, lesson 1, students practice writing the same letter they are learning during the phonics lesson, reinforcing the connection among letter formation, letter recognition, and sound–symbol correspondence. The “Handwriting Differentiation” resources extend this instruction through Handwriting Pages and Tracer Cards that model correct letter formation using numbered stroke sequences, directional arrows, and consistent verbal stroke cues before students trace and independently write uppercase and lowercase letters. These resources provide additional handwriting practice directly aligned to the letters and literacy skills introduced during core phonics instruction, reinforcing handwriting as part of students’ current literacy learning.
Evaluation for 5.H.1b
In unit 1, lesson 6, handwriting instruction is embedded within the daily Spelling and Handwriting routine. Students apply handwriting skills while writing the target sound–spelling pattern, building and spelling the word tip, marking the vowel, and rereading the completed word. The routine extends through the Dictation Bank, in which students independently spell and write additional skill and review words using paper, whiteboards, journals, or workbooks. These integrated writing activities provide authentic handwriting practice while reinforcing current phonics, spelling, and encoding instruction.
The materials also provide handwriting resources that support continued development of grade-level handwriting skills. The “Handwriting Differentiation” resources include Handwriting Pages and Tracer Cards that provide modeled letter formation, numbered stroke sequences, directional arrows, verbal stroke cues, tracing activities, and independent handwriting practice. These resources provide repeated opportunities for students to strengthen letter formation, spacing, legibility, and written automaticity while reinforcing the same letters, words, and literacy skills introduced during daily phonics and spelling instruction. Frequent handwriting practice is embedded throughout literacy instruction, providing students with authentic opportunities to develop and reinforce grade-appropriate handwriting skills.
5.A.1 Print Awareness K-1
5.A.1a
Materials include teacher guidance to provide explicit (direct) and systematic instruction in print awareness and for regular review of print concepts, including how print has different purposes (K-1) (T)
Materials include teacher guidance to provide explicit (direct) and systematic instruction in print awareness and for regular review of print concepts, including how print has different purposes (K-1) (T)
4 out of 4 points
Evaluation for 5.A.1a
Evaluation for 5.A.1a
Materials include teacher guidance to provide explicit (direct) and systematic instruction in print awareness and for regular review of print concepts, including how print has different purposes (K-1) (T)
4 out of 4 points
The materials also include explicit instruction in the purposes and concepts of print. In unit 1, lesson 4, the educator models how readers use the title page to gather information about a book and explicitly teaches the purposes of the title, author, illustrator, and publisher. Students examine the title page, identify its features, and discuss how print communicates information to readers. The Decodable Reader Developing routines reinforce these concepts through repeated instruction in front cover, back cover, title page, directionality, return sweep, sentence and word concepts, spaces between words, and uppercase and lowercase letters. Together, these routines provide systematic instruction in both the purposes and concepts of print.
5.A.1b
Materials include frequent opportunities for students to apply print awareness knowledge while engaging with a variety of texts in a variety of formats. (K-1) (S).
Materials include frequent opportunities for students to apply print awareness knowledge while engaging with a variety of texts in a variety of formats. (K-1) (S).
2 out of 2 points
Evaluation for 5.A.1b
Evaluation for 5.A.1b
Materials include frequent opportunities for students to apply print awareness knowledge while engaging with a variety of texts in a variety of formats. (K-1) (S).
2 out of 2 points
For example, in unit 8, lesson 113, students apply print awareness knowledge across word, sentence, passage, and comprehension tasks. Students read and write the high-frequency word their, reread fluency passages with partners, and use connected text to support comprehension discussions. In addition, lesson 4 explicitly teaches students how to use the title page to gather information about a book and introduces the roles of the title, author, illustrator, and publisher. Through repeated interactions with decodable readers, fluency passages, comprehension texts, and informational texts, students apply print awareness knowledge across a variety of text formats and reading experiences.
5.B.1 Oral Language Development
5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
Evaluation for 5.B.1a
Evaluation for 5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
The materials also include systematic instructional guidance for developing oral language and oracy through recurring instructional routines. Structured oral language activities are embedded throughout high-frequency word instruction, fluency, comprehension, grammar and syntax, and vocabulary instruction, providing repeated opportunities for students to engage in partner discussions using newly taught vocabulary and lesson concepts. For example, in lesson 31, students participate in oral language activities across multiple lesson components by responding to prompts, explaining their thinking, and using newly learned language during turn-and-talk activities. These recurring instructional structures provide systematic opportunities for modeling, guided practice, collaborative discussion, and independent application throughout the curriculum.
The materials include additional instructional guidance that develops oral language and oracy through coaching, feedback, and differentiated practice. In lesson 46, students use scaffolded sentence stems to explain why a text is a fable, while educators model responses and guide students in constructing complete explanations. Lesson 62 extends these opportunities through partner discussions, oral self-correction, peer feedback, and collaborative evaluation of reading and writing decisions. The differentiation materials further support educators through leveled texts, open-ended questions, sentence frames, and scaffolded discussion prompts that provide additional coaching and structured oral language practice. Together, these instructional routines provide explicit and systematic guidance through modeling, guided practice, coaching, feedback, and independent oral language practice.
5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
Evaluation for 5.B.1b
Evaluation for 5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
The materials also include opportunities for students to engage in academic communication for different purposes and audiences. Students participate in partner reading, oral rehearsal, collaborative discussion, and text-based conversations that require them to explain ideas, support responses with evidence, and provide feedback to peers and educators. For example, in lesson 123, students discuss fluency, provide peer feedback, explain the author’s big idea using sentence frames, and support their responses with multiple reasons from the text. The Decodable Reader Progressing routine and differentiated instructional materials further extend these opportunities by engaging students in partner reading, collaborative discussions, open-ended questions, and sentence stems that support academic communication with different audiences across a variety of instructional contexts.
5.B.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
Evaluation for 5.B.1c
Evaluation for 5.B.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
The materials also provide authentic opportunities for students to engage in discussion to understand information. In unit 3, lesson 31, students listen to Fox Finds a Den, discuss Fox’s character traits, explain their thinking using evidence from the author’s words, and participate in partner discussions about whether Fox gives up easily or keeps trying. Students also discuss vocabulary, text meaning, and comprehension questions through structured oral language routines that encourage collaborative thinking and discussion.
The materials provide authentic opportunities for students to share information and ideas across recurring oral language routines. The Oral Language as the Bridge to Literacy framework incorporates turn-and-talk activities, guided discussions, oral rehearsal, academic vocabulary practice, and complete-sentence responses throughout instruction. In addition, differentiated instructional materials and the Essential Questions prompt students to ask questions, debate text ideas using sentence stems such as “I think ___ because ___,” share information with partners and the whole group, and revisit Essential Questions to explain how their thinking has changed. These recurring opportunities support students in listening, questioning, discussing, and sharing information across authentic literacy experiences.
5.C.1 Alphabet Knowledge (K only)
5.C.1a
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
Not applicable.
Evaluation for 5.C.1a
Evaluation for 5.C.1a
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
Not applicable.
5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
Not applicable.
Evaluation for 5.C.1b
Evaluation for 5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
Not applicable.
5.C.1c
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
Not applicable.
Evaluation for 5.C.1c
Evaluation for 5.C.1c
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
Not applicable.
5.C.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
Not applicable.
Evaluation for 5.C.1d
Evaluation for 5.C.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
Not applicable.
5.C.2 Letter-Sound Correspondence
5.C.2a
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
4 out of 4 points
Evaluation for 5.C.2a
Evaluation for 5.C.2a
Materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
4 out of 4 points
For example, in unit 3, lesson 32, the educator explicitly introduces l-blends and teaches that each consonant retains its individual sound within the blend. Students first read the blends in isolation and then apply the pattern to decoding and encoding tasks by segmenting sounds, spelling the pattern, marking the blend, reading slides, and building the word blog. Additional dictation and word-chain activities require students to manipulate phonemes and spelling patterns to create new words such as flip, clip, blip, chip, and chop. This instructional progression moves from explicit instruction to guided decoding, encoding, and phoneme manipulation, providing systematic opportunities for students to apply letter–sound relationships in both reading and spelling.
5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.C.2b
Evaluation for 5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
The materials recommend explanatory feedback based on common student errors and/or misconceptions. The lessons provide explicit instruction and guided practice and identify likely phonics or decoding errors, anticipate common misconceptions, and provide educators with specific corrective language to explain why an error occurred and how students should correct it. The materials include educator guidance for providing explanatory feedback based on common errors or misconceptions when connecting phonemes to letters within words.
5.C.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
6 out of 6 points
Evaluation for 5.C.2c
Evaluation for 5.C.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
6 out of 6 points
The materials also provide a variety of activities and resources for students to practice applying letter–sound correspondence to decode one-syllable words in isolation and in decodable connected text. Students practice decoding through word reading, spelling, dictation, phoneme–grapheme mapping, fluency activities, and repeated oral reading. The Decodable Reader Developing routine extends this practice through Elkonin box activities, sound tapping, echo reading, choral reading, partner reading, and repeated reading of connected decodable text, allowing students to apply taught phonics patterns in authentic reading contexts.
The materials include cumulative review that reinforces students’ understanding of applying letter–sound correspondence to decode one-syllable words in isolation and in decodable connected text. Throughout unit 3, lesson 31, students revisit previously taught phonics patterns through high-frequency word routines, review words, fluency practice, dictation, and word-chain activities while applying new learning. The Decodable Reader Developing routine further reinforces previously taught letter–sound correspondences by guiding students to identify known phonics patterns within connected text, reread decodable passages, and repeatedly apply previously learned decoding skills alongside newly introduced phonics concepts.
5.D.1 Phonological Awareness (K-2)
5.D.1a
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
2 out of 2 points
Evaluation for 5.D.1a
Evaluation for 5.D.1a
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
2 out of 2 points
The materials also include a systematic sequence that progresses from larger units of sound to smaller units of sound. The scope and sequence begins by reviewing larger sound units through syllable awareness before transitioning to phoneme-level instruction. Students then progress through identifying phonemes in different word positions before manipulating individual sounds within spoken words. This progression continues throughout the year as students move from blending and segmenting three-phoneme words to more complex four-phoneme words and advanced phoneme manipulation activities. Together, these instructional routines provide a systematic progression from larger units of sound to smaller units of sound while supporting increasingly sophisticated phonological awareness development.
5.D.1b
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.D.1b
Evaluation for 5.D.1b
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
The materials also include explicit instruction for teaching phonological awareness skills with recommended explanatory feedback based on common misconceptions. “Common Misconceptions” and “Multilingual Support” notes identify likely misunderstandings and provide educators with specific corrective guidance. For example, in lesson 1, the “Common Misconceptions” note explains that students may respond with a letter name rather than the phoneme and directs educators to clarify that students should identify the sound they hear rather than the letter name. In lesson 21, “Multilingual Support” notes anticipate pronunciation errors involving the short /ŭ/ vowel and recommend minimal-pair practice using words such as up/op, un/on, cut/cot, and mud/mod to help students distinguish the sounds. These embedded supports provide educators with explicit explanatory feedback for addressing common misconceptions during phonological awareness instruction.
5.D.1c
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.D.1c
Evaluation for 5.D.1c
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
4 out of 4 points
The materials also provide a variety of activities and resources for students to practice phonological awareness skills connected to the grade-level TEKS. Students participate in educator modeling, guided practice, repeated oral rehearsal, blending, segmenting, and phoneme manipulation activities throughout the instructional sequence. For example, lesson 21 develops and practices blending three phonemes into spoken words, while lesson 26 provides repeated opportunities to segment spoken words into individual phonemes using the same multisensory routines and manipulatives.
The materials include cumulative review that reinforces phonological awareness skills throughout the curriculum. Previously taught phonological awareness skills are revisited through recurring instructional routines, repeated oral practice, and scaffolded supports embedded across lessons. Students continue to apply blending, segmenting, and phoneme manipulation skills while using memory-building strategies such as arm-tapping routines, sound chips, and Elkonin boxes. These recurring instructional supports provide ongoing cumulative review that reinforces previously taught phonological awareness skills while extending students’ phoneme awareness throughout the year.
5.D.2 Phonemic Awareness (K-2)
5.D.2a
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
3 out of 3 points
Evaluation for 5.D.2a
Evaluation for 5.D.2a
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
3 out of 3 points
The materials also include a systematic sequence that begins with blending phonemes and gradually transitions to more complex phoneme manipulation. For example, in unit 2, lesson 21, students blend individual phonemes to form spoken words through educator modeling and guided oral practice. As instruction progresses, students blend words containing increasing numbers of phonemes and consonant blends before advancing to more complex manipulation activities involving phoneme deletion, addition, and substitution.
The materials further include a systematic sequence that begins with segmenting phonemes and gradually transitions to more complex phoneme manipulation. In unit 2, lesson 26, students segment spoken words into individual phonemes through explicit educator modeling, guided practice, and repeated oral rehearsal. Later lessons extend this learning by requiring students to manipulate phonemes within increasingly complex spoken words, including deleting, adding, and substituting phonemes. The scope and sequence provides a systematic progression from identifying, blending, and segmenting phonemes to advanced phoneme manipulation skills.
5.D.2b
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.D.2b
Evaluation for 5.D.2b
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
The materials provide corrective feedback and a next-steps guide to support educators in responding to student errors during instruction and practice. The corrective and explanatory feedback model provides explicit steps for identifying the error, explaining the expectation, modeling the needed change, guiding correction, and providing specific praise. The materials also include error-tracking sheets, guidance to support responsive instruction, and feedback scripts for phonemic awareness and other foundational literacy skills, including alphabet knowledge, print concepts, phonics, word recognition, fluency, vocabulary, oral response, reading comprehension, and written expression.
5.D.2c
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
2 out of 2 points
Evaluation for 5.D.2c
Evaluation for 5.D.2c
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
2 out of 2 points
The materials also include explicit guidance for connecting phonemic awareness skills to the alphabetic principle to support students’ transition from oral language activities to basic encoding. In unit 4, lesson 41, students move from oral phoneme blending to segmenting sounds within words such as runs, connecting each phoneme to its corresponding grapheme, and spelling words that contain the newly taught sound–spelling relationship. Similarly, unit 3, lesson 31 transitions students from orally blending phonemes in spoken words to identifying the printed digraph wh, reading words containing the target pattern, and applying the sound–symbol relationship during spelling and encoding activities. These instructional routines explicitly connect phonemic awareness to the alphabetic principle while supporting students’ development of both decoding and encoding skills.
5.D.2d
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
3 out of 3 points
Evaluation for 5.D.2d
Evaluation for 5.D.2d
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
3 out of 3 points
The materials also provide a variety of activities and resources for students to practice phonemic awareness skills. Students participate in educator modeling, guided practice, repeated oral rehearsal, phoneme blending, segmentation, and manipulation activities that incorporate multisensory supports such as arm-tapping routines, sound chips, and Elkonin boxes. For example, in unit 4, lesson 41, students continue practicing phoneme blending before connecting those phonemes to letters during reading, spelling, and sound–symbol activities. These instructional routines provide multiple opportunities for students to strengthen phonemic awareness while applying increasingly complex phoneme structures.
The materials include cumulative review that reinforces phonemic awareness skills throughout the curriculum. Previously taught phonemic awareness skills are revisited through recurring instructional routines, repeated oral practice, and scaffolded supports embedded across lessons. Students continue blending, segmenting, and manipulating phonemes while using multisensory supports and manipulatives to reinforce earlier learning. These recurring instructional routines provide ongoing cumulative review that strengthens previously taught phonemic awareness skills while extending students’ phoneme manipulation across progressively more complex spoken words.
5.E.1 Sound-Spelling Patterns
5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
Evaluation for 5.E.1a
Evaluation for 5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
The systematic sequence is reflected in daily instruction. For example, in unit 3, lesson 41, students learn that the phoneme /z/ can be represented by both z and s. The educator explicitly models the sound–spelling relationship, explains when s represents /z/, and guides students in reading and spelling words such as bags. This lesson builds on previously taught foundational sound–spelling correspondences while preparing students for increasingly complex spelling patterns introduced later in the year, demonstrating the systematic progression outlined in the scope and sequence.
5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
Evaluation for 5.E.1b
Evaluation for 5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
The explicit instructional routine is evident in unit 7, lesson 97, where students learn the vowel-r pattern ar. The educator introduces the /ar/ sound using example words such as art, arm, and arch; explains that the letter r changes the vowel sound when it follows a vowel; and explicitly connects the sound to the spelling pattern ar. Students then read, mark, spell, and prove words such as far and car while the educator models each step of the process and guides students through decoding and encoding activities. This lesson provides explicit educator guidance for introducing and applying a grade-level sound–spelling pattern.
5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
Evaluation for 5.E.1c
Evaluation for 5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
The materials also provide a variety of activities and resources for students to practice grade-level sound–spelling patterns. Students practice sound–spelling relationships through word reading, spelling, handwriting, dictation, fluency routines, decodable passages, and repeated oral reading. In unit 1, lesson 14, students practice the target pattern while reading slides, spelling words, reading connected sentences, and rereading the decodable passage “In the Pen” through educator modeling, choral reading, partner reading, and independent reading.
The materials include cumulative review that reinforces grade-level sound–spelling patterns throughout the curriculum. Previously taught phonics concepts are revisited through fluency routines, spelling and dictation activities, decodable readers, connected reading, weekly checkpoints, and unit checkpoints. For example, in unit 9, lesson 133, students review previously learned one-syllable sound–spelling patterns while learning decoding skill 1 for multisyllabic words. Students apply earlier phonics knowledge as they mark vowels, divide syllables, decode words such as paper, and complete dictation activities with words including began, remote, viper, and robot. These activities reinforce previously taught sound–spelling patterns while extending students’ decoding and encoding knowledge through cumulative review.
5.E.1d
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.E.1d
Evaluation for 5.E.1d
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
The materials provide a variety of activities and resources that support students in encoding words containing taught sound–spelling patterns in isolation. Students encode words through spelling routines, dictation, phoneme–grapheme mapping, word-building activities, and guided spelling practice. For example, in unit 1, lesson 14, students segment sounds, spell the slide /hĕ/, build the word hen, mark the vowel, and complete additional dictation activities using skill and review words that reinforce the target sound–spelling pattern. The materials also provide opportunities for students to encode words containing taught sound–spelling patterns in connected text that builds on previous instruction. Students apply previously taught sound–spelling patterns during dictated sentences, connected writing, high-frequency word routines, and sentence-writing activities. For example, in unit 1, lesson 14, students review the high-frequency word to by writing phrases such as “to the van” and “to sit on it” before applying the taught sound–spelling patterns during connected writing and oral language activities. Additional decodable passages, sentence-writing routines, and connected literacy tasks provide ongoing opportunities to encode words containing previously taught and newly introduced sound–spelling patterns within meaningful connected text.
5.E.2 Regular and Irregular High-Frequency Words
5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
2 out of 2 points
Evaluation for 5.E.2a
Evaluation for 5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
2 out of 2 points
The materials also include a systematic sequence for introducing irregular high-frequency words. The instructional sequence progresses from words containing fewer irregular sound–spelling correspondences to increasingly complex irregular words while explicitly identifying the unexpected spelling patterns. For example, in lesson 88, students learn the irregular high-frequency word were by analyzing expected and irregular sound–spelling correspondences; identifying the irregular portion of the word; and practicing the word through guided reading, writing, and connected text activities. This progression systematically builds students’ understanding of increasingly complex irregular high-frequency words while reinforcing previously taught phonics knowledge.
5.E.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
4 out of 4 points
Evaluation for 5.E.2b
Evaluation for 5.E.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
4 out of 4 points
The materials also include educator guidance to provide explicit instruction for decoding and encoding irregular high-frequency words. The “Program Architecture Overview” explains that irregular high-frequency words are taught through a Heart Word routine that directs students to identify the unexpected or tricky spelling within each word while connecting expected sound–spelling relationships to previously learned phonics knowledge. For example, in unit 4, lesson 54, students analyze the irregular high-frequency word said by identifying the unusual spelling for /ĕ/, reading the word in isolation and in connected sentences, writing the word in sentences, and applying it in meaningful contexts. Through explicit educator modeling, guided sound–spelling analysis, reading, writing, and application, the materials provide direct instruction for decoding and encoding both regular and irregular high-frequency words.
5.E.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
12 out of 12 points
Evaluation for 5.E.2c
Evaluation for 5.E.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
12 out of 12 points
The materials also include a variety of activities and resources that develop and practice students’ skills to decode and encode irregular high-frequency words. In unit 4, lesson 54, students learn the irregular high-frequency word said by analyzing the unexpected spelling pattern ai for /ĕ/, identifying the regular and irregular sound–spelling relationships, reading the word in isolation and connected sentences, writing dictated sentences, and applying the word in meaningful sentence contexts. Students also complete Extend It activities that reinforce word meaning and correct usage while strengthening decoding and encoding of irregular high-frequency words.
The materials reinforce students’ skills to decode and encode both regular and irregular high-frequency words through cumulative review embedded across lessons and instructional routines. Unit 3, lesson 32 revisits the regular high-frequency word for through sentence reading, sentence writing, rereading, and contextual application, while unit 4, lesson 54 reinforces said through connected reading, dictated sentences, oral language, and contextual word-choice activities. Previously taught regular and irregular high-frequency words are also revisited through fluency passages, decodable readers, connected writing, spelling routines, practice packets, weekly checkpoints, and cumulative review activities that repeatedly integrate previously taught high-frequency words with newly introduced words.
5.E.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
4 out of 4 points
Evaluation for 5.E.2d
Evaluation for 5.E.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
4 out of 4 points
The materials further support reading and writing high-frequency words through a variety of instructional resources embedded across the curriculum. Students read high-frequency words in isolation through word cards, roll-and-read activities, phoneme–grapheme mapping routines, fluency activities, and explicit high-frequency word lessons. Students also read high-frequency words in connected text through connected sentence reading, decodable readers, and fluency passages. Writing opportunities include dictated sentences, quick-write activities, connected writing tasks, spelling application activities, and response-writing activities aligned to previously taught high-frequency words. Memory-building strategies such as phoneme–grapheme mapping, orthographic analysis, repeated oral rehearsal, guided fluency practice, and cumulative review routines are embedded throughout instruction to strengthen automatic word recognition and accurate spelling.
5.E.3 Decoding and Encoding One-Syllable or Multisyllabic Words
5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
Evaluation for 5.E.3a
Evaluation for 5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
The systematic progression is reflected in daily instruction. For example, in unit 5, lesson 64, students are introduced to phonetic skill 4, the vowel-consonant-e (VCe) syllable pattern. The educator explicitly explains that when a vowel is followed by a consonant and a silent e, the first vowel makes its long sound. Students apply the pattern by comparing words such as tap and tape, reading and marking words such as time, and spelling and proving words such as shape. This lesson demonstrates the progression from previously taught closed and open syllable patterns to the more complex VCe syllable type outlined in the scope and sequence.
5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
2 out of 2 points
Evaluation for 5.E.3b
Evaluation for 5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
2 out of 2 points
The materials also include educator guidance to provide explicit instruction for applying knowledge of syllable types to encode one-syllable words. In unit 6, lesson 76, students apply the same vowel-team syllable pattern while encoding the word tray. Students segment the sounds (/t/ /r/ /ā/), apply the spelling generalization that /ā/ at the end of a word is spelled ay, spell the word, mark the vowel team, identify the silent second vowel, and prove the long vowel sound before reading the completed word. Through explicit educator modeling, guided spelling, phoneme–grapheme mapping, and word analysis, students apply knowledge of the vowel-team syllable type while encoding one-syllable words.
5.E.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
12 out of 12 points
Evaluation for 5.E.3c
Evaluation for 5.E.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
12 out of 12 points
The materials also provide a variety of activities and resources for students to practice decoding and encoding one-syllable and multisyllabic words. Students practice newly taught syllable types through fluency routines, spelling and dictation, word building, decodable passages, and connected reading activities. For example, in unit 10, lesson 136, students apply decoding skill 1 (“One Must Run”) while decoding multisyllabic words such as carpet and starfish by marking vowel patterns, identifying syllable types, dividing syllables, proving each syllable, and blending the completed word. Students apply the same process during spelling by encoding multisyllabic words in syllable chunks, marking vowel patterns, proving each syllable, and reading the completed word. Additional fluency activities reinforce both decoding and encoding through multisyllabic word reading, connected sentences, and the passage “A Clue for the Market.”
The materials reinforce students’ skills to decode and encode one-syllable and multisyllabic words through cumulative review embedded across instructional routines. Previously taught syllable types and phonics patterns are revisited through fluency practice, Dictation Bank activities, decodable passages, differentiated word-level practice, homework, and connected reading and writing tasks. For example, in unit 9, lesson 133, students review previously learned syllable types and phonics patterns before applying them to multisyllabic words such as began, remote, viper, donate, delete, and robot. Students mark vowels, divide syllables, prove each syllable, decode each word, and then encode the same words during Dictation Bank activities. Additional resources, including word-level practice materials, decodable cards, roll-and-read activities, fluency pyramids, and decodable passages provide ongoing cumulative review that reinforces previously taught decoding and encoding skills while integrating newly introduced syllable patterns.
5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.E.3d
Evaluation for 5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
4 out of 4 points
The materials also include a variety of activities and resources for students to practice decoding and encoding one-syllable and multisyllabic words using knowledge of syllable types in decodable connected text that builds on previous instruction. For example, decodable reader Book 15, Your Brain Can Make You Dream, provides opportunities for students to apply previously taught syllable types while reading connected decodable text containing words such as dream, boat, bee, green, tea, smile, and brain. Prior to reading, students tap phonemes in Elkonin boxes, spell target words, and read them before encountering the words in connected text. During the Decodable Reader routine, students participate in educator modeling, echo reading, choral or partner reading, rereading for fluency, and corrective feedback while applying the target syllable pattern in connected reading. Additional word-level practice resources, including decodable cards, roll-and-read activities, word cards, decodable sentences, fluency pyramids, and decodable passages, provide ongoing opportunities for students to practice decoding and encoding words in isolation and connected text using previously taught syllable types.
5.E.4 Morphological Awareness (1-3)
5.E.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
Evaluation for 5.E.4a
Evaluation for 5.E.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
The systematic sequence is reflected in daily instruction. For example, in unit 3, lesson 39, students are introduced to the suffix -s and learn that adding -s changes the meaning of a base word by indicating plural nouns or present-tense verbs. Students apply the suffix to form nouns such as hats, pets, and steps, and verbs such as sits, hits, and drops. Later lessons extend this progression by introducing -es, -ing, and the multiple pronunciations of -ed, demonstrating the systematic development of grade-level morphology outlined in the scope and sequence.
5.E.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
4 out of 4 points
Evaluation for 5.E.4b
Evaluation for 5.E.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
4 out of 4 points
The materials also include educator guidance for using common morphemes to support decoding. In unit 5, lesson 63, students apply their understanding of the suffix -ing while decoding words such as fixing and spelling. During fluency instruction, students read additional -ing words including winking, acting, ringing, singing, fishing, and jumping, applying their knowledge of the suffix to support accurate word reading in isolation and connected text. The materials further include educator guidance for using common morphemes to support encoding. In unit 5, lesson 63, students build, spell, mark, and write words containing the suffix -ing through guided spelling, phoneme–grapheme mapping, dictation, and word-building activities. Students apply their understanding of the suffix while constructing inflected words, strengthening their ability to encode words containing common morphemes.
The materials also include educator guidance for using common morphemes to support reading comprehension. During the fluency lesson in unit 5, lesson 63, students read the connected passage “The Fishing Trip,” which contains repeated -ing words in meaningful contexts. Because students have been explicitly taught that -ing indicates an action occurring in the present, they use this morpheme knowledge to better understand what characters are doing throughout the passage. Through explicit instruction, connected reading, and discussion of word meaning, the materials support students in using morphemes to strengthen reading comprehension.
5.E.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
3 out of 3 points
Evaluation for 5.E.4c
Evaluation for 5.E.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
3 out of 3 points
The materials also provide a variety of activities and resources for students to practice grade-level morphological skills. In unit 6, lesson 88, students apply their understanding of the suffix -ed while building, reading, spelling, and marking words containing the morpheme. Students analyze how the pronunciation of -ed changes based on the final sound of the base word; explain how the suffix changes the meaning from a present action to one that has already happened; and apply their understanding during guided spelling, dictation, and word-analysis activities. Students continue practicing through isolated word reading, connected sentences, and the fluency passage “Pumped Up to Feel the Best!”, which provides repeated opportunities to apply the target morpheme in meaningful contexts.
The materials reinforce grade-level morphological skills through cumulative review embedded across instructional routines and later morphology lessons. Previously taught suffixes are revisited through spelling activities, fluency passages, connected reading, and word-analysis routines that require students to apply earlier morphological knowledge while learning new morphemes. For example, in unit 10, lesson 137, students continue applying suffix knowledge while studying -er through spelling, word analysis, and the fluency passage “Faster, Smarter, Kinder,” which contains words such as educator, baker, farmer, painter, runner, and reader. Across the curriculum, students revisit previously taught morphemes through connected reading, spelling, and cumulative word-study activities, reinforcing morphological understanding over time.
5.E.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.E.4d
Evaluation for 5.E.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
The materials also provide a variety of activities and resources for students to decode and encode words containing morphemes in connected text that builds on previous instruction. In unit 5, lesson 63, students apply their understanding of the suffix -ing while reading connected sentences and the fluency passage “The Fishing Trip,” which includes repeated examples such as camping, packing, filling, sitting, resting, fishing, casting, jumping, yanking, and grinning. Likewise, in unit 6, lesson 88, students read connected sentences and the fluency passage “Pumped Up to Feel the Best!”, applying their knowledge of the suffix -ed while decoding words such as asked, helped, checked, munched, and gulped. Students then extend this learning through spelling, dictation, and connected writing activities that reinforce accurate encoding of words containing the target morphemes within meaningful contexts.
5.F.1 Vocabulary Development
5.F.1a
Materials include teacher guidance to support students in determining the meaning of unfamiliar words with illustrations, texts, and guidance in the use of context according to grade-level TEKS.
Materials include teacher guidance to support students in determining the meaning of unfamiliar words with illustrations, texts, and guidance in the use of context according to grade-level TEKS.
3 out of 3 points
Evaluation for 5.F.1a
Evaluation for 5.F.1a
Materials include teacher guidance to support students in determining the meaning of unfamiliar words with illustrations, texts, and guidance in the use of context according to grade-level TEKS.
3 out of 3 points
The materials also include educator guidance to support students in determining the meaning of unfamiliar words using information provided within the text. In unit 4, lesson 59, students determine the meanings of unfamiliar words such as silk, spinnerets, and plasters by rereading surrounding sentences and identifying textual clues within the passage “Building Without Hands.” The educator models how surrounding words provide information that helps clarify unfamiliar vocabulary and guides students through multiple examples using the connected text.
The materials further include explicit educator guidance for using context to determine the meaning of unfamiliar words. In unit 4, lesson 59, the educator introduces a three-step strategy for determining word meaning: Check the glossary, reread the surrounding sentences for clues, and examine the accompanying picture. Students then apply the strategy to additional unfamiliar words, explaining how they determined each word’s meaning using the sentence frame “______ means ______. I figured it out by ______.” Through explicit modeling, guided practice, and partner discussion, the materials teach students how to use context strategically to determine the meanings of unfamiliar words.
5.F.1b
Materials include teacher guidance to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as picture dictionaries, primary dictionaries, glossaries, eBooks, and online dictionaries. (T)
Materials include teacher guidance to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as picture dictionaries, primary dictionaries, glossaries, eBooks, and online dictionaries. (T)
0 out of 4 points
Evaluation for 5.F.1b
Evaluation for 5.F.1b
Materials include teacher guidance to provide explicit (direct) instruction on the purpose and use of both print and digital resources such as picture dictionaries, primary dictionaries, glossaries, eBooks, and online dictionaries. (T)
0 out of 4 points
However, the materials do not provide explicit educator guidance on the purpose of print resources such as picture dictionaries, primary dictionaries, or glossaries, nor do they provide explicit instruction on the purpose of digital resources such as digital picture dictionaries, digital glossaries, eBooks, or online dictionaries. Although students use a glossary within a lesson, the materials do not explicitly teach why different reference resources are used or how students should independently select and use print and digital reference tools to determine word meanings or pronunciations. Digital vocabulary cards function as educator-directed instructional supports rather than student reference tools, and the “Program Architecture Overview” focuses on fluency and vocabulary routines rather than explicit instruction in the purpose and use of print and digital reference resources.
5.F.1c
[2nd grade only] Materials include activities and tasks for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
[2nd grade only] Materials include activities and tasks for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
Not applicable.
Evaluation for 5.F.1c
Evaluation for 5.F.1c
[2nd grade only] Materials include activities and tasks for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
Not applicable.
5.G.1 Reading Fluency (1-3)
5.G.1a
Materials include lessons, activities and tasks with modeling and practice of fluent reading skills in and out context with suggestions for teacher feedback. (T)
Materials include lessons, activities and tasks with modeling and practice of fluent reading skills in and out context with suggestions for teacher feedback. (T)
3 out of 3 points
Evaluation for 5.G.1a
Evaluation for 5.G.1a
Materials include lessons, activities and tasks with modeling and practice of fluent reading skills in and out context with suggestions for teacher feedback. (T)
3 out of 3 points
The materials also include lessons, activities, and tasks with practice of fluent reading skills in and out of context. In unit 3, lesson 31, students practice fluent reading by reading isolated words such as which, when, whip, and whisk, followed by connected sentences and the decodable passage “On a Whim.” Students engage in repeated choral, partner, and independent reading and reread the passage after educator modeling to strengthen accuracy, pacing, and automaticity while applying fluent reading skills in increasingly connected text.
The materials include suggestions for educator feedback that support the development of fluent reading skills. During partner reading in unit 3, lesson 31, students discuss whether their reading was rushed, too slow, or appropriately paced before rereading to improve fluency. Educators are directed to monitor student reading, provide support as needed, and prompt students to reread words and sentences when errors occur. The accompanying Reread for Fluency routine further provides explicit corrective feedback by directing educators to model the correct reading of a word, have students repeat the word, and then reread the entire sentence. These structured feedback routines provide immediate guidance that supports accurate, fluent reading in connected text.
5.G.1b
Materials include embedded modeling and practice with word lists, decodable phrases/sentences, and decodable connected texts in the lesson. (S)
Materials include embedded modeling and practice with word lists, decodable phrases/sentences, and decodable connected texts in the lesson. (S)
3 out of 3 points
Evaluation for 5.G.1b
Evaluation for 5.G.1b
Materials include embedded modeling and practice with word lists, decodable phrases/sentences, and decodable connected texts in the lesson. (S)
3 out of 3 points
The materials also include embedded modeling and practice with decodable phrases and sentences in the lesson. In unit 3, lesson 31, the educator models fluent reading of decodable sentences before students participate in guided, partner, and independent reading. Students practice sentences such as “Whit got a whim to chop the logs” and “Dash can whiz to the pet shop to get a fish,” applying the target phonics pattern while developing fluent reading through repeated practice.
The materials include embedded modeling and practice with decodable connected texts in the lesson. In unit 3, lesson 31, the educator models fluent reading of the decodable passage “On a Whim” before students engage in repeated choral, partner, and independent reading. Students reread the connected text multiple times, applying previously taught phonics patterns while building accuracy, automaticity, and fluent reading. This gradual progression from word lists to sentences and finally to connected decodable text provides systematic modeling and practice embedded within the lesson.
5.G.1c
Materials include practice activities and tasks to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
Materials include practice activities and tasks to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
1 out of 1 points
Evaluation for 5.G.1c
Evaluation for 5.G.1c
Materials include practice activities and tasks to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
1 out of 1 points
The materials extend these opportunities through additional fluency resources that support instruction in multiple settings throughout the program. The word-level practice materials provide activities such as reading rows (decodable cards), roll and read, and word cards, which can be implemented during whole-group instruction, educator-facilitated small groups, partner practice, or independent practice. The differentiation routines further support flexible fluency instruction by providing scaffolded educator-led practice, repeated reading, collaborative partner activities, and independent application based on student instructional needs. Weekly checkpoints and lesson-embedded assessment data guide educators in grouping students for reteaching, structured practice, fluency building, or extension, ensuring that students have repeated opportunities to develop word-reading fluency across a variety of instructional settings.
5.G.1d
Materials include various texts for the building of accuracy, fluency, prosody, and comprehension.
Materials include various texts for the building of accuracy, fluency, prosody, and comprehension.
4 out of 4 points
Evaluation for 5.G.1d
Evaluation for 5.G.1d
Materials include various texts for the building of accuracy, fluency, prosody, and comprehension.
4 out of 4 points
The materials extend these opportunities through additional fluency lessons and differentiated instructional resources that provide varied texts and repeated reading experiences throughout the curriculum. For example, in unit 5, lesson 61, students continue developing accuracy through word- and sentence-level reading before applying those skills during repeated readings of the decodable passage “Brunch on the Ranch.” Students strengthen fluency through the Self-Monitoring: Repair—Look at the Word routine, which teaches students to monitor and correct their own reading while participating in repeated choral, partner, and independent reading. Prosody is reinforced through educator modeling and repeated oral reading that encourages smooth phrasing and attention to punctuation, while comprehension is supported through making connections and oral language discussions that require students to connect ideas from the passage to their own experiences. Additional differentiation Decodable Reader routines provide scaffolded opportunities for repeated reading, expressive oral reading, collaborative discussion, and comprehension practice, ensuring students continue developing accuracy, fluency, prosody, and comprehension across a variety of connected texts.
5.H.1 Handwriting Development
5.H.1a
Materials include explicit (direct) instruction on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade level and, when possible, connected to current student learning. (T)
Materials include explicit (direct) instruction on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade level and, when possible, connected to current student learning. (T)
2 out of 2 points
Evaluation for 5.H.1a
Evaluation for 5.H.1a
Materials include explicit (direct) instruction on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade level and, when possible, connected to current student learning. (T)
2 out of 2 points
The materials also connect handwriting instruction to current student learning through integration with foundational literacy instruction and differentiated handwriting resources. In unit 1, lesson 1, students practice writing the same letter they are learning during the phonics lesson, reinforcing the connection among letter formation, letter recognition, and sound–symbol correspondence. The “Handwriting Differentiation” resources extend this instruction through Handwriting Pages and Tracer Cards that model correct letter formation using numbered stroke sequences, directional arrows, and consistent verbal stroke cues before students trace and independently write uppercase and lowercase letters. These resources provide additional handwriting practice directly aligned to the letters and literacy skills introduced during core phonics instruction, reinforcing handwriting as part of students’ current literacy learning.
5.H.1b
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
Evaluation for 5.H.1b
Evaluation for 5.H.1b
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
The materials also provide handwriting resources that support continued development of grade-level handwriting skills. The “Handwriting Differentiation” resources include Handwriting Pages and Tracer Cards that provide modeled letter formation, numbered stroke sequences, directional arrows, verbal stroke cues, tracing activities, and independent handwriting practice. These resources provide repeated opportunities for students to strengthen letter formation, spacing, legibility, and written automaticity while reinforcing the same letters, words, and literacy skills introduced during daily phonics and spelling instruction. Frequent handwriting practice is embedded throughout literacy instruction, providing students with authentic opportunities to develop and reinforce grade-appropriate handwriting skills.
Rubric Section 6
Knowledge Coherence
Materials support the development of connected background knowledge and key academic vocabulary within and across grade levels.
Total
82% (27 out of 33 points)
Evaluation for 6.A.1a
The units are designed to build knowledge in the field of science through integrated thematic studies that connect literacy instruction with scientific concepts. Students develop scientific understanding in units such as “Weather Watchers,” “How Animals Live,” “Healthy Me,” and “Growing and Living with the Land,” in which fiction and nonfiction texts, comprehension, discussion, and writing deepen knowledge of weather, living systems, the human body, and the natural world. These science-focused units intentionally integrate literacy instruction with content knowledge through connected texts and investigations.
The curriculum also builds knowledge in the fields of history, literature, and the arts through interdisciplinary thematic instruction. Students develop historical understanding in “Life Long Ago” as they explore how people, communities, and technologies have changed over time. Literary knowledge is strengthened through a progression of genres, including fables, tall tales, myths, poetry, realistic fiction, and traditional stories, while students study literary elements, author’s craft, and theme. Knowledge of the arts is developed through the analysis of illustrations, diagrams, captions, labels, visual text features, and author and illustrator craft, with students communicating their understanding through narrative, informative, opinion, and research writing.
The “Program Architecture” demonstrates that grade 1 continues the program’s recurring interdisciplinary knowledge-building strands, including “Amazing Animals,” “Earth and Life,” “The Human Machine,” “Sky and Space,” “Traveling Through Time,” “Once Upon a Story,” “Inventors and Innovations,” and “A World of Wonder.” These connected strands intentionally integrate science, history, literature, and the arts while organizing comprehension, vocabulary, discussion, and writing around shared topics and essential questions. This thematic organization enables students to deepen content knowledge while strengthening literacy through coherent, knowledge-building instruction across the year.
Evaluation for 6.A.1b
The materials provide resources, including a connected scope and sequence, that demonstrate a coherent approach to knowledge building within the curriculum. The scope and sequence organizes literacy instruction into 10 interconnected thematic units, including “My World,” Weather Watchers,” “How Animals Live,” “Story Adventures,” “Mysteries in Nature,” “Healthy Me,” “Homes and Simple Machines,” “Growing and Living with the Land,” “Life Long Ago,” and “Case Closed.” Within each unit, fiction and nonfiction texts, vocabulary, comprehension, grammar, discussion, writing, fluency, and foundational skills are intentionally connected around shared Big Ideas and Essential Questions. This integrated design enables students to deepen knowledge of each topic while simultaneously strengthening literacy skills throughout the school year.
The materials also demonstrate a connected approach to knowledge building across grade levels through vertically aligned thematic strands. The “Program Architecture” organizes instruction around recurring strands such as “Amazing Animals,” “Earth and Life,” “The Human Machine,” “Traveling Through Time,” “Once Upon a Story,” “Inventors and Innovations,” and “A World of Wonder,” which continue from grades pre-K–5. For example, the “Amazing Animals” strand progresses from “Animals All Around Us” in pre-K to “How Animals Live” in grade K and is followed by “Adaptations and Survival” in grades 2 and 3 and “Global Biodiversity” in grades 4 and 5. The framework intentionally revisits themes with increasing conceptual complexity, strengthening students’ background knowledge, vocabulary, comprehension, and long-term retention as they advance across grade levels.
Evaluation for 6.A.1c
The scope and sequence organizes instruction into 10 thematic units, each spanning approximately 15 lessons, or about three weeks of instruction. For example, unit 3 “How Animals Live” extends across lessons 31–45, allowing students to build understanding of animal habitats and survival through sustained literacy instruction rather than isolated lessons. The “Program Architecture” further explains that instruction is organized into three-week thematic units following a 4+1 instructional cycle that integrates reading, vocabulary, comprehension, discussion, writing, and foundational skills to promote authentic knowledge building across the unit.
The connected texts and literacy experiences throughout each unit deepen students’ understanding of the unit topic over time. In unit 3 “How Animals Live,” students read a sequence of related texts, including Pip Wants a New Home; Forest, Desert, Ocean, Arctic; The Architect Ant; Building Without Hands; Sea Otter School; and Deep, Deeper, Deepest. These connected fiction and nonfiction texts are used across comprehension, fluency, vocabulary, discussion, grammar, and writing instruction, enabling students to revisit key concepts while expanding their background knowledge through multiple connected literacy experiences across the three-week unit.
Evaluation for 6.A.1d
The lessons are connected through anchor texts and text sets designed to build student background knowledge over time. The scope and sequence organizes each thematic unit around a sequence of related fiction and nonfiction texts that supports a common knowledge-building topic. For example, unit 3 “How Animals Live” includes connected texts such as Pip Wants a New Home; Forest, Desert, Ocean, Arctic; The Architect Ant; Building Without Hands; Sea Otter School; and Deep, Deeper, Deepest. Together, these texts allow students to revisit concepts related to animal habitats, behaviors, and survival through multiple genres and perspectives, building understanding across the unit rather than through isolated reading experiences.
The connected text sets are integrated across comprehension, fluency, vocabulary, grammar, discussion, and writing so that students repeatedly return to the same knowledge-building topic throughout the unit. Assess, Write, Apply lessons further reinforce the anchor texts by asking students to apply what they have learned through connected writing and discussion. The “Program Architecture” explains that recurring thematic strands intentionally connect texts, vocabulary, comprehension, and writing around shared concepts, enabling students to build background knowledge progressively through sustained engagement with related texts over time.
Evaluation for 6.A.1e
The materials connect grammar and vocabulary instruction directly to the knowledge-building topic of each lesson. For example, in unit 9, lesson 121, students build historical understanding through the anchor text The Spoon. Students first learn topic-specific vocabulary such as heirloom while discussing how treasured objects help us understand the past. Grammar instruction remains connected to the same historical context as students study interrogative sentences using examples drawn directly from the anchor text, such as “Where do all these stories come from?” and “Would you like to hear it?” Vocabulary and grammar instruction reinforce the unit’s knowledge-building focus rather than functioning as isolated literacy skills.
The materials also connect discussion activities to the lesson’s knowledge-building topic. Students discuss how heirlooms preserve family history, analyze illustrations and text evidence to describe characters, and explain their thinking through collaborative oral language activities. Across the curriculum, discussion routines consistently return students to the unit topic by asking them to apply newly learned vocabulary and concepts while engaging in text-based conversations that deepen background knowledge.
The materials intentionally connect writing activities to the lesson’s knowledge-building topic. In unit 9, lesson 122, students extend their understanding of The Story That Grew by imagining they can speak to the story plant and writing two or three interrogative sentences using question words such as what, where, why, how, and who. Students apply the grammar skill introduced in the previous lesson while reinforcing comprehension of the anchor text and sharing their responses with a partner. By integrating writing with the ideas, vocabulary, and themes of the unit, the materials intentionally connect written expression to the lesson’s knowledge-building topic.
Evaluation for 6.A.2a
The materials include a vertically aligned knowledge-building framework and scope and sequence that demonstrate how major thematic strands progress across grade levels. The “Program Architecture” revisits recurring themes such as “Amazing Animals,” progressing from “Animals All Around Us” in pre-K to “How Animals Live” in grade K before expanding to “Adaptations and Survival” and “Global Biodiversity” in later grades. Within lessons, the materials also activate students’ background knowledge by revisiting previously read texts and experiences from the current unit. For example, in unit 9, lesson 122, students recall the previous lesson’s anchor text about a wooden spoon passed through generations before making personal connections to family heirlooms and preparing to read the next selection. These routines support knowledge building within the current unit while reflecting the program’s vertically aligned thematic framework.
The materials provide vertical alignment among grade levels along with rationale for unit locations. The materials also provide grade-level academic vocabulary for each unit and grade level.
Evaluation for 6.A.2b
The materials consistently activate students’ background knowledge by connecting new learning to previously taught content within the current unit. For example, in unit 9, lessons 121 and 122, students first develop background knowledge about heirlooms and family history before reading The Spoon. In the following lesson, students revisit the anchor text by recalling how the wooden spoon passed through generations and discussing how its purpose remained the same despite changes over time. Throughout the unit, background knowledge, vocabulary, discussion, comprehension, grammar, and writing remain connected to the shared knowledge-building theme, and the scope and sequence demonstrates that each unit is organized around coherent thematic instruction.
The materials provide vertical alignment among grade levels along with rationale for unit locations. The materials also provide grade-level academic vocabulary for each unit and grade level.
Evaluation for 6.A.2c
In unit 2, lesson 16, the Background Knowledge and Vocabulary routine prepares students for The Big Storm (That Wasn’t) by introducing the unit topic “Weather Watchers” and building understanding of severe weather and storm preparedness before reading. Students discuss how weather affects people and communities while the educator establishes meaningful context for the upcoming text through guided conversation and background information.
The materials further support engagement through explicit vocabulary instruction and multimodal background-building supports. Before reading, students learn topic-specific vocabulary such as prepare, evacuation, emergency, flashlight, and plan through student-friendly definitions, photographs, illustrations, real-world examples, oral language discussions, and partner conversations. These instructional supports help students connect new concepts to the upcoming text while developing the background knowledge needed to engage with the story and understand its content more fully.
Evaluation for 6.A.3a
The materials provide questions and tasks that require students to engage with the big ideas, topics, and themes of each knowledge-building unit. The scope and sequence organizes instruction around thematic units with Essential Questions that guide comprehension, discussion, and writing throughout each unit. For example, in unit 3 “How Animals Live,” students analyze characters, compare information across connected texts, identify main ideas and supporting details, evaluate authors’ ideas, and revisit the Essential Question before demonstrating their understanding during the culminating Assess, Write, Apply lesson. These connected literacy experiences require students to engage deeply with the unit’s central concepts rather than respond to individual texts in isolation.
The materials also include lesson-level questions and tasks that require students to engage with the themes of literary texts. For example, in unit 4, lesson 46, students explore the big idea that stories can teach important lessons through the genre of fables. After reading The Tortoise and the Hare, students identify characteristics of fables, discuss the actions of the characters, and explain how the story teaches the moral “Slow and steady wins the race.” These comprehension and discussion tasks require students to engage with the broader literary theme while connecting their thinking to the unit’s knowledge-building focus.
Evaluation for 6.A.3b
The materials provide questions and tasks that prompt students to synthesize knowledge and concepts across texts within lessons. For example, in unit 10, lesson 141, students compare The Animal Detective Agency and Stalagmites and Echoes by identifying the lesson of each text before combining those ideas into a shared big idea about how different skills and perspectives work together to solve problems. Students compare events from both texts, explain how each supports the shared theme, and orally summarize each story before identifying the overarching concept. Likewise, students revisit multiple texts within unit 3 when answering the Essential Question, drawing information from connected readings about animal habitats and survival to explain how animals meet their needs. These questions and tasks require students to synthesize knowledge across multiple related texts within a lesson and throughout the unit.
However, the materials do not provide evidence that students synthesize knowledge and concepts across units within grade 1. Although the curriculum is organized around coherent knowledge-building themes and students synthesize information from multiple texts within individual units, the instructional materials do not include questions, discussion routines, writing tasks, or lesson supports that require students to connect ideas or concepts from one unit to another. As a result, the materials support synthesis within units but do not extend that synthesis across units.
Evaluation for 6.A.3c
Every instructional unit concludes with an Assess, Write, Apply lesson in which students synthesize learning from the unit’s connected texts before applying their understanding through discussion and writing. During the Apply component, educators introduce a trade book aligned to the unit theme, and students discuss, write about, act out, or defend ideas using evidence from the new text while connecting it to the unit’s Essential Question and previously studied texts. These culminating activities require students to integrate knowledge from multiple related readings to demonstrate understanding of the unit’s central concepts.
The lesson-level culminating tasks further demonstrate this expectation. For example, in unit 3, lesson 44, students revisit the Essential Question “How do animals find what they need to live and grow?” by synthesizing information from multiple texts studied throughout the unit, including Deep, Deeper, Deepest, Pip Wants a New Home, and other readings about animal habitats, adaptations, and survival. Students explain how the different texts collectively answer the unit’s big question, demonstrating their understanding of the topic by making explicit connections across the related texts they have studied during the unit.
Evaluation for 6.A.3d
The materials provide students with opportunities to apply newly learned knowledge and skills through classroom-based literacy activities connected to the unit topic. Students demonstrate their understanding through comprehension discussions; oral language routines; writing tasks; and Assess, Write, Apply lessons that require them to respond to texts, answer Essential Questions, and apply knowledge developed throughout each unit. For example, in unit 2, lesson 20, students apply their understanding of severe weather by writing a narrative about being a “storm superhero” who helps the community, and in unit 4, lesson 46, students apply their understanding of fables by identifying genre characteristics, explaining the moral of The Tortoise and the Hare, and discussing how the story teaches an important lesson. These classroom activities encourage students to apply new learning within the instructional context.
However, the materials do not provide opportunities for students to apply their new understanding to contexts beyond the classroom. While students regularly engage in discussion, writing, and comprehension activities connected to unit topics, the materials do not include tasks that direct students to extend their learning through authentic observations, home experiences, community activities, investigations, or other real-world applications. As a result, students demonstrate understanding within classroom instruction, but the materials do not support applying that understanding beyond the classroom setting.
Evaluation for 6.A.4a
The materials include a yearlong scope and sequence for building tiers two and three academic vocabulary within intentional knowledge-building units. The scope and sequence establishes the progression of unit topics across the year, while each unit overview identifies vocabulary aligned to comprehension texts, grammar, writing, and knowledge-building themes. Vocabulary instruction is intentionally connected to unit content so students develop academic language while building background knowledge across multiple topics.
Throughout the year, students engage with tier two academic vocabulary and tier three domain-specific vocabulary that is introduced before reading and reinforced through oral language routines, comprehension instruction, connected texts, and writing activities. For example, in unit 9 “Traveling Through Time,” students develop tier two vocabulary such as inherit, gossip, scoop, arrive, reason, well, modern, and different alongside tier three vocabulary including woodworker and cellar. These words are explicitly taught within the unit’s historical texts and revisited throughout instruction, providing repeated opportunities to apply academic vocabulary while deepening understanding of historical tools, occupations, homes, and ways of life.
Evaluation for 6.A.4b
Vocabulary instruction consistently builds background knowledge before reading and introduces new words through student-friendly explanations, photographs, illustrations, visual vocabulary cards, educator modeling, and connected literary and informational texts. The “Differentiation” tab further supports vocabulary development through multilevel text sets, comprehension questions, sentence frames, and written response activities that allow students to engage with common knowledge-building topics using supports aligned to their instructional needs.
Throughout instruction, students practice and apply vocabulary using language scaffolds that support increasingly independent academic language. For example, in unit 9, lesson 121, students develop vocabulary related to “Life Long Ago” through educator think-alouds, guided questioning, structured partner discussions, and sentence frames as they explain ideas using evidence from illustrations. The lesson also provides a dedicated “Multilingual Support” section with gestures, modeling, and additional sentence frames to strengthen vocabulary use for multilingual learners. These integrated content and language supports provide educators with multiple ways to differentiate vocabulary instruction while promoting meaningful application of new academic vocabulary.
Evaluation for 6.A.4c
Students routinely apply newly learned vocabulary during oral language discussions, comprehension activities, partner conversations, and writing tasks instead of simply recalling definitions. Vocabulary instruction encourages students to explain concepts, respond to text-dependent questions, and use academic language to communicate understanding within connected knowledge-building topics.
For example, in unit 3, lesson 33, students purposefully apply vocabulary while learning about animal habitats and homes. After explicit instruction for words such as hibernation, den, nest, lodge, and survive, students use the vocabulary to explain why animals need homes, discuss how different habitats help animals survive, and answer questions using evidence from the text. Students conclude the lesson by selecting an animal home they would like to visit and explaining their reasoning, demonstrating purposeful use of academic vocabulary to communicate ideas in meaningful contexts.
Evaluation for 6.A.4d
Vocabulary instruction consistently incorporates photographs, illustrations, picture cards, gestures, movement, and visualization activities that reinforce word meaning before, during, and after reading. These nonverbal supports provide multiple ways for students to connect new vocabulary to concepts while building understanding across knowledge-rich topics.
For example, in unit 3, lesson 33, students learn the word hibernation by pretending to sleep like a bear, allowing them to physically connect the vocabulary to its meaning. The lesson also includes a visual representation of hibernation, a student-friendly definition, contextual examples, and concept-checking activities before students discuss what they would do if they could sleep through the winter like a bear. These integrated visual and physical supports reinforce vocabulary acquisition by connecting movement, imagery, and oral language to word meaning.
Evaluation for 6.B.1a
The materials support instruction for students to ask and generate questions for inquiry through explicit educator modeling and guided inquiry routines embedded within comprehension and research instruction. Educators model how researchers develop questions before reading, guide students in refining their questions, and support them in locating evidence that answers those questions while building knowledge from informational and literary texts.
For example, in unit 9, lesson 130, the educator guides students in collaboratively developing the research question “How did dogsleds help people travel through snow and ice?” before reading an informational text. Students then gather facts that answer the question and discuss how the evidence supports their understanding. Throughout the program, educators gradually release responsibility by modeling questioning strategies before students generate and discuss their own questions, providing structured support for formal and informal inquiry appropriate for grade 1.
Evaluation for 6.B.1b
The materials support instruction for students in following a research plan but do not support students in generating their own research plan. Educators establish the research question, model the inquiry process, and guide students through gathering information, identifying relevant evidence, and recording their findings. Although students participate in each step of the educator-directed process, the materials do not provide guidance or opportunities for students to independently develop research questions or create a plan for conducting research.
For example, in unit 9, lesson 125, the educator models how researchers use a question to guide reading, identify facts that answer the question, and record information using structured sentence frames before expanding those ideas into writing. In lesson 130, students continue following the educator-directed inquiry routine by identifying facts that explain how dogsleds helped people travel through snow and ice and then writing about their findings. While these lessons support students in following a structured research process, the research plan remains educator created rather than student generated.
Evaluation for 6.B.1c
The materials support students in identifying relevant sources during educator-guided research. Educators model how researchers use informational texts to locate evidence that answers a research question and guide students in identifying facts that support their investigation. For example, in unit 9, lesson 125, students use an educator-selected informational passage to identify facts that answer the research question before recording information and composing a written response based on evidence from the text.
However, the materials do not provide student practice for understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. Students work from a single informational text and communicate their learning through discussion and writing, but the materials do not provide opportunities to synthesize information from multiple media or use diagrams, photographs, charts, graphic organizers, or other multimedia resources to support understanding, organization, or communication of research findings.
6.A.1 Connected Knowledge-Building Units and Lessons
6.A.1a
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
4 out of 4 points
Evaluation for 6.A.1a
Evaluation for 6.A.1a
Units are designed to build knowledge based in the fields of science, history, literature, and the arts.
4 out of 4 points
The curriculum also builds knowledge in the fields of history, literature, and the arts through interdisciplinary thematic instruction. Students develop historical understanding in “Life Long Ago” as they explore how people, communities, and technologies have changed over time. Literary knowledge is strengthened through a progression of genres, including fables, tall tales, myths, poetry, realistic fiction, and traditional stories, while students study literary elements, author’s craft, and theme. Knowledge of the arts is developed through the analysis of illustrations, diagrams, captions, labels, visual text features, and author and illustrator craft, with students communicating their understanding through narrative, informative, opinion, and research writing.
The “Program Architecture” demonstrates that grade 1 continues the program’s recurring interdisciplinary knowledge-building strands, including “Amazing Animals,” “Earth and Life,” “The Human Machine,” “Sky and Space,” “Traveling Through Time,” “Once Upon a Story,” “Inventors and Innovations,” and “A World of Wonder.” These connected strands intentionally integrate science, history, literature, and the arts while organizing comprehension, vocabulary, discussion, and writing around shared topics and essential questions. This thematic organization enables students to deepen content knowledge while strengthening literacy through coherent, knowledge-building instruction across the year.
6.A.1b
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
2 out of 2 points
Evaluation for 6.A.1b
Evaluation for 6.A.1b
Materials provide resources, including a scope and sequence, to demonstrate the approach to knowledge-building within and across grade levels.
2 out of 2 points
The materials also demonstrate a connected approach to knowledge building across grade levels through vertically aligned thematic strands. The “Program Architecture” organizes instruction around recurring strands such as “Amazing Animals,” “Earth and Life,” “The Human Machine,” “Traveling Through Time,” “Once Upon a Story,” “Inventors and Innovations,” and “A World of Wonder,” which continue from grades pre-K–5. For example, the “Amazing Animals” strand progresses from “Animals All Around Us” in pre-K to “How Animals Live” in grade K and is followed by “Adaptations and Survival” in grades 2 and 3 and “Global Biodiversity” in grades 4 and 5. The framework intentionally revisits themes with increasing conceptual complexity, strengthening students’ background knowledge, vocabulary, comprehension, and long-term retention as they advance across grade levels.
6.A.1c
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and texts.
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and texts.
1 out of 1 points
Evaluation for 6.A.1c
Evaluation for 6.A.1c
Units are designed for students to spend extended time (e.g., 3 weeks or more) on connected knowledge-building topics and texts.
1 out of 1 points
The connected texts and literacy experiences throughout each unit deepen students’ understanding of the unit topic over time. In unit 3 “How Animals Live,” students read a sequence of related texts, including Pip Wants a New Home; Forest, Desert, Ocean, Arctic; The Architect Ant; Building Without Hands; Sea Otter School; and Deep, Deeper, Deepest. These connected fiction and nonfiction texts are used across comprehension, fluency, vocabulary, discussion, grammar, and writing instruction, enabling students to revisit key concepts while expanding their background knowledge through multiple connected literacy experiences across the three-week unit.
6.A.1d
Lessons are connected by anchoring texts or text sets designed to intentionally build connected student background knowledge over time.
Lessons are connected by anchoring texts or text sets designed to intentionally build connected student background knowledge over time.
1 out of 1 points
Evaluation for 6.A.1d
Evaluation for 6.A.1d
Lessons are connected by anchoring texts or text sets designed to intentionally build connected student background knowledge over time.
1 out of 1 points
The connected text sets are integrated across comprehension, fluency, vocabulary, grammar, discussion, and writing so that students repeatedly return to the same knowledge-building topic throughout the unit. Assess, Write, Apply lessons further reinforce the anchor texts by asking students to apply what they have learned through connected writing and discussion. The “Program Architecture” explains that recurring thematic strands intentionally connect texts, vocabulary, comprehension, and writing around shared concepts, enabling students to build background knowledge progressively through sustained engagement with related texts over time.
6.A.1e
Grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
Grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
4 out of 4 points
Evaluation for 6.A.1e
Evaluation for 6.A.1e
Grammar, vocabulary, discussion, and writing activities are connected to the knowledge-building topic of the lesson.
4 out of 4 points
The materials also connect discussion activities to the lesson’s knowledge-building topic. Students discuss how heirlooms preserve family history, analyze illustrations and text evidence to describe characters, and explain their thinking through collaborative oral language activities. Across the curriculum, discussion routines consistently return students to the unit topic by asking them to apply newly learned vocabulary and concepts while engaging in text-based conversations that deepen background knowledge.
The materials intentionally connect writing activities to the lesson’s knowledge-building topic. In unit 9, lesson 122, students extend their understanding of The Story That Grew by imagining they can speak to the story plant and writing two or three interrogative sentences using question words such as what, where, why, how, and who. Students apply the grammar skill introduced in the previous lesson while reinforcing comprehension of the anchor text and sharing their responses with a partner. By integrating writing with the ideas, vocabulary, and themes of the unit, the materials intentionally connect written expression to the lesson’s knowledge-building topic.
6.A.2 Context and Student Background Knowledge
6.A.2a
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
1 out of 1 points
Evaluation for 6.A.2a
Evaluation for 6.A.2a
Materials activate or supply background knowledge by making connections to previously learned content from prior grade levels.
1 out of 1 points
The materials provide vertical alignment among grade levels along with rationale for unit locations. The materials also provide grade-level academic vocabulary for each unit and grade level.
6.A.2b
Materials activate or supply background knowledge by making connections across units within a grade level.
Materials activate or supply background knowledge by making connections across units within a grade level.
1 out of 1 points
Evaluation for 6.A.2b
Evaluation for 6.A.2b
Materials activate or supply background knowledge by making connections across units within a grade level.
1 out of 1 points
The materials provide vertical alignment among grade levels along with rationale for unit locations. The materials also provide grade-level academic vocabulary for each unit and grade level.
6.A.2c
Materials provide students with relevant and targeted context or background knowledge to enhance the student's engagement with the text. (S/T)
Materials provide students with relevant and targeted context or background knowledge to enhance the student's engagement with the text. (S/T)
1 out of 1 points
Evaluation for 6.A.2c
Evaluation for 6.A.2c
Materials provide students with relevant and targeted context or background knowledge to enhance the student's engagement with the text. (S/T)
1 out of 1 points
The materials further support engagement through explicit vocabulary instruction and multimodal background-building supports. Before reading, students learn topic-specific vocabulary such as prepare, evacuation, emergency, flashlight, and plan through student-friendly definitions, photographs, illustrations, real-world examples, oral language discussions, and partner conversations. These instructional supports help students connect new concepts to the upcoming text while developing the background knowledge needed to engage with the story and understand its content more fully.
6.A.3 Developing Student Comprehension with Connected Topics, Questions, and Tasks
6.A.3a
Questions and tasks require students to engage with big ideas, topics, and themes.
Questions and tasks require students to engage with big ideas, topics, and themes.
1 out of 1 points
Evaluation for 6.A.3a
Evaluation for 6.A.3a
Questions and tasks require students to engage with big ideas, topics, and themes.
1 out of 1 points
The materials also include lesson-level questions and tasks that require students to engage with the themes of literary texts. For example, in unit 4, lesson 46, students explore the big idea that stories can teach important lessons through the genre of fables. After reading The Tortoise and the Hare, students identify characteristics of fables, discuss the actions of the characters, and explain how the story teaches the moral “Slow and steady wins the race.” These comprehension and discussion tasks require students to engage with the broader literary theme while connecting their thinking to the unit’s knowledge-building focus.
6.A.3b
Questions and tasks prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
Questions and tasks prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
1 out of 2 points
Evaluation for 6.A.3b
Evaluation for 6.A.3b
Questions and tasks prompt students to synthesize knowledge and concepts across texts within and across lessons and units. (S)
1 out of 2 points
However, the materials do not provide evidence that students synthesize knowledge and concepts across units within grade 1. Although the curriculum is organized around coherent knowledge-building themes and students synthesize information from multiple texts within individual units, the instructional materials do not include questions, discussion routines, writing tasks, or lesson supports that require students to connect ideas or concepts from one unit to another. As a result, the materials support synthesis within units but do not extend that synthesis across units.
6.A.3c
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
1 out of 1 points
Evaluation for 6.A.3c
Evaluation for 6.A.3c
Culminating tasks require students to demonstrate their knowledge of the unit topic by making connections across related texts. (S)
1 out of 1 points
The lesson-level culminating tasks further demonstrate this expectation. For example, in unit 3, lesson 44, students revisit the Essential Question “How do animals find what they need to live and grow?” by synthesizing information from multiple texts studied throughout the unit, including Deep, Deeper, Deepest, Pip Wants a New Home, and other readings about animal habitats, adaptations, and survival. Students explain how the different texts collectively answer the unit’s big question, demonstrating their understanding of the topic by making explicit connections across the related texts they have studied during the unit.
6.A.3d
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
0 out of 1 points
Evaluation for 6.A.3d
Evaluation for 6.A.3d
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
0 out of 1 points
However, the materials do not provide opportunities for students to apply their new understanding to contexts beyond the classroom. While students regularly engage in discussion, writing, and comprehension activities connected to unit topics, the materials do not include tasks that direct students to extend their learning through authentic observations, home experiences, community activities, investigations, or other real-world applications. As a result, students demonstrate understanding within classroom instruction, but the materials do not support applying that understanding beyond the classroom setting.
6.A.4 Key Academic Vocabulary and Grade-Level Concepts
6.A.4a
Materials include a year-long scope and sequence for building tier 2 and 3 academic vocabulary in the context of knowledge-building.
Materials include a year-long scope and sequence for building tier 2 and 3 academic vocabulary in the context of knowledge-building.
2 out of 2 points
Evaluation for 6.A.4a
Evaluation for 6.A.4a
Materials include a year-long scope and sequence for building tier 2 and 3 academic vocabulary in the context of knowledge-building.
2 out of 2 points
Throughout the year, students engage with tier two academic vocabulary and tier three domain-specific vocabulary that is introduced before reading and reinforced through oral language routines, comprehension instruction, connected texts, and writing activities. For example, in unit 9 “Traveling Through Time,” students develop tier two vocabulary such as inherit, gossip, scoop, arrive, reason, well, modern, and different alongside tier three vocabulary including woodworker and cellar. These words are explicitly taught within the unit’s historical texts and revisited throughout instruction, providing repeated opportunities to apply academic vocabulary while deepening understanding of historical tools, occupations, homes, and ways of life.
6.A.4b
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate vocabulary development for all learners. (S)
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate vocabulary development for all learners. (S)
2 out of 2 points
Evaluation for 6.A.4b
Evaluation for 6.A.4b
Materials include practice and application opportunities with appropriate content and language scaffolds and supports for teachers to differentiate vocabulary development for all learners. (S)
2 out of 2 points
Throughout instruction, students practice and apply vocabulary using language scaffolds that support increasingly independent academic language. For example, in unit 9, lesson 121, students develop vocabulary related to “Life Long Ago” through educator think-alouds, guided questioning, structured partner discussions, and sentence frames as they explain ideas using evidence from illustrations. The lesson also provides a dedicated “Multilingual Support” section with gestures, modeling, and additional sentence frames to strengthen vocabulary use for multilingual learners. These integrated content and language supports provide educators with multiple ways to differentiate vocabulary instruction while promoting meaningful application of new academic vocabulary.
6.A.4c
Materials include tasks designed to engage students in purposeful use of key academic vocabulary. (S)
Materials include tasks designed to engage students in purposeful use of key academic vocabulary. (S)
1 out of 1 points
Evaluation for 6.A.4c
Evaluation for 6.A.4c
Materials include tasks designed to engage students in purposeful use of key academic vocabulary. (S)
1 out of 1 points
For example, in unit 3, lesson 33, students purposefully apply vocabulary while learning about animal habitats and homes. After explicit instruction for words such as hibernation, den, nest, lodge, and survive, students use the vocabulary to explain why animals need homes, discuss how different habitats help animals survive, and answer questions using evidence from the text. Students conclude the lesson by selecting an animal home they would like to visit and explaining their reasoning, demonstrating purposeful use of academic vocabulary to communicate ideas in meaningful contexts.
6.A.4d
Materials include nonverbal teaching techniques to support students in the acquisition of key academic vocabulary, such as the use of images and visualization. (T)
Materials include nonverbal teaching techniques to support students in the acquisition of key academic vocabulary, such as the use of images and visualization. (T)
1 out of 1 points
Evaluation for 6.A.4d
Evaluation for 6.A.4d
Materials include nonverbal teaching techniques to support students in the acquisition of key academic vocabulary, such as the use of images and visualization. (T)
1 out of 1 points
For example, in unit 3, lesson 33, students learn the word hibernation by pretending to sleep like a bear, allowing them to physically connect the vocabulary to its meaning. The lesson also includes a visual representation of hibernation, a student-friendly definition, contextual examples, and concept-checking activities before students discuss what they would do if they could sleep through the winter like a bear. These integrated visual and physical supports reinforce vocabulary acquisition by connecting movement, imagery, and oral language to word meaning.
6.B.1 Recursive Inquiry Process
6.B.1a
Materials support instruction for students to ask and generate questions for inquiry. (S)
Materials support instruction for students to ask and generate questions for inquiry. (S)
1 out of 1 points
Evaluation for 6.B.1a
Evaluation for 6.B.1a
Materials support instruction for students to ask and generate questions for inquiry. (S)
1 out of 1 points
For example, in unit 9, lesson 130, the educator guides students in collaboratively developing the research question “How did dogsleds help people travel through snow and ice?” before reading an informational text. Students then gather facts that answer the question and discuss how the evidence supports their understanding. Throughout the program, educators gradually release responsibility by modeling questioning strategies before students generate and discuss their own questions, providing structured support for formal and informal inquiry appropriate for grade 1.
6.B.1b
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
1 out of 2 points
Evaluation for 6.B.1b
Evaluation for 6.B.1b
K-1: Materials support students in identification of relevant sources based on their questions. (S). K-1: Materials support student practice in understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. (S)
1 out of 2 points
For example, in unit 9, lesson 125, the educator models how researchers use a question to guide reading, identify facts that answer the question, and record information using structured sentence frames before expanding those ideas into writing. In lesson 130, students continue following the educator-directed inquiry routine by identifying facts that explain how dogsleds helped people travel through snow and ice and then writing about their findings. While these lessons support students in following a structured research process, the research plan remains educator created rather than student generated.
6.B.1c
2-3: Materials require students to gather relevant information from a variety of sources. (S). 2-3: Materials provide guidance for students on differentiating between primary and secondary sources. (S). 2-3: Materials include activities and tasks which require students to differentiate between primary and secondary sources. (S)
2-3: Materials require students to gather relevant information from a variety of sources. (S). 2-3: Materials provide guidance for students on differentiating between primary and secondary sources. (S). 2-3: Materials include activities and tasks which require students to differentiate between primary and secondary sources. (S)
1 out of 4 points
Evaluation for 6.B.1c
Evaluation for 6.B.1c
2-3: Materials require students to gather relevant information from a variety of sources. (S). 2-3: Materials provide guidance for students on differentiating between primary and secondary sources. (S). 2-3: Materials include activities and tasks which require students to differentiate between primary and secondary sources. (S)
1 out of 4 points
However, the materials do not provide student practice for understanding, organizing, and communicating ideas and information using multiple media in accordance with the purpose of the research. Students work from a single informational text and communicate their learning through discussion and writing, but the materials do not provide opportunities to synthesize information from multiple media or use diagrams, photographs, charts, graphic organizers, or other multimedia resources to support understanding, organization, or communication of research findings.
Rubric Section 7
Text Quality and Complexity
Materials ensure students spend a majority of their time interacting with increasingly complex grade-level text.
Total
79% (27 out of 34 points)
Evaluation for 7.1a
The Text System Guide identifies the instructional purpose of each core text and includes research-based quantitative text complexity information, including Lexile measures, genre, foundational skill focus, and target vocabulary. The guide explains how read-alouds, comprehension texts, decodable readers, fluency passages, and trade books are intentionally selected to provide students with appropriately complex texts for different instructional purposes. For example, the read-aloud The Spoon is identified with a Lexile measure of 520L within the publisher’s text system.
Throughout instruction, students engage with grade-level texts that develop vocabulary, comprehension, and evidence-based thinking through educator-guided support. In unit 3, lesson 32, students read Fox Finds a Den, using text evidence to analyze character responses and determine the story’s theme. In unit 9, lesson 121, students read The Spoon, which introduces academic vocabulary such as heirloom while requiring students to distinguish information stated in the text from details conveyed through illustrations. Educator modeling, guided discussion, and text-dependent questions support students as they comprehend increasingly complex language and ideas within grade-level texts.
Evaluation for 7.1b
The materials include well-crafted, publishable-quality texts that support vocabulary development, comprehension, and knowledge building. Throughout the year, students engage with authentic literary and informational texts that feature coherent organization, rich academic vocabulary, accurate content, purposeful text features, and engaging illustrations. Program texts such as The Big Storm, Bus 42 Counts His Kids, Safe on the Go, The Tree Outside My Window, and It Started as an Idea present meaningful themes and developmentally appropriate language while reflecting the characteristics of publishable children’s literature.
The materials also include well-crafted decodable readers that provide authentic connected reading experiences while reinforcing foundational literacy skills. For example, The Sea Is Fun combines controlled vocabulary and phonics patterns with a coherent story and meaningful content, allowing students to apply decoding skills within connected text. In addition, informational texts such as Tornado Day incorporate discipline-specific vocabulary, accurate scientific content, and purposeful illustrations that support comprehension, while companion literary texts encourage discussion of character, setting, and theme through engaging, high-quality writing.
Evaluation for 7.1c
The materials include a balanced collection of traditional, contemporary, classical, and diverse texts across multiple content areas that support yearlong knowledge building. Students engage with traditional literature through stories such as The Tortoise and the Hare, The Ant and the Grasshopper, and Pecos Bill and the Tornado, while contemporary informational and realistic texts including How a Playground Gets Built, Meet Your Brain, and The Magic of the Lever develop knowledge across science, social studies, engineering, health, and literature. The scope and sequence intentionally incorporates a variety of literary and informational texts that support learning across disciplines.
The materials also include classical literature and diverse texts representing multiple cultures, family structures, and perspectives. Students study fables, myths, and traditional stories such as Why Thunder Follows Lightning alongside titles including Lulu and the Lost Cat; The Ramp at the Library; Two Homes, One Family; and How the Spider Learned to Spin. Together, these texts provide students with opportunities to engage with varied genres, cultural traditions, and lived experiences while building knowledge and broadening their understanding of the world.
Evaluation for 7.1d
The materials include texts with content that is relevant and engaging by connecting literacy instruction to students’ everyday lives, relationships, and community experiences. Throughout the year, students engage with literary and informational texts focused on neighborhoods, transportation, weather, inventions, families, and community life. Titles such as Lulu and the Lost Cat, The Library’s Not-So-Quiet Day, The Lemonade Stand, How a Playground Gets Built, and The Ramp at the Library present familiar experiences that support comprehension while helping students connect new learning to their own lives.
The materials also authentically reflect students’ diverse backgrounds and experiences through texts representing different cultures, family structures, traditions, communities, and perspectives. Students read titles such as Two Homes, One Family; City Block, Country Road; Things That Never Change; Build with What You Have; and Quiet Counts Too, which highlight varied family experiences, cultural traditions, personal perspectives, and community settings. These selections promote inclusion while providing students with opportunities to explore and appreciate a wide range of lived experiences.
Evaluation for 7.2a
Educator-guided read-alouds, text-dependent discussions, and structured comprehension routines require students to analyze literary and informational texts, evaluate ideas, and support their responses with evidence. Across lessons, students engage with increasingly complex texts while participating in collaborative discussions and written responses that strengthen comprehension and evidence-based reasoning.
For example, in unit 10, lesson 144, students listen to a rereading of Senses at Work before using informational text features such as the table of contents, headings, diagrams, and captions to answer text-dependent questions and determine which feature best supports a specific purpose. Students justify their thinking orally using structured sentence frames and defend their responses with evidence from the text before completing an opinion quick-write activity, identifying which animal is the “best detective” and supporting their claim with text evidence. Similar instructional routines occur throughout the program, including unit 3, lesson 34, in which students use information from Forest, Desert, Ocean, Arctic to explain why an animal could not survive in a different habitat through partner discussion and evidence-based writing.
Evaluation for 7.2b
The materials include opportunities throughout comprehension instruction for students to discuss specific aspects of grade-level literary and informational texts. Across the scope and sequence, students participate in recurring discussions about character, setting, theme, central message, main idea, author’s purpose, author’s craft, genre, text structure, text features, vocabulary, illustrations, figurative language, evidence, and relationships across texts. These discussion routines are consistently integrated into comprehension instruction and support students’ analysis of increasingly sophisticated literary and informational texts.
For example, in unit 3, lesson 32, students discuss specific aspects of Fox Finds a Den by analyzing vocabulary, character responses, story events, and theme. Students examine how Fox responds to repeated challenges, discuss how those actions contribute to the theme of perseverance, and support their ideas using text-dependent questions and partner discussions. Similar routines occur throughout the year, including lessons focused on author’s purpose, text-to-text connections, and informational text features, providing students with consistent opportunities to analyze important elements of grade-level texts.
Evaluation for 7.2c
The materials include opportunities throughout comprehension instruction for students to engage in a variety of reading skills with grade-level literary and informational texts. Across the scope and sequence, students generate questions, make and confirm predictions, infer character motivation and feelings, identify main ideas and central messages, evaluate author’s reasons, cite text evidence, compare themes, connect ideas across nonfiction texts, and make text-to-text connections. These recurring instructional routines ensure students consistently apply a wide range of comprehension skills throughout the year.
For example, in unit 3, lesson 32, students engage with Fox Finds a Den by analyzing the main character’s responses to challenges, inferring character traits, evaluating how repeated events contribute to the story’s message, and synthesizing information across the text to determine the theme of perseverance. Later, in unit 10, lesson 141, students synthesize the lessons from The Animal Detective Agency and Stalagmites and Echoes to identify a shared theme across two texts, demonstrating opportunities to integrate information and apply higher-order reading skills across multiple literary selections.
Evaluation for 7.3a
The materials include comprehensive educator guidance and embedded supports that help all students access grade-level texts while maintaining instructional rigor. Throughout comprehension instruction, educators receive structured guidance through shared reading with pause points; explicit strategy routines that follow an “I Do, We Do, You Do” gradual-release model; think-alouds; text-dependent questioning; and metacognitive reflection. Embedded scaffolds, including explicit vocabulary instruction, visuals, gestures, oral language routines, sentence frames, partner discussions, and multilingual supports provide students with multiple entry points to grade-level literary and informational texts while preserving the complexity of the instructional tasks.
For example, in unit 3, lesson 33, students access the informational text Homes in the Wild through educator-guided vocabulary instruction, background knowledge activation, think-alouds, guided questioning, and shared reading. Students identify the main idea and supporting details using text-dependent questions, partner discussions, and oral language routines, while multilingual supports incorporate visuals, gestures, and picture-to-word matching to strengthen comprehension. Students conclude the lesson by discussing and summarizing key details during the Think It Through routine, reinforcing independent application of the comprehension strategy. Additional support is provided through the “Differentiated Comprehension” resources, which include multilevel texts, comprehension questions, sentence frames, oral language supports, and educator guidance that maintain grade-level expectations while meeting diverse student needs.
Evaluation for 7.3b
The materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level texts through the proficient routine. After demonstrating mastery of foundational skills, students extend their comprehension of the weekly decodable text by independently completing activities such as Write and Share, Talk About the Story, Make a Connection, What Comes Next, and Act It Out. These tasks require students to analyze text, extend ideas, make connections, and communicate understanding through oral and written responses while remaining grounded in the grade-level text.
The extension activities deepen students’ analysis of texts beyond the core comprehension lesson. For example, in unit 10, lesson 136, students compare multiple pieces of textual evidence from The Riddler’s Notebook to determine which best supports the story’s lesson and justify their reasoning. In lesson 137, students extend their analysis by examining character development, synthesizing actions across the story, and connecting the characters’ growth to personal goals using evidence from the text.
Evaluation for 7.4a
The materials include quantitative information for individual core texts and provide a rationale for the instructional purpose of the program’s text system. The Text System Guide explains the instructional role of comprehension texts, differentiated comprehension texts, trade books, decodable texts, and independent reading materials, describing how each text type supports vocabulary development, knowledge building, comprehension, and reading independence. The text listing also provides quantitative information for individual core texts, including title, genre, Lexile measure, word count, and targeted vocabulary. The guide further explains that read-aloud texts are intentionally placed above grade level to strengthen vocabulary development and build background knowledge while supporting grade-level comprehension.
However, the materials do not provide qualitative analyses of each individual core text or text-specific rationales explaining how qualitative features support each text’s educational purpose or justify its grade 1 placement. Although the Text System Guide explains the overall instructional purpose of the program’s text types and the quantitative listing provides measurable text information, the materials do not analyze each core text’s language demands, knowledge demands, text structure, or levels of meaning or provide qualitative rationales for the educational purpose and grade-level placement of each individual text.
Evaluation for 7.4b
The materials provide quantitative information that supports the relationship between text complexity and student tasks. The Text System Guide explains how different text types are matched to instructional purposes, including read-alouds that develop vocabulary and background knowledge, decodable texts that reinforce explicitly taught phonics skills, and fluency passages that strengthen automaticity through cumulative review. The text listing also includes quantitative information for individual texts, including title, genre, Lexile measure, word count, and targeted vocabulary, providing educators with measurable information about text complexity.
However, the materials do not provide qualitative analyses demonstrating how each individual core text’s language demands, text structure, levels of meaning, or knowledge demands align with the instructional tasks students complete. While the publisher explains the overall instructional purpose of the text system, the materials do not include text-specific qualitative analyses connecting the complexity of each core text to its associated instructional tasks.
Evaluation for 7.5a
The materials designate read-aloud texts that are at or above grade-level complexity, are developmentally appropriate for grade 1 students, and include embedded scaffolds that maintain rigorous comprehension instruction. Throughout the comprehension lessons, students engage with literary and informational read-alouds connected to topics such as weather, animals, health, communities, inventions, family traditions, and science. These texts introduce increasingly sophisticated vocabulary, varied sentence structures, informational concepts, and literary themes while remaining appropriate for grade 1 learners. Educator guidance consistently supports comprehension through background knowledge activation, explicit vocabulary instruction, think-alouds, guided rereading, text-dependent questioning, oral language routines, partner discussions, sentence frames, and evidence-based responses.
For example, in unit 9, lesson 121, students listen to The Spoon, an age-appropriate literary text exploring family traditions through the concept of an heirloom. Students use the author’s words and illustrations to distinguish explicit information from visual evidence, while educator modeling, vocabulary instruction, structured discussion, and text-dependent questions scaffold increasingly complex comprehension. These supports enable students to analyze character and meaning while engaging successfully with grade-level text.
The materials also include a structured shared reading routine that supports students in accessing grade-level texts with appropriate scaffolds and varied text structures. Shared reading includes educator-guided text previews, partner reading, oral discussion, rereading for fluency, comprehension questions, and corrective feedback. The “Differentiated Comprehension” resources extend these routines by providing below-level, at-level, and above-level versions of the same instructional focus while maintaining common comprehension questions, discussion routines, written responses, and instructional goals. Throughout the year, students engage with literary fiction, informational text, poetry, drama, persuasive text, and functional text during shared reading experiences. These varied text structures are supported through sentence frames, oral language routines, written response activities, and educator guidance that enable students to engage with increasingly complex texts while developing vocabulary, comprehension, and higher-order thinking without reducing the rigor of grade-level instruction.
Evaluation for 7.5b
The materials designate texts for independent reading that provide a range of complexity levels to support students as they practice reading independently. Throughout the year, students access a variety of independent reading materials, including the Decodable Book Library, fluency passages, “Differentiated Comprehension” text sets, and trade books. The Decodable Book Library increases in linguistic and conceptual complexity as students learn additional phonics patterns, while the “Differentiated Comprehension” resources provide below-level, at-level, and above-level versions of the same instructional focus. These resources allow students to independently read texts matched to their developing reading abilities while remaining connected to grade-level content.
For example, in unit 5, lesson 61, students progress from reading words and sentences to independently reading the decodable passage “Brunch on the Ranch.” Students apply newly taught phonics skills through educator-supported, partner, and independent reading as they build fluency and comprehension with increasingly complex connected text. Trade books and multilevel comprehension texts further broaden the range of independent reading opportunities available throughout the year.
Evaluation for 7.5c
The materials do not include a structured plan for students to self-select high-quality texts, engage in sustained independent reading, establish personal reading goals, or monitor and reflect on progress through structured accountability measures. Students independently reread assigned decodable texts and comprehension passages within educator-directed instructional routines designed to reinforce phonics, fluency, and comprehension. While these activities provide independent reading practice, the materials do not include procedures for students to select their own reading materials or establish individualized reading goals.
The Decodable Book Library and Trade Book List provide students with multiple instructional texts throughout the year; however, the materials do not demonstrate that students independently select those texts or participate in sustained independent reading supported by structured accountability. For example, in unit 5, lesson 61, students independently read the assigned passage “Brunch on the Ranch” following educator modeling and partner reading, but the lesson does not include student choice, goal setting, reading logs, conferences, or reflection activities. Independent reading is limited to assigned instructional texts rather than a comprehensive independent reading framework.
7.1 High-Quality Grade-Level Texts
7.1a
Core texts used for instruction are written at grade level when evaluated using research-based measures of text complexity.
Core texts used for instruction are written at grade level when evaluated using research-based measures of text complexity.
1 out of 1 points
Evaluation for 7.1a
Evaluation for 7.1a
Core texts used for instruction are written at grade level when evaluated using research-based measures of text complexity.
1 out of 1 points
Throughout instruction, students engage with grade-level texts that develop vocabulary, comprehension, and evidence-based thinking through educator-guided support. In unit 3, lesson 32, students read Fox Finds a Den, using text evidence to analyze character responses and determine the story’s theme. In unit 9, lesson 121, students read The Spoon, which introduces academic vocabulary such as heirloom while requiring students to distinguish information stated in the text from details conveyed through illustrations. Educator modeling, guided discussion, and text-dependent questions support students as they comprehend increasingly complex language and ideas within grade-level texts.
7.1b
Texts are well-crafted and are of publishable quality.
Texts are well-crafted and are of publishable quality.
1 out of 1 points
Evaluation for 7.1b
Evaluation for 7.1b
Texts are well-crafted and are of publishable quality.
1 out of 1 points
The materials also include well-crafted decodable readers that provide authentic connected reading experiences while reinforcing foundational literacy skills. For example, The Sea Is Fun combines controlled vocabulary and phonics patterns with a coherent story and meaningful content, allowing students to apply decoding skills within connected text. In addition, informational texts such as Tornado Day incorporate discipline-specific vocabulary, accurate scientific content, and purposeful illustrations that support comprehension, while companion literary texts encourage discussion of character, setting, and theme through engaging, high-quality writing.
7.1c
Materials include traditional, contemporary, classical, and diverse texts across multiple content areas.
Materials include traditional, contemporary, classical, and diverse texts across multiple content areas.
4 out of 4 points
Evaluation for 7.1c
Evaluation for 7.1c
Materials include traditional, contemporary, classical, and diverse texts across multiple content areas.
4 out of 4 points
The materials also include classical literature and diverse texts representing multiple cultures, family structures, and perspectives. Students study fables, myths, and traditional stories such as Why Thunder Follows Lightning alongside titles including Lulu and the Lost Cat; The Ramp at the Library; Two Homes, One Family; and How the Spider Learned to Spin. Together, these texts provide students with opportunities to engage with varied genres, cultural traditions, and lived experiences while building knowledge and broadening their understanding of the world.
7.1d
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
1 out of 1 points
Evaluation for 7.1d
Evaluation for 7.1d
Texts include content that is relevant, engaging, and authentically reflects students' diverse backgrounds and experiences. (S)
1 out of 1 points
The materials also authentically reflect students’ diverse backgrounds and experiences through texts representing different cultures, family structures, traditions, communities, and perspectives. Students read titles such as Two Homes, One Family; City Block, Country Road; Things That Never Change; Build with What You Have; and Quiet Counts Too, which highlight varied family experiences, cultural traditions, personal perspectives, and community settings. These selections promote inclusion while providing students with opportunities to explore and appreciate a wide range of lived experiences.
7.2 Interaction with Grade-Level Text
7.2a
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level texts and justify their thinking orally and in writing. (S)
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level texts and justify their thinking orally and in writing. (S)
5 out of 5 points
Evaluation for 7.2a
Evaluation for 7.2a
Materials include opportunities in each lesson for students to listen to, think about, and critically respond to grade-level texts and justify their thinking orally and in writing. (S)
5 out of 5 points
For example, in unit 10, lesson 144, students listen to a rereading of Senses at Work before using informational text features such as the table of contents, headings, diagrams, and captions to answer text-dependent questions and determine which feature best supports a specific purpose. Students justify their thinking orally using structured sentence frames and defend their responses with evidence from the text before completing an opinion quick-write activity, identifying which animal is the “best detective” and supporting their claim with text evidence. Similar instructional routines occur throughout the program, including unit 3, lesson 34, in which students use information from Forest, Desert, Ocean, Arctic to explain why an animal could not survive in a different habitat through partner discussion and evidence-based writing.
7.2b
Materials include opportunities in each lesson to discuss specific aspects of grade-level text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
Materials include opportunities in each lesson to discuss specific aspects of grade-level text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
1 out of 1 points
Evaluation for 7.2b
Evaluation for 7.2b
Materials include opportunities in each lesson to discuss specific aspects of grade-level text (e.g., authors' purpose, structure, language, vocabulary, etc.). (S)
1 out of 1 points
For example, in unit 3, lesson 32, students discuss specific aspects of Fox Finds a Den by analyzing vocabulary, character responses, story events, and theme. Students examine how Fox responds to repeated challenges, discuss how those actions contribute to the theme of perseverance, and support their ideas using text-dependent questions and partner discussions. Similar routines occur throughout the year, including lessons focused on author’s purpose, text-to-text connections, and informational text features, providing students with consistent opportunities to analyze important elements of grade-level texts.
7.2c
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
1 out of 1 points
Evaluation for 7.2c
Evaluation for 7.2c
Materials include opportunities in each lesson for students to engage in a variety of reading skills with grade-level text (e.g., generating questions at various levels of complexity, making, and confirming predictions, inferencing, analyzing, evaluating, and synthesizing). (S)
1 out of 1 points
For example, in unit 3, lesson 32, students engage with Fox Finds a Den by analyzing the main character’s responses to challenges, inferring character traits, evaluating how repeated events contribute to the story’s message, and synthesizing information across the text to determine the theme of perseverance. Later, in unit 10, lesson 141, students synthesize the lessons from The Animal Detective Agency and Stalagmites and Echoes to identify a shared theme across two texts, demonstrating opportunities to integrate information and apply higher-order reading skills across multiple literary selections.
7.3 Supporting Access to Grade-Level Text
7.3a
Materials include teacher guidance and supports to ensure all students can access grade-level text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames.). (T/S)
Materials include teacher guidance and supports to ensure all students can access grade-level text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames.). (T/S)
2 out of 2 points
Evaluation for 7.3a
Evaluation for 7.3a
Materials include teacher guidance and supports to ensure all students can access grade-level text while maintaining rigor through the use of embedded scaffolds (e.g., vocabulary support, questioning, think-alouds, sentence frames.). (T/S)
2 out of 2 points
For example, in unit 3, lesson 33, students access the informational text Homes in the Wild through educator-guided vocabulary instruction, background knowledge activation, think-alouds, guided questioning, and shared reading. Students identify the main idea and supporting details using text-dependent questions, partner discussions, and oral language routines, while multilingual supports incorporate visuals, gestures, and picture-to-word matching to strengthen comprehension. Students conclude the lesson by discussing and summarizing key details during the Think It Through routine, reinforcing independent application of the comprehension strategy. Additional support is provided through the “Differentiated Comprehension” resources, which include multilevel texts, comprehension questions, sentence frames, oral language supports, and educator guidance that maintain grade-level expectations while meeting diverse student needs.
7.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level texts.
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level texts.
1 out of 1 points
Evaluation for 7.3b
Evaluation for 7.3b
Materials provide opportunities for students who demonstrate proficiency to engage in additional analysis of grade-level texts.
1 out of 1 points
The extension activities deepen students’ analysis of texts beyond the core comprehension lesson. For example, in unit 10, lesson 136, students compare multiple pieces of textual evidence from The Riddler’s Notebook to determine which best supports the story’s lesson and justify their reasoning. In lesson 137, students extend their analysis by examining character development, synthesizing actions across the story, and connecting the characters’ growth to personal goals using evidence from the text.
7.4 Analysis of Text Complexity
7.4a
Materials include quantitative and qualitative analysis of each core text, including a rationale for each text's educational purpose and grade-level placement.
Materials include quantitative and qualitative analysis of each core text, including a rationale for each text's educational purpose and grade-level placement.
2 out of 4 points
Evaluation for 7.4a
Evaluation for 7.4a
Materials include quantitative and qualitative analysis of each core text, including a rationale for each text's educational purpose and grade-level placement.
2 out of 4 points
However, the materials do not provide qualitative analyses of each individual core text or text-specific rationales explaining how qualitative features support each text’s educational purpose or justify its grade 1 placement. Although the Text System Guide explains the overall instructional purpose of the program’s text types and the quantitative listing provides measurable text information, the materials do not analyze each core text’s language demands, knowledge demands, text structure, or levels of meaning or provide qualitative rationales for the educational purpose and grade-level placement of each individual text.
7.4b
Core texts have the appropriate level of complexity for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
Core texts have the appropriate level of complexity for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
1 out of 2 points
Evaluation for 7.4b
Evaluation for 7.4b
Core texts have the appropriate level of complexity for the grade according to their quantitative and qualitative analysis and relationship to student tasks.
1 out of 2 points
However, the materials do not provide qualitative analyses demonstrating how each individual core text’s language demands, text structure, levels of meaning, or knowledge demands align with the instructional tasks students complete. While the publisher explains the overall instructional purpose of the text system, the materials do not include text-specific qualitative analyses connecting the complexity of each core text to its associated instructional tasks.
7.5 Read-Aloud, Shared Reading, and Independent Reading
7.5a
Texts designated for read-aloud and shared reading are at or above grade-level complexity, age-appropriate, and contain a variety of structures with appropriate scaffolds.
Texts designated for read-aloud and shared reading are at or above grade-level complexity, age-appropriate, and contain a variety of structures with appropriate scaffolds.
6 out of 6 points
Evaluation for 7.5a
Evaluation for 7.5a
Texts designated for read-aloud and shared reading are at or above grade-level complexity, age-appropriate, and contain a variety of structures with appropriate scaffolds.
6 out of 6 points
For example, in unit 9, lesson 121, students listen to The Spoon, an age-appropriate literary text exploring family traditions through the concept of an heirloom. Students use the author’s words and illustrations to distinguish explicit information from visual evidence, while educator modeling, vocabulary instruction, structured discussion, and text-dependent questions scaffold increasingly complex comprehension. These supports enable students to analyze character and meaning while engaging successfully with grade-level text.
The materials also include a structured shared reading routine that supports students in accessing grade-level texts with appropriate scaffolds and varied text structures. Shared reading includes educator-guided text previews, partner reading, oral discussion, rereading for fluency, comprehension questions, and corrective feedback. The “Differentiated Comprehension” resources extend these routines by providing below-level, at-level, and above-level versions of the same instructional focus while maintaining common comprehension questions, discussion routines, written responses, and instructional goals. Throughout the year, students engage with literary fiction, informational text, poetry, drama, persuasive text, and functional text during shared reading experiences. These varied text structures are supported through sentence frames, oral language routines, written response activities, and educator guidance that enable students to engage with increasingly complex texts while developing vocabulary, comprehension, and higher-order thinking without reducing the rigor of grade-level instruction.
7.5b
Texts designated for independent reading have a range of complexity levels for students to practice reading independently. (S)
Texts designated for independent reading have a range of complexity levels for students to practice reading independently. (S)
1 out of 1 points
Evaluation for 7.5b
Evaluation for 7.5b
Texts designated for independent reading have a range of complexity levels for students to practice reading independently. (S)
1 out of 1 points
For example, in unit 5, lesson 61, students progress from reading words and sentences to independently reading the decodable passage “Brunch on the Ranch.” Students apply newly taught phonics skills through educator-supported, partner, and independent reading as they build fluency and comprehension with increasingly complex connected text. Trade books and multilevel comprehension texts further broaden the range of independent reading opportunities available throughout the year.
7.5c
Materials include a plan for students to self-select high-quality texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
Materials include a plan for students to self-select high-quality texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
0 out of 4 points
Evaluation for 7.5c
Evaluation for 7.5c
Materials include a plan for students to self-select high-quality texts and read independently for a sustained period, including planning and accountability for achieving independent reading goals. (S)
0 out of 4 points
The Decodable Book Library and Trade Book List provide students with multiple instructional texts throughout the year; however, the materials do not demonstrate that students independently select those texts or participate in sustained independent reading supported by structured accountability. For example, in unit 5, lesson 61, students independently read the assigned passage “Brunch on the Ranch” following educator modeling and partner reading, but the lesson does not include student choice, goal setting, reading logs, conferences, or reflection activities. Independent reading is limited to assigned instructional texts rather than a comprehensive independent reading framework.
Rubric Section 8
Evidence-Based Tasks and Responses
Materials require students to engage in reading, writing, and speaking grounded in evidence using literary and informational text.
Total
98% (52 out of 53 points)
Evaluation for 8.A.1a
Across comprehension instruction, students regularly analyze literary and informational texts by identifying evidence that supports key ideas, central messages, and character understanding. Educator-guided questioning and structured response routines consistently require students to explain how specific details from the text support their responses.
For example, in unit 7, lesson 91, students reread The Ramp at the Library to determine the story’s central message and identify the author’s words that support their thinking. Students distinguish details that provide evidence for the lesson from those that do not before responding using the frame “The lesson is ______. I know because the author says ______.” These tasks require students to use explicit textual evidence to demonstrate comprehension, justify their interpretations, and support their claims.
Evaluation for 8.A.1b
The materials include text-dependent questions and tasks that require students to evaluate the language, key ideas, details, author’s craft, and structure of high-quality literary and informational texts using evidence from the text. Throughout comprehension instruction, students engage in educator-guided analysis of grade-level texts by identifying central messages, evaluating supporting details, examining the author’s language and craft, and analyzing how text structures contribute to meaning. Structured questioning and evidence-based discussion consistently require students to justify their responses with information drawn directly from the text.
For example, in unit 7, lesson 91, students analyze The Ramp at the Library by determining the story’s central message and supporting their conclusions using the response frame “The lesson is ______. I know because the author says ______.” Students distinguish which details provide evidence for the lesson, evaluate how the author’s craft makes the central message explicit through Joelle’s presentation, and analyze how the events of the story build to that concluding lesson. Throughout the lesson, students repeatedly support their thinking with the author’s words while evaluating key ideas, details, craft, and structure.
Students also analyze literary and informational texts through additional evidence-based comprehension tasks across the instructional year. In unit 9, lesson 121, students use the author’s words and the illustrator’s pictures in The Spoon to evaluate how language and illustrations work together to develop character understanding. In unit 3, lesson 33, students analyze the informational structure of Forest, Desert, Ocean, Arctic by using headings to determine where information can be located and explaining how text features help organize ideas. Together, these recurring instructional routines provide students with consistent opportunities to evaluate language, key ideas, details, author’s craft, and structure through evidence-based analysis of high-quality texts.
Evaluation for 8.A.1c
Throughout comprehension instruction, students compare characters and texts, paraphrase central ideas, discuss key concepts, and consistently support their responses using evidence from literary and informational texts. Educator-guided questioning and structured discussion routines require students to explain how textual evidence supports their thinking across multiple comprehension tasks.
For example, in unit 8, lesson 106, students compare Pika and Bluebird in Stalagmites and Echoes by identifying similarities and differences, supporting each comparison with evidence from the author’s words. Students justify their thinking using structured response frames while discussing key ideas from the story. Students also compare ideas across texts in unit 10, lesson 149 by analyzing I Knew It! and Solving Everyday Mysteries, explaining how both texts answer the Essential Question about using clues and teamwork. These recurring opportunities require students to justify their thinking through comparison, discussion, paraphrasing, and evidence-based reasoning.
Evaluation for 8.A.1d
The materials include questions and tasks designed at multiple levels of cognitive complexity that provide students with opportunities to analyze literary and informational texts. Throughout comprehension instruction, students progress from identifying explicit information to analyzing text features, comparing ideas, synthesizing information across texts, and supporting increasingly sophisticated interpretations with textual evidence. Educator-guided questioning consistently builds from foundational comprehension to higher-order analysis.
For example, in unit 9, lesson 133, students analyze Wind in the Sails by first identifying the information provided by headings, diagrams, and captions before explaining how those text features work together to answer questions about how a sailing ship moves. Students synthesize information across multiple text features and explain how each contributes to overall understanding using structured response frames. Similar progressions occur in unit 4, lesson 59, as students compare multiple stories, analyze how each addresses the unit’s Essential Question, and synthesize a shared idea across texts, providing repeated opportunities to engage in text analysis at increasing levels of cognitive complexity.
Evaluation for 8.A.2a
The materials include explicit educator guidance for modeling how to generate evidence-based claims and construct text-based responses. Throughout comprehension instruction, educators receive scripted guidance, think-alouds, and structured modeling routines that demonstrate how to identify evidence, generate claims from textual information, and construct complete evidence-based responses before students apply the same process independently.
For example, in unit 4, lesson 59, the educator models how to generate evidence-based claims by asking the same Essential Question across multiple stories and demonstrating how specific story details support each claim. Students then apply the modeled process to additional texts using evidence from the stories. In unit 9, lesson 133, the educator models how headings, diagrams, and captions work together to answer the question “How does the wind move a sailing ship?” before demonstrating how multiple text features can be combined to construct a complete evidence-based response. These recurring modeling routines provide educators with explicit guidance for demonstrating evidence-based claims and text-based responses.
Evaluation for 8.A.2b
The materials include explicit educator guidance for facilitating structured evidence-based discussions using academic vocabulary and academic syntax. Throughout comprehension instruction, educators model discipline-specific vocabulary and provide structured discussion routines that require students to communicate ideas using evidence from literary and informational texts. Scripted educator guidance, oral language routines, and academic sentence frames support students in developing increasingly precise evidence-based discussions.
For example, in unit 7, lesson 91, the educator explicitly teaches academic vocabulary including lesson, big idea, evidence, proof, and author while modeling the sentence frame “The lesson is _____. I know because the author says _____.” Students use this structure to discuss the central message of The Ramp at the Library using textual evidence. Similar guidance appears in unit 9, lesson 133, in which educators facilitate evidence-based discussions about informational text features using academic vocabulary such as heading, diagram, caption, and text feature while students explain how each feature contributes to understanding using structured academic response frames.
Evaluation for 8.B.1a
The materials include mentor texts that serve as models for students to compose a variety of grade-level writing aligned to the grade 1 ELAR TEKS. Throughout the year, students engage with connected literary and informational texts before participating in the recurring Assess, Write, Apply writing cycle. Mentor texts are intentionally paired with narrative, informational, opinion, research, and response-to-text writing experiences, providing students with authentic models of genre structure, language, and organization before composing their own writing.
For example, in unit 7, lesson 99, students use the informational text Different Homes, Same Job as a mentor text before composing their own informative writing. The educator models the writing process through a think-aloud, demonstrating how the organization, language, and vocabulary of the mentor text can be used to compare different types of homes. Students then apply the modeled structure to compose their own informative sentences using content and vocabulary from the text. Similar opportunities occur throughout the year as students use mentor texts to compose opinion pieces, response-to-text writing, narratives, and research writing aligned to the grade 1 TEKS.
Evaluation for 8.B.1b
The materials include opportunities throughout the year for students to compose literary texts for multiple purposes using increasingly sophisticated genre characteristics and craft aligned to the grade 1 ELAR TEKS. Through the recurring Assess, Write, Apply instructional cycle, students compose narrative writing, personal narratives, narrative responses to text, literary responses, and opinion responses connected to literary texts representing realistic fiction, fables, tall tales, myths, poetry, and traditional stories. Across the year, students apply narrative organization, descriptive language, and other genre-specific characteristics while composing literary texts for a variety of instructional purposes.
For example, in unit 1, lesson 5, students compose a narrative about a person or place in their neighborhood using the SPARK writing routine to plan, draft, revise, edit, and publish their writing. Students evaluate their work using a writing checklist that reinforces narrative elements, organization, and writing conventions before revising and preparing their final piece for publication. Similar literary writing opportunities recur throughout the year through narrative responses to literature and additional narrative writing tasks.
The materials also provide opportunities for students to communicate their literary writing with multiple audiences through recurring publication and sharing routines. Students share completed narratives through partner share, author’s chair, class books, writing walls, digital read-alouds, and personal writing portfolios. These authentic publication opportunities encourage students to communicate their literary writing with classmates, educators, and broader classroom audiences while reinforcing genre-specific characteristics and craft throughout the year.
Evaluation for 8.B.1c
The materials include opportunities throughout the year for students to compose informational texts for multiple purposes using genre-specific characteristics aligned to the grade 1 ELAR TEKS. Through the recurring Assess, Write, Apply writing cycle, students compose informative writing, informational responses to text, informational research, and other nonfiction writing connected to high-quality informational texts. Across thematic units, students develop informational writing by introducing topics, organizing ideas, providing supporting details, and communicating factual information using increasingly sophisticated informational structures.
For example, in unit 1, lesson 10, students compose informational writing about community places using the TREE (tell your topic, report facts or reasons, explain your examples, end your writing) writing strategy. The educator explicitly models how informational writers introduce a topic before adding supporting information and demonstrates the organizational structure through a think-aloud. The teacher writes, "A park is a place where people can play," demonstrating how to introduce a topic before adding information. Students then apply the modeled structure to write one or two informational sentences before using the TREE checklist to verify that they clearly introduced a topic, organized ideas, and applied appropriate writing conventions. This instructional sequence explicitly develops genre-specific characteristics and craft through educator modeling, guided practice, and independent writing.
The materials also provide opportunities for students to communicate informational writing with multiple audiences through recurring publication and sharing routines. Students publish informational writing through partner share, author’s chair, class books, writing walls, digital transfer, digital read-alouds, and personal writing portfolios. These authentic publication opportunities encourage students to communicate information with classmates, educators, and broader classroom audiences while reinforcing the purpose and audience of informational writing throughout the year.
Evaluation for 8.B.1d
This guidance is not applicable to kindergarten and grades 1–2 because it only applies to grade 3.
Evaluation for 8.B.1e
The materials include a single opportunity for students to compose correspondence using the genre-specific characteristics of a friendly letter, but they do not provide opportunities throughout the year to compose correspondence as required by the grade 1 ELAR TEKS. Although the materials include explicit instruction in the purpose and structure of friendly letters, correspondence writing is limited to one lesson rather than recurring across the instructional program.
For example, in unit 10, lesson 150, students receive explicit instruction in composing a friendly letter. The educator models each component of the genre, including the greeting, body, closing, and signature, before students independently write their own letters and share them through publication options such as partner share, author’s chair, class books, writing walls, digital read-alouds, and personal writing portfolios. However, the materials do not include additional correspondence-writing opportunities across the year. As a result, students do not receive recurring opportunities to compose correspondence using genre-specific characteristics and craft.
Evaluation for 8.B.2a
The materials support students’ coherent use of the writing process through recurring instructional routines embedded across narrative, informational, opinion, personal narrative, and correspondence writing. Throughout the year, students engage in planning, drafting, revising, editing, and sharing or publishing their writing while developing age-appropriate writing conventions. Structured writing routines, including SPARK for narrative writing, TREE for informational writing, and STAND (state your opinion, tell your reasons, add evidence or examples, note the opposing view, deliver your final conclusion) for opinion writing, provide a consistent framework that guides students through each stage of the writing process while reinforcing grade-level writing conventions.
For example, in unit 1, lesson 5, students compose a narrative by planning with the SPARK graphic organizer before drafting their writing. Students revise using the SPARK self-check to strengthen narrative elements, edit for capitalization and punctuation, and complete the writing process by sharing their finished work through partner share, class books, writing walls, author’s chair, digital read-alouds, and personal writing portfolios. Throughout the lesson, educators provide individualized conferencing and feedback to support students as they develop and refine their writing.
The writing process is consistently applied across additional writing genres throughout the instructional year. In unit 1, lesson 10, students use the TREE writing routine to compose informational writing, while in unit 5, lesson 75, students apply the STAND routine to opinion writing. Across these instructional routines, students plan, draft, revise through structured checklists, edit for grade-level conventions, and publish completed work using authentic sharing opportunities. These recurring writing structures provide a coherent progression through the writing process while supporting students’ increasing independence as writers.
Evaluation for 8.B.2b
The materials provide explicit educator guidance for modeling every stage of the writing process while supporting students throughout planning, drafting, revising, editing, conferencing, and sharing or publishing. Across the year, educators use structured writing frameworks, including SPARK for narrative writing, TREE for informational writing, and STAND for opinion writing, to explicitly model each stage of the writing process. Educator think-alouds; graphic organizers; modeling routines; and guided practice consistently demonstrate how writers plan, draft, revise, edit, and publish writing while applying grade-level writing conventions.
For example, in unit 1, lesson 5, educators model planning through the SPARK graphic organizer before demonstrating how to draft narrative writing. Students then revise using the SPARK self-check; edit for capitalization and punctuation; and complete the writing process by publishing through partner share, class books, writing walls, author’s chair, digital read-alouds, and personal writing portfolios. Throughout the lesson, educators confer with students, providing individualized feedback and supporting revisions as students strengthen their writing.
The materials consistently model the writing process across additional genres throughout the year. In unit 1, lesson 10, educators use the TREE routine to model informational writing by introducing a topic, organizing ideas, drafting, revising through structured checklists, editing conventions, and publishing completed writing. In unit 10, lesson 150, educators explicitly model planning and drafting a friendly letter by demonstrating the greeting, body, closing, and signature before students compose their own correspondence, reinforcing that the writing process is consistently applied across multiple writing genres. Throughout the instructional program, educators receive explicit guidance for supporting students through revising and conferencing. Students strengthen writing through structured revision routines; reflection checklists; and educator prompting while editing instruction focuses on capitalization, punctuation, grammar, complete sentences, and other grade-level conventions. Educators confer with students by circulating, asking guiding questions, providing individualized feedback, and supporting revisions before students publish completed work through authentic sharing opportunities that reinforce the final stage of the writing process.
Evaluation for 8.B.3a
The materials include explicit educator guidance for sentence-level writing instruction that systematically develops sentence structure, syntax, and vocabulary throughout the program. The scope and sequence provides a coherent progression of instruction through the “Grammar and Syntax” strand, including sentence formation, declarative, interrogative, and imperative sentences, subject–verb agreement, conjunctions, prepositions, punctuation, context clues, vocabulary connections, shades of meaning, and multiple-meaning words. These language concepts are intentionally integrated into writing instruction, providing educators with recurring opportunities to model increasingly sophisticated sentence construction across the year.
For example, in unit 8, lesson 116, educators explicitly model declarative sentence structure by demonstrating how complete sentences begin with a capital letter, communicate information, and end with a period while incorporating descriptive vocabulary to strengthen writing. Students apply these models by composing complete declarative sentences using precise language. In unit 5, lesson 75, educators extend sentence-level instruction by modeling subject–verb agreement and guiding students to revise sentences for grammatical accuracy while using the STAND routine to strengthen opinion writing. Together, these instructional routines provide explicit educator guidance for sentence structure, syntax, and vocabulary development within authentic writing experiences.
Evaluation for 8.B.3b
The materials include systematic and explicit educator guidance that begins with sentence-level writing and progressively builds toward complete compositions aligned to the grade 1 ELAR TEKS. Throughout the recurring Assess, Write, Apply instructional cycle, students first develop sentence construction through the Language Comprehension strand before applying those skills to narrative, informational, opinion, personal narrative, and correspondence writing. This coherent progression systematically integrates grammar, vocabulary, comprehension, and writing so that sentence-level instruction serves as the foundation for increasingly sophisticated compositions.
For example, in unit 8, lesson 116, educators explicitly model declarative sentence structure by demonstrating how complete sentences begin with a capital letter, communicate information, and end with appropriate punctuation while incorporating descriptive vocabulary to strengthen writing. Students then apply these sentence-level skills through guided writing activities before extending them into more sophisticated writing tasks. Additional instruction in unit 5, lesson 75 reinforces sentence syntax through subject–verb agreement while connecting sentence construction to opinion writing.
The materials consistently build from sentence-level writing to complete compositions across multiple genres. Through the SPARK narrative writing framework, TREE informational writing framework, and STAND opinion writing framework, students apply sentence-level skills while composing organized grade-level texts. Educator modeling, guided practice, and structured writing routines explicitly support students as they progress from writing complete sentences to developing cohesive compositions aligned to the grade 1 ELAR TEKS.
Evaluation for 8.B.3c
The materials provide systematic and explicit opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing throughout the program. Through recurring Assess, Write, Apply experiences, students regularly compose, revise, edit, and publish writing while applying increasingly sophisticated grammar, syntax, and vocabulary skills. The scope and sequence systematically develops sentence-level writing through instruction in declarative, interrogative, and imperative sentences, subject–verb agreement, conjunctions, punctuation, capitalization, and additional language structures that are immediately applied within authentic writing experiences.
Students engage in increasingly complex sentence-level writing through explicit educator modeling and guided practice across multiple writing genres. For example, in unit 9, lesson 124, students compose informational statements and questions after reading How Stories Travel Through Time, distinguishing between sentence types while applying appropriate punctuation and sentence structures. Throughout informational, narrative, opinion, and correspondence writing, students continue expanding sentence complexity using structured writing routines such as SPARK, TREE, and STAND.
The materials also provide explicit opportunities for sentence-level revising through structured self-monitoring routines and educator-guided reflection. In unit 5, lesson 75, students revise opinion writing using the STAND routine by evaluating whether they stated an opinion, provided a reason, and included a clear ending before strengthening their writing. Educator prompts and revision checklists consistently encourage students to improve ideas, add details, and clarify meaning throughout the writing process. Sentence-level editing is systematically integrated across writing instruction. Students edit for capitalization, punctuation, grammar, spelling, subject–verb agreement, and complete sentence conventions while composing increasingly sophisticated writing. These recurring instructional routines provide explicit and systematic opportunities for students to strengthen sentence-level writing, revising, and editing across multiple writing genres throughout the program.
Evaluation for 8.B.4a
The materials provide systematic opportunities for students to practice and apply the conventions of academic language in and out of context throughout the program. The scope and sequence intentionally integrates Language Comprehension instruction with recurring Assess, Write, Apply writing experiences so that students first practice grammar, punctuation, capitalization, usage, and sentence construction through explicit language lessons before applying those conventions within authentic writing. This coherent instructional design provides recurring opportunities for students to strengthen academic language conventions across narrative, informational, opinion, and research writing aligned to the grade 1 ELAR TEKS.
Students engage in out-of-context practice and application through dedicated grammar and syntax instruction that focuses on subject–verb agreement, sentence types, capitalization, punctuation, and other language conventions. For example, in unit 1, lesson 6, students identify common nouns, distinguish nouns from action words, and apply grammar concepts through isolated sentence-level activities before transferring those skills to connected writing. In unit 5, lesson 71, students practice subject–verb agreement through guided sentence construction and oral language activities that reinforce correct grammar and syntax.
Students then apply academic language conventions within authentic writing tasks across the instructional year. Through recurring narrative, informational, opinion, and correspondence writing lessons, students apply grammar, punctuation, capitalization, spelling, and usage while drafting, revising, editing, and publishing complete compositions. Educator guidance consistently reinforces these conventions through conferencing, revision routines, editing checklists, and self-monitoring, providing systematic opportunities for students to apply academic language conventions in meaningful writing contexts.
Evaluation for 8.B.4b
The materials provide systematic opportunities for students to practice and apply grammar, punctuation, and usage both in and out of context throughout the program. The scope and sequence integrates grammar and syntax instruction with recurring Assess, Write, Apply writing experiences so that students first practice language conventions through explicit instruction before applying those conventions within authentic writing. Throughout the year, students receive systematic instruction in nouns, pronouns, verbs, subject–verb agreement, conjunctions, prepositions, capitalization, punctuation, sentence types, commas, and other grade-level language concepts that are consistently reinforced through narrative, informational, opinion, research, and correspondence writing.
Students engage in systematic out-of-context practice and application through dedicated grammar and syntax instruction. For example, in unit 1, lesson 6, students practice grammar and usage by identifying common nouns, distinguishing nouns from action words, and completing sentence-level activities that reinforce correct word usage. In unit 5, lesson 71, students strengthen grammar and usage through subject–verb agreement by applying singular and plural verb forms during guided oral and written sentence activities. These isolated instructional routines provide repeated opportunities to practice and apply conventions before transferring them to authentic writing.
Students then apply grammar, punctuation, and usage within meaningful writing experiences across multiple genres. For example, in unit 10, lesson 150, students compose a friendly letter while applying capitalization, punctuation, contractions, and complete sentence conventions within an authentic correspondence task. In unit 1, lesson 10, students apply grammar and punctuation during informational writing by revising, editing, and publishing compositions using the TREE writing routine. These authentic writing experiences require students to apply conventions within complete sentences and organized compositions. Throughout the instructional year, grammar, punctuation, and usage instruction are systematically reinforced across narrative, informational, opinion, research, and correspondence writing. Educators consistently support students through conferencing, editing routines, revision checklists, and self-monitoring activities that reinforce capitalization, punctuation, grammar, spelling, and sentence-level conventions during drafting, revising, editing, and publishing. These recurring instructional routines provide systematic opportunities for students to practice and apply grammar, punctuation, and usage both in isolation and within authentic writing contexts.
8.A.1 Use of Text Evidence
8.A.1a
Materials include text-dependent questions and tasks which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
Materials include text-dependent questions and tasks which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
2 out of 2 points
Evaluation for 8.A.1a
Evaluation for 8.A.1a
Materials include text-dependent questions and tasks which require students to use evidence from the text to demonstrate comprehension, justify their thinking, and support claims. (S)
2 out of 2 points
For example, in unit 7, lesson 91, students reread The Ramp at the Library to determine the story’s central message and identify the author’s words that support their thinking. Students distinguish details that provide evidence for the lesson from those that do not before responding using the frame “The lesson is ______. I know because the author says ______.” These tasks require students to use explicit textual evidence to demonstrate comprehension, justify their interpretations, and support their claims.
8.A.1b
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
5 out of 5 points
Evaluation for 8.A.1b
Evaluation for 8.A.1b
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
5 out of 5 points
For example, in unit 7, lesson 91, students analyze The Ramp at the Library by determining the story’s central message and supporting their conclusions using the response frame “The lesson is ______. I know because the author says ______.” Students distinguish which details provide evidence for the lesson, evaluate how the author’s craft makes the central message explicit through Joelle’s presentation, and analyze how the events of the story build to that concluding lesson. Throughout the lesson, students repeatedly support their thinking with the author’s words while evaluating key ideas, details, craft, and structure.
Students also analyze literary and informational texts through additional evidence-based comprehension tasks across the instructional year. In unit 9, lesson 121, students use the author’s words and the illustrator’s pictures in The Spoon to evaluate how language and illustrations work together to develop character understanding. In unit 3, lesson 33, students analyze the informational structure of Forest, Desert, Ocean, Arctic by using headings to determine where information can be located and explaining how text features help organize ideas. Together, these recurring instructional routines provide students with consistent opportunities to evaluate language, key ideas, details, author’s craft, and structure through evidence-based analysis of high-quality texts.
8.A.1c
Questions and tasks require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
Questions and tasks require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
1 out of 1 points
Evaluation for 8.A.1c
Evaluation for 8.A.1c
Questions and tasks require students to support their claims and justify their thinking through a variety of strategies, such as comparing sources, paraphrasing, summarizing, and discussing key ideas in evidence from the text. (S)
1 out of 1 points
For example, in unit 8, lesson 106, students compare Pika and Bluebird in Stalagmites and Echoes by identifying similarities and differences, supporting each comparison with evidence from the author’s words. Students justify their thinking using structured response frames while discussing key ideas from the story. Students also compare ideas across texts in unit 10, lesson 149 by analyzing I Knew It! and Solving Everyday Mysteries, explaining how both texts answer the Essential Question about using clues and teamwork. These recurring opportunities require students to justify their thinking through comparison, discussion, paraphrasing, and evidence-based reasoning.
8.A.1d
Questions and tasks are designed at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
Questions and tasks are designed at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
1 out of 1 points
Evaluation for 8.A.1d
Evaluation for 8.A.1d
Questions and tasks are designed at different levels of cognitive complexity to provide ample opportunities for students to engage in the analysis of text. (S)
1 out of 1 points
For example, in unit 9, lesson 133, students analyze Wind in the Sails by first identifying the information provided by headings, diagrams, and captions before explaining how those text features work together to answer questions about how a sailing ship moves. Students synthesize information across multiple text features and explain how each contributes to overall understanding using structured response frames. Similar progressions occur in unit 4, lesson 59, as students compare multiple stories, analyze how each addresses the unit’s Essential Question, and synthesize a shared idea across texts, providing repeated opportunities to engage in text analysis at increasing levels of cognitive complexity.
8.A.2 Teacher Guidance for the Use of Text Evidence
8.A.2a
Materials include guidance for teachers on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
Materials include guidance for teachers on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
2 out of 2 points
Evaluation for 8.A.2a
Evaluation for 8.A.2a
Materials include guidance for teachers on the effective modeling of the use of text evidence to generate evidence-based claims and construct text-based responses. (T)
2 out of 2 points
For example, in unit 4, lesson 59, the educator models how to generate evidence-based claims by asking the same Essential Question across multiple stories and demonstrating how specific story details support each claim. Students then apply the modeled process to additional texts using evidence from the stories. In unit 9, lesson 133, the educator models how headings, diagrams, and captions work together to answer the question “How does the wind move a sailing ship?” before demonstrating how multiple text features can be combined to construct a complete evidence-based response. These recurring modeling routines provide educators with explicit guidance for demonstrating evidence-based claims and text-based responses.
8.A.2b
Materials include guidance for teachers on the use of structured opportunities to engage students in evidence-based discussions using academic vocabulary and syntax. (T)
Materials include guidance for teachers on the use of structured opportunities to engage students in evidence-based discussions using academic vocabulary and syntax. (T)
2 out of 2 points
Evaluation for 8.A.2b
Evaluation for 8.A.2b
Materials include guidance for teachers on the use of structured opportunities to engage students in evidence-based discussions using academic vocabulary and syntax. (T)
2 out of 2 points
For example, in unit 7, lesson 91, the educator explicitly teaches academic vocabulary including lesson, big idea, evidence, proof, and author while modeling the sentence frame “The lesson is _____. I know because the author says _____.” Students use this structure to discuss the central message of The Ramp at the Library using textual evidence. Similar guidance appears in unit 9, lesson 133, in which educators facilitate evidence-based discussions about informational text features using academic vocabulary such as heading, diagram, caption, and text feature while students explain how each feature contributes to understanding using structured academic response frames.
8.B.1 Genre Characteristics and Craft to Compose Multiple Texts
8.B.1a
Materials include mentor texts that serve as models for students to compose a variety of texts according to grade-level TEKS.
Materials include mentor texts that serve as models for students to compose a variety of texts according to grade-level TEKS.
1 out of 1 points
Evaluation for 8.B.1a
Evaluation for 8.B.1a
Materials include mentor texts that serve as models for students to compose a variety of texts according to grade-level TEKS.
1 out of 1 points
For example, in unit 7, lesson 99, students use the informational text Different Homes, Same Job as a mentor text before composing their own informative writing. The educator models the writing process through a think-aloud, demonstrating how the organization, language, and vocabulary of the mentor text can be used to compare different types of homes. Students then apply the modeled structure to compose their own informative sentences using content and vocabulary from the text. Similar opportunities occur throughout the year as students use mentor texts to compose opinion pieces, response-to-text writing, narratives, and research writing aligned to the grade 1 TEKS.
8.B.1b
Materials include opportunities throughout the year for students to compose literary texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose literary texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Evaluation for 8.B.1b
Evaluation for 8.B.1b
Materials include opportunities throughout the year for students to compose literary texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
For example, in unit 1, lesson 5, students compose a narrative about a person or place in their neighborhood using the SPARK writing routine to plan, draft, revise, edit, and publish their writing. Students evaluate their work using a writing checklist that reinforces narrative elements, organization, and writing conventions before revising and preparing their final piece for publication. Similar literary writing opportunities recur throughout the year through narrative responses to literature and additional narrative writing tasks.
The materials also provide opportunities for students to communicate their literary writing with multiple audiences through recurring publication and sharing routines. Students share completed narratives through partner share, author’s chair, class books, writing walls, digital read-alouds, and personal writing portfolios. These authentic publication opportunities encourage students to communicate their literary writing with classmates, educators, and broader classroom audiences while reinforcing genre-specific characteristics and craft throughout the year.
8.B.1c
Materials include opportunities throughout the year for students to compose informational texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose informational texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
Evaluation for 8.B.1c
Evaluation for 8.B.1c
Materials include opportunities throughout the year for students to compose informational texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
2 out of 2 points
For example, in unit 1, lesson 10, students compose informational writing about community places using the TREE (tell your topic, report facts or reasons, explain your examples, end your writing) writing strategy. The educator explicitly models how informational writers introduce a topic before adding supporting information and demonstrates the organizational structure through a think-aloud. The teacher writes, "A park is a place where people can play," demonstrating how to introduce a topic before adding information. Students then apply the modeled structure to write one or two informational sentences before using the TREE checklist to verify that they clearly introduced a topic, organized ideas, and applied appropriate writing conventions. This instructional sequence explicitly develops genre-specific characteristics and craft through educator modeling, guided practice, and independent writing.
The materials also provide opportunities for students to communicate informational writing with multiple audiences through recurring publication and sharing routines. Students publish informational writing through partner share, author’s chair, class books, writing walls, digital transfer, digital read-alouds, and personal writing portfolios. These authentic publication opportunities encourage students to communicate information with classmates, educators, and broader classroom audiences while reinforcing the purpose and audience of informational writing throughout the year.
8.B.1d
[3rd grade only] Materials include opportunities throughout the year for students to compose argumentative texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
[3rd grade only] Materials include opportunities throughout the year for students to compose argumentative texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Not applicable.
Evaluation for 8.B.1d
Evaluation for 8.B.1d
[3rd grade only] Materials include opportunities throughout the year for students to compose argumentative texts for multiple purposes and audiences with genre-specific characteristics and craft. (S)
Not applicable.
8.B.1e
Materials include opportunities throughout the year for students to compose correspondence with genre-specific characteristics and craft. (S)
Materials include opportunities throughout the year for students to compose correspondence with genre-specific characteristics and craft. (S)
0 out of 1 points
Evaluation for 8.B.1e
Evaluation for 8.B.1e
Materials include opportunities throughout the year for students to compose correspondence with genre-specific characteristics and craft. (S)
0 out of 1 points
For example, in unit 10, lesson 150, students receive explicit instruction in composing a friendly letter. The educator models each component of the genre, including the greeting, body, closing, and signature, before students independently write their own letters and share them through publication options such as partner share, author’s chair, class books, writing walls, digital read-alouds, and personal writing portfolios. However, the materials do not include additional correspondence-writing opportunities across the year. As a result, students do not receive recurring opportunities to compose correspondence using genre-specific characteristics and craft.
8.B.2 Writing Process
8.B.2a
Materials support students' use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text, which includes an age-appropriate progression in the conventions of writing. (S)
Materials support students' use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text, which includes an age-appropriate progression in the conventions of writing. (S)
5 out of 5 points
Evaluation for 8.B.2a
Evaluation for 8.B.2a
Materials support students' use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text, which includes an age-appropriate progression in the conventions of writing. (S)
5 out of 5 points
For example, in unit 1, lesson 5, students compose a narrative by planning with the SPARK graphic organizer before drafting their writing. Students revise using the SPARK self-check to strengthen narrative elements, edit for capitalization and punctuation, and complete the writing process by sharing their finished work through partner share, class books, writing walls, author’s chair, digital read-alouds, and personal writing portfolios. Throughout the lesson, educators provide individualized conferencing and feedback to support students as they develop and refine their writing.
The writing process is consistently applied across additional writing genres throughout the instructional year. In unit 1, lesson 10, students use the TREE writing routine to compose informational writing, while in unit 5, lesson 75, students apply the STAND routine to opinion writing. Across these instructional routines, students plan, draft, revise through structured checklists, edit for grade-level conventions, and publish completed work using authentic sharing opportunities. These recurring writing structures provide a coherent progression through the writing process while supporting students’ increasing independence as writers.
8.B.2b
Materials include teacher guidance to provide explicit (direct) instruction to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
Materials include teacher guidance to provide explicit (direct) instruction to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
6 out of 6 points
Evaluation for 8.B.2b
Evaluation for 8.B.2b
Materials include teacher guidance to provide explicit (direct) instruction to model each element of the writing process (planning, drafting, revising, editing, and sharing/publishing) and to support students during the writing process through conferencing and revising. (T)
6 out of 6 points
For example, in unit 1, lesson 5, educators model planning through the SPARK graphic organizer before demonstrating how to draft narrative writing. Students then revise using the SPARK self-check; edit for capitalization and punctuation; and complete the writing process by publishing through partner share, class books, writing walls, author’s chair, digital read-alouds, and personal writing portfolios. Throughout the lesson, educators confer with students, providing individualized feedback and supporting revisions as students strengthen their writing.
The materials consistently model the writing process across additional genres throughout the year. In unit 1, lesson 10, educators use the TREE routine to model informational writing by introducing a topic, organizing ideas, drafting, revising through structured checklists, editing conventions, and publishing completed writing. In unit 10, lesson 150, educators explicitly model planning and drafting a friendly letter by demonstrating the greeting, body, closing, and signature before students compose their own correspondence, reinforcing that the writing process is consistently applied across multiple writing genres. Throughout the instructional program, educators receive explicit guidance for supporting students through revising and conferencing. Students strengthen writing through structured revision routines; reflection checklists; and educator prompting while editing instruction focuses on capitalization, punctuation, grammar, complete sentences, and other grade-level conventions. Educators confer with students by circulating, asking guiding questions, providing individualized feedback, and supporting revisions before students publish completed work through authentic sharing opportunities that reinforce the final stage of the writing process.
8.B.3 Explicit (Direct) and Systematic Writing Instruction
8.B.3a
Materials include guidance for teachers to provide explicit (direct) instruction on sentence-level writing, focusing on structure, syntax, and vocabulary. (T)
Materials include guidance for teachers to provide explicit (direct) instruction on sentence-level writing, focusing on structure, syntax, and vocabulary. (T)
3 out of 3 points
Evaluation for 8.B.3a
Evaluation for 8.B.3a
Materials include guidance for teachers to provide explicit (direct) instruction on sentence-level writing, focusing on structure, syntax, and vocabulary. (T)
3 out of 3 points
For example, in unit 8, lesson 116, educators explicitly model declarative sentence structure by demonstrating how complete sentences begin with a capital letter, communicate information, and end with a period while incorporating descriptive vocabulary to strengthen writing. Students apply these models by composing complete declarative sentences using precise language. In unit 5, lesson 75, educators extend sentence-level instruction by modeling subject–verb agreement and guiding students to revise sentences for grammatical accuracy while using the STAND routine to strengthen opinion writing. Together, these instructional routines provide explicit educator guidance for sentence structure, syntax, and vocabulary development within authentic writing experiences.
8.B.3b
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence level and building to compositions according to grade-level TEKS. (T)
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence level and building to compositions according to grade-level TEKS. (T)
4 out of 4 points
Evaluation for 8.B.3b
Evaluation for 8.B.3b
Materials include guidance for teachers to provide systematic and explicit (direct) instruction in writing starting at the sentence level and building to compositions according to grade-level TEKS. (T)
4 out of 4 points
For example, in unit 8, lesson 116, educators explicitly model declarative sentence structure by demonstrating how complete sentences begin with a capital letter, communicate information, and end with appropriate punctuation while incorporating descriptive vocabulary to strengthen writing. Students then apply these sentence-level skills through guided writing activities before extending them into more sophisticated writing tasks. Additional instruction in unit 5, lesson 75 reinforces sentence syntax through subject–verb agreement while connecting sentence construction to opinion writing.
The materials consistently build from sentence-level writing to complete compositions across multiple genres. Through the SPARK narrative writing framework, TREE informational writing framework, and STAND opinion writing framework, students apply sentence-level skills while composing organized grade-level texts. Educator modeling, guided practice, and structured writing routines explicitly support students as they progress from writing complete sentences to developing cohesive compositions aligned to the grade 1 ELAR TEKS.
8.B.3c
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing. (S)
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing. (S)
6 out of 6 points
Evaluation for 8.B.3c
Evaluation for 8.B.3c
Materials include systematic and explicit (direct) opportunities for students to engage in increasingly complex sentence-level writing, revising, and editing. (S)
6 out of 6 points
Students engage in increasingly complex sentence-level writing through explicit educator modeling and guided practice across multiple writing genres. For example, in unit 9, lesson 124, students compose informational statements and questions after reading How Stories Travel Through Time, distinguishing between sentence types while applying appropriate punctuation and sentence structures. Throughout informational, narrative, opinion, and correspondence writing, students continue expanding sentence complexity using structured writing routines such as SPARK, TREE, and STAND.
The materials also provide explicit opportunities for sentence-level revising through structured self-monitoring routines and educator-guided reflection. In unit 5, lesson 75, students revise opinion writing using the STAND routine by evaluating whether they stated an opinion, provided a reason, and included a clear ending before strengthening their writing. Educator prompts and revision checklists consistently encourage students to improve ideas, add details, and clarify meaning throughout the writing process. Sentence-level editing is systematically integrated across writing instruction. Students edit for capitalization, punctuation, grammar, spelling, subject–verb agreement, and complete sentence conventions while composing increasingly sophisticated writing. These recurring instructional routines provide explicit and systematic opportunities for students to strengthen sentence-level writing, revising, and editing across multiple writing genres throughout the program.
8.B.4 Grade-Level Standard English Conventions
8.B.4a
Materials include opportunities for practice and application both in and out of context of the conventions of academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level TEKS. (S)
Materials include opportunities for practice and application both in and out of context of the conventions of academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level TEKS. (S)
4 out of 4 points
Evaluation for 8.B.4a
Evaluation for 8.B.4a
Materials include opportunities for practice and application both in and out of context of the conventions of academic language (e.g., the use of simple and compound sentences with subject-verb agreement, the appropriate use of different verb tenses, nouns, adjectives, adverbs, prepositions, pronouns, and coordinating conjunctions) in sentences and short paragraphs using correct capitalization and punctuation according to the grade-level TEKS. (S)
4 out of 4 points
Students engage in out-of-context practice and application through dedicated grammar and syntax instruction that focuses on subject–verb agreement, sentence types, capitalization, punctuation, and other language conventions. For example, in unit 1, lesson 6, students identify common nouns, distinguish nouns from action words, and apply grammar concepts through isolated sentence-level activities before transferring those skills to connected writing. In unit 5, lesson 71, students practice subject–verb agreement through guided sentence construction and oral language activities that reinforce correct grammar and syntax.
Students then apply academic language conventions within authentic writing tasks across the instructional year. Through recurring narrative, informational, opinion, and correspondence writing lessons, students apply grammar, punctuation, capitalization, spelling, and usage while drafting, revising, editing, and publishing complete compositions. Educator guidance consistently reinforces these conventions through conferencing, revision routines, editing checklists, and self-monitoring, providing systematic opportunities for students to apply academic language conventions in meaningful writing contexts.
8.B.4b
Materials include systematic opportunities for practice of and application of grammar, punctuation, and usage, both in and out of context. (S)
Materials include systematic opportunities for practice of and application of grammar, punctuation, and usage, both in and out of context. (S)
6 out of 6 points
Evaluation for 8.B.4b
Evaluation for 8.B.4b
Materials include systematic opportunities for practice of and application of grammar, punctuation, and usage, both in and out of context. (S)
6 out of 6 points
Students engage in systematic out-of-context practice and application through dedicated grammar and syntax instruction. For example, in unit 1, lesson 6, students practice grammar and usage by identifying common nouns, distinguishing nouns from action words, and completing sentence-level activities that reinforce correct word usage. In unit 5, lesson 71, students strengthen grammar and usage through subject–verb agreement by applying singular and plural verb forms during guided oral and written sentence activities. These isolated instructional routines provide repeated opportunities to practice and apply conventions before transferring them to authentic writing.
Students then apply grammar, punctuation, and usage within meaningful writing experiences across multiple genres. For example, in unit 10, lesson 150, students compose a friendly letter while applying capitalization, punctuation, contractions, and complete sentence conventions within an authentic correspondence task. In unit 1, lesson 10, students apply grammar and punctuation during informational writing by revising, editing, and publishing compositions using the TREE writing routine. These authentic writing experiences require students to apply conventions within complete sentences and organized compositions. Throughout the instructional year, grammar, punctuation, and usage instruction are systematically reinforced across narrative, informational, opinion, research, and correspondence writing. Educators consistently support students through conferencing, editing routines, revision checklists, and self-monitoring activities that reinforce capitalization, punctuation, grammar, spelling, and sentence-level conventions during drafting, revising, editing, and publishing. These recurring instructional routines provide systematic opportunities for students to practice and apply grammar, punctuation, and usage both in isolation and within authentic writing contexts.