Program Information
- ISBN
- 9781623825041
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 524.2 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 180.36 KB)
Ascend Mastery, Kindergarten
ELAR Kindergarten
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 % |
|---|---|---|
| Kindergarten | 73.21% | 92.31% |
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.
The “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 34 includes structured lesson plans with daily objectives, tasks, questions, materials, and instructional assessments. The lesson includes objectives and I Can statements for phonemic awareness, fluency, comprehension, and grammar/syntax. Lesson tasks include phonics, handwriting, fluency, and comprehension activities. 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 allocations 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
The “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 34 includes structured lesson plans with daily objectives, tasks, questions, materials, and instructional assessments. The lesson includes objectives and I Can statements for phonemic awareness, fluency, comprehension, and grammar/syntax. Lesson tasks include phonics, handwriting, fluency, and comprehension activities. 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 allocations 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
Program Design and Instructional Routines provides embedded daily checks, weekly checkpoints, unit assessments, benchmark assessments, diagnostic assessments, and progress monitoring assessments throughout the year. These assessment opportunities support ongoing monitoring of student learning and instructional decision-making.
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 3, week 2 assesses skills taught during lessons 36–40, including letter recognition; letter formation; sound–symbol correspondence for s, t, and p; and comprehension skills such as sequencing events and describing characters’ feelings. 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 3, week 2 assesses skills taught during lessons 36–40, including letter recognition; letter formation; sound–symbol correspondence for s, t, and p; and comprehension skills such as sequencing events and describing characters’ feelings. 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.
In grade K, lesson 46 includes a “Background Knowledge and Vocabulary” section that introduces the unit topic, explains classic tales and fairy tales, and provides oral language prompts before reading. The lesson pre-teaches vocabulary such as straw, brick, huff, chimney, and sturdy through visuals, student actions, definitions, repeated practice, sentence examples, and partner discussions before students read The Three Little Pigs. 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 46, the comprehension lesson includes scripted prompts that guide the educator in explaining that a prediction is a strong guess, modeling how to use clues from the cover of The Three Little Pigs, and prompting students to explain what they think will happen and how they know.
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 prompts, discussion routines, and model responses provide additional support for educators as they facilitate instruction. For example, in grade K, lesson 106, the “Think It Through” section includes the prompt “How did we find the lesson with evidence today?” followed by a model response that guides educators in helping students explain their thinking and connect textual evidence to the story’s lesson. These supports help educators effectively model academic thinking and reinforce comprehension skills.
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.
For example, in grade K, lesson 110 guides educators in activating background knowledge; facilitating oral language partner discussions; modeling narrative writing; and supporting students through guided planning, independent writing, self-monitoring, reflection, and publishing activities. Students participate in partner sharing, class book creation, writing wall activities, author’s chair presentations, digital read-alouds, and personal writing portfolios. Embedded educator notes provide recommendations for monitoring student understanding 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.
For example, in grade K, lesson 110, students activate background knowledge, engage in partner discussions, participate in guided strategy instruction, write independently, self-monitor, and share their work through activities such as partner sharing, class book creation, writing wall activities, author’s chair presentations, 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 verbally.
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 multilingual learners 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 emergent bilingual (EB) students in developing academic vocabulary, increasing comprehension, and building background knowledge through oral discourse. Multilingual learner 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 79, students discuss informational vocabulary such as femur, ribs, skull, fingers, and spine through partner conversations and oral language prompts. Students also use structured response stems such as “I think this text will be about ___ because ___” and “I wonder ___” to support academic language development and comprehension.
The materials also support EB students in developing academic vocabulary, increasing comprehension, and building background knowledge through written discourse. In lesson 79, students participate in scaffolded writing activities and informational writing tasks that incorporate previously introduced vocabulary and content knowledge. Students use sentence stems such as “The ___ is a bone that ___” and “Bones help us ___” to support written responses connected to informational texts. The materials also provide opportunities for students to label pictures and complete written responses that reinforce academic vocabulary and comprehension.
The materials provide limited support for cross-linguistic connections through oral and written discourse. While some lessons encourage students to discuss responses in their home language or share language structures from their home language, these supports are not consistently embedded throughout instruction. For example, in lesson 106, students discuss how questions are formed in their home language and compare question words across languages. However, the materials do not provide consistent guidance for helping students make cross-linguistic connections through oral and written discourse. As a result, the materials support academic vocabulary, comprehension, and background knowledge development but do not consistently support cross-linguistic connections.
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
In grade K, lesson 46 includes a “Background Knowledge and Vocabulary” section that introduces the unit topic, explains classic tales and fairy tales, and provides oral language prompts before reading. The lesson pre-teaches vocabulary such as straw, brick, huff, chimney, and sturdy through visuals, student actions, definitions, repeated practice, sentence examples, and partner discussions before students read The Three Little Pigs. 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 prompts, discussion routines, and model responses provide additional support for educators as they facilitate instruction. For example, in grade K, lesson 106, the “Think It Through” section includes the prompt “How did we find the lesson with evidence today?” followed by a model response that guides educators in helping students explain their thinking and connect textual evidence to the story’s lesson. These supports help educators effectively model academic thinking and reinforce comprehension skills.
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
For example, in grade K, lesson 110 guides educators in activating background knowledge; facilitating oral language partner discussions; modeling narrative writing; and supporting students through guided planning, independent writing, self-monitoring, reflection, and publishing activities. Students participate in partner sharing, class book creation, writing wall activities, author’s chair presentations, digital read-alouds, and personal writing portfolios. Embedded educator notes provide recommendations for monitoring student understanding 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
For example, in grade K, lesson 110, students activate background knowledge, engage in partner discussions, participate in guided strategy instruction, write independently, self-monitor, and share their work through activities such as partner sharing, class book creation, writing wall activities, author’s chair presentations, 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 multilingual learners 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 79, students participate in scaffolded writing activities and informational writing tasks that incorporate previously introduced vocabulary and content knowledge. Students use sentence stems such as “The ___ is a bone that ___” and “Bones help us ___” to support written responses connected to informational texts. The materials also provide opportunities for students to label pictures and complete written responses that reinforce academic vocabulary and comprehension.
The materials provide limited support for cross-linguistic connections through oral and written discourse. While some lessons encourage students to discuss responses in their home language or share language structures from their home language, these supports are not consistently embedded throughout instruction. For example, in lesson 106, students discuss how questions are formed in their home language and compare question words across languages. However, the materials do not provide consistent guidance for helping students make cross-linguistic connections through oral and written discourse. As a result, the materials support academic vocabulary, comprehension, and background knowledge development but do not consistently support cross-linguistic connections.
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 materials include systematic and sequenced instruction of phonics (sound–symbol correspondence) skills. The scope and sequence progresses from foundational phonemic awareness and alphabet instruction to increasingly complex phonics concepts throughout the year. Students begin with letter–sound correspondences introduced in alphabetical order and progress to word building, digraphs, blends, suffixes, double consonants, glued sounds, and more advanced phonics patterns. 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 letter a and the sound /ă/ through explicit instruction, visual articulation support, an alphabet chant, handwriting practice, and a Hear It, Move It activity. Later lessons build on these foundational sound–symbol correspondences through word building, blending, digraphs, blends, and increasingly complex decoding and encoding tasks. This sequence provides repeated opportunities for students to apply previously learned skills while progressing toward more advanced phonics concepts.
Evaluation for 4.1b
In unit 1, lesson 1, students receive direct instruction on the letter a and the sound /ă/ through educator modeling, visual articulation support, an alphabet chant, handwriting practice, letter–sound fluency activities, and the Hear It, Move It: Aa routine. The materials also provide explicit practice through decodable texts. For example, the decodable reader BK-1 includes CVC words with short i such as pip, tig, and sit. During the Decodable Reader routine, students tap sounds in boxes, spell words in boxes, read words in isolation, track words while reading, and apply targeted phonics patterns within connected text.
The materials include intentional ongoing practice opportunities for phonics skills in isolation and through decodable texts. For example, in unit 3, lesson 31, students engage in repeated practice with the sound–spelling correspondence for the letter y through spelling activities, handwriting and letter formation practice, the Hear It, Move It routine, and letter–sound fluency activities. These opportunities reinforce previously taught phonics skills while providing additional practice with newly introduced sound–symbol correspondences. 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 sound–symbol correspondences, model articulation and mouth formation, connect sounds to letters, 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.
For example, in lesson 53, the educator introduces the sound /h/ through familiar words such as hop, home, and happy and explicitly models how to produce the sound by observing mouth movement, feeling airflow, and identifying /h/ as an unvoiced consonant. The educator then introduces the sound–spelling correspondence, explains that the letter h spells the sound /h/, and models reading the consonant in isolation and within a slide. Students practice producing the sound, identifying the letter–sound relationship, reading words, and spelling words such as hat with educator support before independently applying the skill.
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 41, students receive guided instruction while identifying sounds, drawing sound lines, building words, and spelling words such as cat, tap, sat, and an. The lesson includes educator prompts and expected student responses, enabling educators 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 with peers through turn-and-talk activities, partner discussions, choral responses, oral language routines, and collaborative reading activities. For example, in grade K, unit 9, lesson 122, students participate in collaborative learning while reading sentences containing the high-frequency word no and engaging in oral language activities in which they turn to a partner and generate sentences using the target word. Similarly, lesson 31 includes collaborative phonics practice through alphabet chants, choral responses, repeated production of the letter name and sound, and whole-group participation in the Hear It, Move It routine.
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 grade K, unit 9, lesson 121, students independently engage in phoneme-grapheme mapping by identifying sounds, drawing sound lines, matching letters to sounds, analyzing spelling patterns, writing the target word multiple times, and applying decoding skills while reading connected sentences. 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 alphabet lessons, letter–sound fluency routines, phonemic awareness activities, spelling and handwriting practice, fluency routines, decodable readers, and connected reading and writing tasks. Students repeatedly review previously taught letter–sound correspondences, blending routines, digraphs, blends, vowel teams, and connected sentence reading through cumulative instructional routines and recurring review activities embedded throughout daily instruction.
For example, in unit 6, lesson 81, students learn the digraph sh while simultaneously applying previously taught phonics knowledge. Students identify sounds in words, review previously taught digraphs, read words with familiar short vowel patterns, and apply phoneme-grapheme mapping skills while spelling and reading words. Students also encode and decode words through spelling slides, word building, marking digraphs, and dictation activities that incorporate both newly taught and previously learned phonics patterns. This lesson requires students to draw on previously taught letter–sound correspondences, spelling patterns, and decoding skills while learning a new phonics concept, providing intentional cumulative review and 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 from alphabet instruction and foundational letter–sound correspondences to blending, digraphs, blends, and vowel teams, and practice activities reinforce skills that have already been introduced through instruction.
For example, in unit 9, lesson 122, students review the previously taught high-frequency word no by reading, writing, and applying it in sentences. The Dictation Bank provides additional opportunities for students to spell, mark, and read words such as six, wig, if, fin, sit, and dig, requiring students to apply previously taught phonics knowledge during practice activities. These review and application opportunities align to phonics skills that have already been explicitly taught and provide students with practice using previously introduced sound–spelling correspondences and decoding skills.
Evaluation for 4.3c
The “Program Architecture Overview” explains that decodable readers 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 an expanding set of taught letter–sound correspondences, spelling patterns, and high-frequency words within connected text. This design allows students to continuously reinforce previously taught phonics skills while building new decoding knowledge.
For example, in unit 4, lesson 46, students learn the high-frequency word and and apply previously taught short i CVC patterns while reading the decodable reader Pip and Tig. Later in the year, unit 6 decodable readers incorporate the digraphs th and ch while continuing to include previously taught high-frequency words such as is and for. Sentences such as “This is a can for Kit” require students to apply both newly introduced and previously taught phonics skills, demonstrating cumulative practice through 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 10, lesson 139, students practice reading individual words that illustrate phonetic skill 4 with the vowel a. Students decode word pairs such as tap/tape and cap/cape, identify whether the vowel sound is short or long, and analyze how adding a silent e changes the pronunciation of the vowel.
The materials also provide opportunities for phonics practice in decodable, connected text. In the decodable reader A Flute, 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 simpler literacy tasks to more complex literacy tasks that align to students’ developing phonological awareness and phonics skills. For example, in grade K, unit 3, week 1, students identify and write uppercase and lowercase letters, produce corresponding letter sounds, and demonstrate foundational letter–sound knowledge. Students then apply those foundational skills during oral language and listening comprehension activities that require them to answer questions about characters, key details, problems and solutions, and the main idea of a text. This progression allows students to demonstrate foundational skills before applying those skills to increasingly complex literacy tasks.
Beginning-of-year, middle-of-year, and end-of-year benchmark assessments measure increasingly complex skills, including letter naming, letter–sound identification, rhyming, syllable blending and segmenting, onset-rime, phoneme blending, CVC decoding, high-frequency word reading, oral reading fluency, vocabulary, and comprehension. In addition, embedded assessment opportunities throughout daily lessons allow educators to gather evidence of student learning through oral responses, word reading, sentence reading, spelling, marking, and writing tasks aligned to grade K literacy development.
Evaluation for 4.4b
The assessment system includes embedded daily checks, weekly checkpoints, unit assessments, and benchmark assessments that align to the grade K scope and sequence. These tools evaluate discrete phonics skills that have been explicitly taught and provide recurring opportunities to monitor student mastery of letter–sound correspondences, phonological awareness, 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 students’ ability to hear a letter sound and write the corresponding lowercase letter for recently taught letters. Additional assessment opportunities embedded within daily lessons, such as lesson 122, require students to demonstrate phoneme segmentation, decoding, spelling, marking, word reading, sentence reading, and high-frequency word knowledge. 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 is 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 letter a and the sound /ă/ through explicit instruction, visual articulation support, an alphabet chant, handwriting practice, and a Hear It, Move It activity. Later lessons build on these foundational sound–symbol correspondences through word building, blending, digraphs, blends, and increasingly complex decoding and encoding tasks. This sequence provides repeated opportunities for students to apply previously learned skills while progressing toward more advanced phonics concepts.
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. For example, in unit 3, lesson 31, students engage in repeated practice with the sound–spelling correspondence for the letter y through spelling activities, handwriting and letter formation practice, the Hear It, Move It routine, and letter–sound fluency activities. These opportunities reinforce previously taught phonics skills while providing additional practice with newly introduced sound–symbol correspondences. 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
For example, in lesson 53, the educator introduces the sound /h/ through familiar words such as hop, home, and happy and explicitly models how to produce the sound by observing mouth movement, feeling airflow, and identifying /h/ as an unvoiced consonant. The educator then introduces the sound–spelling correspondence, explains that the letter h spells the sound /h/, and models reading the consonant in isolation and within a slide. Students practice producing the sound, identifying the letter–sound relationship, reading words, and spelling words such as hat with educator support before independently applying the skill.
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 grade K, unit 9, lesson 121, students independently engage in phoneme-grapheme mapping by identifying sounds, drawing sound lines, matching letters to sounds, analyzing spelling patterns, writing the target word multiple times, and applying decoding skills while reading connected sentences. 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
For example, in unit 6, lesson 81, students learn the digraph sh while simultaneously applying previously taught phonics knowledge. Students identify sounds in words, review previously taught digraphs, read words with familiar short vowel patterns, and apply phoneme-grapheme mapping skills while spelling and reading words. Students also encode and decode words through spelling slides, word building, marking digraphs, and dictation activities that incorporate both newly taught and previously learned phonics patterns. This lesson requires students to draw on previously taught letter–sound correspondences, spelling patterns, and decoding skills while learning a new phonics concept, providing intentional cumulative review and 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
For example, in unit 9, lesson 122, students review the previously taught high-frequency word no by reading, writing, and applying it in sentences. The Dictation Bank provides additional opportunities for students to spell, mark, and read words such as six, wig, if, fin, sit, and dig, requiring students to apply previously taught phonics knowledge during practice activities. These review and application opportunities align to phonics skills that have already been explicitly taught and provide students with practice using previously introduced sound–spelling correspondences and decoding skills.
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
For example, in unit 4, lesson 46, students learn the high-frequency word and and apply previously taught short i CVC patterns while reading the decodable reader Pip and Tig. Later in the year, unit 6 decodable readers incorporate the digraphs th and ch while continuing to include previously taught high-frequency words such as is and for. Sentences such as “This is a can for Kit” require students to apply both newly introduced and previously taught phonics skills, demonstrating cumulative practice through 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 A Flute, 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 letter naming, letter–sound identification, rhyming, syllable blending and segmenting, onset-rime, phoneme blending, CVC decoding, high-frequency word reading, oral reading fluency, vocabulary, and comprehension. In addition, embedded assessment opportunities throughout daily lessons allow educators to gather evidence of student learning through oral responses, word reading, sentence reading, spelling, marking, and writing tasks aligned to grade K literacy 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 students’ ability to hear a letter sound and write the corresponding lowercase letter for recently taught letters. Additional assessment opportunities embedded within daily lessons, such as lesson 122, require students to demonstrate phoneme segmentation, decoding, spelling, marking, word reading, sentence reading, and high-frequency word knowledge. 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
95% (105 out of 111 points)
Evaluation for 5.A.1a
The materials include explicit and systematic instruction in directionality and the relationships 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 the roles of the author and illustrator and explains how print communicates information to readers. In unit 1, lesson 8, students learn to identify the front cover, back cover, title page, title, and author while discussing the purpose of each feature. The Decodable Reader Developing routines reinforce these concepts through repeated practice with book handling, print features, uppercase and lowercase letters, sentence and word concepts, and spaces between words. 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 3, lesson 43, students apply print awareness knowledge through letter–sound activities, word reading, fluency routines, and connected-text comprehension tasks. Students name letters, produce corresponding sounds, read words, and engage with connected text to identify important words and recall key details. Additionally, lesson 4 explicitly teaches the roles of the author and illustrator while students interact with projected text and illustrations, helping them apply their understanding of how print and illustrations work together to convey meaning. These varied opportunities allow students to apply print awareness knowledge across multiple text formats and instructional settings.
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 4, students learn the word germs through the Learn It, Repeat It, Use It routine. The educator models the vocabulary in context, and students repeat the word and definition and then apply the new 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 comprehension, high-frequency word instruction, 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 136, 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 13, the educator models how to answer text-based questions using complete sentences, provides sentence stems, guides students through partner discussions, and supports students as they ask and answer questions using academic language. The differentiation materials further extend these opportunities by providing leveled texts, open-ended questions, sentence frames, and scaffolded discussion prompts that help educators coach student responses and support meaningful oral communication. 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 share personal experiences, express opinions, explain their thinking, and respond to peers. For example, in grade K, lesson 54, students discuss something good another person has shared with them and later tell a partner about a funny trick they have seen or heard about. In unit 4, lesson 59, students share and justify their opinions about the actions of a story character before discussing their ideas with a partner. 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. During comprehension instruction, students use sentence stems, text evidence, academic vocabulary, and partner discussions to explain ideas, classify characters, and discuss text meaning with peers and educators. For example, in unit 3, lesson 31, students identify characters as people or animals and explain their thinking using the author’s words. In lesson 13, students answer text-based questions using complete sentences, practice asking and answering questions with a partner, and use sentence frames to explain the function of firefighter tools. The differentiation materials further extend these opportunities through leveled texts, open-ended questions, and scaffolded discussion prompts that support academic communication across multiple instructional settings.
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 how Rosa responds when she is not chosen, providing a clear purpose for listening. The lesson also teaches students that “good listeners use their eyes and ears at the same time” to gather information from both the author’s words and the illustrations. Students then reflect on what they noticed and discuss how active listening supported their understanding. Additional instructional routines prompt students to generate and exchange questions with partners through structured discussion activities such as “I’m wondering…” followed by partner responses and follow-up questions.
The materials also provide authentic opportunities for students to engage in discussion to understand information. In unit 3, lesson 32, students listen to The Missing Duckling, discuss the problem in the story with partners, explain how they know using evidence from the author’s words, and participate in guided oral language routines using sentence frames such as “The problem is ____.” Similar turn-and-talk routines throughout the curriculum encourage students to discuss vocabulary, comprehension, and personal connections while building understanding through collaborative conversations.
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 partner discussions, choral responses, oral rehearsal, guided discussion, academic vocabulary practice, and complete-sentence responses throughout instruction. Students regularly share personal experiences, explain vocabulary, retell stories, make predictions, and communicate their thinking using sentence stems during whole-group, partner, and differentiated instructional activities. These recurring opportunities support students in listening, questioning, discussing, and sharing ideas across authentic literacy experiences.
Evaluation for 5.C.1a
The scope and sequence outlines an intentional progression in which students receive explicit instruction on individual letter names and sounds before advancing to more complex phonics concepts. The sequence introduces each letter and its corresponding sound through structured alphabet lessons and then builds toward letter groups, word building, digraphs, blends, suffixes, double consonants, glued sounds, and more advanced phonics patterns. Newly introduced letters and sounds are reinforced through phonemic awareness, letter sound fluency routines, handwriting instruction, blending activities, and connected reading and writing tasks, providing a systematic progression from foundational alphabet knowledge to increasingly complex decoding and encoding skills.
For example, in unit 3, lesson 31, students are introduced to the uppercase and lowercase letter Y/y and its corresponding sound /y/. The educator explicitly identifies the letter name, models the sound, and explains that the letter y spells the /y/ sound. Students repeat the letter name and sound, practice through an alphabet chant, complete handwriting activities for uppercase and lowercase Y/y, and participate in the Hear It, Move It routine using words that begin with /y/. This lesson demonstrates the systematic introduction of letter names and their corresponding sounds through explicit instruction and guided practice.
Evaluation for 5.C.1b
The scope and sequence introduces each letter and its corresponding sound through structured alphabet lessons before students progress to more advanced phonics concepts. Daily phonics lessons provide explicit educator scripting that introduces uppercase and lowercase letterforms while directly teaching the associated sound. For example, in unit 3, lesson 31, the educator introduces uppercase and lowercase Y/y, explains that both forms are called y, models the corresponding sound /y/, and guides students through alphabet chants, choral repetition, handwriting, and sound–symbol activities. Similar instructional routines occur throughout lessons 1–32, ensuring explicit instruction for all 26 letters and their corresponding sounds.
The materials also include educator guidance to develop student automaticity in identifying uppercase and lowercase letters and their corresponding sounds. Recurring letter–name accuracy and letter–sound accuracy fluency routines provide repeated opportunities for students to rapidly identify letter names and produce corresponding sounds through cumulative review. For example, in lesson 13, students quickly identify uppercase and lowercase letters and produce their associated sounds during educator-directed fluency practice. Lesson 32 reinforces automaticity through repeated identification of uppercase and lowercase Z/z, alphabet chants, handwriting practice, choral repetition, and the Hear It, Move It routine using words such as zebra, zipper, zoo, zig-zag, and zero. These recurring instructional routines systematically build automatic recognition of uppercase and lowercase letters and their corresponding sounds throughout the program.
Evaluation for 5.C.1c
Structured handwriting lessons embedded within the phonics instruction provide educator modeling, verbal stroke descriptions, guided practice, and independent application for each newly introduced letter. For example, in unit 3, lesson 31, the educator models the formation of uppercase and lowercase Y/y, verbalizes each stroke, and guides students through handwriting practice before students independently write the letters multiple times. Similar guidance is provided throughout the handwriting lessons, including educator prompts such as “Watch and listen as I write” and explicit stroke descriptions that support accurate letter formation. Educators also reinforce correct formation by repeating the stroke language as students practice writing.
The materials also include systematic instruction for uppercase and lowercase letter formation throughout the scope and sequence. Handwriting instruction is embedded within the daily phonics lessons and provides cumulative instruction across the alphabet through sequenced handwriting lessons that introduce and review all 26 uppercase and lowercase letters. Each lesson follows the same instructional routine of educator modeling, guided tracing, verbal rehearsal of stroke patterns, repeated handwriting practice, and independent application. Supplemental handwriting resources within the educator dashboard and differentiation materials provide additional visual supports, stroke descriptions, and scaffolded practice opportunities, ensuring that students receive consistent and systematic instruction in letter formation across the school year.
Evaluation for 5.C.1d
The materials include a variety of activities and resources for students to develop alphabet knowledge in isolation and in the context of meaningful print. Structured alphabet lessons explicitly introduce each new letter through educator modeling, letter–sound fluency routines, handwriting instruction, sound-identification activities, alphabet books, and repeated oral language practice. Students develop alphabet knowledge in isolation by identifying uppercase and lowercase letters, producing corresponding sounds, tracing letters, and connecting letters to target sounds. Students also develop alphabet knowledge in meaningful print through alphabet books, decodable readers, titles, title pages, connected sentences, oral language discussions, and guided reading activities that connect letters and sounds to authentic reading experiences.
The materials also provide a variety of activities and resources for students to practice alphabet knowledge in isolation and in the context of meaningful print. For example, in grade K, unit 3, lesson 32, students practice identifying the newly introduced letter Z/z while reviewing previously taught letters Y/y and X/x during the letter–sound accuracy routine. Students name printed letters, produce corresponding sounds, and practice handwriting through guided and independent writing activities. The Decodable Reader routine extends this practice by prompting students to identify letters and corresponding sounds while reading connected text, allowing students to apply alphabet knowledge within meaningful reading contexts.
The materials include cumulative review activities that reinforce alphabet knowledge in isolation and in the context of meaningful print throughout the curriculum. The scope and sequence systematically revisits previously taught letters and sounds through recurring alphabet lessons, letter–sound fluency routines, handwriting instruction, phonemic awareness activities, fluency routines, and connected reading opportunities. For example, in unit 3, lesson 32, students review previously introduced letters and sounds while learning the new letter Z/z, and later lessons continue to revisit earlier letters through fluency activities, word building, and connected reading. The developing and proficient instructional routines further reinforce alphabet knowledge by engaging students in identifying letters within titles, words, sentences, and decodable texts while repeatedly applying previously taught letter–sound relationships through collaborative discussion, guided practice, oral reading, and connected literacy activities.
Evaluation for 5.C.2a
The materials include explicit instruction in letter–sound relationships that supports students’ application of basic decoding and encoding skills. Daily phonics lessons provide educator modeling, guided practice, and independent application that explicitly connect sounds to letters and letter combinations. For example, in unit 6, lesson 76, students learn the voiceless digraph th through explicit instruction in articulation, sound–spelling correspondence, and guided decoding and encoding activities. Students identify the sound in words such as thumb, thing, and thin; read the pattern in slides and words; spell the pattern; and apply it while building and reading the word thud. These instructional routines provide explicit opportunities for students to apply newly introduced letter–sound relationships to basic decoding and encoding tasks.
The materials do not consistently provide a systematic sequence for introducing letter–sound relationships in an order that allows for immediate application to basic decoding and encoding. The scope and sequence introduces individual letters in alphabetical order before transitioning to letter groups, blending, word building, and decodable reading. Although students later apply letter–sound relationships through slides, word building, spelling, and decodable texts, the initial sequence delays opportunities to combine newly learned letters into meaningful words because many high-utility letter–sound correspondences are introduced weeks apart. As a result, the materials provide explicit instruction in letter–sound relationships but do not consistently sequence initial instruction to maximize immediate application to early decoding and encoding.
Evaluation for 5.C.2b
The materials provide explicit instruction focused on connecting phonemes to letters within words through educator modeling, guided practice, and repeated application. For example, in unit 3, lessons 31 and 32, students learn to connect the phonemes /y/ and /z/ to the graphemes Y/y and Z/z through oral rehearsal, handwriting routines, alphabet chants, and sound-identification activities. Students practice identifying target sounds, connecting phonemes to corresponding letters, and applying letter–sound relationships during guided phonics instruction.
The materials recommended 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 letter–sound fluency routines, blending activities, handwriting, sound–spelling instruction, and word building. For example, in unit 4, lesson 36, students learn the consonant N/n and apply the sound–spelling relationship by reading and spelling the slide /nĭ/ before building and decoding the word nip. The Decodable Reader routine extends this instruction by providing opportunities for students to apply newly introduced and previously taught letter–sound correspondences while reading connected decodable text.
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 letter–sound fluency activities, sound-identification routines, high-frequency word practice, word reading, spelling, dictation, and fluency routines. In addition, the Decodable Readers Developing routine provides educator-guided opportunities for repeated reading, echo reading, partner reading, and oral reading of connected decodable texts, allowing students to apply taught phonics patterns while decoding meaningful text.
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. For example, in grade K, unit 4, lesson 36, students review previously taught letters and sounds during the letter-name accuracy and letter–sound accuracy fluency routines while practicing newly introduced skills. High-frequency word routines, handwriting, spelling, and decodable readers repeatedly revisit previously taught letter–sound correspondences and phonics patterns, providing ongoing cumulative review through isolated word reading and connected decodable text throughout the program.
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 demonstrates an intentional progression in which students begin with foundational phonological awareness skills before advancing to increasingly sophisticated tasks. For example, students first identify rhyming words in lesson 11, progress to matching rhyming words in lesson 13, discriminate between rhyming and non-rhyming words in lesson 16, and then independently produce rhyming words in lesson 18. Later lessons extend this progression to more advanced phonological awareness skills such as blending, segmenting, deleting, adding, and substituting phonemes. This sequence provides scaffolded instruction that moves students from simpler to more complex phonological awareness skills.
The materials also include a systematic sequence that progresses from larger units of sound to smaller units of sound. Instruction begins with broader phonological awareness skills, including identifying words in sentences and counting, blending, segmenting, and manipulating syllables before progressing to rhyme recognition and production. Students then advance to onset-rime activities and increasingly complex phoneme-level skills including isolating initial, final, and medial sounds and blending, segmenting, deleting, adding, and substituting phonemes. For example, lesson 11 introduces rhyme identification as an early larger-unit phonological awareness task, while lesson 61 guides students in blending individual phonemes to form spoken words such as if and on. This progression systematically moves students from larger units of sound to increasingly sophisticated phoneme manipulation.
Evaluation for 5.D.1b
The materials include explicit instruction for teaching phonological awareness skills with recommended explanatory feedback based on common student errors. Throughout the lessons, “Instructional Support” notes provide educators with specific guidance for responding when students struggle with phonological awareness tasks. For example, in grade K, unit 5, lesson 71, students blend three phonemes to form spoken words. When students have difficulty blending sounds, the “Instructional Support” box directs educators to model a kinesthetic blending routine by tapping down the arm while pronouncing each phoneme before sliding the hand back to blend the sounds into a complete word. The lesson also recommends alternative supports, including sound chips and Elkonin boxes, to reinforce accurate phoneme blending and provide corrective feedback based on observed student errors.
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 embedded throughout the lessons identify likely misunderstandings and provide educators with specific language for correcting them. For example, in grade K, lesson 14, the “Common Misconceptions” note explains that students may incorrectly choose words that are semantically related rather than words that rhyme and directs educators to clarify, “We’re not looking for words that go together. We’re listening for words that sound the same at the end.” Similarly, lesson 32 identifies the misconception of responding with a letter name instead of a letter sound and instructs educators to remind students that they are listening for the sound their mouths make rather than the name of the letter. These embedded supports provide educators with explicit corrective guidance 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 grade-level TEKS. The scope and sequence provides a systematic progression of phonological awareness instruction through rhyme, syllables, onset-rime, and phoneme awareness activities. Lessons incorporate multisensory supports that strengthen sound memory through movement, oral rehearsal, and visual representations. For example, in unit 4, lesson 51, students isolate medial vowel sounds in spoken words while using a kinesthetic arm-tapping routine that emphasizes the target sound. Additional instructional supports encourage educators to use movement-based routines, sound chips, and Elkonin boxes to help students represent and remember individual phonemes during phonological awareness instruction.
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 responses, sound-identification activities, blending, segmenting, rhyme, and phoneme manipulation tasks throughout the instructional sequence. For example, lesson 11 develops and practices rhyme identification through educator modeling and guided practice, while later lessons provide opportunities to isolate medial sounds, blend phonemes, and manipulate individual sounds using oral rehearsal and movement-based supports.
The materials include cumulative review that reinforces phonological awareness skills throughout the program. Previously taught phonological awareness skills are revisited through recurring oral language routines, phonological awareness activities, fluency practice, and scaffolded instructional supports. For example, unit 5, lesson 136 provides an instructional support routine for phoneme deletion in which students use arm movements to represent removing a sound from a spoken word, reinforcing previously learned phoneme manipulation skills through multisensory practice. Across the scope and sequence, students repeatedly revisit and extend earlier phonological awareness skills, providing ongoing cumulative review aligned to the grade-level TEKS.
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 introduces students to identifying initial, final, and medial sounds before progressing to more advanced phonemic awareness skills. For example, unit 4, lesson 51 guides students to isolate medial vowel sounds in spoken words through educator modeling and guided oral practice. Later lessons build on these foundational identification skills by introducing phoneme deletion, addition, and substitution, providing a systematic progression from identifying phonemes to manipulating individual sounds.
The materials also include a systematic sequence that begins with blending phonemes and gradually transitions to more complex phoneme manipulation. Students first learn to blend individual phonemes into spoken words through explicit educator modeling and guided practice. For example, in unit 5, lesson 61, students blend individual phonemes to form spoken words such as if and on. As the instructional sequence progresses, students move beyond blending to manipulating phonemes by adding, deleting, and substituting sounds within spoken words.
The materials further include a systematic sequence that begins with segmenting phonemes and gradually transitions to more complex phoneme manipulation. Following instruction in blending, students learn to segment spoken words into individual phonemes before progressing to phoneme deletion, addition, and substitution activities later in the year. The scope and sequence systematically builds students’ ability to analyze spoken words by moving from identifying, blending, and segmenting phonemes to increasingly sophisticated phoneme manipulation tasks that support later decoding and encoding development.
Evaluation for 5.D.2b
The materials do 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 3, lesson 32, the materials explain that students may respond with a letter name rather than the phoneme and direct educators to clarify, “We’re listening for the sound our mouths make, not the name of the letter.” Similarly, lesson 14 addresses the misconception that semantically related words rhyme by prompting educators to explain that rhyming words “sound the same at the end.” 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 that 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 pairs phonemic awareness instruction with phonics lessons so that students move directly from oral sound work to sound–symbol relationships in print. As students progress from blending and segmenting phonemes to phoneme-level activities, corresponding phonics lessons introduce letters, spelling patterns, and digraphs that allow students to immediately apply spoken sounds while reading words. For example, in unit 7, lesson 91, students first orally blend phonemes to form spoken words before transitioning to phonics instruction on r-blends, where they connect the spoken sounds to printed letter patterns and read words containing the target blends.
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 7, lesson 91, after students orally blend phonemes, the educator guides them to identify the letters within each blend, review the sound represented by each letter, and spell and mark words such as drop. Similarly, unit 3, lesson 31 moves students from identifying the /y/ phoneme during oral phonemic awareness activities to connecting the sound with the grapheme Y/y through educator modeling, alphabet chants, handwriting, and sound–symbol practice. These routines explicitly connect oral phonemic awareness to spelling and writing, supporting students’ transition to basic encoding.
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 identify, blend, segment, and manipulate phonemes. The scope and sequence systematically develops these skills through progressively more complex phonemic awareness instruction. For example, in unit 3, lesson 31, students develop phonemic awareness by identifying and producing the /y/ phoneme through oral practice, sound-identification activities, alphabet chants, and the Hear It, Move It routine. Throughout the lesson, students use visual, auditory, kinesthetic, and oral-language activities that strengthen phoneme awareness and establish a foundation for later phoneme manipulation.
The materials also provide a variety of activities and resources for students to practice phonemic awareness skills. Students participate in educator modeling, guided oral rehearsal, phoneme isolation, blending, segmentation, and manipulation activities supported by multisensory instructional routines. For example, in unit 4, lesson 51, students practice isolating medial vowel sounds in spoken words while using arm movements and tapping routines to identify the target phoneme. Additional instructional supports recommend sound chips and Elkonin boxes to provide concrete representations of individual phonemes and strengthen students’ phonemic awareness through repeated practice.
The materials include cumulative review that reinforces phonemic awareness skills throughout the curriculum. Previously taught phonemic awareness skills are revisited through recurring oral language routines, phonemic awareness lessons, fluency activities, and scaffolded instructional supports. For example, in unit 9, lesson 121, students segment spoken words such as desk, trail, jump, glove, parts, and snap into individual phonemes while using arm-tapping routines, sound chips, and Elkonin boxes to reinforce previously learned phoneme segmentation skills. Across the scope and sequence, students repeatedly revisit earlier phonemic awareness skills while extending them through increasingly complex manipulation tasks, providing ongoing cumulative review.
Evaluation for 5.E.1a
The materials include a systematic sequence for introducing grade-level sound–spelling patterns aligned to the grade K TEKS. The scope and sequence begins with explicit instruction in individual letter–sound correspondences through alphabet lessons before progressing to letter groups, slides, word building, and increasingly complex phonics patterns. Students first establish foundational vowel and consonant sound–spelling relationships before applying those patterns to decode and spell VC, CVC, CCVC, and CVCC words. The sequence continues with increasingly complex sound–spelling patterns, including nasal patterns, digraphs, blends, and alternative spellings, providing a cumulative progression that supports early decoding and encoding.
The systematic sequence is reflected in daily instruction. For example, in unit 3, lesson 31, students receive explicit instruction in the sound–spelling correspondence for Y/y. The educator introduces the uppercase and lowercase letter forms, models the corresponding /y/ sound, and guides students through oral rehearsal, handwriting, alphabet chants, and auditory discrimination activities before students apply the sound–spelling relationship during reading and writing tasks. Later lessons build on this foundation by introducing increasingly complex word-building activities and sound–spelling patterns, 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. Across the instructional sequence, educators receive explicit guidance for introducing sound–spelling correspondences through educator modeling, articulation support, guided decoding, guided spelling, and independent application. Each phonics lesson follows a consistent instructional routine that introduces the target sound, connects the sound to its printed spelling, models pronunciation and articulation, and provides opportunities for guided and independent practice with reading and spelling activities.
The explicit instructional routine is evident in unit 6, lesson 78, where students learn the digraph ch. The educator explicitly introduces the concept of a digraph, models that the letters ch represent the single sound /ch/, and guides students in producing the sound while connecting it to the printed letter pattern. Students then practice blending, decoding, and reading words such as chop, followed by guided spelling and word-analysis activities that reinforce the target sound–spelling relationship. This lesson provides clear educator guidance for explicit instruction of 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 scope and sequence, students develop sound–spelling knowledge through explicit phonics instruction, alphabet lessons, letter–sound fluency routines, spelling and handwriting activities, and connected reading tasks. For example, in unit 5, lesson 71, students develop their understanding of the /k/ sound spelled with c or k by learning the C/K spelling rule, analyzing words such as cog and Ken, and applying the rule during guided word reading and spelling activities. These instructional routines help students develop grade-level sound–spelling knowledge through explicit educator modeling and guided application.
The materials also provide a variety of activities and resources for students to practice grade-level sound–spelling patterns. Students practice newly introduced sound–spelling relationships through spelling and handwriting routines, dictation, fluency practice, word building, decodable readers, and connected reading activities. In unit 5, lesson 71, students apply the C/K spelling rule while spelling cub, reading words such as cat and kid, and reading connected sentences that reinforce the target sound–spelling pattern through both word-level and sentence-level practice.
The materials include cumulative review that reinforces grade-level sound–spelling patterns throughout the curriculum. Previously taught letter–sound correspondences and phonics patterns are revisited through recurring letter–sound fluency routines, homework and practice packets, decodable readers, connected reading, and writing activities. For example, in unit 3, lesson 44, students continue applying the sound–spelling pattern /f/ spelled f while revisiting previously taught patterns through spelling, dictation, fluency routines, and word reading activities. These recurring instructional routines provide ongoing cumulative review that reinforces previously taught sound–spelling patterns while integrating newly introduced skills.
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 high-frequency words while applying newly introduced sound–spelling relationships. For example, in unit 5, lesson 71, students apply the C/K spelling rule by reading words such as cog, Ken, cat, and kid; identifying the vowel that follows the /k/ sound; and selecting the appropriate spelling pattern 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 readers. For example, the decodable reader Deb and Nash Shop provides opportunities for students to read connected text containing the newly introduced /sh/ pattern alongside previously taught phonics concepts and high-frequency words. Fluency routines and weekly homework extend this connected-text decoding practice through decodable sentences and short passages aligned to current and previously taught sound–spelling patterns.
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, phoneme–grapheme mapping, handwriting, dictation, and guided word-building activities. For example, in unit 10, lesson 136, students apply Phonetic Skill 3 while segmenting the sounds in the word we, spelling the word, marking the vowel, applying the phonetic skill, and reading the completed word. Additional dictation activities provide repeated opportunities to encode words that follow the taught 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. In unit 10, lesson 149, students review the high-frequency word that’s by decoding the word in isolation, reading it within sentences, and then encoding it through sentence-writing activities such as “That’s a hot rod in the lot” and “Nat said that’s his gum.” Students also apply taught sound–spelling patterns during sentence completion and oral language activities, providing meaningful opportunities to encode words within 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 the broader foundational skills progression so that students learn words aligned to previously taught sound–spelling patterns and decoding skills. For example, in lesson 48, students learn the regular high-frequency word and by identifying the sounds within the word, mapping phonemes to letters, blending the word for reading, and writing the word during guided encoding activities. This sequence allows students to apply established phonics knowledge while developing automatic recognition of regular high-frequency words.
The materials also include a systematic sequence for introducing irregular high-frequency words. Irregular high-frequency words are introduced after students establish foundational phonics skills and receive explicit instruction that identifies the expected and unexpected sound–spelling relationships. For example, in lesson 68, students learn the irregular high-frequency word was by identifying the sounds within the word; analyzing which sound–spelling correspondences follow expected patterns; identifying the irregular portion of the word; and practicing the word through guided mapping, oral rehearsal, reading, writing, and connected sentence activities. This instructional sequence systematically progresses from regular to increasingly complex irregular high-frequency words while building on previously taught phonics concepts.
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 5, lesson 81, students learn the high-frequency word my through the Tap It, Map It, Examine It, Read It, and Write It routine. Students segment the sounds, map each phoneme to its corresponding grapheme, 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 7, lesson 94, students analyze the high-frequency word one by identifying the irregular spelling, reading the word in isolation and in connected sentences, writing the word, and applying it in sentence-writing and oral language activities. 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 5, lesson 81, students learn the regular high-frequency word my through the Tap It, Map It, Examine It, Read It, and Write It routine. Students segment the sounds, map phonemes to graphemes, identify the spelling pattern, read the word in isolation and in sentences, write the word multiple times, and apply it in oral language activities. These 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 7, lesson 94, students learn the irregular high-frequency word one by analyzing its unexpected spelling, identifying the regular and irregular sound–spelling relationships, reading the word in isolation and connected sentences, spelling the word, writing dictated sentences, and applying the word in oral language and sentence-completion activities. These instructional routines explicitly develop and practice decoding and encoding irregular high-frequency words through repeated reading, writing, and meaningful application.
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. For example, unit 5, lesson 82 revisits the regular high-frequency word my through sentence reading, sentence writing, rereading, and the Extend It routine, while unit 7, lesson 94 revisits one through connected reading, sentence writing, oral language, and contextual word-choice activities. Previously taught regular and irregular high-frequency words are also reinforced through fluency practice, decodable readers, connected reading, connected writing, homework, and cumulative review routines that repeatedly integrate previously taught words alongside newly introduced high-frequency words.
Evaluation for 5.E.2d
The materials include a variety of activities and resources, including memory-building strategies, that support students in reading and writing high-frequency words in isolation and in connected text. For example, in unit 10, lessons 136–137, students learn and review the high-frequency word from 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, identify the unusual spelling, read the word in isolation, and then read sentences such as “This is from Mom” and “The cat ran from the dog.” Students also spell the word, write complete dictated sentences containing from, reread their writing to verify accuracy, complete 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, letter–sound fluency activities, and explicit high-frequency word lessons. Students also read high-frequency words in connected text through decodable readers, fluency activities, and connected sentence reading. Writing opportunities include guided spelling routines, sentence-writing activities, connected writing tasks, and response-writing activities aligned to previously taught high-frequency words. Memory-building strategies such as sound mapping, phoneme-grapheme analysis, repeated oral rehearsal, and guided spelling are embedded throughout instruction to strengthen automatic word recognition and accurate spelling.
Evaluation for 5.E.3a
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.E.3b
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.E.3c
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.E.3d
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.E.4a
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.E.4b
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.E.4c
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.E.4d
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
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 K TEKS. For example, in unit 3, lesson 39, students encounter the unfamiliar word hexagon while rereading Busy in the Hive. The educator explicitly directs students to examine the accompanying illustration and explains that the picture shows what a hexagon looks like in a beehive. Students discuss how the illustration helps them determine the meaning of the unfamiliar word, and the lesson explicitly teaches that one strategy for figuring out unknown words is to “look at the picture.”
The materials also include educator guidance to support students in determining the meaning of unfamiliar words using information provided within the text. In unit 3, lesson 39, students hear the sentence, “A six-sided shape is called a hexagon,” and the educator explicitly points out that the author provides a definition within the sentence. Students learn to use surrounding words and sentences as clues to determine the meaning of unfamiliar vocabulary, reinforcing the use of textual evidence to clarify word meaning.
The materials further include explicit educator guidance for using context to determine the meaning of unfamiliar words. During the Asking About an Unknown Word routine in unit 3, lesson 39, the educator models multiple strategies by explaining, “When readers hear a tricky word, they have lots of ways to figure it out. We can ask. We can look at the picture. We can listen for clues from the author.” Students then apply these strategies to unfamiliar words such as hexagon, larvae, nectar, hive, queen, and wax, explaining whether they used illustrations, context from the text, or another strategy to determine each word’s meaning. This routine provides explicit educator guidance for determining unfamiliar word meanings using illustrations, text, and context.
Evaluation for 5.F.1b
The materials include educator guidance that supports vocabulary development through explicit vocabulary instruction, oral language routines, picture-supported discussions, and digital vocabulary cards used during comprehension lessons. Educators are guided to introduce new vocabulary through visuals, educator modeling, read-alouds, and discussion routines that help students determine the meaning of unfamiliar words using illustrations and context. For example, in unit 3, lesson 39, students use the text and accompanying illustrations in Busy in the Hive to determine the meaning of unfamiliar words such as hexagon. Similarly, unit 3, lesson 31 provides educator guidance for introducing vocabulary such as pond through illustrations, definitions, examples, and oral language activities. These instructional routines support vocabulary acquisition but focus on educator-directed vocabulary instruction rather than instruction in the use of reference resources.
The materials do not include 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. While digital vocabulary cards are included as instructional supports, they function as educator-presented vocabulary resources rather than reference tools that students learn to use independently. The materials also do not provide educator guidance for teaching students how to use print or digital reference resources or their purpose in determining word meanings or pronunciations.
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
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.G.1b
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.G.1c
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.G.1d
This guidance is not applicable to kindergarten because it only applies to grade 1, grade 2, and grade 3.
Evaluation for 5.H.1a
The materials include explicit (direct) instruction on the teaching of handwriting skills, including handwriting strokes appropriate for grade K. For example, in unit 1, lesson 4, the educator explicitly models the formation of uppercase D by identifying the starting point, demonstrating each handwriting stroke, and providing the verbal formation cue, “Tall down, big roll around.” Students observe the modeled letter formation, practice the strokes with educator guidance, and then independently write the letter multiple times while the educator reinforces the same stroke language. Through educator modeling, guided practice, and independent application, the lesson provides explicit instruction in appropriate handwriting strokes for beginning writers.
The materials also connect handwriting instruction to current student learning by integrating handwriting with alphabet and phonics instruction. In unit 1, lesson 4, students practice writing the same letter introduced during the phonics lesson, reinforcing the relationship among letter formation, letter recognition, and the corresponding sound /d/. The scope and sequence further embeds handwriting within the foundational literacy progression, ensuring that students repeatedly practice forming the same letters they are learning to identify, name, and read. This integration connects handwriting instruction directly to students’ current alphabet and phonics learning.
Evaluation for 5.H.1b
In unit 3, lesson 43, handwriting instruction is embedded within the daily spelling and handwriting routine. Students practice handwriting while applying current phonics learning by writing the target sound–spelling pattern, building and writing the decodable word tip, marking the vowel, and rereading the completed word. Students complete these tasks using paper, whiteboards, journals, or workbooks, providing authentic handwriting practice that is integrated into phonics, spelling, and word-building instruction rather than taught in isolation.
The materials also provide additional handwriting resources that support ongoing development of grade-appropriate handwriting skills. The “Handwriting Differentiation Resource” includes reusable Handwriting Pages and Tracer Cards for every uppercase and lowercase letter, allowing students to repeatedly practice letter formation using numbered stroke sequences, directional cues, and consistent verbal prompts. These resources can be used during educator-facilitated small groups or additional practice opportunities to reinforce correct letter formation, handwriting fluency, and written automaticity while remaining aligned to students’ current literacy instruction.
5.A.1 Print Awareness K-1
5.A.1a
Materials include teacher guidance to provide explicit (direct) and systematic instruction in print awareness and for regular review of print concepts, including how print has different purposes (K-1) (T)
Materials include teacher guidance to provide explicit (direct) and systematic instruction in print awareness and for regular review of print concepts, including how print has different purposes (K-1) (T)
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 the roles of the author and illustrator and explains how print communicates information to readers. In unit 1, lesson 8, students learn to identify the front cover, back cover, title page, title, and author while discussing the purpose of each feature. The Decodable Reader Developing routines reinforce these concepts through repeated practice with book handling, print features, uppercase and lowercase letters, sentence and word concepts, and spaces between words. 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 3, lesson 43, students apply print awareness knowledge through letter–sound activities, word reading, fluency routines, and connected-text comprehension tasks. Students name letters, produce corresponding sounds, read words, and engage with connected text to identify important words and recall key details. Additionally, lesson 4 explicitly teaches the roles of the author and illustrator while students interact with projected text and illustrations, helping them apply their understanding of how print and illustrations work together to convey meaning. These varied opportunities allow students to apply print awareness knowledge across multiple text formats and instructional settings.
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 comprehension, high-frequency word instruction, 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 136, 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 13, the educator models how to answer text-based questions using complete sentences, provides sentence stems, guides students through partner discussions, and supports students as they ask and answer questions using academic language. The differentiation materials further extend these opportunities by providing leveled texts, open-ended questions, sentence frames, and scaffolded discussion prompts that help educators coach student responses and support meaningful oral communication. 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. During comprehension instruction, students use sentence stems, text evidence, academic vocabulary, and partner discussions to explain ideas, classify characters, and discuss text meaning with peers and educators. For example, in unit 3, lesson 31, students identify characters as people or animals and explain their thinking using the author’s words. In lesson 13, students answer text-based questions using complete sentences, practice asking and answering questions with a partner, and use sentence frames to explain the function of firefighter tools. The differentiation materials further extend these opportunities through leveled texts, open-ended questions, and scaffolded discussion prompts that support academic communication across multiple instructional settings.
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 32, students listen to The Missing Duckling, discuss the problem in the story with partners, explain how they know using evidence from the author’s words, and participate in guided oral language routines using sentence frames such as “The problem is ____.” Similar turn-and-talk routines throughout the curriculum encourage students to discuss vocabulary, comprehension, and personal connections while building understanding through collaborative conversations.
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 partner discussions, choral responses, oral rehearsal, guided discussion, academic vocabulary practice, and complete-sentence responses throughout instruction. Students regularly share personal experiences, explain vocabulary, retell stories, make predictions, and communicate their thinking using sentence stems during whole-group, partner, and differentiated instructional activities. These recurring opportunities support students in listening, questioning, discussing, and sharing ideas 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)
2 out of 2 points
Evaluation for 5.C.1a
Evaluation for 5.C.1a
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
2 out of 2 points
For example, in unit 3, lesson 31, students are introduced to the uppercase and lowercase letter Y/y and its corresponding sound /y/. The educator explicitly identifies the letter name, models the sound, and explains that the letter y spells the /y/ sound. Students repeat the letter name and sound, practice through an alphabet chant, complete handwriting activities for uppercase and lowercase Y/y, and participate in the Hear It, Move It routine using words that begin with /y/. This lesson demonstrates the systematic introduction of letter names and their corresponding sounds through explicit instruction and guided practice.
5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
6 out of 6 points
Evaluation for 5.C.1b
Evaluation for 5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
6 out of 6 points
The materials also include educator guidance to develop student automaticity in identifying uppercase and lowercase letters and their corresponding sounds. Recurring letter–name accuracy and letter–sound accuracy fluency routines provide repeated opportunities for students to rapidly identify letter names and produce corresponding sounds through cumulative review. For example, in lesson 13, students quickly identify uppercase and lowercase letters and produce their associated sounds during educator-directed fluency practice. Lesson 32 reinforces automaticity through repeated identification of uppercase and lowercase Z/z, alphabet chants, handwriting practice, choral repetition, and the Hear It, Move It routine using words such as zebra, zipper, zoo, zig-zag, and zero. These recurring instructional routines systematically build automatic recognition of uppercase and lowercase letters and their corresponding sounds throughout the program.
5.C.1c
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
4 out of 4 points
Evaluation for 5.C.1c
Evaluation for 5.C.1c
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
4 out of 4 points
The materials also include systematic instruction for uppercase and lowercase letter formation throughout the scope and sequence. Handwriting instruction is embedded within the daily phonics lessons and provides cumulative instruction across the alphabet through sequenced handwriting lessons that introduce and review all 26 uppercase and lowercase letters. Each lesson follows the same instructional routine of educator modeling, guided tracing, verbal rehearsal of stroke patterns, repeated handwriting practice, and independent application. Supplemental handwriting resources within the educator dashboard and differentiation materials provide additional visual supports, stroke descriptions, and scaffolded practice opportunities, ensuring that students receive consistent and systematic instruction in letter formation across the school year.
5.C.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
6 out of 6 points
Evaluation for 5.C.1d
Evaluation for 5.C.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
6 out of 6 points
The materials also provide a variety of activities and resources for students to practice alphabet knowledge in isolation and in the context of meaningful print. For example, in grade K, unit 3, lesson 32, students practice identifying the newly introduced letter Z/z while reviewing previously taught letters Y/y and X/x during the letter–sound accuracy routine. Students name printed letters, produce corresponding sounds, and practice handwriting through guided and independent writing activities. The Decodable Reader routine extends this practice by prompting students to identify letters and corresponding sounds while reading connected text, allowing students to apply alphabet knowledge within meaningful reading contexts.
The materials include cumulative review activities that reinforce alphabet knowledge in isolation and in the context of meaningful print throughout the curriculum. The scope and sequence systematically revisits previously taught letters and sounds through recurring alphabet lessons, letter–sound fluency routines, handwriting instruction, phonemic awareness activities, fluency routines, and connected reading opportunities. For example, in unit 3, lesson 32, students review previously introduced letters and sounds while learning the new letter Z/z, and later lessons continue to revisit earlier letters through fluency activities, word building, and connected reading. The developing and proficient instructional routines further reinforce alphabet knowledge by engaging students in identifying letters within titles, words, sentences, and decodable texts while repeatedly applying previously taught letter–sound relationships through collaborative discussion, guided practice, oral reading, and connected literacy activities.
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)
2 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)
2 out of 4 points
The materials do not consistently provide a systematic sequence for introducing letter–sound relationships in an order that allows for immediate application to basic decoding and encoding. The scope and sequence introduces individual letters in alphabetical order before transitioning to letter groups, blending, word building, and decodable reading. Although students later apply letter–sound relationships through slides, word building, spelling, and decodable texts, the initial sequence delays opportunities to combine newly learned letters into meaningful words because many high-utility letter–sound correspondences are introduced weeks apart. As a result, the materials provide explicit instruction in letter–sound relationships but do not consistently sequence initial instruction to maximize immediate application to early decoding and encoding.
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 recommended 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 letter–sound fluency activities, sound-identification routines, high-frequency word practice, word reading, spelling, dictation, and fluency routines. In addition, the Decodable Readers Developing routine provides educator-guided opportunities for repeated reading, echo reading, partner reading, and oral reading of connected decodable texts, allowing students to apply taught phonics patterns while decoding meaningful text.
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. For example, in grade K, unit 4, lesson 36, students review previously taught letters and sounds during the letter-name accuracy and letter–sound accuracy fluency routines while practicing newly introduced skills. High-frequency word routines, handwriting, spelling, and decodable readers repeatedly revisit previously taught letter–sound correspondences and phonics patterns, providing ongoing cumulative review through isolated word reading and connected decodable text throughout the program.
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. Instruction begins with broader phonological awareness skills, including identifying words in sentences and counting, blending, segmenting, and manipulating syllables before progressing to rhyme recognition and production. Students then advance to onset-rime activities and increasingly complex phoneme-level skills including isolating initial, final, and medial sounds and blending, segmenting, deleting, adding, and substituting phonemes. For example, lesson 11 introduces rhyme identification as an early larger-unit phonological awareness task, while lesson 61 guides students in blending individual phonemes to form spoken words such as if and on. This progression systematically moves students from larger units of sound to increasingly sophisticated phoneme manipulation.
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 embedded throughout the lessons identify likely misunderstandings and provide educators with specific language for correcting them. For example, in grade K, lesson 14, the “Common Misconceptions” note explains that students may incorrectly choose words that are semantically related rather than words that rhyme and directs educators to clarify, “We’re not looking for words that go together. We’re listening for words that sound the same at the end.” Similarly, lesson 32 identifies the misconception of responding with a letter name instead of a letter sound and instructs educators to remind students that they are listening for the sound their mouths make rather than the name of the letter. These embedded supports provide educators with explicit corrective guidance 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 responses, sound-identification activities, blending, segmenting, rhyme, and phoneme manipulation tasks throughout the instructional sequence. For example, lesson 11 develops and practices rhyme identification through educator modeling and guided practice, while later lessons provide opportunities to isolate medial sounds, blend phonemes, and manipulate individual sounds using oral rehearsal and movement-based supports.
The materials include cumulative review that reinforces phonological awareness skills throughout the program. Previously taught phonological awareness skills are revisited through recurring oral language routines, phonological awareness activities, fluency practice, and scaffolded instructional supports. For example, unit 5, lesson 136 provides an instructional support routine for phoneme deletion in which students use arm movements to represent removing a sound from a spoken word, reinforcing previously learned phoneme manipulation skills through multisensory practice. Across the scope and sequence, students repeatedly revisit and extend earlier phonological awareness skills, providing ongoing cumulative review aligned to the grade-level TEKS.
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. Students first learn to blend individual phonemes into spoken words through explicit educator modeling and guided practice. For example, in unit 5, lesson 61, students blend individual phonemes to form spoken words such as if and on. As the instructional sequence progresses, students move beyond blending to manipulating phonemes by adding, deleting, and substituting sounds within spoken words.
The materials further include a systematic sequence that begins with segmenting phonemes and gradually transitions to more complex phoneme manipulation. Following instruction in blending, students learn to segment spoken words into individual phonemes before progressing to phoneme deletion, addition, and substitution activities later in the year. The scope and sequence systematically builds students’ ability to analyze spoken words by moving from identifying, blending, and segmenting phonemes to increasingly sophisticated phoneme manipulation tasks that support later decoding and encoding development.
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 that 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 7, lesson 91, after students orally blend phonemes, the educator guides them to identify the letters within each blend, review the sound represented by each letter, and spell and mark words such as drop. Similarly, unit 3, lesson 31 moves students from identifying the /y/ phoneme during oral phonemic awareness activities to connecting the sound with the grapheme Y/y through educator modeling, alphabet chants, handwriting, and sound–symbol practice. These routines explicitly connect oral phonemic awareness to spelling and writing, supporting students’ transition to basic encoding.
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 oral rehearsal, phoneme isolation, blending, segmentation, and manipulation activities supported by multisensory instructional routines. For example, in unit 4, lesson 51, students practice isolating medial vowel sounds in spoken words while using arm movements and tapping routines to identify the target phoneme. Additional instructional supports recommend sound chips and Elkonin boxes to provide concrete representations of individual phonemes and strengthen students’ phonemic awareness through repeated practice.
The materials include cumulative review that reinforces phonemic awareness skills throughout the curriculum. Previously taught phonemic awareness skills are revisited through recurring oral language routines, phonemic awareness lessons, fluency activities, and scaffolded instructional supports. For example, in unit 9, lesson 121, students segment spoken words such as desk, trail, jump, glove, parts, and snap into individual phonemes while using arm-tapping routines, sound chips, and Elkonin boxes to reinforce previously learned phoneme segmentation skills. Across the scope and sequence, students repeatedly revisit earlier phonemic awareness skills while extending them through increasingly complex manipulation tasks, providing ongoing cumulative review.
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 31, students receive explicit instruction in the sound–spelling correspondence for Y/y. The educator introduces the uppercase and lowercase letter forms, models the corresponding /y/ sound, and guides students through oral rehearsal, handwriting, alphabet chants, and auditory discrimination activities before students apply the sound–spelling relationship during reading and writing tasks. Later lessons build on this foundation by introducing increasingly complex word-building activities and sound–spelling patterns, 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 6, lesson 78, where students learn the digraph ch. The educator explicitly introduces the concept of a digraph, models that the letters ch represent the single sound /ch/, and guides students in producing the sound while connecting it to the printed letter pattern. Students then practice blending, decoding, and reading words such as chop, followed by guided spelling and word-analysis activities that reinforce the target sound–spelling relationship. This lesson provides clear educator guidance for explicit instruction of 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 newly introduced sound–spelling relationships through spelling and handwriting routines, dictation, fluency practice, word building, decodable readers, and connected reading activities. In unit 5, lesson 71, students apply the C/K spelling rule while spelling cub, reading words such as cat and kid, and reading connected sentences that reinforce the target sound–spelling pattern through both word-level and sentence-level practice.
The materials include cumulative review that reinforces grade-level sound–spelling patterns throughout the curriculum. Previously taught letter–sound correspondences and phonics patterns are revisited through recurring letter–sound fluency routines, homework and practice packets, decodable readers, connected reading, and writing activities. For example, in unit 3, lesson 44, students continue applying the sound–spelling pattern /f/ spelled f while revisiting previously taught patterns through spelling, dictation, fluency routines, and word reading activities. These recurring instructional routines provide ongoing cumulative review that reinforces previously taught sound–spelling patterns while integrating newly introduced skills.
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, phoneme–grapheme mapping, handwriting, dictation, and guided word-building activities. For example, in unit 10, lesson 136, students apply Phonetic Skill 3 while segmenting the sounds in the word we, spelling the word, marking the vowel, applying the phonetic skill, and reading the completed word. Additional dictation activities provide repeated opportunities to encode words that follow the taught 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. In unit 10, lesson 149, students review the high-frequency word that’s by decoding the word in isolation, reading it within sentences, and then encoding it through sentence-writing activities such as “That’s a hot rod in the lot” and “Nat said that’s his gum.” Students also apply taught sound–spelling patterns during sentence completion and oral language activities, providing meaningful opportunities to encode words within 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. Irregular high-frequency words are introduced after students establish foundational phonics skills and receive explicit instruction that identifies the expected and unexpected sound–spelling relationships. For example, in lesson 68, students learn the irregular high-frequency word was by identifying the sounds within the word; analyzing which sound–spelling correspondences follow expected patterns; identifying the irregular portion of the word; and practicing the word through guided mapping, oral rehearsal, reading, writing, and connected sentence activities. This instructional sequence systematically progresses from regular to increasingly complex irregular high-frequency words while building on previously taught phonics concepts.
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 7, lesson 94, students analyze the high-frequency word one by identifying the irregular spelling, reading the word in isolation and in connected sentences, writing the word, and applying it in sentence-writing and oral language activities. 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 7, lesson 94, students learn the irregular high-frequency word one by analyzing its unexpected spelling, identifying the regular and irregular sound–spelling relationships, reading the word in isolation and connected sentences, spelling the word, writing dictated sentences, and applying the word in oral language and sentence-completion activities. These instructional routines explicitly develop and practice decoding and encoding irregular high-frequency words through repeated reading, writing, and meaningful application.
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. For example, unit 5, lesson 82 revisits the regular high-frequency word my through sentence reading, sentence writing, rereading, and the Extend It routine, while unit 7, lesson 94 revisits one through connected reading, sentence writing, oral language, and contextual word-choice activities. Previously taught regular and irregular high-frequency words are also reinforced through fluency practice, decodable readers, connected reading, connected writing, homework, and cumulative review routines that repeatedly integrate previously taught words alongside newly introduced high-frequency 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, letter–sound fluency activities, and explicit high-frequency word lessons. Students also read high-frequency words in connected text through decodable readers, fluency activities, and connected sentence reading. Writing opportunities include guided spelling routines, sentence-writing activities, connected writing tasks, and response-writing activities aligned to previously taught high-frequency words. Memory-building strategies such as sound mapping, phoneme-grapheme analysis, repeated oral rehearsal, and guided spelling 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)
Not applicable.
Evaluation for 5.E.3a
Evaluation for 5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
Not applicable.
5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
Not applicable.
Evaluation for 5.E.3b
Evaluation for 5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
Not applicable.
5.E.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
Evaluation for 5.E.3c
Evaluation for 5.E.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Not applicable.
Evaluation for 5.E.3d
Evaluation for 5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Not applicable.
5.E.4 Morphological Awareness (1-3)
5.E.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
Not applicable.
Evaluation for 5.E.4a
Evaluation for 5.E.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
Not applicable.
5.E.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Not applicable.
Evaluation for 5.E.4b
Evaluation for 5.E.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Not applicable.
5.E.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
Evaluation for 5.E.4c
Evaluation for 5.E.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
5.E.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
Evaluation for 5.E.4d
Evaluation for 5.E.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Not applicable.
5.F.1 Vocabulary Development
5.F.1a
Materials include teacher guidance to support students in determining the meaning of unfamiliar words with illustrations, texts, and guidance in the use of context according to grade-level TEKS.
Materials include teacher guidance to support students in determining the meaning of unfamiliar words with illustrations, texts, and guidance in the use of context according to grade-level TEKS.
3 out of 3 points
Evaluation for 5.F.1a
Evaluation for 5.F.1a
Materials include teacher guidance to support students in determining the meaning of unfamiliar words with illustrations, texts, and guidance in the use of context according to grade-level TEKS.
3 out of 3 points
The materials also include educator guidance to support students in determining the meaning of unfamiliar words using information provided within the text. In unit 3, lesson 39, students hear the sentence, “A six-sided shape is called a hexagon,” and the educator explicitly points out that the author provides a definition within the sentence. Students learn to use surrounding words and sentences as clues to determine the meaning of unfamiliar vocabulary, reinforcing the use of textual evidence to clarify word meaning.
The materials further include explicit educator guidance for using context to determine the meaning of unfamiliar words. During the Asking About an Unknown Word routine in unit 3, lesson 39, the educator models multiple strategies by explaining, “When readers hear a tricky word, they have lots of ways to figure it out. We can ask. We can look at the picture. We can listen for clues from the author.” Students then apply these strategies to unfamiliar words such as hexagon, larvae, nectar, hive, queen, and wax, explaining whether they used illustrations, context from the text, or another strategy to determine each word’s meaning. This routine provides explicit educator guidance for determining unfamiliar word meanings using illustrations, text, and context.
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
The materials do not include 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. While digital vocabulary cards are included as instructional supports, they function as educator-presented vocabulary resources rather than reference tools that students learn to use independently. The materials also do not provide educator guidance for teaching students how to use print or digital reference resources or their purpose in determining word meanings or pronunciations.
5.F.1c
[2nd grade only] Materials include activities and tasks for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
[2nd grade only] Materials include activities and tasks for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
Not applicable.
Evaluation for 5.F.1c
Evaluation for 5.F.1c
[2nd grade only] Materials include activities and tasks for students to use print and digital resources to determine the meaning of words and their pronunciations. (S) [3rd grade only] Materials include activities and tasks for students to use print and digital resources for determining the meaning of words and their pronunciation and syllabication. (S)
Not applicable.
5.G.1 Reading Fluency (1-3)
5.G.1a
Materials include lessons, activities and tasks with modeling and practice of fluent reading skills in and out context with suggestions for teacher feedback. (T)
Materials include lessons, activities and tasks with modeling and practice of fluent reading skills in and out context with suggestions for teacher feedback. (T)
Not applicable.
Evaluation for 5.G.1a
Evaluation for 5.G.1a
Materials include lessons, activities and tasks with modeling and practice of fluent reading skills in and out context with suggestions for teacher feedback. (T)
Not applicable.
5.G.1b
Materials include embedded modeling and practice with word lists, decodable phrases/sentences, and decodable connected texts in the lesson. (S)
Materials include embedded modeling and practice with word lists, decodable phrases/sentences, and decodable connected texts in the lesson. (S)
Not applicable.
Evaluation for 5.G.1b
Evaluation for 5.G.1b
Materials include embedded modeling and practice with word lists, decodable phrases/sentences, and decodable connected texts in the lesson. (S)
Not applicable.
5.G.1c
Materials include practice activities and tasks to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
Materials include practice activities and tasks to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
Not applicable.
Evaluation for 5.G.1c
Evaluation for 5.G.1c
Materials include practice activities and tasks to develop word reading fluency in a variety of settings (e.g., independently, in partners, in teacher-facilitated small groups, etc.). (S)
Not applicable.
5.G.1d
Materials include various texts for the building of accuracy, fluency, prosody, and comprehension.
Materials include various texts for the building of accuracy, fluency, prosody, and comprehension.
Not applicable.
Evaluation for 5.G.1d
Evaluation for 5.G.1d
Materials include various texts for the building of accuracy, fluency, prosody, and comprehension.
Not applicable.
5.H.1 Handwriting Development
5.H.1a
Materials include explicit (direct) instruction on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade level and, when possible, connected to current student learning. (T)
Materials include explicit (direct) instruction on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade level and, when possible, connected to current student learning. (T)
2 out of 2 points
Evaluation for 5.H.1a
Evaluation for 5.H.1a
Materials include explicit (direct) instruction on the teaching of handwriting skills, including handwriting strokes, as appropriate for each grade level and, when possible, connected to current student learning. (T)
2 out of 2 points
The materials also connect handwriting instruction to current student learning by integrating handwriting with alphabet and phonics instruction. In unit 1, lesson 4, students practice writing the same letter introduced during the phonics lesson, reinforcing the relationship among letter formation, letter recognition, and the corresponding sound /d/. The scope and sequence further embeds handwriting within the foundational literacy progression, ensuring that students repeatedly practice forming the same letters they are learning to identify, name, and read. This integration connects handwriting instruction directly to students’ current alphabet and phonics learning.
5.H.1b
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
Evaluation for 5.H.1b
Evaluation for 5.H.1b
Materials include frequent opportunities, resources, and activities and tasks for students to authentically practice and develop handwriting skills appropriate for each grade level. (S)
1 out of 1 points
The materials also provide additional handwriting resources that support ongoing development of grade-appropriate handwriting skills. The “Handwriting Differentiation Resource” includes reusable Handwriting Pages and Tracer Cards for every uppercase and lowercase letter, allowing students to repeatedly practice letter formation using numbered stroke sequences, directional cues, and consistent verbal prompts. These resources can be used during educator-facilitated small groups or additional practice opportunities to reinforce correct letter formation, handwriting fluency, and written automaticity while remaining aligned to students’ current literacy instruction.
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 interconnected thematic studies that develop students’ understanding of the natural world. The scope and sequence includes science-focused units such as “Weather Watchers,” “How Animals Live,” “Healthy Me,” “Homes and Simple Machines,” and “Growing and Living with the Land,” during which students build knowledge through connected fiction and nonfiction texts, comprehension instruction, discussion, and writing. These units intentionally develop understanding of weather, living organisms, habitats, the human body, engineering, and earth science while strengthening literacy skills through content-rich learning.
The curriculum also builds knowledge in the fields of history, literature, and the arts through integrated thematic instruction. Students develop historical understanding in “Life Long Ago,” in which they explore how people lived and worked in the past. Literary knowledge is developed through realistic fiction, traditional tales, narrative texts, and instruction in characters, story structure, author’s craft, genre, and theme. Knowledge of the arts is incorporated through illustration study, author and illustrator craft, visual representation, drawing, and opportunities for students to communicate understanding through artistic and written responses, allowing literacy instruction to connect naturally across multiple disciplines.
The “Program Architecture” further demonstrates that units are intentionally organized around 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 recurring strands connect science, history, literature, and the arts through shared themes, Essential Questions, vocabulary, discussion, comprehension, and writing, providing students with coherent opportunities to build background knowledge while strengthening literacy across the school 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 grade level K. The scope and sequence organizes literacy instruction into 10 interdisciplinary 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.” Each unit intentionally integrates fiction and nonfiction texts, vocabulary, comprehension, grammar, discussion, writing, fluency, and foundational skills around a shared topic. Assess, Write, Apply lessons and connected literacy experiences reinforce each unit’s Big Idea and Essential Question, allowing students to build background knowledge through coherent, content-rich instruction within the grade.
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,” “Sky and Space,” “Traveling Through Time,” “Once Upon a Story,” “Inventors and Innovations,” and “A World of Wonder,” which continue from pre-K through grade 5. For example, the “Amazing Animals” strand progresses from “Animals All Around Us” in pre-K to “How Animals Live” in grades K and 1, 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 units are designed for students to spend extended time on connected knowledge-building topics and texts. 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, providing sustained opportunities for students to build understanding of animal habitats, behaviors, and survival. The “Program Architecture” further explains that instruction follows a high-impact 4+1 instructional cycle in which three-week thematic units integrate reading, vocabulary, comprehension, discussion, writing, and foundational skills to support authentic application of knowledge over time.
The connected texts and literacy experiences within each unit intentionally deepen students’ knowledge throughout the multi-week study. In unit 3 “How Animals Live,” students engage with a sequence of related fiction and nonfiction texts, including The Missing Duckling; Pouch, Den, Nest, Burrow; Twig by Twig; Busy in the Hive; Scuttle the Sideways Crab; and In and Out Goes the Sea. These texts are revisited through comprehension, fluency, discussion, vocabulary, and writing activities, allowing students to expand background knowledge while strengthening literacy skills through repeated exposure to the same knowledge-building topic.
Evaluation for 6.A.1d
The lessons are connected through anchor texts and text sets designed to intentionally build student background knowledge over time. The scope and sequence organizes each thematic unit around a sequence of related fiction and nonfiction texts that develop a shared knowledge-building topic. For example, unit 3 “How Animals Live” includes connected texts such as The Missing Duckling; Pouch, Den, Nest, Burrow; Twig by Twig; Busy in the Hive; Scuttle the Sideways Crab; and In and Out Goes the Sea. Rather than presenting isolated reading selections, these texts revisit the concepts of animal habitats, homes, behaviors, and survival from multiple perspectives, allowing students to deepen their understanding as the unit progresses.
The connected text sets are reinforced across multiple literacy components so that students continue building background knowledge throughout the unit. Comprehension lessons; fluency practice; vocabulary instruction; grammar; discussion; and Assess, Write, Apply activities all return to the same unit theme, enabling students to revisit key concepts through repeated reading and connected literacy experiences. The “Program Architecture” further explains that units are intentionally organized around recurring knowledge-building themes so students build vocabulary, background knowledge, and conceptual understanding over time rather than through isolated texts or disconnected lessons.
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 knowledge about village life through the anchor text Binh and the Broken Bridge. Before reading, students learn content-specific vocabulary such as village, market, baker, farmer, and carpenter through explicit instruction, examples, and oral language activities. Grammar instruction remains connected to the same historical context as students learn to capitalize the pronoun I while reading and discussing sentences related to the story, such as “I will help.” Rather than presenting grammar and vocabulary as isolated skills, the lesson reinforces both through the shared knowledge-building topic of life in a village long ago.
The materials also connect discussion activities to the lesson’s knowledge-building topic. During unit 9, lesson 121, students discuss what it would have been like to live in a village long ago, analyze illustrations to identify Binh’s character traits, and explain their thinking using evidence from the text and illustrations. These structured oral language activities encourage students to apply newly learned vocabulary while deepening their understanding of the historical setting and the unit’s central concepts through collaborative discussion.
The materials intentionally connect writing activities to the lesson’s knowledge-building topic. In unit 9, lesson 122, students respond to the anchor text Mei and the Runaway Cart by discussing how Mei helped others before making a text-to-self connection about a time they helped someone. Students then draw and write one or two sentences describing their own experience while applying vocabulary from the lesson and correctly capitalizing the pronoun I. This integrated writing task reinforces comprehension, grammar, vocabulary, and historical understanding by asking students to extend the ideas from the anchor text through meaningful written responses.
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. For example, the “Program Architecture” shows recurring themes such as “Amazing Animals,” which progress from “Animals All Around Us” in pre-K to “How Animals Live” in grades K and 1, followed by “Adaptations and Survival” in grades 2 and 3 and “Global Biodiversity” in grades 4 and 5. Within grade K lessons, the materials also consistently activate students’ background knowledge by connecting new learning to previously read texts and experiences from the current unit. For example, in unit 3, lesson 37, students revisit the previous lesson’s anchor text about Mama Robin building a nest before discussing times they persevered when something did not go as planned. These routines support knowledge building within the current unit and demonstrate the program’s vertically aligned design.
The materials provide vertical alignment between 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 3, lessons 37 and 38, the “Background Knowledge and Vocabulary” routines revisit the previous lesson’s anchor text about Mama Robin building a nest before extending students’ understanding through discussion, vocabulary, and personal connections. Students also receive background knowledge about hives, bee roles, and honey production before reading the next comprehension text, helping them engage with new selections through connected learning experiences. The scope and sequence further demonstrates that instruction is organized around coherent knowledge-building units with related texts, vocabulary, comprehension, discussion, grammar, and writing activities that build understanding throughout each unit.
The materials provide vertical alignment between 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
The materials provide students with relevant and targeted context and background knowledge that enhances engagement with the text before reading. For example, in unit 3, lesson 31, the Background Knowledge and Vocabulary routine introduces the unit theme, “How Animals Live,” through the Essential Question, “How do animals find what they need to live and grow?” Before students read The Missing Duckling, the educator builds background knowledge by explaining pond habitats, discussing the animals that live in and around ponds, and describing how mother ducks protect their ducklings. Students then discuss whether they have ever seen a duck or a pond, connecting the newly introduced content to their own experiences while preparing to engage with the anchor text.
The materials further support engagement by providing explicit vocabulary instruction and multimodal background-building activities before reading. Students learn topic-specific vocabulary such as pond through student-friendly definitions, visual supports, gestures, oral language discussions, and guided practice before encountering the word in the text. Illustrations, photographs, discussion prompts, and educator explanations provide additional context that helps students understand the setting, concepts, and vocabulary central to the story. These targeted background-building routines prepare students to engage meaningfully with the text while supporting comprehension through relevant context.
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 recurring Essential Questions that guide comprehension, discussion, and writing throughout each unit. For example, in unit 3 “How Animals Live,” students identify key details, compare information across connected texts, ask questions to deepen understanding, and revisit the unit’s Essential Question before applying their learning in the culminating Assess, Write, Apply lesson. Similar progressions occur across the year as students complete narrative, informational, and opinion writing connected to the unit themes, requiring them to engage with enduring concepts rather than isolated reading selections.
The materials also include lesson-level questions and tasks that engage students with the central themes of individual units. For example, in unit 4, lesson 46, students explore the Big Idea that stories use imagination and important lessons to entertain and teach. Before reading The Three Little Pigs, students make predictions using the cover illustration, explain the picture clues supporting their thinking, and later confirm or revise their predictions after the read-aloud. These discussion and comprehension tasks require students to think about the broader literary theme of classic tales while connecting their understanding to the unit’s larger 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 Mystery Friend at the Window and Seed, Please Wait! by identifying the lesson of each story and combining those lessons into a shared Big Idea. Students discuss how both stories teach that patience brings good things, compare examples from each text, sort events that belong to one or both stories, and explain how the stories communicate a common theme. Similarly, students revisit multiple texts throughout unit 3 when answering the unit’s Essential Question, drawing information from related readings about animal habitats and survival to explain how animals find what they need to live and grow. These questions and tasks require students to synthesize ideas across multiple texts within a lesson and throughout a knowledge-building unit.
However, the materials do not provide evidence that students synthesize knowledge and concepts across units within the curriculum. Although the scope and sequence demonstrates coherent thematic organization across the year, the instructional materials do not include questions, writing tasks, discussion prompts, or lesson routines that require students to connect concepts or texts from one unit to another. Students consistently synthesize learning within individual units, but the materials do not extend that synthesis across multiple units.
Evaluation for 6.A.3c
The materials include culminating tasks that require students to demonstrate their understanding of the unit topic by making connections across related texts. Every instructional unit concludes with an Assess, Write, Apply lesson that asks students to synthesize learning from the unit’s connected fiction and nonfiction texts before applying that understanding through writing and discussion. During the Apply component, educators introduce a trade book intentionally connected to the unit theme, writing focus, or recently learned concepts. Students discuss, write about, act out, or defend ideas using evidence from the trade book while making explicit connections to the unit’s Essential Question and previously read texts. This culminating routine requires students to apply knowledge developed across multiple related texts rather than responding to a single selection in isolation.
The lesson-level culminating tasks reinforce this synthesis of learning across the unit. For example, in unit 3, lesson 44, students revisit the unit’s Essential Question, “How do animals find what they need to live and grow?” by drawing on information from multiple texts studied throughout the unit, including In and Out Goes the Sea and other readings about animal habitats and survival. Students apply what they learned through oral discussion, drawing, and writing, demonstrating their understanding of the unit topic by connecting ideas developed across the related texts.
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 the unit. For example, in unit 2, lesson 20, students apply their understanding of weather by writing a story about a weather day they remember, and in unit 4, lesson 46, students apply their understanding of fairy tales by making predictions, discussing story elements, and confirming or revising those predictions after reading The Three Little Pigs. These activities provide meaningful opportunities for students to apply their learning within the instructional setting.
However, the materials do not provide opportunities for students to apply their new understanding to contexts beyond the classroom. Although students respond to unit topics through classroom discussion, writing, and comprehension activities, the materials do not include tasks that ask students to extend their learning through authentic observations, home activities, community connections, investigations, or other real-world applications. Students apply their understanding within classroom instruction, but the materials do not support transferring that learning to experiences beyond the instructional setting.
Evaluation for 6.A.4a
The materials include a yearlong scope and sequence for building tiers 2 and 3 academic vocabulary within intentional knowledge-building units. The scope and sequence establishes the progression of thematic units across the year, while each unit overview identifies vocabulary connected to the unit’s comprehension texts, grammar, writing, and content focus. Vocabulary instruction is intentionally embedded within knowledge-building topics rather than presented as isolated word study, allowing students to build academic language while developing understanding of science, history, literature, and other content areas.
Across units, students receive explicit instruction in both tier 2 academic vocabulary and tier 3 domain-specific vocabulary that is introduced before reading and reinforced through oral language, comprehension discussions, connected texts, and writing activities. For example, in unit 9 “Traveling Through Time,” students develop tier 2 vocabulary such as village, carpenter, hero, bank, tool, tower, and lookout while learning tier 3 vocabulary including castle, moat, and drawbridge. These words are explicitly taught within historical texts and revisited throughout the unit, providing repeated opportunities to apply academic vocabulary while building knowledge of historical concepts.
Evaluation for 6.A.4b
The materials include practice and application opportunities with appropriate content and language scaffolds that support educators in differentiating vocabulary development for all learners. Program-wide vocabulary routines build background knowledge before reading and introduce target vocabulary through student-friendly definitions, photographs, illustrations, gestures, educator modeling, and connected literary and informational texts. In addition, the “Differentiation” tab provides multilevel comprehension resources, scaffolded texts, visuals, oral language practice, and written or drawn responses that allow students to access shared concepts with supports matched to instructional need.
Throughout instruction, students receive language scaffolds that promote meaningful vocabulary practice across speaking, listening, reading, and writing. For example, in unit 9, lesson 121, students develop vocabulary related to “Life Long Ago” through educator modeling, choral repetition, guided questioning, partner discussions, and sentence frames as they discuss evidence from illustrations. The lesson also includes a dedicated “Multilingual Support” section that recommends gestures, visual references, and additional sentence frames to strengthen vocabulary development and oral language. Together, these content and language supports provide differentiated opportunities for students to practice and apply new vocabulary throughout instruction.
Evaluation for 6.A.4c
The materials include tasks that engage students in the purposeful use of key academic vocabulary throughout instruction. Rather than simply identifying word meanings, students apply newly learned vocabulary during oral language discussions, partner conversations, comprehension activities, and responses to text. Vocabulary routines consistently require students to explain ideas, answer text-dependent questions, and use target words in complete sentences within meaningful knowledge-building contexts.
For example, in unit 3, lesson 33, students purposefully apply vocabulary related to animal homes after reading Pouch, Den, Nest, Burrow. Students discuss what lives in a kangaroo’s pouch; describe animal homes using words such as cozy, snug, soft, warm, and safe; and explain how different homes protect baby animals. Students then draw their own safe place and share it with a partner using complete oral sentences, demonstrating meaningful application of newly learned vocabulary to communicate ideas rather than completing isolated vocabulary exercises.
Evaluation for 6.A.4d
The materials include nonverbal teaching techniques that support students in acquiring key academic vocabulary throughout instruction. Vocabulary lessons consistently incorporate photographs, illustrations, picture cards, gestures, movement, and visualization activities that reinforce word meaning before, during, and after reading. These visual and physical supports help students connect vocabulary to concepts while strengthening comprehension within meaningful knowledge-building contexts.
For example, in unit 3, lesson 31, students learn the word pond through a gesture in which they make a large circle with their arms and wiggle their fingers to represent water. The lesson also includes a visual image of a pond, a student-friendly definition, contextual examples, and concept-checking activities before students apply the vocabulary by identifying animals who live in a pond. Together, these nonverbal supports help students build a visual and physical understanding of new academic vocabulary.
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 introduce questioning strategies, model how researchers ask questions to guide learning, and provide structured opportunities for students to ask, answer, and revisit questions while building knowledge from texts.
For example, in unit 9, lesson 130, the educator introduces the research question “Why did homes look so different long ago?” and explains that researchers ask questions to help guide their learning. As students listen to Life in a Log Cabin, they identify facts that answer the question and use those ideas in writing. Earlier lessons also provide guided questioning routines in which educators model how to answer Who and What questions using text evidence before students practice responding with partners using sentence frames. These scaffolded experiences support students in developing questioning skills appropriate for formal and informal inquiry.
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. Throughout the research lessons, educators provide the research question; model each step of the inquiry process; and guide students as they locate information, identify relevant facts, and use those facts to communicate their learning. However, the materials do not provide opportunities or guidance for students to develop their own research questions, determine how to gather information, or create a plan for investigation.
For example, in unit 9, lesson 125, the educator introduces a research question, models how to identify facts that answer the question, and guides students in recording information and using those facts in writing. Similarly, in lesson 130, students follow an educator-directed research routine by identifying facts from Life in a Log Cabin that answer the question “Why did homes look so different long ago?” and then writing about what they learned. These lessons provide structured support for following a research process but do not include instruction for students to generate a research plan.
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 facts that answer a research question and guide students in determining whether evidence from the text addresses that question. 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.
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. Throughout the research lessons, students gather information from a single educator-provided informational text and communicate their learning through discussion and writing. The materials do not provide opportunities for students to use multiple media, such as 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 integrated thematic instruction. Students develop historical understanding in “Life Long Ago,” in which they explore how people lived and worked in the past. Literary knowledge is developed through realistic fiction, traditional tales, narrative texts, and instruction in characters, story structure, author’s craft, genre, and theme. Knowledge of the arts is incorporated through illustration study, author and illustrator craft, visual representation, drawing, and opportunities for students to communicate understanding through artistic and written responses, allowing literacy instruction to connect naturally across multiple disciplines.
The “Program Architecture” further demonstrates that units are intentionally organized around 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 recurring strands connect science, history, literature, and the arts through shared themes, Essential Questions, vocabulary, discussion, comprehension, and writing, providing students with coherent opportunities to build background knowledge while strengthening literacy across the school 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,” “Sky and Space,” “Traveling Through Time,” “Once Upon a Story,” “Inventors and Innovations,” and “A World of Wonder,” which continue from pre-K through grade 5. For example, the “Amazing Animals” strand progresses from “Animals All Around Us” in pre-K to “How Animals Live” in grades K and 1, 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 within each unit intentionally deepen students’ knowledge throughout the multi-week study. In unit 3 “How Animals Live,” students engage with a sequence of related fiction and nonfiction texts, including The Missing Duckling; Pouch, Den, Nest, Burrow; Twig by Twig; Busy in the Hive; Scuttle the Sideways Crab; and In and Out Goes the Sea. These texts are revisited through comprehension, fluency, discussion, vocabulary, and writing activities, allowing students to expand background knowledge while strengthening literacy skills through repeated exposure to the same knowledge-building topic.
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 reinforced across multiple literacy components so that students continue building background knowledge throughout the unit. Comprehension lessons; fluency practice; vocabulary instruction; grammar; discussion; and Assess, Write, Apply activities all return to the same unit theme, enabling students to revisit key concepts through repeated reading and connected literacy experiences. The “Program Architecture” further explains that units are intentionally organized around recurring knowledge-building themes so students build vocabulary, background knowledge, and conceptual understanding over time rather than through isolated texts or disconnected lessons.
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. During unit 9, lesson 121, students discuss what it would have been like to live in a village long ago, analyze illustrations to identify Binh’s character traits, and explain their thinking using evidence from the text and illustrations. These structured oral language activities encourage students to apply newly learned vocabulary while deepening their understanding of the historical setting and the unit’s central concepts through collaborative discussion.
The materials intentionally connect writing activities to the lesson’s knowledge-building topic. In unit 9, lesson 122, students respond to the anchor text Mei and the Runaway Cart by discussing how Mei helped others before making a text-to-self connection about a time they helped someone. Students then draw and write one or two sentences describing their own experience while applying vocabulary from the lesson and correctly capitalizing the pronoun I. This integrated writing task reinforces comprehension, grammar, vocabulary, and historical understanding by asking students to extend the ideas from the anchor text through meaningful written responses.
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 between 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 between 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 by providing explicit vocabulary instruction and multimodal background-building activities before reading. Students learn topic-specific vocabulary such as pond through student-friendly definitions, visual supports, gestures, oral language discussions, and guided practice before encountering the word in the text. Illustrations, photographs, discussion prompts, and educator explanations provide additional context that helps students understand the setting, concepts, and vocabulary central to the story. These targeted background-building routines prepare students to engage meaningfully with the text while supporting comprehension through relevant context.
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 engage students with the central themes of individual units. For example, in unit 4, lesson 46, students explore the Big Idea that stories use imagination and important lessons to entertain and teach. Before reading The Three Little Pigs, students make predictions using the cover illustration, explain the picture clues supporting their thinking, and later confirm or revise their predictions after the read-aloud. These discussion and comprehension tasks require students to think about the broader literary theme of classic tales while connecting their understanding to the unit’s larger 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 the curriculum. Although the scope and sequence demonstrates coherent thematic organization across the year, the instructional materials do not include questions, writing tasks, discussion prompts, or lesson routines that require students to connect concepts or texts from one unit to another. Students consistently synthesize learning within individual units, but the materials do not extend that synthesis across multiple 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 reinforce this synthesis of learning across the unit. For example, in unit 3, lesson 44, students revisit the unit’s Essential Question, “How do animals find what they need to live and grow?” by drawing on information from multiple texts studied throughout the unit, including In and Out Goes the Sea and other readings about animal habitats and survival. Students apply what they learned through oral discussion, drawing, and writing, demonstrating their understanding of the unit topic by connecting ideas developed across the related texts.
6.A.3d
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
Materials provide opportunities to apply new understanding based on the topic to contexts beyond the classroom. (S)
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. Although students respond to unit topics through classroom discussion, writing, and comprehension activities, the materials do not include tasks that ask students to extend their learning through authentic observations, home activities, community connections, investigations, or other real-world applications. Students apply their understanding within classroom instruction, but the materials do not support transferring that learning to experiences beyond the instructional 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
Across units, students receive explicit instruction in both tier 2 academic vocabulary and tier 3 domain-specific vocabulary that is introduced before reading and reinforced through oral language, comprehension discussions, connected texts, and writing activities. For example, in unit 9 “Traveling Through Time,” students develop tier 2 vocabulary such as village, carpenter, hero, bank, tool, tower, and lookout while learning tier 3 vocabulary including castle, moat, and drawbridge. These words are explicitly taught within historical texts and revisited throughout the unit, providing repeated opportunities to apply academic vocabulary while building knowledge of historical concepts.
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 receive language scaffolds that promote meaningful vocabulary practice across speaking, listening, reading, and writing. For example, in unit 9, lesson 121, students develop vocabulary related to “Life Long Ago” through educator modeling, choral repetition, guided questioning, partner discussions, and sentence frames as they discuss evidence from illustrations. The lesson also includes a dedicated “Multilingual Support” section that recommends gestures, visual references, and additional sentence frames to strengthen vocabulary development and oral language. Together, these content and language supports provide differentiated opportunities for students to practice and apply new vocabulary throughout instruction.
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 related to animal homes after reading Pouch, Den, Nest, Burrow. Students discuss what lives in a kangaroo’s pouch; describe animal homes using words such as cozy, snug, soft, warm, and safe; and explain how different homes protect baby animals. Students then draw their own safe place and share it with a partner using complete oral sentences, demonstrating meaningful application of newly learned vocabulary to communicate ideas rather than completing isolated vocabulary exercises.
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 31, students learn the word pond through a gesture in which they make a large circle with their arms and wiggle their fingers to represent water. The lesson also includes a visual image of a pond, a student-friendly definition, contextual examples, and concept-checking activities before students apply the vocabulary by identifying animals who live in a pond. Together, these nonverbal supports help students build a visual and physical understanding of new academic vocabulary.
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 introduces the research question “Why did homes look so different long ago?” and explains that researchers ask questions to help guide their learning. As students listen to Life in a Log Cabin, they identify facts that answer the question and use those ideas in writing. Earlier lessons also provide guided questioning routines in which educators model how to answer Who and What questions using text evidence before students practice responding with partners using sentence frames. These scaffolded experiences support students in developing questioning skills appropriate for formal and informal inquiry.
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 introduces a research question, models how to identify facts that answer the question, and guides students in recording information and using those facts in writing. Similarly, in lesson 130, students follow an educator-directed research routine by identifying facts from Life in a Log Cabin that answer the question “Why did homes look so different long ago?” and then writing about what they learned. These lessons provide structured support for following a research process but do not include instruction for students to generate a research plan.
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. Throughout the research lessons, students gather information from a single educator-provided informational text and communicate their learning through discussion and writing. The materials do not provide opportunities for students to use multiple media, such as 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 core texts used for instruction are written at grade level when evaluated using research-based measures of text complexity. 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 support grade-level literacy instruction while exposing students to increasingly complex language.
Throughout instruction, students engage with grade-level read-aloud texts that develop vocabulary, oral language, and higher-order comprehension through educator-guided support. For example, in unit 10, lesson 136, students read Detective Dev and the Missing Mitten, which introduces academic vocabulary such as mystery, clue, detective, magnify, evidence, and case closed. Through educator modeling, guided discussion, and text-dependent questions, students analyze multiple pieces of textual evidence to determine which best supports an idea. In unit 10, lesson 141, students compare The Mystery Friend at the Window and Seed, Please Wait! to analyze theme and synthesize ideas across two grade-level texts, demonstrating access to increasingly sophisticated vocabulary and comprehension supported through embedded instructional scaffolds.
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, meaningful themes, rich vocabulary, accurate content, and engaging illustrations. Program texts such as The Missing Duckling; Sunny the Shy Sunbeam; Big Farm, Little Farm; “Cotton, Feathers, Blankets;” and It Started as an Idea provide developmentally appropriate language and high-quality visual supports that enhance comprehension while maintaining the characteristics of publishable children’s literature.
The materials also include well-crafted decodable readers that provide authentic connected reading experiences while reinforcing newly taught foundational skills. For example, the decodable reader Pop, Pop, Hop! presents a coherent story using controlled language aligned to taught phonics patterns without sacrificing meaningful content or engaging illustrations. In addition, comprehension lessons such as unit 3, lesson 32 pair literary and informational texts to build knowledge about animal habitats through purposeful vocabulary, clear organization, and educator-guided discussion, demonstrating the consistent quality of texts used throughout the program.
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 Three Little Pigs and The Crow and the Stubborn Pitcher, while contemporary informational texts including Why Do We Wash Our Hands?, Tools That Watch the Sky, 206 Bones!, and Who Lives Here? build knowledge across science, health, social studies, and literature. The scope and sequence intentionally integrates literary and informational texts that expand students’ understanding across multiple disciplines.
The materials also provide classical literature alongside diverse texts that reflect a variety of cultures, perspectives, and experiences. Students read traditional tales and fables while engaging with titles such as Binh and the Broken Bridge, The Butterfly Churn Song, and The Wolf Who Was Actually a Friend, which broaden students’ understanding of different communities and cultural traditions. Together, these literary and informational selections expose students to a wide range of genres, perspectives, and knowledge-building experiences throughout the year.
Evaluation for 7.1d
The materials include texts with content that is relevant and engaging by connecting literacy instruction to students’ everyday lives, interests, and experiences. Throughout the year, students read literary and informational texts centered on familiar topics such as families, neighborhoods, animals, weather, farms, community helpers, and inventions. Titles including The Line Leader Ribbon, The Mail Carrier’s Long Walk, The Tree Outside My Window, Why Do We Wash Our Hands?, and Red Truck, Big Job reflect recognizable school, family, and community experiences that help students make meaningful connections while building background knowledge.
The materials also include texts that authentically reflect students’ diverse backgrounds and experiences through varied cultures, communities, occupations, and ways of life. Students engage with titles such as Binh and the Broken Bridge; Bus 42 Counts His Kids; The Case of the Missing Milk; Big Farm, Little Farm; and Kids Were Helpers Too, which represent different cultural traditions, rural and urban communities, family experiences, and historical perspectives. Together, these texts provide students with opportunities to see a broad range of people, places, and experiences represented throughout instruction.
Evaluation for 7.2a
The materials include opportunities throughout comprehension instruction for students to listen to, think about, and critically respond to grade-level texts while justifying their thinking orally and in writing. Each comprehension lesson begins with an educator-guided read-aloud that engages students with grade-level literary or informational texts through purposeful questioning, structured discussion, and text-dependent analysis. Students think deeply about texts by answering comprehension questions, analyzing text features, reflecting during metacognitive routines, and evaluating ideas using evidence from the text.
For example, in unit 10, lesson 144, students listen to a rereading of Who Lives Here? before analyzing headings, captions, and diagrams to determine which text feature best answers specific questions about animal homes. Students critically evaluate the purpose of each feature and explain their thinking during partner and whole-group discussions using sentence frames such as “If I want to know ___, the best feature is ___ because ___.” Students also justify their thinking in writing during an opinion Quick Write by selecting the strongest text feature or clue and supporting their choice with evidence from the text. Similar opportunities occur throughout the program, including literary lessons such as unit 10, lesson 136, in which students analyze evidence from Detective Dev and the Missing Mitten to defend their conclusions using both oral discussion and evidence-based reasoning.
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 engage in recurring discussions about authors and illustrators, genre, story structure, character, setting, main idea, central message, author’s purpose, author’s craft, vocabulary, illustrations, text features, text evidence, and comparisons across texts. These discussion routines are embedded throughout the instructional year and support students’ analysis of both literary and informational texts.
For example, in unit 3, lesson 31, students discuss specific aspects of The Missing Duckling by analyzing character, vocabulary, and the author’s language. Students use words such as ducklings, waddled, ribbit, and dragonfly to determine whether characters are people or animals and explain their thinking using text evidence. Through educator questioning, partner discussions, and sentence frames, students discuss how the author’s words provide evidence about the characters while reflecting on how descriptive language supports comprehension.
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 predictions, analyze story elements, compare texts, identify author’s purpose, use text evidence, evaluate information, make text-to-text connections, and synthesize ideas across multiple texts. These recurring comprehension routines provide systematic opportunities for students to apply a range of reading skills throughout the instructional year.
For example, in unit 3, lesson 31, students engage with The Missing Duckling by analyzing the author’s descriptions, inferring whether characters are people or animals using textual clues, evaluating evidence to explain their thinking, and synthesizing information from across the story to conclude that all of the characters are animals despite their humanlike behaviors. Later, in unit 10, lesson 141, students synthesize the lessons from The Mystery Friend at the Window and Seed, Please Wait! to identify a shared theme, demonstrating opportunities to think across multiple texts while applying higher-order comprehension skills.
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 vocabulary previews, oral language routines, sentence frames, evidence-based discussions, and educator modeling, support students in engaging with complex literary and informational texts without reducing the cognitive demand of grade-level instruction.
For example, in unit 3, lesson 33, students access the informational text Pouch, Den, Nest, Burrow through educator-guided vocabulary instruction, background knowledge activation, think-alouds, guided questioning, and designated pause points. Students analyze visual information using text-dependent questions, discuss their thinking with partners, and justify responses using sentence frames such as “The picture shows me _____.” The lesson concludes with a Metacognition Moment that reinforces independent application of the comprehension strategy. Additional educator supports are provided through the differentiated comprehension resources, which include multilevel texts, sentence frames, oral language supports, and instructional guidance that help educators maintain rigorous grade-level comprehension while responding to varied 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 selecting activities such as Write and Share, Talk About the Story, Make a Connection, What Comes Next, and Act It Out. These extension tasks require students to analyze text, make connections, predict, and communicate ideas through oral and written responses, providing opportunities for deeper engagement with the grade-level text.
The extension activities move students beyond basic comprehension by requiring additional analysis of the text they have already read. For example, in unit 10, lesson 136, students analyze multiple pieces of textual evidence from Detective Dev and the Missing Mitten to determine which best supports a claim and justify their reasoning using evidence from the story. In lesson 137, students further extend their analysis by examining Detective Dev’s character traits, connecting those traits to personal goals, and supporting their thinking with 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. In addition, the grade K text listing provides quantitative information for individual core texts, including title, genre, Lexile measure, word count, and targeted vocabulary. For example, The Line Leader is identified with a Lexile measure of 470L, and the guide explains that read-aloud texts are intentionally placed above grade level to build vocabulary and background knowledge.
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 K placement. While the Text System Guide describes the 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 explain how those qualitative features support 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 intentionally paired with instructional purposes, including read-alouds that build vocabulary and background knowledge, decodable texts that reinforce newly taught phonics skills, and fluency passages that provide cumulative review. The grade K text listing also includes quantitative information for individual texts, such as title, genre, Lexile measure, word count, and targeted vocabulary, giving educators 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. Although the Text System Guide explains the overall purpose of the text system, it does not include text-specific qualitative analyses that connect each core text’s complexity to the related student tasks.
Evaluation for 7.5a
The materials designate read-aloud texts that are at or above grade-level complexity, are developmentally appropriate for grade K students, and include embedded scaffolds that maintain rigorous comprehension instruction. Throughout the comprehension lessons, students engage with literary and informational read-alouds connected to knowledge-building topics such as animals, weather, health, inventions, mysteries, and community life. These texts introduce increasingly sophisticated vocabulary, rich language, and varied text structures while remaining appropriate for young learners. Educator guidance consistently supports comprehension through background knowledge activation, explicit vocabulary instruction, think-alouds, pause points, text-dependent questioning, oral language routines, partner discussions, and metacognitive reflection.
For example, in unit 10, lesson 136, students listen to Detective Dev and the Missing Mitten, an age-appropriate mystery text that introduces academic vocabulary including mystery, clue, detective, magnify, evidence, and case closed. Before reading, the educator builds background knowledge and explicitly teaches vocabulary using gestures, examples, and guided discussion. During the read-aloud, students compare multiple pieces of evidence and determine which best supports an idea while using structured oral language frames to justify their thinking. These embedded scaffolds allow students to engage with increasingly complex ideas while maintaining grade-level rigor.
The materials also include a structured shared reading routine that provides students with access to grade-level texts through appropriate scaffolds and varied text structures. Shared reading incorporates educator-guided text previews, partner reading, oral discussion, rereading for fluency, comprehension questions, corrective feedback, and evidence-based responses. The differentiated comprehension resources further strengthen shared reading 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. Across the year, students engage with a variety of literary and informational structures during shared reading, including fiction, informational text, poetry, drama, persuasive text, and functional text. These varied structures are supported through sentence frames, visual supports, written response activities, and educator guidance that enable students to successfully engage with grade-level texts while developing comprehension, vocabulary, and oral language without reducing instructional rigor.
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 progresses with the grade K phonics sequence, while the Differentiated Comprehension resources provide below-level, at-level, and above-level versions of the same instructional focus. Together, these resources give students opportunities to practice reading texts of increasing complexity while remaining connected to grade-level instruction.
For example, in unit 5, lesson 61, students progress from reading individual letters and words to connected sentences before independently reading the decodable passage “Pig Pen.” This sequence allows students to apply newly learned phonics skills in increasingly complex connected text while building reading fluency and comprehension. Additional trade books and multilevel comprehension texts further expand the range of independent reading materials available throughout the program.
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 differentiated comprehension passages to practice newly taught phonics patterns and comprehension skills. Although these routines provide opportunities for independent practice, the materials do not include procedures for students to choose their own reading materials or develop individualized independent reading habits.
The Decodable Book Library and Trade Book List provide multiple texts connected to grade-level instruction; however, the materials do not demonstrate that students independently select those texts for sustained reading. For example, in unit 5, lesson 61, students independently read the assigned passage “Pig Pen” after educator modeling and partner practice, but the lesson does not include student choice, personal reading goals, reading logs, reflection, or other structured accountability measures. Independent reading remains connected to assigned instructional texts rather than a comprehensive framework for self-selected reading and goal setting.
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 read-aloud texts that develop vocabulary, oral language, and higher-order comprehension through educator-guided support. For example, in unit 10, lesson 136, students read Detective Dev and the Missing Mitten, which introduces academic vocabulary such as mystery, clue, detective, magnify, evidence, and case closed. Through educator modeling, guided discussion, and text-dependent questions, students analyze multiple pieces of textual evidence to determine which best supports an idea. In unit 10, lesson 141, students compare The Mystery Friend at the Window and Seed, Please Wait! to analyze theme and synthesize ideas across two grade-level texts, demonstrating access to increasingly sophisticated vocabulary and comprehension supported through embedded instructional scaffolds.
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 newly taught foundational skills. For example, the decodable reader Pop, Pop, Hop! presents a coherent story using controlled language aligned to taught phonics patterns without sacrificing meaningful content or engaging illustrations. In addition, comprehension lessons such as unit 3, lesson 32 pair literary and informational texts to build knowledge about animal habitats through purposeful vocabulary, clear organization, and educator-guided discussion, demonstrating the consistent quality of texts used throughout the program.
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 provide classical literature alongside diverse texts that reflect a variety of cultures, perspectives, and experiences. Students read traditional tales and fables while engaging with titles such as Binh and the Broken Bridge, The Butterfly Churn Song, and The Wolf Who Was Actually a Friend, which broaden students’ understanding of different communities and cultural traditions. Together, these literary and informational selections expose students to a wide range of genres, perspectives, and knowledge-building experiences throughout the year.
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 include texts that authentically reflect students’ diverse backgrounds and experiences through varied cultures, communities, occupations, and ways of life. Students engage with titles such as Binh and the Broken Bridge; Bus 42 Counts His Kids; The Case of the Missing Milk; Big Farm, Little Farm; and Kids Were Helpers Too, which represent different cultural traditions, rural and urban communities, family experiences, and historical perspectives. Together, these texts provide students with opportunities to see a broad range of people, places, and experiences represented throughout instruction.
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 Who Lives Here? before analyzing headings, captions, and diagrams to determine which text feature best answers specific questions about animal homes. Students critically evaluate the purpose of each feature and explain their thinking during partner and whole-group discussions using sentence frames such as “If I want to know ___, the best feature is ___ because ___.” Students also justify their thinking in writing during an opinion Quick Write by selecting the strongest text feature or clue and supporting their choice with evidence from the text. Similar opportunities occur throughout the program, including literary lessons such as unit 10, lesson 136, in which students analyze evidence from Detective Dev and the Missing Mitten to defend their conclusions using both oral discussion and evidence-based reasoning.
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 31, students discuss specific aspects of The Missing Duckling by analyzing character, vocabulary, and the author’s language. Students use words such as ducklings, waddled, ribbit, and dragonfly to determine whether characters are people or animals and explain their thinking using text evidence. Through educator questioning, partner discussions, and sentence frames, students discuss how the author’s words provide evidence about the characters while reflecting on how descriptive language supports comprehension.
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 31, students engage with The Missing Duckling by analyzing the author’s descriptions, inferring whether characters are people or animals using textual clues, evaluating evidence to explain their thinking, and synthesizing information from across the story to conclude that all of the characters are animals despite their humanlike behaviors. Later, in unit 10, lesson 141, students synthesize the lessons from The Mystery Friend at the Window and Seed, Please Wait! to identify a shared theme, demonstrating opportunities to think across multiple texts while applying higher-order comprehension skills.
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 Pouch, Den, Nest, Burrow through educator-guided vocabulary instruction, background knowledge activation, think-alouds, guided questioning, and designated pause points. Students analyze visual information using text-dependent questions, discuss their thinking with partners, and justify responses using sentence frames such as “The picture shows me _____.” The lesson concludes with a Metacognition Moment that reinforces independent application of the comprehension strategy. Additional educator supports are provided through the differentiated comprehension resources, which include multilevel texts, sentence frames, oral language supports, and instructional guidance that help educators maintain rigorous grade-level comprehension while responding to varied 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 move students beyond basic comprehension by requiring additional analysis of the text they have already read. For example, in unit 10, lesson 136, students analyze multiple pieces of textual evidence from Detective Dev and the Missing Mitten to determine which best supports a claim and justify their reasoning using evidence from the story. In lesson 137, students further extend their analysis by examining Detective Dev’s character traits, connecting those traits to personal goals, and supporting their thinking with 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 K placement. While the Text System Guide describes the 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 explain how those qualitative features support 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. Although the Text System Guide explains the overall purpose of the text system, it does not include text-specific qualitative analyses that connect each core text’s complexity to the related student 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 10, lesson 136, students listen to Detective Dev and the Missing Mitten, an age-appropriate mystery text that introduces academic vocabulary including mystery, clue, detective, magnify, evidence, and case closed. Before reading, the educator builds background knowledge and explicitly teaches vocabulary using gestures, examples, and guided discussion. During the read-aloud, students compare multiple pieces of evidence and determine which best supports an idea while using structured oral language frames to justify their thinking. These embedded scaffolds allow students to engage with increasingly complex ideas while maintaining grade-level rigor.
The materials also include a structured shared reading routine that provides students with access to grade-level texts through appropriate scaffolds and varied text structures. Shared reading incorporates educator-guided text previews, partner reading, oral discussion, rereading for fluency, comprehension questions, corrective feedback, and evidence-based responses. The differentiated comprehension resources further strengthen shared reading 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. Across the year, students engage with a variety of literary and informational structures during shared reading, including fiction, informational text, poetry, drama, persuasive text, and functional text. These varied structures are supported through sentence frames, visual supports, written response activities, and educator guidance that enable students to successfully engage with grade-level texts while developing comprehension, vocabulary, and oral language without reducing instructional rigor.
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 individual letters and words to connected sentences before independently reading the decodable passage “Pig Pen.” This sequence allows students to apply newly learned phonics skills in increasingly complex connected text while building reading fluency and comprehension. Additional trade books and multilevel comprehension texts further expand the range of independent reading materials available throughout the program.
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 multiple texts connected to grade-level instruction; however, the materials do not demonstrate that students independently select those texts for sustained reading. For example, in unit 5, lesson 61, students independently read the assigned passage “Pig Pen” after educator modeling and partner practice, but the lesson does not include student choice, personal reading goals, reading logs, reflection, or other structured accountability measures. Independent reading remains connected to assigned instructional texts rather than a comprehensive framework for self-selected reading and goal setting.
Rubric Section 8
Evidence-Based Tasks and Responses
Materials require students to engage in reading, writing, and speaking grounded in evidence using literary and informational text.
Total
100% (52 out of 52 points)
Evaluation for 8.A.1a
The materials include text-dependent questions and tasks that require students to use evidence from the text to demonstrate comprehension and justify their thinking while supporting claims. Throughout comprehension instruction, students return to literary and informational texts to locate words, phrases, illustrations, and other textual evidence that support their understanding. Educator-guided discussions and structured response routines consistently require students to explain how the evidence they identify supports their thinking rather than relying on prior knowledge or personal opinion.
For example, in unit 7, lesson 92, students reread Bus 42 Counts His Kids and identify the author’s words that support statements about Bus 42’s feelings and actions. Students locate evidence such as “Something is missing. Someone is missing.” and “Every. Single. One.” before explaining how those details support their conclusions. Students then generate their own claims and justify them using the response frame, “I know ______ because the author said ______,” requiring them to support their thinking with explicit textual evidence.
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, educator-guided questions consistently require students to return to the text to analyze vocabulary in context, identify key ideas and supporting details, examine the author’s language and craft, and evaluate how text structures contribute to meaning. Students regularly justify their responses using textual evidence rather than relying on prior knowledge or personal opinions.
For example, in unit 10, lesson 136, students analyze Detective Dev and the Missing Mitten by evaluating clues throughout the mystery to determine which evidence best supports ideas such as “Bark took the mitten” and “Bark feels a little bit sorry.” Students compare multiple pieces of evidence, explain why one clue provides stronger support than another, and analyze how the mystery structure leads readers to the solution. Through educator-guided discussion and structured response frames, students evaluate details, author’s craft, and text structure while consistently supporting their thinking with evidence from the text.
Additional comprehension lessons require students to analyze other aspects of high-quality texts using textual evidence. In unit 3, lessons 31 and 32, students use the author’s language in The Missing Duckling to classify characters by identifying textual clues such as ducklings, waddled, ribbit, and dragonfly, supporting their conclusions with evidence from the story. In unit 2, lesson 28, students evaluate the key ideas in The Tree Outside My Window by synthesizing details across the seasons to determine the author’s central idea while distinguishing ideas that are supported by the text from those that are not. Together, these recurring instructional routines provide students with consistent opportunities to evaluate language, key ideas, details, author’s craft, and structure using evidence from high-quality texts.
Evaluation for 8.A.1c
The materials include questions and tasks that require students to support their claims and justify their thinking through a variety of evidence-based strategies. Throughout comprehension instruction, students compare characters and texts, summarize and discuss key ideas, and support their responses with evidence from literary and informational texts. Educator-guided discussions and structured response routines consistently encourage students to explain their thinking using evidence rather than personal opinion.
For example, in unit 10, lesson 149, students compare Animal Riddles and Detective Dev and the Missing Mitten by identifying how both texts demonstrate the use of clues and teamwork to solve mysteries. Students discuss key ideas across the two texts and explain how the evidence supports the unit’s essential question. Similar opportunities occur in unit 3, lesson 31, in which students compare and classify characters in The Missing Duckling using textual clues and justify their conclusions with sentence frames supported by evidence from the story.
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 recalling explicit information to analyzing authors’ ideas, comparing texts, evaluating evidence, and synthesizing information across multiple texts. Educator-guided questioning and structured discussion routines intentionally increase the rigor of comprehension tasks while supporting students in using evidence to explain their thinking.
For example, in unit 9, lesson 123, students analyze Why Did People Build Castles? by first identifying information explicitly stated in the text before explaining the author’s reasons for including specific details and evaluating whether educator-provided explanations are supported by textual evidence. Students then independently generate an author’s claim and corresponding reason using evidence from the text before reflecting on the strategy they used during a metacognitive discussion. Similar progressions occur in unit 4, lesson 59, in which students compare multiple stories, identify common lessons, and synthesize shared ideas across texts, demonstrating increasing levels of cognitive complexity during text analysis.
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 are provided with scripted think-alouds, modeling routines, and guided questioning that demonstrate how to identify evidence in the text, develop claims based on that evidence, and explain how textual details support a response. These educator-facing supports consistently model the thinking process before students engage in guided and independent practice.
For example, in unit 7, lesson 94, the educator models how to generate an evidence-based claim using Safe on the Go by stating, “A seat belt keeps you safe in a car,” before locating the author’s words that support the claim. The educator explicitly explains why those details qualify as text evidence and demonstrates how to move from a claim to a complete text-based response using the frame “I know ______ because the author says ______.” Similar modeling occurs in unit 4, lesson 59, where educators demonstrate how to generate claims across multiple stories by identifying each story’s lesson and supporting it with evidence before students construct their own evidence-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 introduce and reinforce discipline-specific vocabulary before guiding students through structured discussions that require evidence from literary and informational texts. Scripted educator prompts, oral language routines, and sentence frames support students in communicating ideas with increasingly precise academic language while consistently referring to evidence from the text.
For example, in unit 3, lesson 31, the educator explicitly models the use of academic vocabulary such as character, person, animal, and clue while guiding students to classify the characters in The Missing Duckling. Students support each classification with evidence using the sentence frame “_____ is an animal. I know because _____.” Similar routines occur in unit 1, lesson 14, in which educators guide students in comparing community helpers across multiple texts using academic vocabulary and structured response frames that require students to explain similarities and support their thinking with story evidence.
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 K 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 paired with narrative, informational, opinion, descriptive, poetry, letter, and response-to-text writing experiences, providing students with models of genre structure, language, and organization before they compose their own writing.
For example, in unit 7, lesson 99, students use the informational text The Right Tool as a mentor text before composing their own informative writing. The educator models the writing process through a think-aloud, demonstrating how information from the text can be transformed into an illustration and complete sentence. Students then select a tool from the mentor text and compose their own informative response using content, vocabulary, and the sentence frame “A _____ helps you _____.” Similar opportunities occur throughout the year as students use mentor texts to compose opinion pieces, response-to-text writing, narratives, and other grade-level writing aligned to the grade K TEKS.
Evaluation for 8.B.1b
The materials include opportunities throughout the year for students to compose literary texts for multiple purposes using grade-appropriate genre characteristics and craft. Through the recurring Assess, Write, Apply instructional cycle, students compose narrative writing, narrative responses to text, personal narratives, descriptive poetry, letters, and response-to-text writing connected to high-quality literary mentor texts. Across the year, students apply genre-specific characteristics such as sequencing events, focusing on meaningful experiences, responding to story events, and using descriptive language while composing literary texts aligned to the grade K ELAR TEKS.
For example, in unit 10, lesson 140, students compose a personal narrative after the educator explicitly models that a personal narrative is “a true story from your own life about one moment that mattered to you.” Students write about a meaningful experience while focusing on a single event, applying the characteristics of the narrative genre through educator modeling, guided practice, and self-reflection. Similar literary writing opportunities occur throughout the year through narrative responses to text and other literary compositions connected to shared reading.
The materials also provide students with opportunities to share and publish their literary writing for multiple audiences. Following the writing process, students publish and communicate their completed pieces through partner share, author’s chair, a class book, a writing wall, digital read-alouds, and personal writing portfolios. These recurring publication opportunities allow students to communicate their literary writing with classmates, educators, and broader classroom audiences while reinforcing genre-specific writing 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 K ELAR TEKS. Through the recurring Assess, Write, Apply writing cycle, students compose informational responses, informational response-to-text pieces, informational sentences, informational sequences, informational research, and other nonfiction writing connected to high-quality informational texts. Across thematic units, students learn to introduce a topic, organize ideas, add supporting information, and communicate factual content while developing increasingly sophisticated informational writing.
For example, in unit 8, lesson 115, students compose an informational text about a garden helper after reading informational texts about worms, bees, butterflies, and other animals. The educator explicitly models the organizational structure of informational writing by introducing a topic before adding supporting information through a think-aloud. Students then apply the model by writing about a garden helper using two connected informational sentences while self-monitoring to ensure they identified a topic and provided additional information. This lesson explicitly teaches 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 share completed informational writing through partner share, author’s chair, class books, writing walls, digital read-alouds, and personal writing portfolios. These recurring publication opportunities allow students to communicate information with classmates, educators, and broader classroom audiences while reinforcing authentic purposes for 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
This guidance is not applicable to kindergarten because it only applies to grades 1–3.
Evaluation for 8.B.2a
The materials support students’ coherent use of the writing process through recurring instructional routines embedded across narrative, informational, opinion, and other grade-level writing experiences. 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 (say who and where, problem or big event, actions, result, keep a clear ending) for narrative writing and TREE (tell your topic, report facts or reasons, explain your examples, end your writing) for informational writing—guide students in organizing ideas, composing drafts, revising with educator support and self-monitoring tools, editing for conventions, and communicating finished writing with authentic audiences.
For example, in unit 4, lesson 50, students compose a fairy tale by first planning their ideas through oral rehearsal before drafting with drawings and developmental spelling. Students then revise their work by reviewing their illustrations and labels and adding details to strengthen their writing. During editing, educators reinforce age-appropriate conventions while guiding students to check their work before sharing completed pieces with partners and publishing through options such as class books, writing walls, author’s chair, digital read-alouds, and personal writing portfolios.
The writing process extends consistently across multiple writing genres throughout the year. In unit 8, lesson 115, students use the TREE writing routine to compose informational writing by identifying a topic, organizing ideas, drafting sentences, revising through a checklist, editing conventions, and publishing completed work. Across the program, educator conferencing, structured self-monitoring routines, and authentic publication opportunities reinforce a coherent, developmentally appropriate writing process while supporting increasing independence with grade-level writing conventions.
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 guide students through a coherent writing process using structured instructional routines such as SPARK for narrative writing and TREE for informational writing. Educator think-alouds, graphic organizers, oral language activities, and modeled examples explicitly demonstrate how writers generate ideas; organize information; compose drafts; and revise, edit, and publish completed work while developing age-appropriate writing conventions.
For example, in unit 4, lesson 50, educators explicitly model planning through oral rehearsal before guiding students to draft a fairy tale using drawings and developmental spelling. The educator then models revision by prompting students to review their work, determine whether additional details should be added, and improve their writing before sharing. Students complete the writing process by publishing through partner share, class books, writing walls, author’s chair, digital read-alouds, and personal writing portfolios, reinforcing the purpose of sharing finished writing with authentic audiences.
The writing process is consistently modeled across additional genres throughout the year. In unit 8, lesson 115, educators use the TREE routine to model informational writing by demonstrating how to introduce a topic, organize supporting information, draft complete sentences, revise using a checklist, edit for conventions, and prepare writing for publication. These recurring instructional routines reinforce that the same coherent writing process applies across narrative and informational writing rather than within a single lesson. Throughout independent writing, educators receive explicit guidance to support students through conferencing and revising. Educators circulate, provide individualized feedback, ask prompting questions, and guide students in strengthening ideas through self-monitoring routines and revision checklists. Editing instruction explicitly models age-appropriate conventions such as capitalization, punctuation, complete sentences, and developmental spelling before students publish completed work through multiple authentic sharing opportunities.
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 grade K program. The scope and sequence provides a coherent progression of instruction through the Language Comprehension strand, including sentence formation, common nouns, verbs, vocabulary connections, shades of meaning, multiple-meaning words, and sentence expansion. These language concepts are intentionally integrated with writing instruction, providing recurring opportunities for educators to model complete sentence construction while strengthening students’ vocabulary and syntactic development.
For example, in unit 6, lesson 71, educators explicitly model complete sentence structure by demonstrating that every sentence includes who or what and what happens, using examples from the text to distinguish complete and incomplete sentences. Students then construct complete sentences through guided oral practice while educators model correct word order and grammatical syntax. In unit 10, lesson 149, educators further develop sentence-level writing by modeling how to expand a simple opinion sentence from “Riddles are fun” to “Riddles are fun because they make me think.” Students apply newly introduced vocabulary from the lesson while using the sentence frame “I think riddles are ___ because ___,” reinforcing sentence structure, syntax, and precise vocabulary within authentic writing.
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 K ELAR TEKS. Throughout the recurring Assess, Write, Apply instructional cycle, students first develop foundational sentence-writing skills through the Language Comprehension strand before applying those skills to increasingly complex narrative, informational, opinion, personal narrative, and correspondence writing. Instruction intentionally integrates grammar, vocabulary, comprehension, and knowledge-building to provide a coherent progression from composing complete sentences to developing extended writing.
For example, in unit 7, lesson 95, educators explicitly model sentence-level writing by guiding students to compose a complete sentence about a story event while reinforcing capitalization and complete sentence structure. In unit 10, lesson 141, educators extend sentence-level instruction by modeling sentence expansion, demonstrating how a simple sentence can be strengthened with descriptive words and phrases while maintaining correct syntax and complete sentence structure. These lessons provide systematic and explicit instruction that develops foundational sentence-writing skills.
The sentence-level instruction is then applied within complete compositions across multiple writing genres. Through the SPARK narrative writing framework and the TREE informational writing framework, students use sentence-level skills to compose personal narratives, informational pieces, and other grade-level compositions. Educator modeling, guided practice, and structured writing routines consistently scaffold students from composing individual sentences to organizing complete compositions aligned to the grade K 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 newly introduced grammar, syntax, and vocabulary skills. The scope and sequence intentionally builds sentence-level writing through instruction in sentence formation, sentence expansion, declarative sentences, capitalization, punctuation, and other foundational language concepts that are immediately applied within authentic writing tasks.
Students engage in increasingly sophisticated sentence-level writing through explicit educator modeling and guided practice across multiple writing genres. For example, in unit 10, lesson 141, students expand simple sentences by adding descriptive words and phrases, transforming “A bird landed” into “A tiny bird landed right on the sill.” In unit 10, lesson 149, students further increase sentence complexity by expanding opinion sentences with reasons using the structure “I think riddles are ___ because ___,” while incorporating increasingly precise vocabulary to strengthen their writing.
The materials also provide explicit opportunities for students to revise their writing at the sentence level. In unit 10, lesson 140, students review their personal narratives by checking whether they focused on one meaningful moment and revise their writing to better match the purpose of the task. Across the SPARK and TREE writing routines, structured self-monitoring checklists, educator prompts, and reflection activities consistently guide students in strengthening ideas, adding details, and improving sentence-level writing. Sentence-level editing is systematically embedded throughout the writing program. Students edit for age-appropriate conventions including capitalization, punctuation, complete sentences, grammar, spelling, and developmental writing conventions while composing narrative, informational, opinion, and personal narrative writing. These recurring opportunities ensure students engage in systematic and explicit sentence-level writing, revising, and editing with increasing complexity across the instructional year.
Evaluation for 8.B.4a
The materials provide systematic opportunities for students to practice and apply the conventions of academic language both in and out of context throughout the program. The scope and sequence intentionally integrates grammar and syntax instruction with recurring Assess, Write, Apply writing experiences so that students first develop grammar, capitalization, punctuation, and sentence construction through explicit language lessons before applying those conventions during authentic writing. This coherent instructional design provides repeated opportunities to practice and apply grade-level conventions across narrative, informational, opinion, personal narrative, research, and other writing experiences.
Students engage in out-of-context practice and application through dedicated grammar and syntax instruction focused on complete sentences, capitalization, punctuation, sentence types, and other foundational language concepts. For example, in unit 5, lesson 71, students identify complete and incomplete sentences, determine whether sentences include both a subject and an action, and practice constructing complete sentences through guided oral and written activities before applying these conventions within connected writing.
Students then apply academic language conventions in authentic writing tasks throughout the year. For example, in unit 9, lesson 125, students compose informational sentences about castles while applying complete sentence structure, capitalization, punctuation, and topic-specific vocabulary during drafting and self-monitoring. Across narrative, informational, opinion, and personal narrative writing, educators consistently reinforce grammar, punctuation, capitalization, and usage through writing, revising, editing, and publishing, providing students with repeated opportunities to apply academic language conventions in meaningful 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 intentionally integrates grammar and syntax instruction with recurring Assess, Write, Apply writing experiences so that students first develop language conventions through explicit instruction before applying those skills within authentic writing. Across the year, students receive systematic instruction in sentence formation, capitalization, punctuation, nouns, verbs, question words, sentence expansion, and other grade-level language concepts that are reinforced through narrative, informational, opinion, research, poetry, and correspondence writing. This coherent progression ensures that grammar, punctuation, and usage are developed as connected components of the writing program rather than isolated skills.
Students engage in systematic out-of-context practice and application through dedicated grammar and syntax instruction. For example, in unit 4, lesson 51, students practice grammar by identifying and classifying verbs through educator modeling, guided discussion, and movement activities before applying the concept independently. In unit 7, lesson 93, students practice punctuation and capitalization by identifying uppercase letters in model sentences and participating in activities that reinforce capitalization conventions. In unit 5, lesson 71, students strengthen sentence usage by identifying complete and incomplete sentences and combining subjects and predicates to form complete thoughts. These lessons provide repeated opportunities to practice and apply language conventions outside authentic composition.
Students also apply grammar, punctuation, and usage within authentic writing experiences across multiple genres. For example, in unit 9, lesson 125, students compose informational sentences about castles while applying complete sentence structure, capitalization, punctuation, and topic-specific vocabulary during drafting and self-monitoring. In unit 9, lesson 130, students continue applying punctuation and usage by selecting appropriate ending punctuation and revising informational writing about homes from long ago. These writing experiences require students to transfer grammar and language conventions into meaningful sentence- and composition-level writing. Throughout the year, grammar, punctuation, and usage instruction are systematically reinforced across narrative, informational, opinion, personal narrative, research, and correspondence writing. Educators consistently support students through conferencing, editing routines, self-monitoring checklists, and revision activities that reinforce capitalization, punctuation, grammar, spelling, and complete sentence conventions during authentic writing. These recurring instructional routines provide systematic opportunities for students to practice and apply grammar, punctuation, and usage both in isolation and within meaningful 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 92, students reread Bus 42 Counts His Kids and identify the author’s words that support statements about Bus 42’s feelings and actions. Students locate evidence such as “Something is missing. Someone is missing.” and “Every. Single. One.” before explaining how those details support their conclusions. Students then generate their own claims and justify them using the response frame, “I know ______ because the author said ______,” requiring them to support their thinking with explicit textual evidence.
8.A.1b
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
5 out of 5 points
Evaluation for 8.A.1b
Evaluation for 8.A.1b
Questions and tasks require students to use text evidence when evaluating the language, key ideas, details, craft, and structure of high-quality texts. (S)
5 out of 5 points
For example, in unit 10, lesson 136, students analyze Detective Dev and the Missing Mitten by evaluating clues throughout the mystery to determine which evidence best supports ideas such as “Bark took the mitten” and “Bark feels a little bit sorry.” Students compare multiple pieces of evidence, explain why one clue provides stronger support than another, and analyze how the mystery structure leads readers to the solution. Through educator-guided discussion and structured response frames, students evaluate details, author’s craft, and text structure while consistently supporting their thinking with evidence from the text.
Additional comprehension lessons require students to analyze other aspects of high-quality texts using textual evidence. In unit 3, lessons 31 and 32, students use the author’s language in The Missing Duckling to classify characters by identifying textual clues such as ducklings, waddled, ribbit, and dragonfly, supporting their conclusions with evidence from the story. In unit 2, lesson 28, students evaluate the key ideas in The Tree Outside My Window by synthesizing details across the seasons to determine the author’s central idea while distinguishing ideas that are supported by the text from those that are not. Together, these recurring instructional routines provide students with consistent opportunities to evaluate language, key ideas, details, author’s craft, and structure using evidence from 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 10, lesson 149, students compare Animal Riddles and Detective Dev and the Missing Mitten by identifying how both texts demonstrate the use of clues and teamwork to solve mysteries. Students discuss key ideas across the two texts and explain how the evidence supports the unit’s essential question. Similar opportunities occur in unit 3, lesson 31, in which students compare and classify characters in The Missing Duckling using textual clues and justify their conclusions with sentence frames supported by evidence from the story.
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 123, students analyze Why Did People Build Castles? by first identifying information explicitly stated in the text before explaining the author’s reasons for including specific details and evaluating whether educator-provided explanations are supported by textual evidence. Students then independently generate an author’s claim and corresponding reason using evidence from the text before reflecting on the strategy they used during a metacognitive discussion. Similar progressions occur in unit 4, lesson 59, in which students compare multiple stories, identify common lessons, and synthesize shared ideas across texts, demonstrating increasing levels of cognitive complexity during text analysis.
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 7, lesson 94, the educator models how to generate an evidence-based claim using Safe on the Go by stating, “A seat belt keeps you safe in a car,” before locating the author’s words that support the claim. The educator explicitly explains why those details qualify as text evidence and demonstrates how to move from a claim to a complete text-based response using the frame “I know ______ because the author says ______.” Similar modeling occurs in unit 4, lesson 59, where educators demonstrate how to generate claims across multiple stories by identifying each story’s lesson and supporting it with evidence before students construct their own evidence-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 3, lesson 31, the educator explicitly models the use of academic vocabulary such as character, person, animal, and clue while guiding students to classify the characters in The Missing Duckling. Students support each classification with evidence using the sentence frame “_____ is an animal. I know because _____.” Similar routines occur in unit 1, lesson 14, in which educators guide students in comparing community helpers across multiple texts using academic vocabulary and structured response frames that require students to explain similarities and support their thinking with story evidence.
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 The Right Tool as a mentor text before composing their own informative writing. The educator models the writing process through a think-aloud, demonstrating how information from the text can be transformed into an illustration and complete sentence. Students then select a tool from the mentor text and compose their own informative response using content, vocabulary, and the sentence frame “A _____ helps you _____.” Similar opportunities occur throughout the year as students use mentor texts to compose opinion pieces, response-to-text writing, narratives, and other grade-level writing aligned to the grade K 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 10, lesson 140, students compose a personal narrative after the educator explicitly models that a personal narrative is “a true story from your own life about one moment that mattered to you.” Students write about a meaningful experience while focusing on a single event, applying the characteristics of the narrative genre through educator modeling, guided practice, and self-reflection. Similar literary writing opportunities occur throughout the year through narrative responses to text and other literary compositions connected to shared reading.
The materials also provide students with opportunities to share and publish their literary writing for multiple audiences. Following the writing process, students publish and communicate their completed pieces through partner share, author’s chair, a class book, a writing wall, digital read-alouds, and personal writing portfolios. These recurring publication opportunities allow students to communicate their literary writing with classmates, educators, and broader classroom audiences while reinforcing genre-specific writing 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 8, lesson 115, students compose an informational text about a garden helper after reading informational texts about worms, bees, butterflies, and other animals. The educator explicitly models the organizational structure of informational writing by introducing a topic before adding supporting information through a think-aloud. Students then apply the model by writing about a garden helper using two connected informational sentences while self-monitoring to ensure they identified a topic and provided additional information. This lesson explicitly teaches 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 share completed informational writing through partner share, author’s chair, class books, writing walls, digital read-alouds, and personal writing portfolios. These recurring publication opportunities allow students to communicate information with classmates, educators, and broader classroom audiences while reinforcing authentic purposes for 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)
Not applicable.
Evaluation for 8.B.1e
Evaluation for 8.B.1e
Materials include opportunities throughout the year for students to compose correspondence with genre-specific characteristics and craft. (S)
Not applicable.
8.B.2 Writing Process
8.B.2a
Materials support students' use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text, which includes an age-appropriate progression in the conventions of writing. (S)
Materials support students' use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text, which includes an age-appropriate progression in the conventions of writing. (S)
5 out of 5 points
Evaluation for 8.B.2a
Evaluation for 8.B.2a
Materials support students' use of the elements of the writing process (planning, drafting, revising, conferring, editing, and sharing/publishing) to compose text, which includes an age-appropriate progression in the conventions of writing. (S)
5 out of 5 points
For example, in unit 4, lesson 50, students compose a fairy tale by first planning their ideas through oral rehearsal before drafting with drawings and developmental spelling. Students then revise their work by reviewing their illustrations and labels and adding details to strengthen their writing. During editing, educators reinforce age-appropriate conventions while guiding students to check their work before sharing completed pieces with partners and publishing through options such as class books, writing walls, author’s chair, digital read-alouds, and personal writing portfolios.
The writing process extends consistently across multiple writing genres throughout the year. In unit 8, lesson 115, students use the TREE writing routine to compose informational writing by identifying a topic, organizing ideas, drafting sentences, revising through a checklist, editing conventions, and publishing completed work. Across the program, educator conferencing, structured self-monitoring routines, and authentic publication opportunities reinforce a coherent, developmentally appropriate writing process while supporting increasing independence with grade-level writing conventions.
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 4, lesson 50, educators explicitly model planning through oral rehearsal before guiding students to draft a fairy tale using drawings and developmental spelling. The educator then models revision by prompting students to review their work, determine whether additional details should be added, and improve their writing before sharing. Students complete the writing process by publishing through partner share, class books, writing walls, author’s chair, digital read-alouds, and personal writing portfolios, reinforcing the purpose of sharing finished writing with authentic audiences.
The writing process is consistently modeled across additional genres throughout the year. In unit 8, lesson 115, educators use the TREE routine to model informational writing by demonstrating how to introduce a topic, organize supporting information, draft complete sentences, revise using a checklist, edit for conventions, and prepare writing for publication. These recurring instructional routines reinforce that the same coherent writing process applies across narrative and informational writing rather than within a single lesson. Throughout independent writing, educators receive explicit guidance to support students through conferencing and revising. Educators circulate, provide individualized feedback, ask prompting questions, and guide students in strengthening ideas through self-monitoring routines and revision checklists. Editing instruction explicitly models age-appropriate conventions such as capitalization, punctuation, complete sentences, and developmental spelling before students publish completed work through multiple authentic sharing opportunities.
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 6, lesson 71, educators explicitly model complete sentence structure by demonstrating that every sentence includes who or what and what happens, using examples from the text to distinguish complete and incomplete sentences. Students then construct complete sentences through guided oral practice while educators model correct word order and grammatical syntax. In unit 10, lesson 149, educators further develop sentence-level writing by modeling how to expand a simple opinion sentence from “Riddles are fun” to “Riddles are fun because they make me think.” Students apply newly introduced vocabulary from the lesson while using the sentence frame “I think riddles are ___ because ___,” reinforcing sentence structure, syntax, and precise vocabulary within authentic writing.
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 7, lesson 95, educators explicitly model sentence-level writing by guiding students to compose a complete sentence about a story event while reinforcing capitalization and complete sentence structure. In unit 10, lesson 141, educators extend sentence-level instruction by modeling sentence expansion, demonstrating how a simple sentence can be strengthened with descriptive words and phrases while maintaining correct syntax and complete sentence structure. These lessons provide systematic and explicit instruction that develops foundational sentence-writing skills.
The sentence-level instruction is then applied within complete compositions across multiple writing genres. Through the SPARK narrative writing framework and the TREE informational writing framework, students use sentence-level skills to compose personal narratives, informational pieces, and other grade-level compositions. Educator modeling, guided practice, and structured writing routines consistently scaffold students from composing individual sentences to organizing complete compositions aligned to the grade K 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 sophisticated sentence-level writing through explicit educator modeling and guided practice across multiple writing genres. For example, in unit 10, lesson 141, students expand simple sentences by adding descriptive words and phrases, transforming “A bird landed” into “A tiny bird landed right on the sill.” In unit 10, lesson 149, students further increase sentence complexity by expanding opinion sentences with reasons using the structure “I think riddles are ___ because ___,” while incorporating increasingly precise vocabulary to strengthen their writing.
The materials also provide explicit opportunities for students to revise their writing at the sentence level. In unit 10, lesson 140, students review their personal narratives by checking whether they focused on one meaningful moment and revise their writing to better match the purpose of the task. Across the SPARK and TREE writing routines, structured self-monitoring checklists, educator prompts, and reflection activities consistently guide students in strengthening ideas, adding details, and improving sentence-level writing. Sentence-level editing is systematically embedded throughout the writing program. Students edit for age-appropriate conventions including capitalization, punctuation, complete sentences, grammar, spelling, and developmental writing conventions while composing narrative, informational, opinion, and personal narrative writing. These recurring opportunities ensure students engage in systematic and explicit sentence-level writing, revising, and editing with increasing complexity across the instructional year.
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 focused on complete sentences, capitalization, punctuation, sentence types, and other foundational language concepts. For example, in unit 5, lesson 71, students identify complete and incomplete sentences, determine whether sentences include both a subject and an action, and practice constructing complete sentences through guided oral and written activities before applying these conventions within connected writing.
Students then apply academic language conventions in authentic writing tasks throughout the year. For example, in unit 9, lesson 125, students compose informational sentences about castles while applying complete sentence structure, capitalization, punctuation, and topic-specific vocabulary during drafting and self-monitoring. Across narrative, informational, opinion, and personal narrative writing, educators consistently reinforce grammar, punctuation, capitalization, and usage through writing, revising, editing, and publishing, providing students with repeated opportunities to apply academic language conventions in meaningful 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 4, lesson 51, students practice grammar by identifying and classifying verbs through educator modeling, guided discussion, and movement activities before applying the concept independently. In unit 7, lesson 93, students practice punctuation and capitalization by identifying uppercase letters in model sentences and participating in activities that reinforce capitalization conventions. In unit 5, lesson 71, students strengthen sentence usage by identifying complete and incomplete sentences and combining subjects and predicates to form complete thoughts. These lessons provide repeated opportunities to practice and apply language conventions outside authentic composition.
Students also apply grammar, punctuation, and usage within authentic writing experiences across multiple genres. For example, in unit 9, lesson 125, students compose informational sentences about castles while applying complete sentence structure, capitalization, punctuation, and topic-specific vocabulary during drafting and self-monitoring. In unit 9, lesson 130, students continue applying punctuation and usage by selecting appropriate ending punctuation and revising informational writing about homes from long ago. These writing experiences require students to transfer grammar and language conventions into meaningful sentence- and composition-level writing. Throughout the year, grammar, punctuation, and usage instruction are systematically reinforced across narrative, informational, opinion, personal narrative, research, and correspondence writing. Educators consistently support students through conferencing, editing routines, self-monitoring checklists, and revision activities that reinforce capitalization, punctuation, grammar, spelling, and complete sentence conventions during authentic writing. These recurring instructional routines provide systematic opportunities for students to practice and apply grammar, punctuation, and usage both in isolation and within meaningful writing contexts.