Benchmark Fonética y estudio de palabras (edición de Texas), 3

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS and concepts taught in the course.

The materials include a scope and sequence composed of 10 units, each designed for a three-week instructional period. The materials list the Texas Essential Knowledge and Skills (TEKS) for each week within the scope and sequence and daily lessons. Each unit is segmented by week, with specific TEKS aligned to individual lessons and activities to ensure instruction remains standards-based. In grade 3, the materials include a scope and sequence that outlines the TEKS and key concepts taught throughout the course. The materials offer a progression of phonics skills aligned with grade-level expectations. For example, the "Secuencia de enseñanza" is an organized chart that maps instructional units to the corresponding TEKS, supporting consistent alignment to standards. The grade 3 materials include a scope and sequence that outlines the TEKS and key concepts taught throughout the course. For example, the "Secuencia de enseñanza" includes a clearly organized chart, which maps each instructional unit to the corresponding TEKS, ensuring comprehensive coverage and alignment.

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).

In grade 3, the materials include three pacing guides in the Annual Pacing Calendar, accommodating both shorter and extended Foundational Skills Blocks. Each pacing guide outlines the total instructional days, as well as the number of days allocated to units and assessments, providing flexible options for teachers to adjust pacing based on their instructional calendars. The materials include the Annual Pacing Calendar, which offers flexibility in time allocation per unit. Adjustments can be made without disrupting the content's sequence and coherence. The pacing guides are structured to support consistent and effective instruction throughout the academic year, regardless of total instructional days. In grade 3, the materials offer a suggested yearly pacing calendar to assist teachers in planning lessons across a 180-day instructional period. The "Guía de ritmo sugerido" includes a weekly and daily table that details whole-group and small-group activities, along with the specific TEKS addressed each day.

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.

In grade 3, the scope and sequence includes both a rationale for unit order and an explanation of how concepts connect throughout the year. The Benchmark Fonética program begins with vowel instruction, progressing to consonant-vowel syllables, and emphasizes open syllables with more accessible consonants. The scope and sequence outlines a step-by-step plan for letter instruction and mastery. The materials include a rationale for the unit order that outlines guiding principles for sequencing instruction, emphasizing progression from simple to more complex concepts. For instance, units are arranged to progress from simple to complex skills, aligning with the traditional syllabic method used to teach phonics in Spanish. In grade 3, the materials explain how foundational concepts connect and build across the course. For example, the "Phonological Awareness Overview" includes a rationale explaining the role of phonological and phonemic awareness in literacy development. It highlights how early mastery of these foundational skills supports students' ability to decode and manipulate sounds, which is essential for reading and writing success. This overview helps contextualize the purpose and progression of skills throughout the year.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

In grade 3, the materials provide protocols and guidance for lesson and unit internalization within the Sistema de recursos para maestros. For example, the Sistema de recursos para maestros includes a tab labeled "Lecciones de fonética," which offers a detailed weekly walk-through of daily lessons. These lessons highlight clear learning targets and key teacher actions, using blue text for teacher guidance and black text for practical steps. Visuals and pictures enhance comprehension of the instructional materials. The materials include protocols and guidance to support lesson and unit internalization. For example, the "Guía de ritmo sugerido" functions as an annual pacing calendar that guides weekly and daily instruction. It prepares the teacher to deliver both whole-group and small-group activities for each day and clearly identifies the targeted skill, ensuring consistent and focused instruction throughout the year. The materials provide a detailed unit internalization protocol through teacher guides. The "Unit Planner" outlines targeted learning objectives and includes suggested activities for practice and reinforcement. Teachers receive step-by-step guidance for delivering phonics and phonemic awareness instruction.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.

The materials provide resources for instructional leaders to support teachers in implementing the program as intended. For example, the program includes a document titled "12 Essentials for Phonics Success" that outlines critical components of effective phonics instruction. This overview serves as foundational guidance for leaders. It highlights essential practices, such as consistent review and repetition, application of the gradual release model, and the importance of connecting phonics instruction to reading and writing tasks. The materials provide resources to support instructional leaders through a document titled "12 Essentials for Phonics Success." Instructional leaders can use this resource to identify key instructional features during classroom observations and to guide coaching conversations. The document also underscores the role of teacher expertise in delivering research-based routines and developing linguistic knowledge, which reinforces fidelity of implementation. The materials provide digital tools to support data-informed decision-making for instructional leaders. For instance, the Reading Level Progress dashboard allows instructional leaders to view and analyze students' reading performance by grade and class. The dashboard visually groups students by reading levels and highlights grade-level expectations, enabling leaders to identify students needing support or intervention. The "Understanding the Reference" page further supports leaders during team meetings by explaining how various reading metrics interrelate, such as Lexile, Grade Level, and Letter Level, facilitating conversion between systems and strengthening alignment during instructional planning. The materials include resources to support instructional leaders in supporting teachers in implementing the materials as intended. For example, the materials include the "What do you See: Walkthrough Document," in which administrators check boxes to indicate if the following components, titled "Benchmark Aligned Materials," "Integration of Technology," "Explicit Teacher Language and Modeling," "Integration of Differentiation," and "Student to Student Engagement," are evident during a classroom observation. The document also includes a comment box and a next steps column for administrations to make observation notes.

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.

The Benchmark Fonética materials include comprehensive unit overviews that provide essential background content knowledge to support effective literacy instruction. The section titled "Profundizar en las destrezas de fonética" emphasizes two key instructional goals: ensuring fluency in foundational phonics skills and introducing morphological awareness. By guiding teachers to explore morphemes such as roots, prefixes, and suffixes, the materials support a deeper understanding of word structure and vocabulary development. This focus equips educators with the knowledge needed to help students transition from phonics to advanced word analysis and reading comprehension. The materials include comprehensive unit overviews that provide the background content knowledge necessary to teach unit concepts effectively. For example, in Secuencia de enseñanza, each unit is accompanied by an overview. Each unit follows a routine that includes Destrezas diarias and Destrezas fonéticas, and the section "Destrezas de Fonética" is organized into three parts: Destreza primaria, Vistazo previo/destreza avanzada, and Repaso espiral. In grade 3, the materials provide instructional support and academic vocabulary necessary for effective literacy instruction. For example, in a lesson on syllabication, students classify words by syllable count, such as su, caza, pelaje, and camuflaje. Teachers are directed to write the words on the board, read them aloud, and explicitly explain the concept of sílaba as "cada una de las partes de una palabra que se pronuncian en una sola emisión de voz y contiene siempre un sonido vocálico." This precise academic language supports teacher understanding and delivery of phonological concepts, ensuring accurate instruction in segmenting words into syllables—a foundational skill in Spanish literacy development.

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.

The grade 3 materials provide consistent family support in both English and Spanish across all units, empowering families and caregivers to actively support their child's literacy development at home. For example, in Unidad 1: Conexiones con el hogar, the Spanish family letter includes strategies for reinforcing foundational phonics skills. In Semana 1: Categorizar palabras por el número de sílabas, the letter outlines specific activities families can use to help students practice categorizing words by syllables. In grade 3, the materials include a family letter in Spanish at the beginning of each unit that explains the unit's learning goals. It offers activities that reinforce classroom instruction at home. The letter introduces the unit topic and targeted skills and invites family members to participate in the "Automaticidad y Fluidez" activity, supporting the student's practice with decodable texts in Spanish. The materials provide support for families in English for each unit, including suggestions to help reinforce student learning at home. For example, the materials feature a family letter in English at the beginning of each unit that outlines what students will be learning. The letter includes activities that align with classroom instruction, such as practicing decodable texts. It also invites family members to engage in the "Automaticity and Fluency" activity, presented in Spanish.

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).

The materials include comprehensive, structured, and detailed lesson plans aligned with content standards. For example, each lesson in the Lecciones de fonética provides step-by-step daily instruction, including clear daily objectives, tasks, suggested timing for each component, and required materials. Each lesson identifies the TEKS and the knowledge objective for the day and lists the materials needed for both teacher and students. In grade 3, the materials include comprehensive, structured lesson plans that follow a consistent format and contain key instructional components, including embedded comprehension questions that function as formative assessments. For example, in the lesson Acentuación y silabación, the teacher asks, "¿Por qué llegas tarde?" and "¿Qué observan al comienzo de las oraciones?" These questions guide students to analyze sentence structure and punctuation as part of the phonics focus. The grade 3 materials include references to how mastery of content standards is assessed through "Evaluaciones acumulativas por unidad y semana." The materials offer weekly assessments aligned with lesson content and language standards. For example, at the end of each unit, an Evaluación reviews the concepts taught during the preceding weeks. These formative assessments monitor student progress on content covered up to five weeks prior and include guidance for intervention if students do not demonstrate mastery.

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.

The materials include a comprehensive lesson overview listing the teacher and student materials required for each instructional component. For example, in Unidad 2, Semana 1, Lección 1, the overview references Reproducible de la Unidad 2, Semana 1: Automaticidad y fluidez as a resource needed to deliver the lesson effectively. In grade 3, the materials include a comprehensive lesson overview that lists the teacher and student materials necessary and the time needed to deliver each component of instruction effectively. For example, in Unidad 2, Semana 1, Lección 1, the overview specifies the use of Reproducible de la Unidad 2, Semana 1: Automaticidad y fluidez as a required resource. Additionally, the overview includes suggested timing for each lesson component, such as Tiempo estimado: 10 minutos for the fluency activity, ensuring structured and time-bound instruction. In grade 3, the materials include guidance and recommendations for the suggested timing of each lesson component within the instructional steps. This support helps teachers manage instructional time effectively and maintain consistent pacing across lessons. For example, in Lecciones de fonética, Unidad 2, Semana 1, Lección 1, the activity "Evaluación preliminar de ortografía" is assigned a suggested duration of five minutes. This time allocation supports teachers in efficiently assessing students' spelling skills at the beginning of the unit while preserving instructional time for subsequent lesson components.

Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).

In grade 3, the materials offer guidance for extended practice through the "Recursos Adicionales" tab in the Teacher Resource section of each unit. This tab includes games, enrichment activities, phonics resources for advanced students, and differentiated phonological awareness activities. These resources support deeper learning and allow teachers to tailor instruction based on student needs. The materials provide structured techniques to promote student engagement and the completion of extended practice activities. For example, in Unidad 2, Semana 1, Lección 1: Palabras con b, v, students engage in a targeted enrichment activity that focuses on distinguishing between the letter sounds b and v. The activity involves sorting words by initial sound and generating original sentences using each word, reinforcing orthographic knowledge and vocabulary application in a meaningful context. In addition, each unit includes a Conexión entre el hogar y la escuela activity. In Unidad 2, the family letter suggests a home-based word search game using vocabulary words from the week's lesson, encouraging students to practice decoding and word recognition at home. In grade 3, the materials include guidance for using lesson materials for extended practice, streamlining lesson planning, and homework assignments. For example, in the Home-School Letters and Activities section, a bilingual family letter titled Conexiones con el hogar explains what students will be learning and provides activities that reinforce classroom instruction at home.

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.

In grade 3, the materials include diagnostic assessments that measure foundational literacy and phonics skills at multiple points throughout the year. The Recurso de evaluación y diagnóstico in Benchmark Fonética Texas includes a comprehensive set of tasks administered at the beginning, middle, and end of the year to support progress monitoring and instructional planning. These tasks assess students' abilities with the skills Identificar el número de palabras, Reconocer la rima, Combinar sílabas para formar palabras, Segmentar palabras en fonemas, and Sustituir sonidos iniciales. These benchmarks align with the SLAR TEKS and help educators monitor student growth and group students for targeted instruction. The materials provide formative assessments embedded within lessons that vary in task types and formats to inform instruction. For example, in Unidad 4, Semana 2, Lección 1, students complete tasks like spelling words with suffixes (e.g., –ote/a, –ón/ona, –ito/a) and classifying words by accent type (agudas, llanas, esdrújulas), which help teachers assess morphological awareness and phonological understanding. Additionally, the Formulario de observación del estudiante supports teachers in capturing anecdotal notes as students participate in various phonics-based tasks, offering immediate insights for adjusting instruction. In grade 3, the materials include summative assessments at the end of units to evaluate mastery of phonics and fluency concepts. Each unit concludes with an Evaluación acumulativa that features components such as Rutina de ortografía y dictado, where students repeat, use, and write words, and Fluidez acumulativa, which includes word and sentence lists to assess reading fluency. For example, in Unidad 5, Semana 3, Día 5, students complete a dictation activity using gerund forms like ayudando and respondiendo to measure decoding accuracy and morphological understanding. These assessments provide data on students' proficiency with grade-level phonics patterns and inform end-of-unit instructional decisions.

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

The materials include definitions for diagnostic, formative, and summative assessments that help teachers understand their function and use. For example, in Benchmark Fonética Texas, the Guía del maestro and "Recursos de evaluación y diagnóstico" define diagnostic assessments as tools used at the beginning of the year or unit to determine students' existing knowledge and foundational literacy skills. Formative assessments are described as embedded within daily lessons and used for ongoing checks for understanding. Summative assessments are defined as evaluations administered at the end of a unit to measure mastery of content, such as decoding, spelling, and phonemic awareness. In grade 3, the materials provide the intended purpose for each type of instructional assessment, supporting targeted and responsive instruction. Diagnostic assessments are used to identify student strengths and areas for improvement early in the instructional cycle, which informs grouping and differentiated planning. Formative assessments serve as in-lesson checkpoints to monitor student progress and guide instructional adjustments. Summative assessments are used to determine whether students have met grade-level expectations and to inform reporting and long-term instructional decisions. For example, in the Recurso de evaluación y diagnóstico, benchmark data from beginning-of-year (BOY), middle-of-year (MOY), and end-of-year (EOY) assessments guide student grouping and instructional adjustments aligned with the SLAR TEKS. In grade 3, the materials describe how assessments function within weekly and unit-level instruction, clarifying their instructional purpose. In the Vistazo al programa and Evaluaciones acumulativas sections, the materials state that weekly formative assessments are used to monitor student progress on current phonics skills and on concepts spiraled from the previous four to six weeks. Unit-level summative assessments confirm student mastery and guide differentiated instruction for whole-class and small-group learning. These explanations are integrated into training overviews, assessment instructions, and teacher guides to ensure consistent understanding of assessment roles across the year.

Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

In grade 3, the materials include teacher guidance to ensure consistent administration of instructional assessments across classrooms and instructional settings. The Guía del maestro and "Recurso de evaluación y diagnóstico" provide standardized, step-by-step procedures for assessment delivery. For example, in Unidad 4, teachers are guided to model and prompt students during a spelling and syllable classification task with consistent language, such as, "¿Qué observan en las sílabas de la palabra?" These consistent scripts and modeled examples ensure uniform administration regardless of teacher or context. Teachers are also provided with pacing guidelines aligned to BOY, MOY, and EOY benchmarks to support school-wide consistency. The materials provide detailed instructions to support the consistent administration of summative fluency assessments. For instance, the Procedimiento para evaluar la fluidez in Unidad 3 Sistema de recursos para maestros outlines clear steps: "prepare student copies, present the list of sentences and words, prompt students to read aloud, and score each sentence based on accuracy and fluency characteristics." Teachers are guided to mark correct responses, note fluency (rate and ease), and document errors next to specific words or sentences. In grade 3, the materials ensure accurate administration of instructional assessments. For example, in the Recurso de evaluación y diagnóstico, observation forms and scoring rubrics guide teachers in documenting student responses to dictation, segmentation, and decoding tasks. Teachers are provided with explicit criteria for marking correct responses and identifying errors, helping ensure that scoring reflects true student performance.

Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

In grade 3, the materials include diagnostic assessments that are aligned to both the SLAR TEKS and unit objectives. For example, in the Recurso de evaluación y diagnóstico, Unidad 4, Semana 1, includes a task in which students spell and identify words with suffixes such as –ito/–ita, –ón/–ona, and –ote/–ota, aligned to the TEKS 3.2.B.iii. Another diagnostic activity asks students to classify words by accent type (agudas, llanas, esdrújulas), directly supporting the lesson objective on word stress and phonological analysis. These tasks ensure that assessment content reflects the specific knowledge and skills outlined in the instructional goals. The materials include formative assessments that align with the objectives of each lesson and provide teachers with continuous data on student learning. For instance, in Unidad 9, Semana 1 of the "Sistema de recursos para maestros," the lesson objective focuses on identifying and using suffixes such as –dad, –eza, –ura, and –mente. Students engage in activities like explaining the meaning of suffixes and forming words such as enfermedad, then using them in sentences. These structured tasks are intentionally aligned with the instructional goal and help teachers assess students' understanding of morphological patterns in real-time. In grade 3, summative assessments are aligned to the grade-level TEKS and the specific objectives of the instructional unit. For example, in Unidad 5, Semana 1, the cumulative assessment includes a Rutina de ortografía aligned with the TEKS 3.2.B(ii), where students repeat a word, break it into syllables, use it in a sentence, and write it correctly. This summative task measures decoding and spelling outcomes tied directly to the unit's phonics and orthographic instruction. Additionally, each assessment is cataloged in the "Correlación a los estándares TEKS" document, which maps every Evaluación acumulativa to the appropriate standard and instructional week, ensuring alignment across planning, instruction, and evaluation.

Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.

In grade 3, the instructional materials include TEKS-aligned assessment items that reflect a range of complexity levels, from basic recall to advanced application. For example, in Unidad 4, Semana 1, students complete spelling tasks such as deletrear palabras con sufijos comunes like –ito/–ita or –ón/–ona, which target recognition and recall of word patterns. In Unidad 4, Semana 2, students classify words based on accentuation (e.g., agudas, llanas, esdrújulas), demonstrating rule application. The materials include TEKS-aligned assessments at various levels of complexity. For example, in Unidad 3, Semana 3, students analyze three words and determine their stress pattern. The materials state, "Voy a decir tres palabras: barniz, jugar, reloj. ¿Qué observan en estas palabras? ¿Todas son palabras agudas?" These questions require analytical reasoning and support higher-order thinking aligned with the SLAR TEKS. In grade 3, the Recurso de evaluación y diagnóstico includes items across more than two levels of Bloom's taxonomy. Assessment items range from lower-level tasks such as Identificar el número de palabras (Remembering) and Reconocer la rima (Understanding) to mid-level and applied tasks like Combinar sílabas para formar palabras (Applying) and Segmentar palabras en sílabas. These varied task demands ensure that students demonstrate learning through multiple cognitive processes aligned to the phonological and decoding of the TEKS. In grade 3, the instructional materials are designed with assessments that follow a structured progression from foundational to complex phonics concepts. In the Prueba integral de fonética found in the Recurso de evaluación y diagnóstico, assessments begin with identifying sílabas vocálicas y abiertas, advance to sílabas cerradas and diptongos, and culminate in tasks with combinaciones multisilábicas. This developmental structure allows students to demonstrate mastery across a continuum—from basic decoding to multisyllabic word analysis—reinforcing alignment with the grade-level TEKS and cognitive rigor.

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

In grade 3, the materials provide guidance for interpreting student performance. For example, materials include the Rúbrica de fluidez en la lectura oral for both fiction and nonfiction texts. Students are rated on a 1–4 scale evaluating the skills, Fraseo y fluidez, Entonación, and Comprensión. The scoring key allows teachers to determine performance levels as follows: 1–2: The student has not yet reached an adequate level of fluency for the passage level, 3: The student is developing fluency appropriate to the passage level, 4: The student has achieved fluent reading for the level at which the passage is written. In grade 3, the Benchmark Fonética Texas program includes structured tools that support teachers in interpreting student performance in foundational literacy skills. Each phonological awareness task—Identificar el número de palabras, Reconocer la rima, Combinar sílabas para formar palabras—is assessed using a standardized three-tier rubric: 0–6 correct: Requires intensive instruction and practice, 7–8 correct: Needs continued practice to progress, 9–10 correct: Skill is sufficiently developed. In grade 3, the materials include comprehensive assessment tools and scoring guidance for teachers to interpret individual student performance. In the Recurso de evaluación y diagnóstico, Siguientes pasos en la evaluación de la conciencia fonológica, visual graphs categorize students into three groups: those needing intensive support, those needing more practice, and those with sufficient skill development. The one-minute oral fluency assessments—administered at the beginning, middle, and end of the year—evaluate rate, accuracy, tone, and comprehension. Teachers document results in student portfolios and can reference benchmark charts based on 50th percentile norms by J. Ramírez and Larrea-García.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

In grade 3, the materials provide guidance for using tasks and activities to respond to student performance trends on assessments. For example, in the "Recurso de evaluación y diagnóstico," the section "Prueba integral de fonética" offers specific next steps based on assessment results. For the "Sílabas vocálicas y sílabas abiertas" subtest, students who score 9–10 correctly are instructed to move on to the next section of the test. Those with 7–8 correct are guided to review the spelling test (Sección A) and begin instruction in the current skill set only if fewer than three words were spelled correctly. Students scoring 0–6 are directed to begin instruction in the tested skills. Similar tiered guidance is provided for "Combinaciones multisilábicas," where instructional suggestions depend on performance bands and orthography scores (Sección G). In grade 3, the materials include embedded tools for grouping students and assigning activities based on trends in assessment data. For example, in Unidad 4, Semana 1, Lección 1, students work with open-syllable words like no, casa, nota, música. Teachers write each word on the board and highlight vowel sounds, stating, "Las sílabas siempre tienen un sonido vocálico, que puede ser una sola vocal o un diptongo." Students then identify syllables, practice oral blending, and write the words with appropriate scaffolds. The diagnostic rubrics classify students as needing intensive instruction (0–6 correct), additional practice (7–8), or enrichment (9–10), allowing instruction to be tailored to specific levels of mastery. In grade 3, the materials support data-driven instruction through integrated planning tools. The Plan & Teach feature in eAssessments allows teachers to customize instruction using assessment data. This tool presents all covered standards by unit, week, and day, and includes a "Standards Report" to visualize frequency and coverage. Teachers select the skills not mastered on summative assessments from Unidad 2 and form small groups for targeted activities, including forming words, dictation, and decodable texts.

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.

In grade 3, the materials include tools for teachers to track student progress and growth. For example, in the Recurso de evaluación y diagnóstico, the Formulario de observación del estudiante instructs: "Observe a los estudiantes mientras leen en voz alta. Utilice los indicadores para responder a los errores de los estudiantes. Anote sus observaciones en la sección de Notas generales. Estrategias de lectura: El estudiante se corrige a sí mismo utilizando las correspondencias ortográficas conocidas y el conocimiento de las sílabas. Indicaciones: Utiliza lo que sabes sobre las sílabas para separar y pronunciar cada parte de la palabra. Combina los sonidos (…) para leer la palabra. Demuestra cómo leer y combinar varias sílabas para leer palabras complejas que a los estudiantes les resulte difícil decodificar." A scoring key is included: 1 = no observado, 2 = en desarrollo, 3 = observado. In grade 3, the materials embed teacher- and student-facing tools to monitor and reflect on phonological awareness and phonics progress. Teachers use the Recurso de evaluación y diagnóstico and performance-level rubrics (0–6, 7–8, 9–10 correct) to assess skills like "Identificar el número de palabras, Reconocer la rima, and Combinar sílabas para formar palabras." In grade 3, the materials include tools for students to track their own progress and growth. In the Herramientas de supervisión del progreso para los estudiantes, students can use Hojas de reflexión trimestral to record their progress. Each reflection sheet offers different levels of support, and icons guide teachers in selecting the appropriate version. The second and third versions are intended for use in grades 1–3. Additionally, under the "Formulario de observación del estudiante" tab, there is a chart that lets students track high-frequency words up to 100 by coloring bar graphs to visualize instructional gains throughout the school year.

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.

In grade 3, the 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. For example, in Unidad 3, Sistema de recursos para maestros (Grado 3), Lecciones de fonética, Semana 1, Apoyo Adicional Lección 4, the Sección para grupos pequeños guides teachers to group students by need for additional instruction and states: "Guíe a los estudiantes en la lectura del Texto decodificable interactivo 'Un buen ciudadano' para enfocarse en palabras con s, z, x, y, z suave. Lea el título. Pídales que lean el texto en voz baja mientras usted escucha. Demuestre y guíe a los estudiantes en el uso de estrategias de lectura de la Tabla de palabras con s, z, x, c suave." The small group options incorporate differentiation, such as "Práctica básica: Escriba las palabras de práctica en el pizarrón y encierre en un círculo las palabras con s, z, x, y, z suave. Repase en detalle el concepto de palabras con s, z, x, y, z suave y demuestre cómo identificarlo. Repita la actividad junto con los estudiantes." It also has scaffolds, such as Ortografía: clasificación guiada en parejas, and activities, such as Clasificación guiada en parejas. 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. For example, in Unidad 6, Semana 2, teachers are guided to deliver tiered instruction using three levels of word-based practice: práctica básica (gritó), práctica a nivel (rebaño), and práctica avanzada (simpáticas). These levels allow teachers to align content to students' current decoding ability, offering support or extending challenges as appropriate. The tiered practice supports students working below level with high-frequency, simple structures, while on-level students engage with grade-appropriate words and advanced students apply cumulative phonics knowledge to multisyllabic vocabulary. Teachers are also directed to use embedded scaffolded supports, such as revisiting earlier sound patterns or segmenting syllables, when students need decoding assistance. Additionally, the 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. For example, in Unidad 2, Semana 2, Lección 1, after the lesson Palabras con ll, y, ch, h, the materials guide teachers to use Lección de apoyo adicional 4 for additional support and reteaching. This lesson reinforces identification and pronunciation of the target letter patterns through modeling, guided reading, and word recognition practice. The lesson also provides simple vocabulary and additional scaffolding, such as picture-word matching and sound repetition, to strengthen students' mastery of foundational phonics concepts.

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)

In grade 3, the materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text. For example, in Mi estudio de palabras grado 3, Vol. 1, the interactive decodable text in Unidad 1, Semana 1 is "Gato Patato no quiere crecer." Teachers introduce key vocabulary using a word bank that includes qué, exclamó, gata, te, and quedarías. During and after reading, the teacher facilitates comprehension through structured discussion questions about references in the text, such as "¿Por qué Gato Patato no quería crecer? ¿Qué es lo que hacen los gatos grandes que sus crías no pueden hacer? ¿Por qué crees que es importante que los seres vivos crezcan? Para ti, ¿qué es lo mejor de crecer?" Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text. For example, in Unidad 2, Semana 1, Día 1, the teacher introduces the target word liberar by providing a clear definition and linking it to its root word libre using a sentence from the week's interactive decodable text "La reina Vera no quería liberar a los gansos." This morphological connection helps students understand word formation and meaning. The teacher substitutes liberar with the synonym soltar in the original sentence and prompts a discussion about whether the meaning changes, guiding students to explore language nuances. To support comprehension, the teacher introduces the antonym encerrar and facilitates additional examples to reinforce understanding. Additionally, the materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text. For example, in the "Sistema de recursos para maestros," under Unidad 3, Semana 3, Lección 1–5, in the section "Estudio de palabras y desarrollo del vocabulario," the materials provide support by introducing target words like permitir directly from the Texto decodificable interactivo. The instruction includes explicit definitions, synonyms, and antonyms, and extends understanding through related word networks. Strategies such as the Frayer Model provide differentiated support and enrichment, helping students connect new vocabulary to the text and develop deeper comprehension.

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.

In grade 3, the materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills. For example, in Unidad 1, Sistema de recursos para maestros (Grado 3), Semana 3, Día 1, the lesson guides teachers to complete the following enrichment activity: "Pida a los estudiantes que hablen con un compañero, seleccionen una palabra con r o rr de la tabla y la usen en una oración. Pida a los estudiantes que digan palabras con r y rr. Extender el aprendizaje: A los estudiantes que ya dominan la destreza, pídales que se fijen en las palabras de la semana que la contienen y que las incorporen en su escritura." Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills. For example, in Unidad 2, Semana 1, Lección 5, students work in pairs to create original sentences using vocabulary from a targeted word list (beso, vaso, beca, viento). The activity prompts students to generate four sentences, each incorporating two words from the list, promoting fluency and precise word use in context. For students ready for advanced tasks, the lesson includes an extension in which pairs create two additional sentences using the same vocabulary, encouraging higher-level thinking and expanded language application. Additionally, the materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills. For example, in the "Sistema de recursos para maestros," under Unidad 5, Semana 3, Lección 1–5, the "Ampliar el aprendizaje: Desarrollo del vocabulario" section provides enrichment by introducing the word sabroso with its definition, synonym (rico), and antonym (desabrido). Students extend their understanding through higher-level tasks, such as generating sentences with related words like exquisito and insípido. The lesson also incorporates strategies like the Frayer Model and word networks to help students analyze word relationships and broaden their vocabulary knowledge.

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.

In grade 3, the materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concepts to be learned. For example, in Unidad 3, Sistema de recursos para maestros (Grado 3), Semana 3, Día 3, the materials provide the following explicit prompts for modeling: "Dicte las siguientes palabras de ortografía y la oración para que los estudiantes las escriban en sus cuadernos. Recuérdales prestar atención a las palabras de ortografía compleja." The lesson also includes explicit prompts to support the teacher in explaining concepts, such as "Recuerden, siempre se escribe n delante de la letra v, como en la palabra enviar. Se escribe m antes de las letras b o p. Nunca se escribe n delante de estas letras." Teachers are further guided to model closed syllables with an activity using words like carta and Indio. They engage students in identifying word functions with questions like "¿Qué tienen en común estas palabras? ¿Describen algo? ¿Expresan acciones? ¿Nombran una persona, lugar o cosa?" Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concepts to be learned. For example, in Unidad 3, Semana 1, Lección 1, the teacher begins by writing and reading aloud the words sopa, zapato, saxofón, and cereal, with the script: "Escriba las palabras en el pizarrón y léalas en voz alta. Explique que el sonido /s/ se escribe con varias letras. Las consonantes s y z tienen el sonido /s/. La consonante c, antes de e o i, tiene también el sonido /s/. Por último, en posición inicial, la consonante x tiene el sonido /s/, y cuando está en el medio de la palabra se pronuncia como /ks/." For practice, teachers use a four-column chart labeled s, z, x, and c suave, guiding students to sort words like semana, silla, zorro, zoológico, xenón, cena, and cima. Additionally, the materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concepts to be learned. For example, in the "Sistema de recursos para maestros," under Unidad 2, Semana 2, Lección 1, in the lesson Palabras con ll, y, ch, h, the materials guide teachers to model and explain how each letter or letter pair appears in words and how they are pronounced. Students are then prompted to write words in their notebooks and underline the target letters to reinforce the skill through guided practice.

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

In grade 3, the materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches. For example, in Unidad 2, "Sistema de recursos para maestros," Semana 2, Día 2, the materials provide guidance for a direct instruction approach: "Repase las palabras con ll, y, ch, h usando la Tabla de palabras con ll, y, ch, h. Luego, escriba la palabra hermana en el pizarrón. ¿Qué observan en la primera sílaba de la palabra? (hay una h) ¿Qué sonido tiene la h? (no tiene sonido.)" The decodable text approach is demonstrated with: "Guíe a los estudiantes en la lectura del Texto decodificable accesible 'Teseo y el minotauro' para enfocarse en las palabras con ll, y, ch, h. Lea el título. Pídales que lean el texto en voz baja mientras usted camina por el salón y los escucha. Demuestra la destreza de la semana usando el texto y la Tabla de palabras con ll, y, ch, h. Cuando termine la tarea, guíe a los estudiantes en una lectura a coro del texto." For small groups, the materials guide teachers to facilitate peer discussion: "Pida a los estudiantes que hablen con sus compañeros y comenten qué fue lo que más les asombró de la leyenda del minotauro." Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches. For example, in Unidad 5, Semana 1, Lección 3, during the Hablar para escribir activity, students share their summaries orally with a partner to clarify ideas and receive feedback, then write their summaries in their notebooks. For the spelling activity, students create a three-column chart labeled "Sustantivo, Verbo, and Adjetivo," categorizing words accordingly. These strategies demonstrate facilitation across multiple approaches, supporting oral communication, grammar understanding, written expression, and peer collaboration. Additionally, the materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches. For example, in the "Sistema de recursos para maestros," under Unidad 4, Semana 1, Lección 1, in Palabras con sílabas abiertas, teachers model open syllables with examples such as no, casa, nota, and música, explicitly pointing out how open syllables end in vowel sounds. The activity combines whole-group reading, word analysis, and guided practice with categorizing words using a chart.

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.

In grade 3, the materials support multiple types of practice and include guidance for teachers and recommended structures to support effective implementation. For example, in Unidad 3, "Sistema de recursos para maestros," Semana 1, Día 1, the lesson incorporates guided, collaborative, and independent practice: "Dibuje una tabla de cuatro columnas en el pizarrón. Escriba s, z, x y c suave como encabezado de cada columna. Pida a los estudiantes que copien la tabla en sus cuadernos. Escriba en el pizarrón las palabras que aparecen arriba. Guíe a los estudiantes para que las lean en voz alta. Proporcione corrección inmediata según sea necesario. Guíe a los estudiantes para que pongan las palabras en la columna correcta, en el pizarrón y en sus cuadernos." The materials also support whole group, small group, and individual structures through activities such as, "Pida a los estudiantes que hablen con un compañero, seleccionen una palabra con s, z, x y c suave de la tabla y la usen en una oración. Pídales que digan palabras con s, z, x y c suave." Materials support multiple types of practice (guided, independent, and collaborative) and include guidance for teachers and recommended structures (whole group, small group, and individual) to support effective implementation. For example, in Unidad 7, Semana 3, Lección 5, students reread "Carta desde Bozeman" silently while the teacher listens and provides immediate correction as needed. In a collaborative activity, student pairs create four oral sentences using words from a target list. For guided writing practice, the teacher reads a sentence aloud, has students repeat it, and then dictates the words one by one as students write them. Additionally, the materials support multiple types of practice and include guidance for teachers and recommended structures to support effective implementation. For example, in Unidad 2, Semana 1, the lesson incorporates guided practice as the teacher reviews focus sounds (b and v) and models how to classify words like buzón and visita using a pocket chart. Students engage in collaborative practice by working together to sort additional words into correct categories and justifying their choices with peers. Later, students participate in independent practice by applying spelling rules and identifying parts of speech in their own written sentences.

Evaluation for 3.3a
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

In grade 3, the materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs. For example, in Unidad 3, "Sistema de recursos para maestros" (Grado 3), "Recursos adicionales," "Guía de implementación en el salón bilingüe y programas de doble inmersión," Semana 1, the guidance states, "Si usa Benchmark Phonics o si la destreza ya fue enseñada en el otro idioma, conecte con el conocimiento del inglés y comience la instrucción diciendo: En inglés y español, la letra Ss y la letra Cc seguida de las vocales e, i y o tienen el sonido /s/. En español la letra Zz hace un sonido diferente del inglés. La letra Xx representa el sonido /ks/ en ambos idiomas. En español, también puede representar los sonidos /s/ o /j/. Ahora vamos a repasarlas en español para poder leer y escribir sílabas y palabras que las contengan." The materials provide cross-linguistic references to Benchmark Phonics in English and Spanish, supporting teachers in connecting concepts across both languages. Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs. For example, in "Recursos adicionales," "Guía de implementación en el salón bilingüe y programas de doble inmersión," Unidad 1, Semana 2, the lesson focuses on homophones. This concept exists in both English and Spanish but differs in sound-spelling patterns. Teachers are guided to connect to students' prior knowledge by introducing homophones in Spanish before exploring their English counterparts. The concept is reinforced through resources such as Benchmark Phonics TRS and Benchmark Fonética Grado 3, Unidad 7, Semana 2, helping students understand that while the words may sound alike, they hold different meanings depending on context. Additionally, the materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs. For example, in the "Sistema de recursos para maestros," under "Dual Language Resource, Suggestions for Implementation in Dual Language and Bilingual Programs," the materials include sample biliteracy schedules for both the 50/50 and 90/10 models. The 50/50 model divides the literacy block equally between Spanish and English, incorporating phonics and word study, vocabulary development, literacy activities, and small-group practice. The 90/10 model emphasizes Spanish instruction with flexible time for English activities as needed. Both models include dedicated opportunities for cross-linguistic transfer, guided by the Guía de implementación bilingüe to help teachers build connections between Spanish and English and support metalinguistic awareness.

Evaluation for 3.3b
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.

In grade 3, the materials include embedded guidance for teachers to support emergent bilingual (EB) students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse. For example, in Benchmark Phonics/Fonética: Routines and Strategies for Supporting ML, Primary Language Support Strategies, the materials recommend bilingual picture dictionaries: "Create and display charts that depict key vocabulary or concepts in the target language and the student's home language." The Preview-Review strategy guides teachers to activate prior knowledge, introduce key vocabulary in students' home language, deliver the lesson in the target language, and then review the content in small groups using both languages. Teachers are also advised to use bilingual pictorial charts, adding labels in both languages to reinforce conceptual understanding and cross-linguistic connections. Materials include embedded guidance for teachers to support EB students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse. For example, in Multilingual Learners Resource/Sound-Spelling Transfer, teachers display sound-spelling cards and explain whether the sound-spelling is transferable across English and Spanish (marked with a green border) or non-transferable (no border). Students engage in guided practice by identifying images, repeating sounds, naming letters, and participating in chants. These activities promote oral language development and foster awareness of similarities and differences between the two languages, while written follow-up tasks reinforce vocabulary and cross-linguistic patterns. Additionally, the materials include embedded guidance for teachers to support EB students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse. For example, in Unidad 3, Semana 1, the lesson includes a "Transferencia lingüística" activity where students compare features across English and Spanish using sentence frames like "Yo noto que en inglés…" and "Yo noto que en español…" This activity promotes metalinguistic awareness and dialogue. The "Conexión entre idiomas" section extends this learning by providing students with cognate-based sentences to analyze, helping them recognize shared academic vocabulary and deepen comprehension across languages.

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

In grade 3, the materials are designed for dual language immersion programs and include resources that outline opportunities to address metalinguistic transfer from English to the partner language. For example, in Benchmark Phonics/Fonética: Routines and Strategies for Supporting ML, Making Cross-Linguistic Connections, the materials explain: "An important premise of language education is that of cross-language transfer, in which content that is learned through one language is also available in the other languages spoken by the learner. Cummins (2000) theorized that there is a common underlying proficiency beneath the surface of both languages, consisting of a set of cognitive, language, and metalinguistic skills that the learner can draw upon in both languages." Teachers are guided to strategically plan bridging opportunities where students engage in contrastive analysis and explore the equivalency principle across languages. Materials are designed for dual language immersion programs and include resources that outline opportunities to address metalinguistic transfer from English to the partner language. For example, in Unidad 1, Semana 2, Lección 5, teachers guide students in comparing English and Spanish sentences using prompts such as "Yo noto que en inglés…" and "Yo noto que tanto en español como en inglés…." Teachers select sentences from a provided chart based on student readiness (basic, on-level, or advanced) and facilitate peer discussions about vocabulary and syntax differences. These activities reinforce language connections and support cross-linguistic transfer. Additionally, the materials are designed for dual language immersion programs and include resources that outline opportunities to address metalinguistic transfer from English to the partner language. For example, in the "Sistema de recursos para maestros," under Unidad 2, Semana 2, Lección 1–5, the "Apoyo bilingüe" section includes activities comparing sounds, such as how ch in Spanish always sounds like /ch/, but in English it can sound like /ch/ or /sh/ (mucho/much, chef). Students also explore cognates (mapa/map, sacrificio/sacrifice) and prefixes (des- in Spanish and un- in English), reinforcing connections through color-coded word collages and discussions about linguistic patterns.

Evaluation for 4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.

In grade 3, the materials include systematic phonics instruction that builds from foundational to advanced sound-symbol correspondences. For example, in Unidad 1, Semana 1, students categorize words such as adaptación, camuflaje, insecto, and depredador by the number of syllables during a lesson in the" Sistema de Recursos para Maestro" under "Lecciones de Fonética." The teacher begins by modeling pronunciation and segmentation using monosyllabic and bisyllabic examples. This modeling is followed by guided classification and independent sentence writing with analyzed words. The materials consistently apply this structure to reinforce phonological awareness and decoding skills across the year. In grade 3, the materials demonstrate sequenced phonics instruction with progression from simpler to more complex phonetic patterns. For instance, in Unidad 3, Semana 1, students study palabras con s, x, z, c suave, and later, in Unidad 9, Semana 3, focus on palabras con los prefijos: tri-, deci-, cent. This sequence is outlined in the Benchmark Fonética Grados K–3: Secuencia de enseñanza chart, which clearly maps how each skill builds on the previous one, supporting cumulative knowledge development across the academic year. In grade 3, teachers receive explicit guidance for introducing new phonics skills through predictable routines that emphasize sound-symbol correspondences. In Unidad 1, Día 1, Sistema de Recursos para Maestro, Lecciones de Fonética, a modeled lesson includes segmenting words like su, caza, pelaje, and camuflaje. Students then classify additional words by syllable count using a four-column chart. These materials are part of a structured approach in the Phonological Awareness Scope and Sequence, which supports a scaffolded transition from rhyme recognition to syllable and phoneme manipulation. This intentional sequence ensures skill mastery aligned with indicator expectations.

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.

In grade 3, the materials include explicit (direct) and intentional ongoing practice opportunities for phonics skills, both in isolation and through decodable texts. For example, in Unidad 1, Semana 1, Día 1, teachers guide students through syllable segmentation using words such as su, caza, pelaje, and camuflaje. Students sort these words into a four-column syllable chart to reinforce phonological awareness through visual, auditory, and kinesthetic modalities. This isolation of syllabic structures is complemented by structured practice in Lección 2, where students read the decodable text "Los asombrosos dientes del tiburón." Students identify and analyze multisyllabic words, receive support through choral reading, and locate textual evidence to answer comprehension questions. The grade 3 materials provide direct and intentional opportunities for students to practice phonics skills consistently, both in isolation and within decodable texts. In Unidad 2, Semana 2, students engage in focused practice with the digraph rr, decoding words such as carro, guitarra, and perro. Teachers model sound-symbol relationships through syllable drills (e.g., rra, rre, rri) and segmentation before students write and analyze the target words. These isolated drills are followed by guided reading of decodable texts containing consonant blends like planta, tren, and flor. The teacher supports students during choral reading and word identification, reinforcing the week's phonics focus. To strengthen phonics skills, the grade 3 materials include explicit and ongoing practice opportunities that combine isolated exercises with decodable text application. For instance, in Unidad 4, Semana 1, Día 1, under "Lecciones de fonética," the lesson on Palabras agudas con acento ortográfico begins with explicit modeling of accent rules using words like canción, además, and bebé. Students then apply this knowledge with decodable words such as café and cajón. In Unidad 5, Semana 3, Lección 3, the materials focus on gerundios -ando, -iendo, where students classify and write words such as comunicando and respondiendo. Teachers model phoneme-grapheme relationships, and students engage in structured dictation and repeated readings of the decodable text "De las instantáneas a las autofotos."

Evaluation for 4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.

In grade 3, daily lessons include explicit (direct) phonics instruction with teacher modeling. For example, in Unidad 2, Semana 3, the teacher introduces prefixes such as re- and des- by modeling both pronunciation and meaning in context. For instance, students hear: "La palabra rehacer tiene el prefijo re-, que significa hacer otra vez. Escuchen: re-ha-cer. Repite conmigo." The teacher then guides syllable segmentation and explains how the prefix alters word meaning. The grade 3 daily lessons provide explicit phonics instruction supported by teacher modeling. In Unidad 3, Semana 1, the teacher uses the decodable text "Reglas del orden de Robert" to introduce words containing s, z, x, and soft c. The teacher models reading the title and facilitates silent student reading while monitoring progress. A word chart reinforces the weekly focus, followed by a choral reading to ensure collective fluency. The teacher supports word identification and guides students to circle target words. Daily phonics lessons in grade 3 incorporate direct instruction and teacher modeling to reinforce key concepts. For example, in Unidad 6, Semana 1, within Lecciones de fonética, the teacher models the concept of palabras llanas con acento ortográfico by presenting examples such as fácil, dólar, and récord, and prompting students to identify the pattern: second-to-last syllable stress with a written accent when not ending in n, s, or a vowel. The lesson continues with guided identification of additional examples and concludes with students applying the rule in original sentences.

Evaluation for 4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.

In grade 3, daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback. For example, in Unidad 2, Semana 1, the teacher introduces open syllables using words such as no, casa, nota, and música. Students practice with additional examples and categorize them into a syllable chart. During the guided activity, the teacher reads each word aloud and directs students to identify syllables, correcting misconceptions in real time. When students struggle, the lesson refers to Lección de apoyo adicional 4 for targeted remediation. Grade 3 daily lessons provide structured, guided instruction with explicit prompts and support for giving immediate, corrective feedback. For instance, in Unidad 2, Semana 2, students learn to decode and pronounce the digraph rr in words such as carro, perro, and guitarra. The teacher models syllable blending and sound isolation, then prompts students with questions like: "¿Ese sonido corresponde con la letra que ves?" If a student mispronounces a word—such as saying caro instead of carro—the teacher responds: "Vamos a decirlo juntos: /rrr/. Ese es un sonido fuerte. ¿Escuchaste la diferencia?" The materials for grade 3 include daily opportunities for direct, guided instruction paired with teacher guidance to deliver real-time feedback and correction. In Unidad 5, Semana 1, Lección 4, the teacher models how to segment words containing the letter x based on its context-specific pronunciation. Using examples such as examen, xenón, and Xalapa, students practice dividing words into syllables while the teacher checks their segmentation and pronunciation. The lesson includes a specific routine, Rutina: comentarios para la corrección y apoyo, which guides teachers in providing real-time correction, reinforcing phonics rules, and directing students to additional practice when needed.

Evaluation for 4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.

In grade 3, daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice. For example, in Unidad 3, Semana 1, students work in pairs to create oral sentences using words such as celulares, auxilio, and zanahoria, with differentiated word lists for varied proficiency levels. Teachers model how to highlight target letters (s, z, x, and soft c) and guide students to identify and circle these letters in context. Additional collaborative practice includes group work with words like señal, zona, and zoológico, where students sort, syllabicate, and analyze spelling patterns. These activities are complemented by independent tasks where students classify and manipulate words. Grade 3 daily lessons provide multiple ways for students to build phonics skills, incorporating both peer collaboration and independent practice. For instance, in Unidad 1, Semana 1, under "Volver a leer para aumentar la fluidez," students first read "Los asombrosos dientes del tiburón" independently while the teacher provides corrective support. Those needing additional help pair with a peer for partner reading. In the "Escribir acerca de la lectura" section, students orally discuss their responses with a partner, then complete independent written summaries in their notebooks. The materials for grade 3 feature daily activities that promote phonics development through a balance of group work and individual tasks. In Unidad 7, Semana 1, Lección 1, within Automaticidad y fluidez, students engage in partner reading and choral reading using the Automaticidad y fluidez reproducible. They take turns reading aloud, helping each other improve accuracy, speed, and expression. During this process, students discuss vocabulary meaning to reinforce phonics targets through peer interaction. Independently, students underline key words and reflect on their meaning, applying learned phonics skills in individual tasks.

Evaluation for 4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.

In grade 3, the materials include intentional, cumulative phonics review and practice activities throughout the curriculum. For example, in Unidad 8, Semana 3, Lección 2, under "Triptongos e hiatos," students engage in cumulative review by analyzing and pronouncing complex vowel combinations. Using the Tabla de palabras con triptongos o hiatos, the teacher models words such as vacío, highlighting accented hiatuses. Students then work in pairs to apply decoding routines with additional words like riais, grúa, and coopera, identifying vowel patterns and segmenting syllables aloud. Grade 3 materials provide structured opportunities for cumulative phonics review and practice embedded across the curriculum. For example, in Unidad 5, Semana 2, students study diphthongs but simultaneously revisit prior phonics targets such as syllables and consonant blends from earlier units (br, dr, ue, ie). Through dictation and syllable-writing tasks, students reinforce orthographic and phonological knowledge. In decodable readings, they encounter words integrating new and previously taught patterns, ensuring that instruction remains recursive and developmentally aligned. The curriculum for grade 3 integrates intentional phonics review activities that build on prior lessons and reinforce cumulative learning. For instance, in Unidad 6, Semana 1, Lección 3, students revisit content from prior lessons while working with words like escribiendo, conociendo, and saltando. They complete a sentence dictation using "Pablo está escribiendo un proyecto fácil," followed by a self-correction task. This exercise connects decoding, spelling, and sentence-level application.

Evaluation for 4.3b
Practice opportunities include only phonics skills that have been explicitly taught.

In grade 3, practice opportunities include only phonics skills that have been explicitly taught. For example, in Unidad 6, Semana 3, Día 1, students practice syllable segmentation and identification of the stressed syllable (sílaba tónica) using words like quizás, tímido, ratón, and débil. After modeling, students underline the stressed syllables and classify each word as aguda, llana, or esdrújula. During independent practice, they categorize additional words such as común, móvil, and público into a chart. Grade 3 materials ensure that practice activities focus exclusively on phonics skills introduced during explicit instruction. For instance, in Unidad 7, Semana 1, the lesson focuses on suffixes -ción, -xión, and -sión. The teacher introduces words such as fundición, conexión, and admisión, guiding students to identify the suffix and its meaning. Students then classify new words like rendición, flexión, and confusión into a three-column chart by suffix, reinforcing morphological awareness. The activity supports and practices only those phonics elements introduced in the lesson. The grade 3 curriculum provides practice tasks that align directly with phonics skills previously taught through explicit lessons. For example, in Unidad 8, Semana 1, students study diphthongs formed by weak vowels (i, u) and their combinations with strong vowels. Words such as jueves, puedo, diamante, and violín are used to model vowel blending and syllable division. Students identify diphthongs by circling them in each word and reading aloud with guided support.

Evaluation for 4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.

In grade 3, decodable texts incorporate cumulative practice of taught phonics skills. For example, in Unidad 3, Semana 2, the lesson features the decodable text "Thomas Paine," found in the Texto decodificable accesible reproducible. Students read the text silently and then engage in a choral reading to build fluency and reinforce decoding. The teacher models the target graphemes ga, go, gu, gue, gui, güe, güi using a Tabla de palabras, and students identify words in the text that match these patterns. Activities include circling target words and responding to comprehension questions with text-based evidence. Grade 3 decodable texts provide opportunities for cumulative practice with phonics skills that have been explicitly taught. For example, in Unidad 6, Semana 3, the focus is on distinguishing the soft and hard g sounds (ge/gi vs. gue/gui). Students read the decodable text "De cómo Jochi venció al gigante," which includes both current and prior phonics elements. This text provides opportunities for students to decode and comprehend words with previously taught patterns, reinforcing phonics learning through connected reading. The materials for grade 3 integrate decodable texts designed to reinforce previously taught phonics skills through cumulative practice. For instance, in Unidad 2, Semana 2, Lección 1, under "Automaticidad y fluidez", students engage with decodable content focused on reading words with ll, y, ch, h. They read sentences taken from both the Texto decodificable accesible and the Texto decodificable interactivo, starting with isolated word decoding and progressing to longer, connected sentences. Activities include repeated oral reading, identifying phonics targets in context, and discussing vocabulary with peers.

Evaluation for 4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable connected text.

In grade 3, lessons include an instructional focus with opportunities for practice in isolation and in decodable, connected text. For example, in Unidad 2, Semana 3, Lección 1, under "Repasar palabras compuestas," the instructional objective is to Leer palabras compuestas. Students begin by identifying compound words such as girasol, aeropuerto, and salvavidas, engaging in decoding and classification activities with visual organizers. They then transition into connected text using the Automaticidad y fluidez reproducible, where they read word lists, phrases, and full sentences, including selections from the decodable text "De las instantáneas a las autofotos." Grade 3 lessons provide a clear instructional focus, offering students practice both in isolation and within connected decodable texts. For example, in Unidad 3, Semana 1, Lección 2, the focus is on distinguishing the sounds of s, z, x, and soft c. Students begin with analysis and word study in isolation—e.g., identifying that z in zumo makes the /s/ sound—before practicing with a word chart. They then apply this phonics skill while reading the decodable text "Reglas del orden de Robert," circling target letters and reading chorally. The teacher models decoding strategies throughout. The materials for grade 3 incorporate an instructional sequence with opportunities to practice phonics skills in isolation as well as in decodable, connected texts. For example, in Unidad 4, Semana 2, students practice decoding diphthongs such as ie, ue, and io through oral word reading, word-building, and dictation exercises. These activities isolate the phonics skill before students encounter it in decodable texts featuring suffixes like -oso, -ito, and -dad, along with familiar syllables (e.g., ma, le, so). Words like hermoso, casita, and bondad are embedded in text-based tasks and require repeated reading and decoding.

Evaluation for 4.4a
Materials include a variety of assessment tools that are developmentally appropriate.

In grade 3, the materials include a variety of assessment tools across different literacy domains that measure developmentally appropriate student growth and foundational literacy. For instance, under "Recurso de evaluación y diagnóstico," the Prueba integral de ortografía and Diagnóstico: 100 palabras de uso frecuente de las 248 are structured progressively from simpler to more complex tasks. The spelling test begins with tasks involving vocales and advances through dífonos, diptongos, and palabras multisilábicas. The high-frequency word diagnostic is grouped in four increasing levels of complexity, supporting teachers in tracking word recognition and usage. Together, these tools offer multiple data points that scaffold and monitor developmental student progress over time. The grade 3 materials include developmentally appropriate assessment tools that align with students' transition into more abstract linguistic thinking. For example, in Unidad 4, Semana 2, students classify words by accent type (agudas, llanas, esdrújulas) and spell words with suffixes like -ote/-ota or -ón/-ona. These tasks engage students in applying morphological and phonological patterns, which match their cognitive readiness for structured analysis and metalinguistic awareness. In grade 3, the materials provide additional developmentally appropriate assessment tools designed to measure student fluency and phonological awareness. For example, in the "Sistema de recursos para maestros," summative assessments at the end of Unidad 1 include an evaluación acumulativa for Rutina de ortografía and Fluidez acumulativa. Students pronounce letter sounds and read word and sentence lists, allowing teachers to monitor fluency progression and reading accuracy in alignment with grade-level expectations.

Evaluation for 4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.

In grade 3, the materials include progress monitoring tools that systematically track students' phonics development across the academic year. For example, the Programa intensivo de conciencia fonológica, located under the "Rutinas" tab, provides assessments for 17 phonological awareness skills, such as Identificar el número de palabras en una oración, Reconocer la rima, and Combinar sílabas para formar palabras. These assessments are structured for administration at the beginning, middle, and end of the year, supporting a developmental progression of phonological skills and allowing educators to adjust instruction based on longitudinal data. The grade 3 materials provide structured tools that accurately measure students' acquisition of grade-level phonics skills through ongoing assessments embedded in the instructional cycle. For example, in Unidad 4, Semana 2, teachers prompt students to "Escribe una palabra que termina con el sufijo '-ito,' como 'gatito'," targeting morphological awareness. These checkpoints are scheduled at BOY, MOY, and EOY. They assess skills such as accent categorization and multisyllabic word decoding, ensuring precise alignment with the grade-level TEKS and targeted phonics instruction. In grade 3, the materials include additional tools that accurately monitor students' mastery of phonics content by aligning assessments directly with instruction. Within the "Sistema de recursos para maestros," under the "Lecciones de fonética" tab, each unit identifies specific weekly phonics targets. The related evaluations include Palabras de fluidez that mirror those concepts. This close alignment ensures assessments reflect what students have practiced, offering reliable data to support instructional decisions.

Evaluation for 4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.

In grade 3, the materials include assessment opportunities distributed throughout the school year that align with progress monitoring tools. For example, the Recurso de evaluación y diagnóstico contains structured assessments for the BOY, MOY, and EOY. In Unidad 2, Semana 1, students complete diagnostic tasks such as classifying palabras agudas, llanas, and esdrújulas, which establish baseline phonics skills. These recurring benchmarks enable consistent tracking of student growth and support targeted instructional planning based on identified needs. In grade 3, the materials include additional assessment opportunities that align closely with progress monitoring tools to support responsive instruction across the academic year. For instance, under the "Assessments and Screeners" tab, the Programa intensivo de conciencia fonológica provides evaluations of 17 distinct phonological awareness skills, such as Combinar sílabas para formar palabras and Aislar sonidos finales. These assessments are designed for administration at BOY, MOY, and EOY, supporting a developmental trajectory and enabling teachers to monitor learning progress systematically. In grade 3, the materials include well-integrated assessment opportunities that span the entire school year and correspond to the progress monitoring framework. For example, in the Benchmark Fonética Grados K–3 Secuencia de enseñanza, the Annual pacing calendar instructs educators to administer BOY, MOY, and EOY assessments, as well as cumulative assessments. These structured check-ins help establish consistency in monitoring and ensure the data aligns with the instructional goals for each phonics phase throughout the year.

Evaluation for 4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.

In grade 3, the materials include data-management tools for tracking individual student progress to support instructional decisions that accelerate learning. For example, for the foundational skills assessments in the "Assessments and Reports" section the class overview roster displays individual test scores and proficiency levels in foundational literacy skills such as phonics accuracy and oral reading fluency. Teachers can use this information, along with embedded teacher notes, to make data-informed decisions, form skill-based groups, and adjust pacing to meet student needs. In grade 3, the program provides both digital and printable data-management tools to help teachers document student progress in phonological awareness and phonics. In eAssessments, the reporting feature allows teachers to generate Standards Performance Over Time (SPOT) reports for individual students, single standards, or multiple strands. These customizable reports allow teachers to evaluate progress, determine focus areas, and guide instruction. Additionally, tools like Instrucción intensiva de conciencia fonológica offer a weekly planning chart organized by targeted skills such as rhyming. Teachers assign and log specific activities over three instructional days, allowing for intervention and acceleration. In grade 3, materials incorporate formal diagnostic assessments and tiered rubrics to monitor individual student progress and guide instructional decisions. The Recurso de evaluación y diagnóstico includes performance bands (0–6 = intensive support, 7–8 = needs more practice, 9–10 = proficient) to classify student performance across skills like blending syllables. For example, if a student scores 7 out of 10 on reading CV syllables (ca + sa = casa), the teacher logs the result and assigns the student to a small group focused on open syllables. Instructional routines such as "Vamos a leer la palabra juntos: ca – sa, casa" are used to reinforce skills, and student progress is tracked for future planning.

Evaluation for 4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.

In grade 3, the materials include data-management tools to track whole-class student progress and identify learning patterns. For example, foundational skills assessments in the "Assessments and Reports" provide a class overview roster with each student's test results, task names, and proficiency levels. This overview includes teacher notes and supports the identification of skill gaps in letter-sound correspondence, decoding, and oral reading fluency. Teachers use this information to adjust instruction, form targeted small groups, and monitor trends over time. The Benchmark Report and the Analyze Class Performance Over Time graph in the Standards Overview Table further enable teachers to view progress by standard and strand for the entire class. In grade 3, the materials offer diagnostic tools and class-level rubrics for teachers to identify and analyze whole-class trends. The Recurso de evaluación y diagnóstico includes a performance rubric that categorizes students by skill proficiency: 0–6 correct indicates a need for intensive instruction, 7–8 correct requires more practice, and 9–10 correct suggests skill mastery. These tools are applied across assessments for foundational literacy skills, such as Identificar el número de palabras, Reconocer la rima, and Combinar sílabas. In Unidad 4, Semana 1, students complete tasks on open-syllable decoding using words like casa and nota, and results inform grouping and guided reading instruction tailored to whole-class needs. In grade 3, the materials provide both print and digital tracking tools for whole-class data collection used to identify the needs of students. Editable class charts, such as Registro de la clase under "Evaluación de conciencia fonológica," enable documentation of progress in specific phonological skills, including rhyming, syllable segmentation, and phoneme blending. Additionally, eAssessment tools generate graphs, histograms, and summary tables organized by the TEKS or skills. The Standards Performance Summary Report allows teachers to compare class performance by strand, view average scores, and navigate to student-level reports.

Evaluation for 4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.

In grade 3, the materials include specific guidance for determining the frequency of progress monitoring based on student needs. The Recurso de evaluación y diagnóstico provides formal expectations in the Plan para la evaluación de la conciencia fonológica, stating that K–3 students should be assessed in multiple phonological awareness skills at the beginning of the year to identify those requiring intensive support. Additional assessments are administered as needed to provide instruction and interventions according to academic need. The grade 3 Benchmark Fonética Texas program provides recommendations for varying the frequency of progress monitoring based on assessment results and student needs. Teachers conduct weekly informal observations and document student progress in literacy centers and small-group settings, using visual tools such as Caritas sonrientes de letras conocidas. Additionally, Evaluaciones acumulativas in the Sistema de Recursos para Maestros include guidance for assessing five to six students weekly, ensuring that every student is evaluated at least monthly. The materials include specific guidance on determining the frequency of progress monitoring based on student strengths. For example, the materials include a document titled Plan adaptable de supervisión del progreso y guía para ajustar la frecuencia that details when to test students based on their readiness. The document has a column titled "Acelerado" that contains the following teacher guidance: "Tenga en cuenta que si los estudiantes obtienen buenos resultados en la Sección E, puede dejar de administrar la evaluación a partir de ese momento del año."

Evaluation for 4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.

In grade 3, the materials provide guidance on how to accelerate learning using progress monitoring data to support mastery of specific phonics and foundational reading concepts. The Recurso de evaluación y diagnóstico offers scoring guidance in Siguientes pasos en la evaluación de la conciencia fonológica, which recommends small-group support and intensive phonological instruction for students struggling with sound or syllable manipulation. For example, students needing support receive accelerated instruction in word formation, using letter/syllable cards to manipulate sounds and construct words. In grade 3, acceleration strategies are informed by diagnostic performance bands in the Recurso de evaluación y diagnóstico. Students scoring 0–6 correct are provided intensive intervention, while those in the 7–8 range receive guided practice. For example, in Unidad 4, Semana 1, students who struggle with reading open-syllable words like música or nota engage in explicit reteaching that includes syllable clapping, echo reading, and scaffolded modeling. Teachers use a rubric to differentiate instruction and revisit foundational phonics with multisensory routines. The Intensive Phonological Awareness Program is available for students needing structured, repeated practice to accelerate skill acquisition. In grade 3, the Sistema de recursos para maestros includes tools to plan accelerated instruction for students above grade level. For example, the Recurso de fonética para estudiantes avanzados includes a 30-week phonics extension plan. Teachers group students using beginning-of-year assessment data and engage them in daily advanced activities such as alphabet writing, sound analysis, and reading extension words. Teachers also use the digital Plan & Teach dashboard to view standards taught by unit, week, or day, and the Standards Report identifies which students need enrichment or reteaching.

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)

In grade 3, the materials include explicit instructional guidance to develop oral language through varied methods. For example, in Unidad 6, Semana 2, the teacher models reading the decodable text "El cabrito y el lobo" aloud, demonstrating how to classify words by stress using the Tabla de palabras. Students then engage in guided practice by reading silently while the teacher circulates and provides individual feedback. The lesson incorporates peer discussions through Hablar con un compañero: ¿Por qué piensas eso?, where students explain their reasoning to partners as the teacher monitors and coaches. The grade 3 materials provide systematic guidance for building oral language and oracy through multiple instructional strategies. For example, in Unidad 1, Semana 1, Lección 5, students participate in a fluency activity by reading "Gato patato no quiere crecer" individually and silently as the teacher monitors and delivers immediate corrective feedback. For students needing additional support, the materials suggest pairing with a more fluent peer. Throughout the activity, the teacher observes reading fluency elements such as accuracy and prosody and provides targeted coaching. For grade 3, the materials offer explicit and structured support for oral language development using a range of instructional approaches. For example, in Unidad 3, Semana 3, Día 3, students read "Una nación a partir de muchas" silently while the teacher listens and provides correction as needed. Students orally share their summaries with partners for clarification and feedback, then write the summaries in their notebooks. The lesson also includes cognate work, prompting students to provide English equivalents for Spanish words such as colegio and its derivatives, fostering bilingual oral language development.

Evaluation for 5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)

In grade 3, the materials include opportunities for students to engage in social and academic communication for different purposes and audiences. For example, in Unidad 3, Semana 2, during Comprobar la comprensión, teachers ask comprehension questions about the decodable text "Thomas Paine," such as "¿Dónde nació Thomas Paine? ¿Qué libro escribió Thomas Paine?" Students underline supporting words and phrases in the text and then use the Hablar con un compañero protocol with prompts like "Pienso que…" to discuss which of Thomas Paine's ideas stood out to them. In grade 3, the materials provide structured opportunities for social and academic communication for different purposes and audiences. For example, in Unidad 2, Semana 1, Lección 5, students participate in a paired sentence activity using words such as reo, leo, feo, and rodeo. Students quietly repeat the words, discuss similarities with their partners, and take turns creating four oral sentences, each containing two of the listed words. As an extension, pairs generate two additional oral sentences using the words collaboratively. In grade 3, the materials offer opportunities for social and academic communication through a variety of activities. For example, in Unidad 1, "Sistema de recursos para maestros," Semana 2, Día 2, students engage in a discussion about how las orugas defend themselves before reading the text. Additionally, the lesson guides teachers to prompt students: "Pida a los estudiantes que hablen con un compañero e identifiquen el sonido /k/ en cada palabra y las letras que se usan para escribirlo," promoting academic communication that connects phonics to oral language practice.

Evaluation for 5.B.1c
Materials include authentic opportunities in Spanish for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)

In grade 3, the materials include authentic opportunities in Spanish for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. For example, in Unidad 3, Semana 1, students read the decodable text "Reglas del orden de Robert" to focus on words with s, z, x, and c suave. The teacher begins by reading the title aloud and then asks students to read silently while circulating to listen. To check comprehension, the teacher poses questions such as "¿Quién fue Henry Robert? ¿Por qué escribió ese libro?" Students underline supporting words and phrases and then use the Hablar con un compañero protocol with prompts like "Pienso que…" to discuss their responses with a partner. Grade 3 materials provide authentic opportunities in Spanish for students to listen actively, pose questions, discuss ideas to deepen understanding, and communicate their own thoughts. For example, in Unidad 4, Semana 1, Lección 4, the teacher asks comprehension questions such as "¿Cuál animal habló primero con el duende? ¿Por qué crees que el duende ayudó al roedor a escapar?" Students are prompted to underline supporting evidence in the text and engage in critical discussion about the elf's motivations, encouraging deeper understanding and personal reflection. The materials for grade 3 offer authentic Spanish-language activities that engage students in active listening, questioning, collaborative discussions, and sharing of ideas to support comprehension. For example, in Unidad 6, Semana 1, students read the decodable text "El increíble ganso" to practice irregular plurals ending in z-ces. The teacher models the skill using a word table and asks comprehension questions such as "¿Por qué el título dice que el ganso es 'increíble'?" Students underline supporting text evidence and then use the Hablar con un compañero protocol with the prompt "¿Por qué piensas eso?" to discuss their answers collaboratively.

Evaluation for 5.C.1a
Materials include a systematic sequence that is authentic to Spanish for introducing letter names and their corresponding sounds.

This guidance is not applicable to the product.

Evaluation for 5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish for teaching and developing student automaticity in the identification of the 27 letters of the Spanish alphabet (upper and lowercase) and their corresponding sounds. (T)

This guidance is not applicable to the product.

Evaluation for 5.C.1c
Materials include guidance in Spanish for the teacher to provide explicit (direct), and systematic instruction for letter formation for the 27 letters of the alphabet (upper and lowercase). (T).

This guidance is not applicable to the product.

Evaluation for 5.C.1d
Materials include a variety of activities and/or resources (including the use of memory building strategies) in Spanish for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (S)

This guidance is not applicable to the product.

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 in Spanish.

In grade 3, the materials explicitly and systematically introduce letter-sound relationships in an order that supports application to basic decoding and encoding in Spanish. For example, in Unidad 1, Semana 2, the teacher presents words such as copa, koala, queso, and quizá. These words are written on the board and read aloud as the teacher explains that the /k/ sound is represented by different spellings: c before a, o, and u (as in copa), qu before e and i (as in queso and quizá), and less commonly k (as in koala). Students underline the letters or digraphs (c, qu, k) in each word that produce the /k/ sound and practice segmenting syllables in words such as saco (sa-co) and máquina (má-qui-na), reinforcing their ability to decode and encode. Grade 3 materials provide explicit and systematic instruction in letter-sound relationships to help students apply these skills in decoding and encoding Spanish words. For example, in Unidad 6, Semana 2, Lección 1, students learn how the /k/ sound is represented in different contexts. The teacher writes and reads aloud words like copa, queso, quizá, and koala, guiding students to underline the letters or digraphs that represent the /k/ sound. Students then engage in partner work to apply this knowledge, using the Tabla de palabras con c, k, qu, qui to identify patterns and strengthen decoding skills. The materials for grade 3 introduce letter-sound correspondences in a clear, systematic sequence designed to support decoding and encoding development in Spanish. For example, in Unidad 1, Semana 2, students work with the decodable text "Autodefensa de la oruga," which contains words with c, k, qu, and qui. The teacher models reading these words aloud and demonstrates their letter-sound connections using a word table. Students circle words in the text with the target spellings and participate in choral reading to reinforce fluency and build connections between decoding and encoding.

Evaluation for 5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction in Spanish focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (T)

In grade 3, the materials include teacher guidance to provide explicit instruction in Spanish focused on connecting phonemes to letters within words, with recommended explanatory feedback for students based on common errors and misconceptions. For example, in Unidad 1, Semana 2, Lección 1, the teacher introduces the /k/ sound using examples such as copa, koala, queso, and quizá, which are written on the board and read aloud. The teacher explains that the /k/ sound can be represented by different letters depending on the following vowel: c is used before a, o, and u; the digraph qu is used before e and i; and k appears less frequently, mainly in words of foreign origin. To address a common misconception—such as a student spelling queso as kes—the materials guide the teacher to say, "Escucha cómo decimos queso. La letra k no se usa antes de la vocal e. Cuando escuches el sonido /k/ antes de e o i, usamos el dígrafo qu. Mira: qu + e forma que. Vamos a practicar juntos: /k/ + /e/ = que, /k/ + /i/ = qui." This feedback helps students understand the orthographic pattern and apply it accurately when writing words with the /k/ sound. In grade 3, the materials provide teacher guidance to deliver explicit instruction in Spanish on connecting phonemes to letters within words, with recommended feedback to address common errors. For example, in Unidad 3, Semana 2, the lesson focuses on the acento diacrítico with pronouns. The teacher models by reading "Él tiene frío" and "El libro está cerrado." Students are prompted to compare these examples, noting that él (with an accent) is a personal pronoun, while el (without an accent) is an article. The teacher reinforces the concept with additional pairs such as tú/tu and provides corrective feedback on typical errors, such as omitting accent marks or confusing word meanings. In grade 3, the materials include teacher guidance for explicit instruction in Spanish to connect phonemes to letters within words, along with feedback on misconceptions. For example, in Unidad 2, Semana 1, Día 1, the teacher writes and reads words such as sopa, zapato, saxofón, and cereal, explaining that the /s/ sound can be spelled with s, z, c, or x depending on context. The teacher clarifies that c represents /s/ before e and i, while x is pronounced /s/ at the start of a word and /ks/ in the middle. This instruction supports decoding by highlighting patterns and correcting frequent student misconceptions about spelling variations.

Evaluation for 5.C.2c
Materials include a variety of activities and/or resources in Spanish 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 authentic Spanish decodable connected text. (S)

In grade 3, the materials include a variety of activities and resources in Spanish 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 authentic decodable connected text. For example, in Unidad 3, Semana 1, students read the decodable text "Reglas del orden de Robert," focusing on words with the sounds s, z, x, and c suave. The teacher reads the title aloud and asks students to read the text silently while circulating to listen and provide support. Students then use a word table and sorting cards to classify words such as soledad, zanahoria, xenón, and cerro under categories labeled s, z, x, and c suave, reinforcing decoding in isolation. In grade 3, the materials provide activities and resources to develop, practice, and reinforce (through cumulative review) letter-sound correspondence for decoding one-syllable and multisyllable words in Spanish. For example, in Unidad 1, Semana 3, Día 1, the teacher draws a three-column chart labeled r inicial, r medial, and rr on the board. Students copy the chart into their notebooks and read aloud words such as ratón and carro, placing them in the correct columns. Immediate correction is provided as needed. The week's lessons include small group activities and the decodable text "Cómo aprendió el camaleón a cambiar de color" for the connected text application. In grade 3, the materials offer activities and resources in Spanish to develop, practice, and reinforce (through cumulative review) decoding skills. For example, in Unidad 2, Semana 2, Lección 2, students work with the decodable text "Autodefensa de la oruga," focusing on words containing c, k, qu, and qui. The teacher models the weekly decoding skill using a word table, then guides a choral reading of the text. Students engage further by circling words with the target letter combinations and sharing their observations with a partner using the Hablar con un compañero protocol.

Evaluation for 5.D.1a
Materials include a systematic and authentic Spanish sequence for introducing phonological awareness activities in accordance with grade-level Spanish 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).

This guidance is not applicable to the product.

Evaluation for 5.D.1b
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables single phonemes in one syllable or multisyllable words.

This guidance is not applicable to the product.

Evaluation for 5.D.1c
Materials include explicit (direct) instruction authentic to Spanish for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (T)

This guidance is not applicable to the product.

Evaluation for 5.D.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) in Spanish for students to develop, practice, and reinforce phonological awareness skills connected to grade-level Spanish TEKS (through cumulative review). (S)

This guidance is not applicable to the product.

Evaluation for 5.D.2a
Materials include a systematic and authentic Spanish sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and transitions to blending the phonemes into syllables and gradually to more complex manipulation practices such as adding, deleting, and substituting syllables.

This guidance is not applicable to the product.

Evaluation for 5.D.2b
Materials include explicit (direct) instruction authentic to Spanish for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (T)

This guidance is not applicable to the product.

Evaluation for 5.D.2c
Materials include explicit (direct) guidance in Spanish for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (T)

This guidance is not applicable to the product.

Evaluation for 5.D.2d
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (S)

This guidance is not applicable to the product.

Evaluation for 5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns and syllable combinations to single and/or multisyllabic words as outlined in the Spanish TEKS.

In grade 3, the materials include a systematic sequence for introducing grade-level sound-spelling patterns and syllable combinations to encode single and multisyllabic words as outlined in the Spanish TEKS. For example, in the Benchmark Fonética Grados K–3 Secuencia de enseñanza, the sequence begins with words containing c, k, que, qui in Unidad 1, progresses to words with ga, go, gu, gue, gui, güe, and güi in Unidad 3, and later addresses suffixes such as -dad, -eza, -ura, and -mente in Unidad 9. The "Guía de ritmo sugerido" aligns these sound-spelling patterns and syllable combinations with daily Spanish TEKS instruction. Grade 3 materials present a structured sequence for teaching sound-spelling patterns and syllable combinations that align with the Spanish TEKS and support decoding of single and multisyllabic words. For instance, in Unidad 3, Semana 1, Lección 1, students study the /s/ sound represented by s, z, x, and soft c. Instruction begins with reading words such as sopa, zapato, saxofón, and cereal to demonstrate how these letters represent the /s/ sound. Teachers guide students in underlining the relevant letters and sorting additional words like semana, zorro, xenón, and cima into a chart with columns labeled s, z, x, and soft c. Students read the words aloud, receive corrective feedback, and reinforce their understanding through sorting and notebook activities. The materials for grade 3 follow a systematic progression for introducing sound-spelling patterns and syllable combinations to help students decode single and multisyllabic words in alignment with the Spanish TEKS. For example, in Unidad 3, Semana 2, students learn how the letter g interacts with vowel combinations. The teacher presents words such as gato, gota, gusano, guitarra, guerra, guepardo, vergüenza, and pingüino, explaining how the hard /g/ sound is maintained before e and i with a silent u (gue, gui), and how the u is pronounced with a diéresis in words like pingüino and vergüenza. Students underline the syllables ga, go, gu, gue, gui, güe, and güi to reinforce recognition and application of these spelling patterns.

Evaluation for 5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (T)

In grade 3, the materials include teacher guidance to provide explicit instruction for grade-level sound-spelling patterns. For example, in Unidad 1, "Sistema de recursos para maestros," Semana 2, Día 1, the teacher introduces words with c, k, que, and qui, such as copa, koala, queso, and quizá. Teachers are instructed: "Escriba las palabras en el pizarrón y léalas en voz alta. Explique a los estudiantes que el sonido /k/ se escribe con varias letras. Delante de la a, o y u, se utiliza la c. Delante de la e y la i, se utiliza el dígrafo qu. La letra k se utiliza con mucha menos frecuencia, sobre todo en palabras de origen extranjero." Students underline c, k, que, and qui in each word to reinforce recognition of the /k/ sound. Grade 3 materials offer teacher guidance for delivering explicit instruction on sound-spelling patterns appropriate to the grade level. For instance, in Unidad 3, Semana 2, the teacher presents words such as gato, guitarra, guerra, guepardo, vergüenza, and pingüino to model how the hard /g/ sound is maintained before e and i by inserting a silent u (gue, gui). Students underline the syllables ga, go, gu, gue, gui, güe, and güi, reinforcing their understanding of how spelling patterns align with pronunciation. The materials for grade 3 provide clear teacher guidance to explicitly teach sound-spelling patterns aligned with grade-level expectations. For example, in Unidad 2, "Sistema de recursos para maestros," Semana 2, Día 1, the teacher writes words with ll, y, ch, and h, such as llave, yate, hada, and charco. Teachers explain that ll and y produce the same /y/ sound in Spanish and that h is silent. The teacher says: "Esta es la palabra hada; se pronuncia /ada/ porque la h no tiene sonido." For ch, teachers demonstrate how it creates a new /ch/ sound, using examples like charco. Students underline ll, y, ch, and h in each word for visual reinforcement.

Evaluation for 5.E.1c
Materials include a variety of activities and/or resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (T)

In grade 3, the materials include a variety of activities and resources authentic to Spanish for students to develop, practice, and reinforce grade-level sound-spelling patterns through cumulative review. For example, in Unidad 1, "Sistema de recursos para maestros," Semana 1, Día 3, the lesson includes a guided dictado with words such as no, foca, and escondido to develop sound-spelling patterns. Students engage in a card-sorting activity with words like animales, garras, cazan, and afiladas to practice these patterns. The connected text "Los asombrosos dientes del tiburón" provides opportunities for reinforcement within authentic Spanish reading. Grade 3 materials provide diverse, authentic Spanish activities and resources that help students develop, practice, and review grade-level sound-spelling patterns cumulatively. For instance, the ePocket Charts feature offers a digital, interactive version of a traditional pocket chart. Students decode isolated syllables using word lists and apply their learning by reading connected sentences and texts. Encoding is reinforced as students construct and write words with taught syllable patterns in both isolation and contextual sentences. This tool incorporates pictures, sound sorting, word building, blending activities, and Elkonin boxes to strengthen phonemic awareness. The materials for grade 3 offer multiple Spanish-language activities and tools for students to build, practice, and reinforce sound-spelling patterns with cumulative review opportunities. For example, in Unidad 1, Semana 2, students learn different spellings of the /k/ sound in Spanish using words such as copa, koala, queso, and quizá. The teacher explains: "El sonido /k/ se escribe con c antes de a, o, y u; con qu antes de e e i; y con k, menos comúnmente, en palabras de origen extranjero." Students underline c, k, que, and qui in each word for visual reinforcement, and cumulative review is supported through a phonics assessment administered in small groups.

Evaluation for 5.E.1d
Materials provide a variety of activities and/or resources in Spanish to support students in decoding and encoding words that include taught syllable correlations, both in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (S)

In grade 3, the materials include a variety of activities and resources in Spanish to support students in decoding and encoding words that include taught syllable patterns, both in isolation and within authentic Spanish decodable connected texts that build on prior instruction. For example, in Unidad 2, "Sistema de recursos para maestros," Semana 2, Día 2, students read words in isolation, such as llevar, yoga, choza, and hijo. They also read the connected text "Teseo y el minotauro." Encoding practice includes writing isolated words like llenar, llorar, lluvia, ballena, and yate, and composing sentences collaboratively with a partner using words from the connected text. Grade 3 materials provide diverse Spanish-language activities and resources to help students decode and encode words with taught syllable patterns, practiced both in isolation and in authentic connected texts that build on prior learning. For instance, the ePocket Charts feature provides an interactive digital tool for decoding and encoding practice. Students work with word lists to decode isolated syllables and apply their learning by reading connected sentences and short texts. Encoding is reinforced as students construct and write words using taught syllable patterns in both independent tasks and contextualized sentences. The tool integrates images, sound sorting, word building, blending activities, and Elkonin boxes to strengthen phonemic awareness and application. The materials for grade 3 offer multiple Spanish-language activities supporting decoding and encoding of words with taught syllable patterns, applied in both isolation and cumulative connected text practice. For example, in Unidad 2, Semana 1, students classify words such as buzón, visita, volver, and bonito by sound-spelling patterns of b and v. Students then apply decoding skills by reading the connected text "Gansos para la reina," which incorporates previously taught vocabulary and sound-spelling patterns for cumulative practice and reinforcement.

Evaluation for 5.E.2a
Materials include a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multi-syllabic words depending on syllable stress (sílaba tónica), diphthongs, hiatus, the different word types (agudas, graves, esdrújulas, and sobreesdrújulas) and accent marks.

In grade 3, the materials provide a systematic sequence, as outlined in the Spanish language arts TEKS, for decoding and encoding multisyllabic words depending on syllable stress (sílaba tónica), diphthongs, hiatus, the different word types (agudas, graves, esdrújulas, and sobreesdrújulas), and accent marks. For example, in Secuencia de enseñanza, Unidad 2 introduces la sílaba tónica, guiding students to separate and combine syllables and identify prosodic stress using words such as chimenea, brillaban, and manilla. In Unidad 4, students analyze palabras agudas con acento ortográfico and practice with examples like cáliz and tractor. Later, Unidad 8 focuses on diptongos, triptongos, and hiatos (e.g., miau, Raúl, María) to reinforce vowel combinations and accentuation patterns. Materials outline a systematic sequence aligned to the Spanish language arts TEKS for teaching multisyllabic word decoding and encoding with attention to sílaba tónica, diphthongs, hiatus, word types, and accentuation rules. In Unidad 5, students work with palabras graves and esdrújulas, decoding and encoding words like árbol, lápiz, and brújula, and applying accentuation rules through guided dictation. In Unidad 9, the sequence introduces sobreesdrújulas and reinforces accent use in words such as rápidamente and devuélveselo. Students also practice distinguishing hiatos in words like poesía and río from diptongos in words such as tierra and cuidado. Additionally, the materials follow a systematic sequence as described in the Spanish language arts TEKS to support decoding and encoding multisyllabic words based on sílaba tónica, diphthongs, hiatus, word types, and accent marks. For example, in Unidad 6, Semana 2, students separate the word mármol into syllables (már-mol), identify the sílaba tónica, and classify it as grave/llana. Guided practice extends to words like siempre, lodo, cabeza, and química. The sequence progresses from basic syllable segmentation and CVC decoding in earlier units to accentuation rules and palabras esdrújulas and sobreesdrújulas in later units. Teachers revisit syllable stress and accentuation rules through vocabulary routines, spelling practice, and decodable texts.

Evaluation for 5.E.2b
Materials include teacher guidance to provide explicit (direct) authentic Spanish instruction on syllable division principles to decode and encode multisyllabic words depending on diphthongs, hiatus, syllable stress (sílaba tónica), word type and accent mark rules. (T)

In grade 3, the materials provide teacher guidance to deliver explicit, authentic Spanish instruction on syllable division principles to decode multisyllabic words based on diphthongs, hiatus, sílaba tónica, word type, and accent mark rules. For example, in Unidad 8, "Sistema de recursos para maestros," teachers are guided to model how to divide words with diphthongs and hiatus using examples such as María (hiato) and tierra (diptongo). The guidance explains that diphthongs typically remain in one syllable (cuidado: cui-da-do), while hiatus separates vowels into different syllables (poesía: po-e-sí-a). In Unidad 3, teachers provide instruction on identifying the sílaba tónica and use multisyllabic words like teléfono and camión to teach accent rules for palabras agudas, graves, and esdrújulas. Instructional routines such as syllable clapping, decoding aloud, and word sorting reinforce decoding and accent mark placement. Materials include teacher guidance for explicit instruction on encoding multisyllabic words with attention to diphthongs, hiatus, sílaba tónica, word type, and accentuation. In Unidad 8, "Sistema de recursos para maestros," teachers support students in writing words with diphthongs and hiatus such as biólogo (diptongo) and país (hiato) by identifying syllable boundaries and applying accent mark rules. The guidance highlights that strong vowels separated from weak vowels in hiatus require a written accent, reinforcing correct spelling. In Unidad 4, instruction focuses on encoding palabras agudas, graves, and esdrújulas using words like café, lápices, and próximo. Students participate in dictation and sentence-writing tasks where they divide words into syllables, determine the sílaba tónica, and apply accent rules before writing. Additionally, the materials direct teachers to provide explicit Spanish instruction on syllable division principles to decode and encode multisyllabic words with structured routines. For example, in Unidad 8, Semana 1, teachers define diphthongs, review vowel strength (strong vs. weak), and model how diphthongs form a single syllable using words like jueves, puedo, and violín. Students identify diphthongs and apply syllable division rules with teacher guidance. In Unidad 8, Semana 3, instruction shifts to hiatus. Teachers explain when vowel pairs are pronounced separately, emphasizing stress and accent marks with words like Raúl, alegría, and baúl. Encoding practice includes sorting words into agudas, graves/llanas, and esdrújulas, and applying accentuation rules when writing verbs in the preterite simple tense, such as bailé and trabajó.

Evaluation for 5.E.2c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice and reinforce skills to decode and encode multisyllabic words including diphthongs, hiatus, and word types (through cumulative review). (S)

In grade 3, the materials include a variety of activities and resources in Spanish for students to develop, practice, and reinforce decoding and encoding skills for multisyllabic words, including diphthongs, hiatus, and word types (agudas, graves, esdrújulas, and sobreesdrújulas) through cumulative review. For example, in Unidad 8, "Sistema de recursos para maestros," Semana 1 introduces diptongos que empiezan con i o u through word classification, syllabication, and decoding in decodable texts. Students engage in guided word sorting, spelling assessments, and dictations. In Semana 2, the focus shifts to diptongos que empiezan con a, e, o, where students decode using repeated readings and encode words by writing sentences and completing guided spelling tasks. Semana 3 emphasizes triptongos e hiatos with paired sentence writing, orthographic evaluations, and cumulative review activities such as clasificación guiada de palabras, dictado, and acento y silabación. Students engage in multimodal Spanish activities to develop, practice, and reinforce decoding and encoding skills with multisyllabic words, including diphthongs, hiatus, and word types. In Unidad 6, Semana 2, students use Tarjetas de palabras (e.g., anciano, diente, hueso) to match with category cards such as Diptongos con i, reinforcing encoding skills based on vowel combinations and syllable rules. Students write meaningful sentences using spelling list words, applying accent rules and syllable stress, then exchange and complete each other's sentences for peer reinforcement. A cumulative spelling assessment in Unidad 6, Semana 2, evaluates student accuracy in encoding words with correct syllable stress and accent placement. Materials provide Spanish-language activities for decoding and encoding multisyllabic words with an emphasis on cumulative review. In Unidad 7, Semana 3, under "Lecciones de Fonética," students develop decoding skills by reading decodable texts and reviewing words with consonant clusters to analyze complex syllabic patterns. Encoding is supported through dictation and guided spelling classification activities, where students analyze and spell words based on syllabic structure and vowel combinations. Cumulative review occurs during repeated readings, interactive decodable texts, and spelling evaluations, including derivative word studies and final assessments to reinforce automaticity and correct application of accentuation rules.

Evaluation for 5.E.2d
Materials include a variety of activities and/or resources for students to practice decoding and encoding multisyllabic words, using knowledge of syllable patterns and syllable division principles, in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (S)

In grade 3, the materials include a variety of activities and resources for students to practice decoding and encoding multisyllabic words using syllable patterns and division principles in isolation and in authentic Spanish decodable connected text that builds on prior instruction. For example, in Unidad 3, "Sistema de recursos para maestros," Semana 1, students decode and encode multisyllabic words with s, z, x, c suave through Clasificación guiada de palabras and dictado, applying syllable patterns in isolation. Students then apply these skills in decodable texts and partner sentence writing activities to reinforce decoding in context. In Semana 2, students work with ga, go, gu, gue, gui, güe, güi through guided spelling tasks and orthographic evaluations. Cumulative review activities in Semana 3, such as Evaluación acumulativa, Acento y silabación, and Clasificación por categoría gramatical, provide practice decoding and encoding both in isolation and connected text. Students engage in Spanish-language activities to practice decoding and encoding multisyllabic words using knowledge of syllable patterns and syllable division principles. In Unidad 4, Semana 1, instruction focuses on sílabas abiertas with guided classification activities and dictations. Students transfer this knowledge to authentic decodable texts and partner writing exercises. In Semana 2, students work with suffixes such as -ote/a, -ón/ona, and -ito/a through clasificación guiada, dictado, and evaluación ortográfica, strengthening their understanding of syllable structure in isolation and connected contexts. Semana 3 lessons target sufijos -oso/a and -ísimo/a, with cumulative review activities including Acento y silabación and writing tasks to reinforce decoding and encoding skills. Materials provide Spanish activities for practicing decoding and encoding multisyllabic words using syllable patterns and division principles, both in isolation and in authentic connected text. In Unidad 10, Semana 1, under "Lecciones de Fonética," students participate in Ortografía: Clasificación guiada de palabras and clasificación por categoría gramatical, applying syllable division principles in isolation with word lists. Authentic practice occurs in Texto decodificable accesible and Texto decodificable interactivo, where students apply syllable knowledge in meaningful contexts. In Unidad 9, Semana 1, students analyze verbs in the pretérito perfecto compuesto, such as he caminado and han leído, identifying accented syllables to support decoding. Encoding activities include writing original sentences using these verbs, reinforcing syllable division and accent placement in both isolation and connected text.

Evaluation for 5.E.3a
Materials include a systematic and authentic Spanish sequence for introducing grade-level morphemes, as outlined in the Spanish language arts TEKS.

In grade 3, the materials include a systematic and authentic Spanish sequence for introducing grade-level morphemes, as outlined in the Spanish language arts TEKS. For example, in Secuencia de enseñanza, Unidad 2, students begin working with common prefixes such as re-, pre-, and in- using words like reiniciar, predecir, and injusto. In Unidad 6, instruction progresses to suffixes such as -oso, -ito, and -mente, applied to root words like piedra, pedregoso, and rápido, rápidamente. By Unidad 9, students analyze compound words (palabras compuestas) such as parabrisas and sacapuntas, as well as cognates and word families. Teacher guidance includes modeling word formation and meaning, while students apply morpheme knowledge through word analysis, categorization, and vocabulary-building activities. Students engage in a systematic and authentic Spanish sequence for learning grade-level morphemes through explicit instruction and scaffolded practice. In Unidad 1, students are introduced to base word families like mar, marino, and marítimo to build foundational morphological awareness. In Unidad 4, instruction introduces suffixes such as -dor, -era, and -al with words like cantor, panadera, and musical. By Unidad 7, students explore more complex morphological structures, including prefixes like des- and sub- in words such as desacuerdo and subterráneo. The materials provide teacher guidance to model word formation, and students engage in decoding and encoding activities, vocabulary comparisons, and morpheme-based word building. Materials present a structured and authentic sequence for teaching Spanish morphemes aligned with the Spanish language arts TEKS. In Unidad 10, "Guía de ritmo sugerido," students participate in scaffolded lessons on suffixes like -ura, -mente, and -ente through activities including syllabication, dictation, and guided writing. Instruction begins with foundational concepts such as fluency and syllable division and progresses to derivational morphology and grammatical classification of words. For example, students analyze words like hermosura and lentamente to understand how morphemes change meaning and grammatical function. Repeated exposure to targeted morphemes through decoding and oral language practice reinforces their understanding of word families and supports Spanish language acquisition.

Evaluation for 5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction authentic to Spanish for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (T)

In grade 3, the materials include teacher guidance to provide explicit Spanish instruction for supporting recognition of common morphemes and using their meanings to support decoding, encoding, and reading comprehension. For example, in Unidad 7, "Sistema de recursos para maestros," Semana 1, teachers guide students to recognize common morphemes such as -ción, -xión, and -sión, using a three-column chart. The teacher writes the suffixes on the board and models reading words like comunicación, conexión, and acción aloud, prompting students to classify them under the correct suffix and copy the chart into their notebooks. Encoding practice includes reviewing the chart and writing spelling words in the appropriate column. Students apply their morpheme knowledge while reading the decodable text "El distrito de La Misión," focusing on words with the target suffixes to support comprehension. Teacher guidance supports explicit Spanish instruction for recognizing morphemes and applying their meanings in decoding, encoding, and reading comprehension tasks. In Unidad 9, "Sistema de recursos para maestros," Semana 1, students work with suffixes -dad, -eza, -ura, and -mente, by categorizing words such as bondad, dureza, and alegremente into a four-column chart. Teachers model the pronunciation and meaning of each suffix, explaining that -dad, -eza, and -ura form nouns expressing qualities, while -mente creates adverbs. Encoding activities include writing new words in the correct columns and using them in dictation tasks. During the decodable text "La lechera," students practice identifying and understanding words containing these suffixes to strengthen comprehension. Materials provide teacher guidance for explicit Spanish instruction to support morpheme recognition and their application in decoding, encoding, and comprehension. In Unidad 9, Lecciones de Fonética, students analyze words such as moldura, gravemente, and persistente, underlining the suffixes -ura, -mente, and -ente. Teachers explain how -ura indicates a quality or result, -mente turns adjectives into adverbs, and -ente forms adjectives from verbs. Students sort words like amargura, abiertamente, and evidente into a suffix chart to reinforce encoding. Decoding is practiced through oral reading and breaking words into their base and suffix, while comprehension is supported by analyzing suffix meanings in connected texts.

Evaluation for 5.E.3c
Materials include a variety of activities and/or resources in Spanish for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (S)

In grade 3, the materials include a variety of Spanish-language activities and resources to develop, practice, and reinforce grade-level morphological skills through cumulative review. For example, in Unidad 3, "Sistema de recursos para maestros," students work with suffixes such as -ero, -era, -ista, and -al using words like panadero, futbolista, and musical. In Semana 1, activities include Clasificación guiada de palabras and acento y silabación, where students analyze word formation and stress patterns related to suffix usage. Semana 2 includes dictado and oraciones en pareja with newly formed words to reinforce meaning and grammatical structure. Semana 3 concludes with Evaluación acumulativa and Actividades de repaso, revisiting previously introduced morphemes and compound words. Students engage in a variety of Spanish-language activities to practice decoding and encoding words with morphemes in isolation and in connected texts, reinforcing skills through cumulative review. In Unidad 10, Semana 2, students analyze suffixes -ura, -mente, and -ente using interactive decodable texts like "Pastor y su maestro de física." The teacher models syllable segmentation with words such as estatura (es-ta-tu-ra), highlighting the suffix and the sílaba tónica. Students then practice locating and identifying suffixes by circling words in the text and sorting classification cards (e.g., estatura, completamente, equivalente) into labeled categories. Materials support the development of morphological awareness through structured Spanish-language activities and cumulative review. For example, in Unidad 4, Lecciones de Fonética, students work with suffixes -ador/a, -edor/a, and -idor/a using oral sentence prompts such as "Si el que juega es jugador, el que sueña es…" to identify base verbs and added suffixes. In the Identificar portion, students encode morphemes in isolation by writing words like jugador, roedor, and medidor in notebooks and circling the suffixes. Students also decode morphemes by analyzing word parts and create original sentences using these suffixes, reinforcing encoding and decoding skills in context.

Evaluation for 5.E.3d
Materials include a variety of activities and/or resources authentic to Spanish for students to decode and encode words with morphemes in isolation (e.g., word lists) and in authentic Spanish decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (S)

In grade 3, the materials include a variety of Spanish-language activities and resources to support students in decoding and encoding words with morphemes in isolation and in authentic connected text that builds on prior instruction. For example, in Unidad 3, "Sistema de recursos para maestros," students develop morphological awareness with suffixes such as -ero, -era, -ista, and -al using words like panadero, granjera, artista, and musical. Students decode and encode suffixes in isolation during Clasificación guiada de palabras and Dictado. These skills are then applied in context through Oraciones en pareja, Lectura en voz alta, and Relectura de textos decodificables. Materials provide authentic Spanish activities for decoding and encoding words with morphemes, integrating both isolated practice and connected text application. In Unidad 10, Semana 2, students analyze suffixes -ura, -mente, and -ente using a Tabla de palabras with examples like hermosura, justamente, últimamente, and cliente. Teachers guide students to break words into bases and suffixes, then reinforce encoding by prompting students to create original oral sentences using these words. Students read the decodable text "Pastor y su maestro de física," which incorporates target suffixes, and engage in oral and written activities that apply morphemic knowledge in authentic contexts. Students engage in Spanish-language activities that support decoding and encoding morphemes both in isolation and in connected text. For example, in Unidad 9, "Sistema de recursos para maestros," Semana 1, students work with suffixes -dad, -eza, and -mente using words like felicidad, bondad, and alegremente. Teachers model decoding by segmenting words into bases and suffixes, and guide encoding through spelling and categorization tasks. Students apply these skills in authentic texts, practicing decoding during lectura en voz alta and encoding during sentence writing and oral language activities, reinforcing prior instruction through cumulative review.