Program Information
Benchmark Phonics Texas Edition, 1
ELAR: Phonics Grade 1
IMRA 2025
Commissioner Recommended
Publisher: Benchmark Education Company, LLC
Copyright: 2026
Series includes:
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS Student % | TEKS Teacher % | ELPS Student % | ELPS Teacher % |
|---|---|---|---|---|
| Grade 1 | 100% | N/A | N/A | N/A |
Criteria for Quality
Rubric Section 1
Implementation Quality
Total
100% (28 out of 28 points)
Evaluation for 1.1a
Materials provide a sequenced curriculum that aligns with the Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS). For example, in Unit 2, Week 1, students practice "Phoneme Blending and Segmentation" and focus on the phonics skill short e, with a spiraled review of short a from the previous week. In Unit 5, Week 1, the lesson focuses on "Phoneme Categorization," introducing the long a final -e spelling pattern, with additional focus on -ame and -ake word families. Instruction material includes a blend of guided reading, shared writing, and vocabulary development. Materials consistently reinforce sight word practice and sentence formation throughout with activities that support fluency, such as choral reading and partner reading. Writing assignments encourage students to compose short narratives using beginning, middle, and end structures. Materials address ELPS standards and include embedded supports like language frames and visuals, helping students express ideas verbally and in writing.
Evaluation for 1.1b
Each day's lesson is aligned to specific TEKS and ELPS standards, which support targeted instruction, accountability, and documentation of student progress. The material offers a weekly pacing guide that identifies the focus skill for both whole-group and small-group instruction. Teachers are provided with pacing options for 165, 180, or 210 instructional days, allowing for flexibility in adjusting pacing without sacrificing core instructional goals. The materials include pacing guides for each unit, with suggestions for effective implementation for various instructional calendars. For example, the Suggested Pacing Guide for Unit 3 recommends pacing for the Benchmark Phonics program of 180 Days, but it also includes suggestions "that have proven to be effective in adjusting to shorter or longer Foundational Skills Blocks, including 165 and 210." Suggestions include an adjusted timeline for "Routines and Lessons" launch for the 165-day instructional calendar, and specific information about extending lessons for the 210-day instructional calendar.
Evaluation for 1.1c
The materials provide a research-based explanation for the sequence of phonics instruction and emphasize a built-in spiral review model to ensure students have opportunities to revisit and reinforce prior skills while encountering new content. For example, the progression includes more complex vowel patterns and blends, while previously taught short vowel sounds are cyclically reviewed. A graphic included in the "Reach All Students" section conceptualizes the transition from basic decoding toward fluency, highlighting the layering of skills week over week. The materials stress the importance of repetition, stating that any new skill introduced should be systematically reviewed for the next four to six weeks. In addition, the "12 Essentials for Phonics Success" section reinforces the idea that substantial review and consistent practice are non-negotiable components of successful phonics instruction.
Evaluation for 1.1d
The material follows a structure that ensures intentional, consistent instruction accessible to all students. Each unit includes a "Skills at a Glance" section that maps out the sequence of instruction, including key standards, phonics skills, spiral reviews, spelling, and high-frequency words. For example, in Unit 6, titled "Stories Teach Many Lessons," weekly instruction focuses on decoding long vowel teams, applying spelling patterns, and reading decodable texts. The "Resources at a Glance" list provides a full inventory of instructional tools, such as word cards, digital resources, and leveled readers. Lesson internalization is further enhanced by the Walk-Through of a Week planning guide. In Unit 1, Lesson 1, Day 1, for instance, the guide highlights explicit language transfer support to assist English learners in understanding phonics patterns across languages. Teachers are provided detailed instructions, including learning targets, vocabulary guidance, materials lists, and small-group modifications for diverse learners.
Evaluation for 1.1e
The materials provide strong foundational support for instructional leaders in monitoring and guiding effective phonics instruction in grade 1. Initially, the material highlighted the "12 Essentials for Phonics Success" as a central reference point. This section outlined research-based teaching practices for school leaders to observe in classrooms, such as structured pacing, the use of high-frequency word routines, and continuous review of previously introduced phonics patterns. One key expectation is that new skills are revisited over four to six weeks, which helps reinforce learning and supports skill retention. The overview also emphasizes that allocating more instructional time to key segments is linked to improved student performance. In response to reviewer feedback, the program now includes two dedicated resources that offer more direct guidance for school leaders. The first document (EX1) details program-specific implementation criteria that leaders can use to observe alignment and fidelity to the Benchmark Phonics model. The second (EX2) provides a general phonics observation guide that outlines best practices in effective phonics instruction. These additions provide school leaders with clear, observable indicators to support coaching and walkthroughs, closing the previous gap around formal implementation tools. Together, they strengthen the capacity of instructional leaders to ensure consistency, quality, and program alignment in grade 1 phonics instruction.
Evaluation for 1.2a
The materials provide background knowledge through unit overviews and skill progressions. The "Skills at a Glance" section for Unit 4 outlines a progression of phonological awareness skills and lists both primary and secondary phonics targets, such as consonant blends, digraphs (th, sh, ng), inflectional endings, and closed syllables. The structured format supports teacher planning and connects current instruction to prior weeks. The spiral review element is embedded in each unit, ensuring reinforcement of previously learned skills. The unit guides do not explicitly identify academic vocabulary; however, the materials include teacher-facing training videos that address instructional strategies related to key concepts. For example, the "Blending" video explains blending strategies, including successive blending and blending lines, which are intended to support decoding instruction.
Evaluation for 1.2b
Every unit provides letters in both English and Spanish that describe the weekly phonics focus, list high-frequency words, and suggest extension activities for families. For example, in Unit 4, the letter details that students will learn consonant digraphs (th, sh, -ng) in Week 1 with words like our, these, and could, then move to ch, -tch, wh in Week 2, and finally tackle three-letter blends such as spl, spr, squ, and str in Week 3. The Home-School Letter encourages families to read together from the "We Read" section and to engage with texts from the My Reading and Writing Book. The Spanish-language letters replicate all English content, ensuring that families can actively participate in and reinforce phonics instruction at home.
Evaluation for 1.3a
The materials offer a structured approach with detailed daily objectives that align with TEKS and ELPS and support student learning and language acquisition. For instance, Unit 2, Week 1, Day 2 features a focus on short e vowel patterns, with a learning target to identify, blend, build, and spell short e words. Each lesson includes questions designed to support comprehension and encourage oral language use—for example, in Day 3, students respond to questions like: "How did Little Red know that the wolf was in Grandma's bed?" and "Who helps Little Red at the end of the story?" Lessons include word-building activities, dictation tasks, and guided text reading. The materials tab and additional materials sections include tools, such as letter cards, interactive videos, and slide decks. Weekly cumulative assessments align with the week's focus and support data-driven instruction.
Evaluation for 1.3b
The materials follow a consistent instructional structure and introduce content with increasing complexity. Unit and daily lesson plans feature a "Resources at a Glance" tool that itemizes required materials for both teachers and students. For example, in Unit 2, Week 1, Day 1, materials include the Build Reading Foundations Big Book, My Reading and Writing, Picture Word Card: egg, Sound-Spelling Card: Short e, and a set of High-Frequency Word Cards (e.g., are, said, two, look, my, for). Students can also use decodable texts like Red Hen Fell and Red at the Vet, along with handwriting practice sheets and magnetic tiles. The lesson pacing is clearly mapped, with 10 minutes for vocabulary building, 15–20 minutes on the focus phonics skill (such as sorting short e words), and 10–15 minutes for small-group or partner work.
Evaluation for 1.3c
The materials support instructional flexibility with embedded tools for addressing diverse learner needs. Each lesson includes a "Meeting Individual Needs" section that distinguishes support for students below or above grade level. For example, in Unit 3, Week 1, Day 1, teachers are advised to focus on remediation through blending, dictation, and rereading decodable texts for those not yet mastering the week's phonics skills. As it applies to enrichment, the same lesson suggests moving advanced students ahead in the phonics Scope and Sequence. The "Phonics Support for Above-Level Students" document expands on this, outlining 30 weeks of small-group routines, including spelling extensions, writing prompts, and daily enrichment tasks. Week 4 activities recommend giving students feedback on misspelled words and providing targeted revision strategies. In the "Additional Resources" section, educators can access differentiated phonological awareness routines and intensive phonological awareness support, allowing for customized small-group instruction that directly addresses student readiness.
1.1 Intentional Instructional Design
1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
4 out of 4 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, and concepts taught in the course.
4 out of 4 points
1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
2 out of 2 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include suggested pacing (pacing guide/calendar) to support effective implementation for various instructional calendars (e.g., varying numbers of instructional days-165, 180, 210)
2 out of 2 points
1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts to be learned connect throughout the course.
2 out of 2 points
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.
2 out of 2 points
1.2 Unit-Level Design
1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
Evaluation for 1.2a
Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic vocabulary necessary to effectively teach the concepts in the unit.
2 out of 2 points
1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
Evaluation for 1.2b
Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.
2 out of 2 points
1.3 Lesson-Level Design
1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
8 out of 8 points
Evaluation for 1.3a
Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include daily objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).
8 out of 8 points
1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
Evaluation for 1.3b
Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson, and the suggested timing for each lesson component.
3 out of 3 points
1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Evaluation for 1.3c
Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment).
1 out of 1 points
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
100% (26 out of 26 points)
Evaluation for 2.1a
The materials include a variety of instructional assessments at both the unit and lesson levels. Teachers use diagnostic tools, such as the Phonological Awareness and Comprehensive Phonics Surveys, three times per year to evaluate students' foundational reading skills. Formative assessments are embedded in daily lessons and include a range of task types. Students build words using letter cards (e.g., building net after hearing segmented sounds), whisper-read passages like "Trading Then and Now," while the teacher circulates and provides feedback, and respond to comprehension questions using decodable texts. For example, in Unit 3, students work with final consonant blends and apply their knowledge through text-based responses. Summative assessments appear at the end of units and include tasks focused on dictation and fluency. In Unit 6, students read and spell words such as vine, life, and slide, and complete a decodable sentence such as "I like a large slice of cake" to demonstrate spelling accuracy and fluency.
Evaluation for 2.1b
The materials include clear definitions and the intended purpose for the types of instructional assessments. For example, in the Assessment and Screener Handbook Introduction, it states a brief description of each assessment, as well as the purpose for the assessment. For example, the Comprehensive Spelling Survey consists of 25 words for students to spell, and they are divided into six skill categories ranging from least complex to more complex. The purpose of this assessment is to help determine specific skill needs of students. The materials include a clear structure for using diagnostic and formative assessments. The Phonological Awareness Assessment helps teachers identify students who need additional time and support. Teachers use this data to plan targeted instruction. For example, students who score low on sound manipulation skills receive remediation using tools such as Elkonin boxes, letter cards, and tapping strategies. The assessments track current skills and review content from prior weeks. For example, in Unit 3, teachers are directed to form small groups based on areas where students did not meet expectations, and then reteach those skills using blending, dictation, and decodable texts. The program overview states that the assessments are intended to inform differentiated instruction and support lesson planning based on students' learning needs.
Evaluation for 2.1c
The materials provide a structure of support for teachers, through diagnostic tools like the Phonological Awareness Assessment and One-Minute Oral Reading Fluency Assessment. These assessments are administered three times per year, with explicit directions included. For instance, Subtest 8 tells teachers to "Say the word. Have the student repeat the word and tell you the sound at the end." The Oral Fluency and Phrasing Rating Rubric gives clear scoring guidance to assess reading fluency. In daily instruction, assessments are closely tied to weekly phonics targets. For example, the Unit 4, Week 2 spelling assessment tests words such as rich, think, hush, and pants—all tied to consonant digraphs taught that week and the week prior. Scripts for assessments, such as the "Produce Rhyme" subtest, are provided to support consistent administration. However, some summative assessments do not include clear guidance on fluency timing or how to mark student errors, which may result in varied scoring practices. The design includes structured opportunities for small-group assessment and progress-monitoring.
Evaluation for 2.1d
The materials demonstrate alignment with the TEKS and unit objectives, though this alignment is not always explicitly stated. For example, the Phonological Awareness Assessment includes tasks such as producing rhyming words, which aligns with TEKS 1.2.A.i. Instructional lessons, such as Unit 1, Week 1, prompt students to analyze and generate rhymes, reflecting both the assessment content and the TEKS objectives. Summative assessments, including the Unit 6 Cumulative Assessment, include tasks such as spelling VCe (vowel-consonant-e pattern) words, which align with TEKS 1.2.C.i, although the specific standard is not cited on the assessment. In Unit 7, Week 1, students complete dictation exercises using words such as goat, show, flown, and goes, and the sentence "We know how to grow plants at home," which align with TEKS 1.2.C.i through 1.2.C.iv. The Comprehensive Phonics Survey includes the use of nonsense words to measure decoding skill, reflecting objectives from TEKS 1.2.B.iii related to decoding various syllable types. Formative assessments opportunities are also embedded in the instructional lessons. For instance, in Unit 3, Week 1, Day 1, students decode words like trick and grill and write corresponding letter blends, aligning with TEKS 1.2.B.i.
Evaluation for 2.1e
The assessments incorporate increasingly complex TEKS-aligned expectations. The Phonological Awareness Assessment begins with simpler blending tasks like sun–shine and advances to full word reconstruction. Diagnostic tools like the Comprehensive Phonics Assessment and Comprehensive Spelling Assessment guide teachers in identifying decoding and encoding needs across short vowels to multisyllabic words. Cumulative assessments administered weekly evaluate multiple skill areas such as spelling, reading, sentence writing, and fluency. For example, the Unit 10, Week 1 assessment includes spelling words such as wrong, know, sign, gnat, and wrap, followed by the sentence "How did you learn to write?" Meanwhile, the High-Frequency Word Screener starts with CVC (consonant-vowel-consonant) words and progresses to words with digraphs (black) and long vowels (five, away). Daily instruction embeds formative assessments that mirror this structure. In Unit 9, Week 3, Day 1, students are asked to read, spell, and use high-frequency words in complete sentences during partner work. This integration of assessment into instruction supports a dynamic flow of varying complexity.
Evaluation for 2.2a
The materials offer detailed scoring support to guide instruction. Educators can use the Phonological Awareness Assessment to evaluate key skills like producing rhymes, and interpret results using the Next Steps chart. For example, students scoring 7–8 in rhyme production on the Comprehensive Phonics assessment scoring sheet (located in the Assessment and Screener Handbook) may require additional practice to solidify the skill. The Comprehensive Phonics Survey and Spelling Survey further refine placement decisions. When a student scores 0–6 on the "Long Vowels" section, teachers begin instruction at that skill set; if they score 9–10, they move forward. There is also support for oral reading evaluation using the One-Minute Oral Reading Fluency Quick Checks, which include "Scoring Guidelines" that explain how to mark substitutions and omissions. Teachers compare student reading rates to national norms (e.g., Habrouck and Tindal's 50th percentile) to assess reading fluency. These tools can help teachers diagnose, group, and instruct with precision, transforming assessment data into instructional strategy.
Evaluation for 2.2b
The materials strengthen instructional planning by helping teachers adjust to assessment results in real time. In the Unit 8 Cumulative Assessment, which focuses on r-controlled vowels (ar, or, ur), teachers identify fluency issues or specific phonics gaps. The materials advise teachers to "select skills not yet mastered" and address them through targeted small-group lessons using decodable texts and dictation exercises. For example, the Grade 1 Unit 8 Cumulative Assessment provides the following "Next Steps" as guidance after the administration of the assessment: "Select those skills students have not yet mastered and form small groups around student needs." In Unit 4, the "How to Use This Information" section under Spelling and Dictation instructs educators to analyze error patterns and select appropriate word lists or spiraled content for reteaching. For example, if students struggle with short e digraphs in a CVC context, the next lessons should incorporate both current and missed vowel sounds. In Unit 5, Week 3, if students cannot spell words with soft c and g, the "Check to See" box recommends more modeling. Follow-up tasks like word sorting and writing allow students to deepen their understanding while enabling teachers to respond quickly and precisely. The materials include instructional guidance for tasks and activities to target various skills, as determined by assessment data. For example, in Unit 5, Week 3, Day 2 Spelling/Dictation with Oral Segmentation, there is a "Check to See" box under the lesson, which guides teachers on what to do if students have difficulty with that skill.
Evaluation for 2.2c
The materials provide robust resources to support teachers in monitoring phonics development and fluency. Teachers can use the High-Frequency Word 100-Word Screener and its corresponding Teacher Recording Form to track student decoding of the most common sight words over two testing periods, helping them adjust instruction based on gains or gaps. The Print Concepts Quick Check also allows teachers to assess early reading behaviors, such as recognizing where to begin reading, and document progress three times annually. Students can also monitor their own progress using a tracker to chart how many words they can read at each checkpoint. For example, the "Assessment and Screener Handbook" includes a "High Frequency Words Tracker" to accompany the "High Frequency Word 100 Word Screener." This tracker allows students to graph the high-frequency words they have learned in five-word increments. The tracker can be used during individual student conferences or during small-group instruction in order to help them understand their progress and set goals for future learning. Using reflection tools provided, students can reflect on what they are good at, as well as what they need to work on at different points of time during the school year by answering questions such as, "What reading and writing skills are you good at?" and "What do you want to work on?" For example, the Grade 1 Assessment and Screener Handbook materials include student-friendly data trackers that allow students to record their growth and visualize their progress. The section of the handbook titled "Student Monitoring Tools" provides a student form called a "Quarterly Reflection Sheet" for students to monitor their progress. These reflection tools foster higher-order thinking, giving students a structured way to set goals and recognize achievements throughout the school year.
2.1 Instructional Assessments
2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
9 out of 9 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include a variety of instructional assessments at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.
9 out of 9 points
2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
Materials include the definition and intended purpose for the types of instructional assessments included.
2 out of 2 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.
2 out of 2 points
2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
Evaluation for 2.1c
Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.
2 out of 2 points
2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
Evaluation for 2.1d
Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.
6 out of 6 points
2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
Evaluation for 2.1e
Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.
2 out of 2 points
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.
2 out of 2 points
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
104% (28 out of 27 points)
Evaluation for 3.1a
The grade 1 materials include structured and clear differentiation strategies. Teachers are provided with daily small-group guidance that focuses on reteaching essential skills, such as blending and decoding. For example, in Unit 1, Week 3, Day 1, the lesson includes activities like dictation and word-building using decodable texts. Teachers also use Intensive Phonological Awareness routines, such as Segment Medial Sounds, to support students struggling with sound identification. These routines include corrective feedback strategies and multisensory tools, such as picture cards and movement activities. Scaffolded lessons support students through methods, such as previewing texts and echo reading. Additionally, in Unit 5, small-group activities include using manipulatives to blend long vowel words, such as using magnetic letter tiles to build words with the o_e pattern. These practices ensure that students needing extra support are engaged with customized lessons and hands-on assistance.
Evaluation for 3.1b
The materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text. In Unit 8, Week 2, Day 4, the decodable reader "At Night" prompts teachers to teach key vocabulary, such as owl, food, and wood, using student-friendly definitions. Further support is embedded in Unit 8, Week 2, Day 5, with the poem "The Moon's the North Wind's Cookie," where students are taught to identify sensory language. Teachers explain phrases such as "The Moon's the North Wind's cookie" to help students form mental images of the moon. Additionally, in Unit 2, Week 1, Day 1, teachers pre-teach academic vocabulary, such as challenges, and guide students to engage in imagery-based activities by listening to a poem featuring a girl and a wolf. These pre-reading routines help students connect with the material more easily and boost their confidence.
Evaluation for 3.1c
The materials include clear instructions for enrichment and differentiation. In Unit 3, Week 1, Day 1, the lesson recommends that students who are excelling should be introduced to final consonant blends during small-group instruction, while their classmates concentrate on r-blends. There is also a Challenge/Enrichment word list featuring words like froglet and droplet. Additionally, there is a thorough 30-week Phonics Support for Above-Level Students document that includes activities aligned with daily instructional components, such as building words, spelling/dictation, and writing about decodable texts. On Day 3, there is a strong emphasis on writing extensions, encouraging students who are ready to stretch their skills beyond the standard content.
Evaluation for 3.2a
The materials provide direct modeling instructions with built-in supports such as videos and visual aids. For example, Unit 6, Week 1, Day 1, introduces the long i sound (spelled with final e) using a video and a sound wall card. The teacher is prompted to say, "Listen carefully as I say three words: like, nice, fit. The words like and nice have the long i "ī" in the middle. The word fit has the short i "ǐ" in the middle. It does not belong." This phoneme categorization is followed by guided modeling of phonics instruction using spelling-sound cards. In Unit 7, Week 2, Day 2, while blending words such as met, mat, and meat, teachers are given scripted steps and are instructed to use letter cards to substitute vowel sounds and model each new word.
Evaluation for 3.2b
The materials promote varied instructional methods that support different learner needs. Unit 6, Week 3, Day 1 includes teacher modeling through think-alouds while reading poems, student discourse with partners, and collaborative oral sentence building during high-frequency word practice. In Unit 3, Week 1, Day 1, students engage in choral reading, "Spelling-Sound Correspondences" through written response, and multisensory word building using magnetic tiles. Unit 5, Week 3, Day 5 also encourages shared writing and partner reading during "Poetry Out Loud." Students independently complete spelling and dictation tasks. Unit 4, Week 3, Day 1 introduces flexible grouping and graphic organizers, guiding students to discuss and illustrate spring experiences. These varied strategies reinforce phonics, vocabulary, and writing through speaking, listening, and tactile learning.
Evaluation for 3.2c
The materials include diverse practice opportunities, including guided, independent, and collaborative practice for students to practice and apply the concepts they learn. For example, Unit 3, Week 1, Day 3 includes phoneme manipulation, collaborative brainstorming in "Talk to Write," and independent reading of decodables. Teachers receive structured routines in Unit 6, Week 1, Day 1, with clear sections for modeling, introducing, and practicing phonics skills. Additionally, the Unit 9, Week 2, Day 1 lesson includes guided practice opportunities within the following components of the lesson: phonological awareness, "Spelling-Sound Correspondences," blending words, and high-frequency words. These routines help ensure instruction is delivered effectively in whole-group, small-group, and individual settings.
Evaluation for 3.3a
The materials effectively support linguistic development across all proficiency levels, emphasizing vocabulary development and sentence construction. The guidance includes leveled scaffolds and embedded supports to promote English acquisition through structured routines. In Unit 2, Week 1, Day 3, a lesson uses sentence strips such as "Little Red is a girl," and questions like "Who helps Little Red at the end of the story?" to encourage discussion and text-based answers. The Multilingual Learners Resource "Routine: Read Aloud Informational Text" prompts students to engage with visuals and structured sentence frames such as "I learned that ___." In Unit 3, Week 1, Day 5, integrated ELD (English Language Development) support provides substantial guidance for echo reading words like park and river, along with moderate support for reading simple patterned sentences. The Multilingual Learners Resource suggests drawing to depict story events as a writing accommodation, as seen in Unit 4, Week 1, Day 3. This multimodal approach provides students with appropriate entry points for academic discourse, while allowing them to build linguistic skills at their own pace.
Evaluation for 3.3b
The materials include detailed bilingual/ESL instructional supports that align with ELPS. Resources include Integrated Supports, Proficiency Level Descriptors, and Questioning Strategies, allowing teachers to tailor interactions based on students' language levels. For example, beginning-level students receive yes/no or either/or questions paired with visual supports. Unit 8, Week 2, Day 3 demonstrates this with The Sun and Moon activity where students sort sentence strips by day or night descriptions. A good example of integrated support is illustrated in the Multilingual Learners Resource, which includes a "Primary Language Support Strategies" tab that explains how to use students' native language to support instruction. The materials also feature a "Language Transfer Support" section in Unit 3, Week 2, Day 1, which helps teachers understand phoneme and grapheme transfer patterns, such as how the s sound appears in various home languages. These embedded resources and practical strategies ensure that students receive accessible, linguistically appropriate instruction.
Evaluation for 3.3c
The materials include embedded guidance that helps teachers support emergent bilingual students. In Unit 5, Week 2, Day 4, students orally use story words such as emails, snow, and pizza, and engage in Turn and Talk activities that require them to explain comprehension questions using structured prompts. Written discourse is supported in Unit 7, Week 2, Day 1, which addresses spelling patterns not found in Spanish and other languages. Students use minimal pair exercises with words such as me/he and seek/peek to improve accuracy. In Unit 3, Week 1, Day 3, students connect to their community by answering prompts about local helpers and sharing their ideas orally with a partner. The writing task in Unit 7, Week 3, Day 1 builds background knowledge by asking students to write about the past, while also practicing high-frequency word spelling with words such as again, country, and they.
Evaluation for 3.3d
The materials include support for teachers in fostering metalinguistic transfer from English to the partner language. The Dual Language Resource suggests using students' prior learning in Spanish to introduce English concepts. For instance, during Week 1 of Unit 2, teachers are prompted to say: "You have learned about the vowel Ee in Spanish. Today you will learn about the short vowel Ee. The short vowel 'Ee' makes the 'ě' sound. The short vowel 'Ee' makes a different sound than the Spanish 'Ee'." The resource also highlights that Spanish speakers may confuse short e and i, such as in pen vs pin, and offers additional support for pronunciation. The Contrastive Analysis Chart further explains that while w is used in both languages, its appearance in English is more frequent and follows different patterns. Additional guidance is found in the Bilingual Implementation Guide for Unit 9, which offers charts in both English and Spanish for weekly skills and resources designed to strengthen metalinguistic understanding.
3.1 Differentiation and Scaffolds
3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
3 out of 3 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency on grade-level content and skills.
3 out of 3 points
3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic language). (T/S)
2 out of 2 points
3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
2 out of 2 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in grade-level content and skills.
2 out of 2 points
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
4 out of 4 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.
4 out of 4 points
3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
2 out of 2 points
Evaluation for 3.2b
Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.
2 out of 2 points
3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
3 out of 3 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.
3 out of 3 points
3.3 Support for Emergent Bilingual Students
3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
Evaluation for 3.3a
Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
2 out of 2 points
3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3b
Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not scored
Evaluation for 3.3d
Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
1 out of 0 points
Rubric Section 4
Learning Quality
Total
100% (31 out of 31 points)
Evaluation for 4.1a
The grade 1 materials include systematically sequenced phonics instruction. The curriculum introduces simpler sounds and spellings first, such as short vowels and consonant blends. It separates confusing sounds like e and i across different units to prevent overload. In Unit 2, students practice articulating short e and identifying words with that sound. By Unit 7, they compare and sort long and short e words. The Scope and Sequence clearly shows l-, r-, and s- blends are taught in Units 2 and 3 before three-letter blends, such as spl and str, in Unit 4. Instruction consistently follows this pattern: introduce the phoneme, practice its spelling, then apply it in reading and writing. For example, in Unit 3, students learn to identify r-blends, then decode words such as bring or track. The progression ensures new skills are built on previous learning, preparing students to decode increasingly complex words.
Evaluation for 4.1b
The materials include consistent and focused phonics practice using both isolated sound instruction and application through decodable texts. Each lesson introduces a phoneme, supports word blending and building, and connects the skill to reading. In Unit 2, Week 1, Day 2, students focus on the short e sound by reading and writing words like bed and pen, then reading the story "Little Red," which includes repeated target words. Later, in Unit 7, Week 3, Day 3, students work with long i spellings and practice decoding and spelling words such as light and kite, then read "Our Flag" to apply these skills in context. These structured lessons help students connect sound-symbol correspondence to actual reading tasks.
Evaluation for 4.2a
Grade 1 materials include consistent, explicit phonics instruction with teacher modeling. Lessons provide scripts for introducing sounds, building words, and guiding student responses. In Unit 1, Week 2, Day 1, teachers model the articulation of the short ǐ sound using articulation videos and mirrors. Teachers say, "Listen carefully as I say three words: rag, sit, pick. Which one does not belong?" Students then identify rag as the word that lacks the ǐ sound. In Unit 3, Week 1, Day 2, teachers model blending the word drip, saying, "Let us blend the sounds together and read the word: 'drrriiip', drip." In Unit 6, Week 2, teachers model how adding " to them changes it to theme, emphasizing vowel changes. These modeling routines follow a predictable structure that is consistently applied across units, supporting student mastery through repeated exposure and application.
Evaluation for 4.2b
Grade 1 materials include daily opportunities for guided phonics instruction paired with immediate feedback. For example, Unit 6, Week 2, Day 2, "Blend and Build Words with Phonemic Manipulation," provides a list of words for students to practice, such as cube, cute, cut, hut. The teacher says each word, and guides students to choose the correct letters to build the new word. Lessons direct teachers to explicitly model new phonics patterns and to engage students in guided practice. In Unit 1, Week 3, Day 2, for example, students practice blending log, lot, and dot after the teacher models each sound. If a student mispronounces a word, the teacher is guided to restate the sound and have the student repeat the blend. This routine helps students self-correct and reinforces accurate decoding.
Evaluation for 4.2c
The materials support daily phonics skill development through peer collaboration and individual practice. In Unit 3, Week 2, Day 1, students engage with high-frequency words by forming oral sentences with a partner. They also paraphrase a partner's response after discussing a poem about caring for the Earth. These activities promote vocabulary reinforcement and comprehension in a social context. Independent tasks include identifying words with shared initial sounds and writing s-blend words such as skip, smell, and stop after hearing them aloud. In Unit 4, Week 3, Day 3, students reread texts like "One Spring Day" on their own while the teacher monitors their progress. Additional practice involves underlining targeted phonics patterns and completing dictated writing exercises. These activities ensure that students regularly apply and reinforce phonics skills in a structured, supportive environment.
Evaluation for 4.3a
Grade 1 materials include a structured review system that appears each week, primarily on Day 5. The materials revisit skills from earlier units, reinforcing phonics concepts through dictation, blending, and spelling. In Unit 6, Week 1, Day 5, for instance, students review soft c and soft g in words such as race, page, and stage. In Unit 8, Week 1, students revisit high-frequency words such as boy, city, our, and great, and then spiral back to words from Unit 7 such as again, they, and country. Teachers use Elkonin boxes routine for segmenting, and students follow a predictable structure for blending and spelling activities throughout the curriculum, which supports cumulative learning.
Evaluation for 4.3b
The materials in grade 1 include systematic practice for phonics skills that have been explicitly taught. Lessons ensure students rehearse only what has been taught. For example, in Unit 4, Week 2, Day 1, students work with consonant digraphs ch, tch, and wh. They blend and read words using these digraphs after teachers model the sound and spelling patterns. In Unit 5, Week 2, the focus shifts to the long "o" sound using the VCe pattern. Students blend words like globe, recognizing the role of silent e in producing the long vowel sound. Also, Unit 7 and Unit 9 include structured practice with vowel teams and diphthongs, such as boy, joy, coin, and foil, based on explicit instruction from the same or previous weeks. This targeted approach builds accuracy and confidence in reading.
Evaluation for 4.3c
The materials effectively build on phonics instruction through decodable texts that support previously taught skills. For example, Unit 5, "At the Lake," includes VCe words including lake, shade, and make, which align with the instruction in that unit and earlier ones. High-frequency words such as many and start are also reviewed. Unit 9's "Our Town" focuses on vowel diphthongs ou and ow, reinforcing phonics patterns with words such as about, before, and done. Teachers are guided to pre-teach only unfamiliar story words, ensuring students practice what they have already learned while building fluency and confidence.
Evaluation for 4.3d
The materials emphasize direct phonics instruction. Practice activities follow, integrating isolated and contextual applications. In Unit 8, Week 1, students focus on the r-controlled vowel ar and the är sound. They blend and build words with this pattern and complete a sorting activity in the digital game Sorting /är/. The digital game supports visual and auditory recognition of the target sound. The decodable story "Mark and the Stars" reinforces the phonics skill through repeated use of words like farm, yard, and stars. Similarly, in Unit 5, Week 3, students focus on soft c and g. They practice segmenting and blending words such as dance and age, then read "Ace and Grace," which provides authentic opportunities to apply the skill in context. These practices consistently pair explicit instruction with intentional and meaningful practice, whether presented in isolation or connected text.
Evaluation for 4.4a
The materials provide a structured, developmentally appropriate, and scaffolded assessment approach. The Phonological Awareness Assessment expands to include tasks such as substituting vowel sounds and deleting phonemes. By the end of the year, students should be manipulating multiple sounds, preparing them for advanced decoding. The Comprehensive Phonics Survey assesses decoding from simple CVC words like lat and ped to multisyllabic nonsense words like curbit and napsate. Fluency is also measured through the One-Minute Oral Reading Fluency Assessment, which uses fiction and nonfiction grade-appropriate passages. Word recognition is tested through the 100-word High-Frequency Screener, beginning with simpler words like the, is, and, then advancing to because, over, and said. In daily lessons, formative checks are embedded, such as in Unit 5, Week 1, where students identify long a in grape, spade, and bake, and differentiate between cap and cape using letter manipulation activities. Summative assessments, such as the Unit 4, Week 3 Cumulative Assessment, evaluate the spelling of three-letter blends (scr, str) and align directly with that week's TEKS-aligned phonics focus.
Evaluation for 4.4b
The Grade 1 Benchmark Phonics are observed to be a little more complex in phonics patterns and offer a layered approach to assessment. Students are monitored through formal screeners such as the 100-Word High-Frequency Word Screener, which aligns with TEKS 1.2.vi and includes a progression from simple words like and and see to more complex ones like which and school. Weekly Cumulative Assessments provide an opportunity to evaluate spelling and decoding growth. For example, in Unit 6, Week 1, students are asked to spell VCe-patterned words such as vine, life, and slide, as well as read words like ride and spine. In-class instruction embeds phonemic manipulation strategies, such as blending and building VCe words in Unit 6, Week 2, Day 2, where students who need additional support are directed toward small-group instruction. The materials' design allows for daily and weekly evaluation to inform individualized support, while also allowing teachers to track student growth in decoding, encoding, and high-frequency word recognition.
Evaluation for 4.4c
The materials offer a complex set of phonological and phonics-based assessments that guide instructional support throughout the year. The Phonological Awareness Assessment continues to be administered three times annually, evaluating increasingly advanced skills, such as sound substitution, vowel changes, and phoneme deletion. At the beginning of the year, students might be asked to produce rhymes or segment initial and final sounds. By the end of the year, they are assessed on tasks like substituting vowel sounds and deleting specific phonemes. Weekly Cumulative Assessments support progress-monitoring of phonics targets aligned with TEKS. For example, in Unit 2, students are assessed on initial and medial sounds of short e and u, and l-blends, while also reviewing short o, i, a, and e. Words included in the fluency cards, such as us, plum, slot, fell, mess, and rub, are read aloud while teachers monitor fluency and accuracy. Lessons like Unit 6 Week 1 Day 2 also provide daily embedded assessments where students segment phonemes in words like prize, and then apply the skill to other long i words, such as while, smile, and drive.
Evaluation for 4.5a
The materials reinforce individualized instruction by offering tools that track and interpret student data with clarity. For example, the "Assessment and Screener Handbook" includes a "Recording Form" with the "High Frequency Word 100 Word Screener." The form tracks student knowledge of high-frequency words throughout the school year. It includes dates and directions for counting miscues and marking "any hesitations or self-corrections." Teachers are able to use the data collected to form small groups or address individual student progress and goals. When students master short-vowel and consonant blend subtests within the Comprehensive Phonics Survey, the materials direct teachers to begin long-vowel instruction. A 30-week accelerated plan tailored for advanced students is also included, supporting differentiated pacing. Digital reports, accessible through the About History View, offer detailed error analyses—including pie charts that break down types of mistakes. This allows teachers to respond with targeted strategies such as reinforcing specific phonics patterns or integrating visual aids like letter cards. Teachers can use both paper and digital tools in tandem to ensure instruction keeps pace with individual learning needs.
Evaluation for 4.5b
The materials provide teachers with print and digital data-management tools to document whole-class student progress on taught phonological awareness and phonics skills. For example, the Assessment and Screener Handbook includes a Class Record Form specifically for the Phonological Awareness Assessment. This form lets teachers easily document the outcomes for every student in each skill category assessed. Teachers can then use the Phonological Awareness Assessment Next Steps guidance to pinpoint the specific needs of their class. Using the Phonological Awareness Class Record Form, teachers can track the class's progress from each skill set assessed for the beginning, middle, and end of year. This document will help teachers make informed decisions to support students' learning. The digital Placement Table displays each student's recommended starting level and unit for instruction, while the Class Overview dashboard helps teachers group students with similar needs. The About History View further assists in analysis by offering a Class History report that shows performance for each phonics skill over time. In addition, teachers can use data from the One-Minute Fluency Passage Recording Sheets to chart fluency growth across the year and to design whole-class fluency routines where needed.
Evaluation for 4.5c
The materials provide enhanced guidance for adjusting the frequency of progress-monitoring based on individual student performance. Initially, the program provided general monitoring strategies, including periodic reassessment for students receiving targeted support. However, it lacked explicit direction on how to modify assessment pacing based on student strengths or rates of progress. To address this, the publisher introduced a new Progress Monitoring Schedule that outlines differentiated monitoring intervals. This schedule guides teachers in determining when to reassess skills based on student proficiency, ensuring more responsive instruction. The new guidance supports timely identification of both students who require intervention and those who may benefit from extended learning opportunities. The materials offer actionable guidance for teachers and allow for instructional pacing that reflects individual student progress.
Evaluation for 4.5d
The materials offer structured approaches for both intervention and enrichment, using assessment data to guide instruction. For example, the Unit 3 "Additional Resources" include "Phonics Support for Above-Level Students." This 30-week plan includes rationale for accelerated instruction and enrichment, as well as a detailed sequence of skills to use during small-group instruction or individual practice. Teachers are directed to use resources like the Multisyllabic Word Division Guide on Benchmark Universe. For example, the Unit 9, Week 1, Day 1 lesson plan section, "Meeting Individual Needs," provides the following guidance, "For students above grade-level expectations, have students practice reading and spelling multisyllabic words using known spelling patterns. For more guidance, refer to the Multisyllabic Word Division Resources on Benchmark Universe." Enrichment suggestions, like the Word Sort Extension in Unit 2 Additional Resources, provide more complex word examples such as flat, plan, and glad to deepen student application. In Unit 4, Week 1, Day 2, the "Blend and Build Words with Embedded Phonemic Manipulation" section provides teachers with Challenge/Enrichment Words to use with students who might be above grade level in this skill.
4.1 Phonics Rule Compliance
4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Materials include systematic and sequenced instruction of phonics (sound-symbol correspondence) skills.
2 out of 2 points
4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Materials include explicit (direct) and intentional ongoing practice opportunities for phonics (sound-symbol correspondence) skills, both in isolation and through decodable texts.
4 out of 4 points
4.2 Daily Instructional Sequence and Routines
4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Daily lessons include explicit (direct) phonics instruction with teacher modeling.
1 out of 1 points
4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
Evaluation for 4.2b
Evaluation for 4.2b
Daily lessons include opportunities for explicit (direct) guided instruction with guidance for immediate and corrective feedback.
3 out of 3 points
4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Daily lessons include a variety of opportunities for students to practice phonics skills through collaborative learning and independent practice.
4 out of 4 points
4.3 Ongoing Practice Opportunities
4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials include intentional cumulative phonics review and practice activities throughout the curriculum.
2 out of 2 points
4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
Practice opportunities include only phonics skills that have been explicitly taught.
1 out of 1 points
Evaluation for 4.3b
Evaluation for 4.3b
Practice opportunities include only phonics skills that have been explicitly taught.
1 out of 1 points
4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
Evaluation for 4.3c
Evaluation for 4.3c
Decodable texts incorporate cumulative practice of taught phonics skills.
1 out of 1 points
4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
2 out of 2 points
Evaluation for 4.3d
Evaluation for 4.3d
Lessons include an instructional focus with opportunities for practice in isolation and decodable, connected text.
2 out of 2 points
4.4 Assessment
4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
Evaluation for 4.4a
Evaluation for 4.4a
Materials include a variety of assessment tools that are developmentally appropriate.
2 out of 2 points
4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
Evaluation for 4.4b
Evaluation for 4.4b
Materials include progress monitoring tools that systematically and accurately measure students' acquisition of grade-level phonics skills.
2 out of 2 points
4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
Evaluation for 4.4c
Evaluation for 4.4c
Materials include assessment opportunities across the span of the school year aligned to progress monitoring tools.
1 out of 1 points
4.5 Progress Monitoring and Student Support
4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
Evaluation for 4.5a
Evaluation for 4.5a
Materials include data-management tools for tracking individual student progress to make appropriate instructional decisions to accelerate instruction.
1 out of 1 points
4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
Evaluation for 4.5b
Evaluation for 4.5b
Materials include data-management tools for tracking whole-class student progress to analyze patterns and needs of students.
2 out of 2 points
4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
2 out of 2 points
Evaluation for 4.5c
Evaluation for 4.5c
Materials include specific guidance on determining frequency of progress monitoring based on students' strengths and needs.
2 out of 2 points
4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
1 out of 1 points
Evaluation for 4.5d
Evaluation for 4.5d
Materials include guidance on how to accelerate learning based on the progress monitoring data to reach mastery of specific concepts.
1 out of 1 points
Rubric Section 5
Foundational Skills
Materials include guidance for explicit (direct) and systematic instruction in foundational skills, instructional routines, student practice, and cumulative review.
Total
114% (108 out of 95 points)
Evaluation for 5.B.1a
The materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods. In Unit 8, Week 2, Day 2, the "Build Knowledge and Vocabulary" section instructs teachers to model how intonation changes depending on punctuation. The guidance tells teachers to read sentences aloud using expressive tones and then ask students to observe the changes. By Day 3, the I Write activity supports guided practice and coaching. Students discuss whether the word quiet applies to day or night using sentence frames such as, "In the day, it is __. In the day, people __." These structured conversations support vocabulary development and oral fluency. The Turn and Talk: Because . . . protocol adds depth by encouraging students to share opinions with rationale and follow up with partner responses. The materials present a strong commitment to developing oral language and oracy through intentional, scaffolded instruction.
Evaluation for 5.B.1b
The materials include opportunities for students to actively engage in both social and academic communication, ensuring they can articulate ideas in varied contexts. The curriculum offers daily chances for students to speak and listen with intention. In Unit 1, Week 2, Day 1, following the reading of the poem "Baby Animals," students tell a partner what they learned and report their partner's ideas to the class. This reinforces attentive listening and respectful conversation. In Unit 5, Week 3, Day 3, the "Turn, Talk, and Listen" section guides students to discuss how their lives might change if they had the technology described in the text. For academic communication, Unit 1, Week 3, Day 3 includes a Plan Writing and Talk to Write activity where students draw and write the steps of a seed sprouting, then retell these steps using a Story Path protocol, receiving peer feedback. This fosters clarity of expression and collaborative learning.
Evaluation for 5.B.1c
The materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. In Unit 10, Week 1, Day 3, during the "I Write" section, students are instructed to take turns asking each other questions to solve a riddle, promoting both active listening and critical thinking. Also, students participate in a partner discussion during the "Build Knowledge and Vocabulary" segment, where they explore how and why cats in a text use sound energy; this setting allows them to practice articulating their thoughts clearly. Another strong example is presented in Unit 10, Week 1, Day 1, where students listen for sensory details in a poem and then discuss the sensory language with a partner and the class. These activities help students develop their ability to listen for meaning and communicate ideas effectively.
Evaluation for 5.C.1a
This guidance is not applicable to the product.
Evaluation for 5.C.1b
This guidance is not applicable to the product.
Evaluation for 5.C.1c
This guidance is not applicable to the product.
Evaluation for 5.C.1d
This guidance is not applicable to the product.
Evaluation for 5.C.2a
The materials explicitly (directly), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. Lessons follow a progression from simple to more complex skills and separate commonly confused elements, such as the letters b and d or the sounds a and e. In Unit 2, Week 1, Day 1, students are introduced to the short e sound. The lesson models, "This is the letter b. It stands for /b/. This is the letter e, it stands for /e/. Listen as I blend the two sounds /be/. This is the letter g, it stands for /g/. Listen as I blend all three sounds /beg/." On Day 2, students are guided in spelling the word ten through segmentation and sound-letter mapping: "Ten has three sounds. I know the letter t stands for /t/. I will write the letter t." This progression ensures systematic development of decoding and encoding abilities.
Evaluation for 5.C.2b
The materials in grade 1 build on phoneme-letter connections with explicit teacher guidance tailored to common misconceptions and pronunciation challenges. In Unit 4, Week 2, Day 2, the program offers step-by-step corrective feedback for blending. Teachers are directed to point to the missed sound-spelling, such as the ch in chip, state the corresponding sound ch makes the /ch/ sound, have students repeat the pattern, and then blend the full word again. This repetition reinforces phoneme-grapheme recognition. Additionally, Unit 6, Week 1, Day 1 includes explicit instruction on connecting phonemes to letters within words, recommending explanatory feedback for students based on errors and misconceptions. Teachers instruct students to draw an arrow from the e to the i to illustrate how the two letters work together in the i_e spelling pattern. These visual and kinesthetic strategies are especially valuable for addressing common spelling errors while strengthening orthographic mapping.
Evaluation for 5.C.2c
The materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one-syllable and multisyllable words in isolation and decodable connected text. Instruction advances decoding with long-vowel patterns. Unit 6, Week 1, Day 1 includes explicit instruction on VCe words with the long i sound using words such as hide, bike, and time. The teacher models blending, followed by structured student practice. Spiral review of soft c/g and long a/o ensures previously taught sounds remain active in instruction. On Day 2, students read "Mike Can Fix It," practicing decoding VCe words in decodable text through independent and partner reading. This structure supports the transition from decoding in isolation to application in a meaningful context. Instruction integrates explicit modeling, guided decoding, and opportunities to apply phonics skills through individual and small-group practice. Decodable texts align with the phonics focus and provide context-rich reinforcement. These structured learning experiences support students in progressing from foundational decoding to fluent reading across multiple word types and reading contexts.
Evaluation for 5.D.1a
The materials in grade 1 build on the kindergarten foundation by continuing the progression from simple to complex skills, starting with rhyme production and moving toward phoneme identification and manipulation. The sequence reflects a deliberate shift from larger to smaller sound units, aligned with TEKS. For example, in Unit 1, students are prompted to identify and generate rhyming words from pairs and to produce words that continue an alliteration pattern, such as "Uncle Upton ushers us uphill." In Unit 5, students distinguish between long- and short-vowel sounds by identifying the odd word in a set, such as code, stop, bone. Lessons provide explicit guidance for teachers to help students isolate beginning, medial, and final phonemes. For instance, students listen to "sssǎd" to identify s as the initial sound in sad. They also learn to segment words such as rock into r-ǒ-k to identify the final k sound. These structured lessons support mastery of phonemic awareness—an essential skill for decoding and spelling.
Evaluation for 5.D.1b
The materials include explicit instruction for teaching phonological awareness skills, providing recommended explanatory feedback to students based on common errors and misconceptions. These materials continue to use structured, direct instruction in phonological awareness, particularly in oral blending and segmentation. For example, in Unit 5, Week 1, Day 2, teachers are directed to provide corrective feedback during blending practice, using the example, /gāāāvvv/, /gāāv/, /gave/. Teachers guide students to use counters and sound boxes to visually mark each sound. Unit 5, Week 1, Day 1 lesson includes Language Transfer Support that targets Spanish speakers who may mispronounce final short e in words such as bake or lake. Teachers are guided to provide echo-reading practice and sentence repetition using examples such as, "That man can bake a cake," and, "Kate's cat will chase a snake." These activities build accuracy and awareness while supporting students' linguistic needs.
Evaluation for 5.D.1c
The materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). In Unit 1, Week 1, Day 1, the program introduces the short a sound. Students explore this sound using Sound Wall Cards (featuring a mouth forming the a), Picture Word Cards (e.g., apple), and Sound-Spelling Cards (featuring Aa and the word cat). On Day 1, students identify rhyming word pairs and generate their own rhyming words. On Day 2, they blend and segment words with short a while tapping each sound. In addition, the Letter a Balloon Pop game encourages students to listen for a and select the correct words. Another digital tool, the Short a Sorting Game, allows students to distinguish and categorize short a and i words, promoting fine-grained auditory analysis. In Unit 5, Week 2, Day 2, students explore long-vowel sounds through VCe words such as hope, joke, and rope. The students manipulate letter cards to change medial vowel sounds and use sound boxes for segmentation practice. A spiral review of VCe long a words is also included. The Long o Balloon Pop game reinforces vowel sound discrimination, while another interactive activity encourages sorting of long o words by listening and dragging the correct words into categories. These varied activities support both initial instruction and repeated practice, aligning with TEKS expectations and reinforcing student mastery over time.
Evaluation for 5.D.2a
The materials follow the structured sequence established in kindergarten, but incorporate greater complexity. Lessons begin with refining phoneme identification skills, as seen in Unit 1, Week 2, Day 1, where students identify the medial sound ǐ in sets of words. This prepares them for more sophisticated blending and segmentation tasks. For example, in Unit 1, Week 2, Day 2, students blend the sounds k-ǐ-d-z into the word kids, and in the same week, they segment kids into its individual phonemes. As phonemic skills mature, students engage in manipulation practices such as deletion and substitution. In Unit 4, Week 1, Day 3, students change th in math to sh, forming mash, thereby reinforcing phoneme substitution. In Unit 5, Week 1, Day 3, they add m to an to create man, and segment the resulting word into m-ǎ-n. These activities offer repeated, varied exposure to phonemic concepts, and provide opportunities for cumulative review through structured and scaffolded practice.
Evaluation for 5.D.2b
The materials provide explicit instruction in phonemic awareness, with multiple embedded opportunities for teachers to correct common student errors. Teachers are supported with direct feedback strategies that build foundational skills in sound manipulation. For instance, Unit 1, Week 1, Day 1 includes a routine for checking the transferability of the short a sound, with guidance to model articulation and have students use mirrors or peer observation. In Unit 5, Additional Resources, the Phonemic Manipulation Routine (Addition) outlines a step-by-step process for helping students correct errors when adding phonemes. Teachers are advised to model the sound addition using letter cards and repeat as necessary. Similarly, Unit 7, Additional Resources features guidance for deleting initial sounds. Teachers walk through the process orally and visually, segmenting the word into onset and rime (e.g., s, end → send) to clarify what should be removed. These routines offer structured, error-specific instruction that strengthens students' phonemic awareness development.
Evaluation for 5.D.2c
The materials include explicit guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. Lessons explicitly build decoding and encoding skills through targeted instruction and feedback. For example, Unit 3, Week 1, Day 1 introduces r-blends. The teacher models blending the word frog by sequentially articulating each phoneme and combining them into the full word. In Unit 4, Week 1, Day 1, the digraph th is introduced. Students listen for the th sound in words such as thing and thumb, and teachers model blending the letters into words including thin and thing. In Unit 6, Week 1, Day 1, students learn about long i spelled i_e. Teachers guide students through the blending of hid and transformation into hide, emphasizing the silent e. Encoding lessons such as spelling drum or mine reinforce the concepts. Students segment the word mine and write each corresponding letter sound, including the final silent e, deepening their understanding of the alphabetic principle.
Evaluation for 5.D.2d
The materials in grade 1 include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills, by layering new learning on foundational phonemic awareness skills. For example, in Unit 8, Week 1, Day 1, students explore the är sound using an articulation video and digital "Sing Letter Song ar." They engage in teacher-guided blending activities using letter cards and reinforce their skills through digital games such as är/ Sorting Game,and är/ Matching Game. Similarly, Unit 4 introduces the digraph th using a sound wall card and words such as thing, thumb, and teeth. Students practice using words such as thin, thing, and frothing, and then use Elkonin boxes and letter cards to build new words. Additionally, in Unit 3, Week 1, Day 1, students work with r-blends using sorting activities and picture cards, identifying the odd word out in sets such as tree, train, and tan. They revisit previously learned sounds like u and e through review games, including an r-blends Balloon Pop game. These activities reinforce phonemic awareness in engaging, scaffolded ways that promote mastery through spiraled instruction.
Evaluation for 5.E.1a
The materials in grade 1 include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. The sequence begins with CVC and CCVC (consonant-consonant-vowel-consonant) words and progresses to more complex patterns, including VCe spellings and vowel teams. For instance, Units 1 and 2 emphasize decoding CVC words and reinforce short-vowel sounds. For example, students work with words such as hop, cat, and red. In Unit 5, students encounter VCe spelling patterns with words such as snake, rope, and place," building on their prior phonics knowledge. Unit 7 introduces vowel teams, and students decode words such as goat, teach, and reheat. The Scope and Sequence also guides teachers to provide cumulative assessments at the end of each unit to ensure students retain previously learned patterns. These examples reflect commitment to a systematic and research-based sequence that aligns with the TEKS.
Evaluation for 5.E.1b
The materials include detailed scripts that guide teachers in delivering explicit instruction for grade-level sound-spelling patterns. In Unit 3, Week 2, Day 1, the teacher introduces consonant blends through the word sled, prompting students to isolate and blend s and l, explaining that s and l together form a consonant blend that produces two distinct sounds. Students practice pronouncing sl and identifying its components. In Day 2 of the same unit, the lesson employs Elkonin boxes for oral segmentation. Using the word skin, the teacher models each sound: "I know the letter s stands for /s/. I will write s. Listen for the next sound: /k/. I know that k stands for /k/, so I will write k." This continues until all sounds are mapped and written. Additional guidance is illustrated in Unit 5, Week 2, Day 2, where students explore the long o vowel team in the word joke. Teachers use a pocket chart and letter cards to model spelling, stating, "The vowels o and final e work together to make the o say its name."
Evaluation for 5.E.1c
The materials include various structured activities to support development and cumulative review of sound-spelling patterns. During Unit 4, Week 3, Day 1, students focus on three-letter consonant blends such as scr, str, and spl, writing the triblend they hear in words. The lesson incorporates guided and independent practice with blends and digraphs, including words such as chop, lunch, and patch. By Day 5, students complete dictation activities and cumulative review tasks to revisit consonant digraphs and blends, sorting words such as pitches, bunches, lashes, and wishes using a Pocket Chart. These varied approaches reinforce pattern recognition while strengthening encoding and decoding fluency.
Evaluation for 5.E.1d
The materials consistently provide structured decoding and encoding practice for taught sound-spelling patterns in isolation and connected text. Students begin by decoding words such as snap in Unit 3, Week 2, Day 1, using letter cards and sound-by-sound modeling. Magnetic tiles in small groups reinforce this skill. On Day 2, students read decodable texts such as "My Reading and Writing," containing words such as Stan, spots, and smile. Encoding instruction uses Elkonin boxes to guide students through segmenting and spelling words such as skin, followed by the sentence "I have the skill to skip and swim." On Day 3, writing prompts such as "Stan needs help with ___" encourage the use of taught patterns in original student writing. These instructional steps blend phonemic awareness with spelling and reading, reinforcing learned patterns across multiple tasks.
Evaluation for 5.E.2a
The materials include a structured approach to introducing high-frequency words. The program begins with a review of regular words introduced in kindergarten, such as and, go, the, see, and she. These are taught in Unit 1 through the Read, Spell, Write, Apply routine. Irregular words such as little and you are introduced in Unit 1, Week 2, Day 1, even before all related phonics skills have been formally taught. This prioritization aligns with their high-utility in connected text. As students' phonics skills progress, more complex irregular high-frequency words, such as when, because, and from, are introduced in later units. For example, Unit 4, Week 3 features words like their that include syllable types still under instruction. The materials also provide spiral review opportunities. For instance, Unit 6, Week 1, Day 1 revisits earlier words and adds new ones, such as after, call, and large. The program ensures that students encounter these high-utility words multiple times across different instructional contexts, helping them commit both regular and irregular patterns to memory.
Evaluation for 5.E.2b
The materials include consistent teacher support through the Read, Spell, Write, Apply routine. Teachers are guided to display each High-Frequency Word Card, say the word, and have students repeat it. The teacher then identifies both regular and irregular sound-spelling patterns. For example, in Unit 6, Week 2, Day 1, the word off requires emphasis on the double f, while small includes a caution that students may omit the final l. The lesson also presents long as a regular example, which can be sounded out using known spelling patterns. Teachers then lead students through spelling and writing the words before students use them in oral sentences. Instructional videos extend support by modeling segmenting and mapping sounds to letters. Earlier units, such as Unit 1 and Unit 2, provide foundational routines that highlight irregularities in words such as to, where o produces the oo sound.
Evaluation for 5.E.2c
The materials build on the kindergarten foundation by expanding the depth and frequency of practice with high-frequency words. The same Read, Spell, Write, Apply instructional routine is used each week beginning on Day 1. Students continue to revisit these words during Day 3 and Day 5 lessons, while Days 2 and 4 integrate the words into connected texts. For example, in Unit 2, Week 1, students work with words such as are, said, and an and apply them in the decodable text "Little Red." Encoding instruction is supported through dictation, interactive games, and sentence completion activities from the Phonics & High-Frequency Words Activity Book. Students encounter regular review through structured spiral activities. In Unit 7, Week 2, teachers review previously taught words like always, found, and your. Students also apply prior knowledge in connected texts such as "Lee, Dee, and Zee," which revisits words from earlier units. Instructional videos provide musical and visual memory cues for words such as many, under, and why while Word Builder games allow students to drag letter tiles to form target words. These materials offer ample cumulative review to reinforce both decoding and encoding skills.
Evaluation for 5.E.2d
The materials include a consistent structure for introducing and reinforcing high-frequency words, using evidence-based instructional strategies. Teachers begin each week with the Read, Spell, Write, Apply routine to introduce new words, such as boy, city, four, and great in Unit 8, Week 1, and why, many, right, and start in Unit 5. Students practice reading and spelling the words in isolation and apply them orally and in writing through structured group practice. Lessons incorporate videos that focus on segmenting and spelling to support memory retention. Decodable readers such as "Mark and the Stars" and "Grandpa's Party" offer opportunities to see these words used in context. Students further reinforce their learning by writing their own sentences in activity books and during guided practice. Instructional tools, such as Elkonin boxes and letter cards, provide tactile, visual, and auditory support. Weekly activities often include revisiting words from prior weeks to promote cumulative learning, as seen in spiral review tasks. Digital games and hands-on sentence-building activities ensure consistent and engaging exposure to both current and previously taught high-frequency words.
Evaluation for 5.E.3a
The materials for grade 1 include a clear and systematic sequence for introducing grade-level syllable types and syllable division principles as outlined in the TEKS. The materials present a clear and systematic sequence for teaching syllable types and division principles as required by TEKS 1.2.Bii. Instruction begins with closed syllables in early units, such as Units 1–4, followed by VCe syllables in Units 5 and 6, open syllables in Unit 7, r-controlled syllables in Unit 8, and vowel team syllables in Units 9 and 10. For instance, Unit 6, Week 1 focuses on decoding and encoding words with VCe patterns such as like and dime. These lessons are intentionally placed before the introduction of more complex vowel teams such as -igh in Unit 7, Week 3. The progression ensures students build foundational knowledge before encountering irregular sound-spelling patterns. The materials also include modeling of syllable division strategies, helping students identify and split words.
Evaluation for 5.E.3b
The materials provide clear guidance for teachers to deliver explicit instruction on decoding and encoding one-syllable words using syllable types. For example, Unit 4, Week 2, Day 2 explicitly defines closed syllables through modeled examples such as ship, chip, and whip. Teachers help students identify the final consonant that keeps the vowel sound short and support them in blending phonemes. The teacher script introduces the concept of a closed syllable in accessible terms, stating that these words contain only one vowel sound ending in a consonant, which keeps the vowel short. Encoding instruction is equally direct. For example, in the same lesson, students are prompted to build and write the word match using sound segmentation. Teachers model oral spelling and connect each sound to a letter, including the final silent e in VCe syllables, using words such as mine. Earlier lessons, such as Unit 3, Week 2, Day 1, provide similar explicit instruction for decoding words with s-blends, including spot and spin, and for encoding words like sled. These lessons include step-by-step scripts that tell the teacher exactly what to say and do.
Evaluation for 5.E.3c
The materials consistently include structured opportunities for students to build and reinforce decoding and encoding skills using both one-syllable and multisyllabic words. Lessons such as Unit 7, Week 2 provide a teacher-led "Blend Words" session with explicit modeling using words such as greet, followed by guided blending of words including fifteen and cheerful. Students also engage with decodable texts such as "Playing Games" and "Grandpa's Party," as well as the "Phonics Skills Song: Counting Syllables Song." Encoding instruction includes scripted guidance for building words such as meat, meal, and weekend, along with spelling practice using Elkonin boxes and writing sentences using targeted words such as feast and little. Digital resources like the Long e Vowel Teams and Single Letters matching game further support cumulative review. Additional practice occurs in Unit 8, Week 3, Day 3, where students delete syllables in compound words, reinforcing closed syllables, and apply skills with r-controlled vowels using the decodable text "Cloud Shapes." Earlier units, such as Unit 3 and Unit 7, also offer daily routines to blend, build, and encode words using interactive phonics songs, charts, and dictation tasks.
Evaluation for 5.E.3d
The materials consistently support students in building decoding and encoding skills for both one-syllable and multisyllabic words. Lessons offer structured practice in applying syllable types in isolation and through cumulative review in connected texts. Instruction begins with teacher modeling and guided practice. For example, in Unit 10, Week 3, Day 1, the teacher models decoding silly, followed by guided decoding of monkey and sleepy. Students then read the decodable texts "Light and Shadow" and "Lights at Night" to reinforce their understanding of both one-syllable and multisyllabic words in context. Encoding activities are equally structured. On Day 1, students use magnetic tiles and work mats to spell words such as picky, sunny, jolly, and "holly. The lesson also guides students to spell key and fifty and to write a sentence using multiple target words. Additional lessons (e.g., Unit 6, Week 1, Day 2) focus on VCe syllables, encouraging students to segment words such as take, mistake, and lunchtime, and then apply that knowledge in decodable text such as the poem "Once I Saw a Little Bird." These activities allow for meaningful decoding and encoding across isolated words and texts that build on prior instruction.
Evaluation for 5.E.4a
The materials include a clearly structured, TEKS-aligned sequence for introducing grade-level morphemes. This sequence is evident across units and supports both explicit instruction and repeated practice. Instruction begins with plural nouns using the suffix -s, introduced in Unit 1, Week 2. Teachers guide students to identify the meaning of the -s suffix through texts such as the poem "Baby Animals," where they explore how adding -s makes nouns plural. This is followed by regular instruction on -ed in Unit 3, Week 3, and -ing in Unit 4, Week 1. The materials also revisit each suffix through spiral review in Units 2 and 4. Students engage in partner work and oral sharing to reinforce learning, such as forming past tense sentences with -ed words like tend and water. In addition, Unit 6, Weeks 2 and 3 introduces spelling changes such as dropping the final e and doubling consonants. Overall, the materials provide a thorough and consistent approach to teaching morphemes.
Evaluation for 5.E.4b
The materials include consistent teacher guidance to support the recognition of common morphemes and apply their meanings to support reading and writing. Lessons introduce inflectional endings such as -ed early in the year. In Unit 1, Week 2, Day 2, teachers guide students in understanding the plural marker -s using the word cubs. The lesson connects phonics to reading by encouraging students to find other plural nouns in the poem "Baby Animals." In Unit 3, Week 3, Day 2, instruction on -ed continues. Teachers model with verbs such as "land" and "landed" and explain how the suffix changes the word's meaning. They also explore this concept within poems such as "Firefighters," helping students apply the skill in context. On Day 5, students revisit -ed using the poem "We Have a Little Garden," working in pairs to create past-tense sentences using words like water and tend. Later in the year, lessons expand to prefixes. In Unit 7, Week 2, Day 2, the materials introduce prefixes such as un- and re-. The teacher explains that reheat means "heat again." Students apply this knowledge by spelling and using the word unfamiliar and practicing with unwrap in context.
Evaluation for 5.E.4c
The materials include a variety of activities and/or resources for students to develop, practice, and reinforce morphological skills through cumulative review. The program includes repeated, focused instruction on inflectional endings, such as -s, -ing, and -ed. This instruction occurs across multiple weeks and units, ensuring that students receive both initial exposure and cumulative review. Teachers guide students through direct instruction followed by various practice activities. For instance, in Unit 2, Week 2, students learn to add -s to nouns and verbs using words such as wants and helps. They then write about what they have read, reinforcing both decoding and encoding. In Unit 4, Week 1, students review -s and begin learning -ing. They rewrite sentences to reflect present-tense action, such as changing reading to show ongoing action. Unit 6, Weeks 2 and 3 spiral this instruction using decodable texts like A Hat for Pete and Painting in May, phonological awareness activities, and Elkonin boxes to support spelling. Assessment materials, such as those in Unit 2's cumulative assessment, reinforce the -s ending with words like ribs and cuts. The materials provide repeated exposure to morphemes in multiple formats, which allows for building foundational morphological understanding and supporting long-term retention and application in reading and writing.
Evaluation for 5.E.4d
The materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists), and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). For instance, in Unit 1, Week 2, students blend and segment plural nouns with the -s ending, such as kids, lips, and lids. The "Spelling/Dictation" section guides the teacher in modeling words like pigs and rips, followed by student practice with lips, wins, and hits. By Day 4, students encounter plural nouns in context while reading "Get a Big Pot," which features target words such as plants and seeds. In Unit 4, Week 1, students decode words with the suffix -ing in texts including "The King's Wish." Encoding practice comes after, where students change verbs from past to present, such as modifying kissed to kissing. They also segment and write words including shopping and ringing. In Unit 6, Week 2, students add -ed and -ing to base words such as bake and lose. Later, in Unit 10, they read and write words such as helpful and helpless, reinforcing decoding and encoding skills through poetry and descriptive sentence writing.
5.B.1 Oral Language Development
5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
Evaluation for 5.B.1a
Evaluation for 5.B.1a
Materials include explicit (direct) and systematic instructional guidance on developing oral language and oracy through a variety of methods (e.g., modeling, guided practice, coaching, feedback, and independent practice). (T)
8 out of 8 points
5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
Evaluation for 5.B.1b
Evaluation for 5.B.1b
Materials include opportunities for students to engage in social and academic communication for different purposes and audiences. (S)
4 out of 4 points
5.B.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
Evaluation for 5.B.1c
Evaluation for 5.B.1c
Materials include authentic opportunities for students to listen actively, ask questions, engage in discussion to understand information, and share information and ideas. (S)
4 out of 4 points
5.C.1 Alphabet Knowledge (K only)
5.C.1a
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
0 out of 2 points
Evaluation for 5.C.1a
Evaluation for 5.C.1a
Materials include a systematic sequence for introducing letter names and their corresponding sounds. (PR 2.A.1)
0 out of 2 points
5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
0 out of 6 points
Evaluation for 5.C.1b
Evaluation for 5.C.1b
Materials include teacher guidance to provide explicit (direct) instruction for teaching and developing student automaticity in the identification of the 26 letters of the alphabet (upper and lowercase) and their corresponding sounds. (PR 2.A.1) (T)
0 out of 6 points
5.C.1c
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
0 out of 4 points
Evaluation for 5.C.1c
Evaluation for 5.C.1c
Materials include teacher guidance to provide explicit (direct) and systematic instruction for letter formation for the 26 letters of the alphabet (upper and lowercase). (PR 2.A & 2.A.3) (T)
0 out of 4 points
5.C.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
0 out of 6 points
Evaluation for 5.C.1d
Evaluation for 5.C.1d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce (through cumulative review) alphabet knowledge both in isolation and in the context of meaningful print. (PR 2.A & 2.A.3) (S).
0 out of 6 points
5.C.2 Letter-Sound Correspondence
5.C.2a
Materials explicitly (directl), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
Materials explicitly (directl), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
4 out of 4 points
Evaluation for 5.C.2a
Evaluation for 5.C.2a
Materials explicitly (directl), and systematically introduce letter-sound relationships in an order that allows for application to basic decoding and encoding. (PR 2.A.1)
4 out of 4 points
5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.C.2b
Evaluation for 5.C.2b
Materials include teacher guidance to provide explicit (direct) instruction focused on connecting phonemes to letters within words with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
5.C.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
6 out of 6 points
Evaluation for 5.C.2c
Evaluation for 5.C.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce (through cumulative review) their understanding of applying letter-sound correspondence to decode one syllable and multisyllable words in isolation and decodable connected text. (PR 2.A & 2.A.3) (S)
6 out of 6 points
5.D.1 Phonological Awareness (K-2)
5.D.1a
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
2 out of 2 points
Evaluation for 5.D.1a
Evaluation for 5.D.1a
Materials include a systematic sequence for introducing phonological awareness activities in accordance with grade-level TEKS that begins with simple skills and larger units of sound (e.g., identifying and producing rhyming words, recognizing spoken alliteration, identifying the individual words in spoken sentences) and gradually transitions to more complex skills and smaller units of sound (e.g., adding, deleting, and substituting syllables). (PR 2.A.1)
2 out of 2 points
5.D.1b
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.D.1b
Evaluation for 5.D.1b
Materials include explicit (direct) instruction for teaching phonological awareness skills with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
5.D.1c
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.D.1c
Evaluation for 5.D.1c
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to develop, practice, and reinforce phonological awareness skills connected to grade-level TEKS (through cumulative review). (PR 2.A & 2.A.3) (S)
4 out of 4 points
5.D.2 Phonemic Awareness (K-2)
5.D.2a
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
3 out of 3 points
Evaluation for 5.D.2a
Evaluation for 5.D.2a
Materials include a systematic sequence for introducing phonemic awareness activities that begins with identifying, blending, and segmenting phonemes, and gradually transitions to more complex manipulation practices such as adding, deleting, and substituting phonemes. (PR 2.A.1)
3 out of 3 points
5.D.2b
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
Evaluation for 5.D.2b
Evaluation for 5.D.2b
Materials include explicit (direct) instruction for teaching phonemic awareness with recommended explanatory feedback for students based on common errors and misconceptions. (PR 2.A & 2.A.2) (T)
2 out of 2 points
5.D.2c
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
2 out of 2 points
Evaluation for 5.D.2c
Evaluation for 5.D.2c
Materials include explicit (direct) guidance for connecting phonemic awareness skills to the alphabetic principle, to support students in the transition from oral language activities to basic decoding and encoding. (PR 2.A.1) (T)
2 out of 2 points
5.D.2d
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
3 out of 3 points
Evaluation for 5.D.2d
Evaluation for 5.D.2d
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce phonemic awareness skills (through cumulative review). (PR 2.A & 2.A.3) (S)
3 out of 3 points
5.E.1 Sound-Spelling Patterns
5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
Evaluation for 5.E.1a
Evaluation for 5.E.1a
Materials include a systematic sequence for introducing grade-level sound-spelling patterns, as outlined in the TEKS. (PR 2.A.1)
1 out of 1 points
5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
Evaluation for 5.E.1b
Evaluation for 5.E.1b
Materials include teacher guidance to provide explicit (direct) instruction for grade-level sound-spelling patterns. (PR 2.A.1) (T)
1 out of 1 points
5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
Evaluation for 5.E.1c
Evaluation for 5.E.1c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level sound-spelling patterns (through cumulative review). (PR 2.A.1) (T)
3 out of 3 points
5.E.1d
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
Evaluation for 5.E.1d
Evaluation for 5.E.1d
Materials provide a variety of activities and/or resources to support students in decoding and encoding words that include taught sound-spelling patterns, both in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 4 points
5.E.2 Regular and Irregular High-Frequency Words
5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
2 out of 2 points
Evaluation for 5.E.2a
Evaluation for 5.E.2a
Materials include a systematic sequence for introducing regular and irregular high-frequency words. (PR 2.A.1)
2 out of 2 points
5.E.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
4 out of 4 points
Evaluation for 5.E.2b
Evaluation for 5.E.2b
Materials include teacher guidance to provide explicit (direct) instruction for decoding and encoding regular and irregular high-frequency words. (PR 2.A.1) (T)
4 out of 4 points
5.E.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
12 out of 12 points
Evaluation for 5.E.2c
Evaluation for 5.E.2c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce skills to decode and encode regular and irregular high-frequency words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
12 out of 12 points
5.E.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
4 out of 4 points
Evaluation for 5.E.2d
Evaluation for 5.E.2d
Materials include a variety of activities and/or resources (including the use of memory-building strategies) for students to read, and write high-frequency words in isolation (e.g., word lists) and in connected text (e.g., within sentences or decodable texts). (PR 2.A.1) (S)
4 out of 4 points
5.E.3 Decoding and Encoding One-Syllable or Multisyllabic Words
5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
Not scored
Evaluation for 5.E.3a
Evaluation for 5.E.3a
Materials include a systematic sequence for introducing grade-level syllable types and syllable division principles, as outlined in the TEKS. (PR 2.A.1)
1 out of 0 points
5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
Not scored
Evaluation for 5.E.3b
Evaluation for 5.E.3b
Materials include teacher guidance to provide explicit (direct) instruction for applying knowledge of syllable types and syllable division principles to decode and encode one-syllable or multisyllabic words. (PR 2.A.1) (T)
2 out of 0 points
5.E.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not scored
Evaluation for 5.E.3c
Evaluation for 5.E.3c
Materials include a variety of activities and/or resources for students to develop, practice and reinforce skills to decode and encode one-syllable or multisyllabic words (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
12 out of 0 points
5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
Not scored
Evaluation for 5.E.3d
Evaluation for 5.E.3d
Materials include a variety of activities and/or resources for students to practice decoding and encoding one-syllable or multisyllabic words, using knowledge of syllable types and syllable division principles, in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A & 2.A.3) (S)
4 out of 0 points
5.E.4 Morphological Awareness (1-3)
5.E.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
Not scored
Evaluation for 5.E.4a
Evaluation for 5.E.4a
Materials include a systematic sequence for introducing grade-level morphemes, as outlined in the TEKS. (PR 2.A.1)
1 out of 0 points
5.E.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
Not scored
Evaluation for 5.E.4b
Evaluation for 5.E.4b
Materials include teacher guidance to provide explicit (direct) instruction for supporting recognition of common morphemes and using their meanings (e.g., affixes, roots, and base words) to support decoding, encoding, and reading comprehension. (PR 2.A.1) (T)
4 out of 0 points
5.E.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
Not scored
Evaluation for 5.E.4c
Evaluation for 5.E.4c
Materials include a variety of activities and/or resources for students to develop, practice, and reinforce grade-level morphological skills (through cumulative review). (PR 2.A.1 & 2.A.3) (S)
3 out of 0 points
5.E.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
Not scored
Evaluation for 5.E.4d
Evaluation for 5.E.4d
Materials include a variety of activities and/or resources for students to decode and encode words with morphemes in isolation (e.g., word lists) and in decodable connected text that builds on previous instruction (e.g., within sentences or decodable texts). (PR 2.A.1 & 2.A.3) (S)
4 out of 0 points